1). Socio-pedagogical consultation (group, individual) - is used to provide qualified assistance to the child in the correct understanding and solution of his specific problems.
2). Socio-psychological training - is aimed at the correction and development of socially necessary skills and abilities in minors.
3). Correction-developing lesson (individual, group) - is an expedient set of social and pedagogical methods and means. These are m / b games (role-playing, business, career guidance), discussions, workshops, etc.
4). Collective and mass forms of work with children and parents - meetings and conferences of schoolchildren, parents, "days open doors”, cultural events, (thematic or dedicated to calendar dates), promotions.
A social pedagogue should be guided by general and social pedagogical principles and approaches in his work.
Because the central place in the work is occupied by a person, it is necessary to observe humanistic approach. The principle of a personal-humanistic approach necessitates an individual approach. It is necessary to take into account the characteristics of the physical, mental and social. status, ability to learn and educate.
The principle of sociality. It is necessary to strive for the development of an "open" in the social. relation to personality.
It occupies a special place activity approach. In developing projects and programs, social education must proceed from the historically established systems of social practice in general, and social pedagogical practice in particular.
Social n-g must anticipate possible negative. consequences and take measures to eliminate and minimize them.
Development principle-person-to is a dynamic formation with internal contradictions. Therefore, in the development and implementation of social-ped. projects, you need to see the prospects for working with people and be prepared for unexpected manifestations, random circumstances.
important multidimensional dialectical approach, it saves from one-sidedness and narrowness. It is necessary to take into account the dialectic of the general and the special, the accidental and the necessary, the internal and the external, and so on.
Social ped-g must be able to apply technology. At present, the introduction of socio-pedagogical technologies in the activities of a social pedagogue makes it possible to more effectively solve the entire broad aspect of tasks.
One cannot but agree with the idea expressed by V.P. Bespalko: " Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, and then starts all over again."
Socio-pedagogical technology - one of the established on the basis of previous experience and justified ways to achieve a certain socio-pedagogical goal (L.V. Mardakhaev).
It can be considered: as a description of the stages, methods and means of socio-pedagogical activity, ensuring the achievement of a certain result; as an expedient, optimal sequence of activities aimed at achieving a certain socio-pedagogical goal.
L.V. Mardakhaev believes that in each specific situation, the social teacher needs to understand:
Social and pedagogical goal (what to strive for, what to achieve);
· Conditions for its implementation;
· Features and capabilities of the object;
· Features of the place of sale;
· Opportunities in time to achieve the goal;
· Features of the subject of socio-pedagogical activity, its capabilities.
On this basis, either one of the existing technologies is selected, or a new, special technology for this case is modeled.
The scope of the social teacher . Officially, the position of social p-ha is installed in the institutions of two departments - the committees for youth and education.
In the system of institutions of committees on youth affairs the position was introduced in institutions: yard children's clubs, children's art houses, youth hostels, rest houses for teenagers, educational youth centers, career guidance centers, employment centers, children's and youth labor exchanges.
In the field of education- in preschool educational institutions, educational institutions, general education boarding schools, general schools for orphans and children left without parental care, special educational institutions for children and adolescents with deviant behavior m, educational institutions x primary prof. education.
Sots.pg can work in general education, cultural and leisure, sports and recreational institutions, social protection and social security services, law enforcement, administrative-territorial bodies, enterprises, public organizations, foundations, private and commercial structures.
Despite the fact that the position of "social teacher" is established only in two departmental areas, the practical need for such specialists is much wider. In fact, this position can be introduced in all social institutions that provide assistance to children in need. That's why typology of institutions, in which a social educator can work, includes institutions:
✓ education;
✓ committees for youth affairs;
✓ healthcare (children's hospitals; special hospitals for mentally ill children, drug addicted children; sanatoriums for children, etc.);
✓ social protection of the population;
✓ related to the system of internal affairs bodies (reception centers for children and adolescents, special boarding schools and special vocational schools for children who have committed offenses; educational colonies; juvenile courts for adolescents who are taking their first steps in Russia, etc.).
The foregoing shows that socio-pedagogical activity is multilateral and responsible. Therefore, the professional training of a social educator should be based on extensive, evidence-based knowledge and continuous self-improvement.
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SOCIAL AND PEDAGOGICAL ACTIVITIES WITH THE FAMILY.
1. The activities of a social pedagogue working with the family
The object of influence of a social educator can be a child in the family, adult family members and the family itself, as a whole, as a team.
The activities of a social pedagogue with the family include three main components of social and pedagogical assistance: educational, psychological and mediation.
The educational component includes two areas of activity of a social pedagogue: assistance in training and education.
Assistance in learning is aimed at preventing emerging family problems and the formation of the pedagogical culture of parents.
To the most common mistakes in education include: insufficient understanding of the goals, methods, tasks of education; lack of uniform requirements in education from all family members; blind love for a child; excessive severity; shifting the care of education to educational institutions; quarrels of parents; lack of pedagogical tact in relationships with children; the use of physical punishment and more.
Assistance in education is provided by a social pedagogue, primarily with parents - by consulting them, as well as with the child by creating 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.
Main areas family life, in which the educational function is realized, are the spheres of parental duty, love and interest.
When assisting a family, a social educator needs to discuss with parents the methods of education used in their family and help determine the most adequate ones.
The system of methods and techniques suggested to parents in the educational process should be transformed, embodied in real relationships that form an educational environment that is comfortable for all family members.
The psychological component of social and pedagogical assistance includes 2 components: social and psychological support and correction.
Support is aimed at creating a favorable microclimate in the family during a short-term crisis.
Correction interpersonal relationships occurs mainly when there is mental violence against a child in the family, leading to a violation of his neuropsychic and physical condition. This type of violence includes intimidation, insulting a child, humiliation of his honor and dignity, violation of trust.
The social educator must adjust family relations in such a way that all necessary measures to ensure the established order and discipline in the family are supported by methods based on respect for the human dignity of the child in accordance with the Convention on the Rights of the Child.
The intermediary component of social and pedagogical assistance includes 3 components: assistance in organization, coordination and information.
Assistance in the organization is aimed at organizing family leisure, including: organizing exhibitions and sales of second-hand items, charity auctions; interest clubs, organization of family holidays, competitions, housekeeping courses, "dating clubs", summer holidays and others.
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 in it.
Assistance in information is aimed at providing the family with information on social protection issues. It takes the form of a consultation. Questions may relate to both housing, family and marriage, labor, civil, pension legislation, the rights of children, women, the disabled, and problems that exist within the family.
The social educator, when working with the family, performs three main roles:
Advisor - informs the family about the importance and possibility of interaction between parents and children in the family; talks about the development of the child; gives pedagogical councils for raising children.
Consultant t - advises on family law issues; issues of interpersonal interaction in the family; informs about the existing methods of education, focused on a particular family; explains to parents how to create the conditions necessary for the normal development and upbringing of the child in the family.
Defender - protects the rights of the child in the case when one has to face the complete degradation of the personality of the parents (alcoholism, drug addiction, cruelty to children) and the resulting problems of unsettled life, lack of attention, human attitude of parents to children.
Forms of social and pedagogical assistance to the family.
Among the short-term forms, scientists single out crisis-intervention and problem-oriented models of interaction.
The crisis-intervention model of working with the family involves providing assistance directly in a crisis situation, which may be due to changes in the natural life cycle of the family or accidental traumatic circumstances.
Such unfavorable periods are associated with age crises child, when psychological and pedagogical problems intensify in the family.
Regardless of what problems led to the crisis situation, the task of the social educator is to mitigate the impact by providing direct emotional support. stressful event and mobilize family efforts to overcome the crisis. To effectively solve emerging problems, one should not look for fault only in the behavior of one of the partners. These patterns must be known and taken into account, adjusting your behavior in accordance with them.
The social educator acts as an intermediary between the family and the professionals working with it. Also, the social educator provides educational assistance, providing the family with information regarding the stages of the family's exit from the crisis and its prospects, backing it up with documentary facts.
The problem-oriented model is based on the fact that under certain conditions, most problems people can solve, or at least reduce their severity, on their own. Hence the task of the social pedagogue is to create such conditions.
The problem-oriented model prescribes to solve the problem chosen for work by joint efforts. The work is carried out in a collaborative spirit with an emphasis on stimulating and supporting the abilities of family members in dealing with their own difficulties. Obstacles that hinder the family are identified, and means are used to help solve the problem. Successful problem solving creates a positive experience for solving subsequent problem situations on your own.
Long-term forms of work, prevailing mainly in foreign practice, require long-term communication with the client (from 4 months or more) and are usually built on a psychosocial approach.
The main tasks of the psychosocial approach are either to change the family system, adapting it to fulfill its specific function, or to change the situation - others public systems that affect the family, or affect both at the same time.
In conditions of low motivation for families to apply specifically for socio-pedagogical, psychological help, it is necessary to use such a form of work with the family as patronage - one of the forms of work of a social teacher, which is a visit to the family at home with diagnostic, control, adaptation and rehabilitation goals, which allows you to establish and maintain long-term ties with the family, timely identifying its problem situations, providing immediate assistance.
Along with patronage, which occupies an important place in the activities of a social pedagogue, consultations should be singled out as one of the forms of work with the family.
Counseling, by definition, is intended mainly to help apparently healthy people who have difficulty in solving life problems.
A social educator, working with a family, can use the most common counseling techniques: emotional infection, suggestion, persuasion, artistic analogies, and so on.
At the same time, a consultation conversation can be filled with various content and perform various tasks - educational, psychological, psychological and pedagogical.
Group working methods provide an opportunity for parents to share experiences with each other, ask questions and seek support and approval in the group. In addition, the opportunity to take on a leadership role in the exchange of information develops the activity and confidence of parents.
The above methods: consultative conversation, educational training - are universal, that is, they are used in long-term and short-term forms of work.
A social educator cannot solve all the problems for the family, he must only activate it to solve family problems, achieve awareness of the problem that has arisen, and create conditions for its successful solution.
Qualification characteristics of a social pedagogue
to work with the family.
The duties of a family social teacher are mediation in the system of interaction between the individual, family and society; influence on the formation of morally and physically healthy relationships in the family, neighborly environment, among peers, in school and family education.
The family social educator is called upon to study individual psychological and age characteristics of children and parents, their inclinations and interests, social circle, living conditions, family way of life, family traditions, psychological and pedagogical culture of parents, microclimate of the class team, relationships in society.
He is in contact with medical psychological and pedagogical service, as necessary - with law enforcement agencies, with social workers to provide specific assistance to those in need.
Particular attention should be paid to families with social risk factors and to identify interpersonal and intra-family difficulties and conflicts, deviant behavioral norms, help with guardianship and guardianship. The family social educator promotes “the process of enculturation, that is, the inclusion of the child in a holistic world
of human culture in order to assimilate various patterns language culture, specific cultural behavioral skills, ideological and moral system, culture of thinking and feeling, activity and communication”.
The criteria for the activity of a family social teacher is to increase the psychological and pedagogical culture of the family and the degree of its protection in society.
The qualification description contains a list of knowledge necessary for a family social teacher. He must know the development trends of the modern family, the ethics and psychology of family life; regularities in the development of the personality of children and adolescents, their needs, motives; system functions state institutions, public organizations in matters of assistance to the family; socio-pedagogical, demographic, environmental features of the environment in which the work is carried out; fundamentals of labor legislation; principles of organizing family leisure, communication, organizing free time; methods of diagnostic research and development; programming their work in society; methods of working with families and pedagogically neglected adolescents, providing assistance and support.
Of course, the introduction of innovative forms and technologies of education largely depends on socio-economic opportunities of universities and the social situation. However, the expansion of the scale of active learning methods, the development and publication role playing and collections of situational tasks, creation electronic aids do not require excessive costs. Innovative approach requires, first of all, internal motivation, the desire of teachers to convey their knowledge to students, and students to perceive this knowledge.
Availability required higher education social educators of all categories.
The role of education in the development of self-esteem.
Self-esteem from early childhood is formed by education. Low self-esteem does not allow the child's abilities to fully open up. And a too high opinion of oneself can be dangerous: the child will ascribe to himself non-existent virtues and unrealistic prospects, and then, in the future, suffer when life begins to put everything in its place.
Often parents come up with what the ideal child should be, and when he does not meet their dreams, they reproach him for this, not noticing the virtues that were simply not included in their parental plans. Therefore, so that the child does not develop low self-esteem and a sense of inferiority, you should not place any great hopes on him, so as not to come to disappointment later. And, on the contrary, it is necessary to carefully notice the merits, to discover in the child his inherent features.
Praise and criticism should also have a reasonable ratio: everything that a child does cannot be unconditionally praised, but it’s also not worth scolding for everything in a row. If criticism exceeds praise, then the child will begin to avoid communication with parents. And, criticizing the child (if there is a need for this), you need to find something for which he can be praised, for example, for independence, for intelligence, willpower. Moreover, at the end of the conversation, you need to express a sincere hope that the child understood the criticism and quickly corrected everything.
Especially carefully you need to behave with children if there are two or more of them. There are parents who frankly compare their children, setting one as an example for the other. Of course, this affects the self-esteem of children, causes them a feeling of envy, doubt in parental love and outright hostility towards the one who is constantly extolled.
In fact, self-esteem is the difference between the real self and the ideal self, and children, especially teenagers, love to create ideals for themselves.
Sometimes they want to be like the heroes of books or sensational films, but the problem is that this is unattainable. As a result, the gap between the ideal and the teenager is so great that self-esteem drops almost to zero.
The most annoying thing is that this applies, to a greater extent, to the smartest, most intelligent, knowledgeable and inquisitive teenagers. It is they who are most and most often dissatisfied with themselves and have low self-esteem. In frivolous teenagers who live for today, do not think about the future and do not fill their heads with ideals, everything is in order with self-esteem.
