Socio-pedagogical assistance to children from dysfunctional families. Social and pedagogical support for children from disadvantaged families Social and pedagogical protection of children from disadvantaged families

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Introduction

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

2.1 Analysis of socio-pedagogical work with children from dysfunctional families

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

Conclusion

Bibliography

family society pedagogical social

Introduction

Today, the relevance of studying the problem of the psychological impact of family trouble on the formation of minors is due to the following statistics: more than 200 thousand dysfunctional families are registered in the internal affairs bodies on social and preventive records; in the size of the country there is an increase in the number of minors with deviant behavior; 100,000 offenses are committed annually by juveniles.

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.

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

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

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

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

Particular attention is drawn to families that find themselves in a difficult financial situation, study, work at a hazardous enterprise, have many children, are unable to work, and have disabled children.

Purpose: to reduce the impact of a dysfunctional family on children attending educational institutions.

Object of study:

Disadvantaged families whose children attend educational institutions.

Research objectives:

To study socio-pedagogical technologies of work with dysfunctional families.

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

To identify means of reducing the impact of dysfunctional families on children in the conditions of an educational institution.

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

Analyze socio-pedagogical work to minimize the impact of dysfunctional families.

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

Chapter 1. Theoretical basis socio-pedagogical technologies of working with dysfunctional families

1.1 Theoretical aspects dysfunctional family phenomenon

An increase in the number of divorces and a decrease in the birth rate, an increase in crime in the sphere of family and domestic relations and an increase in the risk of children being exposed to neuroses due to an unfavorable psychological climate in the family. “Intra-family life plays a huge role in the formation of personality, and not only the relationship between the child and parents, but also the adults themselves. Constant quarrels between them, lies, conflicts, fights, despotism contribute to breakdowns in nervous activity child and neurotic condition. These and other signs of family disorganization testify to the crisis state of its development on present stage and an increase in the number of dysfunctional family unions. It is in such families that people most often receive serious psychological trauma, which is far from having the best effect on their future fate.

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

Thus, the state of mind and behavior of the child is a kind of indicator of family well-being. “Defects in education,” says M.I. Buyanov, “this is the first and most important indicator of the family’s troubles.”

Dysfunctional families are families with a low social status, in any of the spheres of life or several at the same time, unable to cope with the functions assigned to them, their adaptive abilities are significantly reduced, the process of family upbringing of a child proceeds with great difficulties, slowly, ineffectively.

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

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

The second group is represented by outwardly respectable families, whose way of life does not cause concern and criticism from the public. However, the value orientations and behavior of parents sharply diverge from universal moral values, which cannot but affect the moral character of children brought up in such families. Distinctive feature of these families is that the relationship of their members at the external, social level makes a favorable impression, and the consequences of improper upbringing are invisible at first glance, which sometimes misleads others, however, they have a destructive effect on personal formation children. These families are classified by us as internally dysfunctional (with a hidden form of trouble) and the varieties of such families are quite diverse.

1.2 Types of dysfunctional families in modern society

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

One of the most powerful unfavorable factors that destroy not only the family, but also peace of mind child, is the alcoholism of the parents. It can negatively affect not only at the moment of conception and during pregnancy, but throughout the life of the child.

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

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

Living together with a patient with alcoholism leads to serious mental disorders in other family members, the complex of which is designated by specialists with such a term as codependence.

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

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

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

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

Children feel emotionally rejected by adults when they make mistakes due to indiscretion, when they do not live up to the expectations of adults, when they openly show their feelings and state their needs;

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

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

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

A family with alcohol-dependent parents is dangerous due to its desocializing influence not only on their own children, but also the spread of a destructive impact on the personal development of children from other families. As a rule, whole companies of neighboring children arise around such houses, thanks to adults they become familiar with alcohol and the criminal and immoral subculture that reigns among drinking people.

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

Naturally, the conflict family does not become immediately, but some time after the formation of the marriage union. And in each case there are reasons that gave rise to a family atmosphere. However, not all families are destroyed, many manage not only to resist, but to make family ties stronger. It all depends on what causes the appearance conflict situation and what is the attitude of each of the spouses towards her, as well as on their focus on a constructive or destructive way of resolving a family conflict. Therefore, it is necessary to distinguish between such concepts as “family conflicts” and “conflict families”, since a conflict in a family, albeit quite stormy, does not mean that it is a conflict family, does not always indicate its instability

“Conflict matrimonial unions,” notes one of the reference books on family problems, “are such families in which there are always areas where the interests, intentions, desires of all or several family members (spouses, children, other relatives living together), collide, giving rise to strong and prolonged negative emotional states, the ongoing hostility of the spouses to each other. Conflict is a chronic condition of such a family.”

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

Conflict families often lack moral and psychological support. A characteristic feature of conflict families is also a violation of communication between its members. As a rule, an inability to communicate is hidden behind a protracted, unresolved conflict or quarrel.

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

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

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

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

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

Distrustful family. Characteristic- increased distrust of others (neighbors, acquaintances, workmates, employees of institutions with which family members have to communicate). Family members deliberately consider everyone unfriendly or simply indifferent, and their intentions towards the family are hostile.

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

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

The "frivolous" family. It is distinguished by a carefree attitude towards the future, the desire to live one day, not caring about what consequences today's actions will have tomorrow. Members of such a family gravitate towards momentary pleasures, plans for the future are usually uncertain. If someone expresses dissatisfaction with the present and a desire to live differently, he does not think about it seriously.

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

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

To such qualities as diligence, patience, perseverance, the attitude in such a family is skeptical, even dismissive. As a result of such “upbringing”, an attitude is formed: the main thing is not to get caught.

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

Consider some types of families related to hidden forms of family trouble:

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

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

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

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

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

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

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

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

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

Insulation. Along with rivalry and imaginary cooperation, isolation is a fairly common form of family trouble. A relatively simple version of this difficulty in the family is the psychological isolation of one person in the family from others, most often it is the widowed parent of one of the spouses. Despite the fact that he lives in the house of his children, he does not take a direct part in the life of the family: no one is interested in his opinion on certain issues, he is not involved in the discussion of important family problems, and they don’t even ask about well-being, like everyone else it is known that "he is always ill" They simply got used to him, as to an interior item and consider it their duty only to make sure that he is fed in a timely manner.

