Categories of children in difficult life situations. Children in difficult life situations - concept, characteristics, factors of appearance

01.10.2019

Municipal autonomous institution of additional education

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

Methodical message

Topic: "Features of working with children,

Those in a difficult life situation "

Held by: E.B. Ignatieva,

piano teacher

2017 year

Introduction.

Main part:

characteristics of children in difficult life situations

social support system for such children

psychological characteristics of children of "risk group"

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

Conclusion.

Bibliography.

Introduction.

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

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

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

There are 573,000 orphans in our country, and about 100,000 children are identified in Russia every year in need of care.

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

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

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

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

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

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

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

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

Children in difficult life situations are:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

In the process of teaching children of the "risk group", an emphasis should be placed on the formation of their performing qualities, namely: perseverance and perseverance, independence and initiative, endurance and self-control, courage and determination. All these are features of volitional behavior, without which not a single open performances.

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

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

Conclusion .

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

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

Bibliography:

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

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

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

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

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

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

Internet resource: compresium.ru

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Children in difficult life situations

At the same time, it is obvious that from a woman left alone, raising such a child requires exorbitant efforts. Typical features of families with disabled children:

low income: caring for a sick child requires, in addition to large material costs, a large amount of personal time, so many have to give up high-paying jobs in favor of working with a more flexible schedule and convenient location;
isolation from society: the difficulty of visiting entertainment venues and events due to the lack of readiness of society to accept children with disabilities and poor technical provision for the needs of people with disabilities;
difficulties in obtaining education and profession.

For the implementation of educational and professional activities, special children need special conditions.

Children in difficult life situations

In the future, such children experience difficulties in communication, their general development is hampered, academic performance and interest in life decrease. Children in extreme conditions need qualified help from psychologists in overcoming post-traumatic stress disorder.
4. Abused children, including in the home A child who is abused lives from an early age with deep trauma. The child, as a rule, carefully hides the cause of the injury from others, the pain from the injury can torment him for the rest of his life.
Types of violence:

physical abuse, when a child is beaten, while the body may have traces of beatings, or do not feed,
sexual abuse
psychological abuse, when a child is humiliated, isolated in every possible way, he is lied to and threatened.

The concept of "difficult life situation".

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

An anonymous helpline plays an important role in such situations, where children can call without fear of exposure. Everyone can and should report the situations of domestic violence we are witnessing: relatives, neighbors, school psychologists and teachers.

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

Children in difficult life situations are:

Important

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

Most often it is deprivation of parental rights. Reasons for deprivation of parental rights:

non-fulfillment of parental responsibilities or abuse of them,
the presence of domestic violence,
the presence of chronic drug addiction or alcoholism in the family,
a crime committed by a parent against the life and health of their child or spouse.

Thus, children can be left without parental care and end up in an orphanage if staying in a family becomes dangerous for their lives. The primary task of society is the early identification of families at risk, assistance to such families and their support, the desire to preserve the blood family for the child.

Features of working with children in difficult life situations

It is necessary to highlight certain styles of family relationships leading to the formation of asocial behavior of minors: - a disharmonious style of educational and intra-family relations, combining, on the one hand, indulgence of the child's wishes, overprotection, and on the other, provoking the child into conflict situations; or characterized by the statement in the family of a double morality: for the family - some rules of behavior, for society - completely different; - an unstable, conflicting style of educational influences in an incomplete family, in a situation of divorce, prolonged separation of children and parents; - an asocial style of relations in a disorganized family with systematic use of alcohol, drugs, immoral lifestyle, criminal behavior of parents, manifestations of unmotivated “family cruelty” and violence.

Concepts and essence of a difficult life situation

Traditionally, the main criterion for classifying a child as "difficult" is, in the overwhelming majority of cases, poor academic performance and lack of discipline. This is a consequence of the difficult situation for the child in which he finds himself in the school team from the very beginning of his studies.

Attention

The main things here are the inner experiences of the child himself, his personal relationship to the teacher, the classmates around him, to himself. The child becomes "difficult" when there is a coincidence, the imposition of negative external influences, failures in school and pedagogical mistakes of teachers, the negative influence of family life and intra-family relations.

In other words, the child drops out of the sphere of education at once in many links and is in the zone of active negative influences.