Of course, one must welcome the child's desire for an ideal, otherwise he will grow up to be a self-satisfied and not very educated person. But, first of all, you need to be able to explain to him that you can approach the ideal only gradually, through painstaking work. Explain to the child that if ideals seem unattainable, if you cannot change your real self, then you need to be able to change your ideas about yourself - ideal. And, most importantly, you need to love yourself, the way you are.
Raising self-esteem in a child is one of the most important tasks for his future life.
Of great importance in the formation of self-esteem is the style of family education, the values accepted in the family.
3 styles of parenting:
Democratic
Permissive.
With a democratic style, the interests of the child are taken into account first of all. “Consent” style.
In the permissive style, the child is left to himself.
A preschooler sees himself through the eyes of close adults raising him. If the assessments and expectations in the family do not correspond to the age and individual characteristics of the child, his self-image seems distorted.
Self-awareness of schoolchildren depends on the characteristics of family education. Children with an accurate self-image are brought up in families where parents give them a lot of time; positively evaluate their physical and mental data, but do not consider their level of development higher than that of most peers; predict good school performance. These children are often encouraged, but not with gifts; punished mainly by refusing to communicate. Children with a low self-image grow up in families in which they are not treated, but require obedience, are underestimated, often reproached, punished, sometimes with strangers, do not expect them to succeed at school and significant achievements in later life.
Adequate and inadequate behavior of the child depends on the conditions of upbringing in the family.
Children with low self-esteem are dissatisfied with themselves. This happens in a family where parents constantly blame the child, or set excessive tasks for him. The child feels that he does not meet the requirements of the parents.
Inadequacy can also manifest itself with inflated self-esteem. This happens in a family where the child is often praised, and gifts are given for little things and achievements (the child gets used to material rewards). The child is punished very rarely, the system of requirements is very soft.
Adequate performance - here we need a flexible system of punishment and praise. Admiration and praise are excluded from him. Gifts are rarely given for deeds.
In families where children grow up with high, but not overestimated self-esteem, attention to the child's personality (his interests, tastes, relationships with friends) is combined with sufficient demands. Here they do not resort to humiliating punishment and willingly praise when the child deserves it. Children with low self-esteem (not necessarily very low) enjoy more freedom at home, but this freedom, in fact, is lack of control, a consequence of parents' indifference to children and to each other.
School performance is an important criterion for evaluating a child as a person by adults and peers. Attitude towards oneself as a student is largely determined by family values. In a child, those qualities that his parents most of all care about - maintaining prestige - come to the fore.
Emphasis shifts in the self-consciousness of a small schoolchild when parents are concerned not with educational, but with everyday moments in his school life (“Is it not blowing from the windows in the classroom?”, “What did they give you for breakfast?”), Or they don’t care about anything at all - school life not discussed or discussed formally. A rather indifferent question: “What happened at school today?” sooner or later will lead to the corresponding answer: “Nothing special”, “Everything is fine”.
Parents also set the initial level of claims of the child - what he claims in learning activities and relationships. Children with a high level of aspirations, inflated self-esteem and prestigious motivation count only on success. Their vision of the future is just as optimistic.
Children with a low level of claims and low self-esteem do not apply for much either in the future or in the present. They do not set high goals for themselves and constantly doubt their abilities, quickly come to terms with the level of progress that develops at the beginning of their studies.
Anxiety can become a personality trait at this age. High anxiety acquires stability with constant dissatisfaction with studies on the part of parents. Suppose a child falls ill, falls behind his classmates, and it is difficult for him to get involved in the learning process. If the temporary difficulties experienced by him irritate adults, anxiety arises, fear of doing something bad, wrong. The same result is achieved in a situation where the child learns quite well, but the parents expect more and make excessive, unrealistic demands.
Due to the increase in anxiety and the low self-esteem associated with it, educational achievements are reduced, and failure is fixed. Self-doubt leads to a number of other features - the desire to mindlessly follow the instructions of an adult, act only according to patterns and patterns, fear to take the initiative, formal assimilation of knowledge and methods of action.
Adults dissatisfied with declining productivity academic work child, more and more focus on these issues in communication with him, which increases emotional discomfort. It turns out vicious circle: unfavorable personal characteristics of the child are reflected in his educational activities, low performance results in a corresponding reaction from others, and this negative reaction, in turn, enhances the characteristics that have developed in the child. You can break this circle by changing the attitudes and assessments of parents. Close adults, concentrating on the smallest achievements of the child. Without blaming him for some shortcomings, they reduce the level of his anxiety and thus contribute to the successful completion of educational tasks.
The second option is demonstrativeness - a personality trait associated with an increased need for success and attention to others. The source of demonstrativeness is usually the lack of attention of adults to children who feel abandoned in the family, “unloved”. But it happens that the child receives sufficient attention, but it does not satisfy him due to the hypertrophied need for emotional contacts. Excessive demands on adults are made not by neglected, but, on the contrary, by the most spoiled children. Such a child will seek attention, even violating the rules of behavior. (“It is better to be scolded than not noticed”). The task of adults is to do without notations and edifications, to make comments as emotionally as possible, not to pay attention to minor misconduct and to punish major ones (say, by refusing a planned trip to the circus). This is much more difficult for an adult than caring for an anxious child.
If for a child with high anxiety the main problem is the constant disapproval of adults, then for a demonstrative child it is a lack of praise.
The third option is “avoidance of reality”. It is observed in cases where demonstrativeness is combined with anxiety in children. These children also have a strong need for attention to themselves, but they cannot realize it due to their anxiety. They are hardly noticeable, they are afraid of arousing disapproval with their behavior, they strive to fulfill the requirements of adults. An unsatisfied need for attention leads to an increase in even greater passivity, invisibility, which makes it difficult for already insufficient contacts.
When adults encourage the activity of children, show attention to the results of their educational activities and search for ways of creative self-realization, a relatively easy correction of their development is achieved.
Thus, in order to maximize the positive and minimize the negative influence of the family on the upbringing of the child, it is necessary to remember intra-family psychological factors having educational value:
Take an active part in family life;
Always find time to talk with your child;
Be interested in the problems of the child, delve into all the difficulties that arise in his life and help develop his skills and talents;
Do not exert any pressure on the child, thereby helping him to make decisions independently;
Have an idea of the different stages in a child's life;
Respect the child's right to their own opinion;
To be able to restrain possessive instincts and treat the child as an equal partner, who simply has less life experience so far;
Respect the desire of all other family members to pursue a career and self-improvement.
federal education agency
NOUVPO Omsk Humanitarian Academy.
Faculty of socio-economic
Department of Social Work and Psychology
Coursework on the topic:
"The work of a social educator with the family"
completed by a 5th year student
part-time education
specialty social work
Supervisor:
Ph.D. Assoc.
Introduction.
Chapter 1. Theoretical approaches work of a social pedagogue in the family.
1.1 Problems of the modern family.
1.2 Goals and tasks of a social educator in the family.
Chapter 2. The work of a social educator.
2.1 Methods and forms of work of the social pedagogue with the family.
2.3 Methods of work of a social pedagogue with children.
4. Conclusion.
5. List of references.
Introduction.
The relevance of this topic lies in the fact that the family in modern conditions does not always come out of difficult life situations. She needs outside help. Such assistance can be provided by the social assistance service and the social pedagogue. But social assistance today does not correspond to the scale and depth of the problems and difficulties experienced not only by adults, but also by children. Therefore, many people, mainly with pedagogical education, began to master the profession of a social pedagogue, and in pedagogical institutes young people who are interested in helping society solve the problems of its important substructure, the family, enter the specialty of social pedagogy.
The volume of solved problems related to dysfunctional families and difficult teenagers largely depends on the social, legal, educational and other institutions surrounding the family and the social pedagogue working with it. Therefore, these institutions should do their best to support the family, as well as take a direct part in the work of a social pedagogue with families at risk.
The social educator encounters various dysfunctional families. These are families where the child lives in constant quarrels of parents, parents are drunkards or drug addicts, chronically ill or disabled.
The task of a social educator in working with families is to resolve crisis situations and their timely prevention and neutralization. The warnings include material: assistance to families from the state in the form of benefits. Providing benefits, social assistance.
Except pedagogical problems social pedagogue solves social, economic, medical and psychological problems.
The main goal of a social educator is to mobilize the internal forces of the family to overcome the crisis. Any work of a social educator in a family begins with the study of this family, analysis of problems and determination of a way out of the crisis.
To provide assistance to families, various social service centers, shelters, etc. have been organized.
In working with the family, the social educator singles out work with parents. Contact with parents helps to effectively implement an individual rehabilitation program and organize patronage.
Particular attention is drawn to families that find themselves in a difficult financial situation, study, work at a hazardous enterprise, have many children, those who are unable to work, and who have children with disabilities.
A social educator who works directly with children can, in the nature of his professional activity, make a feasible contribution to strengthening the family. Today, a social pedagogue considers the family as a social environment that fundamentally determines the situation of a child's development during childhood. But at the same time, on present stage, a social pedagogue experiences significant difficulties: it can be difficult to establish the essence of the problem, to understand the causes of certain violations. Therefore, the social pedagogue needs to be connected to the organization of the process of interaction between the teacher, the family and the child, to make every effort for optimal, effective work.
Object of research: is a family experiencing difficulties in raising children.
Subject: Socio-pedagogical activity in the family.
Purpose: To analyze the activities of a social teacher in the family.
Tasks: 1. Consider the problems of the modern family.
2. Designate the goals and objectives of the activities of a social teacher in the family.
3. To analyze the methods and forms of a social pedagogue with the family, with parents and children.
An analysis of the theoretical and practical aspects, the problems studied, made it possible to form the main hypothesis: the activity of a social teacher with a family has a positive effect on the general climate of the family, on the development of its pedagogical orientation, thereby opening up the possibility of increasing the cognitive and social activity of the child.
The work consists of introduction, 2 chapters, conclusion, literature.
1. Theoretical approaches to the work of a social teacher in the family.
1.1. Problems of the modern family.
Family- based on marriage or consanguinity, a small group whose members are connected by commonality and mutual moral responsibility and mutual assistance, relations between husband and wife, parents and children, the average family size is also taken into account, the composition of families carried out on various grounds (the number of generations in the family, the number and the completeness of married couples, the number and age of minor children), the division of families according to social and class characteristics.
For a small family social group characteristic is the presence of a number of social goals that change in different life cycles; partial difference in the interests, needs and attitudes of family members; the mediation of joint activities. Consequently, the extent to which spouses and other family members are able and ready to take care of each other, sympathize, sympathize, empathize, unite efforts to overcome difficulties, show tolerance and indulgence, the well-being and longevity of the family depend.
The integral characters of the family, which largely determine its potentials, are considered; mental health, functional-role consistency, social-role adequacy, emotionality, satisfaction, adaptability in microsocial relations, striving for family longevity.
An important role in the family is given to communication in the unity of its three components: Communicative(information exchange), interactively
(organization of interaction), perceptual(perceptions of each other by partners) since in real life relationships between people develop in different ways, the existence of different options families.
The most common is considered nuclear family, consisting of parents and dependent children, or a married couple. Such a family may be complete or incomplete; formed as a result of divorce, widowhood, the birth of a child out of wedlock.
If the family structure, in addition to spouses and children, includes other relatives (parents, spouses, their brothers, sisters, grandchildren), then it is called extended.
Families may differ in the presence or absence of children and their number; about childless, one-child, large or small families.
According to the nature of the distribution of family responsibilities and who is the leader in the family, there are 3 main types of families.
1. Traditional(patriarchal) family, where at least three generations live under one roof, and the role of leader is assigned to the eldest man. Here there is an economic dependence of a woman and children on her husband; male and female responsibilities are clearly fixed; male supremacy is unquestionably recognized.
2. Unconventional(exploitative) family: with installations on male leadership, a strict distribution of male and female roles in the family, the division of duties between spouses, a woman is also assigned the right to participate in social work along with a man. It is quite natural that in such a family Behind the excessive employment of a woman, her overload, her own set of problems appears.
3. Egalitarian family(family of equals), in which household duties are proportionally divided between spouses, other family members, decisions are made jointly, emotional relationships are permeated with care, love, respect, trust.
Other types of families are also known, for example, where the role of the mother is played by the father, older brother or sister. You can also distinguish types of families: large families, families with disabled people, low-income families, poor families, dysfunctional, single-parent families, etc.
The complex of problems of all types of families is determined by the question of the family's purpose in modern world. Having emerged as the main form of life, the family initially concentrated all the main functions of serving human activity. Since the family is gradually getting rid of a number of these functions, sharing them with other social institutions, it has recently been difficult to single out a specific type of activity that is inherent only in the family.
All the many problems associated with the modern family can be divided into the following groups.
1.Socio-economic problems- this group includes problems related to the standard of living of the family, its budget, the share in the structure of society of low-income families and families living below the poverty line, with the specific needs of large and young families, the state system financial assistance.
2.Social problems- in terms of semantic content, they are similar to socio-economic problems. This group includes problems related to providing families with housing, living conditions, as well as the consumer budget of an average family, etc.
3.Socio-psychological problems- This group includes the widest range of problems: they are related to acquaintance, choice of a marriage partner and further marriage and family adaptation of personality roles, autonomy and self-affirmation in the family. In addition, they include problems of marital compatibility, family conflict, family cohesion as small group, violence in family.
4.Problems of stability of the modern family- this issue of the state and dynamics of family divorces, their socio-typological and regional aspects, the causes of divorces, the values of marriage, satisfaction with marriage as a factor in the stability of a family union, its socio-psychological nature.
5.Problems of family education- in this group of problems, the state of family education, types of families according to the criterion of education, parental roles can be considered. The position of the child in the family. Conditions for effectiveness and prosthety of family education. These problems are naturally related to socio-psychological problems and problems of family stability.
