What are children in a difficult life situation. Help children in a difficult life situation

01.10.2019

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Children in a difficult life situation

It is obvious that from a woman left alone, education of such a child requires exorbitant efforts. Characteristic features of families with disabled children:

low income: Care for a sick child requires, in addition to large material costs, a large number of personal time, so many have to abandon high-paying work in favor of working with a more flexible schedule and convenient location;
isolation from society: the complexity to attend entertainment and activities due to the insufficient readiness of society to accept children with disabilities and poor technical advantages for the needs of persons with disabilities;
difficulties in obtaining education and profession.

To implement educational and professional activities, special children need special conditions.

Children in a difficult life situation

In the future, such children experience difficulties in communication, their general development makes it difficult, decreases academic performance and interest in life. Children who fell into extreme conditions, qualified assistance of psychologists in overcoming post-traumatic stress disorder is necessary.
4. Children subjected to violence, including in the family, a child with whom severely accepted, from an early age lives with deep injury. The cause of injury is a child, as a rule, carefully hides from others, pain from injury can torment him the entire subsequent life.
Types of violence:

physical violence when the child is beaten, and traces of beatings can remain on the body, or do not feed,
sexual violence
psychological violence, when the child is humiliated in every way, isolate, he is lying and threatened.

The concept of "difficult life situation".

The most terrible can be violent violence against him in the family when it seems to him that no one will never protect him, no one complain. After all, tormentors are his closest people, parents who for personal reasons have become alcoholics, drug addicts, religious fanatics or mentally unhealthy people.

A great role in such situations is played by an anonymous telephone confidence where children can call, without experiencing fear of exposure. To report on situations of violence in the family, whose witnesses we become, can and should all: relatives, neighbors, school psychologists and teachers.

5. Children serving a sentence in the form of imprisonment in educational colonies; Children in special educational institutions as a rule, for such children are characterized by the desire to deviate in behavior, or deviant behavior, i.e.

Children in difficult life situations are:

Important

Children without parental care The number of orphans increases directly proportionally to a decrease in socio-economic well-being in the country. Kids remain without parental care for a number of reasons.

Most often - this is deprivation of parental rights. Causes of deprivation of parental rights:

non-fulfillment of parental duties or abuse them
the presence of domestic violence
the presence of chronic drug addiction or alcoholism in the family,
the parent of the crime against the life and health of his child is either a spouse / spouse.

Thus, children can stay without parental care and get to the orphanage, if the family stay becomes dangerous for their lives. The primary task of society is the early detection of families who fall into the risk group, help such families and their support, the desire to preserve the blood family for the child.

Features of working with children located in a difficult life situation

Certain styles of family relationships leading to the formation of the asocial behavior of minors should be distinguished: - disharmonious style of educational and intra-family relations, combining, on the one hand, indulgence of the child's desires, hyperex, and on the other - provoking the child to conflict situations; or characterized by an assertion in the family of double morality: for the family - some rules of conduct, for society - completely different; - Unstable, conflict style of educational influences in an incomplete family, in a divorce situation, for a long time of the sifting residence of children and parents; - Asocial style of relations in a disorganized family with systematic use of alcohol, drugs, immoral lifestyle, criminal behavior of Lei, manifestations of a low-width "family cruelty" and violence.

Concepts and essence of a difficult life situation

Traditionally, the main criterion for the correspondence of the child to the "difficult" is in the overwhelming majority of cases, poor performance and non-compipline. This is the consequence of the difficult for the child, in which he turns out to be in the school team from the very beginning of study.

Attention

The main experiences of the child themselves are becoming the main experiences of the child, his personal attitude towards the teacher surrounding his classmates, himself. The child becomes "difficult" when there is a coincidence, the imposition of negative external influences, failures at school and pedagogical mistakes of teachers, the negative impact of family life and intra-family relations.

In other words, the child falls out of the sphere of education immediately in many units and is in the zone of active negative influences.

Dubna State Social Protection Office

Heavy childhood is not always the worst. Bad childhood is a street, nonlaskaya, in which the child has lost, as an unnecessary thing. The "difficult" baby is the one who is difficult. That is how it is necessary to understand what happens to him. "Hard" it is not only for adults, but first of all for himself. The "difficult" child is the suffering, going into search of heat and caress. Disadvantaged and almost doomed. He feels it. All "difficult" children, as a rule, did not have a benevolent, caring environment in a family or at school.

Initially, difficulties with adaptation, lack of abilities, and then reluctance to learn led these children to inorganizations, disorders of discipline. Hard to the child itself. This is his unsatisfied need to be such as everyone, to be loved, desirable, causing.

The fact that these children at home and in the class are rejected, even more gives them among other children.

Children in a difficult life situation

The effects of violence:

children develop alarm and various fears,
children may be subject to the feeling of guilt, try shame,
children do not know how to navigate in their feelings and emotions,
in adulthood, children often face a number of difficulties in creating their own family.

The main role in the help of victims of violence is played early identifying this difficult situation. It is necessary to closely treat the children around us to notice that the child may be depressed, upset.
First of all, it refers to the parents of the child. For parents it is extremely important to be in close contact with their children. It is very helpful to discuss with the child than he does outside the house, with whom it communicates, while it is important to maintain a trusting relationship so that he does not hesitate to tell at home if someone behaves with him not as it is accepted in his family.

Children in a difficult life situation

The causes of difficult life situations in children of one of the main reasons for the emergence of the category "Children in a difficult life situation" are family disadvantage, namely:

drug addiction or alcoholism in the family;
low material security, poverty;
conflicts between parents and relatives;
cruel treatment of children, domestic violence.

Causes of family disadvantage

Reproduction of patterns of interaction and behavior adopted in the parent family.
The fatal intention of life circumstances, as a result of which the entire structure and condition of the family's existence changes. For example, a sudden death, the disability of someone from family members.
Changes in the surrounding world, entailing changes in each family system.
For example, an economic crisis, war, etc.

Children in a difficult life situation 1.

Municipal Autonomous Establishment of Additional Education

"Children's School of Arts named S.V. Rashmaninova"

Methodical message

Topic: "Features of working with children,

Located in a difficult life situation "

Spent: Ignatiev E.B.,

piano Class Lecturer

2017 year

Introduction

Main part:

characteristics of children who have fallen into a difficult life situation

social support system of such children

psychological features of children "risk groups"

features of learning the game for piano "Risk Groups".

Conclusion.

Bibliography.

Introduction

Along with the undisputed progress in the life of society, negative changes occurred, they led to the emergence of support for the standard of living of children, in a market economy.

The problem of physical survival, staging in front of many families, changed the attitude of parents to children. Dysfunctional families are no longer a rare phenomenon.

Statistics show: according to the number of orphans, which occur for every 10 thousand children's population, Russia ranks first in the world. The time of 50% of the country's children's population is in the social risk area.

In our country, 573 thousand children-orphans. It is revealed about 100 thousand children who need care.

To large families in our advanced innovation of society, the attitude is extremely negative. In most people, the country is inclined to believe that many children are in disadvantaged families.

The position of a large family in Russia in this area of \u200b\u200bhistorical development is a concern. This is due to the global demographic crisis, as well as spiritual and moral, which are actively developing around the world.

