Effectiveness of preventive work with families. The effectiveness of preventive and corrective work with dysfunctional families and minors who find themselves in a difficult life situation, with interagency interaction with social

10.10.2019

Organization of preventive work with families of students in a socially dangerous situation

Social teacher

MBOU "Tigil secondary school"

Kutova Natalya Anatolyevna

Any person's life begins with a family.

As there are no ideally similar people, so there are no perfectly

identical

The family is a subject of study in various social sciences. Each has its own definition of this concept.

From point of view sociology, this is a group of people related by blood and marriage.

Legal Science supplements this definition and says that a family is an association of several persons living together who are interconnected by legal relations, a certain range of responsibilities arising after marriage and kinship.

In pedagogy and psychology focuses on the personal relationships of family members and different generations, on the educational and social role of the older generation in the development of the younger members of the social group.

This concept is multifaceted. But each definition confirms that this is a small group, a unit of society in which people are linked by certain relationships.

A FAMILY IN SOCIALLY DANGEROUS POSITION - This is a family with children in a socially dangerous situation, as well as a family where parents or other legal representatives of minors do not fulfill their responsibilities for their upbringing, education and (or) maintenance and (or) negatively affect their behavior or abuse them (according to Federal Law No. 120 of June 24, 1999 "On the Basics of the System for the Prevention of Neglect and Juvenile Delinquency")

The main criteria for determining families in this category are

failure by parents to fulfill their obligations to provide for children (lack of necessary clothing for children, regular meals, non-observance of sanitary and hygienic conditions);
lack of conditions for raising children (lack of work for parents, housing, etc.)
involvement of children in illegal actions (begging, prostitution, etc.);
abuse by parents;
lack of control over the upbringing and education of children (lack of communication with the school, inattention of parents to the child's progress);
families in which children have committed a crime or offense.

Types of families in a socially dangerous situation:

conflict- the most common type (up to 60% of all families in the category), with a predominance of a confrontational style of relations;
immoral- characterizing by oblivion of any moral and ethnic norms; conflict and immoral families are united by the fact that the situation in them is directly dependent on intra-family relations, and the educational factor acquires a derivative value;
pedagogically untenable- with a low level of general and lack of psychological and pedagogical culture; characterized not only by mistakes and defects in the upbringing of children, but also by the unwillingness to change and correct anything in the content and methods of upbringing: such a family consciously or unwittingly sets the child up for disobeying social norms and requirements, for confrontation with the leader.
asocial- in it, children from an early age are in an atmosphere of disregard for generally accepted social and moral norms, they perceive the skills of deviant and illegal behavior.

Any family can become a family in a socially dangerous situation, since there are a number of social problems: difficult material conditions, lack of jobs, conflicts between spouses and much more. Closer to this step, of course, there are families at risk .

Families at risk- these are families whose members are vulnerable due to the prevailing circumstances or may suffer damage from certain social influences of a social nature.

These families include: low-income families; single-parent families; large; single mothers; families with disabled children; parents suffering from mental disorder, mental retardation; families with children under guardianship or custody.

These families require a lot of attention from the school. And the task of specialists is to start preventive work with this category of families as early as possible so that they do not cross the line that will lead them to trouble.

Signs of social distress in a student

Tired, sleepy look
Sanitary and hygienic neglect
Tendency to faint, dizziness due to constant malnutrition
Excessive appetite
Delayed growth, delay in speech, motor development
Attracting attention in any way
Excessive need for affection
Manifestation of aggression and impulsivity, which are replaced by apathy and depression
Peer Relationship Problems
Learning difficulties

Signs of Physical Domestic Violence

Fearfulness of a child
Thumb sucking, rocking
Fear of going home
Animal abuse
The desire to hide the cause of injury

Stages of work of MBOU "Tigil secondary school" with a family in a socially dangerous situation (SOP).

Stage 1. Early identification of families in the SOP and the formation of a databank.
Stage 2. The work of the class teacher for working with the SOP family.
Stage 3. The family is considered by the Governing Body.
Stage 4. School Council for the Prevention of Juvenile Delinquency.
Stage 5. Registration of a family on preventive records at MBOU "Tigil secondary school" and the organization of correctional and rehabilitation work to improve the situation in the family.
Stage 6. Submission to the commission for minors and the protection of their rights. Notification of various services in the area involved in preventive work with families.

Stage 1. Early identification of families in the SOP and the formation of a databank.

For the purpose of early identification of disadvantaged families living on the territory of MBOU "Tigil secondary school" at the beginning of each academic year, the social teacher draws up a social passport of the school on the basis of the social passport of the class, in which all families at risk are entered. In the future, these families are always closely monitored.

The most effective form of work with a family is an individual one. Individual forms of work include: conversations with parents, legal representatives, recommendations and consultations, family visits, questionnaires, diagnostics, identification and registration.

Stage 2. The work of the class teacher for working with the SOP family:

provides communication between the educational institution and the family;
establishes contact with parents (other legal representatives) of students;
advises parents (other legal representatives) on the upbringing and education of children through the specialists of MBOU "Tigil secondary school";
organizes educational space in the classroom that is optimal for the development of the positive potential of each student;
studies the individual characteristics of students and their dynamics;
studies and analyzes the degree of satisfaction of the participants in the educational process of the life of the classroom, educational institution.
monitors the attendance of training sessions and the progress of each student;
analyzes the conditions and causes of negative manifestations in the classroom environment and determines measures to support pedagogical assistance and support families of this category.

Stage 3. The family is considered by the Governing Board

The class teacher talks about the results of the individual preventive work done with the SOP family.

Stage 4. School Council for the Prevention of Juvenile Delinquency.

The class teacher provides documentation for the family: an act of survey of living conditions, introduction to the family, characteristics of a minor, report card and attendance and information on the work done with the family.

Stage 5. Registration of the SOP family in the intra-school account at the Tigil secondary school and the organization of correctional and rehabilitation work to improve the situation in the family.

The decision to register with the school is made in accordance with the regulations of the Council for the Prevention of Juvenile Delinquency at MBOU Tigil Secondary School.

To eliminate the trouble in the family, the school carries out purposeful work with parents. The main task is to provide effective assistance to the family in matters of successful social adaptation of children and adolescents.

During the work with the family, the following tasks are solved:

to provide assistance to parents in solving problems arising in the process of education and training;
to assist parents in the development of the individual characteristics of their child;
coordinate educational assistance of parents to their children;
identify educational opportunities for parents and involve them in the life of classrooms;
to provide assistance to parents in solving emerging problems;
study the way of life and traditions of the families of students;
organize psychological and pedagogical education of parents;
provide assistance in resolving conflict situations.

In working with families, the main areas of work can be distinguished:

checking the living conditions of the family;
collecting information about the family, identifying the causes of trouble;
drawing up a work plan with the family;
conducting consultations, lectures for parents;
providing them with socio-psychological, mediation and legal assistance;
tracking the progress and attendance of students from disadvantaged families;
organization of leisure activities for children from these categories of families outside of school hours and during vacations;
assistance in organizing employment of adolescents during the summer holidays (from 14 years old).

The main criterion for assessing the effectiveness of individual preventive work with the family :

improving the situation and quality of life of the child;
elimination of the causes of trouble;
expanding opportunities to protect the right to life, to a dignified life, to health and education.

Assessment of the effectiveness of work with the family:

the correspondence of family problems to those goals, tasks and areas of work that were determined by the social teacher.

Assessment of the positive dynamics of the situation may include the following indicators:

the family's standard of living has been brought up to average indicators (parents are trying to lead a normal life, the household situation in the family has improved);
parents take care of children;
children attend an educational institution;
the consumption of alcoholic beverages by parents has decreased;
the family maintains contact with the educational institution;
other significant adults (relatives, close acquaintances) have appeared in the social environment, whose help the family accepts and is positively disposed to interact with them;
the family accepts positively the help and social contacts with the caregivers.

Social educator forms individual preventive maintenance card, which reflects the joint work of the class teacher, social teacher, teacher-psychologist (currently this work is not carried out due to the lack of a specialist), deputy director of the Institution for educational work.

Stage 6. Submission to the commission for minors and the protection of their rights. Notification of various services in the area involved in preventive work with families.

Collaboration with specialists from these services.

Conclusion

Having considered the problem of families in a socially dangerous situation or in a difficult life situation, having studied the available literature, the specialists of the MBOU "Tigil secondary school" have selected the most effective forms and methods of work for their work.

The most effective form of work with a family in a socially dangerous position or in a difficult life situation is the individual form. Help in working with the family is - diagnostics, patronage, conversations, the provision of psychological and pedagogical assistance.

