Social support for children in difficult life situations. Children in a difficult life situation - concept, characteristics, factors of appearance

The portal I am a parent tells what children can find themselves in a difficult life situation, what are the reasons for getting into such situations and what ways to solve the problems of such children exist in Russia.

The modern world is extremely unstable and full of change. Adults sometimes get stressed out by the precarious economic situation, the rise in crime, the need to worry about what will happen tomorrow. This, of course, cannot but affect the children.

Children's perception is very different from that of an adult. Sometimes a mere trifle can turn into a real tragedy, greatly upset and injure a little person. As a result, the baby finds himself in a difficult situation, and it is important for adults to understand how to help him survive the pain that the child has to face due to various life circumstances.

Causes of difficult life situations in children

One of the main reasons for the emergence of the category "children in difficult life situations" is family trouble, namely:

drug addiction or alcoholism in the family;
low material security, poverty;
conflicts between parents and relatives;
child abuse, domestic violence.

Causes of family trouble

Reproduction of patterns of interaction and behavior adopted in the parental family.
A fatal confluence of life circumstances, as a result of which the entire structure and conditions of the existence of the family change. For example, sudden death, disability of one of the family members.
Changes in the surrounding world, entailing changes in every family system. For example, the economic crisis, wars, etc.

1. Children without parental care

The number of orphans is increasing in direct proportion to the decline in socio-economic well-being in the country. Babies are left without parental care for a number of reasons. Most often, this is the deprivation of parental rights.

Reasons for termination of parental rights:

failure to fulfill parental responsibilities or abuse them,
presence of domestic violence,
the presence of chronic drug addiction or alcoholism in the family,
commission by a parent of a crime against the life and health of his child or spouse.

Thus, children can be left without parental care and end up in an orphanage if staying in a family becomes dangerous for their lives.

The primary task of the society is the early identification of families that fall into the risk group, assistance to such families and their support, the desire to preserve the birth family for the child. Sometimes a normal conversation with a neighbor who has often appeared at the entrance in a state of intoxication can prevent the development of a real disaster.

Of course, the dream of any child who has lost his parents and ended up in an orphanage and the best outcome for him is to find a new family, to find mom, dad and his own home again.

Babies are most often adopted now, and older children and teenagers have a chance to get into custody or guardianship. Recently, there has been such a form of guardianship as a “foster family”. By law, adoptive parents in such a family are entitled to the material reward due for raising a child. In addition, every month such a family is paid a child care allowance, which is an additional factor in attracting people who are ready to take care of a child from an orphanage to solve this problem.

2. Children with disabilities (those who have developmental features: mental and / or physical)

The causes of childhood disability can be intrauterine development disorders due to genetic factors, the lifestyle of parents (drug addiction, alcoholism and other types of deviations); birth trauma, as well as subsequent trauma of various origins.

Often children with special needs live and study at home. At present, inclusive education has been developed, in which children with disabilities get the opportunity to live and study in the same environment with their peers.

Very often, the appearance of a child with a disability in a family leads to its disintegration. Men leave the family, unable to withstand the additional difficulties and problems associated with raising a special child. At the same time, it is obvious that the upbringing of such a child requires exorbitant efforts from a woman left alone.

Characteristic features of families with children with disabilities:

low income: caring for a sick child requires, in addition to large material costs, a lot of personal time, so many have to give up high-paying work in favor of work with a more flexible schedule and convenient location;
isolation from society: difficulty attending entertainment places and events due to the lack of willingness of society to accept children with disabilities and poor technical support for the needs of people with disabilities;
difficulties in obtaining education and profession. For the implementation of educational and professional activities, special children need special conditions. In addition, they often encounter rejection and bullying among their peers.

Currently, social projects and programs are being developed for the socialization and adaptation of disabled children, teaching them labor skills, and programs are being introduced to integrate them into the environment of healthy peers. An important factor is the identification of various defects at an early stage in the development of children. Now throughout the country there is an early intervention service for children under three years old, where parents who have children with developmental disabilities or who are at risk can apply. Consequences of identifying defects at an early stage of a child's development:

prevention of the development of secondary disorders in the development of children,
revealing the rehabilitation potential of the family in supporting the child, providing advice to the family itself,
social adaptation and inclusion of the child in the peer environment already at an early stage,
passing earlier preparation for studying according to the school curriculum, reducing difficulties in subsequent education.

The implementation of such social programs and projects requires the active participation of all of us and a sincere desire to change the attitude of our society towards disability. Everyone can help, for example, to take care of a child in the absence of parents, or to help mothers of children with developmental disabilities with employment, to the best of their ability.

And we must start with the fact that we all must try to understand and accept a simple truth: not like me does not mean bad.

There is nothing shameful or shameful in disability, and we should teach this to our children. And most importantly - this can happen in every family, regardless of age, place of residence and income level! It is important not to look away embarrassedly from the boy in a wheelchair, but to be able to explain to your child that all people are different and someone is less fortunate, but this does not mean that he is less worthy of respect, attention and communication. Families raising children with disabilities can be supported in word and deed. Without a doubt, any help (both psychological support and material participation) is very necessary and invaluable for them!

3. Children who have become victims of interethnic (including armed) conflicts, environmental and man-made disasters, natural disasters; children from families of refugees and internally displaced persons; children in extreme conditions

In fact, these children are victims of extreme conditions, i.e. situations that go beyond normal human experience. The source of childhood trauma is often another person - this includes terrorist acts, attacks, local wars.

In today's world, the number of such children, unfortunately, is growing. The first priority in times of emergency is to place children in a safe place and provide them with everything they need, from personal hygiene to the opportunity to receive an education. Indeed, often, being on the street and having lost a roof over their heads, children are forced to independently provide themselves with everything necessary, which can lead them to the path of crime.

The main problem of such children is that very little attention is paid to their experiences associated with a change of residence. But they are faced with a number of issues that are not easy to solve even for adults. Together with the place of residence, children need to change their school, social circle, habitual places of recreation and entertainment, and adapt to a new environment. Often children who find themselves in an extreme situation lose close relatives and even parents. Undoubtedly, they all experience loss.

In the future, such children experience difficulties in communication, their overall development becomes more difficult, academic performance and interest in life decrease. Children who find themselves in extreme conditions need qualified help from psychologists in overcoming post-traumatic stress disorder.

4. Children subjected to violence, including in the family

The abused child lives with deep trauma from an early age. The child, as a rule, carefully hides the cause of the injury from others, the pain from the injury can torment him for the rest of his life.

Types of violence:

physical violence when a child is beaten, while there may be traces of beatings on the body, or they are not fed,
sexual abuse,

psychological abuse when a child is humiliated, isolated, lied to and threatened in every possible way.