A variant of mutual isolation of two or more family members is possible. For example, the emotional alienation of spouses can lead to the fact that each of them prefers to spend most of their time outside the family, having their own circle of acquaintances, affairs and entertainment. Remaining spouses purely formally, both rather depart than spend time at home. The family rests either on the need to raise children, or out of prestige, financial and other similar considerations.

Mutually isolated can be a young and parental families living under the same roof. Sometimes they run the household separately, like two families in a communal apartment. Conversations revolve mainly around everyday problems: whose turn it is to clean public places, who and how much to pay for utilities, etc.

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

The listed forms are not exhausted by the varieties of family troubles. At the same time, each of the adults, consciously or unconsciously, seeks to use children in a function that is beneficial for themselves. Children, as they grow older and become aware of the family situation, begin to play games with adults, the rules of which were imposed on them. Especially clearly the difficult situation of children in families with various forms of psychological distress is manifested in the roles that they are forced to take on at the initiative of adults. Whatever the role - positive or negative - it equally negatively affects the formation of the child's personality, which will not be slow to affect his self-awareness and relationships with others, not only in childhood, but also in adulthood.

In addition, family well-being is a relative phenomenon and may be temporary. Often a completely prosperous family goes into the category of either explicitly or implicitly dysfunctional families. Therefore, it is necessary to constantly carry out work to prevent family problems.

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

Family education is a controlled system of relationships between parents and children, and the leading role in it belongs to parents. It is they who need to know what forms of relationships with their own children contribute to the harmonious development of the child's psyche and personal qualities, and which, on the contrary, prevent the formation of normal behavior in them and for the most part lead to difficult education and deformation of the personality.

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

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

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

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

parenting options.

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

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

Autonomous - the parent does not impose a decision on the child, allowing him to find a way out of the current situation, giving him maximum freedom in choosing and making decisions, maximum independence, independence; the parent encourages the child for displaying these qualities.

Compromise - to solve the problem, the parent suggests something attractive to the child in return for him performing an unattractive action for him or dividing responsibilities, difficulties in half. The parent is guided by the interests and preferences of the child, knows what can be offered in return, what to switch the child's attention to.

Contributing - the parent understands at what point the child needs his help and to what extent he can and should provide it. He really participates in the life of the child, seeks to help, share his difficulties with him.

Sympathetic - the parent sincerely and deeply sympathizes and empathizes with the child in a conflict situation, without, however, taking any specific action. He subtly and sensitively reacts to changes in the state, mood of the child.

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

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

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

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

The consequence of this belief is that parents are decidedly unaware of how to deal with a child showing negative emotions. The following styles of parental behavior stand out:

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

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

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

"Priest". The style of parental behavior, close to the teacher. Teachings come down mainly to moralizing about what is happening. Unfortunately, this style is faceless and has no success in solving family problems.

"Cynic". Such parents are usually full of sarcasm and try, one way or another, to humiliate the child. His main "weapon" is ridicule, nicknames, sarcasm or jokes that can "put the child on the shoulder blades."

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

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

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

Thus, based on the results of criminological, psychological, pedagogical and medical and social studies, we can distinguish the following social risk factors that adversely affect the reproductive functions of the family:

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

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

socio-demographic factors (incomplete or large families, families with elderly parents, families with remarriages and half-children);

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

The presence of this or that social risk factor does not mean the mandatory occurrence of social deviations in the behavior of children, it only indicates a greater degree of probability of these deviations. At the same time, some social risk factors show their negative influence quite stably and constantly, while others either strengthen or weaken their influence over time.

Among the functionally incompetent, unable to cope with the upbringing of children, the majority of families are families characterized by unfavorable socio-psychological factors, the so-called conflict families, where relations between spouses are chronically aggravated, and pedagogically incompetent families with a low psychological and pedagogical culture of parents, the wrong style of child-parent relations. A wide variety of incorrect styles of parent-child relationships are observed: rigid-authoritarian, pedantic-suspicious, persuasive, inconsistent, detachment-indifferent, condoning-indulgent, etc. As a rule, parents with socio-psychological and psychological-pedagogical problems are aware of their difficulties, strive to seek help from teachers, psychologists, but not always without the help of a specialist they are able to cope with them, understand their mistakes, the characteristics of their child, rebuild the style of relationships in the family, get out of a protracted intra-family, school or other conflict.

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

Given the rather large number of reasons for the functional failure of the family, there are very diverse approaches to the typology and classification of such families. We, in turn, use the nature of the desocializing influence exerted by such families on their children as a system-forming criterion in compiling a typology of functionally insolvent families.

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

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

Criminal and immoral families pose the greatest danger in terms of their negative impact on children. The life of children in such families due to abuse, drunken brawls, sexual promiscuity of parents, lack of elementary care for the maintenance of children is often in jeopardy. These are the so-called social orphans (orphans with living parents), whose upbringing should be entrusted to state public care. Otherwise, the child will experience early vagrancy, runaways from home, complete social vulnerability both from abuse in the family and from the criminalizing influence of criminal formations.

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

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

A different approach is required by families with indirect desocializing influence - conflicting and pedagogically untenable.

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

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

In practice, pedagogically incompetent families are the most difficult to identify the causes and adverse conditions that have had a negative impact on children, most often characterized by the most typical, incorrectly formed pedagogical styles in functionally bankrupt families unable to cope with the upbringing of children.

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

A demonstrative style, when parents, more often a mother, do not hesitate to complain to everyone about their child, talk at every corner about his misdeeds, clearly exaggerating the degree of their danger, declare aloud that their son is growing up as a "bandit" and so on. This leads to the child's loss of modesty, a sense of remorse for his actions, removes internal control over his behavior, and there is anger towards adults and parents.

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

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

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

The detached-indifferent style arises, as a rule, in families where parents, in particular the mother, are absorbed in the organization of their personal lives. Having remarried, the mother finds neither time nor spiritual strength for her children from her first marriage, she is indifferent both to the children themselves and to their actions. Children are left to their own devices, they feel superfluous, they tend to be at home less, they perceive with pain the indifferently detached attitude of their mother.

