Preventive work with a dysfunctional family. Individual preventive work with the family of a minor in high school
Municipal budgetary educational institution
"Aktash secondary school named after. Stanislav Mokhov"
Agreed: I approve:
Deputy Director for BP Director MBOU Aktashskaya
Krasnykh N.Yu. School them. Art. Mokhov
Abugalimova R.Z.
Order dated "___" ____ 2014 No.
PROGRAM
PREVENTIVE WORK WITH UNSUCCESSFUL FAMILIES
"HOPE"
for 2014 - 2017
With. Aktash, 2014
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Structural Components |
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Program Passport |
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Explanatory note |
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Purpose, tasks and stages of the program implementation |
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Stages of interaction with the family. Program implementation algorithm |
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The main directions of the program implementation Plan of preventive measures "Family at risk" |
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The main functions of the class teacher in working with dysfunctional families and children from dysfunctional families. |
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System of program activities and expected results |
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Individual plan of preventive measures for the family |
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Scientific and methodological literature |
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Name programs |
Program of preventive work with dysfunctional families HOPE for 2014 - 2017 |
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Implementation timeline programs |
2014 - 2017 years. |
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Reasons for development programs |
1. The Constitution of the Russian Federation as amended by Decrees of the President of the Russian Federation No. 841 dated July 25, 2003 (current version as of 01.01.2009) 2. Convention on the Rights of the Child. (Adopted by a resolution of the UN General Assembly on November 20, 1989. Entered into force on September 2, 1990). 3. Family Code of the Russian Federation of December 29, 1995 N 223-FZ. 4. Federal Law "On Education in the Russian Federation" dated 29.12.12. No. 273-FZ 5. Declaration of the principles of tolerance of the United Nations and UNESCO (Approved by resolution 5.61 of the UNESCO General Conference of November 16, 1995 6. Charter MBOU Aktash secondary school named after. Art. Mokhov |
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Program developers |
The teaching staff of MBOU Aktash secondary school named after. Art. Mokhov
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Program executors |
Administration of MBOU Aktash secondary school named after. Art. Mokhova, teaching staff, student team, parent community. |
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Purpose of the program |
Creating conditions for the successful socialization of a child from a dysfunctional family, social protection of children's rights, establishing a connection between the family and the educational institution. |
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Main objectives of the program |
1. Diagnosing and identifying problems that have a negative impact on the formation and development of the child's personality in the family. 2.Organization of educational work to master the psychological and legal culture of parents in the field of family education. 3. The implementation of mediation in crisis situations for the family and the child. |
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Priority areas |
1. Creation and maintenance of a favorable psychological climate in the team; 2. Prevention of the psycho-emotional state of children; 3. Giving the child the maximum possible independence and freedom; 4. Building a health-saving environment at school; 5. The use of medical, social, psychological and pedagogical support for the educational process of students; 6. Removal of psychological stress in a traumatic situation; 7. Reducing emotional dependence and rigidity; 8. Formation of compensatory mechanisms of behavior; 9. Work with the parent community; 10. Formation of an adequate attitude to life and death. |
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Program Implementation Stages |
1st stage - January - May 2014 year - organizational Purpose: preparation of conditions for the creation of a system of work with socially disadvantaged families. · To study and analyze the state of work in schools with socially disadvantaged families. · Study the regulatory framework. Develop, discuss and approve a program for working with socially disadvantaged families · To analyze the material and technical, pedagogical conditions for the implementation of the program. · Select diagnostic methods in the main areas of the program. · Conduct MO class teachers on the problems of identifying socially disadvantaged families. · Carry out patronage, questioning and identification of the criteria for the need of a particular family. Purpose: implementation of the HOPE program. · Create psychological and pedagogical conditions for working with socially disadvantaged families. · Develop and implement individual programs with families; · Implement work with socially disadvantaged families according to special programs and methods. · Encourage parents to participate with their children in various classroom and school activities. 3rd stage - January - May 2017 - control - analytical. Purpose: analysis of the results of the program implementation. · Analysis of program results. · Summarizing the experience of working with socially disadvantaged families at school. · Creation of a bank of methods for working with socially disadvantaged families. · Definition of a strategy for further work with socially disadvantaged families. |
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Expected results of the program implementation |
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- Explanatory note
Traditionally, the main institution of upbringing is the family, what a child acquires in the family in childhood, he retains throughout his life. The importance of the family as an institution of education is due to the fact that the child lives in it for a significant part of his life, and in terms of the duration of his impact on the personality, none of the institutions of education can be compared with the family. It lays the foundations of the child's personality, and by the time he enters school, he is already more than half formed as a person.
The family has a special place in the life of every person. A child grows up in a family, and from the first years of his life he learns the norms of the hostel, the norms of human relations, absorbing good and evil from the family, everything that is characteristic of his family. It is in the family that the individual receives the first life experience, therefore it is very important in which family the child is brought up: prosperous or dysfunctional.
Under a dysfunctional family, we tend to accept a family in which the structure is broken, the basic family functions are devalued or ignored, there are obvious or hidden defects in education, as a result of which “difficult” children appear.
A dysfunctional family is not only a family whose material life is far from normal, but also a family that has lost faith in the possibility of changing its life for the better and continues to head towards complete collapse. Lack of confidence in one's own strengths and lack of outside help increase confidence in the impossibility of living differently, form an appropriate way of life, which children also learn. We are talking about children from dysfunctional families, i.e. about children, families, about what happens to a child if he ends up in a dysfunctional family. What is a dysfunctional family? It is impossible to answer in one word. After all, everything in the world is relative - both well-being and trouble in relation to the child. But after all, children are all different: some are more enduring, others are not, some are vulnerable, but they are all responsive, and others are all trynta, you can’t get them through anything.
Unfortunately, at present, an increasing number of children find themselves in a situation of acute social disadvantage. Bad ecology, growth of social aggression, economic problems, spread of drugs, family instability, parental and pedagogical incompetence - these and many other factors become external constraints on the development of the child.
This problem is very relevant, the number of such families is rapidly increasing, new types of dysfunctional families appear in modern society, which is aggravated by the lack of specialists in this field.
The school strives to prevent the problem of the family as much as possible, to identify and eliminate the causes that give rise to it in a timely manner, to ensure the prevention of various kinds of negative phenomena, and makes every effort to ensure that the family develops correctly and harmoniously pedagogically, psychologically, socially and materially. It is necessary to make the right choice of forms and methods of working with parents, taking into account all the features of a dysfunctional family that need active and long-term support.
The social insufficiency of many families is due to objective reasons, therefore, they need support.
It is possible to conditionally divide dysfunctional families into three groups:
1. Preventive - families in which problems have an insignificant manifestation and are at the initial stage of trouble.
2. Families in which social and other contradictions aggravate the relationship of family members with each other and the environment to a critical level.
3. Families that have lost any life perspective, inert in relation to their fate and the fate of their children.
The following classification of dysfunctional families is possible:
- by the number of parents- full, incomplete, guardian, adoptive, family of adoptive parents;
-by the number of children- small, large, childless;
- for material well-being- low-income, medium-income, well-off;
- parenting issues- a family of alcoholics, drug addicts, unemployed, criminogenic, deprived of parental rights, socially maladaptive.
Families stand out pedagogically untenable; most often they are found when they have children of adolescence.
Identification of a family in need of assistance and rehabilitation should take place as early as possible. For 10 years of living in a dysfunctional family, the child has time to gain a huge experience of antisocial behavior, to break down psychologically, to establish himself in such a variant of life self-determination, which is contrary to the norms of society.
A child from a dysfunctional family reveals himself by his appearance, clothing, manner of communication, a set of obscene expressions, mental imbalance, which is expressed in inadequate reactions, isolation, aggressiveness, anger, lack of interest in any kind of training. The behavior of the child and his appearance not only speak of his problems, but also cry for help. But instead of helping, the environment of the child often reacts to him with rejection, rupture of relations, suppression or oppression of him. The child is faced with a lack of understanding of others, rejection and, as a result, finds himself even more isolated. The age of the child may be different, but the problems of such children are approximately the same.
The main areas of work with the family:
- The study of the causes of family trouble, the relationship in the family to the child.
- Psychological and pedagogical education of parents on issues of family education, acquaintance with the positive experience of raising children.
- Providing practical assistance and psychological support to the family.
- Purpose, tasks, terms of the program implementation.
TARGET- creation of conditions for successful socialization of a child from a dysfunctional family.
Tasks:
1. Diagnose and identify problems that have a negative impact on the formation and development of the child's personality in the family.
2. Organize educational work to master the psychological and legal culture of parents in the field of family education.
3.To carry out mediation in crisis situations for the family and the child.
- Stages of interaction with the family
Family work is carried out in stages. Its effectiveness depends on the degree of establishing contact and trusting relationships with parents. Separation of families for reasons of trouble is relative, since one reason is inextricably linked with another. For example, in a family where alcohol is abused, conflict relations between parents and children are almost always observed, in addition, such families, as a rule, have an unstable financial situation and are low-income. It is logical to conclude that there may be several reasons for family distress, and they are interconnected. However, one of them plays a leading role, the other - a secondary one. And the choice of forms and methods of influencing the family depends on the leading cause of family trouble.
Working with a dysfunctional family is carried out in the following stages:
1st stage. Establishing contact, establishing trusting relationships with parents, positive foundations for further cooperation.
Facilities:
1) conversation, setting the dates for the next meeting (parents are invited to the school);
2) visiting at home, getting to know parents, relatives, closest
the social environment of the family.
3) filling out a social passport, psychological assistance card, psychological, medical and social assistance card for a child
4) at the beginning of each academic year, an accurate diagnosis of the individual and the environment is carried out.
The goals of diagnostics are:
Early identification of dysfunctional families in order to implement a set of measures to provide socio-psychological assistance to children, adolescents and families;
Coordination of efforts of all bodies working with families of social risk;
Familiarization of families with legal norms.
In order to strengthen contacts within the family, three generations are involved (grandmother, grandfather - mother, father - child, teenager). If parents make contact with a psychologist and a social pedagogue, you can proceed to the 2nd stage of interaction with the family. If contact is not established, then the family may be influenced by the police, the department for the protection of children's rights of the education department, etc.
2nd stage. 1) Family study.
Socio-pedagogical and psychological diagnostics of the family. The study of the microclimate in the family, parenting styles. Clarification of information about parents, their social status, other immediate relatives. Material security and living conditions. The study of relationships between adults in the family. Knowledge and application of methods and techniques of educational influence.