6.Problems of families at risk- factors causing social risk may be of a socio-economic, medical and sanitary, social and demagrographic, socio-psychological, criminal nature. Their action leads to the loss of family ties, an increase in the number of children left without parental care, a permanent place of residence, and livelihoods.
Families at risk include: single-parent families, families raising or having disabled people, large families, low-income and poor families, etc.
It follows from this that the modern Russian family is going through hard times: the decline in family prestige, economic instability, housing problems, etc. have led to the urgent need for professional intervention of a social educator for children and their parents to support their personal life status.
The family acts as a social institution and is called upon to perform a number of functions (reproductive, economic, household, educational, recreational, psychological and therapeutic and other functions) and has a certain status.
The social status of the family is a combination of the individual character of family members with its structural and functional parameters. Four family statuses are described in the psychological and pedagogical literature: socio-economic (financial situation of the family, housing conditions, property security); socio-psychological (favorable psychological climate); socio-cultural (common family culture, level of education of adult members) and situational-role (attitude towards the child and his problems).
According to the status of the family, one can name a number of factors that determine the family's troubles.
This is a drop in living standards, unemployment and low family income, thereby worsening the conditions of the child.
The absence and lack of emotional and trusting communication in families, thereby conflicts in relations between adult family members and children.
The fall in the moral foundations of the family, alcoholism, drug addiction of parents, and hence the cruel attitude towards children, neglect of their interests and needs.
1.2 Goals and objectives of the social educator in the family.
The social pedagogue is derived from the word "teacher", but at the same time professional activity These specialists have a number of significant differences. The mission of the social educator is to ensure the integration of a child who is in the process of socialization, a dynamically developing society. The social educator coordinates the efforts of the teaching staff to implement social and pedagogical functions in the activities of a modern educational institution, being a specialist in raising children and adolescents having certain problems of social life.
The profession of a social pedagogue was officially registered in the Russian government documents in March - April 1991.
But only by the beginning of the 2001-2002 academic year was the final recognition of the role and place of the social teacher as one of the specialists in the field of pedagogical prevention (Appendix to the order of the Ministry of Education of the Russian Federation dated December 7, 2000 No. 3572.)
A social educator is a school employee who creates conditions for the social and professional self-development of students, organizes / activities of teachers and parents based on the principles of humanism, taking into account historical and cultural traditions. The competence of a social educator includes the development, formation of mechanisms and implementation of measures in relation to the protection of social and educational right of the child. It contributes to the development social policy state and public structures in the field of childhood, informs the population, ensures the recognition and priority satisfaction of the interests of children as a special social and demagrographic group of society.
The social pedagogue is a new profession, the birth of which, to a large extent, is caused by the “new quality of the socialization of the individual”, due to the sharp aggravation of socio-political, economic, national contradictions in the modern world.
The activities of a social pedagogue in an educational institution are very diverse.
The professional activity of a social educator can be organized only within the framework of state social policy. To more accurately determine the boundaries of professional competence, to more fully exercise their rights and obligations, a social educator uses the following regulatory documentation.
Constitution of the Russian Federation
UN Convention on the Rights of the Child.
Federal Law "On Basic Guarantees of the Rights of the Child in the Russian Federation".
Law of the Russian Federation "On the basics of the system for the prevention of neglect and delinquency of minors"
Civil, family, labor and housing law.
The main field of activity of a social pedagogue is society. At the same time, the sphere of relations in the family and its immediate environment is a priority. A social pedagogue works with children and their families.
The work program of a social pedagogue can be: Short-term which does not exceed 4 months and has 2 directions
1. crisis oriented- assistance in a crisis situation, a social educator must quickly respond to the situation and try to resolve it.
2. problem-oriented is the solution of specific tasks and problems.
Long-term, which are from 4 months or more, they include social and pedagogical patronage and supervision. Consulting work and educational training is universal as it is used in both short-term and long-term forms of work.
There are 3 main functions in the preventive activity of a social pedagogue:
Preventive- prevention of problematic life situations of the child, prevention or creation of conditions for solving the problems of the social life of the child, together with him overcoming difficulties on the way to solving vital tasks.
Protective and security-protection and protection of the rights of the child in the already existing difficult life situation: protection of the child from the social environment, if he has problems with adaptation to it, and protection of the social environment from the destructive influence on it from the side of the child.
Organizational- coordination of actions and means that contribute to the child's exit from a difficult life situation; development and strengthening of social ties to use the capabilities of various people and organizations; their involvement in solving the problems of the child's social life and the active inclusion of the child himself.
Mentor- provided social support for the social development of children and adolescents in a difficult life situation.
The goal of a social educator is the formation of a child as a subject of social life, helping a child in a difficult life situation in recognizing, formulating and jointly resolving problems in social life. As well as organizing prevention, socially significant activities of children and adults in society.
Tasks of a social educator in working with families:
1. This is the resolution of crisis situations and their timely prevention and neutralization.
The warnings include material assistance to families from the state in the form of payments, allowances, the provision of benefits, social assistance.
2. Organization educational work in the classroom, group, hostel, on the course, etc., aimed at the formation of a general culture of the individual, the adaptation of the individual to life in society.
3. Studies the psychological and pedagogical characteristics of the individual and its microenvironment, living conditions, identifies interests and needs, conflict situations, deviations in behavior and the timely provision of social assistance and support
4. Acts as an intermediary between the individual and the educational institution, family, environment, authorities.
5. Participates in development, approvals and releases educational programs institutions, is responsible for the quality of their implementation within its competence.
In addition to pedagogical problems, the social educator solves social, economic, medical and psychological problems.
Any work of a social pedagogue in a family begins with the study of this family, the analysis of rules and the determination of a way out of a crisis situation.
Conclusion: The social teacher is a new profession, the birth of which is largely caused by the “new quality of the socialization of the individual”, due to the sharp aggravation of social policy, economics and national contradictions in the modern world. The social teacher acts in various professional roles: as an intermediary , defender, organizer and mentor, who helps to identify, prevent and neutralize problems associated with parents and their children in a timely manner, as the family is in a crisis state: this is a drop in living standards, alcoholism or drug addiction of parents, misunderstanding of the parents of their children and many other factors that act unfavorably on the family, naturally attract the attention of a specialist requires a deep and comprehensive study and decision at the level of the state, society and a particular individual.
2 The work of a social educator in the family.
2.1 Forms and methods of work of a social educator in the family.
A social educator is a researcher of social education in the context of socialization, i.e. education of all age groups and social categories of people, carried out both in organizations specially created for this, and in organizations for which it is not the main function.
The purpose of his work is to create favorable conditions for the personal development of the child (physical, social, spiritual and moral, intellectual) to provide him with a comprehensive social and psychological help. As well as protecting the child in his living space, the social educator acts as an intermediary between the child and adults and his environment, as well as in the role of a mentor in direct communication with the child.
The social educator conducts social diagnosis families and draws up a program to help the family, educates parents in matters of raising a child.
The social educator should strive to prevent the problem as much as possible. Timely identify and eliminate the causes that cause it.
The social educator does not wait for someone to turn to him for help, but in an ethical form he himself “gets in touch” with the family
The object of influence of a social pedagogue can be a child in the family, adult family members and the family itself, as a whole, as a team.
The activities of a social pedagogue with a family include 3 main components of social and pedagogical assistance:
a) Assistance in learning - aimed at preventing family problems and shaping the pedagogical culture of parents.
b) Assistance in education - is carried out by a social pedagogue, primarily with parents - through counseling, as well as with the child through the creation of special educational situations to solve the problem.
2. Psychological which includes 2 components:
a) Social and psychological support is aimed at creating a favorable microclimate in the family.
b) Correction is when there is psychological violence against the child in the family, leading to a violation of his neuro-psychological and physical condition. It can be intimidation, insult, humiliation of the child and much more. But until recently, this phenomenon was not given due attention.
3.The intermediary includes 3 components:
a) Assistance in the organization is aimed at organizing family leisure activities, including: organizing exhibitions, charity auctions, interest clubs, organizing family holidays, competitions, summer holidays and more.
b) Coordination - aimed at activating various departments and services to jointly resolve the problems of a particular family and the situation of a particular child.
c) Informational - aimed at providing the family with information on social protection issues. It takes the form of a consultation. Issues can be different such as housing, labor, family and marriage, civil and many others that relate to the family.
When working with a family, a social educator acts in 3 main roles: 1. Advisor - informs the family about the importance and possibility of interaction between parents and children in the family: talks about the development of the child, gives pedagogical advice on raising children.
2. Consultant - advises on family law issues; issues of interpersonal interaction in the family; informs about the existing methods of educational orientation for a particular family; explains to parents how to create the conditions necessary for the child in the family.
3. Defender - protects the rights of the child in the case when one has to face the complete degradation of the personality of the parents (alcoholism, drug addiction, cruelty to children) and the resulting problems of unsettled life, lack of attention, human attitude towards children.
Forms of social and pedagogical assistance to the family:
1. Social patronage - visiting the family at home for diagnostic, control, adaptation and rehabilitation purposes, which allows you to establish and maintain long-term ties with the family, identify problem situations in a timely manner, providing immediate assistance. Patronage makes it possible to observe the family in natural conditions, which makes it possible to reveal more information than lies on the surface.
Carrying out patronage requires adherence to a number of ethical principles:
The principle of self-determination of the family.
Voluntary acceptance of assistance.
Confidentiality.
Patronage is carried out for the following purposes:
1. Diagnostic: familiarization with the living conditions, the study of possible risk factors (medical, social, domestic), the study of existing problem situations.
2. Control: assessment of the state of the family and the child, the dynamics of problems, analysis of the course of rehabilitation measures, and so on.
3. Adaptation and rehabilitation: the provision of specific educational, intermediary, psychological assistance.
Regular patronage is necessary in relation to dysfunctional and, above all, associative families, constant monitoring of which disciplines them to some extent, and also allows them to timely identify and counteract emerging crisis situations.
Along with patronage, which occupies an important place in the activities of a social pedagogue, consultation conversations should be singled out as one of the forms of work with the family.
Counseling - is intended mainly to help practically healthy people who have difficulty in solving life problems.
Along with individual counseling conversations, groups of methods of working with families (trainings) can be used.
Socio-psychological training - defines as a field of practical psychological focused on the use of active methods of groups. Psychological work to develop competence in communication.
Group working methods provide an opportunity for parents to share experiences with each other, ask questions and seek support and approval in the group.
Another form of social pedagogy in the family is
Socio-pedagogical monitoring of the family is a scientifically based system of periodic collection, generalization and analysis of socio-pedagogical information about the process taking place in the family, and the adoption of strategic and tactical decisions on this basis.
Basic principles of monitoring:
Completeness, reliability, system information, prompt receipt of information and systematic updating, comparability of the data obtained, which is ensured by the unity of the chosen position in the collection and analysis of information, a combination of generalizing and differentiated assessments and conclusions.
The essence of socio-pedagogical monitoring of the family is complex use all sources of data on the processes and events of family life, both of a natural nature (information offered to family members on their own initiative; direct and indirect observation; essays and graphic works of family activities, etc.), and obtained in the course of special organized research; (survey, questioning, method of evaluation experiment, biographical method, psychological techniques to identify indicators of intra-family relations, etc.
An important role in the implementation of socio-pedagogical monitoring is played by the ability of a social pedagogue to systematize the collection of information and the results obtained.
Socio-pedagogical activity with the family will be effective if it is based on an integrated approach. It involves the study and use of demographic data (the study of fertility) sociology and social psychology(research and analysis of satisfaction with marriage and family relationships, causes of family conflicts), pedology (educational function of the family), law, economics (family budget), ethnography (life, cultural characteristics), history and philosophy (historical forms of family, marriage, problems of family happiness, duty), religion.
So we can say that any deformation of the family leads to negative consequences in the development of the personality of a teenager and a social teacher should strive to prevent problems associated with him and create favorable conditions for the development of the personality of the child, to be an adviser, consultant and protector for the child and his family.
2.2 Methods of work of a social pedagogue with parents.
The ideal to which the family, school, our entire society aspires is a comprehensively developed person, educated, physically and morally healthy, able and loving to work.
A.S. Makarenko wrote about the role of the school in organizing the process of family education of children: “Families are good, and families are bad. It is impossible to vouch for the fact that the family will bring up properly. We cannot say that a family can educate as it wants. We must organize family education, and the organizing principle must be the school, as a representative of state education.
From these positions, the main tasks of the work of a social pedagogue with parents are determined:
Systematic versatile pedagogical education of parents, i.e. Familiarizing them with both the basic theoretical knowledge and the practice of working with students.
Involving parents in active participation V educational process.
Formation in parents of the need for self-education.
Familiarization of subject teachers with various methods of family education, selection and generalization of the best experience.
The social educator explores families, differentiating them into certain types according to ....
Working with children with deviant behavior.
Ensuring the legal protection of the child in the family and school.
When carrying out this great and responsible work, the problems put forward before society by life itself are taken into account: The number of children in the family, the upbringing of one child in it; separate residence of young spouses - hence the loss of family traditions, the difficulty in transferring the experience of family education; the specifics of the influence of an incomplete family on a child; lack of communication between parents and children due to the high employment of parents, the continuation of the teaching of young parents; the absorption of spiritual intellectual reserves by the so-called "materialism". Proper pedagogical guidance of family education is possible under the condition of an integrated approach to education - ideological - political, labor, moral, aesthetic, physical.
The work of a social pedagogue with parents is carried out in two directions: with a team of parents and individually. In practice, the most rational forms have developed: general and class meetings of parents, visits to students' families, design of text materials of various forms and content, photo manipulations, exhibitions of students' works. Parents are involved in organizing the educational process: leading circles, speaking to parents and children, preparing and participating in extracurricular and extracurricular activities, and economic assistance.
