Forms and methods of social support for minor children from disadvantaged families. Technologies for helping children from disadvantaged families Supporting children from disadvantaged families

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Social support for children from disadvantaged families in educational institutions

Introduction

socially disadvantaged child family

Relevanceresearch topics. Family well-being cannot be accurately measured using any universal indicators. Its individual components: living conditions, income level, health status of family members can be compared with average statistical indicators. However, in general, the well-being of a family is determined by the self-perception of its members - the answer to the question: “Are they good in the family or bad?” And the well-being of a child is assessed according to the main criterion - whether he feels good in the family, whether he feels love and understanding, whether he is surrounded by care, whether he has conditions for full development and a sense of security.

Obviously, every family has problems, often they accumulate and interfere with the smooth flow of life. Drunkenness of one of the family members, frequent quarrels with or without cause, lack of work and lack of money for basic needs - one or all of them together, poison the existence of many of our fellow citizens and, above all, children. There may well come a time when, for these reasons, the question: “Is life good in the family?” it will be impossible to give a positive answer. And here, in the terminology of social work, a “problem family” arises. A family, closed in its problems, gradually loses influence on the child and rejects him. He lacks understanding and care, he feels superfluous, and spends more and more time outside the home. If, as the socio-economic situation worsens, the psychological climate in the family changes so that the child feels better on the street than at home, this is a dysfunctional family.

By a dysfunctional family, we tend to understand a family in which the structure is disrupted, the boundaries are blurred, the main family functions are devalued or ignored, there are obvious or hidden defects in upbringing, as a result of which the psychological climate in it is disturbed, and “difficult children” appear.

One of the most powerful dysfunctional factors that destroys not only the family, but also the mental balance of the child, is parental alcoholism and drug addiction. They can affect not only at the moment of conception and during pregnancy, but also throughout the child’s life. The life of children in such a family atmosphere becomes unbearable, turning them into social orphans with living parents. Living together with someone who is an alcoholic and/or under the influence of drugs leads to serious mental disorders in other family members, a complex of which is referred to by experts as codependency.

Currently, there is an urgent need for new effective methods for working with dysfunctional families and children, because in the conditions of social and pedagogical institutions the range of problems they solve is quite wide, and the experience is small. The legislative acts underlying the state's social policy regarding children are aimed at preserving the family for the child. This allows us today not only to intervene in dysfunctional situations in families at the early stages, but also to use all the resources available in the region within the framework of various departments, to remove families from a socially dangerous situation, and to determine their attitude towards children in need of state protection.

Analysis of studied sources and literature. Family like social institution and its functions in society are discussed in the works of N.E. Astafieva, A.A. Dubovitskaya, T.A. Kryukova, M.A. Nikisheva, V.N. Oborina.

The following researchers are studying dysfunctional families: A.N. Eroshina, M.A. Migunova, A.Yu. Neoprenko, E.Yu. Prigozhin.

Purpose Bachelor's work is to analyze and evaluate the effectiveness of social support for children from disadvantaged families in an educational institution (using the example of MBOU Secondary School No. 32), and develop a project for optimizing this activity.

Based on the goal set, the work decided on the following: tasks:

Conduct a theoretical and legal analysis in order to identify the legal basis and specifics of social work with children from disadvantaged families;

To analyze the experience of social work with children from disadvantaged families using the example of MBOU Secondary School No. 32;

To develop a project for a set of measures to optimize social support for children from disadvantaged families using the example of Municipal Budgetary Educational Institution “Secondary School No. 32”.

Object of study- social support for minor children from disadvantaged families.

Subject of study- a system of social support for children from disadvantaged families in an educational institution based on the Municipal Budgetary Educational Institution “Secondary School No. 32”.

Theoretical and methodological basis and empirical basis The basis was legislative and regulatory materials, works of domestic specialists in the field of social work with dysfunctional families. The methodological basis of the study was such scientific research methods as analysis and synthesis, grouping, comparison, questioning, factor analysis.

Empirical basis of the study. During the study, the results of the author's research, Internet resources, materials of scientific and practical conferences, publications in scientific and periodicals were used.

Practical significance. As part of the work, an analysis of the experience of working with disadvantaged families at Municipal Budgetary Educational Institution Secondary School No. 32 was carried out, and a project was developed to optimize social work with children from disadvantaged families, which can be implemented in the work of Municipal Budgetary Educational Institution Secondary School No. 32.

Chronological framework of the study - 2012-2015.

1 . Theoretical and legal foundations of socialCHILDREN SUPPORTfrom disadvantaged families

1.1 Theoretical approaches to justifying the targeted use of social support technology in working with children from disadvantaged families

Currently, there is no definition of the concept of “dysfunctional family” in Russian legislation, although it is found in a number of regulatory legal acts of the constituent entities of the Russian Federation. It is also not included in legislative documents at the federal level, as are the criteria for being classified as such a family. However, in the Federal Law of June 24, 1999 No. 120-FZ (as amended and supplemented) “On the fundamentals of the system for the prevention of neglect and juvenile delinquency” there is a definition: “A family in a socially dangerous situation is a family with children in socially dangerous situation, as well as a family where parents or other legal representatives of minors do not fulfill their duties for their upbringing, training and (or) maintenance and (or) negatively influence their behavior, or treat them cruelly.”

Sociologists classify only families of antisocial and immoral types as dysfunctional families. Psychologists consider families as such in which there are obvious defects in upbringing that traumatize the child’s psyche. Educators define them as families where the child is not developing, the parents have a low pedagogical culture, and there are social diseases (alcoholism, drug addiction, etc.). Psychiatrists classify as dysfunctional families those families in which deformation of the child’s psyche and personality occurs. Taking into account the above, one main sign of family dysfunction can be identified - dysfunction in relation to the child. For the child himself, his family is neither antisocial nor asocial. He cannot understand this, although he intuitively feels that something is wrong at home. At the same time, for different children, the same family can either be suitable or act as a strong irritant, causing painful experiences and emotional breakdowns. Modern researchers insist on the need to distinguish between concepts such as “dysfunctional family for a child” and “antisocial or asocial family.” This requirement is based on the fact that there are many families about which, from a formal point of view, nothing bad can be said, but nevertheless they are dysfunctional for the children living in them. Thus, dysfunctional families can be divided into two groups:

1. Families with a clear (open) form of disadvantage - conflict, problem, asocial, immoral-criminal, families with a lack of educational resources (single-parent families).

2. Families with a hidden form of disadvantage (internally dysfunctional) - outwardly these are respectable families, but in them the value systems and behavior of parents diverge from universal moral requirements, which affects the upbringing of children. Trouble in the family almost always leads to disturbances in the mental development of the child, and not so much in an intellectual sense, but from the point of view of disharmony in the maturation of the emotional-volitional sphere.

Currently, there have been several approaches to the typology of dysfunctional families. N.M. Platonova divides such families into three types: conflicting, pedagogically insolvent, immoral. L.S. Alekseeva distinguishes four types of dysfunctional families: conflict, immoral, pedagogically incompetent, asocial. N.V. Vostroknutov - three types: conflict (dysfunctional), antisocial with drug problems and illegal behavior of family members, disintegrated. Studies by domestic and Western psychologists provide a comparative description of children raised in dysfunctional families. I.V. Dubrovina, E.A. Minkova, M.K. Bardyshevskaya and other researchers have shown that the general physical and mental development of such children differs from the development of peers growing up in prosperous families. They have a slowdown in mental development, a number of negative features: a low intellectual level, a poor emotional sphere and poor imagination, a delay in the formation of self-regulation skills and correct behavior. The influence of dysfunctional families on the development of children The greatest danger in terms of their negative impact on children is represented by criminally immoral families. The lives of children in such families are often under threat due to abuse, drunken brawls, sexual promiscuity of parents, and lack of basic care.

These children are so-called social orphans (orphans with living parents), their upbringing should be entrusted to state and public care. Otherwise, the child will face early vagrancy, running away from home, and complete social insecurity both from abuse in the family and from the criminalizing influence of criminal organizations.

Living together with someone with alcoholism leads to serious mental disorders in other family members, in other words, to codependency. It occurs in response to a prolonged stressful situation in the family and leads to suffering for all its members. Children are especially vulnerable in this regard due to their fragile psyche and lack of necessary life experience.

The disharmony reigning in the home, quarrels and scandals, unpredictability and lack of security, as well as the alienated behavior of parents deeply traumatize the child’s soul, and this moral and psychological trauma often leaves a deep imprint on the rest of their lives.

The most important features of the process of growing up of children from “alcoholic” families are that: children grow up with the conviction that the world is an unsafe place and people cannot be trusted; children are forced to hide their true feelings and experiences in order to be accepted by adults; they are not aware of their feelings, they do not understand what their reason is and what to do about it, but it is in accordance with them that they build their lives, relationships with other people, with alcohol and drugs; children transfer their emotional wounds and experiences into adult life, often becoming chemically dependent, and they again have the same problems that they had in the home of their drinking parents; children feel emotional rejection from adults when they inadvertently make mistakes, do not meet their parents’ expectations, openly express their feelings and express their needs; children, especially the eldest in the family, are forced to take responsibility for the behavior of their parents; parents may not perceive the child as a separate being with their own value, believing that the child should feel, look and do the same as they do; a child’s self-esteem may depend on his parents; they often treat him as an equal, not giving him the opportunity to be a child.

Families with disrupted parent-child relationships pose no less of a danger. In them, the influence on children is manifested not directly - through patterns of immoral behavior of parents, as happens in “alcoholic” families, but indirectly - as a result of unhealthy relationships between spouses, which are characterized by a lack of mutual understanding and mutual respect, chronic emotional alienation and the predominance of conflict interaction.

Regardless of whether a conflict family is noisy, scandalous, in which raised tones and irritation become the norm in adult communication, or quiet, where marital relations are characterized by complete alienation and the desire to avoid any interaction, it negatively affects the child’s developing personality and can cause various antisocial manifestations in the form of deviant behavior. In conflict families there is often a lack of moral and psychological support. Also a characteristic feature of conflict families is a breakdown in communication between its members. As a rule, behind a protracted, unresolved conflict or quarrel lies an inability to talk to each other. Conflict families are more “silent” than conflict-free ones, in them spouses exchange information less often, avoid unnecessary conversations, in such a family they will have a row, let off steam, get emotional release for a while, and then again everyone is on their own. Here, “we” is almost never heard; they prefer to say only “I,” which indicates the psychological isolation of marriage partners, their emotional disconnection.

And finally, communication with each other is built in monologue mode, reminiscent of the conversation of the deaf: everyone says his own, most important, painful thing, but no one hears him - the same monologue sounds in response. Children who witness numerous quarrels between their parents receive unfavorable experiences in life.

Negative images of childhood are harmful; they determine thinking, feelings and actions in adulthood. Therefore, parents who do not know how to find mutual understanding with each other must remember that children should not be drawn into family conflicts. You should think about your child’s problems at least as much as you think about your own. A unique indicator of family well-being is the child’s behavior.

The consequence of family upbringing in a dysfunctional family quite often becomes pronounced selfishness, arrogance, intolerance, and difficulties communicating with peers and adults. As noted above, in a child from a dysfunctional family, the emotional-volitional sphere suffers the most.

At the same time, he tries in every possible way to resist, “adapt,” and somehow survive. A common form of psychological defense for younger schoolchildren is denial. It operates at the level of regulation of perception mechanisms, which must ensure adequate perception of information about external events and the individual’s participation in them. Activation of denial distorts incoming information by selectively blocking unnecessary or dangerous information that threatens the child’s psychological well-being. Outwardly, such a child gives the impression of being extremely absent-minded and inattentive when communicating with parents and teachers when they demand explanations from him about his offenses.

Children from dysfunctional families, as a rule, develop the following personal and behavioral characteristics: fear of adults, constant tense anticipation of a blow, insults; low mood, which in children is manifested by a sad facial expression, anxiety, and indifference to the environment; older children experience depression, sleep disturbances, and loss of appetite; restlessness, inability to concentrate on something interesting; self-doubt, inadequate self-esteem; aggressiveness, cruelty towards other children or animals; excessive compliance, servility and ingratiation; poor academic performance, difficulties in mastering the school curriculum.

Psychological characteristics junior schoolchildren from disadvantaged families:

1. High level of aggression in all respects. Such children are characterized by a desire to exaggerate the aggressiveness of their peers and, accordingly, respond to apparent hostility with aggressive actions. Those with high levels of reactive aggression easily become angry and retaliate when children are teased or threatened. They almost always claim that others are to blame for a quarrel or fight. When a peer accidentally hurts a child (for example, by bumping into him), he assumes that the peer did it intentionally, and therefore reacts excessively angrily, starting a fight.

Children with high levels of aggression threaten or intimidate others in order to achieve their goals. Direct aggression is often used. For their aggressive actions they choose one constant victim - a weaker peer who is not able to respond in kind.