Tensions, mass, migration motifs depend on the set of grounds: faith, war, political repression, natural and environmental cataclysms, financial impermanence.

Forced migration seriously violates the social adaptation of a person: from one, habitual, natural and social medium, he moves to another, negatively breaking the many natural bonds and artificially forming such connections in a new place.

Public institutions should create conditions for the successful socialization of such children, help them master the standards and positions of life in society, knowledge and skills to build their relations with other people, develop the ability to dedicate and free willingness, to teach the creative nature of life, to predict the future Naturally in front of himself and other people, strive to gain a meaning of life.

Family as a microwoman society is the most important link of a multifaceted process of forming a child's personality. A family must contribute to the inclusion of a person in a complex controversial world around Parents-child, "mutual alienation of children and parents.

All this is aggravated by such external factors as unemployment, low financial position, drunkenness, drug addiction. So as a family does not fulfill its educational functions: the successful socialization of children, the provision of psychological comfort, the emotional well-being of the child, increases the number of children experiencing difficulties in one field or another . The number of social orphans is growing, respectively, the number of receiving and guardian families is increasing, all this contributes to an increase in the number of children who have fallen into a difficult life situation.

In the Federal Law of the Russian Federation "On the main guarantees of the Rights of the Russian Federation" dated July 24, 1998 No. 124-FZ, Article 1 (as amended on June 30, 2007). Formulated typical difficult life situations for a child.

Children in a difficult life situation are:

remaining without parental care;
disabled children;
children with disabilities, that is, having disadvantages in physical or mental development;
children sacrifices of armed and interethnic conflicts, environmental and technogenic catastrops, natural disasters;
children from families of refugees and forced migrants;
children in extreme conditions;
children sacrifices of violence;
children serving a sentence in the form of imprisonment in educational
colonies;
children in special educational institutions;
children living in poor families;
children, with behavior deviations;
children, the livelihood of which is objectively violated as a result of the circumstances and which cannot overcome these circumstances independently or with the help of the family.

For all difficult life situations, a violation of the sustainability of the usual lifestyle and the emergence of the need to change is characterized.

But the child for this does not have enough life experience, those knowledge, abilities, the forces that are necessary to resolve the difficult situations, and adults who do not want to be accomplished (or cannot) help him solve them. In this case, social services of different levels must come to the rescue.

Social work system develops as an interdepartmental, involving the interaction of educational institutions, social protection, medical institutions and cultural institutions, state organizations. The test feature of this system becomes its conditionality of regional (municipal) specifics when demographic, social, historical, economic and other features are taken into account.

The organizational component of the support system, which formed at the current-building of interdepartmental interaction, which includes the following institutions and organizations that differ in the composition, categories of children, their coverage, support forms:

educational institutions: preschool institutions, general education
schools of all kinds, institutions of primary and secondary professional
education, institutions of special education system, institutions of additional education;
social service institutions: children's shelters, rehabilitation centers;
confidence services;
institutions of culture, sports, youth policy;
interdepartmental psychological and medical and pedagogical centers and services of different levels;
commission on juvenile affairs and the protection of their rights;
health institutions.

So, the essence of the support of children who fell into a difficult life situation is jointly with the child design of ways to overcome difficulties, resolving problems, strengthening personism resources, their expedient use in new conditions for self-realization, self-defense, self-education.

Every year, an increasing number of children who came to a difficult life situation turn out to be among the students of our institution of additional education. It is mainly: orphans, swelling children; children with disabilities; children with disabilities of health; Children from families of refugees and forced immigrants; children living in low-alone families; Children who have parents ceased to live together, be a family. In the current situation, I, as a teacher, I try to be a wise, attentive, tactful. Using the use of different techniques and ways to teach, through knowledge of age psychology, try to defeat interest in knowledge Pedagogical process.

In the pedagogical literature, the community of such children has a "risk group".

I noticed that a necessary condition for the formation of thinking in preschool age in orphans is the wealth and a variety of sensory experience of the child. Such children differ from their peers from full families with reduced cognitive activity, retardation of mental development, the absence of communication skills and conflicts in relationships with peers. The dissatisfaction of communicating with adults and peers leads to violations in mastering gaming activities. Such children do not know how to play with toys, how to play games. They quickly break, spoil and lose toys, primitively use them in the game. The main activities on the street they have the runway, catch-up and teasers or care from everyone, loneliness, meaning. In classes with such children, it is necessary to emphasize the development of thinking, imagination, memory. Syroidic children from an early age live in conditions of a shortage of communication with adults, this negative factor does not give them independence.

In adolescents whose parents ceased to live together, there is no need for creativity, knowledge, active activities in life; They are convinced of their unnecessaryness, it is impossible to achieve something in life on their own; Design on the unsuccessful life of their parents. Among the socially approved values, they are in the first place - happy family life, on the second-material well-being, on the third health, but since these values \u200b\u200bare presented to adolescents inaccessible, then such estimation creates internal conflict stress. "Reinforcement" of the loss of value in such adolescents, those who have learned poorly or did not study at all, but in life succeeded. As a rule, such children arise difficulties in relations with adults-stubbornness, indifference to evaluating their success, departure from school, confidence that all the most interesting occurs is out of school, etc. Teens begin to keep diaries, secret notebooks, in which freely and independently express their thoughts and feelings. When working with teenagers, "risk groups" should be taken into account, often, inherent in the state of helplessness.

families who consciously run on the difficulties and joy of birth and raising the many children;
family socially irresponsible parents.

A large family of the first category may be rural and urban; consist of children of the same or different parents; In addition to native children, also receiving or taken under custody. For such a family, the direct clarity of family-social roles is characteristic; Early self-affirmation through the early inclusion of a child into care, work; Formation in children of socially value installations, perpevers and active life position. However, at the stage of secondary socialization in such a family, the life prospects of the younger children are usually extended only to certain boundaries ("I will be a driver", I will go to the "courses").

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

The educational potential of a large family has its own positive and negative characteristics. On the one hand, in a large family, as a result of communication between people of various sexes and age, the possibility of the formation of such qualities such as selfishness, self-love decreases. In such a family, children have more chances to avoid child autism, neuroses, fears, egocentrism, etc. children in such a family there are always partners in games, activities, entertainment. On the other hand, all types of metropolitan families have a common social and psychological problem - child rivalry, which can lead to envy, ambitions, gloating, aggression. Rivalry of children in large families has a psychological mechanism of competition. The desire of the eldest to show his superiority to parents, baby and herself determines the feeling of the inconspicuousness of the younger child. A specific feature of education in large families is the educational impact of children, which is a source of many positive situations, the condition for the formation of "consistence", "chairs" and "cooperation". But at the same time, this is the cause of many conflicts. Life in the children's group contributes to the differentiation of the person. On the one hand, the child in the family wants to do what is able to other, on the other hand, each of them protects his own, wants to be able to know something else, wants to be himself. This is another characteristic feature of the upbringing in a large family.

In recent years, the number of internally displaced people to Russia from neighboring countries has sharply increased. Psychological adaptation of migrants and their families are one of the main problems faced by migrants. Their children as a result of the established circumstances fall into the "risk group".