And they also realized that no matter what work they do with a family in a socially dangerous situation or in a difficult life situation, in order to obtain a positive result, it must be carried out in the system. The process must be continuous. The weakening of control over the lives of children from these families can lead to irreversible consequences, since most often children from such families are forced to take the path of delinquency and crime, sometimes for self-affirmation, and sometimes for survival, being left alone with the cruel world around them.

Organization of preventive work with families of students in a socially dangerous situation

Social teacher

MBOU "Tigil secondary school"

Kutova Natalya Anatolyevna

Any person's life begins with a family.

As there are no ideally similar people, so there are no perfectly

identical

The family is a subject of study in various social sciences. Each has its own definition of this concept.

From point of view sociology, this is a group of people related by blood and marriage.

This concept is multifaceted. But each definition confirms that this is a small group, a unit of society in which people are linked by certain relationships.

The main criteria for determining families in this category are

failure by parents to fulfill their obligations to provide for children (lack of necessary clothing for children, regular meals, non-observance of sanitary and hygienic conditions);
lack of conditions for raising children (lack of work for parents, housing, etc.)
involvement of children in illegal actions (begging, prostitution, etc.);
abuse by parents;
lack of control over the upbringing and education of children (lack of communication with the school, inattention of parents to the child's progress);
families in which children have committed a crime or offense.

Types of families in a socially dangerous situation:

conflict- the most common type (up to 60% of all families in the category), with a predominance of a confrontational style of relations;
immoral- characterizing by oblivion of any moral and ethnic norms; conflict and immoral families are united by the fact that the situation in them is directly dependent on intra-family relations, and the educational factor acquires a derivative value;
pedagogically untenable- with a low level of general and lack of psychological and pedagogical culture; characterized not only by mistakes and defects in the upbringing of children, but also by the unwillingness to change and correct anything in the content and methods of upbringing: such a family consciously or unwittingly sets the child up for disobeying social norms and requirements, for confrontation with the leader.
asocial- in it, children from an early age are in an atmosphere of disregard for generally accepted social and moral norms, they perceive the skills of deviant and illegal behavior.

Families at risk- these are families whose members are vulnerable due to the prevailing circumstances or may suffer damage from certain social influences of a social nature.

Signs of social distress in a student

Tired, sleepy look
Sanitary and hygienic neglect
Tendency to faint, dizziness due to constant malnutrition
Excessive appetite
Delayed growth, delay in speech, motor development
Attracting attention in any way
Excessive need for affection
Manifestation of aggression and impulsivity, which are replaced by apathy and depression
Peer Relationship Problems
Learning difficulties

Signs of Physical Domestic Violence

Fearfulness of a child
Thumb sucking, rocking
Fear of going home
Animal abuse
The desire to hide the cause of injury

Stages of work of MBOU "Tigil secondary school" with a family in a socially dangerous situation (SOP).

Stage 1. Early identification of families in the SOP and the formation of a databank.
Stage 2. The work of the class teacher for working with the SOP family.
Stage 3. The family is considered by the Governing Body.
Stage 4. School Council for the Prevention of Juvenile Delinquency.
Stage 5. Registration of a family on preventive records at MBOU "Tigil secondary school" and the organization of correctional and rehabilitation work to improve the situation in the family.
Stage 6. Submission to the commission for minors and the protection of their rights. Notification of various services in the area involved in preventive work with families.

Stage 1. Early identification of families in the SOP and the formation of a databank.

Stage 2. The work of the class teacher for working with the SOP family:

provides communication between the educational institution and the family;
establishes contact with parents (other legal representatives) of students;
advises parents (other legal representatives) on the upbringing and education of children through the specialists of MBOU "Tigil secondary school";
organizes educational space in the classroom that is optimal for the development of the positive potential of each student;
studies the individual characteristics of students and their dynamics;
studies and analyzes the degree of satisfaction of the participants in the educational process of the life of the classroom, educational institution.
monitors the attendance of training sessions and the progress of each student;
analyzes the conditions and causes of negative manifestations in the classroom environment and determines measures to support pedagogical assistance and support families of this category.

Stage 3. The family is considered by the Governing Board

The class teacher talks about the results of the individual preventive work done with the SOP family.

Stage 4. School Council for the Prevention of Juvenile Delinquency.

The decision to register with the school is made in accordance with the regulations of the Council for the Prevention of Juvenile Delinquency at MBOU Tigil Secondary School.

During the work with the family, the following tasks are solved:

to provide assistance to parents in solving problems arising in the process of education and training;
to assist parents in the development of the individual characteristics of their child;
coordinate educational assistance of parents to their children;
identify educational opportunities for parents and involve them in the life of classrooms;
to provide assistance to parents in solving emerging problems;
study the way of life and traditions of the families of students;
organize psychological and pedagogical education of parents;
provide assistance in resolving conflict situations.

In working with families, the main areas of work can be distinguished:

checking the living conditions of the family;
collecting information about the family, identifying the causes of trouble;
drawing up a work plan with the family;
conducting consultations, lectures for parents;
providing them with socio-psychological, mediation and legal assistance;
tracking the progress and attendance of students from disadvantaged families;
organization of leisure activities for children from these categories of families outside of school hours and during vacations;
assistance in organizing employment of adolescents during the summer holidays (from 14 years old).

The main criterion for assessing the effectiveness of individual preventive work with the family :

improving the situation and quality of life of the child;
elimination of the causes of trouble;
expanding opportunities to protect the right to life, to a dignified life, to health and education.

Assessment of the effectiveness of work with the family:

the correspondence of family problems to those goals, tasks and areas of work that were determined by the social teacher.

Assessment of the positive dynamics of the situation may include the following indicators:

the family's standard of living has been brought up to average indicators (parents are trying to lead a normal life, the household situation in the family has improved);
parents take care of children;
children attend an educational institution;
the consumption of alcoholic beverages by parents has decreased;
the family maintains contact with the educational institution;
other significant adults (relatives, close acquaintances) have appeared in the social environment, whose help the family accepts and is positively disposed to interact with them;
the family accepts positively the help and social contacts with the caregivers.

Stage 6. Submission to the commission for minors and the protection of their rights. Notification of various services in the area involved in preventive work with families.

Collaboration with specialists from these services.

Conclusion

In recent years, there has been an increase in dysfunctional families in the country, in which children are left to fend for themselves. Preventive work with the family is an important component of activities in a general education institution.

The relevance of this topic is that the family in modern conditions does not always get out of difficult life situations. She needs outside help. A social educator can provide such assistance.

The volume of resolved problems associated with dysfunctional families and difficult adolescents largely depends on the social, legal, educational and other institutions surrounding the family and the social teacher working with it.

Therefore, these institutions should provide all possible support to the family, as well as take a direct part in the work of a social teacher with families of "risk groups".

The social educator is faced with various dysfunctional families. These are families where the child lives in constant parental quarrels, where the parents are alcoholics or drug addicts, chronically ill or disabled. Modern conditions have also added parental unemployment.

Our country is undergoing dramatic changes in economic, political and social life.

Today it can be foreseen that these changes will lead to the emergence of new social problems, which will primarily affect the upbringing, development, and social formation of children and adolescents.

Real life, the analysis of statistical data, demographic forecasts allows us to state the growing ill-being in the sphere of childhood: unfavorable trends in demographic processes, an increase in infant mortality, deterioration in the health of children, their nutrition, everyday life and leisure, an increase in child neglect, crime and social orphanhood, child alcoholism and drug addiction, child abuse.

Over the past decade, the number of children who have fled from their parents, from educational institutions, who have gone missing has tripled, many of them have become victims of crime.

According to prosecutorial supervision, the main reason for the strengthening of this dangerous tendency is the lack of proper family and social upbringing, cruel treatment of adults and peers, provoking minors to flee and, often, leading to suicide.

The lack of humanity and mercy in society affects, first of all, children, as the least protected part of the population. Their problems and worries began to receive less attention in the family.

It must be admitted that there is a social bottom in modern Russia. Moreover, not everything is determined by material well-being. Loss of value orientations plays an important role here. Whole sections of the population fall to the social bottom: disabled people, single mothers, refugees, unemployed, large families.

The family as a whole is currently experiencing a crisis, while value norms and rules, love, care, sympathy, responsibility are nurtured in the family.

Working with a problem family is one of the priorities in the activities of a social teacher.

WHAT IS AN ADVERSE FAMILY?

We mean the unhappiness in relation to the child. Talking about a child, in a dysfunctional family means talking about:

What are the children with their own psychological and psychopathological characteristics, subject to overreacting to family problems.

How is family trouble reflected on a child who is prone to an aggravated response to all kinds of unfavorable facts.

How a child can disturb the peace of the family, causes irritation, anger, impatience among parents, turning the family into a dysfunctional one, and the latter, in turn, can further aggravate the child's mental state

What should teachers do, at least in general terms, to help the child, because it is not his fault that he lives in dysfunctional family conditions.