2. High level of school anxiety. Children experience social stress, frustration of the need to achieve success, they have a fear of self-expression, fear of knowledge testing situations, fear of not meeting expectations, problems and fears in relationships with teachers.

3. High level of personal anxiety. This causes a lack of confidence in one’s communication capabilities and creates conflictual relationships. Children interpret most situations in everyday life as threatening, dangerous, for no apparent reason.

4. Low self-esteem. Such children have a low level of aspirations, self-doubt and fear of failure - it is easier for them not to do anything, not to take risks, so as not to experience failure later. Therefore, they often choose easy tasks, as if they are protecting their success, and because of this they are afraid of the learning activity itself.

1.2 Regulatory legal framework for social support for minor children from disadvantaged families

IN modern Russia significant signs were a significant increase in social orphanhood, the emergence of its new characteristics, determined by the continuing deterioration of the life of the Russian family, the decline of its moral foundations and, as a consequence, a change in attitude towards children up to the complete displacement of them from the family, the neglect of a huge number of children and adolescents in all regions of the country.

Increases annually total number children left without parental care. Most of them are social orphans.

Data from official statistics and sociological research allow us to draw a conclusion about the social, economic, and legal vulnerability of a significant part of adolescents and children. This manifests itself in the following:

Deterioration of mental and physiological health of children and adolescents;

The virtual absence of a national employment system for teenagers;

Graduates of correctional (special) schools and boarding schools for children with mental and physical disabilities are deprived of a guarantee of employment;

Stereotypes of behavior associated with avoidance of school and work, violence and cruelty spread almost unhindered among adolescents and children.

It is obvious that the above negative trends require urgent measures aimed at improving the social life of children and adolescents and their inner world.

In this regard, various laws, regulations, rules and regulations are being developed at the international, federal and regional levels to protect minor children from disadvantaged families.

One of the fundamental documents on the issue of protecting the rights of the child is the Convention on the Rights of the Child, adopted in 1959 by the UN General Assembly.

The main idea of ​​the document is that humanity is obliged to give the child the best. The declaration proclaims the principles of ensuring social protection and well-being of children at the national and international levels. Here are some of the main articles of this document:

Article 9. Children have the right to be raised in a family environment or to be in the care of those who will provide them with the best care.

Article 24. Children have the right to decent food and a decent amount of clean water, the right to use health care services and means of treating illnesses.

Article 26, 27. Children have the right to an acceptable standard of living.

Article 23. Disabled children have the right to special care and education.

Article 31. Children have the right to rest.

Article 28. Children have the right to free education.

Article 19. Children have the right to safe living conditions and the right not to be subjected to cruel or neglectful treatment.

Article 32 Children shall not be used as cheap labor.

Article 30. Children have the right to speak their own language native language, practice your religion, observe the rituals of your culture.

Article 12, 13, 15. Children have the right to express their opinions and to gather together for the purpose of expressing their views.

The civil legal status of minors in Russian legislation is regulated by: international legal acts, as well as the Constitution Russian Federation, the Civil Code, the Family Code and a number of Federal Laws of the Russian Federation, which are complex in nature, in which the position of minors is determined to one degree or another.

The fundamentals of the legal status of the individual in general and the child in particular in the Russian Federation are enshrined in Chapter 2 of the Constitution of the Russian Federation; Law of the Russian Federation “On Citizenship of the Russian Federation” and other legislative acts of the Russian Federation and its constituent entities.

Article 64 of the Constitution of the Russian Federation establishes the legal status of the individual, based on the rights and freedoms approved in Chapter 2 of the Constitution of the Russian Federation.

Personal status expresses the individual existence of a person and a citizen in the specific legal relationships in which he is a member (family, labor, property, etc.).

Personal status changes during human life(status of a child, able-bodied person, disabled person, pensioner).

The Civil Code of the Russian Federation, adopted on October 21, 1994, defines such provisions in relation to minors as legal capacity and legal capacity, and regulates the problems of emancipation.

The Civil Code of the Russian Federation determines the legal status of participants in civil transactions, the grounds for the emergence and procedure for the exercise of real and intellectual rights. In addition, it regulates contractual and other relations based on equality, autonomy of will and property independence of the participants. This act consists of 4 parts.

Unlike the previous Civil Code, the new Civil Code identifies a special group of citizens - minors from 14 to 18 years old.

This is due to the fact that in a market economy, minors are involved in property and other relations (engaged in business, involved in production, etc.)

Family Code of the Russian Federation, as amended. Federal laws dated November 15, 1997 No. 140-FZ, dated June 27, 1998 No. 94-FZ, dated January 2, 2000 No. 32-FZ, dated August 22, 2004 No. 122-FZ, dated December 28, 2004 No. 185-FZ, dated June 3. 2006 No. 71-FZ, dated December 18, 2006 No. 231-FZ, dated December 29, 2006 No. 258-FZ, dated July 21, 2007 No. 194-FZ, dated April 24, 2008 No. 49-FZ, dated June 30, 2008 No. 106-FZ ) entered into force on March 1, 1996. The Family Code (FC) of the Russian Federation is a legal document regulating the sphere of family relations.

The Family Code of the Russian Federation with comments in the latest edition regulates any issues arising in the field of family relations and divorce proceedings, including establishing liability for violation of family law. With its content, which is based on the Constitution of the Russian Federation and other Federal legislative acts, the code complements many Russian laws, for example, the law on guardianship and trusteeship in Art. 1 establishes that the family, motherhood and childhood are under state protection.

A distinctive feature of the Code is that, for example, in comparison with the Code on Marriage and Family of 1969, it does not contain rules that are purely declarative in nature, moral requirements are reduced to a minimum, and the excessive laconicism of a number of articles, especially those dedicated to children, is eliminated .

This is confirmed by the content of Chapter. 11 of the Code “Rights of Minors”. So, in particular, Ch. 11 of the Code specifically highlights the property rights of the child (the right of ownership of the property belonging to him, the right to own, use and dispose of the property of the parents when living together).

An innovation is the rule on the child’s right to protection of his legal rights and interests, Art. 56 “The child’s right to protection” and, most importantly, the right to independently apply to the guardianship and trusteeship authorities, and, upon reaching the age of 14, to the court.

At the present stage of development of the system for the prevention of neglect and juvenile delinquency, the leading role is played by the Federal Law of June 24, 1999 No. 120-FZ “On the fundamentals of the system for the prevention of neglect and juvenile delinquency.” With amendments and additions from January 13, 2001, July 7, 2003, June 29, August 22, December 1, 29, 2004, April 22, 2005, January 5, 2006, June 30, July 21, 24 , December 1, 2007, July 23, 2008, October 13, 2009, December 28, 2010, February 7, December 3, 2011, December 30, 2012

This Federal Law, in accordance with the Constitution of the Russian Federation and generally recognized norms of international law, establishes the foundations legal regulation relations arising in connection with activities to prevent neglect and delinquency of minors. The law defines the bodies and institutions of the system for the prevention of neglect and juvenile delinquency, the main directions of their activities in this area, and establishes the responsibility of federal ministries and departments, subjects of the Russian Federation in the field of organizing the prevention of child neglect and homelessness.

The Federal Law “On the Fundamentals of the System for the Prevention of Neglect and Juvenile Delinquency” dated June 24, 1999 No. 120-FZ (as amended on December 17, 2009) establishes the basic guarantees of the rights and legitimate interests of the child provided for by the Constitution of the Russian Federation, in order to create legal, social economic conditions for the realization of the rights and legitimate interests of the child.

The state recognizes childhood important stage human life and is based on the principles of priority of preparing children for full life in society, developing their socially significant and creative activity, instilling in them high moral qualities, patriotism and citizenship.

This law defines for the first time the most important concepts in the area of ​​legal relations under consideration. Such, for example, as:

1 child - a person under the age of 18 (the age of majority);

2 children in difficult life situations;

3 children left without parental care;

4 disabled children;

5 children with disabilities in mental and (or) physical development;

6 children - victims of armed and interethnic conflicts, environmental and man-made disasters, natural disasters;

7 children from families of refugees and internally displaced persons;

8 children in extreme conditions;

9 children are victims of violence;

10 serving a sentence of imprisonment in educational colonies; children in special educational institutions; children living in low-income families;

11 children with behavioral problems;

12 children whose life activity is objectively disrupted as a result of current circumstances and who cannot overcome these circumstances on their own or with the help of their family.

Law of the Khabarovsk Territory of December 23, 2009 No. 298 “On measures to prevent harm to the health and development of children”; places have been identified where being in which can cause harm to the health of children, their physical, intellectual, mental, spiritual and moral development, as well as public places, in which persons under the age of 16 are not allowed to stay at night, unaccompanied by parents (persons replacing them) or persons carrying out activities with the participation of children.

In case of violation of this Law, administrative measures are applied to parents or persons replacing them when organizing events with the participation of children, as well as legal entities or citizens carrying out entrepreneurial activities without forming a legal entity in accordance with the Code of the Khabarovsk Territory on Administrative Offenses dated June 24. 2009 No. 256.

The law came into force on February 1, 2010. This document was amended from December 26, 2012 No. 255 and from November 23, 2011 No. 137.

Law of the Khabarovsk Territory No. 44 of July 31, 2006 “On the Ombudsman for Children’s Rights in the Khabarovsk Territory”, as amended dated April 25, 2007 No. 118; dated September 30, 2009 No. 266; dated February 24, 2010 No. 303; dated November 23, 2011 No. 136; dated March 28, 2012 No. 179.

Which defines that the activities of the commissioner complement existing facilities ensuring and protecting the rights, legitimate interests, freedoms of man and citizen. The official, when carrying out his activities, is independent and not accountable to the authorities state power, organs local government.

The main tasks of the commissioner are: promoting the restoration of violated human and civil rights and freedoms; assistance in improving regional legislation regarding the observance of human and civil rights and freedoms; participation in the legal education of the population of the region on the protection of human and civil rights and freedoms, informing state authorities, local governments, as well as the population of the region about the situation in this area; assistance in improving the mechanism for ensuring and protecting human and civil rights and freedoms; promoting the activities of state authorities of the region and local governments in the field of ensuring and protecting the rights and freedoms of man and citizen in the region; participation in the development of international cooperation on the protection of human and civil rights and freedoms.

When carrying out his tasks, the commissioner interacts with state authorities of the region, local government bodies, the Commissioner for Human Rights in the Russian Federation, the Commissioner for Children's Rights under the President of the Russian Federation, the Commissioner for Children's Rights in the region, the Commissioners for Human Rights in the constituent entities of the Russian Federation, the authorized on children's rights in the constituent entities of the Russian Federation.

In order to improve the demographic situation in the Khabarovsk Territory, social support measures are provided to citizens in connection with the birth and upbringing of children.

Thus, on the basis of the Law of the Khabarovsk Territory of May 26, 2004 No. 183 “On social support for families at the birth of the second and each subsequent child in the Khabarovsk Territory,” families are provided with support in the form of a one-time benefit at the birth of the second and each subsequent child, the right to which is one of the parents or a person replacing him.

Law of the Khabarovsk Territory dated July 27, 2011 No. 112 “On additional measures to support families with children in the Khabarovsk Territory” introduced regional maternal (family) capital, the right to which is available to women who have given birth (adopted) a third child and (or ) subsequent children starting from January 1, 2011.

The rule of law of this legislative act establishes that funds from regional maternal (family) capital can be used in the following areas: improving housing conditions; education of the child (children); for payment medical services provided to the parent(s) and/or child(ren).

Payment of regional maternal (family) capital has been carried out since January 1, 2013. In 2013, 2,172 families acquired the right to spend funds from the regional maternal (family) capital. The regional budget for 2013 provides 220.5 million rubles for this payment.

The system of state support for large families in the region continues to develop. The Law of the Khabarovsk Territory of June 27, 2012 No. 201 “On monthly cash payments in the event of the birth of a third child or subsequent children” was adopted, according to which families with an average per capita income below the average in the region (in 2013 below 23,766.20 rubles), with If a third child or subsequent children are born after December 31, 2012, they will receive a monthly cash payment in the amount of the subsistence minimum for children (in 2013 in the amount of 8,838.00 rubles) until the child reaches the age of three years. The regional budget provides 143.3 million rubles for these purposes.

Law of the Khabarovsk Territory of December 24, 1999 No. 175 “On the fundamentals youth policy in the Khabarovsk Territory" with amendments dated December 29, 2003 No. 159, dated September 29, 2010 No. 35, dated April 26, 2006 No. 18, dated January 26, 2011 No. 72, determined that youth policy in the Khabarovsk Territory is the activity of state authorities of the region, aimed at creating and ensuring legal, socio-economic conditions and guarantees for the education, social formation, development and self-realization of youth in public life, to protect her rights and legitimate interests.

Regional youth policy is carried out by state authorities of the region, local governments through the development and implementation of measures for education, upbringing, youth development, protection of the rights of youth, youth and children's public associations and by stimulating socially useful initiative activities of youth.