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

Inconsistent style - when parents, especially mothers, do not have enough restraint, self-control to implement consistent educational tactics in the family. There are sharp emotional swings in relations with children - from punishment, tears, swearing to touching and caressing manifestations, which leads to the loss of parental influence on children. A teenager becomes uncontrollable, unpredictable, neglecting the opinion of elders and parents. We need a patient, firm, consistent line of behavior of an educator, a psychologist.

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

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

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

1.4 General concepts of the technology of socio-pedagogical work

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

He conducts social diagnostics of families, draws up a program to help the family, and educates parents in matters of raising children.

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

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

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

Assistance in learning is aimed at preventing emerging family problems and shaping the pedagogical culture of parents.

Assistance in education is provided by a social teacher, primarily with parents - by consulting them, as well as with the child by creating special educational situations to solve the problem of timely assistance to the family in order to strengthen it and make the most of its educational potential.

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

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

Correction of interpersonal relations occurs mainly when there is mental violence against a child in the family, leading to a violation of his neuropsychic and physical condition. Until recently, this phenomenon has received little attention. This type of violence includes intimidation, insulting a child, humiliation of his honor and dignity, violation of trust.

The intermediary component of social and pedagogical assistance includes three components: assistance in organizing, coordinating and informing.

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

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

Assistance in information is aimed at providing the family with information on social protection issues. It takes the form of a consultation. Questions may relate to both housing, family and marriage, labor, civil, pension legislation, the rights of children, women, the disabled, and problems that exist within the family.

The social educator, when working with the family, performs three main roles:

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

...

Recommended list of dissertations

Pedagogical assistance to the resocialization of adolescents with deviant behavior in a social rehabilitation center 2005, candidate of pedagogical sciences Shirnina, Elena Vladimirovna
Pedagogical Conditions of Labor Rehabilitation of Adolescents at Risk in Social Rehabilitation Centers 2008, candidate of pedagogical sciences Poyarkova, Zinaida Dmitrievna
Socio-pedagogical support of resocialization of adolescents in a social shelter 2009, candidate of pedagogical sciences Yusupova, Khadria Gennadievna
Socio-pedagogical prevention of adolescent neglect in the conditions of the Center for Social Assistance to Families and Children 2008, candidate of pedagogical sciences Fateeva, Tatyana Nikolaevna
Social and pedagogical support for the resocialization of orphans and children left without parental care in a social rehabilitation center 2010, candidate of pedagogical sciences Tanas, Elena Isaakovna

Introduction to the thesis (part of the abstract) on the topic "Social and pedagogical support for children from dysfunctional families in a rehabilitation center"

The reforms of the 1990s led to a fundamental change in the social structure of society. This led to serious differences in the standard of living of Russian families, led to an increase in the number of families belonging to the category of socially disadvantaged, and caused a decrease in the educational potential of the family. Parental deprivation, inevitably associated with an increase in the number of children left without parental care, orphans, became the cause of a special social phenomenon of the late 20th century, namely social orphanhood or orphanhood with living parents. This testifies to the negative processes in which children are left without parental care, without a fixed place of residence, without true friends, without help from society, without life prospects: an increase in the number of children left without parental care. That is why in today's Russia the policy of the state is aimed at the formation and development of a system of social and pedagogical assistance to families and children who find themselves7 in a difficult life situation.

In this regard, the need arose for the theoretical and practical development of technologies for the socio-pedagogical support of children from disadvantaged families in a new type of specialized socio-pedagogical institutions - social rehabilitation centers for minors.

Children brought up in socially disadvantaged families, such as: incomplete families, families in which both parents are unemployed, where one or both parents are addicted to alcohol, turn out to be socially maladjusted with distorted social skills, deviant and delinquent behavior, and violations in the communicative sphere , low level of socialization.

Today, among the destructive factors of a “difficult” childhood, neglect, homelessness, rootlessness, and impersonality predominate.

The worse is the life of adults in the family; the worse it affects children.

Where ignorance, cruelty, disrespect, lack of culture and drunkenness reign, it is difficult to grow up as a normal person. The hardships of adult life, invading childhood, destroy it, and there comes a time when home and family cease to be a source of well-being and joy. Children and adolescents from such families cannot "fit" into the school" and. social life of the "children's* team, lose faith in" their strengths and abilities, are not ready to firmly master the norms and rules on which successful entry into adulthood is built*. Being at the mercy* of circumstances, misunderstanding, distrust of the world of adults, minors break the established norms of life and look for other ways of growing up, often on the street, in a society of their own kind, where they find safety and the patronage of street fraternity. They easily become dependent on unscrupulous 1 people, become a "breeding ground" for the most dangerous social vices: theft, fraud; prostitution, drug addiction, alcoholism, where violence gradually becomes the norm, their lives.

The physical, spiritual, intellectual capabilities of children" and adolescents are still too small; to cope" with the problems * of "adult" life, and therefore they need pedagogical "help and support; The history of socio-pedagogical" activity is associated * with a few historiographic ^ works of this direction" (Yu.A. Vasilkova, M.A. Galaguzova, E.A. Gorshkova, V.V. Morozov,

R.V. Ovcharova and others), as well as with the experience of developing and applying humanistic pedagogy of the 18th century, the era of “enlightenment! and humanism” to the present (S.I. Gessen, V.P. Kashchenko, A.S. Makarenko, I.G. Pestalozzi, V.N. Soroka-Rosinsky, K.D. Ushinsky and others).

Particularly relevant are the works in which social and pedagogical support is studied as a process of interaction between the child and the teacher, 4 based on trusting.relationships (S.A. Belicheva, A.A. Vinogradova, Yu; V ^ Gerbeev ^ Yu: I; Zotov; NS .Morozova ^ A.B. Chistova, LSM-Shipitsina "-and" - others :).

The logic of overcoming developmental problems and finding a way out of a problem situation by the adolescent himself was determined by S.A. Raschetina and M.A. Zhdanova through a decrease in the latter; internal semantic and emotional barriers and the formation of a state of security through the accumulation of positive social experience.

