Children in difficult life situations. Chapter I. A child in a difficult life situation and the need for his social and pedagogical support

Topic. 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 the 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 finds themselves 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
commitments 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 disease, 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 their
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 another living space. Upon termination of parental rights
of both parents, the child is transferred to the care of the guardianship and
guardianship;

h) the 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, fulfill 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 it takes placeabuse 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 measures 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 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 preferable form of placing 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 who voluntarily assume the full range of duties imposed by law
on parents, are equated 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 a 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 a foster child (children)
have the rights and duties of a guardian (custodian).Organ
guardianship and trusteeship provides the necessary assistance to the adoptive
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
in 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 life 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 out it 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
the regulation 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 institution specialist.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 of, care and
child education. Parental responsibility between the Foster family and local governments 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 a family-like environment. For the first time
were created in 1949 by the Austrian teacher Hermann Gmeiner,
currently operate in 120 countries of 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 (unmarried woman who devoted herself to raising
children, housekeeping) - the head of the family. For her it is -
vocation and profession;

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

each family lives in a cozy separate house - 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 Model Provision 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.

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 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 age (from 1.5 to 3 years old);

for preschool children;

for school children;

mixed;

children's home-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 children's home" No. 195 dated 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 a 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 the age of 15, who have expressed a desire to study in it and have appropriate health;

Pupils of military units - orphans and children left without parental care, 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 parent-child relationships, childcare 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 the 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 that arise in the upbringing of children left without parental care.

In modern Russia, due to 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 has begun to be used. At the moment, the problem of social and pedagogical support of children in difficult life situations is extremely urgent. 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 areas for the development of adolescents as family, education, leisure, health. The content of the concept “children in difficult life situations” has many components. At the moment, children from socially unprotected and disadvantaged families, left without parental care, children with disabilities and developmental disabilities who find themselves in extreme conditions, victims of violence and others whose livelihoods were disrupted as a result of the circumstances, are classified in the category of those caught in 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.

I. G. Kuzina considers the general concept of a difficult life situation as “a situation that objectively violates the social ties of a person 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 support and help from social services to solve his problem "

N. G. Osukhova 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 life needs through the models and methods of behavior developed in previous periods 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 of providing 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 [52, p.352].

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 lower earnings of young professionals. Significant indicators of the material living conditions of a family are the level of household income and housing provision. It is important to note that poor indicators of material security are concentrated in the same households. Families living in poor housing 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 problems 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 single-parent 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 who find themselves 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 an unfavorable 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 the responsibilities of caring for children. In Russian society there is a firm opinion on the question of who should be responsible for raising children. Despite the fact that the majority of respondents believe that caring for a child should fall on the shoulders of the family, or at least should be divided between 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 of parental responsibilities by parents 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 provided 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; to 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 promote the improvement of living conditions, to exercise control over the living conditions of 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 child's risk of a difficult situation 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 the educational rather than the socializing function; 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, 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 different directions associated with deodaptation in social relations at school. These problems together can lead to a difficult situation for the child.

V. A. Nikitin 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 arising 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 microlevels. 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 vital functions are objectively disturbed as a result of the prevailing 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 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 their parents as missing, incompetent, 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 sentences 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 growing trend for 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 18 years of age 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 developmental disabilities are 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 the impact of 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 diminish 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 themselves materially 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 persons who bear the main responsibility for their care, measures are taken to temporarily evacuate children from the area of ​​hostilities 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 a difficult life situation, 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 due to violence or persecution committed 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 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 forced migration seriously disrupts the social adaptation of a person: he moves from one natural and social environment to another, painfully breaking many natural-anthropological ties and artificially creating such ties in a new place. As a result, children of refugees often receive 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 in 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.

M.D. Asanova 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 bodily harm is deliberately inflicted on him or the possibility of his infliction is not prevented; 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 nutrition 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 maintain 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, and 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, work 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 relationships 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.

Municipal autonomous institution of additional education

"Children's Art School named after S.V. Rachmaninoff"

Methodical message

Topic: "Features of working with children,

Those in a difficult life situation "

Held by: E.B. Ignatieva,

piano teacher

2017 year

1. Introduction.

1. Main part:

1. characteristics of children in difficult life situations

1. social support system for these children

1. psychological characteristics of children of "risk group"

1. features of learning to play the piano for children at risk.

1. Conclusion.

1. Bibliography.

Introduction.

