Children who find themselves in a difficult life situation. A child in a difficult life situation and the need for his social and pedagogical support

Introduction

1.1 The essence of the concept of "difficult life situation"

Conclusion

Literature

Applications

Introduction

Relevanceresearch topic is that in recent years in Russia, in the context of the continuing instability of socio-economic and political life, there has been a steady trend towards an increase in the number of children who find themselves in difficult life situations. This is evidenced by the statistical data presented in the annual state reports "On the Situation of Children in the Russian Federation". Moreover, only a small number of these children were left without care as a result of the death of their parents. The rest belong to the phenomenon of the so-called "social orphanhood", that is, they are orphans with living parents, and their number is growing catastrophically. This is caused by the continuing deterioration of the life of the Russian family, its moral foundations and, as a result, a change in attitudes towards children.

The statistics on those who grow up and leave rehabilitation centers are disappointing. Every year, tens of thousands of children leave such institutions for an independent life, and most of them do not adapt well to such a life. As a result - unemployment, poverty, crime, become alcoholics or drug addicts, commit suicide.

The leading causes of "social orphanhood" are:

-deprivation of parental rights (up to 70%);

-refusal to raise a child (up to 20%);

-stay of parents in places of detention (up to 10%).

Inmates of rehabilitation centers have a lot of problems. One of the main ones is to successfully integrate into society and independently build your life worthy of a Human. The main mission of social welfare institutions is to help in the socialization of pupils.

social work minor rehabilitation

Purpose of the study -to identify, theoretically substantiate and experimentally test the main directions of social work with children who find themselves in a difficult life situation.

To achieve this goal, you must complete the following tasks:

1. To reveal the essence of the concepts: social work, difficult life situation.

Analyze the features of socialization of children who find themselves in a difficult life situation.

To measure the level of socialization of pupils using the example of GBUSO "Social rehabilitation center for minors in Dubrovsky district".

To develop the main directions of work with children in difficult life situations.

Object of study:social work with children in difficult life situations.

Subject of study:technologies of social work with children in difficult life situations.

Research hypothesis- social work with children in difficult life situations will contribute to the successful socialization of children if the technologies of the proposed activity are implemented.

Chapter 1. Social work and its importance in the socialization of children in difficult life situations

.1 The essence of the concept of "difficult life situation"

In the scientific literature, the term "difficult situation" is used most often, and sometimes next to the concept of extreme. It also lacks a clear definition. In order to define a life situation as difficult, there is a violation of socialization to life. That is, a difficult life situation (TLS) is a situation in which "as a result of external influences or internal changes, a person's socialization to life is disturbed, as a result of which he is unable to satisfy his basic life needs through the models and methods of behavior developed in previous periods of life ".

A person in a difficult situation receives information about its various elements - about external conditions, about his internal states, about the course and results of his own actions. The processing of this information is carried out through cognitive, evaluative and emotional processes. The results of information processing in these three aspects affect the further behavior of the individual in this situation. Awareness of the imbalance between individual elements of the situation means a certain level of threat to the individual. Threat signals lead to an increase in activity, which takes the form of negative emotions of varying quality and strength. The role of emotions in the psychological mechanism of behavior in difficult situations can be different:

) as a detector of difficulty;

) as an assessment of the significance of the situation for the individual;

) as a factor leading to a change in actions in a situation.

The person reacts to the situation subjectively and behaves in it depending on how she perceives the given situation and how she interprets its meaning. Thus, difficult situations, even similar from the point of view of an outside observer, affect different people in different ways. The ability to cope with the frustrating and stressful effects of difficult situations largely depends on the level of mental development of the individual, her resistance to stress, experience in overcoming difficulties, resilience and a number of other significant personal qualities.

As you can see, difficult situations are a special case of psychological situations. A difficult situation can be talked about when the system of relations between a person and her environment is characterized by imbalance, or a discrepancy between aspirations, values, goals and opportunities for their implementation, or personality traits. The category of difficult situations understood in this way includes a wide range of life (everyday) situations of a person and situations associated with his activities. Several groups can be distinguished among them:

) difficult life situations (illness, danger of disability or death);

) difficult situations associated with the implementation of any task (difficulties, opposition, interference, failure);

) difficult situations associated with social interaction (situations of "public behavior", assessments and criticism, conflicts, pressure, etc.).

Difficult situations can be differentiated based on the level or degree of their complexity "... if you draw a conditional straight line and place situations of everyday life at one pole of this continuum, extreme situations will appear at the other, that is, situations of the ultimate degree of complexity for a person."

Practical social work to help children who find themselves in difficult life situations involves compulsory work with the child's family, especially in cases where the family is dysfunctional. The main form of providing such assistance should be a specially organized process - social support of the child and family. In turn, support can be defined as a special form of prolonged social assistance - patronage. Patronage in this case is understood as an integral and complex system of social assistance provided within the framework of the activities of social services.

Since the beginning of the 90s of the last century, the social work system has entered a new stage of development, the purpose of which is to create conditions conducive to the realization of the rights of children of different ages to full-fledged physical, intellectual, spiritual, moral and social development in accordance with the norms of the Constitution of the Russian Federation. Among the priorities of the state social policy to improve the situation of children in the Russian Federation are the following:

providing real access to education, developing a system of additional education, creating conditions for the spiritual and moral development of children, developing a vocational guidance system, promoting the socialization of adolescents to new socio-economic conditions, creating conditions for the sustainable functioning of the system of organizing leisure and recreational activities for children;

support for children in especially difficult circumstances: ensuring an effective state system for the prevention of neglect and delinquency of minors, ensuring the real right of children with developmental disabilities and children with disabilities to the special care of the state, providing orphans, refugee children with conditions for full spiritual and physical development.

It should be noted that the system of social work is developing as an interdepartmental one, involving the interaction of educational institutions, social protection, medical and cultural institutions, government organizations. A distinctive feature of the system is its dependence on regional (municipal) specifics, when demographic, social, historical, economic and other features are taken into account. At the same time, a number of main directions for ensuring social work can be identified. These areas include:

propaganda and explanation of the rights of children, families;

studying, diagnosing, resolving conflicts, problems, difficult life situations affecting the interests of the child, at the early stages of development in order to prevent serious consequences;

identification of requests, needs of children and development of support measures for individual students with the involvement of specialists from relevant organizations;

individual and group counseling for children, parents, social workers on resolving problem situations, conflicts, relieving stress, raising children in a family;

individual support of the child, aimed at overcoming the problems of cognitive, communicative activities, including training according to individual educational programs and plans;

organization of the activities of children and adolescents of different categories in their free time;

organization of rehabilitation camps for disabled children;

conducting summer specialized shifts (labor, leisure, sports) at the place of residence of adolescents on the basis of clubs, schools and other institutions;

organization of summer recreation for children from disadvantaged, large, asocial families;

organization of work with gifted children (summer profile shifts, contests, shows, etc.).

The indicated directions reflect the meaningful component of social work that has developed in practice. The organizational component of the support system, which has formed over the years of its formation as a mechanism of interdepartmental interaction, includes the following composition of institutions and organizations that differ in composition, categories of children, their coverage, and forms of support:

educational institutions, including: preschool institutions, general education schools of all types, institutions of primary and secondary vocational education, institutions of the special education system, institutions of additional education;

social service institutions: orphanages, family and child support centers, rehabilitation centers, trust services, counseling centers;

institutions of culture, sports, youth policy: employment centers for adolescents and youth, youth public receptions, youth labor exchanges, etc .;

interdepartmental psychological, medical, social and pedagogical centers and services of various levels, psychological and pedagogical commissions;

divisions for juvenile affairs in the structure of law enforcement agencies;

commissions for juvenile affairs and protection of their rights;

health care institutions.

For the successful solution of new and largely unexpected problems facing the state, society, and the education system, it is important to clearly understand the reasons for the emergence and growth of child homelessness and neglect. The main one among them is the destruction of the state system of socialization and social education of children without the formation of a new effective structure of socialization and leisure of children in the conditions of market relations.

Summarizing the abovewe can say that the concept of "a child in a difficult life situation" is the most complete and capable of characterizing all possible variants of the manifestation of various forms of deviation from the norms of the child's life.

1.2 Technologies of social work with children in difficult life situations

In working with children in difficult life situations, various technologies and programs are used. Each of them has its own specifics, but they all have one ultimate goal.

The main goals of social work, with this category are: creation of a system of social services for children as a state-public integral system of social and psychological support of a person; identification of factors that determine the development of social behavior of minors and youth; providing emergency assistance to children in difficult life situations; increasing the degree of independence of clients, their ability to control their lives and more effectively resolve emerging problems; creating conditions under which a person, despite physical injury, mental breakdown or life crisis, can maintain self-esteem and respect for himself from others; achieving such a result when the client no longer needs the help of a social worker (ultimate goal).

In our difficult time of socio-economic instability and crisis phenomena in all spheres of life, the least protected segments of the population, and especially children, are particularly affected.

Each child at different periods of his life, as well as depending on the social conditions in which he may find himself for reasons beyond his control, may find himself in a difficult life situation and, accordingly, will need help and protection to varying degrees. In this regard, difficult life situations of children are classified as follows: children left without parental care; children living in low-income families; children - victims of armed and ethnic conflicts; children from families of refugees and internally displaced persons; children in extreme conditions; children - victims of environmental and man-made disasters; children who are victims of natural disasters; disabled children; children with disabilities in mental and (or) physical development; children with behavioral disabilities; children whose vitality is objectively impaired as a result of the prevailing circumstances; children who are victims of violence; children serving a sentence of imprisonment in educational colonies; children in special educational institutions.