Article 1 of the Federal Law of June 24, 1999 No. 120-FZ
"On the basics of the system for the prevention of neglect and juvenile delinquency" provides the concept of a family in a socially dangerous situation - a family with children in a socially dangerous situation, as well as a family where parents or other legal representatives of minors do not fulfill their responsibilities for their upbringing , training and / or content and / or negatively affect their behavior or abuse them.

After making sure that the child lives in difficult conditions, you need to:

Explain to parents that because of their conflicts with each other the child suffers, that the child should not be a bargaining chip in the difficult game of adults.
If it is not possible to reason with the parents who create a traumatic environment for their child that can disfigure his soul, you need to isolate the child from such parents.
If the student has already developed mental abnormalities on the basis of family conversations, he should be counseled.

Everyone is well aware of the consequences of life and upbringing in a dysfunctional family:

- child neglect and homelessness
- escape from home
- sexual promiscuity
- offenses
- alcoholism
- drug addiction and substance abuse.

Work with such children should be carried out in a differentiated manner.

Let's distinguish three groups of the family:

1. Families with an irresponsible attitude to raising children, where the situation is complicated by the immoral behavior and lifestyle of the parents.

2. Families with a low pedagogical culture of parents, where mistakes are made in the choice of means, methods and forms of work with children, where parents cannot establish the correct style and tone of relationships with children.

3. Families in which neglect of children is allowed for various reasons: family discord, long business trips, parental employment or social activities.

As the main methods that allow you to quickly get reliable data about the child and his situation, I propose to use: "Questionnaire for a teenager at risk" and "Methods for studying the personality of a socially maladjusted teenager and his immediate environment." The “Questionnaire for adolescents” gives us the opportunity to identify children of the “risk group”, the second questionnaire, which is filled out by adolescents of the target group, leads us to the reasons for their ill-being, which lie in the personality of the child and his immediate environment (family, school, peers). In addition, it allows you to determine the protective factors that have a positive meaning for the teenager (favorite activities, people he trusts, his vision of a way out of this situation).

After making sure that the child lives in difficult conditions, the teacher must:

Explain to parents that because of their conflicts with each other the child suffers, that the child should not be a bargaining chip in the complex game of adults who compete rather than cooperate with each other.
If it is not possible to reason with the parents who create a psycho-traumatic environment for their child that can disfigure his soul, you need to isolate the child from such parents sometime, place him in a boarding school, in a sanatorium, advise you to transfer a lot of options to other relatives for a while, and in each case the optimal them will be purely individual.
If a student has already developed mental abnormalities, on the basis of family conversations, he should be consulted with a child psychiatrist who comes to school for preventive examinations. And then he himself will decide what to do.

Defects in upbringing are the first, most important indicator of a dysfunctional family, neither material, nor household, nor prestigious indicators characterize the degree of well-being or trouble in the family - only the attitude towards the child.

Everyone is well aware of the consequences of life and upbringing in a dysfunctional family.

child neglect and homelessness.
escapes from home.
sexual promiscuity.
offenses and criminal activity.
alcoholism.

Drug addiction and substance abuse.

Work with such children should be carried out in a differentiated manner. For the convenience of this work, three family groups can be distinguished:

Families with an irresponsible attitude towards raising children, where the situation is complicated by the immoral behavior and lifestyle of the parents.

Families with a low pedagogical culture of parents, where mistakes are made in the choice of means, methods and forms of work with children, where parents cannot establish the correct style and tone of relationships with children.

Families in which the neglect of children for various reasons is allowed, family discord, the employment of parents with personal experiences, long business trips, the employment of parents in work or social activities.

CONVERSATION OF THE TEACHER WITH THE PARENTS OF A CHILD FROM A POSITIVE FAMILY.

1 . What good can I say about a teenager? (for the purpose of psychological disposition of parents, attracting them to allies).

2. What worries me about it? (the very thing that is the subject of calling parents to school, coming to their home, discussion at a parent meeting).

3. What, in our common opinion, are the reasons for this negative phenomenon, fact? (this causes frankness, which means it will reveal the true reasons)

4. What measures should be taken on the part of the school? (development of a general strategy and tactics of education and re-education)

5. What general requirements, general principles of transition to a child should be adhered to in order for the measures to be effective? (in this situation, parents openly take the teacher's side and actively help him).

The task of the entire teaching staff working with adolescents. Those who are brought up in unfavorable environmental conditions, which they themselves are not yet able to change. To form the inner stability of the personality, critical perception of negative factors.

SYSTEM OF FAMILY EDUCATION PRINCIPLES.

Children should grow up and be brought up in an atmosphere of benevolence, love and happiness.
Parents need to understand and accept their child as he is and contribute to development.
Educational influences should be built taking into account age, gender, individual characteristics.
The diagnostic unity of sincere, deep respect for the individual and high demands on her should be the basis of the family education system.
The personality of the parents themselves is an ideal role model for children.
Education should be based on the positive in a growing person.
All activities organized in the family for the purpose of child development should be based on play.
Optimism and major - the basis of the style and tone of communication with children in the family.

From the history of Russia ...

In the first third of the twentieth century in Russia, the family was a strong, reliable and effective school for raising children, in which both parents, grandfathers and grandmothers were engaged in upbringing. After the October Revolution, everything changed: the woman was liberated, private property was destroyed, family education was replaced by public education (kindergarten, nursery, boarding school, etc.), parents stopped raising children as heirs. Many women have developed negative attitudes towards motherhood.

By the 80s, the situation was aggravated by economic, civil-social processes that led to drunkenness, drug addiction, theft, prostitution, cruelty and violence against women, children, the elderly and the elderly. Emotionally and spiritual closeness between parents and children was broken, a certain part of fathers and mothers stopped being engaged in upbringing, relying on educational institutions. As a result, in many families, children grow up with distorted ideas about the meaning of human life, decency, human values, with a lack of respect and the habit of honest work.

The decline in the level of positive parenting and the inhumane attitude towards native children in the late XX - early XXI century is due to a variety of objective and subjective factors:

Low income.

Genetic and spiritual degradation of generic feelings (blood ties);

The number of fathers and mothers who abuse alcohol and drugs has increased, the number of suicides has increased, all this leads to an increase in families at risk for children and society. It is in such families that divorce occurs, children become orphans (33,000 orphans and children left without care, 86% of them are social orphans with living parents), family members are completely degraded;

The presence of fathers and mothers serving sentences in places of deprivation of liberty, who cannot give anything to their children either morally or materially;

Lack of preparation of boys and girls for future family life;

Changes in the main functions of the family: reproductive - a tendency towards a youth type, educational - difficulties and difficulties in raising children to establish contacts with them, moral and normative - deterioration of relations between parents and children, violence and cruelty in the treatment of the wife, children, old people, alienation children from their parents and vice versa, regulatory - weakening control over the life of children, ignoring healthy lifestyle, weakening parental attention to personality formation, alcohol and drug abuse, an increase in suicide among children.

As a dysfunctional one, we tend to accept a family in which the structure is disturbed, the basic family functions are devalued or ignored, there are obvious or hidden defects in upbringing, as a result of which “difficult” children appear.

Taking into account the dominant factors, dysfunctional families can be divided into two large groups, each of which includes several varieties.

First group are families with an explicit (open) form of trouble: these are the so-called conflict, problem families, asocial, immoral-criminal and families with a lack of educational resources (in particular, incomplete).

Second group represent outwardly respectable families, whose lifestyle does not cause concern and criticism from the public, but the value attitudes and behavior of the parents in them sharply diverge from universal moral values, which cannot affect the moral character of the children brought up in such families. A distinctive feature of these families is that the relationship of their members on the external, social level makes a favorable impression, and the consequences of improper upbringing are at first glance invisible, which sometimes misleads others. Nevertheless, they have a destructive effect on the personal formation of children.

The main activities of the class teacher in working with students and their parents.

The main task of the class teacher (shared with the parents) is to create conditions for the free development of the physical and spiritual strength of students, guided by the interests of children and their age-related needs, to protect against all unfavorable factors that interfere with this.

The class teacher should be aware of the students' physical and mental health problems and do everything possible so that both parents and students are not afraid to talk about their problems.

First place in the work of the teacher, physical health problems of students, since it is on the quality of the child's health that academic success and the level of his development depend.

To ensure the normal physical health of schoolchildren, the class teacher works in the following areas:

1. Attracting children under the "Health" program.

2. Involvement of physical culture teachers and parents in this activity.

3. Preparation and implementation of class activities aimed at students' awareness of the intrinsic value of health.

4. Informing parents about the specifics of physical development, bringing the issues of preserving physical health to parent meetings, involving medical specialists in educational work with parents and the students themselves.