Young people participate in the formation and implementation of youth policy in the region through proactive actions, making proposals to the Legislative Duma, the Government of the region, and local government bodies.

The main directions of youth policy in the region are:

Ensuring economic rights and supporting youth entrepreneurship;

Promoting the realization of the right of young citizens to work;

Protecting the health of young people and promoting a healthy lifestyle for young citizens;

Patriotic education of youth, etc.

In addition, measures are envisaged to support young families, including through the development of youth housing construction.

Thus, we can say that the provisions of federal and regional legislation aimed at protecting the rights and interests of children indicate that the main efforts of the state are currently aimed at overcoming the consequences of a serious crisis in family relations that arose in the early 90s in connection with a sharp change in the system of economic and, as a consequence, social relations in society as a whole, the creation of favorable conditions for the life and development of children.

The creation of an effective organizational mechanism, one of the elements of which is a system of social services for working with minors, is important for the implementation of adopted regulatory legal acts in this area. It can be noted that the Russian Federation has clearly outlined a course aimed at consistently increasing the level and quality of life of children and strengthening their social protection.

In connection with the division of powers between the federal center, constituent entities of the Russian Federation and municipalities, the regulatory framework has been brought into line with federal legislation, and a unified legal field has been created for the implementation of state family and demographic policy.

Support for family, motherhood and childhood has always been one of the main directions of social policy in the Russian Federation.

Based on the above, we can conclude that family support is a priority for the state.

In this connection, work is being carried out to prevent family troubles and social orphanhood, as well as comprehensive social support for families and children.

As part of the presidential program “Children of Russia”, federal target programs are being implemented, such as “Disabled Children”, “Development of Social Services for Families and Children”, “Prevention of Neglect and Juvenile Delinquency” and others.

State support for families with children is mainly focused on solving the following issues:

Further expansion of forms of assistance to families with children;

Increase in the number of children with disabilities who have undergone rehabilitation in social service institutions;

Strengthening pre-crisis prevention of family social ill-being;

Improving forms of work to prevent neglect and juvenile delinquency;

introduction of new technologies to provide various types of assistance to minors;

Increase in the number of orphans taken into families;

Development of various family forms of raising children - orphans and children left without parental care.

1.3 Forms and methods of social support for minor children from disadvantaged families

Social work with adolescents from disadvantaged families in relation to various subjects of activity includes various areas. First of all, this is preventive work, which is carried out in various forms.

System for preventing deviant behavior of students in educational institution includes the following priority measures:

Creation of comprehensive groups of specialists providing social protection for children (social educators, psychologists, doctors, etc.);

Creation of an educational environment that allows harmonizing the relationship of children and adolescents with their immediate environment in the family, place of residence, work, study;

Creation of support groups of specialists in various fields, teaching parents how to solve problems related to children and adolescents;

Organization of training of specialists capable of providing professional social, psychological, pedagogical, medical care and engaged in educational and preventive work, primarily with children and adolescents at risk and their families;

Creation of public educational programs to increase awareness and attract attention to the problems of young people with deviant behavior (television programs, educational programs, etc.);

Organization of children's leisure activities. As research shows, children and adolescents with a deviant orientation have a lot of free time, which is not filled with anything. Therefore, organizing leisure time for children and adolescents is an important area of ​​educational and preventive work. The concept of “leisure” includes a wide space and time of a child’s life outside of educational activities.

The leisure sphere of life of children and adolescents can perform the following functions: restoration of the physical and spiritual strength of children and adolescents, development of their abilities and interests, and free communication with people significant to the child. Today, additional education institutions can play a major role in organizing leisure time for children and adolescents. Prevention of deviations through the inclusion of a child in the activities of parole is supported by the possibility of creating situations of self-fulfillment, prone to realization, self-expression and self-affirmation for each individual child;

Information and educational work.

Social work with adolescents from disadvantaged families prone to deviant behavior also includes their social rehabilitation. Rehabilitation can be considered as a system of measures aimed at solving problems of a fairly wide range - from instilling basic skills to the full integration of a person in society.

General education institutions have certain opportunities for this.

Rehabilitation can also be considered as a result of the impact on the individual, his individual mental and physical functions.

In the process of rehabilitation, the compensatory mechanism is used to overcome the existing defect, and in the process of adaptation - adaptation to it. Consequently, rehabilitation is a system of measures aimed at returning the child to an active life in society and socially useful work. This process is continuous, although limited in time.

It is necessary to distinguish between different types of rehabilitation: medical, psychological, pedagogical, socio-economic, professional, domestic. Medical rehabilitation is aimed at full or partial restoration or compensation of one or another lost function of the child’s body or at the possible slowdown of a progressive disease. Psychological rehabilitation is aimed at the mental sphere of a teenager and has as its goal overcoming in the minds of a teenager with deviant behavior the idea of ​​his uselessness and worthlessness as an individual.

Vocational rehabilitation involves training or retraining a teenager in forms of work available to him, finding a workplace for him with easier working conditions and a shorter working day. Domestic rehabilitation means providing normal living conditions for a teenager. Social rehabilitation is the process of restoring a child’s ability to function in a social environment, as well as the social environment itself and the living conditions of the individual that were limited or disrupted for any reason.

Socio-pedagogical rehabilitation is a system of educational measures aimed at the formation of personal qualities that are significant for the child’s life, the child’s active life position, facilitating his integration into society; to master the necessary skills for self-service, positive social roles, and rules of behavior in society; for receipt necessary education.

The role of the school in this direction can hardly be overestimated.

Social rehabilitation includes three main stages: diagnosis; creation and implementation of a rehabilitation program; post-rehabilitation protection of the child. All these stages are applicable in general educational institutions.

Diagnostics involves research aimed at determining the level of development of the emotional-cognitive sphere of a minor, the formation of personality traits, social roles, and professional interests. The rehabilitation program is created individually for each child and includes the main elements: goal, objectives, methods, forms, means, stages of activity.

The main goal of the rehabilitation program is the formation and correction of individual moral values, helping children acquire skills communicative communication. Post-rehabilitation protection involves helping a child after leaving a rehabilitation center to restore harmonious relationships with family, friends, and school staff through regular patronage and correction of emerging conflicts.

Working with dysfunctional families requires special attention.

Currently, the following models of family assistance are actively used:

Pedagogical;

Social;

Psychological;

Diagnostic;

Medical.

The use of one or another model depends on the nature of the reasons causing the problem of parent-child relationships and on the conditions in which assistance is provided.

The pedagogical model is based on the assumption that parents have insufficient pedagogical competence. This model is relevant for work in general education institutions.

The subject of the complaint is the child. Using this model, the specialist focuses not so much on the individual capabilities of parents, but on methods of education that are universal from the point of view of pedagogy and psychology.

The social model is used in cases where family difficulties are the result of unfavorable life circumstances. Therefore, in addition to analyzing the life situation, the help of external forces (benefits, one-time payments, etc.) is necessary.

The psychological model is used when the causes of a child’s difficulties lie in the area of ​​communication or in the personal characteristics of family members. This model involves analysis of the family situation, psychodiagnostics of the individual, and diagnosis of family relationships. Practical assistance consists of overcoming barriers to communication and the causes of its violations.

The diagnostic model is based on the assumption that parents have a deficit of special knowledge about the child or their family. The object of diagnosis is the family, children and adolescents with communication disorders.

The medical model assumes that illness is at the root of family difficulties. Help consists of psychotherapy (treatment of the patient and adaptation of healthy family members to the patient’s problems).

As a rule, social work uses various models when working with parents, which is important for helping children from disadvantaged families.

The object of influence can be all adult family members, the child and the family itself as a whole, as a collective. Acting in the interests of the child, the social work specialist is called upon to provide the necessary assistance and support to the family. His tasks include establishing contacts with the family, identifying family problems and difficulties, encouraging family members to participate in joint activities, providing mediation services in establishing connections with other specialists (psychologists, medical workers, representatives of law enforcement agencies and guardianship authorities, etc.).

Experts (M.A. Galaguzova, E.Ya. Tishchenko, V.P. Dyakonov, etc.) believe that activities with the family should proceed in three directions: educational, psychological, mediation. Let's consider these areas of work.

1. Educational direction. Includes assistance to parents in training and education. Training assistance is aimed at developing pedagogical culture parents and their education. Assistance in education is carried out by creating special educational situations in order to strengthen the educational potential of the family. This direction is based on the use of a pedagogical model of family assistance. This direction is especially relevant for educational institutions.

2. Psychological direction. Includes socio-psychological support and correction and is based on psychological and diagnostic models. Such support is aimed at creating a favorable psychological atmosphere in the family. Providing support in conjunction with a psychologist becomes most effective. Correction of relationships is carried out when there are facts of psychological violence against a child in the family (insult, humiliation, neglect of his interests and needs). This direction is also being implemented in the activities of educational institutions.

3. Intermediary direction. This direction contains the following components: assistance in organization, coordination and information. Assistance in organizing consists of organizing family leisure (involving family members in organizing and holding holidays, fairs, exhibitions, etc.). Assistance in coordination is aimed at establishing and updating family connections with various departments, social services, centers social assistance and support. Information assistance is aimed at informing families about social protection issues. This direction is based on the use of medical and social models; it is relevant from the perspective of the subject of this study.

When working with a family, a specialist often resorts to social patronage or supervision. Social patronage is the form of the closest interaction with the family, when a social work specialist is at its disposal for a long time, is aware of everything that is happening, influencing the essence of events. The patronage period is limited (4-9 months). At the same time, a social work specialist can patronize no more than two families, and at the same time, there may be families under his supervision that he previously patronized.

The social work professional uses the following forms of supervision. Official supervision is supervision carried out on behalf of official bodies (guardianship and trusteeship bodies, education management bodies, etc.), whose responsibilities directly include monitoring the activities of relevant social facilities. Informal control is the mutual control of participants in a process over each of them’s compliance with formally established obligations. Social supervision carried out does not imply active correctional and rehabilitation measures on the part of a specialist; This is how it differs from social patronage.

Family counseling is the provision of advice by a social teacher when problems or conflicts arise in relationships between adults and children.

The subject of consultation is:

In the sphere of life support - employment, receiving benefits, subsidies, financial assistance, etc.;

In the sphere of organizing everyday life - organizing a child’s corner in an apartment, instilling hygiene skills in a child, organizing free time, etc.;

In the field of family health - diagnosis and prevention of morbidity, organization of recreation and health improvement for children, etc.;

In the field of spiritual and moral health - traditions and foundations of the family, divergence value orientations family members, etc.;

In the field of raising children - solving problems of school maladjustment, diagnosing and correcting deviations in the development and behavior of children, pedagogical failure and lack of information among parents;

In the sphere of internal and external communications of the family - the restoration of new positive social connections, conflict resolution, harmonization of child-parent and marital relations.

Thus, the forms and methods of social work with adolescents from disadvantaged families are aimed at putting deviant behavior under social control, which includes: firstly, replacement, displacement of the most dangerous forms of deviant behavior by socially useful or neutral ones; secondly, the direction of the child’s social activity in a socially approved or neutral direction; thirdly, refusal to persecute teenagers. The main models, forms and stages of social work with dysfunctional families contribute to the correction of child-parent relationships, improvement of the family microclimate, social adaptation and social rehabilitation of children and adolescents who find themselves in difficult life situations.

Concept, types and functions of family. Historical development social assistance to families. Types of dysfunctional families and their impact on the child’s behavior. Legal foundations of social work with families. Helping families and children solve difficult life situations.

course work, added 03/23/2015

Dysfunctional families as the main factor in the appearance of children at risk. general characteristics common forms of social and pedagogical work with children from disadvantaged families. Introduction to the main functions of social assistance centers for families and children.

course work, added 07/03/2016

The main tasks of the family in society, the influence of the social situation in the state on the quality of families. Types and causes of single-parent families, problems of children from them. Organization of social support for children from single-parent families and its effectiveness.

thesis, added 08/15/2009

Fundamentals of social support for families raising children with disabilities. The main social and psychological problems of children with disabilities and their families. Individual development route for a child with disabilities as a means of social support.

thesis, added 07/21/2011

State family policy in the field of support for large families, legal framework, comparative analysis support systems for large families in the constituent entities of the Russian Federation. Program of measures to improve the activities of social protection bodies.

thesis, added 12/08/2010

Problems of the social issue of providing for orphans and children left without parental care, forms of their life arrangement and the legal basis for organizing social support. Basic recommendations for improving the regulatory framework.

thesis, added 06/15/2015

The concept and categories of a large family as an object of social protection. Problems of social support for large families in the Miass urban district. Measures to improve the provision of state social assistance to families with many children.

thesis, added 06/23/2014

Basic measures of social protection of disabled children in the Russian Federation. Modern directions and basic methods of social rehabilitation of disabled children. Main directions and legal framework for ensuring social protection of disabled children.

Socialization as the leading concept of social pedagogy.