The pupils have a lot of problems, since in a state institution they do not have a sense of a permanent home. Some children had to change up to six localities, including the place of birth and education after graduation, four or five childcare facilities. At the age of 15-18, teenagers are forced to leave the rehabilitation center into the unknown, to solve the problem of housing, registration. For some, finishing school is like wandering. The status of a migrant, a marginalized person and a stranger is added to the orphan status.

Children who find themselves in a difficult life situation become migrants at an early age and retain this status for many years, proving that migration is not a geographical fact, but a social phenomenon. Park believes that migration should not be equated with simple movement. At the very least, it involves a change of place of residence and the destruction of home ties. Home connections in children who find themselves in a difficult life situation are destroyed several times:

) proper home ties and separation from relatives;

) home ties, when a child begins to consider a child care institution as a home, and educators and children as relatives. Moving like this leaves psychological trauma for life.

Moving from one institution to another for some pupils is the expectation of something new, for others it is fear of the future. Those who were wronged in the rehabilitation center expect that life will change for the better.

The study showed that in addition to character, upbringing, health, the child's socialization is influenced by the presence of relatives and the relationship that is formed with them. Once in child care, children completely lose all family ties.

During the history of charity, children who find themselves in a difficult life situation had the opportunity to raise their status in a state institution relative to a homeless one. This is realized at the expense of the state and at the expense of education or profession, which are sure to try to give a child in an educational institution. On this path, children are often limited in obtaining school education, many of them cannot study in a regular school, equal in their knowledge to children who have parents.

Young people from among children who find themselves in difficult life situations are not competitive in the modern labor market. And the professions received are unclaimed. The few non-governmental organizations that have begun to work today and are ready to help children who find themselves in difficult life situations in employment play the role of formal and informal employment channels: acquaintances, recommendations, labor exchanges.

Restrictions on obtaining a specialty and work are related to the housing problem. The law requires a graduate of a public institution to return to the place of birth, with which sometimes only the very fact of birth is associated.

Children who find themselves in a difficult life situation, who did not communicate with their parents during their stay in a child care institution, or do not know anything about their parents, begin to make inquiries about them. Some young people do this after leaving school, but more often after a vocational school, another educational institution, after serving in the army. When you have to get a job and re-solve the problem of registration and housing. Some young people can only find out that there were parents, but now they are no longer there, others manage to obtain information about their former residence permit or place of residence, which means they can apply for housing.

If parents and children agree to live together, then often young people begin to lead the same asocial lifestyle as their parents. You can talk about negative socialization.

Sometimes the children themselves, concluding that the best defense is an attack, begin to mock their parents, kick them out, sell housing.

In some cases, it is easier for adolescents to associate themselves with a negative environment. Become homeless, join a gang, but do not return to your parents.

Until the end of school (grades 9 or 11), children who find themselves in a difficult life situation are in the same space - a children's institution, of varying degrees of openness / closeness and represent a certain group of children, adolescents, connected by territorial unity. Children of each group (child care institution) live in the same conditions, receive the same upbringing and education, and have one social status - a foster child. The reason that the children are united in the grouping "pupils of the rehabilitation center" lies in the guardianship of the state and in the absence of parental care. Collective unity is a children's institution. The new team, like the whole society outside the children's institution, are strangers. If socialization is successful, then the stranger becomes his own, "fits" into the group.

As the main indicators of socialization, it can be noted:

how successfully the pupil managed to get a job;

how successfully he managed to create his own family, raise his children;

development of social activity, independence, responsibility;

lack of deviant behavior.

For the normal development of the personality, it is necessary to satisfy not only the biological, but also the social, spiritual needs of the child.

If you managed to educate a person with a conscious attitude towards oneself, others, society, the Motherland, etc., a person with an active life position, who knows how to build a life perspective, constructively resolve conflicts, who knows how to interact with others, then you can safely predict the successful socialization of such a person ...

Thus, social work with children in difficult life situations is widely developed and has various directions, but they are mainly focused not on the prevention of crisis situations, but on the "fight" with the consequences of a child falling into this category of citizens.

The programs developed in the region for the activities of a particular institution are more effective. They are created by leading practitioners who are directly involved in social work with children in difficult life situations.

It is impossible to develop a universal method of social assistance, technology or program capable of simultaneously effectively solving various problems of this category of children. Since the nature of the problems falling under the classification of children who find themselves in a difficult life situation is very wide and varied. Therefore, two or more social programs should be applied in one institution at the same time, they will fill each other's shortcomings.

1.3 The main directions of work with children in difficult life situations

Taking into account the peculiarities of the contingent of children admitted to the Social and Rehabilitation Center for Minors in Dubrovsky District, in our opinion, it is necessary to think over the content of work with children, although the idea of ​​dividing the child into time stages in each specific institution is quite reasonable. A child's stay in a rehabilitation center has a clearly defined end goal, which is preceded by a specific intermediate goal.

The allocation of goals makes it easier for the educator, teacher and the child to trace his life path, allows you to achieve final goals, gradually complicate the requirements for the child. This content of work allows you to see and feel changes in yourself, in your behavior, in your lifestyle, to be an active participant in all work.

The stages into which the child's time in the rehabilitation center is divided helps the teacher to focus on the development of precisely those skills that are needed at the moment. The mastery of the skills necessary for a normal life at each time stage is easy to see, they facilitate the adaptation of the child to life both in the institution and in survival in general.

The time of a child's stay at the Social and Rehabilitation Center for Minors in Dubrovsky District will be different in duration, but it is conventionally divided into six stages.

The first stage is conventionally called the stage of forming a sense of security. This stage can cover the time from the start of work on the placement of a child in a particular institution to 5-6 weeks of stay in it.

The second stage is aimed at organizing the child's life in the center. This stage covers the entire period of the child's stay in each specific institution and will last from three months to independent life.

The third stage includes the organization and conduct of various types of rehabilitation work with children. At this stage, individual and group forms of work with children and adolescents are assumed throughout the entire stay in the center.

The fourth stage is aimed at preparing educational institutions for the child's future independent life and again permeates the period of his stay in a particular institution.

The fifth stage involves the self-determination of the center's pupils, including professional ones. This stage covers the entire time of the child's stay in this institution, and the types of work and forms depend on the child's age.

The sixth stage is associated with the time when the pupil leaves the center and is prepared to enter an independent life. The time of its passage is very individual, it depends on the specific goal that the pupil of the institution realizes.

The timing of the stages in time will depend on many reasons and will be determined by the following factors:

the possibilities of the territories to provide social assistance to children and adolescents;

the age of the child and the ultimate purpose of his stay in this institution;

professional self-determination of the pupil;

the purpose of his independent life. ...

Thus, dividing the time of a child's stay in a rehabilitation center into stages makes it possible to clearly delineate the functions that are performed by all specialists related to the child.

Chapter 2. Features of social work with children on the example of GBUSO "Social and rehabilitation center for minors Dubrovsky district"

2.1 Analysis of the activities of the rehabilitation center for minors

The purpose of the study is to identify the level of socialization, to develop the main directions of work with children who find themselves in difficult life situations.

To achieve this goal, it is necessary to perform the following tasks:

1. To measure the level of socialization using the example of GBUSO "Social rehabilitation center for minors in Dubrovsky district" aged 12-17 years.

Measure the level of socialization of 7th grade pupils of a comprehensive school.

Analyze the data obtained.

The study of the level of socialization was carried out in February 2014 among pupils using the example of the GBUSO "Social and Rehabilitation Center for Minors of Dubrovsky District" and 7th grade students of Dubrovskaya secondary school.

Research base:

GBUSO "Social rehabilitation center for minors in Dubrovsky district".

December 2002 - MSU "Shelter" was reorganized into the municipal specialized institution of social services "Social rehabilitation center for minors".

The main goals and objectives of the institution

social assistance to families in difficult life situations;

provision of emergency social assistance to minors in difficult life situations, provision of their temporary residence

identification and differentiated accounting of families with children in need of social support, determination of the forms of assistance they need and the frequency (permanently, temporarily, on a one-time basis) of its provision,

participation in the work on the prevention of neglect and juvenile delinquency in conjunction with the authorized competent authorities and in agreement with the founder;

provision of social, psychological and other assistance to minors, their parents (legal representatives) in eliminating a difficult situation;

ensuring the protection of the rights and legitimate interests of minors;

organization of medical care and education for minors, assistance to their professional orientation and their acquisition of a specialty;

assistance to the guardianship and guardianship authorities in the placement of minors left without parental care;

The inpatient department provides the following services:

provision of temporary accommodation for minors;

provision of first aid (if indicated, minors are sent for treatment to an inpatient medical institution);

organization of medical examination of minors by specialist doctors;

clarification of the identity of the minor, the place of residence of his parents or his legal representatives;

notification of parents (legal representatives) about the location of the minor.

organization of the phased implementation of individual programs for the social rehabilitation of minors, ensuring the restoration of lost contacts with the family and within the family, their social status;

providing comprehensive medical and psychological assistance to minors;

implementation of social patronage of families upon the return of a child from the Center.

Family and Child Assistance Department:

identifying the needs of specific families in various types and forms of social support and assistance in obtaining it;

comprehensive study, analysis and participation in the practical solution of the problems of dysfunctional families, their social patronage;

protection of the rights of children, participation in activities for the prevention of neglect and delinquency of minors, their social rehabilitation.

