We can't make ends meet at all

Have to spend money from savings

Our income is barely enough for our current expenses

We can save some money

We can make big savings

・Difficult to answer

11. (Yes, no)

12. Do you believe in God?

· Definitely yes

Rather yes

· Probably not

Definitely not

Analysis of the survey "Youth lifestyle"

EDUCATION AND CHOICE OF PROFESSION

11. What profession would you like to get? Who would you like to become?

1. Artist - 2 people.

2. Shop owner - 2 people.

3. Professional athlete - 2 people.

4. Skilled workers - 1 person.

5. Lawyer, lawyer - 1 person.

6. Doctor - 1 person.

7. Engineer -1 person.

8. Military - 1 person.

9. Artist, architect - 1 person.

10. Other (write it down) choreographer, builder, driver, hairdresser

12. What attracts you to this profession, occupation?(Check up to 3 answers)

1. Allows you to make a career, achieve success - 10 people, 66%

2. It is affordable, not difficult - 7 people, 44%

3. It is interesting, gives great opportunities for self-realization 7 people, 44%

4. She makes good money - 4 people, 27%

5. It's prestigious - 3 people, 21%

6. It's fashionable - 2 people, 13%

7. Other (write down) suitable, monetary

13. What level of education would you consider sufficient to achieve your life goals?(Check one answer)

1. General secondary education (school, gymnasium) 5 people.

2. Vocational education (college, courses) 5 pers.

3. Higher education 2 people.

4. Difficult to answer until I decide (a) 2 people.

5. Two higher education, PhD 1 person

14. On what for you, first of all, the possibility of getting a good education depends?(Check one or two answers)

1. From their own diligence, abilities - 13 people. - 87%

2. From the help of the family, the availability of the necessary funds - 5 people. - 33%

3. From good luck, luck - 2 people.

4. From the presence of the necessary acquaintances, connections - 2 people.

5. Difficult to answer - 1 person.

15. Where would you like to work in the future?(Check one answer)

1. I would like to have my own business - 6 people. 40%

2. It doesn't matter to me - 3 pers.

4. On state enterprise, in a state institution - 2 people.

5. In a foreign company, at an enterprise, together with a foreign company - 1 person.

FINANCE

1. How much would you like to earn monthly in the future?(specify in rubles) 2000; 4000; 5000; 7000; 8000;11500;

2. What kind of remuneration would you like to receive for your work?(Check 1 option)

1. Work hard and get well, even without special guarantees for the future - 7 people. 44%

2. Have a small but solid income and confidence in the future - 5 people. 33%

3. Difficult to answer - 3 people.

3. If you were so rich that you could afford not to work, would you keep working or stop?(Check one answer)

1. Would continue to work anyway 13 people. - 87%

2. Probably stopped working - 2 pers.

4. Do you have your own personal money?(Check one answer)

1. There are from time to time - 11 people.

2. Most often they do not happen - 3 people.

3. Yes, there is almost always - 1 person.

5. What are the main sources of money?(Check all that you see fit)

1. I earn money myself (a) - 8 people. - 56%

2. Teachers give - 5 people.

3. Parents give - 2 people.

4. If necessary, I borrow from friends - 2 people.

5. Other - scholarship - 2 people, uncle, relatives

6. How do you use your personal funds?(Check all that apply)

1. I have pocket money - 12 people.

2. I have money set aside that I keep at home - 1 person

3. I have my own bank account - 1 person

4. I have practically no money - 4 people.

7. What is your favorite way to spend your personal money?(multiple possible)

1. For gifts to friends, relatives - 7 people.

2. For cosmetics - 7 people.

3. For food, sweets, drinks - 7 people.

4. For leisure, entertainment - 6 people.

5. On audio, video cassettes, CDs - 3 people.

6. For education, classes - 2 people.

7. For fashionable clothes - 2 people.

8. For toys, trinkets - 3 people.

IMPORTANT IN MY LIFE.