2) Diagnosis of the causes of family dysfunction.
Facilities:
Home visits, acts of examination of living conditions, consultations, conversations, questionnaires, analysis of information about the family from documentation, survey;
Use of methods of psychological diagnostics (tests, projective methods, etc.).
3rd stage. Processing the results of socio-pedagogical and psychological diagnostics. Summarizing. Establishing the leading cause of family distress
4th stage. The choice of forms and methods of work, depending on the leading cause of trouble and ways to implement them.
- Family where parents abuse alcohol
- Conflict family requiring correction of intra-family relations
- Families where parents often get sick suffer from chronic diseases. In such a family, the child lacks communication with parents who need help and support from teachers, the public, and society.
- Low-income family: individual conversations, consultations, home visits.
- Raising children by close relatives (grandmother, grandfather, uncle, aunt). The following forms and working methods are acceptable: individual conversations, consultations, both with a psychologist and with other specialists, home visits, trainings, psychological games, planning joint activities.
5th stage. Family surveillance. Tracking the dynamics of the development of child-parent relationships. The study of the psychological microclimate in the family.
6th stage. Summing up the results of psychological and pedagogical interaction with a dysfunctional family.
Program implementation algorithm
First stage - organizational ( September) - analysis of families of social disadvantage, direct planning, coordination of plans, bringing them together into a single comprehensive plan, taking into account the situation and recommendations, studying the needs and requests of children, adolescents and their families.
Second phase - active(October - May) coordination of actions, implementation of planned activities, development of a system for monitoring their implementation.
Third stage - final(June) - analysis and summarizing the work, planning for the next year, taking into account the recommendations developed as a result of the analysis.
5. The main directions of the program implementation
1. Visiting families.
2. Psychological and pedagogical education of parents:
Invitation of specialists;
Demonstration of video materials, slides.
3. Open days
4. Formation of an understanding among parents of their belonging to the school educational space:
Excursions: acquaintance with the school and school services;
Holidays in the classroom;
Meeting with the school administration and socio-psychological service;
parent meetings;
Meeting of parents "Traditions of the class to be";
Participation in parent conferences;
Round tables;
Weekend club meeting;
Organization and conduct of parenting lessons.
5. Diagnostics.
6. Corrective work.
7. Improvement of the classroom.
8. Pedagogical consultations: individual and group.
9. Trainings and surveys.
Plan of preventive measures "Family at risk"
MBOU Aktash secondary school named after. Art. Mokhov
for 2014-2015 academic year
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No. p / p |
Theme of the event |
Implementation timeline |
Responsible |
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Diagnosis, identification of dysfunctional families |
September, as needed throughout the year |
Social pedagogue, teacher psychologist, Class teachers. |
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Mapping dysfunctional families |
September October |
Teacher-psychologist, Class teacher, social worker teacher |
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Individual work: visiting, drawing up an act |
constantly |
Social teacher class teachers. |
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Individual counseling for parents and children from disadvantaged families |
constantly |
Social pedagogue, class teachers. |
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Parent lecture of the topic:
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October, April |
social teacher |
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Joint work on the rehabilitation of disadvantaged families with the department of social. protection of the population, PDN, KDN. Raids on dysfunctional families; Call to KDN; Appeal to the prosecutor's office; Assistance of the social service; Assistance in finding jobs for unemployed parents, providing children from disadvantaged families with vouchers to a health camp |
Constantly |
Teacher-psychologist, Class teacher, Social pedagogue, PDN inspector |
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Interactive forms of work with disadvantaged families
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During a year |
Educational psychologist |
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Involvement of parents to organize "Parents and Children" events with the involvement of children from disadvantaged families. |
Constantly |
Classroom teachers |
- The main functions of the class teacher in working with dysfunctional families and children from dysfunctional families.
1. Create a supportive classroom environment around a student from a dysfunctional family.
2. Establish a relationship of partnership and cooperation with a dysfunctional family.
3. Plan work with dysfunctional families.
4. Create a data bank on disadvantaged families and children from disadvantaged families studying in the classroom.
5. Create and implement individual programs for raising children from dysfunctional families.
6. Work with students of the group to improve the social status of a child from a dysfunctional family.
7. Be the initiator of the creation of individual educational programs for children from disadvantaged families.
8. Involve a child from a dysfunctional family in hobby groups and clubs, including weekend work.
9. If necessary, be the initiator of active actions to protect the rights of the child.
Memo for class teachers when interacting with dysfunctional families.
1. Never take parenting action in a bad mood.
2. Clearly and clearly define for yourself what you want from the family, what the family thinks about this, try to convince her that your goals are, first of all, their goals.
3. Do not give final ready-made recipes and recommendations. Do not teach parents, but show possible ways to overcome difficulties, analyze correct and false decisions leading to the goal.
4. The class teacher is obliged to encourage success, to notice even the smallest successes.
5. If there are errors, incorrect actions, point them out. Evaluate and pause for the family to take in what they have heard.
6. Let the family know that you sympathize with her, believe in her, despite the oversights of the parents.
When working with dysfunctional families, the class teacher must:
1. Identification of dysfunctional families as a means of preventing social orphanhood (knowledge of the living conditions of the child, the presence of an act of material inspection).
2. Increasing the pedagogical culture of all categories of parents:
Organization of pedagogical education. Persuasion of parents that family education is not morality, lectures or physical punishment, but the whole way of life of parents (primarily healthy), way of thinking, actions of the parents themselves, constant communication with children from the standpoint of humanity.
Involving parents as active educators (family holidays at school, extracurricular extracurricular activities, participation in school management).
3. In order to avoid violence, cruelty, aggressive behavior towards their children, form the legal culture of parents.
4. Carrying out control and correctional work with parents (questionnaires, testing, analysis of the level of upbringing, education of children, individual conversations, etc.).
5. Take into account the peculiarities of upbringing in each individual family, based on positive experience, increase the priority of the family and family traditions among all subjects of educational activity: children, parents, teachers.
6. Eliminate the feeling of guilt of parents for their failure (a separate plan for working with problem groups of parents).
7. System of program activities and expected results
Based on the tasks set in working with a dysfunctional family, the main areas of activity were selected:
1. Identification of dysfunctional families and the reasons for their trouble.
Forms of work:
· Diagnosis, identification of dysfunctional families.
· Visiting families.
Questioning of parents and children.
· Individual conversations with parents and children.
Family supervision.
Results:
Drawing up a map of a dysfunctional family and family visit certificates; act of examination of living conditions. Identification of the degree of trouble in the family, asocial phenomena, maladaptation of the child. Preparation of material for PDN. Making decisions, drawing up an individual work plan
with a family.
2. Education of parents on issues of family education, the rights of the child.
Forms of work:
· Home visits.
· Individual and thematic consultations for parents and children from dysfunctional families.
· Release of information sheets.
· Making a stand for parents.
· Implementation of information assistance to the family.
· Transfer of positive experience of families.
· Conversations, parent meetings.
Results:
Establish partnerships between teachers, parents and children. Creation of general education of parents, involvement of parents in pedagogical self-education. Motivating parents to solve problems on their own. Increasing parental responsibility for the maintenance and upbringing of minors. Improving the microclimate of the family, preventing delinquency, overcoming asocial phenomena and maladjustment of the child at school.
3. Providing practical assistance to the family and the child.
Forms of work:
· Assistance to the family in problems related to education, upbringing, looking after the child.
· Assistance to parents in collecting documents for registration of child allowances, vouchers to a sanatorium, unemployment benefits.
· Assistance in the provision of benefits provided by law.
· Rendering assistance in obtaining material assistance to a dysfunctional family at the expense of the fund of social support of the population.
· Assistance in the employment of parents through the employment service.
· Involvement of parents, children, the public in socially significant events.
Providing educational assistance to the child.
Determination of the level of development of the child (if necessary - referral to PMPK)
Organization of leisure activities for children.
· Organization during the holidays of the camp with a day stay of children on the basis of the school.
· Providing children from dysfunctional families with vouchers to a health camp.
· Assistance in the employment of children during the holidays through the employment service.
moral support for the family.
· Motivation for alcohol addiction treatment of parents who abuse alcohol.
Involvement of socially prosperous families, the School Council, the Parents' Committee, PDN, KDN and ZP, guardianship and guardianship authorities to work with dysfunctional families
Involvement of next of kin in the upbringing of the child.
· Coordinating activities with a health worker.
8. Individual plan of preventive measures for the family
Mother
Date of Birth ________ Place of work________
Address______________________________________________________
Statement on _______________
family problem_________________________________________________________________________________________________________________________________________________________
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Responsible |
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Intraschool interaction |
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Family Study: Interview with the class teacher; Interrogation of neighbors. |
September |
Social educator class head |
Characteristic |
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Survey of living conditions |
September |
Social educator class head |
Survey report |
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home visit |
Social educator class head |
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Meetings at school |
Throughout the year as needed |
School administration, social teacher class head |
Protocol |
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Accounting for the progress of children at the end of the quarter |
Daily and at the end of the quarter |
Social educator class head |
Grading sheet |
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Summing up the preliminary results of the progress of children for a quarter |
2 weeks before the end of the quarter |
Social educator class head |
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Involving children in extracurricular activities:
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September and throughout the year |
Social educator class head deputy director of VR, physical education teacher. |
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Psychological support of the family
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During a year |
Psychologist |
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Participation of parents in activities to prevent neglect, delinquency, promotion of healthy lifestyles
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During the year according to the BP plan |
Social educator PDN inspector class head deputy director of BP |
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Conversations on the problems of discipline, academic performance and attendance of children
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During a year |
Social educator class head deputy director of BP |
Mark in the notebook of work with students |
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raids |
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"Education for all children" |
During the promotion |
Social educator class head |
Raid schedule, acts |
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"Protection" |
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"Street Children" |
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"Teenager" |
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Prevention Council |
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1 quarter |
As needed |
Social educator |
Protocol |
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2 quarter |
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3 quarter |
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4 quarter |
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Interdepartmental interaction |
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As needed |
Social educator |
Information |
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Public organizations |
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Scientific and methodological:
1. Ivantsova A. About working with problem families. Education of schoolchildren - No. 10, 2000.
2. Goncharova T. Dysfunctional families and work with them / / Public education. No. 6, 2002.
3. Mustaeva F.A. Fundamentals of prevention of neglect and homelessness of minors: Textbook for universities. - M.: Academic Project. 2003.