Postthramatic stress provokes a nervous atmosphere in such families. Given the fact that the child has to actually adapt to new economic and social conditions

(School, city, relationship), the child turns out to be surrounded by problems, misunderstanding: so, arriving in Russia, many children hardly adapt in the peer medium, closed in themselves. Due to the presence of significant differences in the school programs of Russia and the CIS countries in children of refugees and internally displaced persons, self-esteem is growing, mental tension is growing, leading to a deterioration in mental and physical health. Migrant children differ from the environment of their new location of their culture, they are, as a rule, followed by the low-income sequins of society, they are not socially protected, they do not know or poorly know the language of the school system, as well as psychology, to which language is based on. Everything is essential It makes it difficult for the process of their training and education, socialization and adaptation. In working with students, migrants it is necessary to form their ability to dialogue communication. The teacher must own the technology of studying and taking into account the features of the mentality of the trainees.

Of all the foregoing, it can be concluded that work with the children of the Risk Group should be built on the basis of an individual approach to personality. And parents, and children should not be part of the problem, but part of its decision and possess knowledge necessary for self-realization and self-stabilization.

Learning the game on the piano of children who came to a difficult life situation is possible only in conditions of individual training, and it can be successful only when the teacher is looking for and finds in each student that is special and unique, which distinguishes it from the other. Knowing the characteristics of the student, the properties of his nervous system, the teacher can properly dispense loads, select more efficient methodological approaches that will allow the child to study easier and faster, therefore, with joy and desire.

Possessing the necessary information on accounting for the individual and psychological features of the student's personality in the process of studying on the piano will allow the teacher to choose the necessary forms of pedagogical impact that will ensure the most complete development of all the creative forces and the possibilities of the student.

In musical art, all types of musical activity are related to the development of attention from the student, thanks to which there is an internal college, the concentration of attention, full mobilization of psychophysical resources is all, without which successful musical and performance activities are impossible.

Thinking is an individual way to convert information. In children of "risk groups" it is necessary to develop a visual-shaped type of thinking, which can awaken in them with various feelings, memories, images, which will help to form creative thinking from them, actively contributing to the development of intelligence.

In the process of learning children "Risk Groups", it should be focused on the formation of performing qualities in them, namely: perseverance and perseverance, independence and initiative, excerpt and composure, courage and decisiveness. All these features of volitional behavior, without which no open performances.

Public presentation is the result of the work done, it is always stress, and for children who have fallen into a difficult life situation, double. Therefore, the teacher's task comes in to help get rid of the negative moments of the stage excitement and to force more responsibly to the concert execution of the program. You need to teach the child to ignore any slip, allowed when speaking.

Stage performance is not only a test of the nervous system for strength, but also the joy of the performance, creative inspiration and professional growth, especially if you are not alone on the stage. I am very pleasant to the students of the "risk group" to musitize collectively, as part of a variety of instrumental ensembles. The more often such students will go on stage, the more they will show confidence in themselves, the faster they will go the process of socializing them as a person.

Conclusion.

The identity development cannot be considered outside the context of the era, and the rhythm itself is now different. There were changes in the social structure of society, there was a revaluation of musical addictions, which the younger generation is enjoyed. The teacher should be aware of new trends and try to find a common language with all the layers of our society. The modern process in musical education is focused on the identity of the child, on its upbringing, training and development, the process of communication with music, taking into account the characteristics of the children's contingent. The learning process of art should pass so that together with knowledge and professional skills, the student has developed the qualities of the Creator, self-affirmed in society, found himself in society.

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

Bibliography:

Children in a difficult life situation: new approaches to solving the problem. - Foundation for the support of children in difficult life situations, M., 2010

Federal Law "On Basic Guarantees of the Rights of the Child in the Russian Federation" dated July 24, 1998 No. 124-FZ (as amended by federal laws of 20.07.2000 No. 103-ФЗ).

Decree of the President of the Russian Federation No. 761 of 01.06.2012 "On the National Strategy of Action for Children for 2012-2017".

Osuhov N.G. Psychological assistance in difficult and extreme situations. - ed. Academy, 2012

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

Schmidt-Shklovskaya A.Oo education of pianistic skills. L.Muzyka, 1985

Internet resource: compresium.ru

Article 15. Protection of the rights of children in a difficult life situation

1. Protection of the rights of children in a difficult life situation is carried out in various ways. The concept of "children who are in a difficult life situation" is contained in Art. one.

The duties of state authorities in relation to the protection of children in a difficult life situation are distributed depending on whether the child is in full state security in the federal state educational institution or not.

If the child is kept and learned in the federal state educational institution, its defense is carried out by the state authorities of the Russian Federation in accordance with the legislation of the Russian Federation.

Federal State Educational Institutions include:

educational institutions containing (study and / or raised) orphans and children left without parental care (boarding schools for orphans and children who are left without parental care with development deviations, boarding schools, special (correctional) boarding schools, sanatorium boarding schools);

institutions of social services (children's home boarding schools for children with disabilities with mental retardation and physical disabilities, social and rehabilitation centers of assistance to children who remain without parental care, social shelters);

institutions of health care system (child houses);

other similar institutions.

The state at the expense of its own funds fully ensures the content of children in the institutions listed above, incl. Provides their nutrition, clothing and shoes, books and toys, gives them upbringing and education.

Guarantees of orphans and children left without parental care, to provide housing, to obtain a worthy level of education, on vocational guidance and selection of work are provided on the basis of the Federal Law of December 21, 1996 N 159-FZ "On additional guarantees for the social support of children - Hard and children left without parental care. " For example, Art. 7 commented by law guarantees orphans and children left without parental care, as well as persons from orphans and children left without parental care, providing free medical care and operational treatment in the State and Municipal Medical and Preventive Institution, in T. h. Conducting closerization, recovery, regular medical examinations.

If the proper level of guarantees established by law, the child is not provided, then in his interests, one of the parents, or persons, replacing them, prosecutor, or persons engaged in education, education, development, health, social protection, can be consulted in court. Social child service.

Decree of the President of the Russian Federation dated March 26, 2008 N 404 "On the establishment of a foundation for the support of children in a difficult life situation" established the Foundation for the Support of Children in a Difficult Life Situation. The founder of the Fund is the Ministry of Health and Social Development of the Russian Federation, and its property is formed at the expense of the federal budget, voluntary property contributions and donations. The Chairman and members of the Management Board are appointed by the Government of the Russian Federation. The creation of the Foundation is caused by the need to realize the implementation of state family policies, supporting the institute of the family and protecting the interests of children. The main objective of its activities the Fund has stimulating social programs for the support of children and families who have found themselves in a difficult life situation. They implement training programs for specialists of children's institutions, including social shelters and educational colonies, are funded by high-tech treatment programs for orphans and children left without parental care.

The protection of all other children in a difficult life situation is carried out by state authorities of the constituent entities of the Russian Federation in accordance with the legislation of the constituent entities of the Russian Federation.

For example, in accordance with Art. 27 The Law of the Sverdlovsk Region dated October 23, 1995 N 28-OZ "On the Protection of the Rights of the Child" Children from families of refugees and internally displaced persons, children found in extreme conditions are protected by the state. Registration of refugee children and forced migrants to ensure their social and legal protection is carried out by the regional migration service in accordance with applicable law. Social support is provided to children refugees and displaced families. They are provided at the place of actual accommodation in the educational organization, free provision of educational equipment, free treatment in medical organizations and at home.