Consequences of violence:

children develop anxiety and various fears,
children may experience guilt, shame,
children do not know how to navigate their feelings and emotions,
in adult life, children often face a number of difficulties in creating their own family.

Early detection of this difficult situation plays a key role in helping child victims of violence. It is necessary to be more attentive to the children around us in order to notice that the child may be depressed, upset.

First of all, this applies to the parents of the child. It is extremely important for parents to be in close contact with their children. It is very useful to discuss with the child what he does outside the home, with whom he communicates, while it is important to maintain a trusting relationship so that he does not hesitate to tell at home if someone does not behave with him in the way that is customary in his family. It is necessary to pay attention to even minor changes in the behavior of the child. Sudden tears, loss of appetite and other changes are a good reason for a confidential conversation. In order to prevent violence against children, you can develop self-protection skills in children by playing small riddle games. For example, you can ask: "What would you do if a stranger offered you a ride in a car?". A good activity for spending time together is to draw leaflets with your child with basic safety rules: do not leave with strangers, do not open the door for strangers, keep parents aware of their whereabouts, etc. In particular, it is worth paying special attention to any manifestations of children's aggression directed both at themselves and others, try to identify its causes and prevent it from aggravating.

The most terrible thing for a small person can be violence against him in the family, when it seems to him that no one will ever protect him, there is no one to complain to. After all, the tormentors are his closest people, parents who, for personal reasons, have become alcoholics, drug addicts, religious fanatics, or are mentally ill people.

An important role in such situations is played by where children can call without fear of exposure. Everyone can and should report situations of domestic violence that we witness: relatives, neighbors, school psychologists and teachers.

5. Children serving sentences of imprisonment in educational colonies; children in special educational institutions

As a rule, such children are characterized by a desire for deviation in behavior, or deviant behavior, i.e. behavior that does not correspond to the norms that are accepted in society.

Levels of deviation in behavior:

precriminal level- these are minor offenses, the use of alcohol and psychoactive substances, leaving home;
criminal level- this is an extreme case of deviant behavior - delinquent behavior that can lead a child to criminal offenses.

Reasons for deviation in behavior:

socio-pedagogical neglect, the specifics of education;
family troubles, as a result of which the child experiences deep psychological discomfort;
personal characteristics of the child: deviations in development, transitional stages of growing up;
insufficient opportunity for self-realization and self-expression;
neglect.

In helping this category of children, it is extremely important prevention and warning manifestations of deviant behavior in the early stages of its manifestation. Here the main role is assigned to parents and teachers, since their duty is to treat children with due attention. In the modern world, the most common types of deviant behavior are represented by various forms of addiction - alcohol, tobacco, drugs, computer. In order to know how to behave in a situation if your child is addicted, we recommend watching the following videos:

When a crisis situation arises in the life of a child or in his family, it is necessary to turn to qualified specialists for help and support as soon as possible. For children, adolescents, as well as their parents, there is a phone number that they can call if necessary.

In practice, social assistance to children who find themselves in a difficult situation consists in constant work with their families, when it is dysfunctional. The main type of such assistance is social support for the baby and his family. Accompaniment - social assistance, including pedagogical and psychological assistance. Accompanying is otherwise called patronage. This is a whole complex system of psychological, pedagogical and social assistance provided by social service specialists. But each of us can help a child in a difficult life situation. You just have to stop, do not pass by and do not turn away from the little man in trouble.

Municipal autonomous institution of additional education

"Children's School of Arts named after S.V. Rachmaninov"

Methodical message

Topic: "Peculiarities of working with children,

Those in a difficult life situation"

Conducted by: Ignatieva E.B.,

piano teacher

2017

Introduction.

Main part:

characteristics of children in difficult situations

social support system for such children

psychological characteristics of children of the "risk group"

Peculiarities of learning to play the piano for children at risk.

Conclusion.

Bibliography.

Introduction.

Along with the indisputable progress in the life of society, negative changes also took place, they led to the appearance of support for the standard of living of children in a market economy.

The problem of physical survival, faced by many families, has changed the attitude of parents towards children. Dysfunctional families are no longer such a rare occurrence.

Statistics show that Russia ranks first in the world in terms of the number of orphans per every 10,000 children. Almost 50% of the country's child population is at social risk.

There are 573,000 orphans in our country. Every year, about 100,000 children in need of care are identified in Russia.

In our society, advanced by innovations, the attitude towards families with many children is extremely negative. Most of the population of the country tends to believe that there are many children in dysfunctional families.

The situation of a large family in Russia at this stage of historical development is of concern. This is due to the global demographic crisis, as well as spiritual and moral, which are actively developing throughout the world.

Tension, mass character, motives for migration depend on many reasons: faith, wars, political repressions, natural and environmental disasters, financial instability.

Forced migration seriously violates the social adaptability of a person: from one natural and social environment familiar to him, he moves to another, negatively breaking many natural ties and artificially forming such ties in a new place.

Public institutions should create conditions for the successful socialization of such children, help them master the norms and rules of life in society, the knowledge and skills to build their relationships with other people, develop the ability for self-giving and free will, teach them to lead a creative life, predict the future themselves, be natural in front of yourself and other people, to strive for finding the meaning of life.

The family as a micromodel of society is the most important link in the multifaceted process of shaping the personality of a child. It is the family that should contribute to the inclusion of a person in a complex, contradictory surrounding world. Today, it faces an acute problem of its disorganization, which is associated with a violation of not only the interaction of spouses for various reasons, but also systems " parent-child”, mutual alienation of children and parents.

All this is aggravated by such external factors as unemployment, low financial situation, drunkenness, drug addiction. Since the family does not fulfill its educational functions: successful socialization of children, ensuring psychological comfort, emotional well-being of the child, the number of children experiencing difficulties in one area or another increases. The number of social orphans is steadily growing, and the number of foster and guardian families is correspondingly increasing. All this contributes to an increase in the number of children who find themselves in a difficult life situation.

In the Federal Law of the Russian Federation "On Basic Guarantees of the Rights of the Child of the Russian Federation" dated July 24, 1998 No. 124-FZ, Article 1 (as amended on June 30, 2007). Typical difficult life situations for a child are formulated.

Children in difficult situations are:

left without parental care;
disabled children;
children with disabilities, that is, those with disabilities in physical or mental development;
child victims of armed and interethnic conflicts, environmental and man-made disasters, natural disasters;
children from families of refugees and internally displaced persons;
children in extreme conditions;
child victims of violence;
children serving sentences of imprisonment in educational
colonies;
children in special educational institutions;
children living in low-income families;
children with behavioral problems;
children whose life activity is objectively impaired as a result of the circumstances and who cannot overcome these circumstances on their own or with the help of the family.