Establishing friendly contacts with parents is easier if the teacher builds communication purposefully, taking into account the situation, thinks in advance not only the content of the conversation, but also its course, possible options and unexpected turns. When giving advice, striving, if necessary, to make adjustments to the educational influence of the child's parents, one must remember that direct, tactless interference in the internal affairs of the family can cause both protest and inflict harm that is difficult to repair. After all, every parent brings up their children as they see fit, based on their knowledge, skills, feelings and beliefs.
The great social significance of purposeful communication with the family lies in the fact that by directing the influence of parents on children in the right direction, the teacher also influences the restructuring of intra-family relations, contributes to the improvement of the personality of the parents themselves, thereby raising the level of the general culture of the population.
Individual work with parents and other adult members of the student's family is complex and varied.
The advantage of individual work is that, being alone with social educators, parents tell him more frankly about their problems of intra-family relations, which they would never have told in front of strangers. In individual conversations, it is necessary to adhere to the main rule: the content of an individual conversation should be the property of only those who are talking, it should not be divulged.
You should be very attentive to the requests of the parents, you can not fulfill the request of the parents only if its implementation can harm the child.
Individual communication not only enables the teacher to influence parents, but also, in turn, helps him in many ways in choosing the right approach to children.
Much about school and family depends on the first meeting. In the first conversation with parents, one should not talk about the difficulties of working with children; one should try to ensure that parents have confidence that qualified teachers will teach and educate their son or daughter and the necessary conditions have been prepared for this.
This is especially true for parents of first graders - after all, some of them, if the child did not go to kindergarten ik, for the first time parting with them and very worried. In order to rationally plan work in the future, outline an individual approach to each parent, find ways to involve the family in active participation in the affairs of the class and school, when enrolling a child in school, you can offer parents a questionnaire with the following content:
2. Age.
3. Education.
4. Place of work, telephone.
5. Public works.
6. Housing conditions.
7. The total income of the family.
8. What school activities would you like to participate in.
2.1.Name Child.
2. What your child likes to do in his spare time.
3. What games do you prefer.
4. What kinds sports entertainment loves more.
5. With whom he plays more often (boys or girls).
6. How he behaves in a children's team (active, passive, shy).
7. What duties does he have at home.
8. What, from your point of view, the individual characteristics of the child should be taken into account.
3.1. Who in the family is directly involved in the upbringing of the child.
2. Where most often leisure is spent together with the child.
3. Do you know your child's friends and their parents.
4. Whether friends of the child come to visit you.
5. What makes it difficult for you to raise a child.
6. What methods of upbringing do you prefer (persuasion, clarification, strict requirements, punishments, encouragement, friendly contacts, or something else.)
The form of behavior of individual conversation is very important. Every interlocutor should be able to listen. When meeting with parents, this rule is especially necessary to observe.
The duties of the social teacher include visiting families, with deviant behavior. The initial visit to the family is a crucial moment, often deciding whether parents will trust the teacher and listen to his advice. The teacher prepares in advance to visit a particular family: finds out its composition, financial situation, finds out where the parents work, thinks through possible questions to family members, and answers them, outlines what information about the child he needs to receive.
The teacher plans to visit the family for the second and third time, taking into account the results of the preliminary acquaintance; the behavior of the child at school, the attitude of parents to their duties, their participation in the life of the school.
Going to the family, the social teacher sets himself the task of identifying, summarizing and disseminating the best experience in family education. The experience of family education in each family is different - this may be the equipment of a children's corner, in another interesting organization of leisure, etc.
Especially great difficulties are presented by families in which the mother or father drinks, and even if drunkenness does not have a malicious form, but is expressed in feasts that periodically consume alcohol, the social pedagogue takes such families under special control. He regularly visits this family, purposefully conducts separate, individual conversations with his parents. The most dangerous thing for raising children is the misunderstanding by such parents of the harm that alcohol can bring to a growing body.
The task of a social educator is to reveal to parents the harm of drinking in the family, especially introducing children to the use of alcohol, it is necessary to emotionally set up children against alcohol.
Children should be clear about all aspects of problems: physiological, social, environmental. Work practice speaks of effective individual work on anti-alcohol propaganda with families of students.
A social educator can apply to the management of the enterprise where the parents work, in extreme cases, forms of social influence, a more severe form of influence is also used - public censure, warning, tax a fine. The last resort, when the behavior of parents is incompatible with the performance of their parental duties, is the issue of depriving them of parental rights.
Often conversations with parents help to find the right approach to the student - after all, relatives know him well and can suggest a lot, help determine the reason for this or that act.
The main task of the social teacher is to activate the pedagogical educational activity of the family, to give it a purposeful socially significant character.
The main form of work with a team of parents is a parent meeting, together with teachers, which is held monthly, and if necessary, weekly.
The parent meeting brings the teacher and parents closer, bringing the family closer to the school, helps to determine the most optimal ways of influencing the educational impact on the child. At the meetings, they systematically introduce the goals and objectives, content, form and methods of raising and educating children in the family and school.
Involving parents in the fulfillment of instructions for daily benevolent help at school is an important urgent task in the work of a social pedagogue with the family.
Based on work plans, individual conversations with parents, family visits, the results of the work of the parent meeting, the social teacher can conduct collective consultations with parents on issues of particular concern to them.
The work plan of a social pedagogue includes types of joint activities of the school and the family: organizing excursions and walks around the city in order to acquaint children with the enterprises and institutions of the city, the products they produce, conduct conversations about the profession and their benefits to people.
The forms and methods of working with parents are varied, but the main thing is that the teacher needs to do right choice, taking into account all the features of the work of the teacher with this team of parents, especially the system of work of the school as a whole.
social assistance and families with refugee status require closer attention. The number of such families for last years increased greatly. Families in which parents have the status of unemployed.
WORK PLAN OF A SOCIAL TEACHER.
1. Educational - methodical work.
1. The study of literature on social pedagogy.
2. Acquaintance with periodicals.
3. Participation in seminars and meetings of social pedagogy.
4. Continuation of the study of methods for studying the personality of the family of teachers and children.
2. Working with the family.
1. Diagnose family education with parents
2. Differentiation of families by type.
3. Organized interaction of social services to resolve the conflict.
4. Involve teachers of parents' children in holding joint evenings.
5. Speak at class meetings with a series of lectures.
6. Organize socio-psychological communication training between teachers to share experience in working with parents.
7. Conduct consultations for parents on a specific schedule.
3. Work with children.
1. To study the employment of children after school hours.
2. Continue to study the personality of children, carry out work in accordance with the school psychologist.
3. Spending hours of communication, helping to resolve the conflict with the teacher.
4. Pay special attention to children in care.
5. Conduct individual work with "difficult children".
4. Relationship between the social service of the school and the institute of education.
1. Organize a meeting of children with law enforcement officers.
2. Invite parents and students to individual conversations with a lawyer, psychologist, teachers.
Additionally, it is necessary to carry out work on the prevention of negative habits: smoking, substance abuse, drug addiction, etc.
From the above, it can be noted that the work of a social educator with parents is just as important. Conversations with parents at general meetings or individually help the social educator find the right approach to the child, because relatives know him well and can suggest a lot and help determine the cause of this or that deed.
2.3 Methods of a social educator with children.
Practically in the 90s, psychologists became specially called to deal with the prevention of delinquency or their relapse among adolescents.
But since the question preventive work with a contingent of "difficult" children school psychologist In mass practice during the 90s, it manifested itself extremely contradictory, it was the introduction of the position and rate of a social teacher in the staff of educational institutions that was perceived in most cases as a long-awaited measure, in accordance with which the majority of children at risk were automatically transferred into the hands of a new specialist. In turn, the complete transfer of social pedagogical practice of working with difficult adolescents raised the question of the possibilities and limitations of a new specialist in solving the most complex problems, social and pedagogical practice and his emotional "burning out"
And only by the beginning of the 2001-2002 academic year was the final recognition of the role and place of the social teacher as one of the specialists in the field of pedagogical prevention (Appendix to the order of the Ministry of Education of the Russian Federation dated December 7, 2000 No. 3572)
The activities of a social pedagogue in an educational institution are presented in a very diverse way, including the conduct of a diagnostic stage in the aspect of prevention.
The diagnostic stage involves fixing the fact of an offense, a comprehensive analysis of the sociocultural situation, identifying the main problems of the teenager and risk factors. After analyzing the situation and identifying the main problems of the teenager, determine the set of reasons that caused this situation and led to illegal behavior. At the same time, a circle of reasons is revealed that can be influenced in order to change them in the conditions of educational institutions - on the one hand, and reasons that can be influenced directly through the involvement of special bodies and services of the prevention system - on the other.
Diagnostics is carried out by determining the levels of personal maturity based on the description of 4 statuses of a teenager: psychophysical, pedagogical, social, psychological. The status is determined with the help of expert assessments of teachers and specialists in this field according to a specially developed 5-point scale using quantitative and qualitative analysis. In addition, the “personality map of a teenager at risk” is filled in and the indicators significant for personal growth are diagnosed: achievement motivation, social interest, creativity, as well as complex states: frustration, anxiety, aggression.
A social pedagogue and a psychologist get acquainted with the personal file of a teenager, find out the causes of social neglect, the degree and nature of maladjustment, the level of educational motivation, the intelligence of the development of a teenager's personality.
The task of the specialist at the 1st stage is to establish contact with the pupil. L.B. Filonov has developed a technology for establishing contact with maladapted adolescents. He distinguishes several stages in a conversation with them:
1. Accumulation of agreement in views.
2. Call for consent from the teenager.
3. Search for his hobbies, the concept of the features of his hobbies and behavior.
4.Definition negative qualities his personality. His reaction to outside influences.
5. Development of common norms and behavior and interactions.
The data collected by the social pedagogue goes to the council.
Council - constantly active, united common goals a team of specialists implementing one or another strategy for the prevention of a child in an educational institution. Councils are scheduled and unscheduled.
The planned consultation solves the following tasks.
1. Determination of the ways of social and psychological support of the child.
2. Development of coordinated decisions, according to a certain educational and social route.
3.Dynamic assessment of the child's social and psychological state and correction of the planned program.
4. Resolving the issue of change educational route, socio-psychological work at the end of training.
Scheduled consultations are held once every six months, unscheduled consultations are assembled at the request of teachers or specialists. The tasks of an unscheduled consultation include: emergency measures due to circumstances that have come to light, a change in the direction of accompanying the child, etc.
The preliminary stage of accompanying the child includes the examination of the child by the specialists of the council.
The first examinations should be carried out by a psychologist who collects psychological information about the child, and a social pedagogue who collects data about the family and the immediate environment of the child. They determine which other specialist should join and supplement the initial examination of the child.
Thus, the composition of specialists should be formed so that each of its members has certain powers in resolving issues of providing assistance to a teenager and their family.
Since the forces of several people - a social educator, a psychologist and others are not enough, therefore it is desirable to also involve subject teachers, specialists additional education, volunteers and parent community.
A social educator, carrying out his work within the framework of pedagogical ethics, professional confidentiality, can organize positive stable contacts with potential clients: minors and their parents.
Organization of contacts social - pedagogical conclusion in the following.
Establishment of a confidential and respectful tone in relations with minors in the conditions of an institution, an adequate attitude to their problems and possible difficulties.
In design feedback with minors and people close to them through various surveys and unregulated communication.
In the implementation of an intermediary function, in resolving conflicts of a domestic, legal, economic nature.
The main areas of work on the prevention of delinquency are built according to the principle of identifying problems that arise in the process of teaching and educating "difficult" children, the solution of which contributes to obtaining positive results. These directions directly follow from the statutory documents of the institution and require the participation of all those who educate and educate the child: the administration, social pedagogue, psychologist, parents.
Most often, the priority areas of prevention activities are:
Assistance to the family in solving problems related to the upbringing of the child.
Help a teenager to eliminate the causes that affect the commission of a crime.
Involvement of children, parents in the organization and holding of socially significant events.
Studying, diagnosing, resolving problems, difficult life situations, in order to prevent serious consequences
Individual and group consultations of children, parents and teachers on issues of resolving problem situations.
Assistance to specific students with the involvement of specialists from relevant organizations.
Promotion and explanation of the rights and obligations of children and their family members.
Organization of summer profile shifts for children at risk
One of the leading roles of a social educator is diagnostics, which must perform functions.
1. Timely identify the factors of trouble and classifies the child in a certain risk group.
2. Help to see both the problems and the resources of the child's internal and external to develop the right line in building preventive programs.
A social educator can also conduct a survey that allows you to identify problem areas in the personality and behavior of the child.
Firstly, in a short time it allows you to diagnose a large number of respondents.
Secondly, the questionnaire does not provoke defensive reactions in a teenager, but, on the contrary, arouses interest, since it is devoid of edification and excessive psychologism.
Thirdly, the reliability of schoolchildren's answers is checked by another method. Based on expert assessments of the teacher for the same parameters.
Fourth, it affects all significant areas development of the child and allows you to identify the coefficient of social adaptation of the child on a 100% scale.
As the main methods that allow you to quickly obtain reliable data about the child and his situation - "Questionnaire for adolescents at risk" and "Methodology for studying the personality of a socially maladjusted teenager and his immediate environment.
If the "Questionnaire for teenagers" gives us the opportunity to identify children of the "risk group", then the second questionnaire, which is filled out by adolescents of the target group, leads us to the reasons for their troubles, which lie in the personality of the child and his immediate environment (family, school, peers) in addition to this it allows you to determine the protective factors that have positive values for the adolescent (favorite activities, people he trusts, his vision of a way out of the situation.
Making a conclusion on this chapter, we can highlight that a social teacher is needed in every educational institution to help children adapt to life, to clarify and neutralize problems associated with the child, his family and his close environment.
3. Conclusion
Modern living conditions are very cruel. They hit the most vulnerable, but important part of human society - the family. In a world of great choice, new technologies and services, the family is lost, family problems arise. Not only as substructures of society, but also as independent systems. It is these problems that destroy the family from the inside.
This cannot be allowed, otherwise society will also begin to collapse. It is necessary to help and support the family. This task can and should be carried out by a social pedagogue.