4. Nikitina L.E. Social educator at school. - M.: Academic Project: Gaudeamus, 2003.
5. Smirnova E. O., Bykova M. V. Structure and dynamics of parental relations // Questions of psychology. No. 3, 2000.
6. Sultanova T.A. Working with disadvantaged families. Methodological guide - Ufa; 2005
7. Tkacheva V.V. Harmonization of intra-family relations: father, mother, I are a friendly family. Workshop on the formation of adequate intra-family relations. - M., 2000
8. Shulga T.I., slot V. Spaniard H. Methods of working with children at risk. M., 2000
Bliznyuk Claudia Ivanovna,
social teacher
Municipal budgetary educational institution "Secondary school No. 6"
p. Zelenoborsky
Murmansk region
Prevention of family troubles on the example of MBOU secondary school No. 6 (experience of the socio-psychological service)
CONTENT
Introduction 3
Domestic violence as a socio-psychological
problem 5
Diagnosis of family trouble and its methods
leveling 10 3. Conclusion 20
4. References 22
Introduction
The modern Russian family is currently experiencing a spiritual crisis. The loss of former ideals has created a kind of spiritual vacuum, and in any society with the loss of spirituality or a decrease in its level, the number of dysfunctional families and children left without parental care increases. The reason for this situation, many domestic scientists and teachers consider the deterioration of socio-political and economic conditions in the country. In our opinion, to this should be added the loss of the traditions of religious education, which has absorbed the thousand-year experience of Russian Orthodox culture.
Domestic violence, unfortunately, still remains a problem, and alas, not the only one: the child is also faced with stress at school, and violence continues ...
For a number of decades, the problem of domestic violence not only has not been the subject of comprehensive research. But it was also viewed through the prism of public opinion. Meanwhile, according to statistics, women and children suffer the most from various forms of violence. These are colossal, devastating dramas, often taking lives. Every year in Russia, seventeen thousand young children become victims of crime. At the same time, every second of the dead children is killed by parents or persons replacing them. Children, the elderly, women and the disabled make up more than a third of all those affected by family and domestic relations. [4, p.3]
Violence against children in families has taken alarming proportions in Russia. According to unofficial statistics, between 50,000 and 60,000 children run away from home each year to escape the abuse and arbitrariness of their parents. At present, according to various sources, there are between 3 and 5 million homeless children in Russia. Social orphans, that is, those with parents, are 95% of abandoned children. Every year, 2 million children under the age of 14 are physically abused, one in ten die from beatings, and 2,000 commit suicide. And this happens not only in the so-called dysfunctional marginal families, but in families where there are both parents, where the family has sufficient material support. The conducted studies do not confirm the relationship between the level of wealth, education, family composition and domestic violence.
However, it only seems that the “door” to intra-family relations is closed; the only question is how to find the "key".
The main tasks of teachers in this direction are to promote unity, family cohesion, establishing relationships between parents and children, creating comfortable conditions for the child in the family, as well as a comprehensive systematic study of the family, the characteristics and conditions of family education of the child. [4, p.3]
1. Domestic violence as a socio-psychological problem
Modern secular and Orthodox pedagogy presents three points of view on the concept of family . The first considers the family as the primary unit of society, as an institution of socialization (A.S. Makarenko, V.A. Sukhomlinsky). The second - the point of view of Orthodox pedagogy - considers the family as a small Church, in which the hierarchy established by the law of God is observed (S.S. Kulomzina, L.I. Surova, Father Alexy (Uminsky). And the third is making attempts to combine these two positions on the basis of the Christian worldview (K.D. Ushinsky, N.I. Pirogov, V.V. Zenkovsky, T.I. Vlasova, I.A. Pankova, V.I. Slobodchikov, I.A. Solovtsova), coordinating the achievements of modern pedagogy with the teaching and life of the Orthodox Church.
The penetration of violence into family life leads to the destruction of the individual, leads to the deconstruction of the moral, spiritual foundations of family education, to an increase in child neglect, homelessness, the involvement of minors in criminal activities, and to an increase in the number of mentally unhealthy children. In such conditions, preventive measures against domestic violence are necessary, which become an important task for state social work bodies, police departments, schools, preschool institutions, teachers and parents.
In many countries, domestic violence is seen as a serious social problem and is the focus of various academic and practice-oriented disciplines. This problem is also very relevant for Russia, which is in a protracted and painful period from one political and socio-economic structure to another. As the history of civilization shows, global changes in society are always accompanied by bitterness.
The loss of former social guidelines and the conflict of life values, uncertainty about the future, instability of the socio-economic situation, declining living standards, as well as the need to make non-standard decisions (which in itself is an uncomfortable, and often stressful factor) contribute to the growth and more intense manifestation of aggressiveness and cruelty.
In this regard, from a psychological point of view, modern violence is seen as a kind of neurotic protest of the individual against various kinds of stress factors and conditions of social life that put pressure on her and the conditions of social life, to which it is difficult for her to adapt.
Most often, children, women, the elderly and the disabled are subject to violent actions by family members. Men in the family are more likely to experience psychological abuse.
Families in which relationships are built on violence are at risk, since children who grow up in such a dysfunctional environment subsequently become either victims or themselves subject their loved ones to violence. According to statistics, 95% of people held in colonies experienced or witnessed violence in childhood.
Domestic violence violates such human rights as the right of everyone to equal protection before the law and non-discrimination on the basis of sex, age, marital or social status; the right not to be ill-treated; the right to life and physical integrity; the right to high standards of physical and mental health.
The village of Zelenoborsky is located 60 kilometers from the city of Kandalaksha - this is both good and bad. Our once prosperous village suddenly turned into an economically unstable one. State farm "Knyazhegubsky", DoZ, Lespromkhoz, RMZ disappeared from the economic space of the settlement for more than 10 years. There were very rich and very poor. Both have the same conditions for housekeeping, but most have already developed social pessimism.
This is one of the reasons for the social instability of the village, the decline in moral principles in the family, among the youth and adolescents.
In the last two years alone, the number of dysfunctional families has doubled in the village. The psychological climate is also deteriorating in stable families.
A sharp increase in stressful situations affects children. Lack of care in families, psychological deprivation, physical and psychological violence pushes children to rash acts and escapes. It is family trouble that is the prerequisite for various deformations of the process of socialization of the child's personality, which ultimately manifests itself in neglect or homelessness of minors. Most of those who work with children have come to the conclusion that it is easier to do everything possible so that the child does not end up “on the street” than to return him “off the street” to normal life. For several years, the school's teachers and the teaching staff of the Zelenoborsk orphanage have been struggling to bring up children who have arrived from the Tikhvin boarding school, who have acquired permanent personality deformations due to abuse in their former families. The socio-psychological approach considers domestic violence as a product of socialization, a reproduction of that model of behavior, that life experience that a person received in a family up to 5-6 years. Many pupils of the orphanage, unfortunately, will never be able to build the right model for raising their future children (because until the age of 7-11 they were brought up on violence).
Today we are talking about prevention, but in the past few decades, domestic violence has been recognized as a serious and widespread problem that gives rise to many other social and individual problems. In particular, an understanding was formed that it is not enough just to punish the perpetrators, it is also necessary to rehabilitate the victim of violence and work with the person who committed the violence in order to avoid a repetition of the situation. The highest priority task is to work with the family, to inform and educate the family. In time to draw the attention of parents, where their child spends time, to prevent future juvenile delinquency.
The method of territory mapping has been introduced in the educational institution. Using the mapping method, the socio-psychological service of the school helps all families interested in raising their children. The places where low-income families live, families of “social risk”, single parent families, large families are identified, the places of “Pyatak” are identified, where the accumulation of minors who are prone to delinquency or run away from home due to various conflicts is concentrated.
According to these maps, the most disadvantaged areas of the districts of the village are marked. Also indicated are those stores in which cases of sale of alcoholic beverages and tobacco products to minors were recorded.
It is impossible not to admit that today there are no complete and realistic statistics on the scale and frequency of cases of domestic violence either in the country or in a separate locality for obvious reasons: the closeness of the family as a system (unwillingness to wash dirty linen in public); the interdependence of victims and perpetrators; lack of family access for social workers; insufficient information from medical institutions and law enforcement agencies, which does not allow drawing conclusions about the extent of this phenomenon.
Features of the behavior of parents or persons replacing them, allowing to suspect physical abuse of children in the family:
Contradictory, confusing explanations of the causes of injuries in a child.
Late medical attention.
Blaming the child's own injuries.
Lack of concern for the fate of the child.
Inattention, lack of affection and emotional support in dealing with the child.
Stories about how they were punished in childhood.
2. Diagnosis of family troubles and ways to level it
A social teacher at school, working with parents, solves problems in a timely manner, acting as a consultant-informer (explaining the possible consequences of actions, commenting on the legal framework, giving psychological and pedagogical recommendations, addresses of specialists, etc.).
1. Based on many years of work in an educational institution, an algorithm for identifying and eliminating family troubles was developed, which consists of 4 components:
— regulatory framework
- sources of information about family problems
— joint work with the authorities of the prevention system
- measures of influence: work with a dysfunctional family.
Legal Framework
There are three levels of laws governing the rights of the child.
Level 1 - international:
Declaration of the Rights of the Child
Convention on the Rights of the Child
Level 2 - laws of the Russian Federation:
Constitution of the Russian Federation
Family Code of the Russian Federation
Administrative Code of the Russian Federation
Federal Law "On Education"
Federal Law "On Basic Guarantees of the Rights of the Child in the Russian Federation"
Federal Law No. 120 “On the basics of the system for the prevention of neglect and juvenile delinquency”, etc.
Level 3 - regional:
Laws of the Murmansk region
Program "Children of the Kola Arctic"
(4 subprograms: "Prevention of neglect and juvenile delinquency", "Healthy generation", "Orphans", "Children and creativity")
As well as school local acts, documents:
documents of social and pedagogical patronage (acts, a notebook for registering family visits);
documents of the Crime Prevention Council;
materials of psychodiagnostics;
results of joint raids;
complaints and statements of citizens;
information about offenses from the PD;
information from KDN and RFP
database of children in difficult life situations
preventive cases (for students and families of IPU)
Sources of information
about family troubles are:
class teachers report on the psychological state and appearance of the child, his mood
school and additional education teachers
school paramedic (if bruises, abrasions are found during examinations of students, immediately inform the social teacher or deputy director for VR)
PDN inspector reports facts of child abuse
KDN and ZP specialists
residents of the village (personal appeals, by phone)
relatives
neighbors (there are cases when neighbors come to school or report by phone about frequent scandals, screams in the family of our student. Each specific case is analyzed: we talk with parents, depending on the situation and with the child. Sometimes we involve a PDN inspector)
Friends
Collaboration
The work is being built in close cooperation with the authorities of the crime prevention system:
PDN - joint raids during which we visit families, discos, places where teenagers spend their free time
KDN and ZP
department of children's rights
health care institutions - hospital specialists conduct conversations, lectures
public employment service
administration of the urban settlement Zelenoborsky
department of social support of the population
additional education institutions
Ministry of Emergency Situations - regularly held talks on "How to behave in water bodies", "Individual life-saving equipment", introduces fire extinguishing equipment, etc.