The second area of activity of the class teacher is communication.

Communication - this influence, which determines the maximum development of the child's personality, is, first of all, an aesthetic influence aimed at the formation of generally recognized values. The success of the class teacher's work is facilitated by three personal educations: interest in life, interest in people, interest in culture.

Solving the problem of communication leads children to an understanding of universal human values, they should become the norm for students.

1. The highest value is human life. Nobody has the right to encroach on her.

An interest in life is an indispensable condition for working with children, a condition for the effectiveness of upbringing.

Education from these positions is aimed at developing the ability to be happy, based on the acceptance of life as a gift of nature.

2. Understanding and perception of a person as a person who has the right to understand, is able to improve, has individual values (family, close people, hobbies).

The class teacher should perceive children as bearers of an individual inner world and therefore be simple in communication, kind in assessment, calm and not fussy in organizing business.

3. Cultural values of the world, their importance in the development and formation of a person, the formation of an understanding of their necessity and importance of life.

What universal values can help in the educational process - in the introduction of the child into the context of modern culture? Their main role is to become a regulator of the norms of communication between people, criteria for assessing a person's actions.

The task of the teacher is to help students understand that without accepting the cultural values of the world, without mastering them, they will not be able to take place in adulthood.

The third area of activity of the class teacher - this is the cognitive sphere of a child's life. Protecting students in this area means explaining to all subject teachers the individual characteristics of a student. At the same time, the class teacher protects not the student, but the person in him, approaching each child from an “optimistic” position (A.S. Makarenko).

To solve this problem, you need to pay attention:

To develop, together with the family, a unified tactics in the development of the student's educational skills, his cognitive activity, his future professional definition;

For the implementation of activities that expand the horizons and cognitive interests of the student, stimulating curiosity, research thinking;

To conduct psychological and pedagogical consultations that develop programs for the correction of general educational skills of individual students and the entire class;

To organize class hours to improve students' educational skills and capabilities, self-development.

The fourth area of activity of the class teacher is a family, in which the student grows, forms, and is brought up. The class teacher should remember that raising a student, he primarily affects the educational potential of the family. The object of professional attention is not the family itself or the child's parents, but family education. It is within this framework that his interaction with parents is considered.

The teacher needs to know what is the sphere of the child's material existence, what is his way of life, what are the traditions and customs of the family. Here you need the following:

1. Study of the family atmosphere surrounding the student, his relationship with family members.

2. Psychological and pedagogical education of parents through the system of parent meetings, consultations, conversations.

3. Organization and joint spending of free time for children and parents.

4. Protection of the interests and rights of the child in the so-called difficult families.

Thus, the class teacher implements the function of parental education (information about the educational concept of the school, the pedagogical position of the class teacher, about the methods of upbringing, about the goals and objectives of the personal development of schoolchildren for a given period, about the course of the child's spiritual development, about the features of school activities of the student, about the relationship in the group, about the revealed abilities in current affairs, etc.) and the adjustment of family education - exactly the groan that is related to the child (the art of loving children), the child's life and activities, which also ensures the correction of the parents' personality.

Forms of interaction between the teacher and the parents of students.

In practical work with students' parents, the class teacher uses collective and individual forms of interaction. Moreover, in both cases, both traditional and non-traditional forms of work are implemented.

Traditional forms of work with parents.

1. Parents' meetings.

2. School-wide and community conferences.

3. Individual consultations with a teacher.

1. Parents' meeting should educate parents, and not state the mistakes and failures of children in their studies.

2. The topic of the meetings should take into account the age characteristics of the children.

3. The meeting should be both theoretical and practical in nature: analysis of situations, trainings, discussions, etc.

4. The congregation should not engage in discussion and condemnation of the identity of the students.

Parental conferences.

They are of great importance in the system of educational work of the school. Parents' conferences should discuss the pressing problems of society, of which children will become active members.

Problems of conflicts between fathers and children and ways to get out of them, drugs, sex education in the family - these are the topics of parenting conferences. Parents' conferences should be prepared very carefully, with the obligatory participation of a psychologist, social educator who work at the school.

Their task is to conduct sociological and psychological research on the problem of the conference and their analysis, as well as acquaint the students of the conference with the results of the research. Parents themselves are active participants in the conference. They are preparing an analysis of the problem from the perspective of their own experience.

A distinctive feature of the conference is that it makes certain decisions or plans activities on an identified problem.

Individual consultations.

This is one of the most important forms of interaction between the class teacher and the family. It is especially necessary when the teacher is recruiting a class. In order to overcome the anxiety of the parents, the fear of talking about their child, it is necessary to conduct individual consultations and interviews with the parents.

In preparing for the consultation, it is necessary to determine a number of questions, the answers to which will help planning educational work with the class.

One-to-one counseling should be informative and should help create good parent-teacher contact. The teacher should give the parent the opportunity to tell him everything that they would like to introduce the teacher to, in an informal setting, and find out what is necessary for their professional work with the child:

1. Features of the child's health.

2. His hobbies, interests.

3. Preferences in communication in the family.

4. Behavioral reactions.

5. Character traits.

6. Motivation for learning.

7. The moral values of the family.

In the course of an individual consultation, you can use the "My child" questionnaire, which is filled out together with the parent:

1. When he was born, then ...

2. The most interesting thing in the first years of his life was ...

3. The following can be said about health ...

4. His attitude towards school was ... and so on.

Conversation.

Conversation in the educational arsenal of the class teacher is of great importance. Conversation is best used to prevent conflict situations between individual teachers and the family. It is necessary to use conversation in work with parents in order to establish a trusting atmosphere, to identify difficult points of contact in conflict situations. The results of the conversation should not become public if one of the participants in the conversation does not want it. In conversation, the class teacher should listen and hear more, and not get carried away with edifying advice.

Visiting the student at home.

One form of interaction between the class teacher and the family is home visits. The educator should warn about the intended visit, indicating the purpose and day. Visits are only possible after obtaining parental permission. The family visit should leave a good impression on the family. To do this, you need to talk about abstract topics, ask about traditions, customs, common affairs in the family, and only then discuss the reason for the teacher's arrival in the family.

Non-traditional forms of work with parents.

1. Thematic consultations.

2. Parent readings.

3. Parents' evenings.

Thematic consultations.

In every class, there are students and families who are experiencing the same problem, experiencing identical personality and curriculum challenges. Sometimes these problems are so confidential that they can be solved only among those people who are united by this problem, and understanding the problem and each other is aimed at solving it jointly.

In order for a thematic consultation to take place, parents must be convinced that this problem concerns them and requires an urgent solution. Parents are invited to participate in a thematic consultation using special invitations. Specialists should participate in a thematic consultation who can help find the best solution to the problem. This is a social educator, psychologist, sexologist, law enforcement representative, etc. In the course of a thematic consultation, parents receive advice on issues that concern them.

Approximate topics for parenting consultations.

1. The child does not want to learn. How can I help him?

2. Poor memory of the child. How to develop it?

3. The only child in the family. Ways to overcome difficulties in education.

4. Punishment of children. What should they be?

5. Anxiety in children. What can it lead to?

6. Shy child. Ways to overcome.

7. Rudeness and misunderstanding in the family.

8. A talented child in the family.

9. Friends of children - friends at home or enemies?

10. Three generations under one roof. Communication problems.

Parent readings.

This is a very interesting form of work with parents, which makes it possible not only to listen to lectures by teachers, but also to study literature on the problem and participate in its discussion. Parental readings can be organized as follows: at the first meeting at the beginning of the school year, parents identify the issues of pedagogy and psychology that concern them the most. The teacher collects information and analyzes it. With the help of the school librarian and other specialists, books are identified with the help of which the answer to the question posed can be obtained. Parents read books and then use the recommended reading in parenting readings. A feature of parental readings is that, while analyzing the book, parents must state their own understanding of the issue and change approaches to solving it after reading this book.

Parents' evenings.

This is a form of work that brings together the parent team very well.

Parents' evenings are held in the classroom 2-3 times a year without the presence of children (it is possible with children).

Themes for parenting evenings can be very different. The main thing is that they must teach to listen and hear each other, themselves.

Approximate themes for parenting evenings: "The first books of the child", "Friends of my child", "Holidays of our family", "The songs that we sang and our children sing", etc.

Methods for studying the student's family.

Observation. The teacher observes parents during family visits, in class meetings, in group activities. Observing children can provide additional material for characterizing the family. For example, the teacher noticed that the student avoids collective affairs, does not go with the children to events, and refuses public assignments. This behavior of the student will alert the teacher and force him to get to know the family. You can use the method of participatory observation, when the facts obtained by the teacher are supplemented by the information obtained by the active parents or teachers of other classes.