The essence of socialization consists in the combination of adaptation and isolation of a person in the conditions of a particular society.

Adaptation (social adaptation) is the process and result of the counter-activity of the subject and the social environment (J. Piaget, R. Merton). Adaptation involves coordinating the requirements and expectations of the social environment in relation to a person with his attitudes and social behavior; coordination of a person’s self-esteem and aspirations with his capabilities and with the realities of the social environment. Thus, adaptation is the process and result of an individual becoming a social being.

Separation is the process of autonomization of a person in society. The result of this process is a person’s need to have his own views and the presence of such (value autonomy), the need to have his own attachments (emotional autonomy), the need to independently resolve issues that concern him personally, the ability to resist those life situations that interfere with his self-change, self-determination, self-realization, self-affirmation (behavioral autonomy). Thus, isolation is the process and result of the formation of human individuality.

From what has been said, it follows that in the process of socialization there is an internal, completely unresolvable conflict between the measure of a person’s adaptation in society and the degree of his isolation in society. In other words, effective socialization requires a certain balance of adaptation and differentiation.

The stated understanding of the essence of socialization is correct within the framework of the subject-object approach; the essence of socialization is interpreted only as the adaptation of a person in society, as the process and result of the individual becoming a social being.

Socialization of a person in modern world, having more or less obvious features in a particular society, in each of them it has a number of common or similar characteristics.

Scientific approaches to the definition of the term “socialization”.

Theories of socialization are built on the understanding of anthropology as a universal teaching about people and the influence on them of social relations dominant in a certain society at a certain time. N.F. Golovanova notes that pedagogical characteristics The concept of “socialization” is expressed by at least five approaches: sociological, factor-institutional, interactionist, interiorization, intraindividual. A.V. Ivanov notes that “the process of socialization of the individual is reflected in three successive main phases: social adaptation, maximum personalization (for the personal process this is individualization); integration of the individual into the group." However, it is important to take into account the fact that throughout his life a person belongs to different social groups and, therefore, goes through all three stages of socialization many times. Moreover, in some groups she can adapt and integrate, but in others she cannot; in some social groups her individual qualities are valued, but in others they are not. In addition, social groups themselves and individuals are constantly changing. A.V. Ivanov considers successful socialization when “the individual is able to protect and assert his autonomy and at the same time integrate into the social group.”

L.V. Mardakhaev, analyzing the essence of socialization, identifies the following components in it: ideological, socio-personal, cultural, emotional-volitional. Each component has its own uniqueness depending on the person’s age, living environment and self-activity in it according to its cognition and self-determination in it.

We are of the opinion that socialization is an active interaction between the individual and society, in which, on the one hand, the individual enters the social environment, assimilates social influences, and accepts a system of social norms and values. On the other hand, the individual brings his experience, his creative approach into society, actively transforming it.

Assignment on the topic “Social and pedagogical activities with children of different categories”

Social and pedagogical support for children from disadvantaged families.

The focus of the social educator is on students and their families, whose rights may be violated. These are students from disadvantaged families, those under guardianship, from low-income families, and disabled students. Special attention have to be given to dysfunctional families, who often have a whole range of problems.

Therefore, in order to effectively solve the assigned problems, I interact with all participants in the educational process: students, parents, teaching staff and social services of the village and district.

Traditionally, class teachers and teachers have difficulties with children from disadvantaged families. These are those children who are in a critical situation under the influence of some undesirable factors. Children are usually at risk due to the lack of normal conditions for their full development. Undesirable factors that affect children with developmental disabilities and cause a greater likelihood of their unfavorable socialization are physical disabilities, social and pedagogical neglect, living in asocial families, etc.

Despite the fact that not all factors are called family, most of them are associated with a violation of the traditions of family upbringing or neglect in the family of the interests of the child, and therefore are in one way or another connected with the dysfunction of the family.

The algorithm for providing a child with social and pedagogical support includes two stages:

Stage 1 - identification of children in need of special assistance;

Stage 2 - coordination and implementation of preventive and rehabilitation activities.

Every year at the beginning of the school year, the lists of children by category are adjusted and a data bank is formed.

Often, to determine the causes of a student's problems, it is necessary to visit his family. Then an act of inspection of the family’s living conditions is drawn up, which reflects the sanitary condition of the apartment, the child’s availability of a place to rest, a place to do homework, the provision of the child’s necessary needs for food, clothing, etc.

Every year, the class teacher draws up a social passport of the class, which contains information about the living conditions and income of the family, the social status of the parents, educational prospects for the children (the wishes of the parents), the health status of students, and their extracurricular activities. Then a social passport of the school is drawn up. This information allows you to make forecasts and identify points of tension in advance, without waiting for a problem, and, if necessary, attract the attention of psychologists, doctors, and social workers to the family.

For each problem family in our educational institution, a social card has been drawn up, which contains detailed information about family. Such a thorough collection of information about the child and his family often helps to identify the child’s existing problem and help him in time.

Children from disadvantaged families really have a lot of difficulties, and the risk of sometimes developing a whole range of problems in different areas of life for these children is higher than for others. Therefore, these children need special control and attention.

1 problem is low-income families.

Children from disadvantaged families are often hungry and unkempt children, so if possible it is necessary to provide them with financial support. This could be the following help:

1) Security in educational institution free food. If the parents cannot or do not want to provide the necessary certificates for this, then the social teacher, after visiting the family and drawing up an inspection report on the child’s living conditions, confirming the fact that the student really needs this type of help, speaks at the educational institution’s teaching council with a proposal to allocate the child receives free meals as a student in a difficult life situation. In September and January, the “Kind Heart” campaign was organized: clothes were collected and distributed for children of families L. and S., a team of teachers, administration and students assembled cash for free meals for children in the school canteen. Children from families L. and S. were given vouchers by the social protection authorities to the sanatorium in the city of Grayvoron. The social teacher provided assistance in collecting documents for the children’s trip to the sanatorium.

Problem 2 - children's academic performance and attendance.

Parents in such families are often indifferent to the problems of their children in an educational institution, may not wake up the child in time in the morning, do not monitor his attendance at classes and academic performance, and sometimes simply have no influence on the child.

Daily class teachers and the social teacher monitors the attendance of students from disadvantaged families to educational classes, their appearance, availability of school supplies.

Problem 3 - neglect of children during extracurricular hours.

Without adult supervision, students can find themselves in unpleasant situations and commit crimes.

To prevent neglect, we survey and monitor students’ employment outside of school hours. We involve children in activities in school clubs and sections. All children from disadvantaged families are involved in the additional education system.

Problem 4 is the presence of bad habits and committing crimes.

In our educational institution, preventive work is carried out in this direction through:

Implementation of a work plan to preserve, improve the health of students and prevent the use of psychoactive substances;

Conducting prevention days with the invitation of inspectors of the State Supervision Service, representatives of the Control Committee and the ZP;

Organizing a lecture on promoting a healthy lifestyle and preventing bad habits with the invitation of a pediatrician from a children's clinic;

Individual conversations with violators with the involvement of a State Traffic Safety Inspectorate inspector.

Problem 5 - career guidance for teenagers from disadvantaged families (placement after leaving school).

Together with a psychologist, we carry out diagnostics of students in order to determine the professional predisposition of these children, then consultations on possible options for continuing their education.

Individual work is carried out with children from disadvantaged families on the development of the emotional sphere, the formation of a culture of feelings, i.e. the ability to suppress negative emotions with positive, moral, ethical, and intellectual feelings.

Helping a child find himself, compensate for social disadvantage with interesting activities, find new friends and like-minded people - this is the main success in the work of a teacher.

Summarizing the above, I would like to note that, acting in contact with administrative and legal services, the child and his family, we have the opportunity to support the little person, show him that he is not alone, strengthen his faith in his own strengths and the usefulness of his own personality. This will allow us to raise a person ready to enter adulthood, and the child himself to further realize his physical and creative potential.

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Introduction

Chapter 2. Social and pedagogical assistance to children from disadvantaged families

2.1 Analysis of social and pedagogical work with children from disadvantaged families

2.2 Application of methods of social and pedagogical assistance to children from disadvantaged families

Conclusion

Bibliography

family society pedagogical social

Introduction

Today, the relevance of studying the problem of the psychological influence of family troubles on the formation of minors is due to the following statistical data: over 200 thousand dysfunctional families are registered with the internal affairs bodies on social and preventive measures; the size of the country has seen an increase in the number of minors with deviant behavior; Every year, 100 thousand offenses are committed by minors.

The relevance of this topic lies in the fact that in modern conditions the family does not always overcome difficult life situations. She needs outside help. A social teacher can provide such assistance.

The volume of solved problems associated with dysfunctional families and difficult teenagers largely depends on the social, legal, educational and other institutions surrounding the family and the social educator working with it. Therefore, these institutions must do their best to support the family, as well as take direct part in the work of the social educator with families at risk.

Dysfunctional families are families where the child lives in constant quarrels between parents, where the parents are drunkards or drug addicts, chronically ill or disabled. Modern conditions We also added parental unemployment.

In addition, attention should be paid to their timely prevention and neutralization. Prevention includes financial assistance to families from the state in the form of benefits. Providing benefits and social assistance. In addition to pedagogical problems, working with families solves social, economic, medical and psychological problems.

The main goal is to mobilize the internal forces of the family to overcome the crisis. To do this, firstly, it is necessary to analyze the problems. Secondly, you should consult with experts, and thirdly, determine ways out of the crisis. But a social teacher begins any work with a family by studying it.

To provide assistance to families, various centers, social services, shelters, etc. have been organized.

Particular attention is paid to families who find themselves in difficult financial situations, study, work in a hazardous enterprise, have many children, are disabled, or have disabled children.

Goal: to reduce the influence of a dysfunctional family on children attending educational institutions.

Object of study:

Dysfunctional families whose children attend educational institutions.

Research objectives:

To study social and pedagogical technologies of working with disadvantaged families.

To identify the socio-psychological characteristics of a dysfunctional family whose children attend educational institutions.

Identify means of reducing the influence of dysfunctional families on children in an educational institution.

Develop and test methods of measures to minimize the impact of dysfunctional families.

Analyze social and pedagogical work to minimize the influence of dysfunctional families.

research methods: analysis of scientific literature on the research topic, promotive methods, test questionnaire.

Chapter 1. Theoretical basis socio-pedagogical technologies for working with disadvantaged families

1.1 Theoretical aspects of the dysfunctional family phenomenon

An increase in the number of divorces and a decrease in the birth rate, an increase in crime in the sphere of family and household relations and an increase in the risk of children being susceptible to neuroses due to an unfavorable psychological climate in the family. "On the formation of personality huge role affects intrafamily life, and not only the relationship between the child and parents, but also the adults themselves. Constant quarrels between them, lies, conflicts, fights, despotism contribute to breakdowns in the child’s nervous activity and a neurotic state.” These and other signs of family disorganization indicate a crisis state of its development at the present stage and an increase in the number of dysfunctional family unions. It is in such families that people most often receive serious psychological trauma, which does not have the best effect on their future fate.

The famous child psychiatrist M.I. Buyanov believes that everything in the world is relative - both well-being and ill-being. At the same time, he views family dysfunction as the creation of unfavorable conditions for the development of the child. According to his interpretation, a family that is dysfunctional for a child is not synonymous with an asocial family. There are many families about which, from a formal point of view, nothing bad can be said, but for a particular child this family will be dysfunctional if it contains factors that adversely affect the child’s personality, aggravating his negative emotional and mental state. “For one child,” emphasizes M.I. Buyanov, “a family may be suitable, but for another this same family will become the cause of painful emotional experiences and even mental illness. Families are different, children are different, so that only the system of relations “family - child” has the right to be considered as prosperous or dysfunctional.”

Thus, the child’s state of mind and behavior is a unique indicator of family well-being. “Defects in upbringing,” says M.I. Buyanov, “are the first and most important indicator of family dysfunction.”

Dysfunctional families are families with a low social status, in any of the spheres of life or several at the same time, who cannot cope with the functions assigned to them, their adaptive abilities are significantly reduced, the process of family education of a child proceeds with great difficulties, slowly, and with little results.

In this work, by dysfunctional we tend to understand a family in which the structure is disrupted, internal boundaries are blurred, basic family functions are devalued or ignored, there are obvious or hidden defects in upbringing, as a result of which the psychological climate in it is disrupted, and “difficult children” appear.

Taking into account the dominant factors that have a negative impact on the development of a child’s personality, we conditionally divided dysfunctional families into two large groups, each of which includes several varieties. The first group consists of families with an obvious (open) form of disadvantage - the so-called conflict, problem families, asocial, immoral - criminal families and families with a lack of educational resources (in particular, single-parent families).