The main reasons for the increase in the number of children in difficult life situations are:

the decline in the social prestige of the family;

-material and housing difficulties;

-interethnic conflicts;

-the growth of illegitimate births;

-a high percentage of parents with an antisocial lifestyle;

-an increase in the number of divorces;

-the spread of child abuse.

During the work on socialization, the following problems of the pupils were revealed:

Social problems:

overload of children with negative experiences, negative images, due to the initial stay in an inferior, dangerous social situation;

the social status of an orphan is "a child of the state".

Medical problems:

pathological deviations in the state of health of the pupils;

severe mental trauma, nervous disorders, developmental delay;

weakening of the child's body, lag in physical development.

Psychological problems:

early deprivation, deformation of the emotional and sensory sphere, caused by a lack of parental love;

emotional coldness, tightness, alienation, distrust of people, an unfriendly and sometimes aggressive attitude towards them;

lack of communication skills, inability to build constructive communication at the level of "child - child", "child - adult";

increased vulnerability of the inmates of the rehabilitation center, inability to self-determination, infantilism;

violation of the feeling of close attachment to relatives (brothers, sisters).

Pedagogical problems:

social and pedagogical neglect of children;

deviant behavior;

low level of culture;

high level of aspirations, selfishness, consumer attitude towards people, poorly developed sense of responsibility, frugality.

According to the results of the study of problems, pupils note that they face problems: in school, conflict with adults (teachers, educators), homesickness.

Children from socially disadvantaged, incomplete families, which are characterized by social isolation, unsatisfactory living conditions, whose parents have a low-prestige occupation or are unemployed have more chances to abuse alcohol and drugs.

And in families where parents are constantly busy, do not establish clear norms of behavior, use a kind of distorted upbringing, when children are left to themselves, or inconsistency of upbringing, when a child can be punished and praised for the same act, a cruel style of upbringing or overprotection, when the child is brought up in "greenhouse" conditions, has easy and uncontrolled access to money and is not aware of how it gets, and some other forms also lead the adolescent to an increased risk of slipping into drug addiction and alcoholism.

The desire to find money to buy drugs - legal and illegal - pushes drug addicts to commit crimes. The administration is carrying out multifaceted work to combat drug addiction. These are operational-search measures to identify and detain drug traffickers, and work with adolescents of specialists from the Department of Education, Health, Family and Youth Affairs (the comprehensive "sos" program for 2013-2014 on measures to prevent crime, delinquency, drug addiction treatment, substance abuse , alcoholism, prevention of HIV and other infections, identification of risk groups among adolescents and young people of the city). However, the measures taken are lagging behind the pace of the growth of the scale of the problem.

Therefore, the rehabilitation center for children and adolescents cannot stand aside.

The purpose of this program, developed at the center, is the prevention of drug addiction through self-knowledge, self-education, increasing the level of life competence and developing skills for a healthy lifestyle.

The task was to develop a systematic approach to the prevention of legal and illegal drug abuse among adolescents and children.

The results obtained from the work carried out are the reduction of risk factors for the use of legal and illegal drugs among the wards, the formation of a healthy lifestyle and highly effective behavioral strategies and personal resources, as well as the formation of skills to resist the drug addicted environment.

The results were obtained through the holding of seminars for educators in order to familiarize themselves with the goals and objectives of the program, conducting special trainings and classes with children and adolescents on the topics: smoking, alcohol, drugs; classes with parents and addicted teenagers.

A rehabilitation center for children and adolescents works with children in difficult life situations. During the year, more than 150 children, aged from 3 to 18 years old, receive rehabilitation at the shelter. Many children are re-admitted throughout the year and annually. Therefore, we can observe the family for a long time.

The situation in such families is not improving, there is a degradation of parents, children from year to year enter the orphanage more and more maladjusted. Many of them do not attend comprehensive school, a large number of children are addicted to alcohol and tobacco smoking, some have toxic dependence, as well as children who have committed offenses (theft, robbery, petty hooliganism).

Family surveys show that only in a few cases intrafamilial ties are restored. After the rehabilitation course at the orphanage, the children return to their former life - to dysfunctional, alcoholic families, continue to live in the family without support within it.

Today there is an urgent need to create a comprehensive program for the rehabilitation of not only children and adolescents, but also members of their families, because working with the "consequence" is useless without eliminating the root cause (alcoholism and parental deprivation).

Both parents and children should not be part of the problem, but part of its solution and have the knowledge necessary for self-rehabilitation.

The complexity of the program and its viability is determined by the interaction of a social work specialist, social educator and psychologist working on the staff of the shelter, as well as the volunteer movement that develops in the process of implementing the program (self-help groups from the clients themselves).

The aim of the program is - social rehabilitation of the family, restoration of intra-family ties, aimed at returning the child to a normal life.

The objectives of the program were:

Motivation of family members to stop drinking alcohol and to return the child to the family

Formation of a healthy lifestyle in order to develop personal resources that prevent the abuse of alcohol and psychoactive substances (PAS).

Creation of conditions for social adaptation of both parents and children in order to develop their interests and individual characteristics,

Monitoring the state of the family after rehabilitation measures.

The effect of the implementation of the program is the return of children to the family and the absence of the need to keep children in state support institutions (keeping one child in an institution costs the state 100-105 thousand rubles a year), as well as an improvement in the crime situation in the city.

Thus, in the course of various technologies, it is planned to develop an integrated approach to solving the social problems of a child (adolescent) and his family. The implementation of this program gives an impetus to the development of the family rehabilitation department, workshops, the organization of various types of public associations, the development of volunteer activities. Through the implementation of this program, it becomes possible to attract extra-budgetary funds, in the form of sponsorship, partial self-sufficiency (workshops).

2.2 Analysis of the results and conclusions on the study of social work with children in GBUSO "Social rehabilitation center for minors Dubrovsky district"

The study involved 53 people. Among them are 25 boys and 28 girls. The children were conditionally divided into two groups.

The socialization of children who find themselves in a difficult life situation (inadequacy of behavior to the norms, the requirements of the system of social relations in which the person is included), although it is within the normal range, is still much higher than that of their peers living in families. Children who find themselves in a difficult life situation also have a higher level of self-rejection (the discrepancy between "I am ideal" and "I am real" ideas about myself), rejection of others, emotional discomfort, external control. Both children living in families and children in difficult life situations are led. The level of withdrawal from problem solving among pupils exceeds that of pupils. In general, the analysis of these indicators allows us to conclude that the socialization of the pupils of the center, although it is within the normal range, is slightly lower than that of their peers who are brought up in families.

Thus, excessive guardianship and care of educators deprives children of independence. Children who live in closed childcare facilities from an early age grow up with a lack of communication. It would seem that in such conditions, one should expect the pupils of the rehabilitation center to have a relatively high level of ability to organize themselves, to plan their behavior. As shown by the studies carried out in the example of the GBUSO "Social and rehabilitation center for minors in Dubrovsky district", this is far from the case.

A child brought up in a family finds himself in a less harsh situation of demands and control, has the opportunity to participate in the complex and varied activities of adults (repair a TV set with his father, cook dinner with his mother), learn to perform not only individual operations, but also learns rather complex planning programs. organization and control of their activities. In the family, the assimilation of complex elements of activity, the development of internal planning of actions does not take place in a situation of special education, but natural inclusion in the context of activities that are attractive to the child.

What is given to the child in the family spontaneously, without the specially designated efforts of the parents, the pupil of the rehabilitation center can receive only at the cost of the enormous purposeful work of the teaching staff.

We investigated the level of socialization in boys and girls brought up in the example of the GBUSO "Social rehabilitation center for minors in Dubrovsky district" in order to identify deviations in the psychological state, analyze and prevent problems at the initial stage of their occurrence.

The socialization of girls, although it is within the normal range, is slightly higher than that of boys, thus girls are prone to inappropriate behavior of norms and requirements in society. Both boys and girls accept themselves, accept others, are led. Boys have higher emotional comfort, while girls have higher emotional discomfort. The level of escapism among boys is within the normal range, but slightly higher, so they strive in situations of crisis, powerlessness, alienation to escape from reality into the world of illusions and fantasies.

In general, the analysis of the data allows us to conclude that the socialization of boys in the example of the GBUSO "Social and rehabilitation center for minors of Dubrovsky district" is slightly higher than that of girls, boys better adapt to the conditions of the social environment.

We can trace the socialization of pupils through relationships with classmates.

In February 2014, we diagnosed emotional ties, that is, mutual sympathy between members of the two groups.

Consider the results of our diagnostics

From the data we obtained, we see that in the first group the leaders with the maximum number of elections got into the "zone of stars" - these are B. Ruslan, L. Zabar, R. Ivan. They are in the best possible position, each of them attractive personality to others. The maximum number of elections (6 out of 6) was received by R. Ivan, he turned out to be the most popular among his classmates. Thus, an informal group of three is revealed, and the rest are drawn to them.

The "preferred zone" includes M. Arthur, S. Matvey, S. Mikhail, P. Vasily. The guys also feel good in this position. Despite the fact that P. Vasily received the least number of elections (2 out of 6 choices), he is on the border of the "preferred" and "neglected" zones. The reason, apparently, is his behavior, uncontrollability, hyperactivity. Vasily himself made the largest number of choices (6 out of 6), which suggests that Vasya strives for communication, wants to have friendly relations with all the guys in the group.

It should be noted that in this group there are no "neglected" or "rejected".

The cohesion coefficient of this group is 100% - in general, everyone in this group is good.