Conversation. This method will help the teacher clarify certain provisions, find out the circumstances that explain or justify the child's behavior. Conversation helps to penetrate deep into the phenomenon, to reveal the basis of an act, to find out its motives.

A collective conversation at a class meeting when solving pedagogical problems helps the teacher to find out the opinion of parents on certain issues of upbringing.

Interview. It is used by the teacher when it is necessary to conduct a study of the opinion of several parents on one or several issues at the same time. For example, when preparing a conference for parents on the daily routine, the teacher needs to know how much time it will take on average to accustom junior schoolchildren to self-control over the distribution of time for basic activities. To this end, the teacher interviews parents from various families who require their children to strictly follow the daily routine.

Questioning. This research method allows the teacher to simultaneously obtain massive information. Analyzing the questionnaires, summarizing them, the teacher can draw a conclusion about how the issue of raising children in families is being resolved, compare the data obtained from previous years, and see the development trend.

But the questionnaire may not give detailed results, since the parents do not always give the true answer in the questionnaire. Sometimes these answers require clarification, then the teacher gives at the same time a questionnaire for parents and children to fill out.

Compositions. The teacher uses this method of study when he wants to get detailed, ambiguous answers to individual questions. For example, in a class meeting, you might ask a parent to write an essay on a specific topic. (“How I would like to see my child after graduation”, “How we relax on weekends,” etc.).

A method for generalizing independent characteristics. The method is used by the teacher when it is necessary to obtain the most complete knowledge about the family, the level of its spiritual development. To do this, the teacher talks with parents, with flatmates, with representatives of public organizations, with members of the parent committee of the class. The generalized information will help the teacher to more thoroughly assess the level of spiritual development of the family and its impact on the upbringing of the student. But this method must be used very tactfully.

Observation diary. To identify trends in the development of individual qualities of the child's personality, you can agree with the parents about keeping a diary of observations of the child. Parents keep this diary for a long time, when they meet with the teacher, they discuss the results of observations, outline new perspectives and specific tasks for the near future.

So, the varied work of the teacher with the student's family requires the teacher to have certain skills and abilities:

Use the knowledge gained in a pedagogical educational institution in practical work with parents;

It is good to see the perspective of development of each child and help the family to outline the ways of its implementation;

Establish good relationships with the student's family, be able to maintain business contacts with parents, taking into account their age and individual differences;

Taking into account the specific living conditions of each family, help parents choose the right ways and means to achieve their goal;

Plan work with parents of students, draw up a plan based on the level of education of students in their class;

See parents as assistants, be able to mobilize them to help the teacher at school;

Success in the work of a teacher with a student's family will be when relations with parents are based on high respect for the interests of the family, parental authority, on all possible assistance to the family in its spiritual enrichment and thereby in its cultural and moral influence on children.

ra. The characteristics of such dysfunctional families can be supplemented with the following manifestations: distrust, suspicion, denial of everything, impulsivity, impatience, constant need for something, agitation, quick excitement, lack of knowledge and skills, impracticality, insolvency, a state of anger with fits of cruelty, violence, infliction harm to the family.

The behavior of parents in such families resembles the behavior of young children who cannot find contact with adults. Often parents in such a family are people who are unsettled by life and are deeply depressed.

Such a state of adults makes it impossible for the family to form caring relationships between family members and emotional support. Lack of emotional support from parents for children has profound consequences, which are expressed, in particular, in a decrease in self-confidence in children and adolescents.

Lack of material resources often affects the family's nutrition, which reduces children's resistance to disease, leads to weakening of their body, exhaustion, etc. Social and psychological detachment turns into an apathetic attitude towards life, family passivity, self-destruction of the family personality. A dysfunctional family loses all faith in self-change and continues to move forward towards complete collapse.

You can conditionally divide dysfunctional families into three groups:

1. Preventive - families in which problems are insignificant and are at the initial stage of trouble.

2. Families in which social and other contradictions exacerbate the relationship of family members with each other and the environment to a critical level.

3. Families that have lost all life perspective, inert in relation to their fate and the fate of their children.

The following classification of dysfunctional families is also possible: by the number of parents- complete, incomplete, guardian, foster, adoptive family; by the number of children- small, large, childless; for material well-being- low-income, medium-income, well-off; on the problems of parents- a family of alcoholics, drug addicts, unemployed, criminogenic, deprived of parental rights, socially maladaptive. Families stand out pedagogically unsound; most often they are found when they have adolescent children.

The identification of a family in need of assistance and rehabilitation should occur as early as possible. For 10 years of life in a dysfunctional family, the child manages to acquire a vast experience of asocial behavior, psychologically break down, establish himself in such a variant of life self-determination, which is contrary to the norms of society.

A child from a dysfunctional family reveals himself in appearance, clothing, manner of communication, a set of obscene expressions, an imbalance of the psyche, which is expressed in inadequate reactions, isolation, aggressiveness, anger, lack of interest in any type of education. The child's behavior and appearance not only speak of his problems, but also cry for help. But instead of helping, the child's environment often reacts to him with rejection, breaking up, suppressing or oppressing him. The child is faced with a lack of understanding of others, rejection and, as a result, finds himself in even greater isolation.

The age of the child may be different, but the problems of these children are about the same. Attention should be focused on the problem of a particular child and ways to overcome it, and not on the age factor, which should also be taken into account, but not the main one.

When working with such a family, the teacher first encounters primary oppositional reactions. This can be denial, accusation, a desire to stigmatize someone, the impulsiveness of parents, children, provocation, avoidance of meetings, rejection of help.

It is often difficult to measure the outcome of family work. Each category of disadvantaged families has its own results in moving towards the level at which it could do without outside help.

Indicators for assessing the functioning of the family.

Her standard of living has been brought to average (her parents are trying to lead a normal life, got a job, take care of children, etc.).

Contacts of the family with the environment have been restored, the child is attending school.

Decreased alcohol consumption.

Other family-specific issues have been resolved.

Improvement of living conditions - a very important positive moment became cleaner in the apartment - it is easier to build relationships, the door began to be closed with a key - safer for children and adults, etc.

It would be naive to believe that the implementation of correctional and rehabilitation activities can be carried out by the efforts of only one class teacher. In providing assistance to a dysfunctional family, it is necessary to unite the organizations of the city, district, village. Therefore, the issue of interdepartmental interaction of various institutions directly or indirectly related to helping a dysfunctional family is so acute. These are the Department of Education, the Department of Health, the Department of Internal Affairs, the Department of Social Protection of the Population, the KDN, the Inspectorate for Minors, the Employment Center, the Committee on Youth Policy, socio-psychological and rehabilitation centers, narcological and neuropsychiatric dispensaries, etc. Their specialists: teachers, social educators, psychologists, doctors, inspectors, teachers of additional education and other workers will be able to provide assistance and support to a dysfunctional family only when a clear agreement has been established between them about who provides what assistance and when. Specialists should draw up a general plan for the comprehensive support of a dysfunctional family, so as not to duplicate each other, but to supplement and provide specific assistance.

A memo for homeroom teachers when dealing with disadvantaged families.

1. Never take educational actions in a bad mood.

2. Clearly and clearly define for yourself what you want from the family, what the family thinks about this, try to convince her that your goals are, first of all, their goals.

3. Don't give final pre-made recipes and recommendations. Do not teach parents, but show possible ways to overcome difficulties, sort out the right and wrong decisions leading to the goal.

4. The class teacher is obliged to encourage success, to notice even the smallest successes.

5. If there are errors, incorrect actions, point out them. Give appreciation and pause to let the family take on what you heard.

6. Make it clear to the family that you sympathize with her, believe in her, despite the mistakes of the parents.

Conclusion

When working with dysfunctional families, the class teacher must:

1. Identification of dysfunctional families as a means of preventing social orphanhood (knowledge of the living conditions of the child, the presence of an act of material examination).

2. Improving the pedagogical culture of all categories of parents:

Organization of pedagogical education. Parents' conviction that family education is not morality, notations or physical punishment, but the entire lifestyle of parents (primarily healthy), the way of thinking and actions of the parents themselves, constant communication with children from the standpoint of humanity.

Involvement of parents as active educators (family holidays at school, extracurricular extracurricular activities, participation in school management).

3. In order to avoid violence, cruelty, aggressive behavior towards their children, to form the legal culture of parents.

4. Conducting control and correction work with parents (questionnaires, testing, analysis of the level of education, training of children, individual conversations, etc.).

5. To take into account the peculiarities of upbringing in each individual family, relying on positive experience to increase the priority of family and family traditions in all subjects of educational activity: children, parents, teachers.