The second group is represented by outwardly respectable families, whose lifestyle does not cause concern or criticism from the public. However, the values ​​and behavior of parents sharply diverge from universal moral values, which cannot but affect the moral character of children raised in such families. A distinctive feature of these families is that the relationships between their members at the external, social level make a favorable impression, and the consequences of improper upbringing are invisible at first glance, which sometimes misleads others, however, they have a destructive impact on the personal development of children. We classify these families as internally dysfunctional (with a hidden form of disadvantage) and the types of such families are quite diverse

1.2 Types of dysfunctional families in modern society

A distinctive feature of families with a clear (external) form of disadvantage is that the forms of this type of family have a pronounced character, manifested simultaneously in several spheres of family life (for example, at the social and material level), or exclusively at the level of interpersonal relationships, which leads to to an unfavorable psychological climate in the family group. Usually, in a family with a clear form of dysfunction, a child experiences physical and emotional rejection by his parents (insufficient care for him, improper care and nutrition, various forms of family violence, ignorance of his spiritual world of experiences). As a result of these unfavorable intrafamily factors, the child develops a feeling of inadequacy, shame for himself and his parents in front of others, fear and pain for his present and future. Among seemingly dysfunctional families, the most common are those in which one or more members are addicted to the use of psychoactive substances, primarily alcohol and drugs. A person suffering from alcoholism and drugs involves all his loved ones in his illness. Therefore, it is no coincidence that specialists began to pay attention not only to the patient himself, but also to his family, thereby recognizing that addiction to alcohol and drugs is a family disease, a family problem.

One of the most powerful dysfunctional factors that destroys not only the family, but also the mental balance of the child, is parental alcoholism. It can have a negative impact not only at the moment of conception and during pregnancy, but also throughout the child’s life.

Families with alcohol addiction. As psychologists note (B. S. Bratus, V. D. Moskalenko, E. M. Mastyukova, F. G. Uglov, etc.), adults in such a family, forgetting about parental responsibilities, are completely immersed in the “alcohol subculture ", which is accompanied by a loss of social and moral values ​​and leads to social and spiritual degradation. Ultimately, families with chemical dependency become socially and psychologically dysfunctional.

The life of children in such a family atmosphere becomes unbearable, turning them into social orphans with living parents.

Living together with someone with alcoholism leads to serious mental disorders in other family members, a complex of which is referred to by experts as codependency.

Codependency occurs in response to a prolonged stressful situation in the family and leads to suffering for all members of the family group. Children are especially vulnerable in this regard. Lack of necessary life experience, fragile psyche - all this leads to the fact that the disharmony reigning in the house, quarrels and scandals, unpredictability and lack of security, as well as the alienated behavior of parents deeply traumatizes the child’s soul, and the consequences of this moral and psychological trauma often cause deep imprint for the rest of your life.

The most important features of the growing up process of children from “alcoholic” families are that

Children grow up with the belief that the world is an unsafe place and people cannot be trusted;

Children are forced to hide their true feelings and experiences in order to be accepted by adults; they are not aware of their feelings, they do not know what their reason is and what to do about it, but it is in accordance with them that they build their lives, relationships with other people, with alcohol and drugs. Children carry their emotional wounds and experiences into adulthood, often becoming chemically dependent. And again the same problems that were in the house of their drinking parents appear;

Children feel emotional rejection from adults when they inadvertently make mistakes, when they do not meet the expectations of adults, when they openly show their feelings and state their needs;

Children, especially the elders in the family, are forced to take responsibility for the behavior of their parents;

Parents may not perceive the child as a separate being with their own value; they believe that the child should feel, look and do the same as they do;

Parents' self-esteem can depend on the child. Parents may treat him as an equal without giving him the opportunity to be a child;

A family with alcohol-dependent parents is dangerous because of its desocializing influence not only on its own children, but also by the spread of destructive effects on the personal development of children from other families. As a rule, entire groups of neighborhood kids appear around such houses; thanks to adults, they become involved in alcohol and the criminally immoral subculture that reigns among drinkers.

Among clearly dysfunctional families, a large group consists of families with impaired parent-child relationships. In them, the influence on children is desocialized and manifested not directly through patterns of immoral behavior of parents, as happens in “alcoholic” families, but indirectly, as a result of chronic complicated, actually unhealthy relationships between spouses, which are characterized by a lack of mutual understanding and mutual respect, an increase in emotional alienation and the predominance of conflict. interactions.

Naturally, a family does not become conflicted immediately, but some time after the formation of a marriage union. And in each individual case there are reasons that gave rise to a family atmosphere. However, not all families are destroyed; many manage not only to survive, but to make family ties stronger. All this depends on what caused the emergence of a conflict situation and what is the attitude of each spouse towards it, as well as on their orientation towards a constructive or destructive way of resolving the family conflict. Therefore, it is necessary to distinguish between concepts such as “family conflicts” and “conflict families”, since a conflict in a family, even if quite violent, does not mean that it is a conflict family and does not always indicate its instability

“Conflicting marital unions,” notes one of the reference books on family problems, “are families in which there are constantly areas where the interests, intentions, desires of all or several family members (spouses, children, other relatives living together) collide,” generating strong and long-lasting negative emotional states, the incessant hostility of the spouses towards each other. Conflict is a chronic condition of such a family.”

Regardless of whether a conflict family is noisy, scandalous, where raised tones and irritation become the norm in the relationship between spouses, or a quiet one, where marital relations are marked by complete alienation, the desire to avoid any interaction, it negatively affects the formation of the child’s personality and can cause various antisocial manifestations in the form of deviant behavior.

In conflict families there is often a lack of moral and psychological support. Characteristic feature conflict families is also a violation of communication between its members. As a rule, a protracted, unresolved conflict or quarrel hides an inability to communicate.

Conflict families are more “silent” than conflict-free families; in them, spouses exchange information less often and avoid unnecessary conversations. In such families they almost never say “we”, preferring to say only “I”, which indicates the psychological isolation of the marriage partners, their emotional disconnection. And finally, in problematic, always quarreling families, communication with each other is built in monologue mode, reminiscent of the conversation of the deaf: everyone says his own, the most important, painful thing, but no one hears him; the same monologue sounds in response.

Children who have experienced quarrels between parents receive unfavorable experiences in life. Negative images of childhood are very harmful; they determine thinking, feelings and actions in adulthood. Therefore, parents who cannot find mutual understanding with each other must always remember that even in an unsuccessful marriage, children should not be drawn into family conflicts. You should think about your child’s problems at least as much as you think about your own.

A child’s behavior turns out to be a unique indicator of family well-being or trouble. The roots of trouble in children's behavior are easy to discern if children grow up in clearly dysfunctional families. It is much more difficult to do this in relation to those “difficult” children and adolescents who were brought up in quite prosperous families. And only close attention to the analysis of the family atmosphere in which the life of a child in the “risk group” took place allows us to find out that well-being was relative. Externally regulated relationships in families are often a kind of cover for the emotional alienation that reigns in them, both at the level of marital and child-parent relationships. Children often experience an acute shortage of parental love, affection and attention due to the professional or personal employment of spouses.

The consequence of such family upbringing of children quite often becomes pronounced selfishness, arrogance, intolerance, and difficulties communicating with peers and adults.

In this regard, the classification of family unions proposed by V. V. Justitskis is not without interest, who distinguishes the family as “distrustful,” “frivolous,” “cunning” - with these metaphorical names he denotes certain forms of hidden family dysfunction.

Mistrustful family. A characteristic feature is increased distrust of others (neighbors, acquaintances, workmates, employees of institutions with whom family members have to communicate). Family members obviously consider everyone to be unfriendly or simply indifferent, and their intentions towards the family are hostile.

This position of the parents also forms in the child himself a distrustful and hostile attitude towards others. He develops suspicion and aggressiveness, and it becomes more and more difficult for him to enter into friendly contacts with peers

Children from such families are most vulnerable to the influence of antisocial groups, since they are close to the psychology of these groups: hostility towards others, aggressiveness. Therefore, it is not easy to establish emotional contact with them and win their trust, since they do not believe in sincerity in advance and expect a catch.

"Frivolous" family. He is distinguished by a carefree attitude towards the future, the desire to live one day at a time, without worrying about what consequences today's actions will have tomorrow. Members of such a family gravitate towards momentary pleasures; plans for the future are, as a rule, uncertain. If someone expresses dissatisfaction with the present and a desire to live differently, he does not think about it seriously.

Children in such families grow up weak-willed, disorganized, and are drawn to primitive entertainment. They commit offenses most often due to a thoughtless attitude to life, lack of firm principles and undeveloped volitional qualities.

In a “cunning” family, first of all, they value enterprise, luck and dexterity in achieving life goals. The main thing is the ability to achieve success in the shortest possible way, with minimal expenditure of labor and time. At the same time, members of such a family sometimes easily cross the boundaries of what is permitted. Laws and morals

Such qualities as hard work, patience, perseverance are treated with skepticism, even disdain in such a family. As a result of this “education,” an attitude is formed: the main thing is not to get caught.

There are many varieties of family structure, where these signs are smoothed out, and the consequences of improper upbringing are not so noticeable. But still they exist. Perhaps the most noticeable thing is the mental loneliness of children.

Let's consider some types of families related to hidden forms of family dysfunction:

Families focused on the child's success. A possible type of internally dysfunctional family is seemingly completely normal typical families, where parents seem to pay enough attention to their children and attach importance to them. The entire range of family relationships unfolds in the space between the age and individual characteristics of children and the expectations presented to them by their parents, which ultimately shape the child’s attitude towards himself and his environment. Parents instill in their children a desire for achievement, which is often accompanied by an excessive fear of failure. The child feels that all his positive connections with his parents depend on his successes, and is afraid that he will be loved only as long as he does everything well. This attitude does not even require special formulations: it is so clearly expressed through everyday actions that the child is constantly in a state of heightened emotional stress only because of the anticipation of the question of how his school (sports, music, etc.) affairs are going. He is sure in advance that “fair” reproaches, edifications, and even more serious punishments await him if he fails to achieve the expected success.

Pseudo-mutual and pseudo-hostile families. To describe unhealthy family relationships that are hidden, veiled, some researchers use the concept of homeostasis, meaning family ties that are constraining, impoverished, stereotypical and almost indestructible. The most well-known are two forms of such relationships - pseudo-reciprocity and pseudo-hostility. In both cases, we are talking about families whose members are connected to each other by endlessly repeating stereotypes of emotional interactions and are in fixed positions in relation to each other, preventing the personal and psychological separation of family members. Pseudo-mutual families encourage the expression of only warm, loving, supportive feelings, while hostility, anger, irritation and other negative feelings are hidden and suppressed in every possible way. In pseudo-hostile families, on the contrary, it is customary to express only hostile feelings and reject tender ones. The first type of families is called pseudo-solidarity or pseudo-cooperating by domestic authors.

This form of marital interaction can be transferred to the sphere of child-parent relations, which cannot but affect the formation of the child’s personality. He learns not so much to feel as to “play with feelings”, focusing exclusively on positive side their manifestations, while remaining emotionally cold and aloof. Having become an adult, a child from such a family, despite the presence of an internal need for care and love, will prefer non-interference in the personal affairs of a person, even the closest one, and will elevate emotional detachment up to complete alienation as his main life principle.

Researchers studying the psychology of such families identify as the most common three specific forms of trouble observed in them: rivalry, imaginary cooperation and isolation. [ 12]

Rivalry manifests itself as the desire of two or more family members to secure a dominant position in the home. At first glance, this is primacy in decision-making: financial, economic, pedagogical (relating to raising children), organizational, etc. It is known that the problem of leadership in the family is especially acute in the first years of marriage: husband and wife often quarrel over which of them should be the head of the family 35,139].

Rivalry is evidence that there is no real head of the family.

A child in such a family grows up with the absence of a traditional division of roles in the family; it is the norm to find out who is in charge in the “family” at every opportunity. The child develops the opinion that conflicts are the norm.

Imaginary cooperation. This form of family dysfunction, such as imaginary cooperation, is also quite common, although at the external, social level it is “covered” by the seemingly harmonious relations of spouses and other family members. Conflicts between husband and wife or spouses and their parents are not visible on the surface. But this temporary lull lasts only until one of the family members changes his position in life. Imaginary cooperation can also clearly manifest itself in a situation where, on the contrary, one of the family members (usually the wife), after a long period of doing only household chores, decides to join in professional activity. A career requires a lot of effort and time, so, naturally, household chores that only the wife did have to be redistributed among other family members and for which they are not ready.

In such a family, the child does not develop an attitude towards cooperation with members of his family, or to find a compromise. On the contrary, he believes that everyone should support the other as long as it does not go against his personal interests

Insulation. Along with rivalry and imaginary cooperation, isolation is a fairly common form of family dysfunction. A relatively simple version of this difficulty in the family is the psychological isolation of one person in the family from others, most often this is the widowed parent of one of the spouses. Despite the fact that he lives in his children’s house, he does not take direct part in the life of the family: no one is interested in his opinion on certain or other issues, he is not involved in discussing important family problems and is not even asked about his well-being, like everyone else. it is known that “he is always sick.” They simply got used to him, like a piece of furniture, and consider it their duty only to make sure that he is fed in a timely manner.