2. All children without exception may need judicial protection. Judicial protection is required in situations where there has been a violation of the rights of the child. The state guarantees such protection.

A child who is in a difficult life situation may apply for help not only to parents (guardians, trustees). The right to represent the interests of the child is provided by the employees of the prosecutor's office, educational, medical institutions, institutions for social protection and social care for the child. The rights of the child can also defend the Commissioner for the Rights of the Child under the President of the Russian Federation or the Commissioner for the Rights of the Child in the relevant subject of the Russian Federation.

Thus, a medical institution, during a stay in which the child entered into a fight with other patients and was harmful to health, may apply to the court to protect the interests of the affected child or to the prosecutor's office, which will represent the interests of the child in court. Read more about the right of a child to judicial protection, see Art. 23 commented law and comment on it.

The judicial protection of the rights of children is carried out in the manner prescribed by procedural legislation. Legal representatives of children, guardians (trustees), guardianship and guardianship and prosecutor may apply as the plaintiffs for the protection of their rights. Legal representatives of minors in accordance with paragraph 1 of Art. 52 Code of Civil Procedure of the Russian Federation may be parents, adoptive parents, guardians, trustees or other persons who are provided by federal law. The rights and interests of orphans and children left without parental care are protected by guardianship and guardianship.

The functions of the guardianship or guardianship against the child, the guardianship and guardianship authority is entitled to take over if the child in need of guardianship (guardianship) is not appointed a guardian (trustee) for one month. The specialized institution - the shelter, the rehabilitation center, in which the child can be temporarily placed while the question of choosing the form of its permanent device is solved, cannot perform the functions of a legitimate representative, incl. Contact the court for the protection of the interests of the child. The rights and obligations of the guardian (guardian) remain only for guardianship and guardianship authorities. * (44)

Prosecutor in the manner prescribed by Art. 45 Code of Civil Procedure of the Russian Federation, has the right to apply to the court with a statement in defense of the rights, freedoms and legitimate interests of a citizen, if a child or his legal representatives cannot apply to the court. Regardless of whether the child or its legal representatives can apply to the court on their own, the prosecutor has the right to apply to the court with a statement, the basis of which is to appeal to citizens about the protection of violated or disputed social rights, freedoms and legitimate interests in the field:

labor (official) relations and other direct relationships directly related;

protecting family, motherhood, paternity and childhood;

social protection, including social security;

ensuring the right to housing in state and municipal housing funds;

health care, including medical care;

ensuring the right to a favorable environment;

education.

An orphan or child who remains without parental care can independently defend his rights upon reaching 18 years. For example, if such a child was not provided with housing after the end of his stay in full state security in the children's institution, he is entitled or to apply for protection against the prosecutor or to protect his right to housing in court, contacting the relevant state authorities on the provision of housing.

3. Activities for the protection of the rights of children in a difficult life situation are carried out by public associations (organizations) and other non-profit organizations, incl. international associations (organizations) in the face of offices in the Russian Federation.

For example, the Center for Medical Pedagogy, operating in Moscow as a public organization since 1989, provides effective rehabilitation and educational assistance to children with severe developmental impairment. The Center conducts personnel training of specialists of children's institutions, state and non-governmental organizations, participates in the development of an integrative education system for children with disabilities, provides psychological assistance to families with children with development deviations. The Center organizes complex information and legal support of parents (up to the consideration of the issues in court), aimed at implementing the rights of children with disabilities to education and rehabilitation.

Since 2005, specialists of the Center have repeatedly participated in judicial processes to protect the rights of children to develop an individual development program and compensation to parents who have paid for rehabilitation activities included in the individual development program in non-state organizations. Thus, the organization has repeatedly defended the right of disabled children for rehabilitation.

In the protection of the rights to education, many issues of the center managed to solve an extrajudicial way. After a long correspondence with educational institutions and education authorities, parents began to receive fixed compensation in the amount of costs per child in an educational institution in the event of a family form of education for his child, having serious developmental violations. * (45)

Tax legislation of the Russian Federation provides for a number of benefits for organizations engaged in the protection of the rights of children in a difficult life situation. In the letter of the Department of Tax and Customs Tariff Policy of the Ministry of Finance of the Russian Federation of September 18, 2009, No. 03-05-04-02 / 72 states that by virtue of paragraph 3 of Art. 381 and paragraph 5 of Art. The 395 of the Tax Code of the Russian Federation (hereinafter referred to as the Tax Code of the Russian Federation) from the payment of tax on the property of organizations and land taxes at the federal level the following organizations of the disabled were exempt:

1) All-Russian public organizations of persons with disabilities (including those created as unions of public organizations of persons with disabilities), among whose members are disabled and their legal representatives account for at least 80 percent - in relation to property and land plots used to implement their statutory activities;

2) organizations whose authorized capital consists entirely of contributions of the specified all-Russian public organizations of persons with disabilities, if the average number of persons with disabilities among their employees is at least 50 percent, and their share in the wage foundation is at least 25 percent - in relation to property and land plots used for the production and (or) sale of goods (with the exception of excisable goods, mineral raw materials and other minerals, as well as other goods on the list approved by the Government of the Russian Federation in coordination with all-Russian public organizations of persons with disabilities), works and services (with the exception of brokerage and other intermediary services);

3) institutions, the only owners of the property of which these all-Russian public organizations of persons with disabilities are in relation to property and land plots used by them to achieve educational, cultural, medical and wellness, physical education, scientific, information and other purposes of social protection and rehabilitation of persons with disabilities , as well as to provide legal and other assistance to disabled, disabled children and their parents.

4. When regulating the court and some extrajudicial procedures related to the participation of children and the protection of their rights and legitimate interests, the accounting of the opinion of the child is obligatory. Of course, the child must achieve the age from which it is capable of expressing his opinion to understanding by all environments. As a rule, the opinion of the child who has reached the 10th age is taken into account. For anyone relating to his question (Art. 57 of the RF IC). Including it must be taken into account and the body of the guardianship.

The UN Convention on the Rights of the Child comprises a provision on the right of the child to express its opinion while solving any question affecting its interests, incl. To be heard during any judicial and administrative proceedings affecting its interests.

By law, the child's opinion is taken into account when:

the choice of parents of the educational institution, form of education (paragraph 2 of Art. 63 of the RF IC);

resolution of parents related to family education of children, their formation (paragraph 2 of Art. 65 of the RF IC);

resolution by the court of a dispute about the place of residence of children with a separate accommodation of parents (paragraph 3 of Art. 65 of the RF IC);

consideration of the claim of the child's relatives to eliminate obstacles to communicating with it (paragraph 3 of Art. 67 of the RF IC);

consideration of the claim of parents about the return of them children (paragraph 1 of Art. 68 of the RF IC);

refusal to a lawsuit on recovery in parental rights (clause 4 of Art. 72 of the RF IC);

refusal to satisfy the claim to cancel the restriction of parental rights in court (paragraph 2 of Art. 76 of the RF IC);

consideration of cases of challenging the paternity record (paragraph 9 of the Resolution of the Plenum of the Armed Forces of the Armed Forces of October 25, 1996 N 9 "On the application by the courts of the Family Code of the Russian Federation when considering cases of paternity and for the recovery of alimony").