For all difficult life situations, a violation of the stability of the usual way of life and the emergence of the need for changes are characteristic.

But the child does not have enough life experience for this, the knowledge, abilities, strengths that are necessary to resolve the difficult situations that have arisen, and the adults who are next to him do not want (or cannot) help him solve them. In this case, social services of various levels should come to the rescue.

The system of social work is developing as an interdepartmental one, involving the interaction of educational institutions, social protection, medical institutions and cultural institutions, state organizations. A distinctive feature of this system is its dependence on regional (municipal) specifics, when demographic, social, historical, economic and other features are taken into account.

The organizational component of the support system that has been formed today is a mechanism of interdepartmental interaction, which includes the following composition of institutions and organizations that differ in composition, categories of children, their coverage, forms of support:

educational institutions: preschool institutions, general education
schools of all kinds, primary and secondary vocational
education, institutions of the system of special education, institutions of additional education;
social service institutions: orphanages, rehabilitation centers;
trust services;
institutions of culture, sports, youth policy;
interdepartmental psychological-medical-social-pedagogical centers and services of different levels;
commission on juvenile affairs and protection of their rights;
healthcare institutions.

So, the essence of supporting children who find themselves in a difficult life situation lies in jointly with the child designing ways to overcome difficulties, solve problems, strengthen the life resources of the individual, their expedient use in new conditions for self-realization, self-defense, self-education.

Every year, an increasing number of children who find themselves in a difficult life situation are among the students of our institution of additional education. Basically, these are: orphans, foster children; children with disabilities; children with disabilities; children from families of refugees and internally displaced persons; children living in low-income families; children whose parents have ceased to live together, to be a family. In this situation, as a teacher of such students, I try to be wise, attentive, tactful. pedagogical process.

In the pedagogical literature, the community of such children is called the “risk group”.

I noticed that a necessary condition for the formation of thinking in preschool age in orphans is the richness and diversity of the child's sensory experience. Such children differ from their peers from full-fledged families in reduced cognitive activity, mental retardation, lack of communication skills and conflicts in relationships with peers. Dissatisfaction with the need to communicate with adults and peers leads to violations in the mastery of gaming activities. Such children do not know how to play with toys, how to play games. They quickly break, spoil and lose toys, primitively use them in the game. Their main activities on the street are running around, chasing and teasing or leaving everyone, loneliness, doing nothing. In classes with such children, emphasis should be placed on the development of thinking, imagination, and memory. Orphans from an early age live in conditions of lack of communication with adults; this negative factor does not give them independence.

Adolescents whose parents have ceased to live together have no need for creativity, cognition, and vigorous activity in life; they are convinced of their uselessness, the impossibility of achieving something in life on their own; projected onto their parents' failed lives. Among the socially approved values, they have a happy family life in the first place, material well-being in the second, and health in the third, but since these values seem inaccessible to adolescents, such a situation gives rise to an internal conflict of stress in them. The "reinforcement" of the loss of value in such adolescents is those who did not study well or did not study at all, but succeeded in life. As a rule, such children have difficulties in relationships with adults - stubbornness, indifference to the assessment of their successes, leaving school, confidence that all the most interesting things happen outside of school, etc. Adolescents begin to keep diaries, secret notebooks in which they freely and independently express their thoughts and feelings. When working with adolescents of the “risk group”, one should often take into account their characteristic state of helplessness.

families consciously going to the difficulties and joys of the birth and upbringing of many children;
families of socially irresponsible parents.

A large family of the first category can be rural and urban; consist of children of the same or different parents; include, in addition to their own children, also adopted or taken under guardianship. Such a family is characterized by: direct visibility of family and social roles; early self-affirmation through the early inclusion of the child in care, work; the formation of social value attitudes, perspectives and an active life position in children. However, at the stage of secondary socialization in such a family, the life prospects of growing children, as a rule, extend only to certain limits (“I will be a driver”, I will go to “courses”).

At present, large families of irresponsible parents are much more common. In such families, often the children themselves are the income of their parents. The psychological climate of such a family is extremely unfavorable for education.

The educational potential of a large family has its positive and negative characteristics. On the one hand, in a large family, as a result of communication between people of different sex and age, the possibility of forming such character traits as selfishness and selfishness is reduced. In such a family, children are more likely to avoid childhood autism, neuroses, fears, egocentrism, etc. Children in such a family always have partners in games, activities, and entertainment. On the other hand, all types of good families have a common socio-psychological problem - children's rivalry, which can lead to envy, ambition, gloating, aggression. The rivalry of children in large families has a psychological mechanism of competition. The desire of the elder to show his superiority to parents, the baby and himself causes a feeling of inferiority of the younger child. A specific feature of upbringing in large families is the educational impact of children, which is the source of many positive situations, the condition for the formation of "co-learning", "co-play" and "cooperation". But at the same time, this is the cause of many conflicts. Life in a children's group contributes to personality differentiation. On the one hand, a child in a family wants to do what the other can do, on the other hand, each of them defends something of his own, wants to be able to do something else, wants to be himself. This is another characteristic feature of upbringing in a large family.

In recent years, the number of forced migrants to Russia from the countries of the Near Abroad has sharply increased. Psychological adaptation of migrants and their families is one of the main problems faced by migrants. Their children, as a result of the circumstances, fall into the “risk group”.

Post-traumatic stress provokes a nervous atmosphere in such families. Considering that the child has to really adapt to the new economic and social conditions

(school, city, relationships), the child is surrounded by problems, misunderstanding: so, having arrived in Russia, many children have difficulty adapting to their peers, withdrawing into themselves. Due to the existence of significant differences in the school programs of Russia and the CIS countries, the children of refugees and internally displaced persons are experiencing growing academic failure, reduced self-esteem, increased mental stress, leading to a deterioration in mental and physical health. Migrant children differ from the environment of their new location in their culture, they tend to come from low-income backgrounds, they are socially disadvantaged, they do not know or have little knowledge of the language of the school system, as well as the psychology on which the language relies. All this is significant complicates the process of their education and upbringing, socialization and adaptation. In working with migrant students, it is necessary to form their ability for dialogical communication. The teacher must master the technology of studying and taking into account the peculiarities of the mentality of the trainees.

From the foregoing, we can conclude that work with children at risk should be based on an individual approach to the individual. Both parents and children should not be part of the problem, but part of its solution and have the knowledge necessary for self-realization and self-rehabilitation.