Mutual isolation of two or more family members is possible. For example, emotional alienation between spouses may lead each of them to prefer most spend time outside the family, having your own circle of acquaintances, affairs and entertainment. Remaining spouses purely formally, both would rather go away than spend time at home. The family is supported either by the need to raise children, or by prestigious, financial and other similar considerations.

Young and parent families living under the same roof can become mutually isolated. Sometimes they run the household separately, like two families in a communal apartment. Conversations revolve mainly around everyday problems: whose turn it is to clean common areas, who should pay for utilities and how much, etc.

In such a family, the child observes a situation of emotional, psychological, and sometimes physical isolation of family members. Such a child does not have a sense of attachment to the family; he does not know what it means to worry about another family member, if he is old or sick.

The listed forms do not exhaust the types of family dysfunction. At the same time, each of the adults, consciously or unconsciously, seeks to use children in a function beneficial to themselves. Children, as they grow older and become more aware of their family situation, begin to play games with adults, the rules of which were imposed on them. The difficult situation of children in families with certain forms of psychological distress is especially clearly manifested in the roles that they are forced to take on on the initiative of adults. Whatever the role - positive or negative - it equally negatively affects the formation of the child’s personality, which will immediately affect his sense of self and relationships with others not only in childhood, but also in adulthood.

Besides, family well-being the phenomenon is relative and may be temporary. Often a completely prosperous family moves into the category of either openly or hidden dysfunctional families. Therefore, it is necessary to constantly carry out work to prevent family dysfunction.

1.3 The influence of a dysfunctional family on the development and upbringing of a child

Family education is a controlled system of relationships between parents and children, and the leading role in it belongs to parents. They are the ones who need to know which forms of relationships with their own children contribute to the harmonious development of the child’s psyche and personal qualities, and which, on the contrary, interfere with the formation of normal behavior in them and, for the most part, lead to educational difficulties and personality deformation.

The wrong choice of forms, methods and means of pedagogical influence, as a rule, leads to the development of unhealthy ideas, habits and needs in children, which put them in abnormal relationships with society. Quite often, parents see their educational task as achieving obedience. Therefore, they often do not even try to understand the child, but strive to teach, scold, read long notations as much as possible, forgetting that notation is not a live conversation, not a heart-to-heart conversation, but the imposition of “truths” that seem indisputable to adults, and the child is often not perceived and accepted because they are simply not understood. This method of surrogate upbringing gives formal satisfaction to parents and is completely useless (and even harmful) for children raised in this way.

One of the features of family education is the constant presence before the children’s eyes of a model of their parents’ behavior. By imitating them, children copy both positive and negative behavioral characteristics and learn the rules of relationships that do not always correspond to socially approved norms. Ultimately, this can result in antisocial and illegal behavior.

The specific features of family upbringing are most clearly manifested in a number of difficulties that parents face and the mistakes that they make, which cannot but have a negative impact on the formation of the personality of their children. First of all, this concerns the style of family education, the choice of which is most often determined by the personal views of parents on the problems of development and personal development of their children.

The style of education depends not only on sociocultural rules and norms, presented in the form of national traditions in education, but also on the pedagogical position (point of view) of the parent regarding how parent-child relationships should be built in the family, on the formation of which personality traits and qualities in children should be guided by its educational influences. In accordance with this, the parent determines the model of his behavior in communicating with the child.

Options for parental behavior.

Strict - the parent acts mainly by forceful, directive methods, imposing his system of demands, rigidly directing the child along the path of social achievements, while often blocking the child’s own activity and initiative. This option generally corresponds to the authoritarian style.

Explanatory - the parent appeals to the common sense of the child, resorts to verbal explanation, considering the child equal to himself and capable of understanding the explanations addressed to him.

Autonomous - the parent does not impose a decision on the child, allowing him to find a way out of the current situation himself, giving him maximum freedom in choice and decision-making, maximum autonomy, independence; the parent rewards the child for demonstrating these qualities.

Compromise - to solve a problem, the parent offers the child something attractive in exchange for him performing an action that is unattractive to him or divides responsibilities and difficulties in half. The parent is guided by the child’s interests and preferences, knows what can be offered in return, and what to shift the child’s attention to.

The facilitating parent understands at what point the child needs his help and to what extent he can and should provide it. He really participates in the child’s life, strives to help, to share his difficulties with him.

Sympathetic - the parent sincerely and deeply sympathizes and empathizes with the child in a conflict situation, without, however, taking any specific actions. He subtly and sensitively responds to changes in the child’s condition and mood.

Indulging - the parent is ready to take any action, even to the detriment of himself, to ensure the physiological and psychological comfort of the child. The parent is completely focused on the child: he puts his needs and interests above his own, and often above the interests of the family as a whole.

Situational - the parent makes the appropriate decision depending on the situation in which he finds himself; There is no universal strategy for raising a child. The system of parental requirements and parenting strategy is labile and flexible.

Dependent - the parent does not feel confident in himself and his abilities and relies on the help and support of a more competent environment (educators, teachers and scientists) or shifts his responsibilities to him. The parent is greatly influenced by pedagogical and psychological literature, from which he tries to glean the necessary information about the “correct” upbringing of his children.

The internal pedagogical position and views on upbringing in the family are always reflected in the manner of parental behavior, the nature of communication and the characteristics of relationships with children.

The consequence of this belief is that parents are decidedly unsure of how to deal with a child who displays negative emotions. The following styles of parental behavior are distinguished:

"Commander General" This style eliminates alternatives, keeps events under control, and does not allow the expression of negative emotions. Such parents consider orders, commands and threats, designed to effectively control the situation, to be the main means of influencing their child.

"Parent psychologist." Some parents act as a psychologist and try to analyze the problem. They ask questions aimed at diagnosis, interpretation and evaluation, assuming that they have superior knowledge. This fundamentally kills the child’s attempts to open his feelings. A parent psychologist strives to delve into all the details with the sole purpose of guiding the child along the right path.

"Judge". This style of parental behavior allows the child to be considered guilty and sentenced. The only thing such a parent strives for is to prove that he is right.

"Priest". A style of parental behavior close to that of a teacher. The teachings boil down mainly to moralizing about what is happening. Unfortunately, this style is faceless and has no success in solving family problems.

"Cynic". Such parents are usually full of sarcasm and try, one way or another, to humiliate the child. His main “weapons” are ridicule, nicknames, sarcasm or jokes that can “put a child on his back.”

In addition, the styles of parental behavior discussed above in no way motivate the child to improve, but only undermine the main goal - to help him learn to solve problems. The parent will only achieve that the child will feel rejected. And when a child experiences negative feelings towards himself, he becomes withdrawn, does not want to communicate with others, or analyze his feelings and behavior.

At the same time, among the unfavorable factors of family upbringing, they note, first of all, such as an incomplete family, the immoral lifestyle of parents, asocial antisocial views and orientations of parents, their low general educational level, pedagogical failure of the family, and emotional and conflictual relationships in the family.

It is obvious that the general educational level of parents, the presence or absence of a complete family indicate such important conditions for family education as the general cultural level of the family, its ability to develop spiritual needs, cognitive interests of children, that is, to fully perform the functions of an institution of socialization. At the same time, factors such as parents’ education and family composition do not yet fully reliably characterize the family’s lifestyle, the value orientations of the parents, the relationship between the material and spiritual needs of the family, its psychological climate and emotional relationships.

Thus, based on the results of criminological, psychological-pedagogical and medical-social research, we can identify the following social risk factors that negatively affect the reproductive functions of the family:

socio-economic factors (low material standard of living of the family, poor living conditions);

medical and sanitary factors (environmentally unfavorable conditions, chronic diseases of parents and burdened heredity, harmful working conditions of parents and especially the mother, unsanitary conditions and neglect of sanitary and hygienic standards, incorrect reproductive behavior of the family and especially the mother);

socio-demographic factors (single-parent or large families, families with elderly parents, families with remarriages and stepchildren);

socio-psychological factors (families with destructive emotional-conflict relationships between spouses, parents and children, pedagogical failure of parents and their low general educational level, deformed value orientations);

The presence of one or another social risk factor does not necessarily mean the occurrence of social deviations in the behavior of children; it only indicates a high degree of probability of these deviations. At the same time, some social risk factors manifest their negative impact quite stably and constantly, while others either strengthen or weaken their influence over time.

Among the functionally insolvent who cannot cope with raising children, the majority of families are made up of families characterized by unfavorable socio-psychological factors, so-called conflict families, where the relationship between spouses is chronically aggravated, and pedagogically insolvent families with a low psychological and pedagogical culture of parents, an incorrect style of child-parent relationships. relationships. A wide variety of incorrect styles of child-parent relationships are observed: rigid-authoritarian, pedantic-suspicious, exhorting, inconsistent, detached-indifferent, conniving-indulgent, etc. As a rule, parents with socio-psychological and psychological-pedagogical problems are aware of their difficulties and strive to turn to teachers and psychologists for help, but not always without the help of a specialist are able to cope with them, understand their mistakes, the characteristics of their child, rebuild the style of relationships in the family, and get out of a protracted intra-family, school or other conflict.

At the same time, there are a significant number of families who are not aware of their problems, the conditions in which, nevertheless, are so difficult that they threaten the life and health of their children. These are, as a rule, families with criminal risk factors, where parents, due to their antisocial or criminal lifestyle, do not create basic conditions for raising children, abuse of children and women is allowed, and children and adolescents are involved in criminal and antisocial activities.

Taking into account the fairly large number of reasons causing the functional failure of the family, there are very different approaches to the typology and classification of such families. We, in turn, use the nature of the desocializing influence exerted by such families on their children as a system-forming criterion when compiling a typology of functionally insolvent families.

Families with direct desocializing influence demonstrate antisocial behavior and antisocial orientations, thus acting as institutions of desocialization. These include criminally immoral families, in which criminal risk factors predominate, and immoral and asocial families, which are characterized by antisocial attitudes and orientations.

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

Criminally immoral families pose the greatest danger in terms of their negative impact on children. The lives of children in such families are often under threat due to abuse, drunken brawls, sexual promiscuity of parents, and lack of basic care for the maintenance of children. These are the so-called social orphans (orphans with living parents), whose upbringing should be entrusted to state and public care. Otherwise, the child will face early vagrancy, running away from home, and complete social insecurity both from abuse in the family and from the criminalizing influence of criminal organizations.

Asocial-immoral families, which, although they belong to families with a direct desocializing influence, nevertheless, in accordance with their specific socio-psychological characteristics, require a different approach.

In practice, asocial-immoral families most often include families with overt acquisitive orientations, living according to the principle “the end justifies the means,” in which there are no moral norms and restrictions. Outwardly, the situation in these families may look quite decent, the standard of living is quite high, but spiritual values ​​are replaced exclusively by acquisitive orientations with very indiscriminate means of achieving them. Such families, despite their outward respectability, due to their distorted moral ideas, also have a direct desocializing influence on children, directly instilling in them antisocial views and value orientations.

Families with indirect desocializing influence require a different approach - conflict-ridden and pedagogically untenable.

A conflict family in which, for various psychological reasons, the personal relationships of the spouses are built not on the principle of mutual respect and understanding, but on the principle of conflict and alienation.

Pedagogically unsuccessful families, like conflict families, do not have a direct desocializing effect on children. The formation of antisocial orientations in children in these families occurs because, due to pedagogical errors and a difficult moral and psychological atmosphere, the educational role of the family is lost here, and in terms of the degree of its impact it begins to yield to other institutions of socialization that play an unfavorable role.

In practice, pedagogically unsuccessful families turn out to be the most difficult to access to identify the causes and unfavorable conditions that have affected negative impact on children, most often characterized by the most typical, incorrectly developed pedagogical styles in functionally insolvent families that cannot cope with raising children.

A permissive and condescending style, when parents do not attach importance to the misdeeds of their children, do not see anything terrible in them, believe that “all children are like this,” or reason like this: “We ourselves were the same.” A position of all-round defense, which can also be occupied by a certain part parents, building their relationships with others according to the principle “our child is always right". Such parents are very aggressive towards everyone who points out the incorrect behavior of their children. Children from such families suffer from especially severe defects in moral consciousness, they are deceitful and cruel, it is very difficult amenable to re-education.

Demonstrative style, when parents, often the mother, do not hesitate to complain to everyone about their child, talk about his misdeeds at every corner, clearly exaggerating the degree of their danger, declare out loud that the son is growing up as a “bandit” and so on. This leads to the child losing his modesty and feeling of remorse for his actions, removing internal control over his behavior, and becoming bitter towards adults and parents.

A pedantic-suspicious style in which parents do not believe, do not trust their children, subject them to offensive total control, try to completely isolate them from peers and friends, strive to absolutely control the child’s free time, the range of his interests, activities, and communication.