In the second group, we see that D. Victor, K. Ivan are included in the "zone of stars", who received the largest number of elections (6 out of 7) and became the undoubted leaders in this group. Denis received 5 elections and also belongs to the "zone of stars". The guys themselves made from 3 to 4 choices - this is not the largest number. These guys are very comfortable in their group, they are pleasant for many of their comrades and they themselves make contact.

B. Vadim, K. Maksim entered the "preferred zone", they got 4 choices out of 7, they feel the same well among the guys in the group, they themselves made an average number of choices. D. Alexander and S. Sergei, although they are on the border of the "preferred zone" and the "zone of neglected", got 2 votes each. In turn, D. Alexander made the largest number of choices, which speaks of the individual's need for communication, S. Sergei made 5 choices, he also wants to communicate with most of the group.

"Zone of the rejected" - N. Sergei, he did not receive a single choice and he himself made the minimum number of choices (1), this suggests that the boy does not want to communicate with anyone in this group, he is uncomfortable.

The group's cohesion rate is 87.5%, which is not a bad indicator. The guys are good in this team, except for N. Sergei. We recommend improving the group's climate; influencing the rejected, help the pupil stand out, gain authority, interest the children in his persona. It is necessary to conduct conversations with the guys, without N. Sergei, and with him alone. Talk about his behavior, relationship with the guys. There is no need to make comments and discuss Seryozha in front of everyone, so as not to give the guys a reason to reject him further.

Pay attention to the fact that D. Alexander and S. Sergei would not move from the "preferred zone" to the "neglected zone".

In the third group, K. Anastasia entered the "zone of stars", she received the maximum number of elections (6 out of 6), turned out to be the leader of this group, and N. Nadezhda, received (5 out of 6) elections.

In the "preferred zone" - B. Nadezhda, E. Lolita, N. Galina, they are comfortable in their group. S. Valeria is on the border of the "zone of preferred" and "zone of neglected", the girl received (2 out of 6) elections.

"Zone of the neglected" - P. Diana, she received the minimum number of elections (1). The girl is needed from time to time, and so they can do well without her. Diana herself strives for communication, this is evidenced by her 5 choices.

Group cohesion rate is 83.3%

We recommend paying attention to Diana. She needs the help of educators in showing her best side. There is no need to make comments in front of everyone, it is better to discuss her misdeeds with her alone, without the presence of girls. You need to conduct conversations with the girls, invite them to put themselves in her place, ask them to list her merits in writing. Pay attention to S. Valeria.

In the fourth group, the "zone of stars" has not been identified.

All the guys belong to the "preferred zone". Sergei and Sh. Dmitry received 2 choices out of 6 - this is the border between the "preferred zone" and the "neglected zone".

Group cohesion rate is 100%

Pay attention to Ch. Sergei and Sh. Dmitry.

In the fifth group, the "zone of stars" was not revealed.

"Preferred Zone" - A. Aleksey, K. Ruslan, K. Evgeniy, they are comfortable in the team.

"Zone of the rejected" - Sh. Alexander, V. Maxim, they did not get a single choice. Maxim himself did not make a single choice. The boy is completely rejected by the group and does not himself seek to win someone's sympathy. Alexander, on the contrary, strives for communication, he made 4 choices out of 5.

The group cohesion rate is 66.6% - this is the group with the lowest rate in the rehabilitation center.

We recommend paying attention to isolated guys. Conduct conversations with all pupils. Help the guys to prove themselves, to prove that the team needs them. Emphasize their abilities and positive qualities more often.

In the sixth group, the "zone of stars" was not revealed.

"Preferred Zone" - B. Anastasia, V. Ekaterina, T. Lydia, they confidently took their place. A. Alena and V. Victoria received 2 choices out of 5 and are on the border of the "preferred zone" and the "neglected zone". "Zone of the neglected" - P. Anastasia, she got 1 choice. The girl does not seek communication. Group cohesion rate is 83.3%

P. Anastasia's data (socialization, self-acceptance, rejection of others, emotional comfort, domination) do not correspond to the norms. The girl is maladjusted, that is, she did not adapt to the new environmental conditions. She accepts herself, accepts others (in sociometry she made two choices, but she herself received one), she does not strive for communication, because she experiences emotional discomfort, therefore in sociometry she is in the "zone of neglected".

V. Victoria's data show that she does not accept others, therefore the girl has few friends in the group, she is on the border of the "preferred zone" and the "neglected zone".

Based on the research results, we recommend paying attention to P. Anastasia and V. Victoria. Conduct conversations with pupils of the 6th group. Help girls to prove themselves, to prove that they are needed by the team. Thus, we measured the degree of cohesion, identified within-group "authorities" on the basis of sympathy and "rejected" on the basis of antipathy.

Considering the results obtained, we consider it possible to recommend the following to the teaching staff of the rehabilitation center:

create an emotionally comfortable environment for pupils;

to satisfy the most important needs - in unconditional acceptance and love, attention, care, support, recognition and respect;

to include pupils in a variety of activities for full development;

in educational work, focus not on formal discipline, education of obedience, but on the development of the personal potential of each child;

one of the most important problems in a rehabilitation center is the need for children in difficult life situations for love. The deprivation of this need entails many disorders in the development of the personality of the pupils. Taking this into account, as well as the emotional overload of educators, we recommend giving each child personally 15-20 minutes a day, but in these minutes focus your attention exclusively on him;

taking into account the need for the pupils of the rehabilitation center for informal communication with adults, distortion of its forms, as well as the fact that communication is a leading activity for adolescents, the inability to communicate constructively leads to significant difficulties in the socialization of pupils, educators need to use technologies in everyday communication with children developing communication;

use the data we have obtained to restructure groups, increase their cohesion and efficiency of activity, so that socialization has a positive dynamics.

Thus, the measures applied in practice in the rehabilitation center have their own focus, but they all lead to positive results and are needed in our society. The level of development of social policy can be characterized by the number of programs and their implementation.

It is impossible to create an ideal social program, since it is impossible to find a universal solution method suitable for all problems at the same time. Therefore, two or more social programs should be applied in one institution at the same time, they will fill each other's shortcomings.

Conclusion

In the process of theoretical study of this problem, we considered the concepts of "social work" and "difficult life situation". They found out that the goal of socialization is to instill in the child a sense of duty, social security and preparation for future adult life. The main mission of the rehabilitation center is to prepare pupils for an independent life in modern society, but at present the level of this training cannot be considered sufficient. The success of their further life path will depend on how much the rehabilitation center of pupils will be able to prepare for this independent life. Therefore, social workers need to form in children a "way of life worthy of a Human", which has three foundations "Good, Truth, Beauty". "A life worthy of a Man is a life that allows him to maximally realize the essential properties and the full completeness of functions characteristic only of a man as a representative of the highest stage of the biological world."

For the normal development of a personality, it is necessary to satisfy not only biological, but also social, spiritual needs.

If you managed to educate a person with a conscious attitude towards oneself, others, society, the Motherland, etc., a person with an active life position, who knows how to build a life perspective, constructively resolve conflicts, who knows how to interact with others, then you can safely predict the successful socialization of such a person

We learned that young people from among children who find themselves in difficult life situations are not competitive in the modern labor market, and their professions are not in demand.

After obtaining a profession, the housing problem acquires a new quality: work is needed, where they will definitely provide a residence permit. But today many organizations do not have hostels. It is also difficult to take advantage of the quotas provided for employment. Children who find themselves in a difficult life situation often remain without a residence permit, and the employment center does not work with such people.

Many do not have important social resources: material (housing, a demanded profession, savings) and psychological (adequate upbringing, support from relatives).

Socialization is one of the most important aspects of the socialization process. But if socialization is a gradual process of personality formation in certain social conditions, then the concept of "socialization" emphasizes the active development by a person or a group of a new social environment in a relatively short period of time.

The pupil becomes a full-fledged member of society, assimilating social norms and cultural values.

Successful socialization presupposes an effective adaptation of a person to society and, at the same time, the ability to resist him in those collisions of life that impede self-development, self-determination, and self-realization.

The social worker creates conditions for the socialization of children to new living conditions, his positive socialization and subsequent social integration.

A social worker, carrying out professional activities in a rehabilitation center, is a source of social protection for children in difficult life situations, including he is the organizer of work on the formation of socialization of pupils. Forms in children who find themselves in a difficult life situation, "a way of life, a worthy Human".

From the results obtained, it can be seen that the level of socialization among children of the rehabilitation center is higher than among their peers, since we found out that excessive guardianship and care of educators deprives children of independence. Children who live in closed childcare facilities from an early age grow up with a lack of communication. It would seem that in such conditions, one should expect the pupils of the rehabilitation center to have a relatively high level of ability to organize themselves, to plan their behavior. As shown by the studies carried out in the example of the GBUSO "Social and rehabilitation center for minors in Dubrovsky district", this is far from the case.

Thus, a child brought up in a family finds himself in a less harsh situation of demands and control, has the opportunity to participate in the complex and varied activities of adults (repair a TV set with his father, cook dinner with his mother), learn to perform not only individual operations, but also learns rather complex programs for planning, organizing and controlling their activities. In the family, the assimilation of complex elements of activity, the development of internal planning of actions does not take place in a situation of special education, but natural inclusion in the context of activities that are attractive to the child.