Traffic police - conversations, introduces the rules of the road
Effective measures of influence
for a dysfunctional family
The most effective measures to influence a dysfunctional family are:
Individual conversations, consultations
Invitation to the Crime Prevention Council
Invitation to the meeting of the CDN and the RFP
Deprivation of parental rights - as a last resort
Influence through the media
Promotion of a healthy lifestyle - it has become a tradition at school to hold joint family holidays
Promotion of family values
Administrative fines
Permanent patronage
Joint activities of children and parents
Interaction of all services in early detection and individual approach to solving the problems of each family.
DIRECTIONS AND FORMS OF WORK WITH DISRUPTED FAMILY
Areas of work | Forms of work | |
Diagnosis of family trouble | observations of teachers; questioning children and parents; compilation of a data bank of students in a difficult life situation (children with disabilities, under guardianship and guardianship, without guardianship, who do not have Russian citizenship, who are on different forms of registration, children of parents of disabled people, from large, low-income families, with one mother, with one dad); mini-conciliums; trainings; analysis of documents (personal files of students, medical records); analysis of products of children's creativity; drawing up social class passports; drawing up a social passport of the school; resolutions of the CDN and ZP; information from PDN; appeal of parents (legal representatives, relatives, neighbors); visiting families of first-graders, fifth-graders, tenth-graders (according to the results of the visit, examination certificates are drawn up, if necessary, petitions to various authorities) |
|
Individual assistance dysfunctional family | advice on overcoming difficult life situations (individual conversations); consultations of specialists: deputy directors, speech therapist, social pedagogue, teacher-psychologist, subject teachers; family therapy, psychotherapy; individual social patronage of families. |
|
Group work with parents from dysfunctional families | sports groups (basketball, football - dads work out with their sons in the school gym, at the stadium); training groups (“I am a message”, “Fathers and sons”, “Pocket money: pros and cons”, etc.; counseling; family evenings "Let there always be a mother", "With all my heart", "Parents' house - the beginning of the beginnings"; sports holidays “Mom, dad, I am a sports family”, “Dad is good, son is a daredevil” and many others. others |
|
Prevention of family trouble | Parent general education: parent meetings, conferences, parent meetings, information on the school website Acquaintance with psychological and pedagogical literature: exhibitions in the school library, at parent meetings, in personal conversations Generalization, enrichment and understanding of the successful educational experience of parents At MO class teachers Conversations for teenagers Employment for the work of parents who are on the IPU Health summer camp at the school Production teams at the school Registration in the KDN and ZP, intra-school registration Individual assistance to the child in studies: additional classes, consultations. |
|
Social help for disadvantaged families | Free food was provided to 231 students 49%: 3 - disabled children, 6 - children of disabled parents, 1 - registered with a phthisiatrician, 69 - m / o, 152 - in a difficult life situation; As part of the interdepartmental operation "School", school supplies were allocated to 20 students; allocation of material assistance to graduates from low-income families assistance is provided in obtaining targeted assistance, subsidies for rent, child benefits; for the purpose of social protection, we place children in a center for social assistance to families and children, an orphanage Interchangeable information stands “Your Rights”, “Regulatory Framework for the Protection of Childhood Rights”, “Attention Pandemic Influenza”, “Be Careful at Life Stops” are in operation. New Year's gifts from the Red Cross Free lunches in canteen No. 1 along the line of the Red Cross career guidance work (elective courses "I choose a profession", "From self-improvement to self-realization", the annual information stand "Entrant", an exhibition of educational services foster family institute young family institute charity actions ("Christmas present") |
2. Study of families
I would like to dwell in more detail on two forms of studying the family. This is work with families of first-graders and drawing up a social passport.
2.1. Families of first graders
One of the effective methods of early detection of family troubles is a survey of the living conditions of families of first-graders together with the class teacher in September. The educational institution has developed a local act regulating the activities of the class teacher in the issue of mandatory visits to the families of students at the beginning of the school year.
At the beginning of the school year, the social teacher conducts a reconciliation of families registered with the KDN and ZP, focuses on what you need to know about a dysfunctional family:
1 . Material and living conditions.
2. Emotional and moral climate.
3. The regime of the day of the child in the family.
4. Methods and techniques for influencing adults on children
5. Family leisure.
6. Level of pedagogical culture of parents.
2.2. social passport
In September social class passports are drawn up. We have developed an improved form of a social passport, which includes the following columns:
Total students, boys, girls
Number of complete families
Students under guardianship and guardianship
Living with relatives without care
Orphanage students
Students living in families with socially dangerous behavior
(families registered in the CDN and ZP, intra-school registration)
Students who are individually registered in the KDN and ZP, PDN, intra-school registration
— students from large families
Students living with one mother
- students living with one father
Disabled children
Children, parents of disabled people
Trainers who do not have Russian citizenship
Information about parents (education, place of work).
Only after thoroughly studying the family, it is possible to draw up such a social passport: class teachers talk with students, parents, visit families, and conduct surveys.
On the basis of class passports, a social passport of the school is compiled.
3. Analysis of the socio-economic situation of families for 2010-2014
The number of complete families is slowly decreasing, while the number of students raised by one mother is increasing.
The number of children with disabilities in the school has decreased, but the number of students under guardianship and guardianship is increasing - 28.
To date, 12 families in a socially dangerous situation are registered with the KDN and ZP.
These families are regularly visited according to the plan once every two months, but there are situations when they are visited more often. A preventive file has been opened for each family, in which the work carried out with the family is noted.
At the same time, I would like to note that a social pedagogue should not take on the functions of raising and caring for children in these families, replacing parents, as this gives rise to a passive dependent position of family members.
An indicator of the negative impact of a dysfunctional family on a child is also delinquency among adolescents. To date, registered in the CDN and ZP, PDN consists 3 students.
The main behavioral disorders at school among teenagers are:
absenteeism without a valid reason
aggressiveness
inadequate responses to comments from adults
conflicts with teachers, with parents
frequent use of informal language
fussiness or hyperactivity
Crime prevention work is carried out in three areas:
work with students
work on legal education among students and parents,
work with teachers.
5. Methodical work.
Great methodological assistance to the socio-psychological service of the educational institution is provided by training regional seminars organized by the department of childhood in Kandalaksha:
"Working with dysfunctional families" - the forms and methods of work were revealed
"Family group conferences" - the main idea, family problems should be solved by family members themselves, specialists only offer their help.
"Selection of candidates for host parents: motivation and selection criteria".
Seminar-training "Development of educational competence" - (conducted by psychologist-trainer Robert Tuikin).
Training under the program "Pride".
"Learning - I learn!" — formation of a healthy lifestyle and prevention of HIV and drug addiction.
Methods are used in individual interviews, consultations with parents. At the MO class teachers we discuss new forms of work with parents: for example, mini-meetings of parents (5-6 people each), consultations via the Internet.
On their basis, parent meetings have been developed in an educational institution:
"Motives for Bad Behavior"
"The role of the family in the development of a healthy personality",
"Violence in the family: forms, types, consequences",
“Education: duty or vocation”, etc.,
This algorithm for identifying and eliminating family troubles is quite general in nature, it serves only as a canvas for the activities of a social pedagogue. Each school, family, surrounding society has its own characteristics, its own problems, which means that social educators have a field for creativity, to enrich these recommendations.
Conclusion
Talking about family troubles is both simple and difficult at the same time, because its forms are quite diverse, as are the varieties of family unions. If, with obvious family problems (such as alcohol addiction of family members, family conflicts, violence and child abuse), neither educators nor the public have any doubts that such families cannot successfully cope with their basic functions, first of all with educational tasks, have a desocializing effect on children, then its hidden forms do not cause much anxiety and concern. Outwardly respectable families with hidden troubles demonstrate a double morality, which children quickly assimilate and make the law of their lives. [5, p.3]
If we talk about the causes of family trouble, then here, too, not everything is simple, as it might seem at first glance. Drastic changes in the economy and social policy in Russia had a negative impact not only on the material side of the family, but also on the relationship between its members, and, above all, between parents and children.
As a result, tension in communication between parents and children increased, and the level of anxiety increased sharply already in elementary school. On the one hand, parents do not have enough time to perform the educational function in the required amount due to the additional workload. On the other hand, many parents do not have the knowledge to solve a particular problem, often unexpectedly arising in family relationships.
But there are us, teachers and educators of educational institutions, who must be attentive to each child. Feel his inner world. Do not forget to see the problems of a small person behind daily worries, albeit capricious and sometimes unbearable, but so defenseless, waiting for our help and understanding.
Bibliography
Alexandrova O.V. The program of interaction between the school and the family "Unity and harmony" // The work of a social teacher in the school and microdistrict. - 2012. - No. 1. - p.96-107
Assistance to children affected by domestic violence: legal aspects, training sessions, recommendations / ed.- comp. Ya.K. Nelyubov. - Volgograd: Teacher, 2009
Psychological workshop and training: prevention of violence in the family and school / ed. L.V. Prikul. - Volgograd: Teacher, 2009
Cooperation between teachers and families: organization of the work system /ed.-comp. ON THE. Alymova, N.A. Belibikhin. - Volgograd: Teacher, 2008
Tseluiko V.M. Psychology of a dysfunctional family: a book for teachers and parents / V.M. Tseluiko. - M .: Publishing house VLADOS-PRESS, 2006
Preventive work with the schoolchildren's family
In modern conditions, when most families are concerned about solving the problems of economic and sometimes physical survival, the social tendency of self-withdrawal of many parents from solving issues of upbringing and personal development of the child has intensified. Parents, not possessing sufficient knowledge of the age and individual characteristics of the child's development, sometimes carry out education blindly, intuitively. All this does not bring positive results. In such families, there are no strong interpersonal ties between parents and children, and, as a result, the external, often negative environment becomes "authority", which leads to the "out" of the child from the influence of the family.