Teaching piano to children who find themselves in a difficult life situation is possible only in conditions of individual learning, and it can be successful only when the teacher seeks and finds in each student that special and unique thing that distinguishes him from the other. Knowing the characteristics of the student, the properties of his nervous system, the teacher can correctly dose the load, select more effective methodological approaches that will allow the child to learn easier and faster, therefore, with joy and desire.

Possession of the necessary information on taking into account the individual psychological characteristics of the student's personality in the process of learning to play the piano will allow the teacher to select the necessary forms of pedagogical influence that will ensure the most complete development of all the creative forces and abilities of the student.

In the art of music, all types of musical activity are associated with the development of students' attention, due to which there is an internal composure, concentration of attention, full mobilization of psychophysical resources - everything without which a successful musical and performing activity is impossible.

Thinking is an individual way of transforming information. Children of the "risk group" need to develop a visual-figurative type of thinking that can awaken in them various feelings, memories, images, which will help form their creative thinking, which actively contributes to the development of intelligence.

In the process of teaching children of the “risk group”, emphasis should be placed on the formation of their performing qualities, namely: perseverance and perseverance, independence and initiative, endurance and self-control, courage and determination. All these are features of strong-willed behavior, without which not a single open speeches.

Public speaking is the result of the work done, it is always stressful, and for children in a difficult life situation it is double. Therefore, the task of the teacher is to help get rid of the negative moments of stage excitement and make them approach the concert performance of the program more responsibly. It is necessary to teach the child to ignore any mistake made during the performance.

A stage performance is not only a test of the nervous system for strength, but also the joy of performing, creative inspiration and professional growth, especially if you are not alone on stage. Students of the "risk group" really like to play music collectively, as part of various instrumental ensembles. The more often such students will go on stage, the more they will show self-confidence, the faster they will go through the process of socializing them as individuals.

Conclusion .

Personal development cannot be considered outside the context of the era, and the rhythm of life itself is different now. Changes have taken place in the social structure of society, and there has been a reassessment of the musical tastes that the younger generation is fond of. The teacher needs to be aware of new trends and try to find a common language with all layers of our society. The modern process in music education is focused on the personality of the child, on his upbringing, learning and development, the process of communicating with music, taking into account the characteristics of the children's contingent. The process of teaching art should take place in such a way that, together with knowledge and professional skills, the student develops the qualities of a creator, asserts himself in society, finds himself in society.

The teacher should take care not only about the transfer of classical knowledge and experience, which is typical for traditional methods, but also to apply innovative methods aimed at developing the individual qualities of children who own an arsenal of creative techniques.

Bibliography:

Children in Difficult Life Situations: New Approaches to Solving the Problem. - Fund for Supporting Children in Difficult Life Situations - M., 2010

Federal Law “On the Basic Guarantees of the Rights of the Child in the Russian Federation” of July 24, 1998 No. 124-FZ (as amended by Federal Laws of July 20, 2000 No. 103-FZ).

Decree of the President of the Russian Federation No. 761 dated 06/01/2012 "On the National Strategy for Action in the Interests of Children for 2012-2017".

Osukhova N.G. Psychological assistance in difficult and extreme situations.-Izd. Academy, 2012

Titarenko V.Ya. Family and personality formation.-M., Thought, 1987

Schmidt-Shklovskaya A. On the upbringing of pianistic skills. L. Music, 1985

Internet resource: compresium.ru

Children who find themselves in a difficult situation are unhappy all together and each in his own way. In today's unstable, full of change world, it is not easy for their psyche to cope with stress. Toddlers are very dependent on adults. And this becomes an additional destabilizing factor. Therefore, assistance to children in difficult life situations is considered from the perspective of the family and society. It must be comprehensive.

Who needs help and when?

Any child can find himself in unfavorable, crisis conditions. Changes that he cannot cope with on his own are brought about by social, social and intra-family events (drug addiction, addiction to alcohol, violence, a marginal lifestyle, low income, medical problems, etc.).

Children in a difficult life situation may find themselves in a fatal confluence of circumstances, due to global changes in the world that affect the family system, due to the reproduction of patterns of interaction between relatives and friends. By itself, the problem is not solved. We have to involve specialized social programs, projects and specialists. Yekaterinburg is one of the few places where work with the target audience is carried out systematically, at different levels and fronts.

Directions of work of specialists

Assistance to children who find themselves in difficult conditions (whether it be a family or social crisis) should be multi-stage, competently organized, and effective. In Yekaterinburg, specialized specialists work in medical and socio-psychological areas. The second one is of the greatest interest.

A professional organization for helping difficult children provides for:

diagnostics of family, personality;
revealing the rehabilitation potential of a cell of society;
development of an individual program of social adaptation or readaptation;
direct work with children and parents;
support and consulting support at all stages;
interaction with family or caregivers.

Actual problems are being solved in the co-creation of psychologists, teachers, social workers, parents.

Specialized websites for helping difficult children in Yekaterinburg offer various rehabilitation and development programs. They are aimed at a different age target audience. Qualified teachers, psychologists, and social workers work with children, schoolchildren, and teenagers in specialized organizations.

Effective support for a child, regardless of the causes of a difficult life situation, the severity of a particular case, includes:

Dealing with every existing problem.
Creation of motivation for success and conditions for its achievement. This allows you to solve issues of moral, physical improvement.
Involvement of toddlers, schoolchildren, adolescents in the processes of education, training, informal communication.
Analysis of the results obtained, development of further recommendations, correction of the program, taking into account individual achievements, the needs of the wards.

Today there is where to expect support. Professionals are ready to help!

Subject. Features of children in difficult life

situations

1. The essence of the concept of "difficult life situations" for children, their typology;

2. Foster and substitute families for children in difficult life situations;

3. State and non-state institutions for orphans and children left without parental care.

LITERATURE

1. The upbringing and development of children in an orphanage / Ed.-comp. N.P. Ivanova. M., 1996.

2. Civil Code of the Russian Federation // Complete collection of codes of the Russian Federation. M., 2002. Art. 31-33, 36, 39-40.

3. The Convention on the Rights of the Child and its Implementation in Modern Russia// Reference Research Institute of Family and Education. Ed. 2nd. M., 2001.

4. Family Code of the Russian Federation // Complete collection of codes of the Russian Federation. M., 2002. Art. 121, 123, 151-155.

1. The essence of the concept of "difficult life situations"
for children, their typology

Difficult life situationmeaning the experiences of a person who finds himself in a position that seriously affects his
well-being, life safety and from which it is not
always able to get out (cannot find a worthy
exit).