Literature

1.Federal Law "On additional guarantees for social protection of orphans and children left without parental care" N 217704-5 // ATP Consultant +

2.Federal Law "On the Basic Guarantees of the Rights of the Child in the Russian Federation" N 124-FZ // ATP Consultant +

.Astonits M. "Orphans in Russia: socio-cultural conditioning of the child's personality characteristics under conditions of deprivation" // Bulletin of Eurasia, 2012. No. 3

.Belicheva S.A. Socio - pedagogical methods of assessing the social development of maladapted adolescents // Bulletin of psychosocial and correctional and rehabilitation work: 2010, no.

.Gologuzova M.N. Social pedagogy. M., 2011

.Gulina M.A. Dictionary-reference book on social work. - SPb .: Peter, 2010 .-- 400 p.

.Dementyeva I.F. Socialization of orphans. Current problems and prospects in market conditions. // Social problems of orphanhood. - M., 2012

.Diagnostics and correction of adolescent socialization disorders. Edited by S.A. Belicheva and I.A. Korobeinikov. - M., 2012

.Dubrovina I.V., Lisina M.I. Features of the mental development of children in the family and outside the family // Age features of the mental development of children. - M., 2010 - 110 p.

.Kon I.S. Psychology of early adolescence. - M., 2011

.Kondratyev M.Yu. social psychology of closed educational institutions. - SPb .: Peter, 2011 .-- 304 p.

.S.V. Krivtsova A teenager at the crossroads of eras. Problems and prospects of socialization of adolescents. M., 2010

.Kulakov S.A. at a psychologist's appointment - a teenager. - SPb. Publishing house of the Russian State Pedagogical University named after A.I. Herzen, publishing house "Soyuz", 2011

.Kulnevich S.V., Lakocenina T.P. Educational work in high school: from collectivism to interaction. Rostov-on-Don. Creative Center "Teacher", 2010

.A. V. Mudrik Introduction to Social Pedagogy. - M., 2011

.A. V. Mudrik Communication of schoolchildren. - M., 2012

.Nazarova I.B. Socialization and Possible Models of Mobility of Orphans), Moscow, Moscow Public Science Foundation, 2010

.Nazarova I.B. Opportunities and conditions for the socialization of orphans // Sociological research, 2011, no.

.R.V. Ovcharova Social worker reference book. - M .: TC "Sphere", 2011. - 480 p.

.Odintsova L.N., Shamakhova N.N. Family-type children's center. - 2000, Vologda: VIRO - 56 p.

.Protection of the rights of children. Social and pedagogical support and rehabilitation. MGPU, 2011

.Platonova N.M. Foundations of social pedagogy. - SPb, 2010

.Podlasy I.P. Pedagogy: 100 questions and 100 answers, M: VLADOS PRESS, 2010

.Developmental Psychology, St. Petersburg, Piter Publishing House, 2010

.Psychology. Dictionary / under the general. ed. A.V. Petrovsky, M.G. Yaroshevsky. - 2nd edition, rev. and add. - M .: Politizdat. 2010 .-- 494

.Rean L.A. On the problem of personality socialization // Bulletin of St. Petersburg, series No. 6, issue 3, 2011

Applications

Annex 1

Appendix 2

Appendix 3

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

The modern world is extremely unstable and full of changes. Adults sometimes fall into a state of stress in conditions of an unstable economic situation, an increase in crime, and the need to worry about what will happen tomorrow. This, of course, cannot but affect the children.

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

Causes of difficult life situations in children

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

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

Causes of family trouble

1. Reproduction of patterns of interaction and behavior adopted in the parental family.
2. A fatal coincidence of life circumstances, as a result of which the whole structure and conditions of the family's existence change. For example, sudden death, disability of a family member.
3. Changes in the world around, entailing changes in each family system. For example, an economic crisis, wars, etc.

1. Children without parental care

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

Reasons for deprivation of parental rights:

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

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

The primary task of society is the early identification of families at risk, assistance to such families and their support, the desire to preserve the blood family for the child. Sometimes an ordinary conversation with a neighbor, who often began to appear drunk at the entrance, can prevent the development of a real disaster.

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

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

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

The causes of child disability can be intrauterine developmental disorders caused by genetic factors, the lifestyle of the parents (drug addiction, alcoholism and other types of deviations); birth injuries, as well as subsequent injuries of various origins.

Children with special needs often live and study at home. Currently, inclusive education has been developed, in which children with disabilities have the opportunity to live and study in the same environment with their peers.

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

Typical features of families with disabled children:

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

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

• prevention of the development of secondary disorders in the development of children,
• disclosing the rehabilitation potential of the family in providing support to the child, providing advice to the family itself,
• social adaptation and inclusion of the child in the environment of peers at an early stage,
• passing earlier preparation for teaching in the school curriculum, reducing difficulties in subsequent education.

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

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

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

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

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

Unfortunately, the number of such children is growing in the modern world. The primary task at the time of an emergency is to place children in a safe place and provide them with everything they need, from personal hygiene products to the opportunity to get an education. After all, often, finding themselves on the street and losing a roof over their heads, children are forced to independently provide themselves with everything they need, which can lead them to the path of crime.

The main problem with these children is that very little attention is paid to their experiences of changing their place of residence. But they are faced with a number of issues that are not easy to solve even by adults. Together with the place of residence, children need to change school, social circle, habitual places of rest and entertainment, and adapt to a new environment. Children in extreme situations often lose close relatives and even parents. Undoubtedly, they all experience loss.

In the future, such children experience difficulties in communication, their general development is hampered, academic performance and interest in life decrease. Children in extreme conditions need qualified help from psychologists in overcoming post-traumatic stress disorder.

4. Abused children, including in the family

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

Types of violence:

• physical violence when a child is beaten, while traces of beatings may remain on the body, or they do not feed,
• sexual assault,

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

Consequences of violence:

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

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

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

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

An important role in such situations is where children can call without fear of being exposed. Everyone can and should report the situations of domestic violence we are witnessing: relatives, neighbors, school psychologists and teachers.

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

As a rule, these children are characterized by a tendency to deviate in behavior, or deviant behavior, i.e. behavior that does not comply with the norms that are accepted in society.

Behavioral deviation levels:

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

Reasons for behavioral deviation:

• social and pedagogical neglect, specificity of upbringing;
• family trouble, as a result of which the child experiences deep psychological discomfort;
• personality traits of the child: developmental deviations, transitional stages of growing up;
• insufficient opportunity for self-realization and self-expression;
• neglect.

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

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

In practice, social assistance to children who find themselves in a difficult situation consists in constant work with their families, when it is dysfunctional. The main type of such assistance is social support of the baby and his family. Accompaniment - social assistance, including pedagogical and psychological assistance. Escort is also called patronage. This is a whole complex system of psychological, pedagogical and social assistance provided by specialists from social services. But each of us can help a child in a difficult life situation. It is worth just stopping, not passing by and not turning away from a little person in trouble.

Theme. Features of children who find themselves in a difficult life

situations

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

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

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

LITERATURE

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

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

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

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

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

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

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

The Federal Law of the Russian Federation "On Basic
guarantees of the rights of the child in the Russian Federation "dated July 24
1998 No. 124-FZ, art. 1 formulated typicaldifficult life situationsfor a child in which the state takes on
the obligation to provide him with the necessary assistance. These includeloss of parental care.Such a phenomenon can have
place in some cases:

a) death of parents;

b) parental refusal take their children from social institutions
protection of the population, educational, medical and other institutions;

v) self termination parents parentingin relation to your child (self-elimination from raising a child);

G) non-compliance by parents for one reason or another with their
responsibilities towards your children(for example, as
health - the danger of infecting the child, etc.);

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

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

g) deprivation of parents of parental rights.It acts as a legislative measure for parents,non-performingin relation to their minor children, as well asabusing parental rights.

The responsibilities of parents include:

creation of normal conditions for their life;

to be their legal representatives and to defend them
rights and interests in all institutions without special powers;

educating them.

Deprivation of parental rights from parents is aimed at protecting rights
children brought up in a family, to protect them from cruelty and other abuse by their parents. It can only be carried out by a court decision. Parents deprived of parental rights lose all rights based on the fact of relationship with the child,
but are not exempted from the obligation to maintain it. If such
the parent by his behavior makes it impossible for the child to live with him, then he can be evicted without providing other living quarters. Upon termination of parental rights
of both parents, the child is transferred to the care of the guardianship authorities and
guardianship;

h) inability by parents for one reason or another to fulfill their parental responsibilities:

serving a sentence;

recognition of them as incapacitated when they cannot, for health reasons, perform duties in relation to their children
(physical capabilities or mental disabilities);

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

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

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

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

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

Children who are part of families of refugees and forced
migrants who find themselves in extreme conditions;

Children are victims of violence. This phenomenon can be observed in
family when there isabuse of parental rights.
Itconsists in the use by parents of their rights to the detriment of
interests of children (for example, creating obstacles in learning, encouraging begging, theft, prostitution, using
alcoholic beverages or drugs, etc.);

children serving a sentence of imprisonment in an educational colony;

children in a special educational institution;

children whose livelihoods are objectively impaired as a result of the prevailing circumstances that do not independently
can be overcome, including by the family.

In these cases, the child falls intoguardianship and trusteeship bodies -local government bodies entrusted with
obligations to protect the rights and interests of children left without parental care.