6. Eliminate parental guilt for their failure (a separate plan for working with problem groups of parents).

Literature:

1. Sultanova T.A. Working with dysfunctional families. Methodical manual - Ufa; 2005 10-11s; 25-40s.

2. Ivantsova A. About working with problem families. Education of schoolchildren - 2000 - №10 - p.18.

3. Kasatkina N.A. forms of interaction between teacher and parents in primary school. - Volgograd; 2005.6-21s;

Individual preventive work

with the minor's family ...

Mentor: Ivanova E.Yu.

FAMILY ACCOUNT CARD,

in a socially dangerous situation, in which
minor children are brought up

MAOU Tobolovskaya secondary school - branch of Ershovskaya secondary school

Date of detection __________________________________________________

(day month Year)

Family member information

№ nn	Full Name	Day, month, year of birth	Address residence	Place of work, study

Reasons for finding a family in a socially dangerous position:

parents or legal representatives abuse alcoholic and alcoholic beverages.

Information about the person who filled out the card, Ivanova Elena Yurievna, class teacher of grade 8, +79612003855, ________________

(surname, name, patronymic, position, contact phone number, signature)

Family characteristics

J.E. lives with mother Zh.O. and the father of J.E..S. Dmitry has 3 younger brothers, Zh.K. student of the 1st grade, Zh. A. student of the 5th grade, Zh.D. 7th grade student.

Father - J.E. has permanent employment, works under temporary contracts in construction campaigns as a driver, recently also works as an independent individual entrepreneur. During the absence of work, he often drinks.

Mother - J.O. does not work. She regularly drinks both in the absence of her husband and with him. During this time, children remain on their own.

The house in which the family livesDmitry Zhelomsky, located in the village of Maloudalovo. The house has two rooms. In general, the apartment has a modest but unkempt look, no frills. Since people smoke and drink alcohol in the house, the air in it is stale and all items of clothing and furniture are saturated with this smell. The family's wealth is not high. Father's salary is the only permanent source of income. When the father works, he gets good money, andDmitrybuy the necessary things. The boy has seasonal clothes and shoes, school uniforms and school supplies. He monitors his appearance, tries to look neat, dresses modestly.

Dmitriyinvolved in all household chores. WhenDmitriystudied in grades 5, 6 and 7, she ate free of charge on a certificate from social security. This academic year, he often does not eat in the school cafeteria, since his parents did not apply for free meals due to his father's unstable job or lack of employment. The mother is not a member of the labor exchange.

Dmitriyhas an average level of health. In the last academic year, he did 4 and 5 in all subjects. The father takes part in the educational process, and the mother tries to control. But every year she succeeds less and less.Dmitriyhe himself shows a desire for learning. In general, the situation in the family is unfavorable. This affects both the boy's health and his academic performance.

PLAN

with the family of J.

for 2016 - 2017 account. year.

Event (Kind of activity)	Target	date holding	Responsible
Family visit	Investigation of RCWs of family residence	2 times per year	class manager
Organization of preventive conversations on topics: - “To accept a child unconditionally means to love him”; - "Spiritual and moral climate of the family"; - “Games that children play. Let's talk about the profession "	Psychological and pedagogical education, exchange of views	November April	class manager
Conducting a business game "Culture of relationships between teachers, students, parents."	Prevention of Conflict Situations	January	class manager
Providing assistance in organizing the recovery of children from families in a situation of social risk	Help in finding vouchers for the rest and treatment of children	During holidays	class manager
Conducting a cycle of conversations with parents: - “Ideal parents through the eyes of children, ideal children through the eyes of parents”; - "Features of communication with a child"; - "Styles of family education"; - "Health of parents - health of children"; - "The value of family traditions in the formation of a child's personality"; - "My child is getting difficult ..."; - "Aesthetic upbringing of a child in a family."	Psychological and pedagogical education	During a year	class manager
Inviting parents to school activities	Involving parents in extracurricular activities	According to BP's plan	Cl. supervise

Compiled by the class teacher: ____________ / Ivanova E. Yu.

Patronage journal

individual preventive work

with family.....

Municipal budgetary educational institution

Aktash secondary school named after Stanislav Mokhov "

Agreed: Approved:

Deputy Director for BP Director of MBOU Aktashskaya

N.Yu. Krasnykh Secondary school them. Art. Mokhova

Abugalimova R.Z.

Order from "___" ____ 2014 No.

PROGRAM

PREVENTIVE WORK WITH PREVIOUS FAMILIES

"HOPE"

for 2014 - 2017

with. Aktash, 2014

	Structural components
	Program passport
	Explanatory note
	Purpose, objectives and stages of the program implementation
	Stages of interaction with the family. Algorithm for the implementation of the program
	Main directions of the program implementation Preventive action plan "Family at risk"
	The main functions of a class teacher in working with a dysfunctional family and children from dysfunctional families.
	System of program activities and expected results
	Individual family prevention plan
	Scientific and methodical literature

PASSPORT

Name programs	Preventive work program for disadvantaged families "HOPE" for 2014 - 2017
Terms of implementation programs	2014 - 2017.
Basis for development programs	1. The Constitution of the Russian Federation as amended by the decrees of the President of the Russian Federation No. 841 of 25.07.2003. (current edition as of 01.01.2009) 2. Convention on the Rights of the Child. (Adopted by resolution of the UN General Assembly on November 20, 1989; entered into force on September 2, 1990). 3. Family Code of the Russian Federation of December 29, 1995 N 223-FZ. 4. Federal Law "On Education in the Russian Federation" dated December 29, 2012. No. 273-FZ 5.The Declaration of Principles of Tolerance by the United Nations and UNESCO (Approved by Resolution 5.61 of the UNESCO General Conference of November 16, 1995 6. Charter MBOU Aktash secondary school them. Art. Mokhova
Program developers	Teaching staff MBOU Aktash secondary school named after Art. Mokhova N.Yu. Krasnykh, Deputy Director for BP; G.V. Kakieva, social educator; Kyymyshtaeva S.S., psychologist-teacher
Program executors	Administration of MBOU Aktash secondary school named after Art. Mokhova, teaching staff, student collective, parental community.
Purpose of the program	Creation of conditions for the successful socialization of a child from a dysfunctional family, social protection of children's rights, establishing a connection between the family and the educational institution.
The main objectives of the program	1. Diagnosis and identification of problems that have a negative impact on the formation and development of the child's personality in the family. 2. Organization of educational work on the mastering of psychological and legal culture by parents in the field of family education. 3. Implementation of mediation in crisis situations for the family and the child.
Priority directions	1. Creation and maintenance of a favorable psychological climate in the team; 2. Prevention of the psychoemotional state of children; 3. Providing the child with the maximum possible independence and freedom; 4. Building a health-preserving environment at school; 5. The use of medical-social-psychological-pedagogical support of the educational process of students; 6. Removal of psychological stress in a traumatic situation; 7. Decrease in emotional dependence and rigidity; 8. Formation of compensatory mechanisms of behavior; 9. Working with the parent community; 10. Formation of an adequate attitude towards life and death.
Stages of program implementation	1st stage - January - May 2014 academic year year - organizational Purpose: preparation of conditions for creating a system of work with socially disadvantaged families. · To study and analyze the state of work at school with socially - disadvantaged families. · Study the regulatory framework. · Develop, discuss and approve a program for working with socially - disadvantaged families · Analyze the material and technical, pedagogical conditions for the implementation of the program. · Select diagnostic techniques for the main areas of the program. · Conduct MO of class teachers on the problems of identifying socially - disadvantaged families. · Carry out patronage, questionnaires and identify the criterion of the needs of a particular family. Purpose: implementation of the "HOPE" program. · Create psychological and pedagogical conditions for working with socially disadvantaged families. · Develop and implement individual programs with families; · Implement work with socially - disadvantaged families according to special programs and methods. · Facilitate the participation of parents with their children in various class and school activities. 3rd stage - January - May 2017 - control and analytical. Purpose: analysis of the results of the implementation of the program. · Analysis of the results of the program. · Generalization of experience of work with socially - disadvantaged families at school. · Creation of a bank of methods for working with socially disadvantaged families. · Determination of the strategy for further work with socially - disadvantaged families.
Expected results of the program	Improvement of mechanisms for preserving and strengthening children's health, creating a safe and comfortable educational space; Ensuring compliance of the content and quality of education with the actual and prospective needs of the individual, society and the state; Development of an effective system for the prevention of antisocial behavior of children, child homelessness, delinquency; Formation of a tolerant personality in the context of the multinational composition of the population of the Russian Federation; Building a model of work with children of different ages, aimed at the priority of a healthy lifestyle; Purposeful fight against bad habits based on modern methods of correction and rehabilitation; Carrying out preventive measures for educational work among parents (legal representatives), teachers and students.