Accounting for the opinion of the child means that his opinion is necessarily heard and is taken into account when deciding. Parents All questions regarding the upbringing and education of children, as a rule, decide on their mutual agreement on the basis of interests and taking into account the opinion of children.

In accordance with Art. 157 Code of Civil Procedure of the Russian Federation court when considering cases, incl. Regarding the fate of children, must directly investigate evidence in the case, including:

hear the explanations of the parties and third parties, the testimony of witnesses, the conclusion of the guardianship and guardianship authority, consultation and explanations of experts;

familiarize yourself with written evidence;

inspect material evidence;

listen to audio recordings and watch video.

When deciding whether a child stays with some of the parents after the divorce, and how often he will communicate with another parent, the court is obliged to take into account the opinion of the child who has reached 10 years (paragraph 2 of Art. 24 of the RF IC). In case of disagreement with the opinion of the child, the court is obliged to reasonably justify the reasons why he found it necessary not to follow the desire of the child.

The child's opinion left without parental care is taken into account by the guardianship and guardianship authority in cases of appointing a guardian or trustee, transfer it to a foster family, to adopt or cease guardianship, guardianship and transfer to a child's institution.

5. If law enforcement procedures are carried out with respect to the child, then compulsory conditions for the adoption of final decisions or actions against a child are to ensure the priority of the personal and social well-being of the child, accounting for its interests, age and social status of the child.

The concept of "Accounting of the Child Interests" is contained in principle 2 of the Universal Declaration of Human Rights of 1948, according to which a child and other means must be provided with a law and opportunities and favorable conditions that would allow it to develop physically, mentally, morally, spiritually and Socially healthy and normal means and in conditions of freedom and dignity. When publishing, with this purpose, the laws should be the best way to ensure the interests of the child. In addition, the principle of the 7th declaration enshrines the best to ensure the interests of the child as a guideline for parents and other persons in which the child's education and child training is responsible.

The concept of "Best Interests of the Child" is used in the UN Convention. According to this Convention:

parents or as appropriate, legitimate guardians are primarily responsible for the education and development of the child. The best interests of the child are the subject of their main care (Art. 18);

the child who is temporarily or is constantly deprived of his family environment or who in his own best interest cannot remain in such an environment, has the right to special protection and assistance provided by the state (Article 20).

National law, incl. In a commented article, the concept of "the best interests of the child" was transformed into two more specific individuals - "ensuring the priority of the personal and social well-being of the child" and "the interests of the child".

Family legislation contains many rules that indicate the court, guardianship and guardianship authorities, other bodies and stakeholders for the need to take into account the interests of the child in solving issues relating to its fate, for example:

1) in the interests of the child himself and, taking into account the priority of his personal and social well-being in the case of the transfer of a child to adoption of the secret of adoption, is protected by law;

2) In the interests of the child, the court can retreat from the general rule about the impossibility of being adoptives to persons whose housing does not correspond to sanitary standards, and yet transfer the child to such a person who approaches his personal qualities to the role of the adopter and is able to take care of the child. The obligation to establish compliance with the interests of the child is assigned to the guardianship and guardianship authority, which prepares the conclusion about the validity of adoption and provides it in court (paragraph 2 of Art. 125 of the RF IC);

3) In order to protect the rights and legitimate interests of the adopted child, the guardianship and guardianship body at the place of residence of the adopted child monitors the terms of his life and education. The control examination is carried out during the first three years, and, if necessary, periodic surveys can be carried out until a child achievement of 18 years;

4) permission to change the name or child behalf of the guardianship and guardianship authorities only on the basis of the interests of the child (Art. 59 of the RF IC);

5) The Court may refuse a claim for invalidation of marriage concluded with a person who has not reached the marriage age if the interests of a minor spouse (Article 29 of the RF IC) are required;

6) By virtue of its position, parents have the right to demand the return of a child from any person holding it at all on the basis of the law or not on the basis of a court decision. When considering these requirements, the court is not related to the right of parents and may refuse to satisfy their claim if it comes to the conclusion that the transfer of the child to parents does not meet the interests of the child (paragraph 1 of Art. 68 of the RF IC).

6. Part 4 of the commented article determines the protection of children's rights, when regulating extrajudicial procedures related to the participation of children and (or) the protection of their rights and legitimate interests, as well as when making decisions on punishments that can be applied to minors who committed offenses.

The juvenile justice system is aimed primarily to ensure the welfare of a minor and ensuring that any measures of impact on minor offenders are always commensurate with both the person's personality features and the circumstances of the offense.

Therefore, court decisions regarding minors should be carried out only after a complete study of all materials of the case, incl. The properties of the child's personality, his age and social status, with the appointment of punishments that can be applied to minors, and do not contradict the generally accepted principles and norms of international law, the norms provided for by international treaties of the Russian Federation.

So, for example, in Art. 431 Code of Criminal Procedure The legislator provides for minors the possibility of replacing criminal prosecution for the application of forced measures of an educational nature. Forced measures of an educational nature can be appointed in the event that during the preliminary investigation of the criminal case on a crime of small or moderate severity, it will be established that the correction of a minor accused can be achieved without punishment. At the same time, when making a final decision, the Court assesses the behavior of the accused during the preliminary investigation (compliance with the elected preventive measure, its turnout on challenges to the preliminary investigation bodies), as well as the willingness to correct caused damage.

Usually criminal cases on the charges of minors fall into ordinary courts of general jurisdiction. However, in some entities, juvenile courts were created in the order of the experiment. For the results of their work, judged while, perhaps, early. The main installation of juvenile justice is that children cannot be judged as adults. In the halls of the meeting there are no lattices, adolescents judge calls solely by name, avoiding the appeal "defendant", extraneous in the hall is not allowed, while the defendant, lawyer, the prosecutor and the victim are sitting at one table of pentagonal form. * (46) Most often teenagers are sentenceded by juvenile courts to conditional terms, correctional work and forced education in a closed special special school. In addition, the courts often endure private submissions to the employment center, in the Commission on Minors, in the Social Security Service, i.e. The instances that can help the child will further resolve the difficulties that prompted him to commit a crime.

In general, juvenile justice leads to a decrease in the growth of juvenile crime, incl. Reducing recurrent crime, since it allows you to more carefully consider the individual features of children.

Despite the efforts made, the Russian Justice system is largely imperfect and does not comply with the provisions of the Minimum Standard UN Rules regarding the administration of juvenile justice ("Peking Rules") approved by General Assembly resolution 40/33 on November 29, 1985 in particular . 8.2. These rules indicate that in principle no information should be published, which can lead to an indication of the personality of a minor offender. However, in the Criminal Code of the Russian Federation, no restrictions on the publication of information on minors are not contained, and during the preliminary investigation such information may well be unlammedly disclosed at the discretion of the investigator or the prosecutor.