In this case, he needs the help of the state, society.
Children who find themselves in a difficult life situation especially need help. It is more difficult for them to find an acceptable way out on their own
from the established position. Given this fact, the state is trying to predict and determine the most appropriate ways
helping a child in a difficult life situation. The main goal of the state (society) is to createthe most optimal conditions for the life of the child and his upbringing.

In the Federal Law of the Russian Federation "On the main
Guarantees of the Rights of the Child in the Russian Federation” dated 24 July
1998 No. 124-FZ, Art. 1 formulated typicaldifficult life situationsfor a child, in which the state takes on
obligation to provide him with the necessary assistance. These includeloss of parental care.Such a phenomenon may
place in some cases:

a) death of parents;

b) refusal of parents take your children out of social institutions
protection of the population, educational, medical and other institutions;

V) self termination parents fulfillment of parental responsibilitiesin relation to his child (self-withdrawal from raising a child);

G) non-fulfillment by parents for one reason or another of their
responsibilities towards their children(for example, according to
health danger of infecting a child, etc.);

e) prolonged absence of parents(for example, a long business trip);

e) restriction of parents in parental rights.The decision is made by the court taking into account the best interests of the child. It may take place when
condition when leaving a child with parents (one of them) is dangerous for the child due to circumstances, the parents (one of them) do not
dependent (mental disorder or other chronic illness, a combination of difficult circumstances, and others);

and) deprivation of parental rights.It acts as a legislative measure for parents,non-performing dutiestowards their minor children, andabusing parental rights.

Parents' responsibilities include:

creation of normal conditions for their life activity;

be their legal representatives and advocate for them
rights and interests in all institutions without special powers;

educating them.

Depriving parents of parental rights is aimed at protecting the rights
children raised in a family to protect them from abuse and other abuse by their parents. It can only be carried out by a court order. Parents deprived of parental rights lose all rights based on the fact of kinship with the child,
but are not exempted from the obligation to maintain it. If such
If the parent makes it impossible for the child to live with him/her by his behavior, then he/she can be evicted without providing another accommodation. Upon termination of parental rights
both parents, the child is placed in the care of guardianship authorities and
guardianship;

h) the impossibility of parents for one reason or another to fulfill their parental responsibilities:

serving a sentence;

recognition of their legal incapacity when they cannot, for health reasons, perform duties in relation to their children
(physical abilities or mental deviations);

the crisis state of the family, which does not allow it to fulfill parental responsibilities in relation to the child (unemployment and forced to look for work, difficult material
conditions);

And) children who find themselves in conditions in which they need
special professional assistance and (or) protection:

disability. We are talking about children who, for health reasons
equal to children with disabilities. They need special
(correctional), correctional-compensatory development, training and education;

deficiencies in mental and (or) physical development. Such
children also need special (correctional), correctional-compensatory development, training and education;

victims of armed and interethnic conflicts, environmental and man-made disasters, natural disasters. In this case, a complex of medical, psychological, pedagogical
and social measures to help the child;

Children in families of refugees and internally displaced
migrants who find themselves in extreme conditions;

Children are victims of violence. This phenomenon can be observed in
family when availableabuse of parental rights.
Itis the use by parents of their rights to the detriment of
interests of children (for example, creating barriers to learning, inducing begging, theft, prostitution,
spirits or drugs, etc.);

children serving a sentence of imprisonment in an educational colony;

children in a special educational institution;

children whose life activity is objectively impaired as a result of the circumstances that do not independently
can be overcome, including by the family.

In these cases, the child isguardianship and guardianship authoritieslocal self-government bodies responsible for
obligations to protect the rights and interests of children left without parental care.

Guardianship authorities are called upon to:

identify children left without parental care;

take such children into account;

select forms of placement for children left without care
parents. At the same time, they try to arrange them first of all in the family.
To this end, they contribute to the establishment of reception, guardianship and
other types of families;

provide patronage to foster families, provide them with
necessary help (obtaining vouchers for summer camps, rest homes, sanatoriums; placement of children in schools, creative teams);
contribute to the creation of normal living conditions and education
a child in foster families (assistance of psychologists, teachers, social educators; assistance in improving living conditions),

exercise control over the conditions of the child's maintenance, the fulfillment of the parental duties assigned to the foster family for his upbringing and education.

In case of failure to fulfill their obligations in relation to foster children, the guardianship and guardianship authorities are obliged to take
measures to protect their rights.

2. Foster and substitute families for children who are
in a difficult life situation

There are variousforms of placement of orphans and children,
left without parental care.The main ones include
social services for children(Law “On Basic Guarantees of Rights
child in the Russian Federation”, Art. 1.) They are understood as institutions, regardless of organizational and legal forms and forms of ownership, carrying out activities for the social service of children (social support, provision of social,
medical and social, psychological and pedagogical, legal services and financial assistance, social rehabilitation of children in
in a difficult life situation, providing employment for such children
reaching working age), as well as citizens engaged in entrepreneurial "activities for social services to the population, including children, without forming a legal entity.

The main forms of placement of orphans and children left behind
without parental care are:

Transfer of the child to the family.For the transfer of a child to a family, Russian legislation provides for:

Adoptive family family that adopted (adopted)
child(ren).Adoption (adoption) -this is the most preferred form of placement for children deprived of parental care. It is allowed V concerning minor children and only in their interests. In this case, the child is legally fully equated with his own children, acquires parents in
face of adoptive parents and family. Adoptive parents who voluntarily assume the entirety of the obligations imposed by law
on parents, are equated with them in all respects and endowed with the same rights.Adoption is carried out by the courtat the request of persons
(persons) wishing to adopt a childwith the participation of guardianship and guardianship authorities(Family Code of the Russian Federation, Art. 129130).

When deciding on the adoption of a child who has reached the age of ten, his consent to adoption is required precisely
this face. Adopted children and their offspring in relation to adoptive parents and their relatives, and adoptive parents and their relatives in relation to
in relation to adopted children and their offspring are equated in
personal and property rights and obligations to relatives
origin (Family Code of the Russian Federation, Art. 137);

transfer of the child to the guardian (custodian) family. Custodial (trustee) familythis is a form of placement of orphans and children left without parental care, for the purpose of their maintenance,
upbringing and education, as well as to protect their rights and interests.
The concepts of "guardianship" and "guardianship" as forms of family education are identical.

guardianship established over children under the age of 14 years.
guardianship established from 14 to 18 years.They are installed within a month fromthe moment it became known that the minor was without protection. Only legally capable persons of full age shall be appointed guardians (custodians) of children. This takes into account the moral and other personal qualities of the guardian (trustee), his ability to perform the relevant duties, the attitude of family members towards the child, and also, if possible, the desire of the child himself (Family Code of the Russian Federation, Articles 150-151).