A harsh authoritarian style is characteristic of parents who abuse physical punishment. The father is more inclined to this style of relationship, striving to brutally beat the child for any reason, believing that there is only one effective educational method - physical violence. Children usually in such cases grow up aggressive, cruel, and strive to offend the weak, small, and defenseless.

The persuasive style, which, in contrast to the harsh authoritarian style, in this case, parents show complete helplessness in relation to their children, prefer to exhort, endlessly persuade, explain, and not apply any volitional influences or punishments.

A detached and indifferent style usually arises in families where parents, in particular the mother, are absorbed in organizing their personal lives. Having remarried, the mother finds neither time nor mental strength for her children from her first marriage, and is indifferent both to the children themselves and to their actions. Children are left to their own devices, feel superfluous, strive to be at home less, and perceive with pain the indifferent and distant attitude of the mother.

Parenting according to the “family idol” type often occurs in relation to “late children”, when a long-awaited child is finally born to middle-aged parents or a single woman. In such cases, they are ready to pray for the child, all his requests and whims are fulfilled, extreme egocentrism and selfishness are formed, the first victims of which are the parents themselves.

Inconsistent style - when parents, especially the mother, do not have enough endurance and self-control to implement consistent educational tactics in the family. Sharp emotional changes occur in relationships with children - from punishment, tears, swearing to touching and affectionate manifestations, which leads to the loss of parental influence on children. The teenager becomes uncontrollable, unpredictable, disdainful of the opinions of elders and parents. We need a patient, firm, consistent line of behavior from a teacher or psychologist.

The listed examples are far from exhaustive. typical mistakes family education. However, correcting them is much more difficult than detecting them, since pedagogical failures in family education most often have a protracted, chronic nature. Cold, alienated, and sometimes hostile relations between parents and children, which have lost their warmth and mutual understanding, are especially difficult to correct and have serious consequences in their consequences. Mutual alienation, hostility, helplessness of parents in such cases sometimes reaches the point that they themselves turn to the police for help, commission on juvenile affairs, they ask that their son and daughter be sent to a special vocational school, to a special school. In a number of cases, this measure actually turns out to be justified, since at home the weight of the remedy has been exhausted, and the restructuring of relations, which did not occur in a timely manner, becomes practically impossible due to the aggravation of conflicts and mutual hostility.

The mistakes of family pedagogy are especially clearly manifested in the system of punishment and rewards practiced in the family. In these matters, special caution, prudence, and a sense of proportion, prompted by parental intuition and love, are needed. Both excessive connivance and excessive cruelty of parents are equally dangerous in raising a child.

In general, trouble in the family should be prevented long before the child comes to the attention of the preventive authorities.

1.4 General concepts of technology of social and pedagogical work

The socio-pedagogical process explores the social education of x groups and social categories of people, carried out both in organizations specially created for this, and in organizations for which education is not the main function (for example, enterprises)

He conducts social diagnostics of families, draws up a family assistance program, and educates parents on raising children.

The object of influence can be a child in the family, adult family members and the family itself, as a whole, as a collective.

Three main components of social and pedagogical assistance: educational, psychological and intermediary.

The educational component includes two areas of activity of a social teacher: assistance in training and education.

Assistance in education is aimed at preventing emerging family problems and creating a pedagogical culture for parents.

Assistance in education is carried out by a social teacher, first of all, with parents - through their consultation, as well as with the child through the creation of special educational situations to solve the problem of timely assistance to the family in order to strengthen it and make the most of its educational potential.

The psychological component of social and pedagogical assistance includes 2 components: social and psychological support and correction.

The support is aimed at creating a favorable microclimate in the family during a short-term crisis.

Correction of interpersonal relationships occurs mainly when there is mental violence against a child in the family, leading to disruption of his neuropsychic and physical state. Until recently, this phenomenon was not given due attention. This type of violence includes intimidation, insult to a child, humiliation of his honor and dignity, and violation of trust.

The intermediary component of social and pedagogical assistance includes three components: assistance in organization, coordination and information.

Assistance in organizing is aimed at organizing family leisure, including: organizing exhibitions - sales of used items, charity auctions; interest clubs, organization of family holidays, competitions, housekeeping courses, “dating clubs”, summer holidays, etc.

Assistance in coordination is aimed at activating various departments and services to jointly resolve the problem of a particular family and the situation of a particular child.

Information assistance is aimed at providing families with information on social protection issues. It is carried out in the form of counseling. Questions may relate to housing, family and marriage, labor, civil, pension legislation, the rights of children, women, disabled people, and problems that exist within the family.

When working with families, a social educator plays three main roles:

Advisor - informs the family about the importance and possibility of interaction between parents and children in the family; talks about child development; gives pedagogical advice on raising children.

...

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social support disadvantaged minor

Social work with adolescents from disadvantaged families in relation to various subjects of activity includes various areas. First of all, this is preventive work, which is carried out in various forms.

The system for preventing deviant behavior of students in an educational institution includes the following priority measures:

Creation of comprehensive groups of specialists providing social protection for children (social educators, psychologists, doctors, etc.);

Creation of an educational environment that allows harmonizing the relationship of children and adolescents with their immediate environment in the family, place of residence, work, study;

Creation of support groups of specialists in various fields, teaching parents how to solve problems related to children and adolescents;

Organization of training of specialists capable of providing professional social, psychological, pedagogical, medical assistance and engaged in educational and preventive work, primarily with children and adolescents at risk and their families;

Creation of public educational programs to increase awareness and attract attention to the problems of youth with deviant behavior (television programs, training programs, etc.);

Organization of children's leisure activities. As research shows, children and adolescents with a deviant orientation have a lot of free time, which is not filled with anything. Therefore, organizing leisure time for children and adolescents is an important area of ​​educational and preventive work. The concept of “leisure” includes a wide space and time of a child’s life outside the educational activities of Geren, K.A. History of social work. M.: Iskra, 2014. P. 216..

The leisure sphere of life of children and adolescents can perform the following functions: restoration of the physical and spiritual strength of children and adolescents, development of their abilities and interests, and free communication with people significant to the child. Today, additional education institutions can play a major role in organizing leisure time for children and adolescents. Prevention of deviations through the inclusion of a child in the activities of parole is supported by the possibility of creating situations of self-fulfillment, prone to realization, self-expression and self-affirmation for each individual child;

Information and educational work.

Social work with adolescents from disadvantaged families prone to deviant behavior also includes their social rehabilitation. Rehabilitation can be considered as a system of measures aimed at solving problems of a fairly wide range - from instilling basic skills to the full integration of a person in society.

General education institutions have certain opportunities for this.

Rehabilitation can also be considered as a result of the impact on the personality, its individual mental and physical functions Rogov, E.I. Handbook for a practical psychologist in education. M.: VLADOS-PRESS, 2014. P. 164..

In the process of rehabilitation, the compensatory mechanism is used to overcome the existing defect, and in the process of adaptation - adaptation to it. Consequently, rehabilitation is a system of measures aimed at returning the child to an active life in society and socially useful work. This process is continuous, although limited in time.

It is necessary to distinguish between different types of rehabilitation: medical, psychological, pedagogical, socio-economic, professional, domestic. Medical rehabilitation is aimed at full or partial restoration or compensation of one or another lost function of the child’s body or at the possible slowdown of a progressive disease. Psychological rehabilitation is aimed at the mental sphere of a teenager and has as its goal overcoming in the minds of a teenager with deviant behavior the idea of ​​his uselessness and worthlessness as an individual.

Vocational rehabilitation involves training or retraining a teenager in forms of work available to him, finding a workplace for him with easier working conditions and a shorter working day. Domestic rehabilitation means providing normal living conditions for a teenager. Social rehabilitation is the process of restoring a child’s ability to function in a social environment, as well as the social environment itself and the living conditions of the individual that were limited or disrupted for any reason.

Socio-pedagogical rehabilitation is a system of educational measures aimed at the formation of personal qualities that are significant for the child’s life, the child’s active life position, facilitating his integration into society; to master the necessary skills for self-service, positive social roles, and rules of behavior in society; to obtain the necessary education Kulikova, T. A. Family pedagogy and home education. M.: Publishing center "Academy", 2013. P. 96..

The role of the school in this direction can hardly be overestimated.

Social rehabilitation includes three main stages: diagnosis; creation and implementation of a rehabilitation program; post-rehabilitation protection of the child. All these stages are applicable in general educational institutions.

Diagnostics involves research aimed at determining the level of development of the emotional-cognitive sphere of a minor, the formation of personality traits, social roles, and professional interests. The rehabilitation program is created individually for each child and includes the main elements: goal, objectives, methods, forms, means, stages of activity.

The main goal of the rehabilitation program is the formation and correction of individual moral values, helping children acquire communication skills. Post-rehabilitation protection involves helping a child after leaving a rehabilitation center to restore harmonious relationships with family, friends, and school staff through regular patronage and correction of emerging conflicts.

Working with dysfunctional families requires special attention.

Currently, the following models of assistance to the family are actively used: Rogov, E.I. Handbook for a practical psychologist in education. M.: VLADOS-PRESS, 2014. P. 183.:

Pedagogical;

Social;

Psychological;

Diagnostic;

Medical.

The use of one or another model depends on the nature of the reasons causing the problem of parent-child relationships and on the conditions in which assistance is provided.

The pedagogical model is based on the assumption that parents have insufficient pedagogical competence. This model is relevant for work in general education institutions.

The subject of the complaint is the child. Using this model, the specialist focuses not so much on the individual capabilities of parents, but on methods of education that are universal from the point of view of pedagogy and psychology.

The social model is used in cases where family difficulties are the result of unfavorable life circumstances. Therefore, in addition to analyzing the life situation, the help of external forces (benefits, one-time payments, etc.) is necessary.

The psychological model is used when the causes of a child’s difficulties lie in the area of ​​communication or in the personal characteristics of family members. This model involves analysis of the family situation, psychodiagnostics of the individual, and diagnosis of family relationships. Practical assistance consists of overcoming barriers to communication and the causes of its violations.

The diagnostic model is based on the assumption that parents have a deficit of special knowledge about the child or their family. The object of diagnosis is the family, children and adolescents with communication disorders.

The medical model assumes that illness is at the root of family difficulties. Help consists of psychotherapy (treatment of the patient and adaptation of healthy family members to the patient’s problems).

As a rule, social work uses various models when working with parents, which is important for helping children from disadvantaged families.

The object of influence can be all adult family members, the child and the family itself as a whole, as a collective. Acting in the interests of the child, the social work specialist is called upon to provide the necessary assistance and support to the family. His tasks include establishing contacts with the family, identifying family problems and difficulties, encouraging family members to participate in joint activities, providing mediation services in establishing connections with other specialists (psychologists, medical workers, representatives of law enforcement agencies and guardianship authorities, etc. ).

Experts (M.A. Galaguzova, E.Ya. Tishchenko, V.P. Dyakonov, etc.) believe that activities with the family should proceed in three directions: educational, psychological, mediation. Let's consider these areas of work Oborin, V.N. Family in the 21st century: challenges of the time. M.: Sfera, 2014. P. 313..

1. Educational direction. Includes assistance to parents in training and education. Assistance in learning is aimed at developing the pedagogical culture of parents and educating them. Assistance in education is carried out by creating special educational situations in order to strengthen the educational potential of the family. This direction is based on the use of a pedagogical model of family assistance. This direction is especially relevant for educational institutions.

2. Psychological direction. Includes socio-psychological support and correction and is based on psychological and diagnostic models. Such support is aimed at creating a favorable psychological atmosphere in the family. Providing support in conjunction with a psychologist becomes most effective. Correction of relationships is carried out when there are facts of psychological violence against a child in the family (insult, humiliation, neglect of his interests and needs). This direction is also being implemented in the activities of educational institutions.

3. Intermediary direction. This direction contains the following components: assistance in organization, coordination and information. Assistance in organizing consists of organizing family leisure (involving family members in organizing and holding holidays, fairs, exhibitions, etc.). Assistance in coordination is aimed at establishing and updating family connections with various departments, social services, social assistance and support centers. Information assistance is aimed at informing families about social protection issues. This direction is based on the use of medical and social models, it is relevant in terms of the subject of this study Kulikova, T. A. Family pedagogy and home education. M.: Publishing center "Academy", 2013. P. 96..

When working with a family, a specialist often resorts to social patronage or supervision. Social patronage is the form of the closest interaction with the family, when a social work specialist is at its disposal for a long time, is aware of everything that is happening, influencing the essence of events. The patronage period is limited (4-9 months). At the same time, a social work specialist can patronize no more than two families, and at the same time, under his supervision there can be families that he previously patronized Ovseychuk, A.P. Economic foundations of social work. M.: Globus, 2014. P. 116..

The social work professional uses the following forms of supervision. Official supervision is supervision carried out on behalf of official bodies (guardianship and trusteeship bodies, education management bodies, etc.), whose responsibilities directly include monitoring the activities of relevant social facilities. Informal control is the mutual control of participants in a process over each of them’s compliance with formally established obligations. Social supervision carried out does not imply active correctional and rehabilitation measures on the part of a specialist; This is how it differs from social patronage.