Unfortunately, Russia does not borrow a positive experience of Western countries to implement special programs for supporting the reconciliation of a minor offender and victims, the organization of public surveillance of minors liberated from punishment. * (47)

In modern Russia, in connection with the increase in the number of families in the crisis socio-economic situation, such a concept as children who were in a difficult life situation have become more common in pedagogy and psychology. At the moment, the problem of socio-pedagogical support of children in a difficult life situation is extremely relevant. It is due, first of all, the socio-economic crisis of the last decades, which significantly influence the situation of the younger generation and entailed negative phenomena in such decisions to develop teenagers of the spheres as a family, education, leisure, health. The content of the concept "Children, which was in a difficult life situation," has quite a lot of components. At the moment, children from socially unprotected and disadvantaged families that remained without care of parents, children with disabilities and developmental impairments, which have found themselves, are violated as a result of the established circumstances, which they cannot overcome independently or with the help of the family. As a result, it is necessary to define the concept of children, in a difficult life situation and their socio-pedagogical characteristics.

The child is a constantly growing and developing organism, on each age-related stage with certain morphological, physiological and psychological characteristics.

Each child in different periods of his life, as well as depending on the social conditions in which he may be on reasons independent of him can get into a difficult life situation, and will, accordingly, will need help and protect in varying degrees.

IG Kuzina considers the general concept of a difficult life situation as "situations objectively violating human social ties with his environment and conditions of normal life and subjectively perceived by him as difficult, as a result of which he may need to support and help social services to solve its problem "

N. G. Osuhov considers this concept as a situation in which "as a result of external influences or internal changes, there is a violation of the adaptation of the child to life, as a result of which he is not able to satisfy its basic vital needs through models and methods of behavior developed in previous periods life. "

After analyzing these approaches to the definition of a difficult life situation, and highlighting its general features, you can formulate the following definition: a difficult life situation is a situation that means the experience of a person who has been in a position that seriously affects his well-being, life safety and from which he is not always Able to exit yourself. In this case, he needs help. Children who are in a difficult life situation are especially needed. It is more difficult for them to find an acceptable way out of the situation. Given this fact, in socio-pedagogical accompaniment, it is necessary to predict and determine the most appropriate ways to assist the child who has fallen into a difficult life situation. The main goal of such accompaniment is to create the most optimal conditions for the life of the child and its upbringing.

Modern children have two main areas of activity, they are also the main institutions of influence on its education. This is the field of family and education system. The overwhelming majority of the child's problems arise precisely due to the influence of these two institutions.

For a child, the family is a medium in which the conditions for its physical, mental, emotional and intellectual development are developing. Family inability as a social institution to ensure the education and content of children is one of the most important factors for the emergence of the category of children in a difficult life situation [52, p.352].

We will highlight the most significant factors affecting family well-being, as a result of which children may have a difficult life situation.

The first factor is the bad material living conditions of the family. Families with children in Russia for a long time turn out to be the most depributed. The reasons are a high dependency load on able-bodied, lack of work at one of the parents due to child care, as well as lower earnings of young professionals. Significant indicators of the material living conditions of the family are the level of household income and housing security. It is important to note that bad indicators of material security are concentrated in the same households. Families living in bad housing conditions and have no sufficient money, have low chances of getting out of poverty, so they should be paid special attention to specialists from the prevention of family disadvantage and orphanhood.

The second factor affecting well-being is a loss of communication with the labor market. Families with children show a high degree of economic activity, and employment more often turn out to be among the poor. Increased poverty risk and as a result of family disadvantages, feel complete families with children in which a man is economically inactive. Families that have touched a long unemployment, incomplete families with children in which the parent has no work, also turn out to be among the poor. In incomplete families, women from an economic point of view perform the function that is characteristic of men in full families. Families with children in which there are unemployed, although they fall into poverty, but have a high chance of exiting it as a result of successful job search, unlike families in which a man is economically inactive.

The third factor is intimidate conflicts, the unfavorable psychological atmosphere in the family mistakenly assume that all families in which disagreements occur are a risk group, and children living in them, to the categories in a difficult life situation. Only children in a critical situation, in the situation of rigid conflicts with a lot of foundations, can be considered children who are in a difficult life situation. These children, of course, need help, and their families should certainly be to the target program for the prevention of social orphanhood.

Another not an unimportant factor influencing family well-being is the ill-treatment of the family. A big problem in the work on identifying and preventing families, where the cruel treatment of children is practiced, is that families themselves, both parents and children hide this fact: Parents - because they are afraid of punishment and condemnation, children - because their position is ashamed and feel fear.

The following factor is alcoholism and drug addiction. Alcoholism and drug addiction are the problems that, if they are not the causes of family disadvantaged, then it often happens. The child, falling on Wednesday dependent on alcohol or drugs, as a rule, has physical, psychological and social development problems. In addition, most children inherit this dependence and constitute a group of high risk on the formation of mental, neurological and somatic violations. The child is often escaped from parents suffering from addiction, on the street, but there is also an unfavorable environment and the influence of peers-in-laws. Such families focus in themselves and all other problems, as they lose touch with the labor market, do not have stable income.

There is also such a factor as an unfavorable family environment of children, risks of divorce, non-fulfillment of childcare duties. In Russian society, there is a sustainable opinion on the issue of who should be responsible for the upbringing of children. Despite the fact that the majority of respondents believe that the care of the child should fall on the shoulders of the family or at least should be divided between family and society, there are parents who shift responsibility with respect to the child of preschool age from a family to society. Parents, who believe that the care of children should be delegated to society, do not want to take responsibility for the education of children, and therefore, do not fully fulfill their parental responsibilities.

There is reason to assume that the most painful problems for families are critical of bad housing conditions and acute income shortages, followed by a high level of conflict in the family and only then all other types of unfavorable. In most cases, the critical position is conjugate with a combination of manifestations of disadvantage.

In the Federal Law of the Russian Federation "On the basic guarantees of the child's rights in the Russian Federation" formulated typical difficult life situations for a child associated with the family:

Death of parents.

Failure to parents take their children from social protection institutions, educational, medical and other institutions.

Independent termination by parents of parental duties towards his child.

Failure to comply with parents for one or another reasons for their duties towards their children.

Long absence of parents.

Limiting parents in parental rights. The decision is made by the court taking into account the interests of the child. It may take place on condition when leaving the child with parents or one of them is dangerous for a child in circumstances, from parents or one of them independent.

Deprivation of parental parents. It acts as a legislative measure for parents who are not fulfilling responsibilities towards its minor children, as well as abuse of parental rights.

The impossibility of parents for one reason or another to fulfill their parental responsibilities: serving the sentence; recognition them are incapable when they cannot perform duties in relation to their children; The crisis state of the family, not allowing her to perform parental responsibilities towards the child. In the cases set out, the child falls into guardianship and guardianship authorities - these are local governments, which are entrusted to protect the rights and interests of children left without parental care. The guardianship and guardianship authorities are designed to: identify children left without parental care; take such children registered; Select the forms of the device of children left without parental care. At the same time, they try to arrange them, primarily in the family. To this end, they facilitate the creation of adoptive, guardianship and other types of families; Patronizing the adoptive families to provide them with the necessary assistance; To promote the creation of the normal living conditions and education of the child in the receptional families, that is, to provide assistance from psychologists, teachers, social teachers, to promote the improvement of housing conditions, to control the terms of the maintenance of the child, the fulfillment of parental duties assigned to the adoption of parental duties on its upbringing and education. In case of non-fulfillment of their duties towards adoptive children, guardianship and guardianship authorities are obliged to take measures to protect their rights.