The current situation, along with other objective and subjective reasons, contributes to the growth of child neglect, crime, drug addiction and other negative phenomena among children, adolescents and youth. There is an alienation of the family from educational institutions, the family - from the interests of the creative and free development of the child's personality.
It is the family from early childhood that is called upon to lay moral values in the child, guidelines for building a reasonable lifestyle. Some parents do not have special knowledge in the field of education, experience difficulties in establishing contacts with children. But not all parents respond to the teacher's desire for cooperation, show interest in joining efforts to raise their child.
Main legal documents
The work is carried out on the basis of:
The Constitution of the Russian Federation, the Family Code of the Russian Federation, the Criminal Code, the Code of the Russian Federation “On Administrative Offenses”, the Federal Law of the Russian Federation No. 120 “On the Fundamentals of the System for the Prevention of Neglect and Juvenile Offenses”, the Federal Law of the Russian Federation No. 87 “On the Restriction of Tobacco Smoking”, laws and regulations of the Murmansk region.
Principles of preventive work
Preventive work is based on such principles of activity as:
- the principle of a person-centered approach;
- the principle of positive perception and acceptance of personality;
- the principle of confidentiality.
One of the main tasks is to provide effective assistance to the family in matters of successful social adaptation of children and adolescents. At the initial stage of work, the family is diagnosed:
- in composition and structure;
- on material security;
- on housing and living conditions;
- determination of the educational position of the family, the nature of relationships in the family;
- determining the position of the child in a group of peers, in the field of informal communication;
- identification of the nature and characteristics of the immediate environment of the child and his position in it;
- revealing the attitude of the child to alcohol, narcotic substances, smoking.
After collecting the information, it is analyzed and systematized. Then the search for ways to solve the problem begins. To do this, on the basis of the diagnosis, a goal is set, and the tasks of the work are determined.
Preventive work is a complex and time-consuming process. The specific task of the school is to carry out early prevention. The basis of early prevention is the creation of conditions that ensure the possibility of the normal development of children, the timely detection of crisis situations that arise in students. Since the path of a person in life begins with the family. The family was, is and will be the leading social institution in the formation of personality.
Forms of preventive work
The school uses the following forms of preventive work with students and their families to promote a healthy lifestyle:
- preventive conversation with students and parents;
- visiting classes for the purpose of observation;
- involvement of a teenager in socially significant activities (associations of additional education, circles, sections);
- involvement of a psychologist teacher (consultations, trainings, individual and group correctional work);
- visiting family, because to develop an effective family assistance program is possible only with regular visits and study of the family;
- in order to assist parents in shaping the moral lifestyle of the family and adolescent, psychological and pedagogical education of parents and students on topics relevant to the school is organized:
- socio-pedagogical counseling;
- class hours, parent-teacher meetings with the involvement of school employees (deputy director for educational work, social pedagogue, teacher-psychologist, juvenile affairs inspector, medical worker);
- the website of the school, which contains recommendations for parents of students;
- information stand, which contains information about various services, institutions, recommendations for parents);
- broadcasts;
- organization of drawing competitions (“For a healthy lifestyle”, etc.);
- essays;
- issue of school newspapers, bulletins;
- involvement of a teacher of physical culture, various events are organized (“Merry Starts”, etc.), teachers of the basics of life safety, biology;
- the Health Protection Council is organized at the school (holds actions, for example: “No smoking: replace a cigarette with a candy”);
- prevention advice.
Communication of the school with other institutions
For more effective work, it is necessary to create coordination links between services and institutions for the prevention of a healthy lifestyle. The school is the coordinator. Therefore, the school is working to attract specialists from institutions of the prevention system. Specialists of various institutions speak at class hours, they organize round tables, provide information sheets. The following institutions are involved in preventive work:
- department for juvenile affairs;
- Commission on Juvenile Affairs (KDN);
- house of culture CM. Kirov (department for work with youth);
- a center for social assistance to families and children in Murmansk (if necessary, parents and students are sent);
- family planning center in Murmansk;
- center for prevention and control of AIDS in Murmansk;
- Regional Center for Medical Prevention in Murmansk;
- Murmansk Regional Narcological Dispensary (in the direction of the KDN, where you can get advice);
- complex center of social services for youth (information sheets) in Murmansk.
For effective preventive work, it is necessary to carry out close, constant interaction with the subjects of the prevention of a healthy lifestyle, because. only with joint activities will this work be effective.
In recent years, there has been an increase in dysfunctional families in the country, in which children are left to the mercy of fate. Preventive work with the family is an important component of activities in a general education institution.
The relevance of this topic lies in the fact that the family in modern conditions does not always get out of difficult life situations. She needs outside help. This assistance can be provided by a social worker.
The volume of solved problems related to dysfunctional families and difficult teenagers largely depends on the public, 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 be directly involved 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, where parents are alcoholics or drug addicts, chronically ill or disabled. Modern conditions have added the unemployment of parents.
Our country is undergoing dramatic changes in economic, political and social life.
Today it can be foreseen that these changes will lead to the emergence of new social problems that will primarily affect the upbringing, development, and social formation of children and adolescents.
Real life, analysis of statistical data, demographic forecasts allows us to state the growing trouble in the sphere of childhood: unfavorable trends in demographic processes, an increase in child mortality, deterioration in children's health, their nutrition, everyday life and leisure, an increase in child neglect, crime and social orphanhood, child alcoholism and drug addiction, child abuse.
Over the past decade, the number of children who fled from their parents, from educational institutions, missing, has tripled, many of them became victims of crime.
According to prosecutorial oversight, the main reason for the intensification of this dangerous trend is the lack of proper family and social education, the cruel treatment of adults and peers, which provoked minors to flee and, often, pushed them to suicide.
The lack of humanity and mercy in society affects, first of all, children, as the least protected part of the population. Their problems and experiences were given less attention in the family.
It must be admitted that in modern Russia there is a social bottom. However, not everything is determined by material well-being. Loss of value orientations plays a big role here. Entire segments of the population fall to the social bottom: the disabled, single mothers, refugees, the unemployed, those with many children.
The family as a whole is currently experiencing a crisis, and after all, value norms and rules, love, care, sympathy, and responsibility are cultivated in the family.
Working with a problem family is one of the priority areas in the activities of a social pedagogue.
WHAT IS A DIFFERENT FAMILY?
We mean trouble towards the child. To talk about a child in a dysfunctional family means to talk about:
What are the children with their psychological and psychopathological characteristics, prone to overreaction to family troubles.
How does family trouble affect a child who is prone to an aggravated response to all sorts of unfavorable facts.
How a child can disturb the peace of the family, causes irritation, anger, impatience in parents to turn the family into a dysfunctional one, and the latter, in turn, can further aggravate the mental state of the child
What should teachers do, at least in general terms, to help the child, because it is not his fault that he lives in dysfunctional family conditions.
Article 1 of the Federal Law of June 24, 1999 No. 120-FZ
"On the fundamentals of the system for the prevention of neglect and juvenile delinquency" gives the concept of a family in a socially dangerous situation - this is a family with children in a socially dangerous situation, as well as a family where parents or other legal representatives of minors do not fulfill their duties of raising them , training and (or) content and (or) negatively influence their behavior or abuse them.
After making sure that the child lives in difficult conditions, you need to:
Explain to parents that because of their conflicts with each other, the child suffers, that the child should not be a bargaining chip in the difficult game of adults.
If it is not possible to reason with parents who create a psychologically traumatic environment for their child that can disfigure his soul, it is necessary to isolate the child from such parents.
If a student has already developed mental anomalies on the basis of family conversations, he should be consulted.
- child neglect and homelessness
- run away from home
- sexual promiscuity
- offenses
- alcoholism
- addiction and substance abuse.
There are three family groups:
1. Families with an irresponsible attitude to the upbringing of children, where the situation is complicated by the immoral behavior and lifestyle of the parents.
2. Families with a low pedagogical culture of parents, where mistakes are made in the choice of means, methods and forms of work with children, where parents cannot establish the correct style and tone of relationships with children.
3. Families in which neglected children are allowed for various reasons: discord in the family, long business trips, parents being busy with work or social activities.
As the main methods that allow you to quickly obtain reliable data about the child and his situation, I propose to use: "Questionnaire for a teenager at risk" and "Methodology for studying the personality of a socially maladjusted teenager and his immediate environment." The "Questionnaire for teenagers" gives us the opportunity to identify children of the "risk group", 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, it allows you to identify protective factors that are positive for a teenager (favorite activities, people he trusts, his vision of a way out of this situation).
After making sure that the child lives in difficult conditions, the teacher must:
Explain to parents that because of their conflicts with each other, the child suffers, that the child should not be a bargaining chip in the complex game of adults who compete, not cooperate with each other.
If it is not possible to reason with parents who create a psycho-traumatic environment for their child, capable of disfiguring his soul, you need to isolate the child from such parents sometime, place him in a boarding school, in a sanatorium, advise him to transfer many options to other relatives for a while, and in each specific case the best of them will be purely individual.
If a student has already developed mental anomalies, on the basis of family conversations, he should be consulted by a child psychiatrist who comes to school for preventive examinations. And then he decides what to do.
Everyone is well aware of the consequences of living and growing up in a dysfunctional family.
child neglect and homelessness.
run away from home.
sexual promiscuity.
offenses and criminal activity.
alcoholism.
The work with such children should be differentiated. For the convenience of this work, three groups of families can be distinguished:
Families with an irresponsible attitude to raising children, where the situation is complicated by the immoral behavior and lifestyle of parents.
Families with a low pedagogical culture of parents, where mistakes are made in the choice of means, methods and forms of work with children, where parents cannot establish the correct style and tone of relationships with children.
Families in which children are allowed to be neglected for various reasons, discord in the family, parents are busy with personal experiences, long business trips, parents are busy with work or social activities.
A TEACHER'S CONVERSATION WITH THE PARENTS OF A CHILD FROM A DISTRIBUTED FAMILY.
1 . What good can I say about a teenager? (for the purpose of psychological location of parents, attracting them to allies).
2. What worries me about him? (the same thing that is the subject of calling parents to school, coming to their home, discussing at a parent meeting).