Linking the concepts of the social situation of development (L.S. Vygotsky, V.I. Slobodchikov) with the concept of pedagogical? support, they consider "this: a phenomenon: as the creation of a new, more favorable social * situation of development? through the restoration of disturbed relations" in the environment: Such an approach; calls for a specially organized! and support of a child; or a teenager who finds himself: in a difficult life situation, relying on his / own: capabilities. Help itself, should; be understood; in this case, not; as a solution to life problems? for a person (what; can lead to the formation of dependency), but how;: return of faith in oneself, in one's own; strength and. opportunities, how: assistance in creating conditions for independent, solving? one's problems.

In ^ theoretical research and practice of social and pedagogical support for children from; dysfunctional (socially disadvantaged) families; in: conditions: social rehabilitation center? a number of contradictions can be identified:

Between the growing number of children from socially disadvantaged families and the insufficient effectiveness of the means to ensure the success of the socialization of such children;

Between the need to implement an integrated approach to accompanying and supporting children from socially disadvantaged families in a social rehabilitation center and the lack of integrated technologies for such support; between the humanistic orientation of pedagogical science and insufficient development practical foundations social and pedagogical support.

The need to resolve these contradictions determined the research problem: how and in what directions to improve the technology of social and pedagogical support for children and adolescents from socially disadvantaged families in a social rehabilitation center?

Relevance, contradictions and the problem determined the topic of the study: "Social and pedagogical support for children from dysfunctional families in a social rehabilitation center."

Object: the process of social and pedagogical support for children from socially disadvantaged families in a social rehabilitation center.

Subject: technology of social and pedagogical support for children from socially disadvantaged families in a social rehabilitation center.

The purpose of the study: to theoretically substantiate the technology of socio-pedagogical support for children from socially disadvantaged families in a social rehabilitation center and test its effectiveness experimentally.

Research hypothesis: socio-pedagogical support for children from dysfunctional families in a social rehabilitation center will be effective if:

Structural differences between socio-pedagogical support and socio-pedagogical support will be identified;

Will be designed structurally functional model socio-pedagogical support for children from dysfunctional families in a social rehabilitation center;

Within the framework of the structural and functional model, a technology will be developed for social and pedagogical support for children from families of dysfunctional families in the conditions of a social rehabilitation center;

Criteria and indicators of the effectiveness of social and pedagogical support for children from disadvantaged families in difficult life situations will be determined.

The purpose, object, subject and hypothesis of the study determined the following tasks:

1. On the basis of a theoretical analysis, to study the degree of development of the problem of socio-pedagogical support for children and adolescents from dysfunctional families in modern pedagogical theory and educational practice.

2. Determine the essence and structural differences between the concepts of "socio-pedagogical support" and "socio-pedagogical support" in relation to socially maladjusted children from disadvantaged families.

3. To construct a structural and functional model of social and pedagogical support for children from disadvantaged families in a social rehabilitation center.

4. Develop an algorithm for implementing the technology of social and pedagogical support for children from disadvantaged families who are in a social rehabilitation center.

5. Determine the criteria and indicators of the effectiveness of socio-pedagogical support for children from dysfunctional families who find themselves in a difficult life situation.

Methodological basis studies are:

Humanistic approach (Shch.A.Amonoshvili, B.G.Ananiev, I.Kant,

A. Maslow, K. Rogers, J-J. Rousseau, V. A. Sukhomlinsky, S. T. Shatsky), 7 which allows you to create models and technologies of pedagogical activity, based on the humanistic paradigm of personality-oriented upbringing and education;

Socially oriented approach (V.P. Bederkhanova, M.A. Galaguzova,

V.I. Zagvyazinsky, L.I. Kononova, I.A. Mavrina), within the framework of which it is possible to substantiate the factors of desocializing influence on children, one of which is a socially disadvantaged family.

Theoretical basis this study are:

Theories of adaptation of a developing personality in society (A.G. Asmolov,

S.A. Belicheva, A.B. Dobrovich, A. E. Lichko, A.V. Petrovsky, D.I. Feldstein, L.M. Fridman);

Theories of education, revealing the features of the processes of formation of an active life position of the child (Z.I. Vasilyeva, A.V. Kiryakova, T.N. Malkova, K.D. Radina, E.V. Titova); theory of the psychosocial nature of a person, patterns of formation of needs, interests, value orientations(L. S. Vygotsky, S. L. Rubinstein);

Theories of pedagogical support for children (S.A. Boykova, E.V. Bondarevskaya, O.S. Gazman, A.V. Gordeeva, V.V. Morozov and others);

Socio-pedagogical theories: the theory of pedagogical support, the theory of pedagogical support, the theory of social development and the theory of socialization (Yu.N. Galaguzova, A.V. Mudrik, N. Platunova, N.N. Surtaeva).

The following methods were used in the dissertation work: theoretical: analysis of scientific literature, modeling, design, generalization, systematization;

Empirical: pedagogical experiment, observation, conversation, interviewing, peer review methods, monitoring, analysis of pedagogical documentation; study and generalization of the practical experience of the activities of a social pedagogue in a social rehabilitation center. 8

The logic and stages of the study were based on the leading principles of the methodology of pedagogical research and research on socio-pedagogical support for children from disadvantaged families: defining the goals and objectives of the study, developing an initial working hypothesis, analyzing and interpreting the main theoretical provisions that characterize the research problem, clarifying the conceptual apparatus, developing a program research, research, analysis of results. The organization of the study included the following steps:

1. The analytical and methodological stage (2005 - 2006) is associated with understanding the theoretical and methodological foundations of social and pedagogical support for children from socially disadvantaged families in a social rehabilitation center; with the definition of the scientific apparatus of the study; with the development of the content of the ascertaining experiment.

2. The search and experimental stage (2006 - 2007) included the development of a structural and functional model of the technology of social and pedagogical support for children; identification of criteria and indicators of the effectiveness of applying the technology of socio-pedagogical support for children from disadvantaged families in a social rehabilitation center; carrying out experimental work (ER), during which the research hypothesis was refined and corrected.

3. The generalizing stage (2007 - 2009) included a formative experiment, during which the model of the technology of social and pedagogical support for children was tested and implemented, the results obtained were analyzed and systematized. The obtained results were formalized and the conclusions of the study were formulated.