Guardian parents receive moneyfor food,
purchase of clothes, footwear, soft equipment for wards,
prices of the respective region until the child reaches the age of 16
(for students of a general education institution up to 18 years old) of age. No funds are assigned or paid for those
children whose parents can personally carry out the upbringing and maintenance of children, but voluntarily transfer them under the guardianship (guardianship) of other persons, are on long business trips;

Foster Familydevice shapeorphans and children left without parental care,on the basis of an agreement on the transfer of a child (children) to be raised in a family between the guardianship and guardianship authorities and foster parents(spouses or separate
citizens wishing to take children to be brought up in a family). The activities of the foster family are carried out on the basis of Decree of the Government of the Russian Federation No. 829 dated July 17, 1996, which approved the Regulations on the foster family.

Citizens (spouses or individual citizens) who wish to take on
raising a child (children) left without parental care,
are called adoptive parents, the child (children) transferred to
foster care is referred to as a foster child, and
such a family adoptive.The total number of children in such a family, including
relatives and adoptive, as a rule, should not exceed 8 people.

Adoptive parents in relation to the adopted child (children)
have the rights and duties of a guardian (custodian).Organ
guardianship and guardianship provides the necessary assistance to the adoptive
parents and monitors the living conditions and upbringing of the child (children).

Upkeep each adopted child (children)
familypaid out monthlyfor food,
purchase of clothing, footwear and soft furnishings, household items, personal hygiene, games, toys, books and benefits established by the legislation of the Russian Federation for pupils of educational institutions for orphans
and children left without parental care. Statealso pays for the work of foster parents as educators.Children device
into a foster family does not entail the emergence of alimony and inheritance legal relations between foster parents and foster children.

Based on the experience of foreign countries in Russia, the creation of
foster familyfor the placement of orphans and children left without
parental care. This activity is based on the desire
to give every child the experience of life in a family one of the fundamental
ideas of the concept of improving the state system for the prevention of neglect and juvenile delinquency in modern conditions. Such a concept was developed and approved by the Interdepartmental Commission on Juvenile Affairs under the Government of the Russian Federation No. 1/1 p. 125 of July 7, 1998.

In Russia, there has been a processcreation of family, educational
groups.This form of social service is provided to minors who are in a socially dangerous position.

Family educational grouprepresentsdivision of a specialized institutionfor minors in need of social rehabilitation, operating on the basis of the Charter and Regulations. The basis for creating such
group is real family Russian citizens, which takes
take care of the pupil of a specialized institution and
implements it with the active support of the latter.

The legal basis for the formation of a family educational group are:

Family Code of the Russian Federation, Art. 123, which reads:
“Children left without parental care are subject to transfer to
upbringing in a family (for adoption, adoption, under guardianship (guardianship) or in a foster family) ... Other forms of placement of children left without parental care may be provided for by the laws of the constituent entities of the Russian Federation.

The Government of the Russian Federation adopted a Decree
No. 896 dated November 27, 2000 "On the Approval of Model Provisions
on specialized institutions for minors in need of social rehabilitation”. In a fixed position
the right of specialized institutions to create family educational groups.

The Ministry of Labor and Social Development of the Russian Federation has developed recommendations for specialized institutions
for work with minors, they are accompanied by an “Approximate
regulation on the family educational group", on the basis of which
today they are created and function. When opening such institutions in the field, the recommended provision is specified with
taking into account local conditions.

As a rule, children are placed in the family group who have discovered
positive trends in the process of social rehabilitation.

Family educational group, as practice shows, can
change your status, i.e. become a transitional form to a foster, foster family or adoption. In this case, it plays the role of a center for adapting the child to family conditions, identifying and
development of his predisposition to live in a family.

A child in a family educational group has the status of a pupil, and the educator is an employee who is responsible for the pupil.Responsibility for the effectiveness of the ongoing rehabilitation process lies with the educator
family group and institution specialist.The work of the educator is contractual and has an urgent character.The contract is automatically terminated after the task assigned to the teacher is solved.The state pays for the maintenance of children in the family and the work of one of its members as an educator,assists in the social and individual development of pupils.

In Russia, there are other forms of placement of orphans and
children left without parental care in the family. These forms include:

foster (replacement) family istemporary family,adopting a child left without parental careon a contractual basis With local authorities of guardianship and guardianship and under their control.She cares, cares and
child education. Parental responsibility between the Foster family and local authorities is determined by the contract.
If the family fails to comply with the contractual provisions, the guardianship authorities
and the guardianship has the right to terminate it. Their positive role is
that the child is brought up in a family and is under control and
family, and government agency. The negative role of foster
family lies in the fact that if the family fails to fulfill their
duties created again seriously traumatizing the child
fact secondary deprivation of his parental care;

children's villages SOS -Kinderdorf) an institution for raising orphans in conditions close to family ones. First
were created in 1949 by the Austrian teacher Hermann Gmeiner,
currently operating in 120 countries around the world. In Russia, the first such village was Tomilino, Moscow region, then similar villages appeared in the Oryol region and others. They represent
several orphanages with family upbringing and independent housekeeping for children of different ages (boys and girls) 6-8 years old with an educator who takes on the functions of the mother.
They create the most favorable conditions for a “created family”
for the upbringing of children, a joint search by educators for the most optimal methods and methods of life and education
children. One of the most difficult socio-pedagogical problems
in such families, this is the personal life of educators. They dedicate
themselves to children and life in such families. In case of violation of these duties, they may be deprived of the right to exercise parental functions for
relation to the created family.

The conditions for the functioning of the children's village are as follows:

mother (an unmarried woman who devoted herself to raising
children, housekeeping) the head of the family. For her it is
vocation and profession;

brothers and sisters are children of different ages, siblings and
sisters are not separated;

each family lives in a cozy separate house house
families;

The village (1215 family houses) is not only
a complex of buildings for permanent residence of pupils and mothers
educators, but also a community of like-minded people.

The director of the village with his family lives here, actively
helping.

International and domestic practice shows that
this form of accommodation for children left without parental care
lei, represents the best option for their education.

3. State and non-state institutions
for orphans and children left without parental care

Russia has traditionally accumulated considerable experience in the device
orphans and children left without parental care to specialized institutions for minors in need of social rehabilitation. Such institutions are created by the executive authorities of the constituent entities of the Russian Federation. The Russian Government introduced Approximate Regulation No. 1092 on September 13, 1996,
regulating the activities of such institutions.