Based on the foregoing, we understand that a rather large number of factors provoking a child's difficult life situation come from his family. If at least one of the factors described above is present in the family, the risk of a difficult situation at the child is very high. Another important area of \u200b\u200bthe activity of the child is the educational sphere. Since it is one of the main in the activities of children, the possibility of a difficult life situation for the child is improved here.

One of the problems of the child, in a difficult situation, is a low level of socialization, that is, mobility limit, poverty of 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 given to the educational, rather than the socializing function, the school does not provide children with a necessary set of qualities that they need for full integration into society. The limitations of the school's activities determine the negative attitude of the majority of students to this Institute of Education, which does not give him the opportunity to show 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, a large gap in progress between the best and worst students. It is very tightly connected with the self-esteem of the child's personality. As a consequence, children arise problems of different focus associated with deodeaptation in social relations at school. These problems in aggregate can lead to a difficult situation for a child.

V. A. Nikitin in his research describes socialization as a "process and result of the inclusion of an individual into social relations." It is important to keep in mind that socialization is a process that lasts a person throughout the human life. Therefore, one of the main goals of socialization is the adaptation of a person to social reality, which serves, 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 can be attributed to: begging, homelessness and neglect, various types of deviating behavior, as well as disease and disability. Problems arising in the process of socializing such children are primarily social problems: insufficient forms of social support, unavailability of health, education, culture, domestic service. Among them, the problems of macro-, meso and micro levels can be distinguished. This complex of problems is solved by the efforts of the entire society and the state aimed at creating equal opportunities for all children.

In the Federal Law "On Basic Guarantees of the Child Rights in the Russian Federation", the term "children who are in a difficult life situation" are given, "these are children, orphans or children remaining without parental care; disabled children; Children with disabilities, that is, having disadvantages in physical and (or) mental development; Children - victims of armed and interethnic conflicts, environmental and man-made disasters, natural disasters; Children from families of refugees and forced migrants; Children - victims of violence; Children serving a sentence in the form of imprisonment in educational colonies; Children in special educational institutions; children living in poor families; children with behavior deviations; Children, the livelihood of which is objectively violated as a result of the circumstances and which cannot overcome these circumstances independently or with the help of the family. "

At the moment, in modern Russia, the problem of children's orphanhood, and especially social children's orphanhood, is very acute. If earlier it was children, whose parents died at the front, today today the vast majority of children raising in children's homes, orphanages, boarding schools, have one or both parents, that is, are social orphans, or orphans with living parents. In the federal law "On additional guarantees on social support for orphans and children left without parental care" children of orphans, these are "persons under the age of 18, who have died both or the only parent." Children left without parental care, these are "faces under the age of 18, which remained without the care of the only parent or both parents in connection with the deprivation of their parental rights, restricting them in parental rights, recognizing parents missingly missing, incapable, declared by their dead, Establishment by the fact of the fact of the loss by the face of parental care, serving the parents of punishment in institutions acting as a sentence in the form of imprisonment, finding in places of detention, suspected and accused of committing crimes, evasion of parents from raising their children or to protect their rights and interests, refusal Parents 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 of recognition of children left without parental care in the manner prescribed by law. "

It is worth paying attention to such a category of children who have fallen into a difficult life situation as children with disabilities or children with disabilities. The health of the population of Russia is in critical condition. The results of solid studies indicate a crisis of health from representatives of all age groups, especially in children. In Russia, as well as around the world, there is a tendency to grow children with disabilities. Based on the provisions of the Law No. 181-FZ and the Family Code of the Russian Federation, "under a disabled child is understood as a person who has not reached 18 years, which has a violation of health with a resistant disorder of the body's functions, due to diseases, consequences of injuries or defects, leading to restriction of vital activity and causing The need for social protection. " Children with disabilities in development are devoid of information available to their healthy peers receiving information: compounded in the movement and use of sensory canals of perception, children cannot master all the variety of human experience remaining outside the sphere of reach. They are also deprived of subjective-practical activities, are limited in gaming activities, which negatively affects the formation of higher mental functions. Violation, lack of development may arise suddenly after an accident, disease, and can develop and strengthen for a long time, for example, due to the effects of adverse environmental factors, due to a long-term chronic disease. Disadvantage, violation can be eliminated, fully or in part, medical and psychological and pedagogical, social means or decrease in its manifestation. At the moment, the Russian education forming a certain degree of tolerance towards children with disabilities has a humanistic orientation. We are created by networks of therapeutic and rehabilitation institutions, boarding schools, social assistance centers. Family and disabled child, sports and adaptive schools for disabled people. And yet, this problem remains relevant. A significant part of children with developmental deviations, despite the efforts taken by the Company in order to study and education, becoming adults, not prepared for integration into socio-economic life. At the same time, research results and practice indicate that any person who has a defect of development may, under appropriate conditions, become a full-fledged personality, develop spiritually, to ensure itself in material terms and be a useful society.

The following category of children who were in a difficult life situation are children - victims of armed and interethnic conflicts, environmental and man-made disasters, natural disasters (children in an extreme situation) are children who need care and help. 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 persons who are responsible for the care of them. All necessary measures should be taken to facilitate the reunification of temporary disconnected families. Children under the age of fifteen years are not subject to recruitment in armed forces or groups and they are not allowed to participate in hostilities; Special protection envisaged for children under the age of fifteen years continues to apply to them if they are directly involved in hostilities, and capture. If necessary, and whenever possible, with the consent of their parents or persons who are primarily responsible for the care of them, measures are taken to temporarily evacuate children from the Military District in a safer district within the country, while maintaining their persons responsible for their security. And well-being.

The change in the general geopolitical picture of the world, the exacerbation of environmental, demographic and social problems, all this causes the emergence of such a category of children in a difficult life situation as children from families of refugees and forced displaced persons. Article 1 of the Federal Law "On Refugees" gives the following definition: "Refugee is a person who is not a citizen of the Russian Federation and which, due to well-founded concerns, become a victim of persecution on the basis of race, religion, citizenship, nationality, belonging to a specific social group or political convictions are outside the country of their civil affiliation and cannot use the protection of this country or does not wish to use such protection due to such concerns; Or, having no certain citizenship and being outside the country of its former ordinary residence as a result of such events, it cannot or does not want to return to it due to such fears. " From Article 1 of the Law of the Russian Federation "On forced Migrants", "A forced settlearer is a citizen of the Russian Federation, who left the place of residence due to the violence committed against his or his family or the prosecution, or as a result of the real danger, to persecution on the basis of racial or national affiliation, religion, language. " Citizens of the Russian Federation, who left the place of residence, as a result of pursuit of belonging to a certain social group or political beliefs are also recognized as forced migrants. The significance of the problems of families of refugees and internally displaced people in modern Russian society is updated in a wide variety of aspects of the life of the individual in the system of personality relations. It is known that with forced migration, the social adaptation of a person is seriously violated: from one natural and social medium, it moves to another, painfully breaking the many natural-anthropological ties and artificially creating such connections in a new place. As a result, refugee children often receive mental injuries, being witnesses to the murder or death of their parents close to. As psychologists testify, traumatic events leave a deep footprint in the psyche, which is last saved in his memory. All children who survived psychological shock suffer from his consequences. In addition to many physical and mental disorders, they also have a violation of the process of knowledge and behavior in society. The acuteness of violations and their manifestations is, as a rule, with the degree of cruelty of violence, the presence or absence of injuries of the child itself, as well as the loss or preservation of family support.