Explanatory note

Traditionally, the main institution of upbringing is the family, what a child acquires in the family in childhood, he retains throughout his life. The importance of the family as an institution of upbringing is due to the fact that the child is in it for a significant part of his life, and in terms of the duration of its impact on the personality, none of the institutions of upbringing can compare with the family. It lays the foundations of the child's personality, and by the time he enters school he has already more than half formed as a person.

The family occupies a special place in the life of every person. A child grows up in a family, and from the first years of his life he assimilates the norms of community life, the norms of human relations, absorbing good and evil from the family, everything that characterizes his family. It is in the family that the individual receives the first life experience, therefore it is very important in which family the child is brought up: prosperous or dysfunctional.

Under a dysfunctional family, we tend to accept a family in which the structure is disturbed, the main family functions are devalued or ignored, there are obvious or hidden defects in upbringing, as a result of which “difficult” children appear.

A disadvantaged family is not only a family whose material life is far from normal, but also a family that has lost faith in the possibility of changing its life for the better and continues to go towards complete collapse. Lack of faith in one's own strengths and lack of outside help increase confidence in the impossibility of living differently, form an appropriate way of life, which children also learn. We are talking about children from disadvantaged families, i.e. about children, families, about what happens to a child if he finds himself in a dysfunctional family. What is a dysfunctional family? It is impossible to answer in one word. After all, everything in the world is relative - both well-being and ill-being in relation to the child. But children are all different: some are more resilient, others are not, some are vulnerable, but all react, and others are all tryn-grass, you can't get through them with anything.

Unfortunately, at present, an increasing number of children find themselves in a situation of acute social disadvantage. Poor ecology, the growth of social aggression, economic problems, drug trafficking, family instability, parental and pedagogical incompetence - these and many other factors become external constraints on the child's development process.

This problem is very urgent, the number of such families is growing rapidly, new types of dysfunctional families appear in modern society, which is aggravated by the lack of specialists in this area.

The school seeks to prevent the problem of the family as much as possible, to identify and eliminate the causes that give rise to it in a timely manner, to ensure the prevention of various kinds of negative phenomena, makes every effort to ensure that the family pedagogically, psychologically, socially and financially develops correctly and harmoniously. It is necessary to make the right choice of forms and methods of work with parents, taking into account all the features of a dysfunctional family, which need active and long-term support.

The social insufficiency of many families is due to objective reasons, therefore, they need support.

You can conditionally divide dysfunctional families into three groups:

1. Preventive - families in which problems are insignificant and are at the initial stage of trouble.

2. Families in which social and other contradictions exacerbate the relationship of family members with each other and the environment to a critical level.

3. Families that have lost all life perspective, inert in relation to their fate and the fate of their children.

The following classification of dysfunctional families is also possible:

-by the number of parents- complete, incomplete, guardian, foster, adoptive family;

-by the number of children- small, large, childless;

- for material well-being- low-income, medium-income, well-off;

-on the problems of parents- a family of alcoholics, drug addicts, unemployed, criminogenic, deprived of parental rights, socially maladaptive.

Families stand out pedagogically unsound; most often they are found when they have adolescent children.

A family in need of assistance and rehabilitation should be identified as early as possible. For 10 years of life in a dysfunctional family, the child manages to acquire a vast experience of asocial behavior, psychologically break down, establish himself in such a variant of life self-determination, which is contrary to the norms of society.

A child from a dysfunctional family reveals himself in appearance, clothing, manner of communication, a set of obscene expressions, an imbalance of the psyche, which is expressed in inadequate reactions, isolation, aggressiveness, anger, lack of interest in any type of training. The child's behavior and appearance not only speak of his problems, but also cry for help. But instead of helping, the child's environment often reacts to him with rejection, breaking up, suppressing or oppressing him. The child is faced with a lack of understanding of others, rejection and, as a result, finds himself in even greater isolation. The age of the child may be different, but the problems of these children are about the same.

The main areas of work with the family:

Study of the causes of family trouble, the relationship in the family to the child.
Psychological and pedagogical education of parents on issues of family education, acquaintance with the positive experience of raising children.
Providing practical help and psychological support to the family.

Purpose, objectives, terms of implementation of the program.

GOAL- creating conditions for the successful socialization of a child from a dysfunctional family.

Tasks:

1. To diagnose and identify problems that have a negative impact on the formation and development of the child's personality in the family.

2. To organize educational work on mastering psychological and legal culture in the field of family education by parents.

3. Provide mediation in crisis situations for the family and the child.

Stages of interaction with the family

The work with the family is carried out in stages. Its effectiveness depends on the degree of contact and trusting relationship with the parents. Separation of families for reasons of disadvantage is relative, since one reason is inextricably linked with another. For example, in a family where alcohol is abused, there is almost always a conflict between parents and children; in addition, such families, as a rule, have an unstable financial situation and are poor. It is logical to conclude: there can be several reasons for family trouble, and they are interrelated. However, one of them plays a leading role, the other plays a secondary role. And the choice of forms and methods of influencing the family depends on the leading cause of family trouble.

Work with a dysfunctional family is carried out in the following stages:

1st stage. Establishing contact, establishing trusting relationships with parents, positive foundations for further cooperation.

Funds:

1) conversation, setting the date for the next meeting (parents are invited to school);

2) visiting at home, meeting with parents, relatives, nearest

the social environment of the family.

3) filling out a social passport, a psychological aid card, a psychological, medical and social aid card for a child

4) at the beginning of each academic year, an accurate diagnosis of the personality and environment is carried out.

The goals of diagnostics are:

Early identification of disadvantaged families in order to implement a set of measures to provide social and psychological assistance to children, adolescents and families;

Coordination of efforts of all bodies working with families of social risk;

Families familiarizing themselves with legal regulations.

In order to strengthen contacts within the family, three generations are involved (grandmother, grandfather - mother, father - child, teenager). If the parents make contact with a psychologist and social educator, they can proceed to the 2nd stage of interaction with the family. If the contact is not established, then the influence of the family can be exerted by the police, the department for the protection of children's rights of the educational administration, etc.

2nd stage. 1) Family study.

Socio-pedagogical and psychological diagnostics of the family. Study of the microclimate in the family, styles of upbringing. Clarification of information about parents, their social status, about other close relatives. Material support and living conditions. Study of relationships between adults in the family. Knowledge and application of methods and techniques of educational influence.

2) Diagnostics of the causes of family trouble.

Funds:

Home visits, acts of examination of living conditions, consultations, conversations, questionnaires, analysis of information about the family from documentation, survey;

The use of methods of psychological diagnostics (tests, projective techniques, etc.).

3rd stage. Processing the results of socio-pedagogical and psychological diagnostics. Summarizing. Establishing the leading cause of family trouble

4th stage. The choice of forms and methods of work, depending on the leading cause of trouble and the ways of their implementation.

A family where parents abuse alcohol
Conflict family requiring correction of intra-family relations
A family where parents are often sick suffer from chronic diseases. In such a family, the child lacks communication with parents who need help and support from teachers, the public, and society.
Low-income family: individual conversations, consultations, home visits.
Raising children by close relatives (grandmother, grandfather, uncle, aunt). The following forms and methods of work are acceptable: individual conversations, consultations, both with a psychologist and with other specialists, home visits, trainings, psychological games, planning joint activities.

5th stage. Family supervision. Tracking the dynamics of the development of parent-child relationships. Study of the psychological microclimate in the family.

6th stage. Summing up the results of psychological and pedagogical interaction with a dysfunctional family.

Algorithm for the implementation of the program

First step - organizational ( September) - analysis of families of social disadvantage, direct planning, coordination of plans, bringing them into a single comprehensive plan, taking into account the situation and recommendations, studying the needs and demands of children, adolescents and members of their families.

Second phase - active(October - May) coordination of actions, implementation of planned activities, development of a control system for their implementation.

The third stage is final(June) - analysis and summing up of the work results, planning for the next year, taking into account the recommendations developed as a result of the analysis.

5. Main directions of the program implementation

1. Visiting families.

2. Psychological and pedagogical education of parents:

Inviting specialists;

Demonstration of video materials, slides.

3. Days of open doors

4. Formation of parents' understanding of their belonging to the school educational space:

Excursions: acquaintance with the school and school services;

Holidays in the classroom;

Meeting with the school administration and social and psychological service;

Parents' meetings;

Parents' Meeting "The Traditions of the Class to Be";

Participation in parent conferences;

Round tables;

Meeting of the weekend exit club;

Organization and conduct of parenting lessons.