3. What, in our general opinion, are the reasons for this negative phenomenon, fact? (this causes frankness, which means it will reveal the true reasons)
4. What measures should be taken by the school as well? (development of a common strategy and tactics of education and re-education)
5. What general requirements, general principles of transition to a child should be followed in order for the measures to be effective? (in this situation, parents frankly take the side of the teacher and actively help him).
The task of the entire teaching staff working with adolescents. Brought up in adverse environmental conditions, which they themselves are not yet able to change. To form the internal stability of the individual, a critical perception of negative factors.
SYSTEM OF PRINCIPLES OF FAMILY EDUCATION.
Children should grow up and be brought up in an atmosphere of goodwill, love and happiness.
Parents must understand and accept their child as he is, and contribute to development.
Educational influences should be built taking into account age, gender, and individual characteristics.
The diagnostic unity of sincere, deep respect for the individual and high demands on it should be the basis of the system of family education.
The personality of the parents themselves is an ideal model for children to imitate.
Education should be based on the positive in a growing person.
All activities organized in the family for the development of the child should be built on the game.
Optimism and major are the basis of the style and tone of communication with children in the family.
In the first third of the 20th century in Russia, the family was a strong, reliable and effective school for raising children, in which both parents, grandparents, were engaged in upbringing. After the October Revolution, everything changed: a woman was liberated, private property was destroyed, family education was replaced by a public one (kindergarten, nursery, boarding school, etc.), parents stopped raising their children as heirs. Many women have developed a negative attitude towards motherhood.
By the 1980s, the situation was aggravated by economic, civil and social processes that led to drunkenness, drug addiction, theft, prostitution, cruelty and violence against women, children, the elderly and the elderly. The emotional and spiritual closeness between parents and children has been broken, a certain part of fathers and mothers have ceased to be engaged in education, relying on educational institutions. As a result, in many families children grow up with distorted ideas about the meaning of human life, decency, human values, with a lack of respect and the habit of honest work.
The decrease in the level of positive parenthood and the inhumane attitude towards native children in the late 20th and early 21st centuries is due to a variety of objective and subjective factors:
Low income.
Genetic and spiritual degradation of generic feelings (blood ties);
The number of fathers and mothers who abuse alcohol and drugs has increased, the number of suicides has increased, all this leads to an increase in families at risk for children and society. It is in such families that marriages are dissolved, children become orphans (33,000 orphans and children left without care, of which 86% are social orphans with living parents), there is a complete degradation of family members;
The presence of fathers and mothers serving sentences in places of deprivation of liberty, who cannot give anything to their children, either morally or materially;
Unpreparedness of boys and girls for future family life;
Changes in the main functions of the family: reproductive - a tendency towards a youth type, educational - difficulties and difficulties in raising children, establishing contacts with them, moral and normative - worsening relations between parents and children, violence and cruelty in dealing with a wife, children, the elderly, alienation children from parents and vice versa, regulatory - weakening control over the life of children, ignoring healthy lifestyles, weakening parental attention to personality formation, alcohol and drug abuse, an increase in suicides among children.
Under dysfunctional, we tend to accept such a family in which the structure is broken, the basic family functions are depreciated or ignored, there are obvious or hidden defects in upbringing, as a result of which “difficult” children appear.
Given the dominant factors, dysfunctional families can be divided into two large groups, each of which includes several varieties.
first group make up families with a clear (open) form of trouble: these are the so-called conflict, problem families, asocial, immoral-criminal and families with a lack of educational resources (in particular, incomplete families).
second group represent outwardly respectable families, whose lifestyle does not cause concern and criticism from the public, however, the values and behavior of parents in them sharply diverge from universal moral values, which cannot affect the moral character of children brought up in such families. A distinctive feature of these families is that the relationships of their members at the external, social level make a favorable impression, and the consequences of improper upbringing are invisible at first glance, which sometimes misleads others. Nevertheless, they have a destructive effect on the personal formation of children.
The main activities of the class teacher in working with students and their parents.
The main task of the class teacher (shared with parents) is to create conditions for the free development of the physical and spiritual strengths of students, guided by the interests of children and their age needs, to protect them from all adverse factors that interfere with this.
The class teacher should be aware of the problems of the physical and mental health of students and do everything possible so that both parents and students are not afraid to talk about their problems.
First place in the work of the teacher are taken out students' physical health problems, since it is the quality of the child's health that determines academic success and the level of his development.
To ensure the normal physical health of schoolchildren, the class teacher works in the following areas:
1. Involving children under the Health program.
2. Involvement of physical education teachers and parents in this activity.
3. Preparation and holding of class events aimed at students' awareness of the intrinsic value of health.
4. Informing parents about the specifics of physical development, bringing issues of maintaining physical health to parent meetings, involving medical specialists in educational work with parents and the students themselves.
The second direction of activity of the class teacher is communication.
Communication - it is an influence that determines the maximum development of the child's personality, it is primarily an aesthetic impact aimed at the formation of universally recognized values. Three personal formations contribute to the success of the work of a class teacher: interest in life, interest in a person, interest in culture.
Solving the problem of communication leads children to an understanding of universal human values, they should become the norm for students.
1. The highest value is human life. Nobody has the right to encroach on it.
Interest in life is an indispensable condition for working with children, a condition for the effectiveness of education.
Education from these positions is aimed at the formation of the ability to be happy, which is based on the acceptance of life as a gift of nature.
2. Understanding and perception of a person as a person who has the right to understanding, who is able to improve, who has individual values (family, close people, hobbies).
The class teacher should perceive children as carriers of an individual inner world and therefore be easy to communicate, kind in assessment, calm and unfussy in organizing the case.
3. Cultural values of the world, their significance in the development and formation of a person, the formation of an understanding of their necessity and importance of life.
What universal values can help in the educational process - in introducing the child into the context of modern culture? Their main role is to become a regulator of the norms of communication between people, criteria for evaluating human actions.
The task of the teacher is to help students understand that without accepting the cultural values of the world, without mastering them, they will not be able to take place in adult life.
The third area of activity of the class teacher - This is the cognitive sphere of a child's life. Protecting students in this area means explaining to all subject teachers the individual characteristics of a student. At the same time, the class teacher protects not the student, but the person in him, approaching each child from an “optimistic” position (A.S. Makarenko).
To solve this problem, you need to pay attention to:
To develop, together with the family, a unified tactic in the development of the student's learning skills, his cognitive activity, his future professional definition;
On the implementation of activities that expand the horizons and cognitive interests of the student, stimulate curiosity, research thinking;
To conduct psychological and pedagogical consultations that develop programs for correcting the general educational skills of individual students and the entire class;
To organize classroom hours to improve students' learning skills and abilities, self-development.
The fourth area of activity of the class teacher is family, in which the student grows, is formed, is brought up. The class teacher must remember that by educating a student, he primarily affects the educational potential of the family. The object of professional attention is not the family itself and not the parents of the child, but family education. It is within this framework that his interaction with his parents is considered.
The teacher needs to know what is the scope of the material existence of the child, what is the way of his life, what are the traditions and customs of the family. The following is needed here:
1. The study of the family atmosphere surrounding the student, his relationship with family members.
2. Psychological and pedagogical education of parents through a system of parent meetings, consultations, conversations.
3. Organization and joint spending of free time of children and parents.
4. Protection of the interests and rights of the child in the so-called difficult families.
Thus, the class teacher implements the function of parental education (information about the educational concept of the school, the pedagogical position of the class teacher, about the methods of education, about the goals and objectives of the personal development of schoolchildren for a given period, about the course of the spiritual development of the child, about the features of the student's school activities, about the relationship in a group, about the identified abilities in current affairs, etc.) and the correction of family education - exactly the moan that is related to the child (the art of loving children), the child's mode of life and activity, which also ensures the correction of the personality of the parents.
Forms of interaction between the teacher and parents of students.
In practical work with parents of students, the class teacher uses collective and individual forms of interaction. Moreover, in both cases, both traditional and non-traditional forms of work are implemented.
Traditional forms of work with parents.
1. Parent meetings.
2. All-school and public conferences.
3. Individual consultations of the teacher.
1. The parents' meeting should educate parents, and not state the mistakes and failures of children in their studies.
2. The theme of the meetings should take into account the age characteristics of children.
3. The meeting should be both theoretical and practical: case studies, trainings, discussions, etc.
4. The meeting should not engage in discussion and condemnation of the personality of students.
parent conferences.
They are of great importance in the system of educational work of the school. Parents' conferences should discuss the pressing problems of society, of which children will become active members.
Problems of conflicts between fathers and children and ways out of them, drugs, sexual education in the family - these are the topics of parent conferences. Parental conferences should be prepared very carefully, with the obligatory participation of a psychologist, social pedagogue, who work at the school.
Their task is to conduct sociological and psychological research on the problem of the conference and their analysis, as well as to familiarize the students of the conference with the results of the research. Parents themselves are active participants in the conference. They are preparing an analysis of the problem from the standpoint of their own experience.
A distinctive feature of the conference is that it makes certain decisions or outlines activities on the intended problem.
Individual consultations.
This is one of the most important forms of interaction between the class teacher and the family. It is especially necessary when the teacher is gaining a class. In order to overcome the anxiety of parents, the fear of talking about their child, it is necessary to conduct individual consultations-interviews with parents.
In preparation for the consultation, it is necessary to determine a number of questions, the answers to which will help the planning of educational work with the class.
Individual counseling should be exploratory in nature and help create good contact between parent and teacher. The teacher should give parents the opportunity to tell him everything that they would like to introduce the teacher to in an informal setting, and find out what is necessary for their professional work with the child:
1. Features of the child's health.
2. His hobbies, interests.
3. Preferences in communication in the family.
4. Behavioral reactions.
5. Features of character.
6. Motivation for learning.
7. Moral values of the family.
During an individual consultation, you can use the "My child" questionnaire, which is filled out together with the parent:
1. When he was born, then ...
2. The most interesting thing in the first years of his life was ...
3. The following can be said about health ...
4. His attitude towards school was…etc.
Conversation.
Conversation in the educational arsenal of the class teacher is of great importance. The conversation is best used to prevent conflict situations between individual teachers and the family. It is necessary to use a conversation in working with parents in order to establish a trusting atmosphere, to identify difficult points of contact in conflict situations. The results of the conversation should not become public if one of the participants in the conversation does not want it. In a conversation, the class teacher should listen and hear more, and not get carried away with edifying advice.
Visiting a student at home.