The experimental base of the study was the Social Rehabilitation Centers for Minors in the Omsk Region: Bollyperechensky (main base), Tara and Regional.

The scientific novelty of the research lies in:

Identification of structural differences between the concepts of "socio-pedagogical support" and "socio-pedagogical support" in relation to socially maladjusted children from dysfunctional families.

Creation of technology of social and pedagogical support for children< из неблагополучных семей в условиях социально-реабилитационного центра, заключающейся в составлении индивидуальных программ социально-педагогической поддержки, учитывающих индивидуально-личностные характеристики детей и их прошлый социальный опыт;

Determination of criteria and indicators of the effectiveness of socio-pedagogical support for children from disadvantaged families in a social rehabilitation center.

The theoretical significance of the study lies in:

Development of a structural and functional model of socio-pedagogical support for children from disadvantaged families in a social rehabilitation center, including: complex-object, content-activity, methodological, organizational and managerial components;

Expansion of the theoretical field of general and social pedagogy by rethinking the concept of “socialization of children from dysfunctional families” by identifying factors of the direct desocializing influence of the family on the child;

Identification of the specifics of the process of socio-pedagogical< поддержки детей из социально неблагополучных семей в условиях социально-реабилитационного центра.

The practical significance of the study lies in:

Implementation of the model of social and pedagogical support for children from disadvantaged families into the practice of the social rehabilitation center;

Development and testing of an algorithm for compiling individual programs of social and pedagogical support for children from disadvantaged families, taking into account the specifics of the institution in which the children are.

The results of the dissertation research can be used in the training of social teachers in vocational education institutions, in the system of advanced training of social teachers, psychologists and teachers of additional education working in the Centers for the social, socio-pedagogical and psychological rehabilitation of minors, as well as directly in the activities of the Centers for educational purposes.

Provisions submitted for defense: 1. Social and pedagogical support is “specially organized assistance, which consists in identifying the problems of the child in order to implement and protect, his rights to full development and education. The structural "differences between socio-pedagogical support" and socio-pedagogical support of a maladjusted child from a socially disadvantaged family are as follows:

Socio-pedagogical support” is c. rendering; situational help in the life situation in which the child finds himself;

Socio-pedagogical support is characterized by long-term, constant, joint actions of the teacher and the child, which contribute to the formation of positive social needs.

Rethinking the concept of "socialization of children from dysfunctional families" is possible by identifying "factors of the direct desocializing influence of the family on the child, which include: the individual characteristics of the adolescent himself, the destructive style of education adopted in the family, the indifference of parents to the child in the early period of life; emotional instability of the family, destructive relationships between its members, antisocial lifestyle of parents and much more. However, in general, the most powerful factor of desocialization for children at risk is directly the family in which they are brought up:

The peculiarities of the process of social and pedagogical support for children from socially disadvantaged families in the conditions of a social rehabilitation center are that the child, faced with the problems surrounding him, has a natural inner impulse to want to get rid of them. At the same time, the teacher uses this state understandable for the child to help him translate each problem into a situational task that can be solved using adequate and cultural means for this.

The specifics of socio-pedagogical support for children from dysfunctional families in the conditions of a social rehabilitation / center is the need to:

Take into account the need of children in social rehabilitation centers for support and assistance, focusing on the expectation to receive it from teachers;

Take into account the lack of family interaction, the nature of personal identity, the integration of processes "of socialization, accompaniment, raising children; in the conditions of a social and rehabilitation center: inclusion * in the process of supporting elements of family relationships that contribute to overcoming the" crisis of identification "We", based on content adjustment activities of a social educator, etc.

2. Structural-functional model of socio-pedagogical support for children from dysfunctional families" in the conditions of a social rehabilitation center includes a complex-object content-activity, methodological, organizational and managerial components.

3. Technology of socio-pedagogical support for children from dysfunctional families in a social rehabilitation center,

12 consists in drawing up individual programs of social and pedagogical support, taking into account the individual and personal characteristics of children and their past social experience, and is implemented in four stages: target, contractual, activity and reflexive. The algorithm for implementing this technology provides for: drawing up a social passport for families and children in difficult life situations; creation of a legal framework for working with socially disadvantaged families (including, if the situation requires it, the procedure for removing a child from a family); diagnosing the level - social maladaptation of a child who finds himself in a difficult life situation - and the level of social disadvantage of the family in which the child lives; Algorithm for drawing up* an individual program” for social and pedagogical support^ for a child from a dysfunctional family in a rehabilitation center, based on the implementation of an agreement between the family and the Center. 4. Under. The effectiveness of the application of the technology of social and pedagogical support for children from disadvantaged families is understood as the positive dynamics of indicators reflecting the effectiveness of the work * of social teachers of the social rehabilitation center. IN; as a criterion-base, the implementation of the model is a criterion of fact and an activity criterion, implemented through a system of indicators: These indicators are: an individual manifestation of a maladjusted "state of the child; fulfillment of an agreement between the family and the Social Rehabilitation Center; return of the child to the family.

Reliability and validity of the results of the study are provided by the methodological argumentation of the main provisions of the study, the logic of its construction, the use of a set of research methods that are adequate to the object, subject, goals, objectives, the presence of a research base, the representativeness of the sample and the results themselves, which confirm the provisions and conclusions dissertation research.

Approbation and implementation of the results of the study was carried out: through the publication of articles in the periodical pedagogical press, including two publications refereed by the Higher Attestation Commission of the Russian Federation; at meetings and postgraduate seminars of the Department of Social Work and the Department of Social Pedagogy of OmGGTU, through participation in scientific and practical conferences in Tara (2003, 2005, 2010), Omsk (2007, 2008), Moscow (2010).

The dissertation contains an introduction, two chapters, the main generalizations and conclusions of the dissertation research, a conclusion, a bibliographic list of used literature, including 270 titles, applications. The text of the dissertation contains 20 tables and 2 figures.