They are created by various ministries of the Russian Federation: the Ministry of Labor and Social Development (social institutions), the Ministry of Education (special educational institutions), the Ministry of Health (health educational institutions), the Ministry of Internal Affairs (children's correctional institutions). Similar organizations are being formed in other departments.

State social institutions for minors include:

a) social rehabilitation centers for minors;

b) social shelters for children and adolescents. As V Dal wrote,
an orphanage is a haven for a child. He is called upon to accept him, despise him, give the child shelter. In modern conditions, a shelter is a place of temporary stay for a child who finds himself in a difficult life.
situations, in order to give him shelter, to identify his place of residence and to determine the possibilities of his expedient arrangement. Currently, a child up to a year old is placed in a shelter (previously they focused on keeping children up to 36 months, but life
demanded to increase the time to one year);

c) centers for helping children left without parental care;

d) institutions for orphans and children left without care
parents created in the education system. Such institutions per are lamented by the Regulations approved by the Government of Russia
No. 1203 of October 14, 1996, No. 1117 of August 28, 1997, No. 366 of 30
March 1998 Main types of educational institutions:

Orphanage is a special institution for keeping,
care, upbringing and education of children left without parental care. The following types of orphanages are distinguished:

for children of early (from 1.5 to 3 years) age;

for preschool children;

for children of school age;

mixed;

orphanage-school for orphans and children left without parental care;

special (correctional) orphanage for orphans and
children left without parental care.

In order to improve the conditions for education and training
orphans and children left without parental care, the organizational structure of orphanages is brought as close as possible to the family.
For this purpose, new forms of the orphanage are being created. For these forms
relate:

Family orphanagethis is a family that has taken care of one or more orphans or children left without care
parents (deprived of parental rights). Such families are created
several years under a contract. There are several types
family orphanage: a family with one or more children;
several children living with a caregiver; family in which
both their own and adopted children live, etc.

Family type orphanageThis is a specially created orphanage according to the type of family. It has the advantage that the child
falls into the family, which creates the most favorable conditions for the upbringing of the child, his social formation as a person in comparison with a boarding school. Its disadvantages are that the environment of a formed family can be
insufficiently adaptive for this child, as well as educators,
who have assumed the functions of adoptive parents are not ready enough
to parental functions.

The Government of Russia adopted a special Decree
"On the family-type orphanage" No. 195 dated March 19, 2001. With this
The resolution approved the rules for the organization of such a house.

The main tasks of a family-type orphanage are to create favorable conditions for the upbringing, education, health improvement and preparation for an independent life of orphans and children left without parental care in a family environment. Such a house is organized on the basis of a family, if both spouses wish to take up at least 5 and no more than 10 children and take into account the opinions of all family members living together, including relatives and adopted (adopted) children. From the age of 10, a child can be transferred to such an orphanage only with his consent. The total number of children in it, including relatives and adopted (adopted) spouses who are in a registered marriage, should not exceed 12 people.

A house is created, reorganized and liquidated by decision of the executive authority of a constituent entity of the Russian Federation or a local authority
self-government. The guardianship and guardianship body at the location of the family-type orphanage exercises control over the living conditions and upbringing of children, the protection of their rights and legitimate interests. It provides training for individuals wishing to take children to
upbringing.

boarding school for orphans and children left without parental care. Boarding school (from lat. interims internal) educational institution (school) in which students live, study, being on partial or full state support; hostel for students at an educational institution; home where they are cared for.

Boarding institutions in Russia for orphans and children left without parental care operate on the basis of the following principles: democracy, humanism, accessibility, priority
universal values, citizenship, free development
personality, protection of the rights and interests of pupils, autonomy and
secular nature of education.

Organizationally, residential institutions differ:

Residential institution of the usual type;

boarding school by family type. In such an institution
children live in different-age (in composition no more than 8 people) or
of the same age (up to 4 years no more 5 children, and from 4 years and older not
more than 10) groups called families. However, they retain
a lot from the boarding school: meals in the canteen, self-service, getting new clothes, etc.

family-type residential institution This is an institution in which children live in separate families, with different entrances and their own
organization and lifestyle. With such an organization, the lives of children
as close to family as possible.

For students with developmental disabilities, Russia has createdspecial (correctional) educational
institutions.Such institutions are regulated by the Regulation approved by the Government of Russia, No. 288 dated March 12, 1997.
Special (correctional) institutions include:

correctional (compensating) institution of preschool education;

correctional educational institution;

correctional institution of primary vocational education.

For children with disabilities are created
special (correctional) educational institutions that implement educational programs of the Ministry of General
and vocational education in agreement with the Ministry
healthcare. Such institutions are divided into types depending on the pathology of children. Among them are the following intended for training and education:

deaf children;

hearing-impaired and late deaf children;

blind children;

visually impaired and late blind children;

children with severe speech disorders;

children with disorders of the musculoskeletal system;

children with mental retardation.

mentally retarded children, etc.

For children in need of long-term treatment,health educational institutions are being created.They are intended for
assistance to the family in the upbringing and education, ensuring the implementation of rehabilitation and health-improving
activities, adaptation to society, social protection and all-round development of children in need of long-term treatment.
The activities of such institutions are regulated by the Standard Regulations approved by the Government of Russia, No. 1117 dated August 28
1997 Health educational institutions include:

sanatorium boarding school;

sanatorium-forest school;

sanatorium orphanage for orphans and children left behind
without parental care.

There are also other institutionsfor orphans and children left without parental care:

Cadet School;

Cadet boarding school (Standard regulation approved
Government of Russia No. 1427 dated November 15, 1997);

Boarding school with initial flight training (Typical
the regulation was approved by Decree of the Government of Russia No. 1046 of September 5, 1998). Orphans and children left without parental care have the priority right to enroll in such a school.
.from the age of 15, who have expressed a desire to study in it and have appropriate health;

Pupils of military units orphans and children left without parental care, males aged 14 to 16,
citizens of the Russian Federation sent by district (city) military commissariats with the consent of the children themselves and the authorities
guardianship and trusteeship (Regulations on the enrollment of minor citizens as pupils in military units approved
Decree of the Government of Russia No. 124 of February 14, 2000,
Regulations on the status of pupils No. 745 by a resolution of
September 21, 2000").

Shelters for orphans and children left without parental care are being created at the monasteries in many regions of Russia. In that
the centuries-old experience of placing children in difficult
life situation under the patronage of the clergy. At
Monasteries organize the care, upbringing and education of children. Children are actively involved in socially useful work, they develop the skills of self-service, life in a team. Much attention is paid to the formation of a spiritual culture based on the traditions of the Orthodox Church.