One of the forms of interaction between the class teacher and the family is visiting the student at home. The teacher should warn about the proposed visit, indicating the purpose and day. Visits are only possible with parental permission. A teacher's visit to a family should leave a good impression on the family. To do this, you need to talk about abstract topics, ask about traditions, customs, joint affairs in the family, and only then discuss the reason for the arrival of the teacher in the family.
Non-traditional forms of work with parents.
1. Thematic consultations.
2. Parental readings.
3. Parental evenings.
Thematic consultations.
In each class there are students and families who are experiencing the same problem, experiencing identical personal and educational difficulties. Sometimes these problems are so confidential that they can be solved only in the circle of those people whom this problem unites, and understanding of the problem and each other is aimed at its joint solution.
In order for the thematic consultation to take place, parents must be convinced that this problem concerns them and requires an urgent solution. Parents are invited to participate in the thematic consultation with the help of special invitations. The thematic consultation should involve specialists who can help find the best solution to the problem. This is a social educator, psychologist, sexologist, law enforcement representative, etc. During the thematic consultation, parents receive recommendations on issues that concern them.
Approximate topics of consultations for parents.
1. The child does not want to study. How to help him?
2. Bad memory of the child. How to develop it?
3. The only child in the family. Ways to overcome difficulties in education.
4. Punishment of children. What should they be?
5. Anxiety in children. What can it lead to?
6. Shy child. Ways to overcome.
7. Rudeness and misunderstanding in the family.
8. Talented child in the family.
9. Children's friends - friends at home or enemies?
10. Three generations under one roof. Communication problems.
Parent Readings.
This is a very interesting form of work with parents, which makes it possible not only to listen to teachers' lectures, but also to study the literature on the problem and participate in its discussion. Parental readings can be organized as follows: at the first meeting at the beginning of the school year, parents determine the issues of pedagogy and psychology that concern them most. The teacher collects information and analyzes it. With the help of the school librarian and other specialists, books are identified that can be used to get an answer to the question posed. Parents read books and then use recommended literature in parent readings. A feature of parental readings is that, when analyzing the book, parents should state their own understanding of the issue and change their approaches to solving it after reading this book.
Parenting Evenings.
This is a form of work that perfectly unites the parent team.
Parent evenings are held in the classroom 2-3 times a year without the presence of children (it is possible with children).
The theme of parenting evenings can be very different. Most importantly, they must teach to listen and hear each other, themselves.
Approximate topics of parental evenings: “The first books of the child”, “Friends of my child”, “Holidays of our family”, “Songs that we sang and our children sing”, etc.
Methods for studying the student's family.
observation. The teacher observes the parents during family visits, at class meetings, in collective affairs. Observation of children can provide additional material for characterizing the family. For example, the teacher noticed that the student eschews collective affairs, does not go to events with the guys, and refuses public assignments. Such student behavior will alert the teacher and force him to get to know the family. You can use the included observation method, when the facts obtained by the teacher are supplemented by information obtained by the asset of parents or teachers of other classes.
Conversation. This method will help the teacher clarify certain provisions, find out the circumstances that explain or justify the child's behavior. The conversation helps to penetrate deep into the phenomenon, to expose the basis of the act, to find out its motives.
A collective conversation at a class meeting when solving pedagogical problems helps the teacher to find out the opinion of parents on certain issues of education.
Interview. It is used by the teacher when it is necessary to study the opinions of several parents on one or more issues at the same time. For example, when preparing a conference of parents on the daily routine, the teacher needs to know how much time it takes on average to teach younger students to independently control the distribution of time for the main activities. To this end, the teacher interviews parents from various families who require their children to strictly follow the daily routine.
Questioning. This research method allows the teacher to simultaneously obtain mass information. Analyzing the questionnaires, summarizing them, the teacher can draw a conclusion about how the issue of raising children in families is solved, compare the data obtained from previous years, and see the development trend.
But the survey may not give detailed results, since parents do not always give the true answer in the questionnaire. Sometimes these answers require clarification, then the teacher simultaneously gives a questionnaire to fill out for parents and children.
Works. The teacher uses this method of study when he wants to receive detailed, ambiguous answers to individual questions. For example, at one of the class meetings, you can ask parents to write an essay on a specific topic. (“How I would like to see my child after graduation”, “How we relax on the weekends”, etc.).
Method of generalization of independent characteristics. The method is used by the teacher when it is necessary to obtain the most complete knowledge about the family, the level of its spiritual development. To do this, the teacher talks with parents, with roommates, with representatives of public organizations, with members of the class parent committee. The generalized information will help the teacher to more thoroughly assess the level of spiritual development of the family and its influence on the upbringing of the student. But this method must be used very tactfully.
Diary of observations. To identify trends in the development of individual qualities of the child's personality, you can agree with the parents on keeping a diary of observations of the child. Parents keep this diary for a long time, when meeting with the teacher they discuss the results of observations, outline new prospects and specific tasks for the near future.
So, the varied work of the teacher with the student's family requires the teacher to have certain skills and abilities:
Use the knowledge gained in a pedagogical educational institution in practical work with parents;
It is good to see the perspective of the development of each child and help the family to outline the ways of its realization;
Establish good relationships with the student's family, be able to maintain business contacts with parents, taking into account their age and individual differences;
Taking into account the specific living conditions of each family, help parents choose the right ways and means to achieve their goals;
Plan work with parents of students, draw up a plan based on the level of upbringing of students in their class;
To see parents as their assistants, to be able to mobilize them to help the teacher at school;
Success in the work of a teacher with a student's family will be when relations with parents are built on a high respect for the interests of the family, parental authority, on every possible assistance to the family in its spiritual enrichment and, thus, in its cultural and moral influence on children.
ra. The characteristics of such dysfunctional families can be supplemented with the following manifestations: distrust, suspicion, denial of everything, impulsiveness, impatience, constant need for something, agitation, quick excitability, lack of knowledge and skills, impracticality, failure, a state of anger with fits of cruelty, violence, infliction family harm.
The behavior of parents in such families resembles the behavior of young children who cannot find contact with adults. Often parents in such a family are people who are unsettled in life, who are in deep depression.
This state of adults makes it impossible for the family to form caring relationships between family members and emotional support. The lack of emotional support for children from parents has profound consequences, which are expressed, in particular, in a decrease in self-confidence in children and adolescents.
The lack of material resources often affects the nutrition of the family, which reduces the resistance of children to diseases, leads to a weakening of their body, exhaustion, etc. Social and psychological detachment turns into an apathetic attitude to life, family passivity, self-destruction of the family personality. A dysfunctional family loses all faith in self-change and continues its forward movement towards complete collapse.
It is possible to conditionally divide dysfunctional families into three groups:
1. Preventive - families in which problems have an insignificant manifestation and are at the initial stage of trouble.
2. Families in which social and other contradictions aggravate the relationship of family members with each other and the environment to a critical level.
3. Families that have lost any life perspective, inert in relation to their fate and the fate of their children.
The following classification of dysfunctional families is possible: by number of parents- full, incomplete, guardian, adoptive, family of adoptive parents; by number of children- small children, large families, childless; for material well-being– low-income, medium-income, well-off; on parenting issues- a family of alcoholics, drug addicts, unemployed, criminogenic, deprived of parental rights, socially maladaptive. Families stand out pedagogically untenable; most often they are found when they have children of adolescence.
The identification of a family in need of assistance and rehabilitation should take place as early as possible. For 10 years of living in a dysfunctional family, the child has time to gain a huge experience of antisocial behavior, to break down psychologically, to establish himself in such a variant of life self-determination, which is contrary to the norms of society.
A child from a dysfunctional family reveals himself by his appearance, clothing, manner of communication, a set of obscene expressions, mental imbalance, which is expressed in inadequate reactions, isolation, aggressiveness, anger, lack of interest in any kind of education. The behavior of the child and his appearance not only speak of his problems, but also cry for help. But instead of helping, the environment of the child often reacts to him with rejection, rupture of relations, suppression or oppression of him. The child is faced with a lack of understanding of others, rejection and, as a result, finds himself even more isolated.
The age of the child may be different, but the problems of such children are approximately the same. Attention should be focused on the problem of a particular child and ways to overcome it, and not on the age factor, which should also be taken into account, but not be the main one.
While working with such a family, the teacher first encounters primary reactions of opposition. This may be denial, accusation, the desire to stigmatize someone, the impulsiveness of parents, children, provocation, avoidance of meetings, rejection of help.
It is often difficult to determine the results of working with a family. Each category of dysfunctional families has its own results in moving to the level at which it could do without outside help.
Indicators for assessing the functioning of the family.
Her standard of living has been brought to average levels (parents are trying to lead a normal life, got a job, take care of children, etc.).
Contacts of the family with the environment have been restored, the child attends school.
Decreased alcohol consumption.
Other family-specific issues have been resolved.
Improvement of living conditions - a very important positive thing has become cleaner in the apartment - it is easier to build relationships, the door has become locked with a key - it is safer for children and adults, etc.
It would be naive to believe that the implementation of correctional and rehabilitation activities can be carried out by only one class teacher. In providing assistance to a dysfunctional family, it is necessary to unite organizations of the city, district, village. Therefore, the issue of interagency cooperation between various institutions directly or indirectly related to helping a dysfunctional family is so acute. These are the Department of Education, the Department of Health, the Department of Internal Affairs, the Department of Social Protection of the Population, the KDN, the Inspectorate for Juvenile Affairs, the Employment Center, the Youth Policy Committee, socio-psychological and rehabilitation centers, narcological and neuropsychiatric dispensaries, etc. Their specialists: teachers, social pedagogues, psychologists, doctors, inspectors, teachers of additional education and other workers will be able to provide assistance and support to a dysfunctional family only when a clear agreement is established between them about who, what kind of assistance and when. Specialists should draw up a general plan for comprehensive support for a dysfunctional family, so as not to duplicate each other, but to complement and provide specific assistance.
Memo for class teachers when interacting with dysfunctional families.
1. Never take parenting action in a bad mood.
2. Clearly define for yourself what you want from the family, what the family thinks about this, try to convince them that your goals are, first of all, their goals.
3. Do not give final ready-made recipes and recommendations. Do not teach parents, but show possible ways to overcome difficulties, analyze correct and false decisions leading to the goal.
4. The class teacher is obliged to encourage success, to notice even the smallest successes.
5. If there are errors, incorrect actions, point them out. Evaluate and pause for the family to take in what they have heard.