The guardianship and trusteeship bodies are called upon to:

to identify children left without parental care;

brother of such children to be registered;

to select the forms of arrangement of children left without care
parents. At the same time, they try to arrange them, first of all, in a family.
To this end, they promote the creation of foster, care and
other types of families;

patronize foster families, provide them
necessary help (getting vouchers to summer camps, rest homes, sanatoriums; placing children in schools, creative teams);
contribute to the creation of normal living and upbringing conditions
a child in foster families (help of psychologists, teachers, social educators; assistance in improving housing conditions),

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

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

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

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

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

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

Adopting family - a family that adopted (adopted)
child (children).Adoption (adoption) -this is the most preferred form of placement for children who have lost parental care. It is allowed v in relation to minor children and only in their interests. In this case, the child is legally fully equated with his own children, acquires parents in
the person of the adoptive parents and the family of origin. Adopters voluntarily assuming the full range of duties imposed by law
on parents, are equal to them in all respects and are endowed with the same rights.Adoption is carried out by the courtat the request of persons
(persons) wishing to adopt a childwith the participation of the guardianship and care authorities(Family Code of the Russian Federation, Art. 129-130).

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

transfer of the child to a foster (foster) family. Guardian (custodial) family -it is a form of placement of orphans and children left without parental care, for the purpose of their maintenance,
upbringing and education, as well as to protect their rights and interests.
The concepts of "guardianship" and "guardianship" as forms of family education are identical.

Guardianship established over children under the age of 14.
Guardianship established from 14 to 18 years old.They are installed within a month fromthe moment when it became known that the minor is without protection. Only adult capable persons are appointed as guardians (curators) of children. This takes into account the moral and other personal qualities of the guardian (curator), his ability to perform the relevant duties, the attitude of family members towards the child, as well as, if possible, the child's own desire (Family Code of the Russian Federation, Art. 150-151).

Guardian parents receive fundsfor food,
purchase of clothes, shoes, soft equipment for wards, according to
prices of the respective region until the child reaches the age of 16
(for students of a general education institution - up to the age of 18). Funds are not assigned and paid for those
children whose parents can personally raise and support children, but voluntarily transfer them under the guardianship (guardianship) of other persons, are on long business trips;

Foster family -device shapeorphans and children left without parental care,on the basis of an agreement on the transfer of the child (children) for upbringing to a family between the guardianship and guardianship authorities and foster parents(spouses or separate
citizens who want to take their children into the family). The activities of the foster family are carried out on the basis of the Decree of the Government of the Russian Federation No. 829 of July 17, 1996, which approved the Regulations on the foster family.

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

Foster parents in relation to the adopted child (children)
have the rights and duties of a guardian (curator).Organ
guardianship and trusteeship provides the necessary assistance to foster
parents and monitors the living conditions and upbringing of the child (children).

On the content each foster child (children) of the foster
familypaid monthly cashfor food,
purchase of clothing, footwear and soft equipment, household items, personal hygiene, games, toys, books and the benefits established by the legislation of the Russian Federation for pupils of educational institutions for orphans are presented
and children left without parental care. Statealso pays for the work of foster parents as educators.Arrangement of children
to a foster family does not entail the emergence between foster parents and foster children of alimony and hereditary legal relations.

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

A process has emerged in Russiacreating family, educational
groups.This form of social service is provided to minors in a socially dangerous situation.

Family educational grouprepresentsdepartment of a specialized agencyfor minors in need of social rehabilitation, carrying out its activities on the basis of the Charter and Regulations. The basis for creating such
group is real family Russian citizens, which takes
take care of the inmate of a specialized institution and
carries it out with the active support of the latter.

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

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

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

The Ministry of Labor and Social Development of the Russian Federation has developed recommendations for specialized institutions
for work with minors, the "Approximate
regulations on the family educational group ", on the basis of which
today they are being created and functioning. When opening such institutions in the field, the recommended position is concretized with
taking into account local conditions.

The family group, as a rule, includes children who have found
positive trends in the process of social rehabilitation.

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

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

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

foster's (replacement) family istemporary family,adopting a child without parental careon a contractual basis with local guardianship and guardianship authorities and under their control.She takes care, care and
child education. Parental responsibility between the Foster family and the local government is contractual.
If the family does not comply with the contractual provisions, the guardianship authorities
and the guardianship has the right to terminate it. Their positive role is
that the child is being raised in a family and is under the control and
family, and government agency. The negative role of Foster's
family is that in the event that the family does not fulfill its
responsibilities create again a serious traumatic child
fact - secondary deprivation of parental care;

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

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

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

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

each family lives in a cozy separate house - a house
families;

The village (12-15 family houses) is not only
a complex of buildings for permanent residence of pupils and mothers
educators, but also a society of like-minded people.

The village director with his family lives here, everyone is active
helping.

International and domestic practice shows that
this form of accommodation for children left without parental care-
lei, represents the most optimal option for their upbringing.

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

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

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

State social institutions for minors include:

a) social rehabilitation centers for minors;

b) social shelters for children and adolescents. As V Dahl wrote,
an orphanage is a shelter for a child. He is called to accept him, to look after him, to give the child a shelter. In modern conditions, a shelter is a place of temporary stay of a child who finds himself in a difficult life
situations, in order to give him shelter, identify his place of residence and determine the possibilities of his expedient arrangement. Currently, a child is placed in an orphanage for up to a year (previously they were guided by the maintenance of children up to 3-6 months, but life
demanded to increase the time to one year);

c) centers for helping children left without parental care;

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

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

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

for preschool children;

for school children;

mixed;

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

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

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

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

Family-type orphanage -this is a specially created family-type orphanage. Its merit is that the child
falls into the family, which creates the most favorable conditions for the upbringing of a child, his social formation as a person in comparison with a boarding institution. Its disadvantages are that the environment of a formed family may turn out to be
insufficiently adaptive for this child, as well as educators,
who have taken on the functions of foster parents are not ready enough
to perform parental functions.

The Government of Russia adopted a special Resolution
"On the family-type orphanage" No. 195 of March 19, 2001.
the decree approved the rules for organizing such a house.

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

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

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

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

Organizationally, boarding schools differ:

Boarding institution of the usual type;

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

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

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

correctional (compensating) preschool education institution;

correctional educational institution;

correctional institution of primary vocational education.

For children with disabilities,
special (correctional) educational institutions in which educational programs of the Ministry of General
and vocational education in agreement with the Ministry
health care. Such institutions are divided into types depending on the pathology of children. Among them, the following are distinguished for training and education:

deaf children;

hearing impaired and late deaf children;

blind children;

visually impaired and late blind children;

children with severe speech impairments;

children with musculoskeletal disorders;

children with mental retardation.

mentally retarded children, etc.

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

sanatorium boarding school;

sanatorium-forest school;

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

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

Cadet school;

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

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

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

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

In the socio-pedagogical sense, the upbringing of children left without parental care has a complex of problems. In reception rooms
families, they are conditioned, on the one hand, by the willingness and ability of foster parents to provide the necessary care and upbringing
children, on the other hand, the need to overcome the problems arising in connection with the upbringing of an adopted child (the manifestation of some
or pathology, conflict situations between parents and children,
arising from the judgment "not my parents", etc.)

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

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

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

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

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

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

family for the child's daytime stay (a kind of home
kindergarten). In this case, the child spends the evening and night in his family.

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

QUESTIONS AND ASSIGNMENTS

1. Expand the concept of "difficult life situation" for a person
2. What typical situations are considered difficult life situations for a child, in which the state undertakes to provide him with the necessary assistance?
3. What are the responsibilities of parents as regulated by Russian regulations?
4. In what cases is deprivation of parental rights provided for?
5. Expand the purpose and main responsibilities of the guardianship and guardianship authorities.
6. What are the main forms of the placement of orphans and children left behind?
   without parental care?
7. Give a description of the adoptive family and reveal under what conditions it is formed.

8. Give a description of the guardian family and disclose under what conditions it

formed.

9. What is a family education group?

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

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

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

Children - this is a common Slavic word, the etymology of this word goes back to the Indo-European "to breastfeed", that is, children - "those who are breastfed." Child - in Old Russian, the root of this word was rob- (in dialects and now they say roben, timid), the same as in the Old Slavonic word slave, and the word itself looked like this: timid. Literally a child (robenok) is "the son of a slave." It was in this sense that the word was originally used (and the child of free people was called a child or child). It must be said that the comparison of children or young people with servants is very common in many languages. But in this case, it turned out the other way around: the word denoting a servant began to denote a child. Development of the meaning of "a person who has no rights" - "child" (since the child is also powerless until he grows up).

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

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

1. Poor material living conditions of the family

2.Internal conflicts, unfavorable psychological atmosphere in the family

3.Unfavorable family environment of children, risks of divorce, failure to fulfill responsibilities for caring for children

4. Child abuse

5. Alcoholism, drug addiction

The state recognizes childhood as an important stage in human life and proceeds from the principles of the priority of preparing children for a full life in society, developing socially significant and creative activity in them, fostering high moral qualities, patriotism and citizenship in them.

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

Promoting a family arrangement

1. Services to promote family placement of orphans and children left without parental care.

2. Schools of foster parents, a system for selecting future parents

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

4. Psychological, pedagogical and social support of foster families

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

and health improvement of children in difficult life situations

Prevention of family trouble and orphanhood

1. Support services and the formation of responsible parenting,

2. Day care units for children and mothers,

3. Emergency response services for a family crisis

a) social ambulance, mobile teams

b) helpline, internet services

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

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

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

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

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

Non-family arrangement of children left without parental care are the second most common form of orphans. Despite the outlined tendency to reduce the number of orphans in institutions, their importance continues to be high.

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

Federal Law of 24.07.1998 N 124-FZ "On the Basic Guarantees of the Rights of the Child in the Russian Federation" establishes the basic guarantees of the rights and legitimate interests of the child provided for The Constitution Russian Federation, in order to create legal, socio-economic conditions for the realization of the rights and legitimate interests of the child.