Dubna Department of Social Protection of the Population

A difficult childhood is not always the worst. Bad childhood - homeless, unkind, in which the child is lost as an unnecessary thing. A “difficult” child is one who finds it difficult. This is how you need to understand what is happening to him. “Difficult” it is not only for adults, but first of all for oneself. "Difficult" child - suffering, rushing about in search of warmth and affection. Disadvantaged and almost doomed. He feels it. All “difficult” children, as a rule, did not have a friendly, caring environment, either in the family or at school.

At first, difficulties with adaptation, a lack of abilities, and then a reluctance to learn led these children to disorganization, violations of discipline. It is difficult for the child himself. This is his unfulfilled need to be like everyone else, to be loved, desired, kindly.

The rejection of these children at home and in the classroom further alienates them from other children.

Children in difficult life situations

Consequences of violence:

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

Early detection of this difficult situation plays a key role in helping child victims of violence. You need to be more attentive to the children around us to notice that the child may be depressed, upset.
First of all, this applies to the parents of the child. It is extremely important for parents to be in close contact with their children. It is very useful to discuss with the child what he does outside the home, with whom he communicates, while it is important to maintain a trusting relationship so that he does not hesitate to tell at home if someone does not behave with him the way it is in his family.

Children in difficult life situations

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

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

Causes of family trouble

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

Children in difficult life situations 1.

In domestic and international practice, there is an expression - a difficult life situation, meaning the experiences of a person who finds himself in a situation that seriously affects his well-being, safety of life and from which he is not always able to get out with honor (cannot find a way out for him). In this case, he needs help from the state and society. Children in difficult life situations especially need help. It is more difficult for them to independently find an acceptable way out of this situation. Given this fact, the state is trying to predict and determine the most appropriate ways to provide assistance to a child in a difficult life situation. The main goal of the state (society) is to create the most optimal conditions for the life of a child and his upbringing.
The Federal Law of the Russian Federation "On Basic Guarantees of the Rights of the Child in the Russian Federation" dated July 24, 1998, No. 124-FZ, art. 1 formulates typical difficult life situations for a child, in which the state undertakes to provide him with the necessary assistance. These include the loss of parental care. This phenomenon can occur in a number of cases:
a) death of parents;
b) refusal of parents to take their children from institutions of social protection of the population, educational, medical and other institutions;
c) independent termination by parents of fulfilling parental responsibilities in relation to their child (self-withdrawal from the upbringing of the child);
d) non-fulfillment by parents, for one reason or another, of their duties towards their children (for example, for health reasons - the danger of infecting the child, etc.);
e) long absence of parents (for example, a long business trip);
f) restriction of parents in parental rights. The decision is taken by the court taking into account the interests of the child. It can take place provided that leaving the child with his parents (one of them) is dangerous for the child due to circumstances beyond the control of the parents (one of them) (mental disorder or other chronic disease, a combination of difficult circumstances, and others);
g) deprivation of parental rights from parents. It acts as a legislative measure for parents who do not fulfill their duties in relation to their minor children, as well as abuse parental rights.
The responsibilities of parents include:
keeping children;
creation of normal conditions for their life;
to be their legal representatives and to defend their rights and interests in all institutions without special powers;
educating them.
The deprivation of parental rights from parents is aimed at protecting the rights of children brought up in a family, at protecting them from cruelty and other abuse by their parents. It can only be carried out by a court decision. Parents deprived of parental rights lose all rights based on the fact of relationship with the child, but are not released from the obligation to maintain it. If such a parent by his behavior makes it impossible for a child to live together with him, then he can be evicted without providing another living space. If the parental rights of both parents are deprived, the child is transferred to the care of the guardianship and guardianship authorities;
h) inability by parents for one reason or another to fulfill their parental responsibilities:
serving a sentence;
recognition of them as incapacitated when they cannot, due to health reasons, perform duties in relation to their children (physical capabilities or mental disabilities);
the crisis state of the family, which does not allow it to fulfill parental responsibilities in relation to the child (unemployment and the need to look for work, difficult material conditions);
i) children who find themselves in conditions in which they require special professional help and (or) protection:
disability. We are talking about children who, for health reasons, are equated with disabled children. They need special (correctional), correctional and compensatory development, training and education;
deficiencies in mental and (or) physical development. Such children also need special (correctional), correctional and compensatory development, education and upbringing;
victims of armed and ethnic conflicts, environmental and man-made disasters, natural disasters. In this case, a complex of medical, psychological, pedagogical and social measures is needed to help the child;
children who are part of families of refugees and internally displaced persons who find themselves in extreme conditions;
children are victims of violence. This phenomenon can be observed in the family when there is an abuse of parental rights. It consists in the use by parents of their rights to the detriment of the interests of their children (for example, creating obstacles in learning, encouraging begging, theft, prostitution, using alcohol or drugs, etc.);
children serving a sentence of imprisonment in an educational colony;
children in a special educational institution;
children, whose vital activity is objectively disrupted as a result of the prevailing circumstances that cannot be overcome on their own, including by the family.
In these cases, the child ends up in the guardianship and guardianship authorities - local government bodies, which are entrusted with the responsibility to protect the rights and interests of children left without parental care.
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The guardianship and trusteeship bodies are called upon to:
to identify children left without parental care;
to register such children;
to select the forms of arrangement of children left without parental care. At the same time, they try to arrange them, first of all, in a family. To this end, they promote the creation of foster, foster and other types of families;
patronize foster families, provide them with the necessary assistance (getting vouchers to summer camps, rest homes, sanatoriums; placing children in schools, creative teams); to contribute to the creation of normal living conditions and upbringing of a child in foster families (help of psychologists, teachers, social educators; assistance in improving living conditions);
exercise control over the conditions of the child's maintenance, the fulfillment of parental responsibilities assigned to the foster family for his upbringing and education.
In case of failure to fulfill their obligations in relation to adopted children, the guardianship and guardianship authorities are obliged to take measures to protect their rights.