5. Diagnostics.

6. Correctional work.

7. Improvement of the classroom.

8. Pedagogical consultations: individual and group.

9. Trainings and questionnaires.

Preventive action plan "Family at risk"

in MBOU Aktash secondary school them. Art. Mokhova

for the 2014-2015 academic year

P / p No.	Theme of the event	Terms of implementation	Responsible
	Diagnostics, identification of dysfunctional families	September, as needed throughout the year	Social teacher, teacher psychologist, class teachers.
	Mapping of disadvantaged families	September October	Educator-psychologist, class teacher, social. educator
	Individual work: visiting, drawing up an act	constantly	Social teacher class teachers.
	Individual counseling for parents and children from disadvantaged families	constantly	Social teacher, class teachers.
	Parent Lecture Topic: "Styles of family education" "Prevention of offenses"	October, April	social teacher
	Joint work on the rehabilitation of dysfunctional families with the department of social services. protection of the population, PDN, CDN. Raids on dysfunctional families; Call to KDN; Contacting the prosecutor's office; Social service assistance; Assistance in the employment of unemployed parents, providing children from disadvantaged families with vouchers to a health camp	Constantly	Educator-psychologist, Class teacher, Social educator, Inspector of PDN
	Interactive forms of work with dysfunctional families Questioning parents and children from disadvantaged families in order to identify the degree of disadvantage; Conversations for parents "Family and school - together we can do a lot" " Classes for children from disadvantaged families, aimed at overcoming maladjustment.	During a year	Educator-psychologist
	Involvement of parents in organizing Parents and Children events with the involvement of children from disadvantaged families.	Constantly	Class teachers

The main functions of a class teacher in working with a dysfunctional family and children from dysfunctional families.

1. Create a supportive classroom environment around a student from a disadvantaged family.

2. Establish a relationship of partnership and cooperation with a dysfunctional family.

3. Planning work with dysfunctional families.

4. Create a data bank about disadvantaged families and children from disadvantaged families studying in the classroom.

5. Create and implement individual programs for the upbringing of children from disadvantaged families.

6. Work with the students of the group to improve the social status of a child from a dysfunctional family.

7. Be the initiator of the creation of individual training programs for children from disadvantaged families.

8. Involve a child from a dysfunctional family in hobby groups and clubs, including weekend activities.

9. If necessary, be the initiator of active actions to protect the rights of the child.

A memo for homeroom teachers when dealing with disadvantaged families.

1. Never take educational actions in a bad mood.

2. Clearly and clearly define for yourself what you want from the family, what the family thinks about this, try to convince her that your goals are, first of all, their goals.

3. Don't give final pre-made recipes and recommendations. Do not teach parents, but show possible ways to overcome difficulties, sort out the right and wrong decisions leading to the goal.

4. The class teacher is obliged to encourage success, to notice even the smallest successes.

5. If there are errors, incorrect actions, point out them. Give appreciation and pause to let the family take on what you heard.

6. Make it clear to the family that you sympathize with her, believe in her, despite the mistakes of the parents.

When working with dysfunctional families, the class teacher must:

1. Identification of dysfunctional families as a means of preventing social orphanhood (knowledge of the living conditions of the child, the presence of an act of material examination).

2. Improving the pedagogical culture of all categories of parents:

Involvement of parents as active educators (family holidays at school, extracurricular extracurricular activities, participation in school management).

3. In order to avoid violence, cruelty, aggressive behavior towards their children, to form the legal culture of parents.

4. Conducting control and correction work with parents (questionnaires, testing, analysis of the level of education, training of children, individual conversations, etc.).

6. Eliminate parental guilt for their failure (a separate plan for working with problem groups of parents).

7. System of program activities and expected results

Based on the tasks set in working with a dysfunctional family, the main areas of activity were selected:

1. Identification of dysfunctional families and the reasons for their dysfunction.

Forms of work:

· Diagnostics, identification of dysfunctional families.

· Visiting families.

· Questioning of parents and children.

· Individual conversations with parents and children.

· Family supervision.

Results:

Drawing up a map of a dysfunctional family and certificates of visiting families; act of inspection of living conditions. Revealing the degree of family dysfunction, antisocial phenomena, maladjustment of the child. Preparation of material for PDN. Elaboration of solutions, drawing up a plan of individual work

with family.

2. Educating parents about family education, the rights of the child.

Forms of work:

· Home visits.

· Individual and thematic consultations for parents and children from disadvantaged families.

· Issue of information sheets.

· Decoration of a stand for parents.

· Implementation of information assistance to the family.

· Transfer of positive family experiences.

· Conversations, parent meetings.

Results:

Establishing partnerships between teachers, parents and children. Creation of universal education for parents, involvement of parents in pedagogical self-education. Motivating parents to solve problems on their own. Increasing parental responsibility for the maintenance and upbringing of minors. Improving the microclimate of the family, preventing delinquency, overcoming asocial phenomena and maladjustment of the child at school.

3. Providing practical assistance to the family and the child.

Forms of work:

· Helping the family with problems related to studies, upbringing, childcare.

· Helping parents in collecting documents for registration of benefits for children, vouchers to a sanatorium, unemployment benefits.

· Assistance in the provision of benefits provided by law.

· Rendering assistance in obtaining material assistance to a dysfunctional family at the expense of the fund for social support of the population.

· Providing assistance in the employment of parents through the employment service.

· Involvement of parents, children, the public in socially significant events.

· Provision of pedagogical assistance to the child.

Determination of the child's developmental level (if necessary, referral to PMPK)

· Organization of leisure activities for children.

· Organization during the vacation time of the camp with the daytime stay of children on the basis of the school.

· Providing children from disadvantaged families with vouchers to a health camp.

· Assistance in the employment of children during the vacation time through the employment service.

· Moral support of the family.

· Motivation for alcohol addiction treatment for parents who abuse alcoholic beverages.

Involvement of socially prosperous families, the School Council, the parent committee, PDN, KDN and ZP, guardianship and guardianship authorities to work with dysfunctional families

· Involvement of the next of kin in the upbringing of the child.

· Coordination with a medical professional.

8. Individual plan of preventive measures for the family

Mother

Date of Birth ________ Place of work________

Address______________________________________________________

Staging on _______________

Family problem_________________________________________________________________________________________________________________________________________________________

		Responsible
		Responsible
In-school interaction
Family study: Interview with the class teacher; Survey of neighbors.	September	Social teacher class manager	Characteristic
Survey of living conditions	September	Social teacher class manager	Inspection report
Home visit		Social teacher class manager
School meetings	Throughout the year as needed	School administration, social teacher class manager	Protocol
Accounting for children's progress at the end of the quarter	Daily and at the end of the quarter	Social teacher class manager	Scorecard
Summing up the preliminary results of the progress of children in a quarter	2 weeks before the end of the quarter	Social teacher class manager
Involving children in extracurricular activities: Tourslet "Autumn Path" dedicated to the 80th anniversary of the birth of E.M. Palkin Festival of the peoples of the world "Mom and I are a sports family" Game "Zarnitsa" Competition "Minute of Glory"	September and throughout the year	Social teacher class manager deputy. director for VR, physical education teacher.
Family psychological support "Self-assessment of my personality" "Alcoholism - a reason, causes and consequences"	During a year	Psychologist
Parents' participation in activities to prevent neglect, delinquency, and promote healthy lifestyles Fit-exhibition "Golden Autumn" Flash Presentation Competition "On Sport" Contest "No bad habits!" Environmental action to clean up the local river Conversation with parents on the topic: "Criminal liability of minors"	During the year according to the BP plan	Social teacher PDN inspector class manager deputy. BP director
Conversations on discipline, academic performance and child attendance Parents' lecture hall "Styles of family education Competition of creative families "Let's sing, Mommy!" A decade of family and school	During a year	Social teacher class manager deputy. BP director	Marking in a student work notebook
Raids
"Education for all children"	During the promotion	Social teacher class manager	Raid schedule, acts
"Protection"
"Children of the streets"
"Teenager"
Prevention advice
1 quarter	As needed	Social teacher	Protocol
2 quarter
3 quarter
4th quarter
Interdepartmental interaction
	As needed	Social teacher	Information


Public organizations

Scientific and methodological:

1. Ivantsova A. About work with problem families. Education of schoolchildren - № 10, 2000.

2.Goncharova T. Dysfunctional families and work with them // Public education. No. 6, 2002.

3. Mustaeva F.A. Fundamentals of prevention of neglect and homelessness of minors: Textbook for universities. - M .: Academic Project. 2003.

4. Nikitina L.E. Social educator at school. - M .: Academic Project: Gaudeamus, 2003.

5. Smirnova EO, Bykova MV Structure and dynamics of parental relationship // Questions of psychology. No. 3, 2000.

6. Sultanova T.A. Working with dysfunctional families. Methodological manual - Ufa; 2005

7.V. Tkacheva Harmonization of intra-family relations: dad, mom, I am a friendly family. Workshop on the formation of adequate intra-family relationships. - M., 2000.

8. Shulga TI, slot V. Spaniyard H. Methods of working with children at risk. M., 2000.