So, the work of a social educator is to create a sense of security in the family, he must be firmly convinced of the correctness of his actions, be calm and clearly state his goals to the clients with whom he is going to work.
A social educator must constantly learn new methods and techniques of working with the family, understand the mechanism of their impact and take a responsible approach to their application.
When helping other people, he must differ from other professionals not only in his special knowledge, but also in his special attitude towards his clients. On the one hand, he must recognize and respect their rights as individuals, and on the other hand, take into account the uniqueness inner peace each person that does not tolerate a common approach. To establish contact, a social educator must learn to look at the world through the eyes of his client - from the position of client-centrism.
The social educator encounters different families. These are families where the child lives in constant quarrels of parents, where parents are drunkards or drug addicts, chronically ill or disabled.
Required everyday protection social educators, when there is no father or mother in the family and the child is brought up by a grandmother or relatives, when the child remains lonely during drinking bouts or sprees of parents.
It is in such families that the child exhibits deviations in behavior. When there are no contacts in the family, when the child is treated formally.
Such families need a social educator because modern schools are engaged only in education, and 2/3 of parents experience difficulties in raising a child.
The task of a social educator is to resolve a crisis situation, and to prevent and neutralize them in a timely manner.
A social pedagogue, in addition to pedagogical problems, also solves social, economic, medical and psychological problems.
The main goal of the social pedagogue in working with the family is to mobilize the internal forces of the family to overcome the crisis.
But even what is happening today in this area is not unimportant, and statistics show good results. After all, social educators make every effort so that the family develops correctly and harmoniously pedagogically, psychologically, socially and materially.
A healthy family is the key to a bright and happy future for children, adults, society and humanity as a whole.
Bibliography.
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Social Pedagogy / Ed. V.A.Nikitina.-M 2002
Help for parents in raising children: Per. From English / General ed. V.Ya.Pilipovsky-M 1992.
Kashchenko V.P. Pedagogical correction: textbook. 2000
Pedagogy: pedagogical theories, systems, technologies. Study guide./Smirnov S.A. Kotova I.B. Shiyanov E.N. 1999.
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P.F. Kapterev On family education: textbook / Comp. and the author of the comment. Andreeva.I.N.2000
Titarenko V.Ya Family and personality formation-M. 1987
Vasilkova Yu.V. Methodology and work experience of a social pedagogue: A textbook for students of higher educational institutions.-M., 2001
Zaktova I.N. Social pedagogy at school.-M., 1996.
Methodology and work experience of a social teacher / Under. Ed. L.V. Kuznetsova.-M., 2005
Family. Socio-psychological and ethical problems of the family: Zatsepin V.I. And others. Kyiv, 1990.
Social educator Volkova A.P. "work program of a social educator" 2008
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Social Pedagogy. Under the general ed. M.A. Galaguzova M-2000
Internet resources.
Methods of socio-pedagogical work with the family
Of all the problems facing the modern family, for a social educator the most important is the problem of family adaptation in society. The study of the family, its consideration as an integral systemic entity in the process of social adaptation involves the analysis of a number of its structural and functional characteristics, as well as an analysis of the individual characteristics of family members.
Structural characteristics of a family that are important for a social teacher: the presence of marriage partners (complete, formally complete, incomplete family); family life cycle stage (young, mature, elderly family); the procedure for concluding a marriage (primary, remarriage); the number of generations in the family (one or more generations); number of children (large or small family).
The characteristics listed above contain both the resource capabilities of the family, such as material, educational, etc., and potential factors of social risk.
Also, for successful work with the family, the social educator needs to determine the style of the child-parent relationship. The following main styles of child-parent relationships can be distinguished:
The authoritarian style, characterized by the use of coercive methods of influence in the family, when parents seek blind and unquestioning obedience from children, exclude any explanation, argumentation, abuse negative assessments, the main educational means are severity and punishment. The level of requirements and control over the behavior of children is super high. As a result, children feel rejected, experience anxiety and fear. They do not know how to defend their interests, are subject to a quick change in mood, and are often aggressive. Common features children with such upbringing - low self-esteem, self-doubt, isolation, distrust. In adolescence, parental authoritarianism breeds conflict and hostility.
Democratic style. With this style, parents respect their children, take into account the individual characteristics of children, do not suppress children with severity, punishment, but explain the specific situation during the conversation, convince them. Use a positive rating. Children develop self-esteem, organization, discipline, independence, and activity are brought up. Such a child is self-confident, able to control his behavior. The rights of the child are not violated.
Permissive - permissive style. With this style, adults are condescending, undemanding, do not control the actions of children, everything is allowed, sometimes they do not even make elementary demands, with the possible exception of those cases when there is a threat to the life of the child, physical injury. This attitude indicates indifference to the life of the child. This type of upbringing forms in the child permissiveness and indifference to another person. The child gets used to not thinking about the feelings of others, because he himself is deprived of attention, practically does not know prohibitions and restrictions. Children have an average self-esteem, while being guided by the opinions of others.
In addition to the structural and functional characteristics that reflect the state of the family, the individual characteristics of its members are also important for socio-pedagogical activity. These include:
Features of adult family members: socio-demographic, physiological, psychological, pathological;
Characteristics of the child: age, level of physical, mental, speech development according to the age of the child; interests, abilities; success in communication and learning; the presence of behavioral deviations, pathological habits, speech and mental disorders.
The combination of individual characteristics of family members with its structural and functional parameters develops into a complex characteristic - in other words, the status of the family. Determining the social status of the family helps the social teacher to timely identify emerging problems in the family and eliminate the causes that give rise to these problems, to ensure the prevention of various kinds of negative phenomena.
Working with a family, a social educator has to deal with different types of families. M. A. Galaguzova from the existing set of family typologies (psychological, pedagogical, sociological) identifies the following complex typology, corresponding to the tasks of the social teacher: prosperous families; families at risk; dysfunctional families; antisocial families. The identified categories of families differ in terms of the level of social adaptation: families of high and medium levels, families of low and extremely low levels.
Prosperous families. This category of families is characterized by the fact that they successfully cope with their functions, practically do not need the support of a social teacher, because due to adaptive abilities, which are based on material, psychological and other internal resources, they quickly adapt to the needs of their child and successfully solve problems. his upbringing and development. In the event of problems in such a family, a social pedagogue most often suffices with one-time assistance within the framework of short-term models of work.
Families at risk. This category of families is characterized by the presence of some small deviations from the norms, which do not allow classifying this family as a safe one. These are single-parent, low-income families, families with many children, families with disabled children, foster children, refugee families, etc. In such families, adaptive abilities are reduced. Such families cope with the tasks of raising a child with great effort. In this situation, the social educator needs to monitor the state of the family, the existing maladaptive factors in it, as well as monitor how they are compensated by other positive characteristics, and, if necessary, offer timely assistance.
The main areas of work of a social pedagogue with such families include: identifying such families; compiling a data bank of various categories of families; visiting the family at home to draw up an act of examination of social and housing conditions; provision of material and socio-pedagogical assistance; rendering legal assistance; referral, if necessary, to a psychological assistance service; organization of leisure and recreation for children; providing free school meals; assistance in employment of minors and many others. others
Dysfunctional families. This category of families is characterized by the presence of a low social status in any of the spheres of life or in several at the same time. Such families do not cope with the functions assigned to them, their adaptive abilities are significantly reduced, the process of family upbringing of a child proceeds with great difficulties, slowly and with little result. From the side of the social educator of this type Families need active and usually long-term support. Depending on the nature of the problems, the social educator provides such families with both educational, psychological and mediation assistance within the framework of long-term forms of work. To plan work with dysfunctional families where the child is in a difficult life situation, together with class teachers, a social teacher, the deputy director for educational work, the public inspectorate for juvenile affairs and the juvenile affairs unit, a program of work with the family is drawn up. It records all types of work with the family and the child, responsible for their implementation and the results achieved.
antisocial families. This category of families is characterized by the presence of parents leading an immoral, illegal lifestyle. In such categories of families, housing and living conditions do not meet elementary sanitary and hygienic requirements, and as a rule, no one is engaged in raising children, children are neglected, half-starved, lag behind in development, and often become victims of violence from both parents and others. citizens of the same social class. The interaction of a social pedagogue with such families is the most laborious, since the situation in them needs fundamental changes. The work of a social pedagogue with these families should be carried out in close contact with law enforcement agencies, as well as guardianship and guardianship authorities.
From the foregoing, we can conclude that the activities of a social pedagogue with various categories of families include three main components of social and pedagogical assistance:
Educational, including assistance in training and education. Assistance in learning is aimed at preventing emerging family problems and shaping the pedagogical culture of parents. Assistance in education is provided by a social pedagogue, primarily with parents - by consulting them, 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.
When assisting a family, a social educator needs to analyze the methods of education used in the family. Methods of family education can be divided into two groups: methods of everyday communication, trusting interaction and methods of pedagogical and psychological influence on the child in order to correct his consciousness and behavior.
Psychological, including social and psychological support and correction. Support is aimed at creating a favorable microclimate in the family during a short-term crisis. Correction of interpersonal relations occurs mainly when there is mental violence against the child in the family (intimidation, insulting the child, humiliation of his honor and dignity, violation of trust), leading to a violation of his neuropsychic and physical condition.
Mediation, which includes assistance in organizing, coordinating and informing. Assistance in the organization is aimed at organizing family leisure. This may be the organization of exhibitions - sales of second-hand items, charity auctions; interest clubs, organization of family holidays, contests, housekeeping courses, “dating clubs”, summer vacations, etc. Assistance in coordination is aimed at activating various departments and services in order to jointly resolve the problems of a particular family and the situation of a particular child. Assistance in information is aimed at providing the family with information on social protection issues. It takes the form of a consultation. Questions may relate to housing, family and marriage, labor, civil, pension legislation, as well as the rights of children, women, the disabled and problems that exist within the family.
Let us dwell in more detail on the main forms of work of a social pedagogue with the family. One of these forms is social patronage - a visit to the family at home for diagnostic, control, adaptation and rehabilitation purposes, which allows you to establish and maintain long-term ties with the family, identifying its problem situations in a timely manner, providing immediate assistance. Patronage makes it possible to observe the family in its natural environment, which makes it possible to reveal more information than lies on the surface. Regular patronage is necessary in relation to dysfunctional and, above all, antisocial families, constant monitoring of which disciplines them to some extent, and also allows them to timely identify and counteract emerging crisis situations.
Along with patronage, which occupies an important place in the activities of a social pedagogue, individual and consultative conversations with parents should be highlighted.
The advantage of an individual conversation is that being alone with a social pedagogue, parents tell him more frankly about their problems of intra-family relations, which they would never talk about in front of outsiders. In individual conversations, it is necessary to adhere to the main rule: the content of an individual conversation should be the property of only those who are talking, it should not be disclosed. You should be very attentive to the requests of parents. You can only refuse a request if doing so would harm the child.
Counseling conversations are intended mainly to help practically healthy people who have difficulty in solving life problems. A social educator uses the following most common counseling techniques in his work: emotional infection, suggestion, persuasion, artistic analogies, mini-trainings, etc.
Individual communication not only enables the teacher to influence parents, but also, in turn, helps him in many ways in choosing the right approach to children.
The group forms of work of a social pedagogue with a family include: general and class meetings of parents, collective consultations, conversations, lectures, conferences, group trainings, etc. As well as involving parents in organizing the educational process: leading circles, speaking to parents and children, preparing and participating in extracurricular and out-of-school work, and economic assistance. The work plan of a social pedagogue includes such types of joint activities of the school and the family as organizing excursions to various enterprises at the place of work of the parents. As well as organizing excursions and walks around the city in order to acquaint children with the enterprises and institutions of the city, the products they produce, conduct conversations about professions and their benefits to people.
Group work methods give parents the opportunity to share experiences with each other, ask questions and seek support and approval in the group, try on the role of leader. This allows you to develop the activity and confidence of parents.
Another form of work of a social educator with the family is socio-pedagogical monitoring of the family. This is a scientifically substantiated system of periodic collection, generalization and analysis of socio-pedagogical information about the processes taking place in the family, and the adoption of strategic and tactical decisions on this basis. The essence of socio-pedagogical monitoring of the family consists in the complex use of all sources of data on the processes and events of family life, as having a natural character (information offered by family members on their own initiative; direct and indirect observation, compositions and graphic works of children about the family, etc. .), and obtained in the course of a specially organized study (survey, questionnaire, method of expert assessments, biographical method, psychological methods for identifying indicators of intra-family relations, etc.).
The forms and methods of working with parents are varied, and the main thing for a social pedagogue, when choosing one or another method of working with a family, is to take into account both the circumstances of a particular social situation in the family, including the character traits of all its members, the tactics of family education, and the peculiarities of the system of working with the family in the school. in general.
We must not forget that a social teacher is not always able to provide the necessary assistance to the family on his own, the solution of the problem often requires the involvement of specialists. The social pedagogue is closely connected with the center of social protection of the population, family psychologists, guardianship, the commission for minors, with the workers of teenage clubs, the Youth Sports School, with the teenage pediatrician and doctors of the children's clinic, and many others. other specialists, which allows him to provide timely and comprehensive assistance that a particular family needs.
Literature
Arnautova E.P. Teacher and family - M .: ed. house "Karapuz", 2001. - 264 p.
Volkova N. Social - pedagogical service of the school - areas of work // Social pedagogy - 2007 - No. 2. - 128 p.
Gurov V.N., Social work of the school with the family: Proc. allowance for students. Universities - M .: Pedagogical Society of Russia, 2002 - 191 p.
Petrovsky A.V. Children and tactics of family education. - M.: Knowledge, 1981-128s.
Kharchev A.G., Matskovsky M.S., Shakurova M.V. Methods and technology of work of a social teacher: a textbook for students of higher educational institutions studying in the specialty "Social Pedagogy" - M .: Academy, 2007 - 272 p.