In modern Russia, in connection with the increase in the number of families in a crisis of socio-economic situation, more and more often in pedagogy and psychology such a concept as children who find themselves in a difficult life situation began to be used. At the moment, the problem of social and pedagogical support of children in difficult life situations is extremely relevant. It is caused, first of all, by the socio-economic crisis of recent decades, which significantly influenced the position of the younger generation and entailed negative phenomena in such important spheres for the development of adolescents as family, education, leisure, and health. The content of the concept “children in difficult life situations” has many components. At the moment, children from socially unprotected and dysfunctional families left without parental care, children with disabilities and developmental disabilities who find themselves in extreme conditions, victims of violence and others whose livelihoods have been disrupted as a result of the circumstances, are classified in the category of those who have fallen into a difficult life situation. which they cannot overcome on their own or with the help of their family. As a result, it is necessary to define the concept of children in a difficult life situation and their socio-pedagogical characteristics. A child is a constantly growing and developing organism, possessing certain morphological, physiological and psychological characteristics at each age stage. Each child at different periods of his life, as well as depending on the social conditions in which he may find himself for reasons beyond his control, may find himself in a difficult life situation, and, accordingly, will need help and protection to varying degrees.

Kuzina I.G. considers the general concept of a difficult life situation as "a situation that objectively violates a person's social ties with his environment and the conditions of normal life and is subjectively perceived by him as difficult, as a result of which he may need the support and help of social services to solve his problem"

Osukhova N.G. considers this concept as a situation in which "as a result of external influences or internal changes, there is a violation of the child's adaptation to life, as a result of which he is unable to satisfy his basic vital needs through the models and methods of behavior developed in previous periods of life."

Having analyzed these approaches to defining a difficult life situation, and highlighting its general features, we can formulate the following definition: a difficult life situation is a situation that means the experiences of a person who finds himself in a situation that seriously affects his well-being, safety of life and from which he is not always able to go out on his own. In this case, he needs help. Children in difficult life situations especially need help. It is more difficult for them to independently find an acceptable way out of this situation. Considering this fact, in the social and pedagogical support, it is necessary to predict and determine the most expedient ways to provide assistance to a child who has found himself in a difficult life situation. The main goal of such support is to create the most optimal conditions for the life of the child and his upbringing.

Modern children have two main spheres of activity, they are also the main institutions of influence on his upbringing, this is the sphere of the family and the educational system. The overwhelming majority of the child's problems arise precisely due to the influence of these two institutions.

For a child, a family is an environment in which the conditions for his physical, mental, emotional and intellectual development are formed. The inability of the family as a social institution to provide for the upbringing and maintenance of children is one of the main factors in the emergence of a category of children in difficult life situations.

Let us highlight the most significant factors affecting family well-being, as a result of which a difficult life situation may arise in children.

The first factor is the poor material living conditions of the family. Families with children in Russia have been the most deprived for a long time. The reasons are the high dependency burden on the able-bodied, the lack of work for one of the parents due to childcare, as well as the lower earnings of young professionals. Significant indicators of the material living conditions of a family are the level of household income and housing security. It is important to note that poor indicators of material security are concentrated in the same households. Families living in poor living conditions and not having enough money have a low chance of getting out of poverty, therefore, special attention should be paid to them by specialists from services for the prevention of family disadvantage and orphanhood.

The second factor affecting well-being is the loss of connection with the labor market. Families with children show a high degree of economic activity, and employment is more often among the poor. The increased risk of poverty and, as a result, family problems are experienced by complete families with children in which a man is economically inactive. Families affected by long-term unemployment, single-parent families with children, in which the parent is unemployed, also find themselves among the poor. In single-parent families, from an economic point of view, women perform the function that is characteristic of men in complete families. Families with children in which there are unemployed, although they fall into poverty, have a high chance of getting out of it as a result of a successful job search, in contrast to families in which a man is economically inactive.

The third factor is intra-family conflicts, an unfavorable psychological atmosphere in the family It is a mistake to assume that all families in which disagreements occur are a risk group, and the children living in them are classified as being in a difficult life situation. Only children in a critical situation, in an environment of violent conflicts that have many reasons, can be considered children in a difficult life situation. These children certainly need help, and their families should certainly be included in the target group of programs for the prevention of social orphanhood.

Another important factor affecting family well-being is family abuse. A big problem in identifying and preventing families where child abuse is practiced is that families themselves, both parents and children, hide this fact: parents - because they are afraid of punishment and condemnation, children - because they are ashamed of their position and are afraid.

The next factor is alcoholism and drug addiction in the family. Alcoholism and drug addiction are those problems that, if not the causes of family trouble, then often accompany it. A child, falling into an environment of alcohol or drug addicted parents, as a rule, has physical, psychological and social developmental problems. In addition, most children inherit this addiction and constitute a high risk group for the formation of mental, neurological and somatic disorders. A child often escapes from addicted parents on the street, but there he will also face a dysfunctional environment and the influence of peers who are street children. Such families also concentrate all other problems in themselves, as they lose connection with the labor market and do not have a stable income.

There is also such a factor as a dysfunctional family environment of children, the risks of divorce, failure to fulfill responsibilities for caring for children. In Russian society, there is a stable opinion on the question of who should be responsible for the upbringing of children. Despite the fact that the majority of respondents believe that child care should fall on the shoulders of the family, or at least should be divided between the family and society, there are parents who shift the responsibility for a preschool child from the family to the community. Parents who believe that child care should be delegated to society do not want to take responsibility for raising children, which means they do not fully fulfill their parental responsibilities.

There is reason to believe that the most painful problems for families are critically poor housing conditions and an acute shortage of income, followed by a high level of conflict in the family and only then all other types of trouble. In most cases, a critical situation is associated with a combination of manifestations of unhappiness.

The Federal Law of the Russian Federation "On the Basic Guarantees of the Rights of the Child in the Russian Federation" formulates typical difficult life situations for a child related to the family:

Death of parents.

Refusal of parents to take their children from social welfare institutions, educational, medical and other institutions.

Independent termination by parents of parental responsibilities in relation to their child.

Failure by parents, for one reason or another, to fulfill their responsibilities towards their children.

Long absence of parents.

Restriction of parents in parental rights. The decision is made by the court taking into account the interests of the child. It can take place under the condition that leaving the child with the parents or with one of them is dangerous for the child due to circumstances beyond the control of the parents or one of them.

Deprivation of parental rights from parents. It acts as a legislative measure for parents who do not fulfill their duties in relation to their minor children, as well as abuse parental rights.

Parents' inability for one reason or another to fulfill their parental responsibilities: serving a sentence; recognition of them as incapacitated when they cannot, for health reasons, fulfill their duties in relation to their children; the crisis state of the family, which does not allow it to fulfill parental responsibilities in relation to the child. In these cases, the child ends up in the guardianship and guardianship authorities - these are local self-government bodies, which are entrusted with the responsibility to protect the rights and interests of children left without parental care. The guardianship and guardianship authorities are called upon to: identify children left without parental care; register such children; to select the forms of arrangement of children left without parental care. At the same time, they try to arrange them, first of all, in a family. To this end, they promote the creation of foster, foster and other types of families; patronize foster families, provide them with the necessary assistance; to contribute to the creation of normal living conditions and the upbringing of a child in foster families, that is, to provide assistance from psychologists, teachers, social educators, to help improve living conditions, to exercise control over the conditions of keeping the child, to fulfill the parental responsibilities assigned to the foster family for his upbringing and education. In case of failure to fulfill their obligations in relation to adopted children, the guardianship and guardianship authorities are obliged to take measures to protect their rights.

Based on the foregoing, we understand that a fairly large number of factors provoking a difficult life situation in a child come from his family. If at least one of the factors described above is present in the family, then the risk of a difficult situation in the child is very high. Another important area of ​​the child's activity is the educational sphere. Since it is one of the main ones in the activities of children, the possibility of a difficult life situation in a child is increased precisely here.

One of the problems of a child in a difficult situation is a low level of socialization, that is, limited mobility, poor contacts with peers and adults, limited communication with nature and access to cultural values, etc. In modern schools, the main role is more likely to be assigned to educational rather than socializing functions; the school does not provide children with the necessary set of qualities that they need for full integration into society. The limited activity of the school determines the negative attitude of the majority of students towards this institution of upbringing, which does not give it the opportunity to express itself as a person. The reason for the emergence of a difficult situation in the life of children can be an unsatisfactory level of knowledge, and as a result of which there is a large gap in academic performance between the best and worst students. This is very closely related to the self-esteem of the child's personality. As a result, children have problems of various orientations associated with deodaptation in social relations at school. These problems together can lead to a difficult situation for the child.

Nikitin V.A. in his research describes socialization as "the process and result of the inclusion of an individual in social relations." It is important to keep in mind that socialization is a process that continues throughout a person's life. Therefore, one of the main goals of socialization is the adaptation of a person to social reality, which serves as the most possible condition for the normal functioning of society. At the moment, difficult life situations leading to a low level of socialization of the child include: begging, homelessness and neglect, various types of deviant behavior, as well as illness and disability. The problems that arise in the process of socialization of such children are, first of all, social problems: insufficient forms of social support, inaccessibility of health care, education, culture, and consumer services. Among them, one can single out the problems of the macro, meso and micro levels. This complex of problems is being solved by the efforts of the whole society and the state, aimed at creating equal opportunities for all children.