Children are most sustainable and driven unlike adults, and often become victims in various situations. They may be victims of home or school violence, to become victims of violence on the street.

Ppm Asanova highlights four main types of violence against children: physical violence, this kind of attitude towards a child, when it is deliberately placed in a physically vulnerable position when it deliberately cause corporal damage or does not prevent the possibilities of causing it; Sexual violence, this is the involvement of functionally immature children and adolescents in the sex actions that they do without understanding their fully, for which they are not able to give consent or who violate social and family roles; Psychological violence, this is a committed act in relation to the child, which slows down or harms the development of its potential abilities. The psychological violence includes such chronic aspects of behavior as humiliation, insult, bullying and riding of the child; Disranged, this is a chronic inability of a parent or care person to ensure the basic needs of a minor child in food, clothing, housing, medical care, education, protection and supervision. With physically disregard, the child can be left without the necessary nutritional age, it can not be dressed in weather. With emotional abandonment, parents are indifferent to the needs of the child, ignore it, there is no tactile contact. Neglecting may manifest itself in the launch of the child's health, the absence of the treatment necessary for it. Neglecting the formation of a child can be expressed in the fact that the child is often late for school, missing lessons, it remains to look after the younger children and so on. A common goal in working with children who experienced violence is to reduce and eliminate traumatic experiences, overcoming the sense of own inferiority, guilt and shame. In working with the child, it is important to maintain its ability to differentiate interactions with the surrounding people, to promote his personal development.

Recently, the increase in juvenile crime is constantly emphasized, there is an increasing cruelty and the sophistication of those who have been dedicated to adolescents, a significant rejuvenation of crime. One of the measures used as a punishment of a child for committing a crime is the deprivation of his freedom. Children sentenced by the court to punish in the form of imprisonment are sent to educational colonies for correction and re-education. However, according to statistical data, many of those who left the sentence, repeatedly commit a crime. All minors serving a sentence in the form of imprisonment in educational colonies also represent the category of children in a difficult life situation. Adaptation is one of the important aspects arising from the deprivation of the freedom of the child. In a educational colony, the concept of adaptation should be considered in a broad aspect. Since it is from the conditions of serving a sentence: strict, ordinary, lightweight or preferential, the essence of the problem will depend, since when switching from some conditions to others, even in the limits of one colony, a social environment, the routine of the day, labor and training activities, assessment of prospects The desire of the pupil. Almost every convicted teenager is noted in one degree or another emotional tension, dissatisfaction with the life situation, reduced emotional background, as well as any disorder. Finding into an educational colony, the teenager learns what is the routine of the day, the rules of behavior. That is why sleep disorders, lethargy, passivity, fast fatigue. A great place in general anxiety teenagers occupy all sorts of fears, the feeling of incomprehensible threat related to this insecurity. The main goal of socio-pedagogical accompaniment is assistance in the adaptation of the child in the educational colony, and its end result is a safe entry into the team, the emergence of a sense of confidence in relations with members of the team, satisfaction with its position in this system of relationships.

Thus, from the foregoing, we understand that the problem of children in a difficult life situation is at the moment rather sharply. Therefore, there is a need for a special attitude towards such children, that is, the need for socio-pedagogical support. Depending on the causes of the difficult life situation, the child, and its socio-pedagogical features, there is a need to choose the individual work technology. To date, there are many studies aimed at ensuring that it becomes more effectively to prepare and the use of technologies for socio-pedagogical support of children who were in difficult life situations.

Kuzina I.G. Considers the general concept of a difficult life situation as "situations objectively violating human social ties with his environment and conditions of normal life and a subjectively perceived as complex, as a result of which he may need to support and help social services to solve its problem"

Osuhov N.G. Considers this concept as a situation in which "as a result of external influences or internal changes, a violation of the child's adaptation to life, as a result of which he is not able to satisfy its basic vital needs through models and ways of behavior developed in previous periods of life."

For a child, the family is a medium in which the conditions for its physical, mental, emotional and intellectual development are developing. Family inability as a social institution to ensure the upbringing and content of children is one of the most important factors for the emergence of the category of children in a difficult life situation.

We will highlight the most significant factors affecting family well-being, as a result of which children may have a difficult life situation.

Death of parents.

Failure to parents take their children from social protection institutions, educational, medical and other institutions.

Independent termination by parents of parental duties towards his child.

Failure to comply with parents for one or another reasons for their duties towards their children.

Long absence of parents.

Deprivation of parental parents. It acts as a legislative measure for parents who are not fulfilling responsibilities towards its minor children, as well as abuse of parental rights.

Nikitin V.A. In its study, describes socialization as a "process and the result of incorporating an individual in social relations." It is important to keep in mind that socialization is a process that lasts a person throughout the human life. Therefore, one of the main goals of socialization is the adaptation of a person to social reality, which serves, 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 can be attributed to: begging, homelessness and neglect, various types of deviating behavior, as well as disease and disability. Problems arising in the process of socializing such children are primarily social problems: insufficient forms of social support, unavailability of health, education, culture, domestic service. Among them, the problems of macro-, meso and micro levels can be distinguished. This complex of problems is solved by the efforts of the entire society and the state aimed at creating equal opportunities for all children.

Children are most sustainable and driven unlike adults, and often become victims in various situations. They may be victims of home or school violence, to become victims of violence on the street. Hard life violence children

Asanova MD Selects four main types of child violence: physical abuse, this kind of attitude towards a child, when it is deliberately placed in a physically vulnerable position, when it deliberately cause bodily damage or does not prevent the possibility of its causation; Sexual violence, this is the involvement of functionally immature children and adolescents in the sex actions that they do without understanding their fully, for which they are not able to give consent or who violate social and family roles; Psychological violence, this is a committed act in relation to the child, which slows down or harms the development of its potential abilities. The psychological violence includes such chronic aspects of behavior as humiliation, insult, bullying and riding of the child; Disranged, this is a chronic inability of a parent or care person to ensure the basic needs of a minor child in food, clothing, housing, medical care, education, protection and supervision. With physically disregard, the child can be left without the necessary nutritional age, it can not be dressed in weather. With emotional abandonment, parents are indifferent to the needs of the child, ignore it, there is no tactile contact. Neglecting may manifest itself in the launch of the child's health, the absence of the treatment necessary for it. Neglecting the formation of a child can be expressed in the fact that the child is often late for school, missing lessons, it remains to look after the younger children and so on. A common goal in working with children who experienced violence is to reduce and eliminate traumatic experiences, overcoming the sense of own inferiority, guilt and shame. In working with the child, it is important to maintain its ability to differentiate interactions with the surrounding people, to promote his personal development.