The relevance of this topic lies in the fact that the family in modern conditions needs social support, which can be provided by the social assistance service and the social teacher of the school.
Targetthe work of a social pedagogue is the creation of favorable conditions for the personal development of the child (physical, social, spiritual, moral, intellectual), the provision of comprehensive socio-psychological assistance to him, as well as the protection of the child in his living space. A social educator acts as an intermediary between a child and an adult, a child and his environment, as well as a mentor in direct communication with the child or his environment. He conducts socialdiagnosticsfamilies, isassistance programfamily, educates parents in matters of raising children.
The social educator, according to his professional purpose, seeks to prevent the problem as much as possible, to identify and eliminate the causes that give rise to it in a timely manner, to ensure preventive prevention of various kinds of negative phenomena (social, physical, etc. plan). The social educator does not wait for someone to turn to him for help, but in an ethical form he "goes" into contact with the family. The object of influence of a social pedagogue can be a child
in the family, adult family members and the family itself, as a whole, as a collective.
In the practice of socio-pedagogical work, a certain model of activity with problem families has already developed. Currently, the following models of family assistance are actively used by social educators: pedagogical, social, psychological, diagnostic and medical. The use of one or another model depends on the nature of the causes of the parent-child relationship causing the problem.
Pedagogical model
is based on the assumption of insufficient pedagogical competence of parents.
The subject of the problem is the child. Using this model, a social pedagogue focuses not so much on the individual capabilities of parents, but on ways of education that are universal from the point of view of pedagogy and psychology.
social model - used when family difficulties are the result of adverse life circumstances. Therefore, in addition to analyzing the life situation, help is needed external forces(allowances, one-time payments, etc.).
Psychological model - is used when the causes of the child's difficulties lie in the field of communication, in the personal characteristics of family members. This model involves the analysis of the family situation, the psychodiagnostics of personality, the diagnosis of family relationships. Practical help lies in overcoming the barriers of communication and the causes of its violations.
Diagnostic model
- is based on the assumption that parents lack special knowledge about the child or their family. The object of diagnosis is the family, children and adolescents with communication disorders.
medical model
- suggests that illnesses are at the heart of family difficulties. Assistance consists in conducting psychotherapy (treatment of the patient and adaptation of healthy family members to the problems of the patient).
As a rule, the school social teacher usespedagogical (educational) model in working with parents. As mentioned above, this model proceeds from the assumption that parents lack knowledge and skills in raising children. This model is of a preventive nature, especially dysfunctional families need it, as it is aimed at improving the psychological and pedagogical culture of parents, expanding and strengthening the educational potential of the family. For this purpose, the followingforms of work with a problem family within the pedagogical model:
Psychological and pedagogical consultations on the topics: "The role of the family in the development of the child", "Family atmosphere", "Spousal conflict and the emotional state of the child", "Parent-child conflict and ways to overcome it", "Family cruelty", etc.
Pedagogical assignments , for example, organizing work in the family, a family holiday, a child’s daily routine, family reading or writing a letter to your child, etc.
Pedagogical workshops on the following topics: “What kind of parent are you”, “How to help your child learn”, “What kind of child do you have”, “Claims against my child”, etc.
Acting in the interests of the child, the social educator is called upon to provide the necessary assistance and support to the family. Its tasks include establishing contacts with the family, identifying problems and difficulties of the family, encouraging family members to participate in joint activities, providing mediation services in establishing relationships with other specialists (psychologists, medical workers representatives of law enforcement and guardianship authorities, etc.). The activity of a social pedagogue with a family proceeds in three directions:educational, psychological, mediation . Consider these areas of work.
Educational direction . Includes assistance to parents in education and upbringing. Assistance in learning is aimed at the formation of the pedagogical culture of 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.
Psychological direction . Includes socio-psychological support and correction and is based on psychological and diagnostic models. Such support from the position of a social pedagogue is aimed at creating a favorable psychological atmosphere in the family. Providing support in alliance with a psychologist becomes most effective. Correction of relations is carried out in the case when there are facts of psychological violence against the child in the family (insult, humiliation, neglect of his interests and needs).
Intermediary referral . This direction contains the following components: assistance in organization, coordination and information. Assistance in the organization consists in organizing family leisure (inclusion of family members in the organization and holding of holidays, fairs, exhibitions, etc.). Assistance in coordination is aimed at establishing and updating family ties with various departments, social services, social assistance and support centers. Assistance in information is aimed at informing the family about social protection issues. This direction is based on the use of a medical and social model.
Working with the family, the social educator performs, as a rule, in three roles:adviser, consultant, advocate . Advisor - informs the family about the importance and possibility of interaction between parents and children in the family; talks about the development of the child; gives pedagogical advice on the upbringing of children.Consultant - advising on family law matters; issues of interpersonal interaction in the family; explains to parents how to create the conditions necessary for the normal development and upbringing of the child in the family.Defender - protects the rights of the child in the case when one has to deal with the detachment of parents from the process of raising children.
In the practice of socio-pedagogical work with the family, there are mainly twoforms of work, short-term and long-term . Among the short-term forms arecrisis intervention Andproblem-based model interactions.
crisis intervention model Family work involves helping directly in crisis situations, which may be due to changes in the family's natural life cycle or accidental traumatic circumstances.
Problem-Based Model It is aimed at solving specific practical problems declared and recognized by the family, that is, at the center of this model is the requirement that specialists providing assistance concentrate their efforts on the problem that the family has realized and is ready to work on. This model prescribes to solve the problem by joint efforts. The work is carried out in a collaborative spirit with an emphasis on stimulating the ability of family members to solve their own difficulties. Successful problem solving creates a positive experience for solving subsequent problem situations on your own.
Long-term forms of work includesocio-pedagogical patronage and supervision. Advisory work and educational training are universal forms, as they are used in both short-term and long-term forms of work.
Family diagnostics is a constant component in the activities of a social pedagogue, on which the system of assistance and support for the family is based. Carrying out diagnostic procedures requires adherence to a number of principles: complexity, objectivity, sufficiency, consistency etc.
You should not expand the diagnosis if there are no necessary indications for this. A new study can only be undertaken on the basis of a review of previous diagnostic information. It should begin with the primary diagnosis of family problems, and then, having studied the validity of these problems, identify the causes of these violations.
Some researchers (A.A. Bodalev, V.V. Stolin) believe that the diagnosis of the family and family education are based on two provisions:
Theoretical position - the causes of violations in the behavior and development of the child may lie in the characteristics of child-parent relationships, the style of education, as well as in the distortion of the process of self-development;
The practical situation is the construction of diagnostics according to the principle of a "branching tree", that is, the subsequent diagnostic step is done only if the corresponding result is obtained at the previous stage.
During the initial diagnosis, it is important to understand the nature of the problem, which can be justified, partially justified and unjustified. It is necessary to find out how the parents themselves understand the problem, whether they see its causes correctly, what kind of help they expect from a specialist. The main purpose of diagnostics is to draw up a conclusion about the state of a particular family and the tendencies inherent in a particular family.
Diagnostic methods :
observation, questioning, surveys, testing, conversations.
special group constitutemethods of studying the family through the eyes of a child : a drawing technique, game tasks, a technique for commenting on pictures, a technique for completing a story, a technique for unfinished sentences, etc.
One of the main forms of work of a social pedagogue with a family is -social patronage, is a visit to the family at home withdiagnostic, control, adaptive and rehabilitationgoals, allows you to establish and maintain long-term ties with the family. Patronage requires compliance with a number of ethical principles: the principle of family self-determination, voluntary acceptance of assistance, confidentiality, so you should find ways to inform the family about the upcoming visit and its goals.
Patronage can be carried out with the followinggoals:
– diagnostic: familiarization with living conditions, the study of possible risk factors (medical, social, domestic), the study of existing problem situations;
– control: assessment of the state of the family and the child, the dynamics of problems (if contact with the family is repeated); analysis of the course of rehabilitation measures, the implementation of recommendations by parents, etc.;
– adaptation and rehabilitation: providing specific
educational, mediation, psychological assistance.
Regular patronage is necessary in relation to dysfunctional and, above all, asocial families, constant monitoring of which to some extent disciplines them,
and also allows you to timely identify and counteract emerging crisis situations.
Consulting conversations – a form of work widely used by social educators. Counseling, by definition, is intended primarily to help apparently healthy people who have difficulty in solving life's problems. A social educator, working with a family, can use the most common counseling techniques: emotional "infection", suggestion, persuasion, artistic analogies, mini-trainings, etc.
The subject of socio-pedagogical counseling are:
in the field of life support : employment, benefits, subsidies, material assistance, etc.;
in the field of life organization : organizing a corner for a child in an apartment, instilling hygiene skills in a child, organizing free time, etc .;
in family health : diagnosis and prevention of morbidity, organization of recreation and rehabilitation of children, etc.;
in the field of spiritual and moral health : traditions and foundations of the family, the divergence of value orientations of family members, etc.;
in the field of parenting : problem solving school maladaptation, diagnostics and correction of deviations in the development and behavior of children, pedagogical failure and lack of awareness of parents;
in the field of internal and external communications of the family : restoration of new positive social ties, conflict resolution, harmonization of parent-child and marital relations.
There are a number of general and sequential stages of the consultant's work that are characteristic of any consulting model. The allocation of stages in the complex process of socio-pedagogical counseling is conditional.
Establishing contact. At this stage, it is important to create an atmosphere of support that will help build trust between the consultant and the client.
Collection of information. Family problems are clarified, as they are seen by the participants in the process. It is important that the counselor highlight the emotional and cognitive aspects of the problem. Closed and open questions can help with this. Clarification of the problem is carried out until the consultant and the client reach the same understanding of the problem.
Defining the goals of counseling, psychological contact. It is advisable to discuss with the client how he imagines the result of counseling. This is of fundamental importance, since the goals of counseling for a consultant and a client may be different. After defining the goals, a consulting contract is concluded, that is, the parties agree on the rights and obligations that they assume.
Development of alternative solutions. Possible alternatives for solving the problem are openly discussed. It is at this stage that the consultant encounters the main difficulties. The consultant helps family members to identify all possible solutions to the problem and select those that are most acceptable from the point of view of existing degree family readiness for change.
Generalization. At this stage, the results of the work are summed up, the results achieved during the consultation are summarized. If necessary, a return to the previous stages is carried out.
Along with individual counseling conversations, group methods of working with the family (families) can be used -trainings.
Socio-psychological training
defined as area practical psychology focused on the use of active methods of group psychological work
to develop communication skills.
Group working methods provide an opportunity for parents to share experiences with each other, ask questions and seek support and approval in the group. In addition, the opportunity to take on a leadership role in the exchange of information develops the activity and confidence of parents.
The social educator uses the following forms of supervision.official supervision - this is supervision carried out by a social pedagogue on behalf of official bodies (guardianship and guardianship authorities, educational authorities, etc.), whose duties directly include control over the activities of relevant social facilities.Unofficial control - this is the mutual control of the participants in a process over the observance by each of them of formally established obligations. Social supervision carried out by a social pedagogue does not imply active corrective and rehabilitation measures on the part of a specialist. This is its difference from social patronage.
Another form of work of a social pedagogue with a family issocio-pedagogical monitoring of the family - this is a scientifically based system for the periodic collection, generalization and analysis of socio-pedagogical information about the processes occurring in the family, and the adoption of strategic and tactical decisions on this basis.
Basic principles of monitoring: completeness, reliability, consistency of information; efficiency in obtaining information
and their systematic updating; the comparability of the data obtained, which is ensured by the unity of the chosen positions in the collection and analysis of information; a combination of generalizing and differentiated assessments and conclusions.
The essence of socio-pedagogical monitoring of the family consists in the complex use of all sources of data on the processes and events of family life, as having a natural character (information offered by family members on their own initiative; direct and indirect observation, compositions and graphic works of children about the family
etc.), and obtained in the course of a specially organized study (survey, questionnaire, method of expert assessments, biographical method, psychological methods for identifying indicators of intra-family relations, etc.).
An important role in the implementation of socio-pedagogical monitoring is played by the ability of a social pedagogue to systematize the collection of information and the results obtained.Ways to systematizethere may be several. Let's consider one of them.
Since the family is a complex system, the social educator takes into account the subsystems within the family, the relationships between individuals and subsystems.
Parental subsystem "mother - father".
The social pedagogue focuses on the interaction of a married couple as parents of a child (children), the norms of relationships accepted in the family: mother - children, father - children, style of parental relationship. The educational potential of the family is largely determined by the content and nature of the functioning of the parental subsystem. Mistakes that parents make, their distorted values, contradictions
in systems of requirements and the influence of the family on the child.
Subsystem "brothers - sisters". The social educator focuses on the relationship of children, features social role each child established in the family division of responsibilities between brothers and sisters.
Relations between children in a family are an indispensable experience of communication and interaction of a long nature, when the distribution of duties, tolerance, the ability to resolve and prevent conflicts, and share the
in relation to them the care and attention of adults, and much more. For most children, these relationships for a long period acquire the character of the most significant. However, a significant potential for desocializing influence is hidden here (relationships of subordination, "family hazing"; moral and psychological violence, competitive confrontation, and much more).
Subsystem "parents - children". The social educator seeks to determine the specific features of the interaction between parents and children, the boundaries of power, freedom and responsibility that have become the norm.
Socio-pedagogical activity with the family will be effective if it is based on an integrated approach.
It involves the study and use of demographic data (the study of fertility); sociology and social psychology (research and analysis of satisfaction with marriage and family relationships, causes of family conflicts); pedagogy (educational function of the family); rights; economy (budget
families); ethnography (everyday life, cultural characteristics); stories
and philosophy (historical forms of family, marriage, problems of family happiness, duty); religion.