The Federal Law “On Basic Guarantees of the Rights of the Child in the Russian Federation” defines the term “children in difficult life situations”, “these are children, orphans or children left without parental care; disabled children; children with disabilities, that is, those with disabilities in physical and (or) mental development; children - victims of armed and ethnic conflicts, environmental and man-made disasters, natural disasters; children from families of refugees and internally displaced persons; children who are victims of violence; children serving a sentence of imprisonment in educational colonies; children in special educational institutions; children living in low-income families; children with behavioral disabilities; children whose livelihoods are objectively impaired as a result of the current circumstances and who cannot overcome these circumstances on their own or with the help of their families. "

At the moment in modern Russia there is a very acute problem of child orphanhood, and especially social child orphanhood. If earlier these were children whose parents died at the front, today the overwhelming majority of children who are brought up in children's homes, orphanages, boarding schools have one or both parents, that is, they are social orphans, or orphans with living parents. In the Federal Law “On Additional Guarantees for Social Support of Orphans and Children Left Without Parental Care”, orphans are “persons under the age of 18, whose both or one parent have died”. Children left without parental care are “persons under the age of 18 who were left without the care of a single parent or both parents in connection with the deprivation of their parental rights, restriction of their parental rights, recognition of parents as missing, incapacitated, declaring them dead, the establishment by the court of the fact that a person has lost parental care, the parents have served their sentences in institutions executing a sentence of imprisonment, being in places of detention, suspected and accused of committing crimes, parents' evasion from raising their children or from protecting their rights and interests, refusal parents to take their children from educational organizations, medical organizations, organizations providing social services, as well as if the only parent or both parents are unknown, in other cases, children are recognized as left without parental care in the manner prescribed by law. "

It is worth paying attention to such a category of children who have found themselves in a difficult life situation, such as children with disabilities or children with disabilities. The health of the Russian population is in critical condition. The results of thorough research indicate a critical state of health in representatives of all age groups, especially in children. In Russia, as in the rest of the world, there is a trend towards the growth of children with disabilities. Based on the provisions of Law No. 181-FZ and the Family Code of the Russian Federation, “a disabled child is understood as a person under the age of 18 who has a health disorder with a persistent disorder of body functions caused by diseases, consequences of injuries or defects, leading to limitation of life and causing the need for social protection ”. Children with disabilities in development find themselves deprived of channels for obtaining information available to their healthy peers: constrained in movement and the use of sensory channels of perception, children cannot master the whole variety of human experience that remains outside the reach. They are also deprived of the possibility of object-oriented practical activity, are limited in play activity, which negatively affects the formation of higher mental functions. Violation, lack of development can occur suddenly after an accident, illness, and can develop and intensify over a long time, for example, due to exposure to adverse environmental factors, due to a long-term current chronic disease. A deficiency, a violation can be eliminated, in whole or in part, by medical and psychological-pedagogical, social means, or decrease in its manifestation. At the moment, Russian education, which forms a certain degree of tolerance towards children with disabilities, has a humanistic orientation. Networks of medical and rehabilitation institutions, boarding schools, centers for social assistance to families and a disabled child, sports-adaptive schools for disabled people are being created. And yet, this problem remains relevant. A significant part of children with developmental disabilities, despite the efforts taken by society for the purpose of their education and upbringing, becoming adults, is not prepared for integration into socio-economic life. At the same time, the results of research and practice indicate that any person with a developmental defect can, under appropriate conditions, become a full-fledged person, develop spiritually, provide for himself in material terms and be useful to society.

The next category of children who find themselves in a difficult life situation are children who are victims of armed and interethnic conflicts, environmental and man-made disasters, natural disasters (children in extreme situations) - these are children in need of care and assistance. They should be given the opportunity to learn, including religious and moral education, according to the wishes of their parents or, in the absence of parents, those who are responsible for their care. All necessary measures should be taken to facilitate the reunification of temporarily separated families. Children under the age of fifteen are not recruited into armed forces or groups and are not allowed to take part in hostilities; the special protection provided for children under the age of fifteen continues to apply to them if they take a direct part in hostilities and are captured. If necessary, and if possible with the consent of their parents or those who bear the primary responsibility for their care, measures are taken to temporarily evacuate children from the war zone to a safer area within the country, while ensuring that they are accompanied by persons responsible for their safety. and well-being.

Changes in the general geopolitical picture of the world, exacerbation of environmental, demographic and social problems, all this leads to the emergence of such a category of children who find themselves in difficult life situations, like children from families of refugees and internally displaced persons. Article 1 of the Federal Law "On Refugees" gives the following definition: "a refugee is a person who is not a citizen of the Russian Federation and who, due to well-founded fears of becoming a victim of persecution on the basis of race, religion, citizenship, nationality, belonging to a particular social group or political opinion is outside the country of his nationality and cannot benefit from the protection of this country or does not want to benefit from such protection due to such fears; or, not having a certain nationality and being outside the country of his former habitual residence as a result of such events, is unable or unwilling to return to it due to such fears. " From Article 1 of the Law of the Russian Federation “On Forced Migrants”, “a forced migrant is a citizen of the Russian Federation who left his place of residence as a result of violence or persecution against him or his family members, or as a result of a real risk of being persecuted on the basis of race or nationality, religion, language ". Internally displaced persons are also citizens of the Russian Federation who have left their place of residence as a result of persecution on the basis of belonging to a particular social group or for political convictions. The significance of the problems of families of refugees and internally displaced persons in modern Russian society is actualized in various aspects of the life of an individual in the system of personal-environmental relations. It is known that during forced migration, social adaptation of a person is seriously disturbed: from one natural and social environment he moves to another, painfully breaking many natural-anthropological ties and artificially creating such ties in a new place. As a result, refugee children often suffer mental trauma, witnessing the murder or death of their parents and relatives. As psychologists testify, traumatic events leave a deep imprint on the child's psyche, which remains in his memory for a long time. All children who have experienced psychological shock suffer from its consequences. In addition to many physical and mental disorders, they also have a violation of the process of cognition and behavior in society. The severity of violations and their manifestations is associated, as a rule, with the severity of the violence, the presence or absence of bodily harm to the child himself, as well as the loss or maintenance of family support.

Children are the most suggestible and led in contrast to adults, and often become victims in various situations. They may be victims of domestic violence, school violence, or street violence. difficult life violence children

Asanova M.D. identifies four main types of violence against children: physical violence, this is a type of attitude towards a child when he is deliberately placed in a physically vulnerable position, when he is deliberately inflicted with bodily harm or does not prevent the possibility of his infliction; sexual violence is the involvement of functionally immature children and adolescents in sexual acts that they commit without fully understanding them, for which they are not able to consent or that violate the social taboos of family roles; psychological abuse is an act committed against a child that inhibits or harms the development of his potential abilities. Psychological abuse includes such chronic aspects of behavior as humiliation, abuse, bullying and ridicule of the child; Neglect is the chronic inability of a parent or caregiver to meet the minor's basic needs for food, clothing, shelter, medical care, education, protection and supervision. In case of physical neglect, the child may be left without adequate food appropriate for his age, may not be dressed for the weather. With emotional abandonment, parents are indifferent to the needs of the child, ignore him, there is no tactile contact. Neglect can manifest itself in the neglect of the child's health, in the absence of the treatment he needs. Neglect of a child's education can be expressed in the fact that the child is often late for school, misses lessons, remains to look after younger children, and so on. The overall goal in working with children who have experienced violence is to reduce and eliminate traumatic experiences, to overcome feelings of inadequacy, guilt and shame. When working with a child, it is important to support his ability to differentiate interactions with people around him, to contribute to his personal development.

Recently, the increase in juvenile delinquency has been constantly emphasized, there has been an increasing cruelty and sophistication of what juveniles have done, a significant rejuvenation of crime. One of the measures used as punishment for a child for committing a crime is imprisonment. Children sentenced by a court to a sentence of imprisonment are sent to educational colonies for correction and re-education. However, according to statistics, many of those who have served their sentences re-commit a crime. All minors serving a sentence of imprisonment in educational colonies also represent a category of children who find themselves in a difficult life situation. Adaptation is one of the important aspects that arise when a child is deprived of liberty. In the conditions of an educational colony, the concept of adaptation should be considered in a broad aspect. Since the essence of the problem will depend on the conditions of serving the sentence: strict, ordinary, facilitated or preferential, since when moving from one conditions to others, even within the same colony, the social environment, daily routine, labor and educational activities, assessment of prospects change. , aspirations of the pupil. Almost every convicted teenager has some degree of emotional tension, dissatisfaction with the life situation, a reduced emotional background, as well as some kind of disorder. Once in an educational colony, a teenager learns what the daily routine and the rules of behavior are. That is why sleep disorders, lethargy, passivity, and fatigue are possible. A large place in the adolescent's general anxiety is occupied by all kinds of fears, a sense of an incomprehensible threat, and the associated self-doubt. The main goal of social and pedagogical support is to help the child adapt to the educational colony, and its end result is a safe entry into the team, the emergence of a sense of confidence in relations with team members, satisfaction with their position in this system of relationships.

Thus, from all of the above, we understand that the problem of children who find themselves in a difficult life situation is at the moment quite acute. Therefore, there is a need for a special attitude towards such children, that is, the need for social and pedagogical support. Depending on the reasons for the emergence of a difficult life situation in a child, and his socio-pedagogical characteristics, it becomes necessary to choose an individual technology of work. To date, there are many studies aimed at making the most effective approach to the compilation and application of technologies for social and pedagogical support of children who find themselves in a difficult life situation for them.