In socio-pedagogical terms, the upbringing of children left without parental care has a complex of problems. Reception
families, they are determined, on the one hand, by the readiness and ability of adoptive parents to provide the necessary care and upbringing
children, on the other hand, the need to overcome the problems that arise in connection with the upbringing of a foster child (the manifestation of some
or pathologies, conflict situations between parents and children,
arising from the judgment “not my parents”, etc.)

There is a need for a special socio-pedagogical
preparation of parents of foster families for educational work with
children, the formation of certain relationships "parent child", child care and the accumulation of experience in educational work
with him. Subsequently, social and pedagogical patronage should be provided for the purpose of control, as well as timely counseling, assistance and support for the family in matters of education in
cases of inadequate situations in it, prevention and overcoming of conflict manifestations, etc.

In foreign practice, there are examples of the creation by social services of special foster families intended for
solving problems related to the provision of child care, protection of his rights, depending on emerging social problems.
These families include:

foster families in a crisis situation. They are created in private
cases when it becomes necessary to immediately remove the child from the native (parental) family for a certain period. In that
If so, he is placed in a special foster family. Reasons
requiring isolation of the child, there may be an acute conflict situation in the family between parents, parents and the child, a tragedy,
sudden illness of parents, etc.;

foster family for a short time. The need for it arises when planning business trips, medical examinations,
short-term treatment when there is no one to look after the child. This type of family is used to provide short-term assistance to a family with a child with special care needs.
They create the last opportunity to rest, recover for a short time, which allows you to engage more actively after the rest.
child;

foster family for a long time. This family works
on a contractual basis for the arrangement of the child for a long time in
connection with the arisen need of the parents of another family;

family to receive a child during weekends and holidays.
This form of placement of children allows parents to periodically organize their holidays on weekends (weekends);

family for a day stay of a child (a kind of home
kindergarten). In this case, the child spends evenings and nights with his family.

Centers for social services for families and children in Russia use foreign experience and seek to expand the scope of their activities in providing services. In this regard, the experience of foreign
countries is of great interest.

QUESTIONS AND TASKS

Expand the concept of "difficult life situation" for a person
What typical situations are classified as difficult life situations for a child, in which the state assumes the obligation to provide him with the necessary assistance?
What are the responsibilities of parents regulated by Russian regulations?
In what cases is it possible to terminate parental rights?
Expand the purpose and main responsibilities of guardianship and guardianship authorities.
What are the main forms of placement of orphans and children left behind?
without parental care?
Describe the characteristics of the adoptive family and reveal the conditions under which it is formed.

8. Describe the guardianship family and reveal under what conditions it

is being formed.

9. What is a family education group?

10. What institutions are classified as state social institutions for minors and what are their features?

11. What are the special (correctional) educational institutions and their characteristics?

12. Expand the characteristic socio-pedagogical problems that arise in the upbringing of children left without parental care.

Children - this is a common Slavic word, the etymology of this word goes back to the Indo-European "breastfeed", that is, children - "those who are breastfed." Child - in Old Russian, the root of this word was rob- (in dialects they still say robenok, robyata), the same as in the Old Slavonic word slave, and the word itself looked like this: shy. Literally, a child (robenok) is “the son of a slave”. It was in this sense that the word was originally used (and the child of free people was called a child or a child). It must be said that the comparison of children or young people with servants is very common in many languages. But in this case, it turned out the other way around: the word for a servant began to mean a child. The development of the meaning of "a person without rights" - "a child" (since the child is also deprived of rights until he grows up).

The modern world is extremely unstable and full of changes, and a significant part of children, for one reason or another, finds themselves in difficult life situations. The inability of the family as a social institution to provide for the upbringing and maintenance of children is one of the main factors in the emergence of a category of children in difficult life situations.

The most significant forms of family trouble for a child's life are:

1. Poor material living conditions of the family

2. Intra-family conflicts, unfavorable psychological atmosphere in the family

3.Unfavorable family environment for children, risks of divorce, neglect of childcare responsibilities

4. Child abuse

5. Alcoholism, drug addiction

The state recognizes childhood as an important stage in a person's life and proceeds from the principles of prioritizing the preparation of children for a full life in society, the development of socially significant and creative activity in them, the education in them of high moral qualities, patriotism and citizenship.

The system of living arrangements for orphans and children left without parental care, which has been put together by now in Russia, is mainly focused on their family unit. Adoption, is certainly the best and fairly common form of family placement for an orphan child. Adopted and natural children are equal in their rights and obligations in relation to parents and adoptive parents, and parents and adoptive parents are also equal in their rights and obligations in relation to a born and adopted child. This applies to all aspects of a child's life, including the right to inheritance.

Facilitating family arrangement

1. Services for assisting family placement of orphans and children left without parental care.

2. Foster parent schools, prospective parent selection system

3. Improving the regional data bank on orphans and children left without parental care

4. Psychological, pedagogical and social support for foster families

5. Social and professional adaptation, training, employment, recreation

and rehabilitation of children in difficult life situations

Prevention of family trouble and orphanhood

1. Support services and the formation of responsible parenthood,

2. Day care units for children and mothers,

3. Emergency Family Crisis Response Services

a) social ambulance, mobile teams

b) hotline, Internet services

4. Escort services (curators, precinct, social services, social patronage)

5. Rehabilitation and leisure services (social lounges, clubs, game buses, etc.)

6. Secondary prevention is support after leaving the boarding school and social adaptation.

As a rule, it is not always possible to give every child the opportunity to be brought up in a family, therefore, in cases where there is no opportunity to arrange a child in a family, he is transferred to the guardianship and guardianship authorities in institutions out-of-family education. In such a situation, the state assumes responsibility for the upbringing of the minor. The child is provided with a set of various social services that ensure the protection of his health, proper education and training, vocational training, as well as property security.

The state assumes this responsibility in the form of social services for children. These services are understood as organizations, regardless of organizational and legal forms and forms of ownership, that carry out activities for the social services of children.

Non-family placement of children left without parental care are the second most common form of placement of orphans. Despite the emerging trend of reducing orphans in institutions, their importance continues to be high.

Raising children in institutions withsocial support means support and provision of social, medical, psychological and pedagogical, legal services and material assistance, organization of recreation and rehabilitation, social rehabilitation of children in difficult life situations, employment of such children upon reaching working age.

Federal Law No. 124-FZ of July 24, 1998 "On the Basic Guarantees of the Rights of the Child in the Russian Federation" establishes the basic guarantees of the rights and legitimate interests of the child, provided for constitution Russian Federation, in order to create legal, socio-economic conditions for the realization of the rights and legitimate interests of the child.