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

The problem of physical survival faced by many families has changed the attitude of parents towards their children. Dysfunctional families are now not such a rare occurrence.

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

There are 573 thousand orphans in our country, and about 100 thousand children are diagnosed in Russia every year in need of care.

The attitude towards large families in our society, advanced by innovations, is extremely negative. Most of the population of the country is inclined to believe that many children are in dysfunctional families.

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

Tension, mass character, motives of migration depend on many reasons: faith, wars, political repression, natural and ecological disasters, financial inconstancy.

Forced migration seriously disrupts a person's social adaptation: from one natural and social environment he is used to, he moves to another, negatively breaking many natural ties and artificially forming such ties in a new place.

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

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

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

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

Children in difficult life situations are:

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

All difficult life situations are characterized by a violation of the stability of the usual way of life and the emergence of the need for changes.

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

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

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

• educational institutions: preschool institutions, general education
• schools of all types, primary and secondary vocational institutions
• education, institutions of the system of special education, institutions of additional education;
• social service institutions: orphanages, rehabilitation centers;
• trust services;
• institutions of culture, sports, youth policy;
• interdepartmental psychological, medical, social and pedagogical centers and services at various levels;
• commission on minors' affairs and protection of their rights;
• health care institutions.

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

Every year, an increasing number of children who find themselves in difficult life situations are among the students of our institution of additional education. These are mainly: orphans, foster children; disabled children; children with disabilities; children from families of refugees and internally displaced persons; children living in low-income families; children whose parents have ceased to live together, to be a family. In this situation, as a teacher of such students, I try to be wise, attentive, tactful. By using different methods and methods of teaching, through knowledge of developmental psychology, I try to awaken students' interest in knowledge, to captivate the pedagogical process.

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

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

In adolescents whose parents have ceased to live together, there is no need for creativity, knowledge, vigorous activity in life; they are convinced of their uselessness, the impossibility of achieving something in life on their own; project on themselves the unfortunate life of their parents. Among the socially approved values ​​they have in the first place - a happy family life, in the second - material well-being, in the third - health, but since these values ​​seem inaccessible to adolescents, such a situation gives them an internal stress conflict. The “reinforcement” of the loss of value in such adolescents is those who did not study well or did not study at all, but succeeded in life. As a rule, such children have difficulties in relations with adults - stubbornness, indifference to assessing their success, leaving school, confidence that all the fun is happening outside of school, etc. Teenagers begin to keep diaries, secret notebooks in which they freely and independently express their thoughts and feelings. When working with adolescents at risk, one should take into account the often inherent state of helplessness.

• families deliberately going to the difficulties and joys of giving birth and raising many children;
• families of socially irresponsible parents.

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

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

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

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

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

(school, city, relationships), the child is surrounded by problems, misunderstandings: so, having arrived in Russia, many children with difficulty adapt in the environment of their peers, withdrawn into themselves. Due to the significant differences in the school programs of Russia and the CIS countries, among children of refugees and internally displaced persons, academic failure increases, self-esteem decreases, mental stress increases, leading to a deterioration in mental and physical health. Migrant children differ from the environment of their new location in their culture, they are, as a rule, come from low-income strata of society, they are socially unprotected, do not know or do not know well the language of the school system, as well as the psychology on which the language is based. complicates the process of their education and upbringing, socialization and adaptation. When working with migrant students, it is necessary to form their ability for dialogical communication. The teacher must be proficient in the technology of studying and taking into account the peculiarities of the mentality of the students.

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

Learning to play the piano for children in difficult life situations is possible only in conditions of individual learning, and it can be successful only when the teacher seeks and finds in each student that special and unique that distinguishes him from another. Knowing the characteristics of the student, the properties of his nervous system, the teacher can correctly dose the load, select more effective methodological approaches that will allow the child to learn more easily and faster, therefore, with joy and desire.

Possession of the necessary information on taking into account the individual psychological characteristics of the student's personality in the process of learning on the piano will allow the teacher to choose those necessary forms of pedagogical influence that will ensure the fullest development of all creative forces and capabilities of the student.

In the art of music, all types of musical activity are associated with the development of students' attention, due to which there is an inner concentration, concentration of attention, complete mobilization of psychophysical resources - everything without which successful musical performance is impossible.

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

In the process of teaching children of the "risk group", an emphasis should be placed on the formation of their performing qualities, namely: perseverance and perseverance, independence and initiative, endurance and self-control, courage and decisiveness. All these are features of volitional behavior, without which no open performances.