Similar theses in the specialty "General Pedagogy, History of Pedagogy and Education", 13.00.01 VAK code

Socio-pedagogical support of children left without parental care in the process of socialization 2005, Candidate of Pedagogical Sciences Arkhipova, Anastasia Andreevna
Formation of rehabilitation and educational space in a shelter for children and adolescents 2008, candidate of pedagogical sciences Lyashchenko, Svetlana Mikhailovna
Psychological support for the development of the emotional sphere of a younger student in a social rehabilitation institution 2006, candidate of psychological sciences Velichko, Natalya Yurievna
Preparation for the future life of orphans of vocational education institutions 2010, candidate of pedagogical sciences Olkhovikova, Galina Nikolaevna
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Dissertation conclusion on the topic "General pedagogy, history of pedagogy and education", Bondarovskaya, Larisa Vladimirovna

CONCLUSIONS TO CHAPTER II

1. Social and pedagogical support for adolescents who find themselves in a difficult life situation due to the social disadvantage of the family is carried out in accordance with the model of activity of the social rehabilitation center. The structurally functional model of social and pedagogical support for the pupils of the center contains a complex-object, content-activity, organizational, methodological and managerial components.

2. Analysis of the processes and results of the socio-pedagogical activities of the Center makes it possible to identify families with social problems and belonging to the category of socially disadvantaged, in which minor children live. parents are unemployed; a family where one or both parents are addicted to alcohol turn out to be socially maladjusted, with distorted social skills, deviant and delinquent behavior, violations in the communicative sphere, and a low level of socialization.

3: Technologies of socio-pedagogical support for children from dysfunctional families belong to the group of social technologies. The technology of socio-pedagogical support for children from disadvantaged families in the conditions of a social rehabilitation center includes the following components: target, contractual, activity, reflexive. The effectiveness of the implementation of the technology of socio-pedagogical support for children from disadvantaged families in a social rehabilitation center is determined by positive dynamics the following characteristics social activity of teenagers.

4. Adolescents from dysfunctional families placed in the conditions of a social rehabilitation center are characterized by pronounced social maladaptation. Comparison of the level of social maturity in the final period, after three months, shows that during the period of implementation of the individual program of social and pedagogical support, indicators of social maturity have significantly improved.

5. The construction of an individual program of socio-pedagogical support is based on highlighting the strengths that have emerged during the socialization of adolescents: formed communication skills; awareness of the need for the need to receive support and assistance and the delegation of the right to provide it to the teacher.

Conclusion.

One of the most difficult periods in human development is teenage years. It is during this period that the formation of individual characteristics, habits, needs, drives, motives, wills, interests, ways of behavior and relationships with environment- all that creates the uniqueness of the individual. A modern teenager is placed in more stringent conditions of socialization associated with the pace of technological, socio-economic, environmental changes taking place in our society. These changes have a detrimental effect on the family, which can no longer give the teenager a sense of comfort and psychological security, and provide support in the complex process of adaptation to adulthood. All this creates conditions for the development of socio-pedagogical deviations in adolescence. Today, there is a significant * increase in the number of adolescents who need social and pedagogical support in order to be able to reveal their potential, learn how to realize their abilities, and cope with life's difficulties.

One of the objectives of the dissertation was to develop a model of socio-pedagogical support for adolescents from dysfunctional families in a rehabilitation center as part of a holistic rehabilitation process focused on overcoming the negative characteristics of communication and the inclusion of a teenager in significant activities and relationships that are the basis of the rehabilitation process.

The specificity of the situations of individual interaction "social teacher-teenager" is revealed, which provide recognition of the causes of the adolescent's anxious behavior with communication disorders and overcoming the negative characteristics of communication on the basis of individual contact with the social teacher.

The specifics of situations of mediation, focused on the inclusion of a teenager in significant activities, are revealed; providing overcoming of communicative difficulties, success in activities and updating emotional states associated with business success.

Thus, the following conclusions can be drawn:

1. Social and pedagogical support - the process of jointly with the child, determining his "own interests; goals, opportunities, and ways to overcome obstacles that prevent him from maintaining his human dignity and independently achieving the desired results in learning, self-education, communication, lifestyle. In addition In the context of a personal approach to a child's education, we mean a system of diverse activities carried out for differentiation, according to interests, inclinations, life aspirations^ and aimed at their identification and support. .

2. Situations of socio-pedagogical support - are a necessary *, link in a holistic rehabilitation process, since they ensure the inclusion of a teenager in socializing processes: activities, communication, relationships.

3. The specifics of socio-pedagogical support for children from dysfunctional families in a social rehabilitation center is the need to:

Take into account the need of children in social rehabilitation centers for support and assistance, focusing on the expectation of receiving it from teachers;

Take into account the lack of family interaction, the nature of personal identity, the integration of the processes of socialization, support, education of children, in the conditions of a social rehabilitation center.

Inclusion in the support process of elements of family relationships that contribute to overcoming the crisis - identification - “We”, based on adjusting the content of the activities of a social teacher, etc.;

4. For technology: socio-pedagogical support of pupils of the social rehabilitation center, the strategic goal, which is to promote their social rehabilitation, the subject is the natural process of socialization1 of pupils. This process is carried out on the basis of implementation - a technology that includes four components - target, contractual, activity and reflexive.

5. Socio-pedagogical support is effective, provided that it is focused1 on raising the level of life goals, values "of a teenager, as well as on involving significant people from the social environment in the accompanying process who provide the necessary support. The activities of the team, specialists, provide overcoming the negative characteristics of communication and is aimed at restoring full-fledged processes of socialization * of a teenager in a system of significant relationships and activities.

Further research into the processes of social and pedagogical support for adolescents from socially disadvantaged families can be continued in the direction of differentiation of individually oriented educational routes based on an age-appropriate approach.

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According to A.V. Mudrik, a social educator is a teacher who studies social education in the context of socialization, i.e. education of all age groups and social categories of people, carried out both in organizations specially created for this, and in organizations for which education is not the main function.

The purpose of his work is to create favorable conditions for the personal development of the child (physical, social, spiritual, moral, intellectual), to provide him with comprehensive socio-psychological assistance, as well as to protect the child in his living space. A social educator acts as an intermediary between a child and an adult, a child and his environment, as well as a mentor in direct communication with the child or his environment.