So, any deformation of the family leads to negative consequences in the development of the personality of a teenager. There are two types of family deformation: structural and psychological. The structural deformation of the family is nothing more than a violation of its structural integrity, which is currently associated with the absence of one of the parents. The psychological deformation of the family is associated with a violation of the system of interpersonal relations in it, as well as with the adoption and implementation in the family of a system of negative values, asocial attitudes, etc.
Currently, more and more attention is paid to the factor of psychological deformation of the family. Numerous studies convincingly show that the psychological deformation of the family, the violation of the system of interpersonal relations and values in it have a powerful influence on the negative development of the personality of a child, a teenager, leading to various personal deformations - from social infantilism to antisocial and delinquent behavior. There is evidence that although parents as a center of orientation and identification recede into the background during adolescence and adolescence, this applies only to certain areas of life. For most young people, parents, and especially the mother, remain the main emotionally close persons even at this age.
The forms of work of the social pedagogue with the family are varied. Their choice depends on the structure of the family, its needs, needs, existing problems, existing relationships within the family and in its environment. Therefore, it is necessary to analyze how the roles are distributed in the family (“head”, “provider”, “parent”, “educator”), how it adapts to changing conditions.
When identifying families in need of assistance, one should take into account: income per person, taking into account the subsistence minimum; number of children and dependents; the presence or absence of one or both parents; the health of family members; ability to work of adult family members; availability of housing, savings, land plots; social status, the status of family members in society.
The social educator works together with various social services, organizations, institutions:
– cosocial assistance service
is working
to identify families at risk and assist them
and support, participates in the organization of family consultations, dating services, family education and self-education
nia, etc.;
– cowelfare service
provides
services for the elderly, lonely, disabled;
– cofamily entertainment service organizes family tourism, family excursions, work of family leisure centers, family clubs, youth clubs large families;
– coservice of social prevention of deviant behavior carries out work to prevent crime, alcoholism, drug addiction, suicide, vagrancy, delinquency and other asocial phenomena among minors.
The work of social educators with parents is carried out in twodirections: with a team of parents and individually. In practice, its most rational forms have developed: general and class meetings of parents, collective and individual consultations, conversations, lectures, conferences, visits to families of students, registration of various forms
and content of text materials, photo montages, exhibitions of student work. Parents are involved in organizing the educational process: leading circles, speaking to parents and children, preparing and participating
in carrying out extracurricular and out-of-school work, economic assistance.
Establishing friendly contacts with parents is easier if the teacher builds communication purposefully, taking into account the situation, thinks in advance not only the content of the conversation, but also its course, possible options and unexpected turns. When giving advice, striving, if necessary, to make adjustments to the educational influence of parents on a child, one must remember that direct, tactless interference in the internal affairs of the family can cause protest and cause harm that is difficult to repair. After all, every parent brings up their children as they see fit, based on their knowledge, skills, feelings and beliefs.
Big social significance purposeful communication with the family lies in the fact that, directing the influence of parents on children in the right direction, the teacher also influences the restructuring of intra-family relations, contributes to the improvement of the personality of the parents themselves, thereby raising the level of the general culture of the population.
One of the forms of such interaction isparent meetings. There is an old school adage: “The most difficult thing in working with children is working with adults.” But the need to bring parents together still exists. Therefore, parent meetings perform the most important functions, which largely determine the success of the process of teaching, educating and developing students.
The parent meeting is an opportunity for a planned meeting with all parents at the same time, which means that the teacher can receive this or that information about students promptly.
Individual work with parents and other adult members of the student's family is complex and varied.
The advantage of individual work is that, being alone with a social pedagogue, parents tell him more frankly about their problems of intra-family relations, which they would never have told about in front of outsiders. In individual conversations, it is necessary to adhere to the main rule: the content of an individual conversation should be the property of only those who are talking, it should not be disclosed.
You should be very attentive to the requests of parents. You can only refuse a request if doing so would harm the child.
Individual communication not only enables the teacher to influence parents, but in turn helps him in choosing the right approach to children.
Much in the relationship between school and family depends on the first meeting. In the first conversation with parents, one should not talk about the difficulties of working with children. It is necessary to try to ensure that parents have confidence that qualified teachers will teach and educate their son or daughter and all the necessary conditions have been prepared for this. This is especially true for parents of first-graders - after all, some of them, if the child did not go to kindergarten, for the first time part with him and are very worried. In order to plan work more rationally in the future, outline an individual approach to each parent, find ways to involve the family in active participation in the affairs of the class and school, when enrolling a child in school, you can offer parentsquestionnairewith the following content:
I. F. I. O. parents.
1. Age.
2. Education.
3. Place of work, phone.
4. Community service.
5. Housing conditions.
6. Total family income.
7. What school activities would you like to participate in.
II. Full name of the child.
1. ThanVDoes your child like to play in his spare time?
2. What games do you prefer?
3. What kinds of sports entertainment do you like more?
4. Who does he play with more often (boys or girls)?
5. How does one behave in a children's team? (Aactive, passive, shy.)
6. What responsibilities does the home have?
7. What, withVFrom our point of view, the individual characteristics of the child should be taken into account?
III. Who in the family is directly involved in the upbringing of the child?
1. Where is most often spent leisure time together with the child?
3. Do you knowVs friends of your child and their parents?
4. Do they come toVam visiting baby friends?
5. WhatVDoes it make it difficult for you to raise a child?
6. What are the methods of educationVdo you prefer? (atdialects, clarifications, strict requirements, punishments, rewards, friendly contacts, etc.)
The form of the individual conversation is very important. Every interlocutor should be able to listen. When meeting
with parents, this rule is especially necessary to observe.
The duties of a social educator include visiting families where there are children with deviant behavior. First visitinto the family - a crucial moment, often deciding whether there will beChildren trust the teacher, listen to his advice. The teacher prepares in advance to visit a particular family: finds out its composition, financial situation, finds out where they workparents, thinks through possible questions of family members and answerson them, outlines what information about the child he needs to receive.
The teacher plans to visit the family for the second and third time, taking into account the results of the preliminary acquaintance, the behavior of the child at school, the attitude of parents to their duties, and their participation in the life of the school.
Going to the family, the social teacher sets himself the task of identifying, summarizing and disseminating the best experience of family education. The experience of family education in each family is collected by the teacher bit by bit. In one family, this may be the equipment of a children's corner, in another, an interesting organization of leisure, etc.
Especially great difficulties are presented by families in which the mother or father drinks, and even if drunkenness does not have a malicious form, but is expressed in feasts, occasional drinking, the social pedagogue takes such families under special control. He regularly visits this family, purposefully conducts separate, individual conversations with his parents. The most dangerous thing for raising children is the misunderstanding by such parents of the harm that alcohol can bring to a growing body.
The task of a social educator is to reveal to parents the harm of drinking in the family, especially introducing children to the use of alcohol, it is necessary to emotionally set children against alcohol.
Children should be clear about all aspects of the problem: physiological, social, environmental. The practice of work shows the effectiveness of individual work on anti-alcohol propaganda with the families of students.
The social educator can apply to the heads of the enterprises where the parents work. In extreme cases, if the forms of social influence do not work, a more severe form of influence is used - public censure, warnings, a fine is imposed on parents. The last resort, when the behavior of parents is incompatible with the performance of their parental duties, is the deprivation of their parental rights.
Often conversations with parents help to find the right approach to the student - after all, relatives know him well and can suggest a lot, help determine the reason for this or that act.
The main task of the social pedagogue is to activate the pedagogical, educational activities of the family, to give it a purposeful, socially significant character.
The main form of work with a team of parents -parent meeting with teachers primary school, which is carried out monthly, and if necessary, weekly.
Parent meetings bring teachers and parents closer, bring the family closer to the school, help determine the most optimal ways of influencing the educational impact on the child. At meetings, parents are systematically introduced to the goals and objectives, content, forms and methods of raising and educating children in the family and school.
Involving parents in the fulfillment of instructions for daily benevolent help to the school is an important, urgent task in the work of a teacher, a social pedagogue with a family.
Based on work plans, individual conversations with parents, family visits, the results of parent meetings, a social educator can conduct collective consultations with parents on issues of particular concern to them.
The work plan of a social teacher includes the following types of joint activities of the school and the family: organizing excursions to various enterprises at the place of work of parents; organization of excursions and walks around the city in order to introduce children to the enterprises and institutions of the city, the products they produce; conducting conversations about professions and their benefits to people.
The forms and methods of working with parents are varied, butAnother thing is that the teacher needs to make the right choice, taking into account all the features of working with this team of parents, the features of the school system as a whole.
Families with refugee status require social assistance and closer attention. In recent years, the number of families in which parents have the status of unemployed has greatly increased.
Thus, the main models, forms and stages of socio-pedagogical activity with the family considered in this article, first of all, contribute to the correction of child-parent relationships, improve the family microclimate and are called upon to stabilize the institution of the modern family in general.
In my practice, most often, when working with a family, I use the following forms of work: diagnosing, patronage, counseling, individual conversations; group methods of work - parent meetings,
trainings, round tables.
From the moment of receipt of information about the troubles of the family, I begin to collect information and identify the causes of the situation:
conversation with students;
conversation with class teacher;
conversation with parents
study of the social environment;
study of living conditions;
To study the family, I use various diagnostic techniques: observation, questioning, surveys, conversations. Methods for studying a family through the eyes of a child: a drawing technique, game tasks, a technique for commenting on pictures, a technique for completing a story, a technique for unfinished sentences, etc.
Consider a specific family.
The Markin family consists of four people: a single mother - 32 years old, has a secondary education, does not work anywhere, has temporary earnings; son - 14 years old, student of the 8th grade, daughter - 8 years old, student of the 2nd grade, son - 2 years old. All live in a rented one-room apartment, in which the heating was turned off for non-payment, sanitary standards are partially observed. Family income per month is below the subsistence level. The son does not attend any extracurricular institutions, the daughter attends the GPA school, workplace not suitable for children. Mom often leaves the children alone, leaving for temporary work.
The study of the characteristics of the family and its educational potential is carried out according to the following exemplary program:
The composition of the family, its structure (full, incomplete, with one child, parents are divorced, etc.).
Living conditions of the family (availability of living space in accordance with the standards, the need to improve living conditions, the child has a separate room, a corner for classes and games).
Material security of the family (provided, low-income, needy).
The nature of relationships in the family:
Between adult family members (harmonious, compromise, unstable, conflict, sharply conflict, immoral, etc.);
Between parents, other adult family members and a child (blind adoration, caring, friendship, trust, equality, alienation, indifference, petty guardianship, lack of control, etc.);
The position of the child in the family (corresponds to the norm, his interests do not concern anyone,
left to himself, no one is interested in him, intimidated, unsure of himself, avoids
communication with parents, feels neglected, feels like an idol, serves
"an apple of discord" for adults, each of whom seeks to win him over to their side);
The attitude of the child to parents (values the family, the authority of parents
indisputable
treats them with indifference or disdain, is acutely worried
discord in the family, gravitates towards one of the family members (to whom and why?).
The presence of deviations in the behavior of any of the family members (alcoholism, drug addiction, etc.)
The attitude of adults in the family to the values of the child.
The level of pedagogical enlightenment, the educational, cultural level of family members (is there a home library, do they attend cinemas, theaters, exhibitions, concerts, etc.)
The educational potential of the family (high, unstable, weak):
Parents' interest in parenting literature;
The attitude of parents to the organization of study, work, free time of the child;
Exercising control over the child, the presence of the child's daily routine;
The unity of requirements for the child, forms of encouragement, punishment.
Inclusion of the child in "adult" concerns (information about the difficulties and successes of adults in the professional field, participation in solving family problems).
9. The family's perception of what is happening in the world, country, village, neighbors, etc. (interested, indifferent, negative).
I also conduct a questionnaire “On relationships in the family”, which helps to determine the presence of conflicts, quarrels and their causes, ways to resolve conflicts, according to the family, whether children witness conflicts and how they react to it, how often the family gets together, etc. .
Questionnaire "Relationships in the family"
The proposed questionnaire will help determine relationships in the family, identify family conflicts and outline ways to eliminate them.
1. Do you consider relationships in your family:
very good;
good;
H) not very good;
bad;
not very bad.
2. Do you consider your family to be a friendly family team?
1) yes;
2) not quite;
3) no.
3. What family traditions help strengthen your family?
(list these traditions)
4. How often does your family get together?
daily;
on weekends;
rarely.
5. What does your family do when they get together?
1) decide together life problems;
2) are engaged in family and domestic work;
3) work on a personal plot;
4) spend leisure time together, watch TV shows;
5) discuss the issues of children's education;
6) share your impressions about your day, about your successes and failures;
7) everyone minds his own business;
8) add...
6. Are there quarrels and conflicts in your family?
1) yes
often;
Sometimes;
rarely;
do not exist.
7. What causes quarrels, conflicts?
1) misunderstanding by family members of each other;
2) violation of the ethics of relationships (rudeness, infidelity, disrespect, etc.);
3) refusal to participate in family affairs, worries; disagreements in the upbringing of children;
alcohol abuse;
other circumstances (please specify).
8. What are the ways to resolve moral conflicts in your
reconciliation;
discussing the situation and making a mutual decision;
cessation of conflicts for a while;
seeking help from other people (parents, neighbors, friends, teachers);
conflicts are practically not resolved, they are protracted.
9. Are children witnesses or participants in family conflicts between adults?
1) yes;
2) no;
3) sometimes.
10. How do children react to family conflicts?
worry, cry;
take the side of one of the parents;
trying to reconcile;
leave home;
close in on themselves;
are indifferent;
become embittered, uncontrollable;
trying to find support in other people.
11. What do you intend to do to strengthen family relations and improve the microclimate in your family?
Test 1 (N.E. Shchurkova).
Purpose: to determine the relationship of the child to his family.
The child is offered a series of unfinished sentences, the end of which he must come up with himself. He must behave freely and say whatever comes to his mind. You can't discuss answers.