Introduction

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

Conclusion

Literature

Applications

Introduction

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

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

The leading causes of "social orphanhood" are:

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

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

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

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

social work minor rehabilitation

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

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

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

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

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

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

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

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

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

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

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

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

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

) as a detector of difficulty;

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

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

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

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

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

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

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

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

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

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

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

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

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

propaganda and explanation of the rights of children, families;

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

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

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

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

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

organization of rehabilitation camps for disabled children;

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

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

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

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

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

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

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

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

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

commissions for juvenile affairs and protection of their rights;

health care institutions.

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

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

1.2 Technologies of social work with children in difficult life situations

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

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

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

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

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

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

) proper home ties and separation from relatives;

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

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

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

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

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

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

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

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

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

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

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

The main indicators of socialization can be noted:

how successfully the pupil managed to get a job;

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

development of social activity, independence, responsibility;

lack of deviant behavior.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

professional self-determination of the pupil;

the purpose of his independent life. ...

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

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

2.1 Analysis of the activities of the rehabilitation center for minors

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

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

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

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

Analyze the data obtained.

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

Research base:

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

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

The main goals and objectives of the institution

social assistance to families in difficult life situations;

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

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

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

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

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

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

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

The inpatient department provides the following services:

provision of temporary accommodation for minors;

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

organization of medical examination of minors by specialist doctors;

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

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

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

providing comprehensive medical and psychological assistance to minors;

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

Family and Child Assistance Department:

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

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

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

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

decline in the social prestige of the family;

-material and housing difficulties;

-interethnic conflicts;

-the growth of illegitimate births;

-a high percentage of parents with an antisocial lifestyle;

-an increase in the number of divorces;

-the spread of child abuse.

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

Social problems:

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

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

Medical problems:

pathological deviations in the state of health of the pupils;

severe mental trauma, nervous disorders, developmental delay;

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

Psychological problems:

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

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

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

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

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

Pedagogical problems:

social and pedagogical neglect of children;

deviant behavior;

low level of culture;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The objectives of the program were:

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

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

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

Monitoring the state of the family after rehabilitation measures.

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

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

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

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

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

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

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

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

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

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

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

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

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

Consider the results of our diagnostics

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

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

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

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

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

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

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

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

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

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

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

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

Group cohesion rate is 83.3%

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

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

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

Group cohesion rate is 100%

Pay attention to Ch. Sergei and Sh. Dmitry.

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

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

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

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

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

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

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

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

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

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

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

create an emotionally comfortable environment for pupils;

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

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

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

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

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

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

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

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

Conclusion

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

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

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

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

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

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

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

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

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

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

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

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

Literature

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

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Applications

Annex 1

Appendix 2

Appendix 3

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Death of parents.

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

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

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

Long absence of parents.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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