He conducts social diagnostics of families, draws up a program to help the family, and educates parents in matters of raising children.

A social pedagogue, in his professional purpose, seeks to prevent the problem as much as possible, to identify and eliminate the causes that give rise to it in a timely manner, to ensure preventive prevention of various kinds of negative phenomena (social, physical, social, etc. plan). The social educator does not wait to be asked for help. In ethical form, he himself "goes" into contact with the family.

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

The activities of a social educator with a dysfunctional family include three main components of social and pedagogical assistance: educational, psychological and mediation.

Rice. 1. The scheme of social pedagogical activity with a dysfunctional family.

Algorithm for the work of a social educator with a dysfunctional family

Stage 1: study of the family and awareness of the problems existing in it, study of families' appeals for help

Stage 2: initial survey of the housing conditions of a dysfunctional family

Stage 3: getting to know family members and their surroundings, talking with children, assessing their living conditions

Stage 4: acquaintance with those services that have already provided assistance to the family, studying their actions, conclusion

Stage 5: study of the causes of trouble in the family, its characteristics, its goals, value orientations

Stage 6: study of personal characteristics of family members

Stage 7: family mapping

Stage 8: coordination activities with all interested organizations (educational, preschool institutions, the Center for Social Rehabilitation of Children and Adolescents, the Center for Family Protection, shelters, orphanages, the inspection for minors, the commission, etc.)

Stage 9: development of a program of work with a dysfunctional family

10 stage: current and follow-up family visits

Stage 11: conclusions about the results of working with a dysfunctional family.

Social educators can use technologies for working with a dysfunctional family both in general education institutions and in centers for helping families and children, social services for family rehabilitation, etc.

preventive level.

Prevention - this is a set of preventive measures carried out by organizing publicly available medical, psychological and socio-pedagogical support for the family.

At this level, the activity of a social pedagogue is based on the principle of providing reliable information.

One of the ways to improve the condition is the development of such special programs of teacher education and education of parents that would contribute to the full functioning of the family and prevent problems in the relationship between children and parents.

For example, when working with a family in which a child is raised with violence, it is necessary to explain to family members the harmful effects of physical punishment of children and explain humanistic methods of education.

Surveys show that almost all parents who use physical punishment experience difficulties in raising a child, and 87% of them were physically punished in childhood. 40% of parents do not use physical punishment as a means of education, but they have a desire to use it.

The organization of pedagogical education for parents of this category is aimed at making them understand the difference between acceptable and unacceptable behavior, since parents often do not realize the consequences that physical punishment of a child can lead to. This awareness entails the choice of adequate methods for resolving the difficulties that arise. Parents can and should be trained to decipher the information coming from their children and, depending on it, select the appropriate methods of education.

In the program for establishing humane relationships between children and adults, a prerequisite is the voluntary cooperation of parents and specialists. The program of work with parents is selected depending on the factors that may cause their child abuse. For example, child abuse is often provoked by the loneliness and fatigue of the mother, who is alone all day, in tension, without any support.

When drawing up a program of pedagogical education for parents, it must be taken into account that most of them do not have a special pedagogical education. In addition, the program should be designed in such a way that the acquired knowledge can be used in practice.

The effectiveness of the preventive activities of a social educator directly depends on the correct choice of the method of communication with the family. Careless, condescending or too formal attitude at a meeting, as well as reproaches, intimidation, ultimatums are unacceptable.

When working with families of young children, a specialist may recommend observing the child and trying to understand why he is crying: maybe he is hungry or something hurts him, or the child wants attention. Observation of the child increases the sensitivity of parents to various types of his behavior, leads to their understanding. By learning to observe, parents will be able to independently change their reaction to the behavior of the child.

diagnostic level. There are two possible options for the activity of a social pedagogue:

voluntarily applied by clients- assessment of the situation and, if necessary, the organization of a consultation with a psychologist;

in case of involuntary- collecting reliable information about the family, organizing a meeting with her, providing feedback.

Mandatory diagnostic steps are:

collection of information;

information analysis;

social diagnosis.

Table 1 Scheme for diagnosing a dysfunctional family

	Customer's point of view	Family point of view	Another specialist's point of view	Personal opinion
Client identity
Problem
Need
Weaknesses, etc.

A social educator often finds himself in a situation where he is expected to provide assistance that goes beyond his powers. For example, he is expected to deprive parents of their rights, participate in deciding whether to bring them to court, testify against parents, and sometimes act as a lawyer, entrust the execution of a court decision to supervise or isolate the child. At the same time, he is distracted from direct work, and the social pedagogue may need the help of other specialists.

The task of a social educator is to create a sense of security in the family, he must be firmly convinced of the correctness of his actions, be able to clearly state his goals to the clients with whom he is going to work.

social support minor disadvantaged

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

The system of prevention of deviant behavior of students in an educational institution includes the following measures as a priority:

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

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

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

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

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

Organization of children's leisure. Studies show that children and adolescents with a deviant orientation have a lot of free time, and not filled with anything. Therefore, the organization of leisure for children and adolescents is an important area of educational and preventive work. The concept of "leisure" includes a wide space and time of the child's life outside the educational activities of Geren, K.A. History of social work. M. : Iskra, 2014. S. 216 ..

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

Information and educational work.

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

General educational institutions have certain opportunities for this.

Rehabilitation can also be considered as a result of the impact on the personality, its individual mental and physical functions. Rogov, EI Handbook of a Practical Psychologist in Education. M. : VLADOS-PRESS, 2014. S. 164 ..

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

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

Vocational rehabilitation provides for the training or retraining of a teenager in the forms of work available to him, the search for a job for him with easier working conditions and a shorter working day. Domestic rehabilitation refers to the provision of normal living conditions for a teenager. Social rehabilitation is the process of restoring the child's ability to live in the social environment, as well as the social environment itself and the living conditions of the individual, which were limited or violated for any reason.

Socio-pedagogical rehabilitation is a system of educational measures aimed at the formation of personal qualities that are significant for the life of the child, the active life position of the child, contributing to his integration into society; to master the necessary skills for self-service, positive social roles, rules of conduct in society; to receive the necessary education Kulikova, T. A. Family pedagogy and home education. M. : Publishing Center "Academy", 2013. S. 96 ..