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

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

Conclusion .

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

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

Bibliography:

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

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

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

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

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

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

1. Internet resource: compresium.ru

In domestic and international practice, there is an expression - a difficult life situation, meaning 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 get out with honor (cannot find a way out for him). 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 independently find an acceptable way out of this situation. Given this fact, the state is trying to predict and determine the most appropriate ways to provide assistance to a child in a difficult life situation. The main goal of the state (society) is to create the most optimal conditions for the life of a child and his upbringing.
In the Federal Law of the Russian Federation "On the Basic Guarantees of the Rights of the Child in the Russian Federation" dated July 24, 1998 No. 124-FZ, art. 1 formulates typical difficult life situations for a child, in which the state undertakes to provide him with the necessary assistance. These include the loss of parental care. This phenomenon can occur in a number of cases:
a) death of parents;
b) refusal of parents to take their children from institutions of social protection of the population, educational, medical and other institutions;
c) independent termination by parents of fulfilling parental responsibilities in relation to their child (self-withdrawal from the upbringing of the child);
d) non-fulfillment by parents, for one reason or another, of their duties towards their children (for example, for health reasons - the danger of infecting the child, etc.);
e) long absence of parents (for example, a long business trip);
f) restriction of parents in parental rights. The decision is taken by the court taking into account the interests of the child. It can take place provided that leaving the child with his parents (one of them) is dangerous for the child due to circumstances beyond the control of the parents (one of them) (mental disorder or other chronic disease, a combination of difficult circumstances, and others);
g) deprivation of parental rights from parents. It acts as a legislative measure for parents who do not fulfill their responsibilities in relation to their minor children, as well as abuse parental rights.
The responsibilities of parents include:
keeping children;
creation of normal conditions for their life;
to be their legal representatives and to defend their rights and interests in all institutions without special powers;
educating them.
The deprivation of parental rights from parents is aimed at protecting the rights of children brought up in a family, at protecting 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 released from the obligation to maintain it. If such a parent by his behavior makes it impossible for the child to live together with him, then he can be evicted without providing other living quarters. In case of deprivation of the parental rights of both parents, the child is transferred to the care of the guardianship and guardianship authorities;
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, due to 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);
i) children who find themselves in conditions in which they require special professional assistance and (or) protection:
disability. We are talking about children who, for health reasons, are equated with 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 is needed to help the child;
children who are part of families of refugees and internally displaced persons who find themselves in extreme conditions;
children are victims of violence. This phenomenon can be observed in the family when there is an abuse of parental rights. It consists in the use by parents of their rights to the detriment of the interests of their children (for example, creating obstacles in learning, encouraging begging, theft, prostitution, using alcohol or drugs, etc.);
children serving a sentence of imprisonment in an educational colony;
children in a special educational institution;
children, whose vital activity is objectively disrupted as a result of the prevailing circumstances that cannot be overcome on their own, including by the family.
In these cases, the child ends up in the guardianship and guardianship authorities - local government bodies, which are entrusted with the responsibility to protect the rights and interests of children left without parental care.
12 - 5887
The guardianship and trusteeship bodies are called upon to:
to identify children left without parental care;
to 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 (getting vouchers to summer camps, rest homes, sanatoriums; placing children in schools, creative teams); to contribute to the creation of normal living conditions and upbringing of a child in foster families (help of psychologists, teachers, social educators; assistance in improving living 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 take measures to protect their rights.

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 entire structure and conditions of the family's existence are changing. 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 or her 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 a mother, father 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 compensation 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 visiting 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. It is possible to support families raising children with disabilities - in word and deed. Without a doubt, any help (both psychological support and material participation) is very necessary and invaluable for them!

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

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

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 having lost 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 the 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. Children subjected to violence, including in the family

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

Types of violence:

• physical violence when a child is beaten, while 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.

The 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 in order to notice that the child may be depressed, upset.

First of all, this applies to the parents of the child. It is extremely important for parents to be in close contact with their children. It is very useful to discuss with the child what he does outside the home, with whom he communicates, while it is important to maintain a trusting relationship so that he does not hesitate to tell at home if someone does not behave with him 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 invited 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, try to identify its causes and prevent it from getting 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 played by where children can call without fear of exposure. 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;
• personal characteristics of the child: deviations in development, transitional stages of growing up;
• insufficient opportunity for self-realization and self-expression;
• neglect.

In helping this category of children, it is extremely important prevention and 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.