6. Let the family know that you sympathize with her, believe in her, despite the oversights of the parents.
Conclusion
When working with dysfunctional families, the class teacher must:
1. Identification of dysfunctional families as a means of preventing social orphanhood (knowledge of the living conditions of the child, the presence of an act of material inspection).
2. Increasing the pedagogical culture of all categories of parents:
Organization of pedagogical education. Persuasion of parents that family education is not morality, lectures or physical punishment, but the whole way of life of parents (primarily healthy), way of thinking, actions of the parents themselves, constant communication with children from the standpoint of humanity.
Involving parents as active educators (family holidays at school, extracurricular extracurricular activities, participation in school management).
3. In order to avoid violence, cruelty, aggressive behavior towards their children, form the legal culture of parents.
4. Carrying out control and correctional work with parents (questionnaires, testing, analysis of the level of upbringing, education of children, individual conversations, etc.).
5. Take into account the peculiarities of upbringing in each individual family, based on positive experience, increase the priority of the family and family traditions among all subjects of educational activity: children, parents, teachers.
6. Eliminate the feeling of guilt of parents for their failure (a separate plan for working with problem groups of parents).
Literature:
1. Sultanova T.A. Working with disadvantaged families. Methodological guide - Ufa; 2005 10-11s; 25-40s.
2. Ivantsova A. About working with problem families. Education of schoolchildren - 2000 - No. 10 - p.18.
3. Kasatkina N.A. forms of interaction between teachers and parents in elementary school. - Volgograd; 2005. 6-21s;
Organization of preventive work with families of students who are in a socially dangerous situation
Social teacher
MBOU "Tigilskaya secondary school"
Kutova Natalia Anatolievna
The life of any person begins with a family.
Just as there are no perfectly similar people, so there is no perfect
identical
The family is the subject of study of various social sciences. Each has its own definition of the term.
From point of view sociology, is a group of people connected by blood relationship and marriage ties.
legal science complements this definition and says that a family is an association of several persons living together who are interconnected by legal relations, a certain range of duties that arise after marriage and entry into kinship.
In pedagogy and psychology focuses on the personal relationships of family members and different generations, on the educational and social role of the older generation in the development of younger members of the social group.
This concept is multifaceted. But each definition confirms that this is a small group, a cell of society in which people are interconnected by certain relationships.
A FAMILY THAT IS IN A SOCIALLY DANGEROUS SITUATION - this is a family with children in a socially dangerous situation, as well as a family where parents or other legal representatives of minors do not fulfill their duties in their upbringing, education and (or) maintenance and (or) negatively influence their behavior or treat them cruelly them (according to the Federal Law No. 120 of 06/24/1999 "On the basics of the system for the prevention of neglect and juvenile delinquency")
The main criteria for determining families in this category are
- failure by parents to fulfill their obligations to provide for children (lack of necessary clothing for children, regular meals, non-compliance with sanitary and hygienic conditions);
- lack of conditions for raising children (lack of work for parents, housing, etc.)
- involvement of children in illegal activities (begging, prostitution, etc.);
- abuse of people by parents;
- lack of control over the upbringing and education of children (lack of communication with the school, parents' inattention to the child's progress);
- families in which children have committed a crime or offense.
Types of families in a socially dangerous situation:
- conflict- the most common type (up to 60% of all families in the category), with a predominance of a confrontational style of relations;
- immoral- characterized by oblivion of any moral and ethnic norms; conflict and immoral families are united by the fact that the situation in them is directly dependent on intra-family relations, and the educational factor acquires the value of a derivative;
- pedagogically untenable- with a low level of general and lack of psychological and pedagogical culture; characterized not only by mistakes and defects in the upbringing of children, but also by an unwillingness to change and correct anything in the content and methods of upbringing: such a family consciously or unwittingly sets the child to disobey social norms and requirements, to confront the leader.
- asocial- in it, children from an early age are in an atmosphere of disregard for generally accepted social and moral norms, they perceive the skills of deviant and illegal behavior.
Any family can become a family in a socially dangerous situation, as there are a number of social problems: difficult material conditions, lack of jobs, conflicts between spouses and much more. Closer to this step, of course, are families at risk .
Families at risk- these are families whose members are vulnerable due to the prevailing circumstances or may suffer damage from certain social influences of a social nature.
These families include: low-income; incomplete families; large families; single mothers; families with disabled children; parents suffering from a mental disorder, mental retardation; families with children under guardianship or guardianship.
These families require a lot of attention from the school. And the task of specialists is to start preventive work with this category of families as early as possible so that they do not cross the line that will lead them to trouble.
Signs of social disadvantage in a student
- Tired, sleepy look
- Sanitary and hygienic neglect
- Tendency to faint, dizziness due to constant malnutrition
- immoderate appetite
- Growth retardation, lag in speech, motor development
- Attracting attention in any way
- Excessive need for affection
- The manifestation of aggression and impulsivity, which are replaced by apathy and depression
- Relationship problems with peers
- Learning difficulties
Signs of Physical Abuse in the Family
- Fearfulness of a child
- Thumb sucking, rocking
- Fear of going home
- Animal abuse
- Trying to hide the cause of the injury
Stages of work of MBOU "Tigilskaya secondary school" with a family in a socially dangerous situation (SOP).
- Stage 1. Early identification of families in the SOP and the formation of a data bank.
- Stage 2. The work of the class teacher to work with the family SOP.
- Stage 3. The family is considered by the Governing Council.
- Stage 4. School Council for the Prevention of Juvenile Delinquency.
- Stage 5 Registration of the family in the MBOU "Tigilskaya secondary school" and the organization of correctional and rehabilitation work to improve the situation in the family.
- Stage 6 Submission to the commission on juvenile affairs and protection of their rights. Notification of various services of the district involved in preventive work with families.
Stage 1. Early identification of families in the SOP and the formation of a data bank.
In order to early identify disadvantaged families living on the territory of the MBOU "Tigilskaya secondary school", at the beginning of each academic year, a social teacher, based on the social passport of the class, draws up a social passport of the school, in which all families of the risk group are included. In the future, these families are always under close control.
The most effective form of work with a family is an individual one. Individual forms of work include: conversations with parents, legal representatives, recommendations and consultations, family visits, questionnaires, diagnostics, identification and accounting.
Stage 2. The work of the class teacher for working with the family SOP:
- ensures the connection of the educational institution with the family;
- establishes contact with parents (other legal representatives) of students;
- advises parents (other legal representatives) on the upbringing and education of children through specialists from the Tigilskaya secondary school;
- organizes in the classroom an educational space that is optimal for the development of the positive potential of each student;
- studies the individual characteristics of students and their dynamics;
- studies and analyzes the degree of satisfaction of the participants in the educational process of the life of the class team, educational institution.
- monitors the attendance of training sessions and the progress of each student;
- analyzes the conditions and causes of negative manifestations among students in the class and determines measures to support pedagogical assistance and support for families in this category.
Stage 3. The family is considered by the Governing Council
The class teacher talks about the results of the individual preventive work done with the SOP family.
Stage 4. School Council for the Prevention of Juvenile Delinquency.
The class teacher provides documentation for the family: an act of examining living conditions, a presentation on the family, a description of the minor, a report card and attendance, and information about the work done with the family.
Stage 5 Statement on intra-school registration of the SOP family in the MBOU "Tigilskaya secondary school" and the organization of correctional and rehabilitation work to improve the situation in the family.
The decision on intra-school registration is made in accordance with the regulation of the Council for the Prevention of Juvenile Delinquency in the MBOU Tigilskaya Secondary School.
To eliminate problems in the family, the school conducts purposeful work with parents. The main task is to provide effective assistance to the family in matters of successful social adaptation of children and adolescents.
During the work with the family, the following tasks are solved:
- provide assistance to parents in solving problems that arise in the process of education and training;
- to assist parents in the development of the individual characteristics of their child;
- coordinate the educational assistance of parents to their children;
- identify the educational opportunities of parents and involve them in the life of class groups;
- provide assistance to parents in solving emerging problems;
- study the way of life and traditions of the families of students;
- organize psychological and pedagogical education of parents;
- provide assistance in conflict resolution.
In working with families, the main areas of work can be identified:
- checking the living conditions of the family;
- collecting information about the family, identifying the causes of trouble;
- drawing up a plan for working with the family;
- holding consultations, lectures for parents;
- providing them with socio-psychological, mediation and legal assistance;
- tracking the progress and attendance of students from disadvantaged families;
- organization of leisure activities for children from these categories of families outside school hours and during holidays;
- assistance in organizing the employment of adolescents during the summer holidays (from the age of 14).
The main criterion for evaluating the effectiveness of individual preventive work with the family :
- improving the situation and quality of life of the child;
- elimination of the causes of trouble;
- expanding opportunities to protect the right to life, to a decent life, to health and education.
Evaluation of the effectiveness of working with the family:
- compliance of family problems with the goals, objectives and areas of work that the social pedagogue has determined.
An assessment of the positive dynamics of the situation may include the following indicators:
- the standard of living of the family has been brought to average levels (parents are trying to lead a normal life, the living situation in the family has improved);
- parents show concern for children;
- children attend a general education institution;
- decreased consumption of alcoholic beverages by parents;
- the family maintains contact with the educational institution;
- other significant adults (relatives, close acquaintances) appeared in the social environment, whose help the family accepts and is positively disposed to interact with them;
- the family positively accepts help and social contacts with patrons.
The social educator forms individual preventive maintenance card, which reflects the joint work of the class teacher, social teacher, teacher-psychologist (currently this work is not carried out due to the lack of a specialist), deputy director of the Institution for educational work.
Stage 6 Submission to the commission on juvenile affairs and protection of their rights. Notification of various services of the district involved in preventive work with families.
Collaboration with specialists of these services.
Conclusion
Having considered the problem of families in a socially dangerous situation or in a difficult life situation, having studied the available literature, the specialists of the MBOU "Tigilskaya secondary school" selected the most effective forms and methods of work for their work.
The most effective form of work with a family in a socially dangerous position or in a difficult life situation is an individual form. Help in working with the family is diagnostics, patronage, conversations, and the provision of psychological and pedagogical assistance.
They also realized that no matter what kind of work is done with a family that is in a socially dangerous situation or in a difficult life situation, in order to obtain a positive result, it must be carried out in the system. The process must be continuous. The weakening of control over the lives of children from these families can lead to irreversible consequences, since most often children from such families are forced to take the path of delinquency and crime, sometimes for self-affirmation, and sometimes for survival, left alone with the cruel world around them.