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

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

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

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

Working with dysfunctional families requires special attention.

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

Pedagogical;

social;

Psychological;

Diagnostic;

Medical.

The use of one or another model depends on the nature of the causes that cause the problem of parent-child relations, on the conditions in which assistance is provided.

The pedagogical model is based on the assumption of insufficient pedagogical competence of parents. This model is relevant for work in general educational institutions.

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

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

The psychological model is used when the causes of the child's difficulties lie in the field of communication, in the personal characteristics of family members. This model involves the analysis of the family situation, the psychodiagnostics of personality, the diagnosis of family relationships. Practical help lies in overcoming barriers in communication and the causes of its violations.

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

The medical model suggests that illness is at the heart of family difficulties. Assistance consists in conducting psychotherapy (treatment of the patient and adaptation of healthy family members to the problems of the patient).

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

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

Specialists (M. A. Galaguzova, E. Ya. Tishchenko, V. P. Dyakonov and others) believe that activities with the family should proceed in three directions: educational, psychological, mediation. Consider the named areas of work Oborin, VN Family in the XXI century: the challenges of time. M. : Sphere, 2014. S. 313 ..

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

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

3. Intermediary referral. This direction contains the following components: assistance in organizing, coordinating and informing. Assistance in the organization consists in organizing family leisure (inclusion of family members in the organization and holding of holidays, fairs, exhibitions, etc.). Assistance in coordination is aimed at establishing and updating family ties with various departments, social services, social assistance and support centers. Assistance in information is aimed at informing the family about social protection issues. This direction is based on the use of medical and social models, it is relevant in terms of the subject of this study Kulikova, T. A. Family Pedagogy and Home Education. M. : Publishing Center "Academy", 2013. S. 96 ..

When working with a family, a specialist often resorts to social patronage or supervision. Social patronage is a form of the most intimate interaction with the family, when a social work specialist is at her disposal for a long time, is included in the course of everything that happens, influencing the essence of events. The period of patronage is limited (4-9 months). At the same time, a social work specialist can patronize no more than two families, and at the same time, under his supervision there can be families patronized by him earlier Ovseychuk, AP Economic bases of social work. M. : Globus, 2014. S. 116 ..

The social worker uses the following forms of supervision. Official supervision is supervision carried out on behalf of official bodies (guardianship and guardianship bodies, educational authorities, etc.), whose duties directly include monitoring the activities of relevant social facilities. Informal control is the mutual control of the participants in a process over the observance by each of them of formally established obligations. Social supervision carried out does not imply active corrective and rehabilitation measures on the part of a specialist; this is its difference from social patronage.

Family counseling is the provision of advisory assistance by a social pedagogue in case of problems, conflicts in relationships between adults and children.

The subject of counseling are:

In the sphere of life support - employment, obtaining benefits, subsidies, material assistance, etc.;

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

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

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

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

In the sphere of internal and external communications of the family - the restoration of new positive social ties, the resolution of conflicts, the harmonization of child-parent and marital relations Selivanova, NL The development of the student's personality in the educational space: problems of management. M. : Pedagogical Society of Russia, 2014. S. 300 ..

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

Organizational socio-pedagogical technologies;

Socio-pedagogical technologies of individual work.

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

At this stage of work there is:

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

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

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

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

5 Counseling. There is a consultation of persons interested in resolving the socio-pedagogical problems of children in this category.

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

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

Secondly, the failure to fulfill the tasks of any stage in practice leads to the need for its implementation or repetition, but already in the context of a worsening socio-pedagogical situation.

Thirdly, the stage can be considered as a tool for stabilizing the position of the child.

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

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

Do no harm.

Don't rate.

Accept the person as he is.

Respect confidentiality.

Observe the measure of mutual revelation with the client.

Do not take away from the client the right to be responsible for their actions.

Minimum of special terms.

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

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

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

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

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Pedagogical assistance to the resocialization of adolescents with deviant behavior in a social rehabilitation center 2005, candidate of pedagogical sciences Shirnina, Elena Vladimirovna

Pedagogical Conditions of Labor Rehabilitation of Adolescents at Risk in Social Rehabilitation Centers 2008, candidate of pedagogical sciences Poyarkova, Zinaida Dmitrievna

Socio-pedagogical support of resocialization of adolescents in a social shelter 2009, candidate of pedagogical sciences Yusupova, Khadria Gennadievna

Socio-pedagogical prevention of adolescent neglect in the conditions of the Center for Social Assistance to Families and Children 2008, candidate of pedagogical sciences Fateeva, Tatyana Nikolaevna

Social and pedagogical support for the resocialization of orphans and children left without parental care in a social rehabilitation center 2010, candidate of pedagogical sciences Tanas, Elena Isaakovna

Introduction to the thesis (part of the abstract) on the topic "Social and pedagogical support for children from dysfunctional families in a rehabilitation center"

Similar theses in the specialty "General Pedagogy, History of Pedagogy and Education", 13.00.01 VAK code

Socio-pedagogical support of children left without parental care in the process of socialization 2005, Candidate of Pedagogical Sciences Arkhipova, Anastasia Andreevna

Formation of rehabilitation and educational space in a shelter for children and adolescents 2008, candidate of pedagogical sciences Lyashchenko, Svetlana Mikhailovna

Psychological support for the development of the emotional sphere of a younger student in a social rehabilitation institution 2006, candidate of psychological sciences Velichko, Natalya Yurievna

Preparation for the future life of orphans of vocational education institutions 2010, candidate of pedagogical sciences Olkhovikova, Galina Nikolaevna

Socio-pedagogical activity with a dysfunctional family in the center of social assistance to children 2001, candidate of pedagogical sciences Remezova, Valentina Vladimirovna

Dissertation conclusion on the topic "General pedagogy, history of pedagogy and education", Bondarovskaya, Larisa Vladimirovna

List of references for dissertation research Candidate of Pedagogical Sciences Bondarovskaya, Larisa Vladimirovna, 2010

ecosystems

Zoology

Biology

Long 19th century

recent history

Middle Ages

new time

Interwar period