Family counseling is the provision of advice by a social teacher when problems or conflicts arise in relationships between adults and children.

The subject of consultation is:

In the sphere of life support - employment, receiving benefits, subsidies, financial assistance, etc.;

In the sphere of organizing everyday life - organizing a child’s corner in an apartment, instilling hygiene skills in a child, organizing free time, etc.;

In the field of family health - diagnosis and prevention of morbidity, organization of recreation and health improvement for children, etc.;

In the sphere of spiritual and moral health - traditions and foundations of the family, divergence in the value orientations of family members, etc.;

In the field of raising children - solving problems of school maladjustment, diagnosing and correcting deviations in the development and behavior of children, pedagogical failure and lack of information among parents;

In the sphere of internal and external communications of the family - the restoration of new positive social connections, conflict resolution, harmonization of child-parent and marital relations Selivanova, N. L. Development of the student’s personality in the educational space: management problems. M.: Pedagogical Society of Russia, 2014. P. 300..

Thus, the forms and methods of social work with adolescents from disadvantaged families are aimed at putting deviant behavior under social control, which includes: firstly, replacement, displacement of the most dangerous forms of deviant behavior by socially useful or neutral ones; secondly, the direction of the child’s social activity in a socially approved or neutral direction; thirdly, refusal to persecute teenagers. The main models, forms and stages of social work with dysfunctional families contribute to the correction of child-parent relationships, improvement of the family microclimate, social adaptation and social rehabilitation of children and adolescents who find themselves in difficult life situations.

Organizational socio-pedagogical technologies;

Social and pedagogical technologies of individual work.

1. Organizational socio-pedagogical technologies are aimed at identifying children at risk, diagnosing their problems, developing programs for individual and group work and providing conditions for their implementation.

On at this stage work happens:

1 Formation of a data bank of children from disadvantaged families. It contains information about students and non-students from disadvantaged families. When collecting data, it is necessary to differentiate the problems of children and the situations in which they find themselves.

2 Diagnosis of personal and social development minor children from disadvantaged families. This is necessary to clarify the social and psychological-pedagogical characteristics of each child, information about whom is included in the data bank.

3 Development and approval of programs for social and pedagogical activities with a child, group, community. Based on the diagnostic results, the essence of the problem or a set of problems is determined, and adequate psychological, pedagogical, and social means are selected to effectively solve problems.

4 Providing conditions for the implementation of programs. At this stage, distribution takes place in accordance with the goals and objectives of the programs, participation and responsibility of all involved parties.

5 Consulting. Consultation is provided for persons interested in resolving the social and pedagogical problems of children in this category.

6 Interdepartmental interaction. The work is carried out in contact with other persons involved in this work Ovseychuk, A. P. Economic foundations of social work. M.: Globus, 2014. P. 131..

Social and pedagogical technologies of individual and group work with children from disadvantaged families, firstly, make it possible to specify the child’s special problems, while the dynamism and variability of the latter’s condition are taken as a basis and taken into account both at the time of initial diagnosis and throughout the work the end of the socio-pedagogical interaction between the specialist and the child.

Secondly, failure to complete the tasks of any stage in practice leads to the need to complete it or repeat it, but in conditions of deterioration of the socio-pedagogical situation.

Thirdly, the stage can be considered as a tool for stabilizing the child’s situation

The activities of specialists are determined by the presence of a specific problem, in this case these are children from disadvantaged families. Therefore, the presence of certain socio-pedagogical technologies can provide real assistance to a specialist in working with this category of children.

In addition, in his individual preventive work with a child from a dysfunctional family, a specialist must be guided by the general commandments:

Do no harm.

Don't judge.

Accept the person for who he is.

Maintain confidentiality.

Maintain a level of mutual disclosure with the client.

Do not deprive the client of the right to be responsible for his actions.

Minimum of special terms.

Observe the principle of voluntariness Ovcharova, A. Yu. Reference book of a social teacher. M.: Sfera, 2013. P. 213..

The family is designed to ensure the connection of the individual with social, economic and demographic institutions in society and potentially has unique opportunities for intensive communication between children and parents, transferring to children the social program of society - goals and values, the means by which these goals and values ​​are achieved and preserved. The social results of the life activity of most families, which are found at the level of society, have generally significant consequences.

In dysfunctional families, where there are no certain norms and rules, minor children simply cannot build their relationships, first with their parents, and subsequently with peers, teachers and other people. All this leads to the fact that children become isolated in their problems. Their socialization process is disrupted and social ties are severed.

Thus, we see that children from dysfunctional families pose a problem for society, since society needs full-fledged members, and family dysfunction gives rise to people who are not ready to function normally in society.

annotation
The article provides recommendations for providing social psychological assistance musically gifted teenagers from disadvantaged families.

RECOMMENDATIONS FOR THE PROVISION OF PSYCHO-SOCIAL SUPPORT MUSICAL GIFTED ADOLESCENTS FROM BAD FAMILIES

Vintin A.I.
Mordovia State University N.P. Ogareva
5-year student of specialty "History" of Historical and Sociological Institute

Abstract
This article is about recommendations for the provision of psycho-social support musical gifted adolescents from bad families.

Bibliographic link to the article:
Vintin A.I. Recommendations for providing social and psychological assistance to musically gifted teenagers from disadvantaged families // Humanitarian Scientific research. 2012. No. 8 [Electronic resource]..03.2019).

Adolescence is a period when rapid physiological and psychological changes occur and the process of final personality formation takes place. The living conditions of adolescents in dysfunctional families, the often unsuccessful attempts of gifted children to demonstrate, develop and find practical application of their abilities, often provoke behavioral deviations, emotional and neuropsychic disorders. Therefore, during this period of personal development of adolescents, it is especially important to provide them with socio-psychological assistance in order to prevent and correct possible social and psychological maladjustment.

At the present stage of development of the education system, there is a need to create recommendations and programs of social and pedagogical support for musically gifted children from disadvantaged families, which would make it possible to diagnose social and psychological deviations of students at an early stage and implement a set of measures to correct the character traits of adolescents.

"Social and pedagogical support, – writes I. Trus, “this is a complex of preventive, educational, diagnostic and correctional measures aimed at designing and implementing conditions for the successful socialization of adolescents and prospects for internal growth.” I. Trus also highlights the main functions of socio-pedagogical escort:

Restorative function, suggesting the restoration of those positive qualities that prevailed in adolescents before the appearance of their character accentuations;

Compensating function manifested in the formation in adolescents of the ability to eliminate one or another deficiency through the effort of activity in the area that he likes most, where he quickly achieves success, where he strives for self-realization;

Stimulating function expressed in maintaining those positive personal characterological formations that adolescents have;

Corrective function which consists in correcting those negative characterological changes that occurred in a teenager with the emergence of character accentuations;

Socializing function aimed at providing a teenager with opportunities for social development and social cognition and the formation of various skills and abilities, increasing his socio-psychological competence. .

Having analyzed several models of psychological support for children of different ages, We have identified the following as the basis for our recommendations:

1. The natural development of a teenager’s personality is primary, that is, we consider a teenager not only as an object of socio-psychological influence, but also as an active subject of interaction with parents, teachers, and psychologists. Real changes in a teenager’s personal qualities are possible only if he has a desire and need for self-change, self-development and self-improvement.

2. The sociocultural development of a child passes through his contact with environment and in mastering this environment.

3. The initial criterion for assessing the effectiveness of the process of socio-psychological support for a musically gifted teenager from a dysfunctional family is the development of the child’s individual qualities, the ability to discover new creative resources in himself and the desire to make his own discoveries.

1. Preservation of natural mechanisms of formation, formation and development of musically gifted adolescents, as well as prevention of conditions that can deform character traits.

2. Formation and development in a talented teenager of an even greater desire for self-knowledge, self-development, self-change, self-expression, self-improvement, and self-actualization.

Stage 1 – diagnosing the child’s mental and social health and identifying his character traits. It uses a wide range various methods: testing (for example, a test to identify a personal attitude towards the world and people “Incomplete Sentences”, etc.), questioning of parents and teachers, observation, conversation, analysis of the products of educational work;

Stage 2 – analysis of the information received, on the basis of which the total number of difficult-to-educate adolescents in the study group, the dominant character types are determined, groups of adolescents who need social, psychological and pedagogical support are determined;

Stage 4 – consulting all participants in the process of social and psychological assistance on ways and means of solving the problems of a teenager with deviant behavior;

Stage 5 - problem solving, i.e. implementation of recommendations by each participant;

Stage 7 – further analysis of the adolescent’s development (What do we do next?).

We consider it necessary to note that the identification of these stages of socio-psychological support for musically gifted adolescents with deviant behavior is very conditional, since each of them has their own problem and to solve it requires individual approach. In this regard, in order to provide more effective socio-psychological assistance to musically gifted teenagers from disadvantaged families, in our opinion, it is more advisable to conduct classes on the following topics:(the classes were tested for students in grades 7 and 8 of the Republican Music Boarding School in Saransk).

Table - Thematic plan of the training “Me and my world”social functioning of musically gifted adolescents fromdysfunctional families.

Topic name Number of teaching hours

1. Introductory lesson. Introduction to the class. 2

2. Our class: who we are, what we are like 2

3. Collaboration policy in our class 2

4. Non-verbal communication. Psychological observation skills. 2

5. Group pressure. Ability to say “no” 2

6. “I like you 6... How to approach me?” Ability to make acquaintances. 2

7. Relationships between girls and boys in adolescence. Conflict resolution 2

8. How to achieve success and become a millionaire? 4

9. Mom, dad, and I are a friendly family? 4

10. Advantages and dangers of “star fever”. 2

11. Listening skills 2

12. Feelings and emotions of people. Self-regulation skills. 2

13. Character traits of people 2

14. Final lesson. Summarizing. 2

The structure of classes, according to general psychological practice, must necessarily consist of four parts: beginning, warm-up (E. Aleksandrovskaya), main stage and reflection.

Warm-up stage includes energizing exercises that lift the mood and energy in the group, promote cohesion, unite teenagers, and involve them in joint activities.

Main stage of the lesson involves the use of a variety of forms of activity, conducting 1-2 long exercises that reveal the topic of the lesson.

At the reflection stage participants can express pent-up tension. With the help of the facilitator’s questions, teenagers understand the experience gained during the lesson: What do you remember most? How do you feel at the end of class? What from what was discussed is worth remembering/could be useful? What was important / unpleasant / offensive / difficult? Each lesson lasts approximately 1 hour 30 minutes.

We consider it necessary to mention the experience of the director of the Republican Music Boarding School V.P. Tolkacheva, who, having worked in this field for more than 20 years, developed her own commandments for working with musically gifted children from disadvantaged families:

If you don't know how to interact with a teenager, stop and wait.

You cannot use methods or forms of influence that cause protest or a negative reaction in them.

You can't focus on the failures of teenagers. If this cannot be avoided, it is necessary to give a comprehensive assessment of their causes in a very correct form.

You cannot compare a teenager with deviant behavior to anyone else, either in positive or negative aspects.

It is necessary to build communication with a difficult-to-educate teenager only from a position of cooperation,

You must always be honest. You gave your word, keep it.

In addition, domestic practicing psychologists (A. M. Aleksandrovskaya, N. I. Kokurkina, N. V., Kurenkova, etc.) give the following advice:

1. First of all, it is necessary to make the child feel that he belongs to the class, group, that he is not rejected and occupies a very important place in the team and corresponds to this place.

2. If a child is included in any group, it is necessary to emphasize the positive results of this action. But you absolutely cannot force a child to be in a group. We must remember that every child needs time alone.

3. The child needs to be encouraged to allow himself a pleasant pastime, entertainment that requires interaction with others.

4. Try to gain his trust. If this happens, the child will drop the mask and open up to you.

5. Evaluate it creative works, expose them for viewing, positive collective discussion.

6. Don’t miss the opportunity to emphasize what feelings are appropriate to express in a particular case: we laugh at funny things and cry about sad things, we get annoyed when someone does us bad.

7. It is very useful to praise your child if he expresses any positive thoughts.

8. Help your child realize and express his feelings using channels such as drawing, playing music and others.

9. Ask your child for help in finding a solution to a problem. Many timid children are intellectually gifted.

10. Draw a chart with your child to see who he would like to work with in a group and who has the most influence on him in the class.

11. Write down every day how many times you addressed a difficult teenager and how many times you uttered different remarks and comments addressed to him. This will be a reminder of how you are working and what progress your teenager is making.

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Sartan G.N. Psychotraining for teachers and high school students. – M. Pedagogy, 1992. – 428 p.

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Trus, I. Model of social and pedagogical support for adolescents with character accentuations // Education of schoolchildren. – 2003. – No. 3. – P. 26-31.

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