Offer
Child's answer.
1. Every day I have to
1. Help mom.
2. When I am angry, I
2. Get angry.
3. If you knew me.
3. I would like you.
4. My mother always
4. Yells at me.
5. My father often
5. Take care of me.
6. The best time for me
6. When I am alone or with friends.
7. When I go home
7. I never go straight away.
8. I think my brother
8. Loves me
9. I like it when everyone is a family
9. Dinner.
10. Family holiday is
10. When everyone is together and no one swears
TEST 3. Are your contacts with children sufficient? (R.V. Ovcharova)
1. Do you think that your family has mutual understanding with children?
2. Do your children talk heart to heart with you, do they consult on personal matters?
3. Are they interested in your work?
4. Do you know your children's friends?
5. Do you have them at home?
6. Do your children take part in household chores with you?
7. Do you check how they teach their lessons?
8. Do you have common activities and hobbies with them?
9. Do children participate in preparations for the holidays?
10. Do children prefer you to be with them during children's parties?
11. Do you discuss the books you read?
12. Do you go to the theatre, exhibitions and concerts together?
13. Do you discuss TV programs and films with your children?
14. Do you take part in walks and hiking trips with your children?
15. Do you prefer to spend holidays with your children?
"yes" - 2 points; “partially”, “sometimes” - 1 point; "never" - About points.
If you scored more than 20 points, your relationship with children, in general, can be called prosperous.
If 10 to 20 is satisfactory but versatile enough, think about it. Where should they be deepened and supplemented.
If less than 10 points, then your contacts with children are clearly insufficient. We need to decide how to improve them.
The results of a survey of family members showed that the son has a very difficult relationship with his mother, child-parent relationships are violated. According to the parents, the relationship in the family is not very good, the family gathers together extremely rarely. The educational opportunities of the family are extremely low. Children are often left alone.
Family diagnostics is a constant component in the activities of a social pedagogue, on which the system of assistance and support for the family is based. You should not expand the diagnosis if there are no necessary indications for this. A new study can only be undertaken on the basis of a review of previous diagnostic information. It should begin with the primary diagnosis of family problems, and then, having studied the validity of these problems, identify the causes of these violations.
The first visit to the family is a crucial moment, often deciding whether parents will trust the teacher and listen to his advice. Therefore, I prepare in advance to visit the family: I find out its composition, financial situation, find out where the parents work, think over possible questions of family members and answers to them, outline what information about the children (child) you need to get. I try to establish a trusting relationship with my parents from the very first visit. Convince them that I want to help them get out of this situation. I try to be confident and convince parents that together it is possible to improve the situation in the family.
Next, I draw up a family passport, which gives a description of each family member, indicates the dates of birth, significant events in the family. The status of the family, its religious and national affiliation, housing conditions, and neighborhood are determined. The family passport complements the study of upbringing in the family. How and how much time the parents spend with the child, do they have things in common, what is the form of communication, does the father talk to the son, do they spend their free time together, what do they read... It is important to imagine what the parents know about their children, what the child is interested in, what reads what his dreams are, with whom he is friends; what kind of relationship does he have in the classroom, at school, his favorite teacher, subject; child's health and problems. You should find out what children know about their parents: their tastes and interests, friends and authority at work, worries, problems, health. Is cooperation within the family possible, or are all relationships reduced to the orders of adults.
The class teacher writes a description of the student,which characterizes the student and various aspects of his life: difficulties in learning, difficulties in mastering the norms of behavior, features of social contacts, circumstances that adversely affect the process of adaptation to an educational institution.
From the analysis of the “Characteristics of the class teacher for the child”, we conclude that the boy has learning difficulties, his cognitive activity is of a short duration. In class, he is often distracted, does not hear the question, is passive, gets tired quickly in class, has limited lexicon. Very quick-tempered, often disobedient, arguing with teachers, suspected of stealing valuable items. Relationships with classmates are broken, offends the weaker ones, negativism is often manifested in relations with teachers, does not meet the requirements, is impudent, rude. All this is the result of the boy's neglect, that is, the fact that the parents ignore the child and do not fulfill their educational duties.
The family is placed on preventive records. The social teacher, together with the class teacher, the deputy director for educational work, draw up a program of individual work with the family for its rehabilitation, and a program for the rehabilitation of the child.
Individual program family rehabilitation
directions
forms
performers
Completion note
Family follow-up visits
On schedule
Social educator
Class leader
Psychological and pedagogical assistance
Collection of information about the family, preventive conversations with parents, monitoring and control of minors at the place of study, residence, organization of psychological consultations.
Social educator
Class leader
psychologist
Material aid
Sending petitions to the MA, appealing to the school administration about preferential meals for minors during the educational process, as well as providing free textbooks and portfolios for elementary school. Organization of assistance to families (formation of a bank of clothes, shoes, used, but suitable for use)
Social educator
Employment of parents and minors
Assistance in finding a suitable (permanent, temporary) job. Advice on registration with the employment center.
Social educator
Legal protection
Speech at the KDN, in courts in favor of the family
Social educator
6
Organization of leisure and recreation for minors and parents
Involvement in circles, sections. Involvement in participation in holidays, competitions, etc., including during vacation time
Social educator
Class leader
7
Rehabilitation of minors
Applications for free vouchers to out-of-town health camps and playgrounds
School administration,
Social educator
Individual rehabilitation program
Teenager ______ Markin Vitaly Sergeevich
Date of birth _______07.04.1999
Date of registration _____12.02.2013________________________________________
The reason is bad behavior in the classroom, rudeness in relationships, poor progress
Family characteristics: incomplete, low-income, large
Address __ s. Mikhailovka, Saratov region, st. Chernyshevsky, 55
Place of study ___MOU "Secondary school with. Mikhailovka, Saratov region
The content of the work
terms
responsible
interaction services
results
1.
Social - pedagogical
A)
The study of housing and living conditions of a minor.
Social educator, class leader
Inspector GPDN
b)
Find out the availability of textbooks and school supplies.
class hands
Social teacher
V)
Monitoring attendance at lessons, progress.
daily
Social educator, class leader
School administration
G)
Individual lessons in subjects.
according to plan
deputy director for water resources management,
subject teachers.
e)
Getting involved in subject weeks, school-level olympiads, competitions, projects
As the
deputy director for water resources management,
subject teachers.
Social educator
e)
Conversation "My daily routine"
Social educator
Class leader
and)
Career advice
1 time per month
Social educator
Class leader
2.
Socio-psychological
A)
Identification of a teenager's social circle
Social educator
b)
Questionnaire "How are you with self-esteem?"
Social educator
V)
Test "Am I satisfied with myself?"
Social educator
G)
Training "Know how to say no"
Social educator
3.
Socio-medical
A)
Preventive medical examination.
Paramedic
CRP, secondary school
b)
Preventive vaccinations.
according to plan
Paramedic
CRP, secondary school
V)
Individual and group conversations about the dangers of alcohol, smoking, drugs.
1 time per month
Paramedic.
CRP, secondary school
G)
Sex education talk
Paramedic
CRP, secondary school
G)
Family visit at the place of residence.
1 time per year
Paramedic
KDN district
4.
Socio-economic
A)
Provision of subsidized meals, use of textbooks, and other benefits.
Social educator Kurbatskaya E.G.
USZN, KTSSON, TsZN
b)
Assistance in preparing documents for registering a family as a low-income, large USZN.
Social educator Kurbatskaya E.G.
USZN
5.
Legal
A)
Conversation "My Rights"
1 time per month
Social educator
Kurbatskaya E.G.
Inspector GPDN
b)
Conversation "On the administrative and criminal liability of minors"
Inspector GPDN
Social educator
Kurbatskaya E.G.
V)
Conversation “Aggressive behavior. Kinds. Responsibility"
Social educator
Kurbatskaya E.G.
Social educator
Kurbatskaya E.G.
G)
Meeting with the district inspector
1 time per quarter
District Inspector
6.
Organization of leisure and recreation
A)
Involvement in sports sections, hobby groups
social educator,
physics teacher
DK, DSHI
b)
Involvement in school-wide events and celebrations
all period
social educator,
cl. supervises.
Deputy Director for VR
DK, DSHI
7.
Family follow-up visit
Organization of preparation for lessons.
Social educator
Kurbatskaya E.G.
class hands Kosheleva V.I
Employment outside of school hours.
Social educator
Kurbatskaya E.G.
class hands Kosheleva V.I
Compliance with the daily routine
Social educator
class hands
parenting advice
Social educator
class hands
Rights and obligations of parents
Social educator
Inspector GPDN
Organization of a child's summer vacation
Social educator
Deputy Director for BP
Survey of living conditions.
Social educator
class hands
I plan to visit the family for the second and subsequent times, taking into account the results of the preliminary acquaintance, the behavior of the child at school, the attitude of parents to their duties, their participation in the life of the school.
One of the most effective forms of work of a social pedagogue with a family is social patronage, which is a visit to the family at home with diagnostic, control, adaptation and rehabilitation purposes, which allows you to establish and maintain long-term ties with the family, identifying its problem situations in a timely manner, providing immediate assistance. Patronage provides an opportunity to observe the family in its natural environment. That allows you to reveal more information than lies on the surface. Carrying out patronage requires compliance with the voluntary acceptance of assistance, confidentiality, so you should find opportunities to inform the family about the upcoming visit and its goals. Regular patronage is necessary in relation to dysfunctional and, above all, antisocial families, constant monitoring of which disciplines them to some extent, and also allows them to timely identify and counteract emerging crisis situations. During the patronage will definitely take placesocial psychological conversation.
From my experience, I realized that if I worry, I feel that I myself or family members are not ready for the meaningful part of the dialogue, in this case I agree on the time of the next visit and say goodbye.
Content
Starting a conversation, I explain what good a family can get from communicating with me as a professional; I ask if the family is willing to cooperate. The refusal of the family to cooperate is not final, I always check how the family members understood me and how they perceived me; I appreciate the quality of contact with the family. I calmly listen to the answers of family members, accept them as the basis for future dialogue. The family's answers are not always liked, but they are the initial base on which relationships will have to be built.
Effective in socio-pedagogical activitiescounseling conversations . Counseling is necessary for parents who experience difficulties in solving life problems. Especially great difficulties are presented by families in which the mother or father drinks, and even if drunkenness does not have a malicious form, but is expressed in feasts, occasional drinking, the social pedagogue takes such families under special control. It is necessary to regularly visit such families, purposefully conduct separate, individual conversations with parents. The most dangerous thing for raising children is the misunderstanding by such parents of the harm that alcohol can bring to a growing body. The task of a social educator is to reveal to parents the harm of drinking in the family, especially introducing children to the use of alcohol, it is necessary to emotionally set children against alcohol. The main task of the social teacher is to activate the pedagogical, educational activities of the family, to give it a purposeful, socially significant character.
I work with parents individually and as a team. The most common forms: general and class meetings of parents, collective and individual consultations, conversations, lectures, conferences, visits to students' families, design of stands, exhibitions of students' works. Parents are involved in organizing the educational process: leading circles, speaking to parents and children, preparing and participating in extracurricular and extracurricular activities, and economic assistance.
The main form of work with a team of parents is a parent meeting. Parent meetings bring teachers and parents closer, bring the family closer to school, help determine the most optimal ways of influencing the educational impact on the child
The advantage of individual work is that, being alone with a social pedagogue, parents tell him more frankly about their problems of intra-family relations, which they would never talk about in front of strangers. In individual conversations, it is necessary to adhere to the main rule: the content of an individual conversation should be the property of only those who are talking, it should not be disclosed. Individual communication not only makes it possible to influence parents, but also, in turn, helps a lot in choosing the right approach to children. After all, relatives know the child well and can suggest a lot, help determine the reason for this or that act. You should be very attentive to the requests of parents. You can only refuse a request if doing so would harm the child. I widely use a common and natural method of observation. It is he who gives the teacher the most material for educational work. The teacher observes the child's communication, his behavior in the family, at school, in the classroom, with peers, his work and draws appropriate conclusions.
To work with the above family (Markins), I connected the Okrug Administration, KDN, USZN, and the employment center. As a result, first contact was established with the family, the parents began to trust the social pedagogue. Living conditions have improved, heating has been connected, sanitary and hygienic conditions have improved, parents have become more friendly to the school. The son noticeably changed his attitude towards his mother, to study, enrolled in sports sections. Mom got a job in a local recreation center, began to cooperate with the school - to lead the "Bees" circle (needlework), participate in joint activities children and parents (New Year's holiday-making costumes, Classroom hour"The world of my hobbies"). The joint participation of children and parents in social events brings them closer, trusting relationships are established between them. The family has been removed from the preventive register, but the cooperation between the social pedagogue, the school and the family continues.
I consider the individual form to be the most effective form of work with dysfunctional families. Diagnostics, patronage, consultations, conversations, the provision of psychological, pedagogical, and material assistance can help in working with the family. The process must be continuous. Loss of control over children's lives dysfunctional families can lead to irreversible consequences, as children from such families are forced to take the path of delinquency and crime, sometimes for self-affirmation.
As a result of the work done, each category of families will have their own positive results. The following indicators can be distinguished:
the living conditions in which the family lives have improved - this is the most positive indicator (it has become cleaner in the apartment, the door has become locked with a key - safer for children and adults);
the standard of living has been brought to a satisfactory level;
restored parent-child relationship;
contacts of the family with its environment have been restored, the child attends school, kindergarten;
alcohol consumption has decreased;
parents are working.
Social educators must make every effort so that the family develops correctly and harmoniously pedagogically, psychologically, socially and materially. A prosperous family is a happy future for children, adults, and the whole society. I believe that in order to work with children on this issue, it is not enough to have only Teacher Education Every teacher should also be a good psychologist. The forms and methods of working with a family are varied, but the main thing is that the teacher needs to make the right choice, taking into account all the features of working with a particular family.