1. Can you say to yourself that you have already defined your life goals and plans?(Check one answer)

1. I represent only partly - 7 people. 44%

2. Difficult to answer - 5 people. 33%

3. Yes, I imagine them well - 2 people.

4. Rather not, I didn’t think much about it - 1 pers.

2. What do you most aspire to in life?(Check up to 3 answers)

1. To create a good family - 12 people. 80%

2. K life success, good career - 9 people. 63%

3. To a happy personal life - 8 people. 56%

4. To personal freedom - 3 people.

5. For interesting, creative work - 2 people.

6. To the opportunity to realize their abilities - 2 people.

7. To a high material standard of living - 1 person.

8. For pleasure - 1 person.

9. To fame, fame - 1 person.

3. What do you consider to be signs of success in life?(Check all that apply)

1. Be no worse than others - 13 people. 87%

2. Rise above your social environment, make a career - 11 people. 73%

3. Realize your talents, abilities - 5 people. 33%

4. Become famous, become famous - 2 people.

5. Stand out among everyone, have something that others do not have - 1 pers.

6. Achieve material well-being. Become rich - 1 person.

4. If it were not necessary to work only for the sake of material security, what would you be doing?(Write down the answer) don't know - 8 o'clock

2. What things (goods), in your opinion, should modern man and at what age?(Mark one answer in each row in the table by circling the appropriate number)

List of things	By the age of 20	By the age of 30	By the age of 40	Not required to have
Mobile phone
Washing machine
Color TV
Domestic brand car
foreign brand car
Video recorder
Music Center
Personal Computer
Motorcycle, scooter
Own apartment
Vacation home
home library

2. Where do you usually buy clothes?(Check all that apply)

1. In clothing markets - 12 people.

2. In youth stores - 3 people.

3. In large stores - 1 person.

4. Difficult to answer, I do not buy clothes myself (a) - 3 people.

FREE TIME, LEISURE.

1. Do you have hobbies, hobbies? Which?(write it down) sports, football, dancing, music, drawing, knitting, reading, chatting with friends

2. What do you spend your free time most often?(Check up to 5 options)

1. I watch TV - 13 people.

2. I listen to music - 11 people.

3. I communicate with friends -9 people.

4. I go in for sports -8 people.

5. I spend time with a close friend, girlfriend - 5 people.

6. I play computer games - 4 people.

7. I read books - 4 people.

8. I like to be alone, just dream - 4 people.

9. I am engaged in art (painting, music) - 4 people.

10. I read newspapers, magazines - 3 people.

11. I go to concerts, exhibitions, to the theater - 1 person.

12. Other (write down what) - fishing, choreography, knitting

3. What TV programs do you prefer to watch?(Check what applies)

1. Comedy - 11 people.

2. Sports programs - 10 people.

3. Detectives, militants - 10 people.

4. News - 9 people

5. Movies - 8 people.

6. Cartoons - 8 people.

7. Programs about travel, other countries - 6 pers.

8. Music programs - 6 people.

9. Programs about animals, about nature - 5 people.

10. Youth serials - 5 people.

11. Humorous programs - 5 people.

12. Love, "family" series - 3 people.

13. Programs about fashion - 3 people.

14. Programs about history, culture - 3 pers.

15. Quizzes, games - 1 person.

5. What sports do you like the most?

· (write it down) football - 8, volleyball - 7, basketball - 2, running - 2, skiing, exercise equipment, tennis

Not interested in sports - 2 pers.

5. What sport do you do?

· (write it down) football - 9, volleyball - 7, running - 2, basketball, tennis

I do not go in for sports at all - 3 people.

1. Collections of jokes, comics 8

2. Newspapers 7 pers.

3. Magazines for youth 7

4. Fantasy 4

5. Biographies of great people 4

6. Detectives 2

7. Adventure novels 2

8. Love stories 2

9. Thrillers 1

10. Historical novels 1

11. Popular science literature 1

12. Encyclopedias, dictionaries 1

13. I practically don’t read - 2 people.

7. Name your favorite domestic and foreign writer, poet(Can be 2-3)

Domestic: Daria Dontsova - 3, Pushkin - 3, Lermontov, Griboyedov

Foreign: Jules Verne, D. Defoe, M. Twain, Byron

8. Name your favorite domestic and foreign film(multiple names possible)

Domestic: Palmist, 72 meters

Foreign: "Titanic" - 2, "Clone" - 2, "Romeo and Juliet"

9. Name your favorite contemporary band or artist(More than one can be named.)

Groups: Lube, Inveterate scammers, Hands up, Tootsie

Performers: Anton Zatsepin, Sergey Amoralov, Gubin, Lolita, Igor Nikolaev, Kirkorov, Zemfira

10. What holidays do you especially like to celebrate?(Name 3-4 holidays) New Year - 15, Birthday - 10 people, March 8 - 3 people, City Day - 2 people, May 1 - 1 person.

11. Do you often go to the company?(Check one answer)

Yes, often - 7 people.

· Sometimes I visit - 6 people.

· Almost or not at all -2 people.

12. What do you usually do when you meet with your company?(Check no more than 3 answers.)

1. We spend time on the street - 11 people. 73%

2. We discuss topics of interest to us - 8 people.

3. Gathering at someone's house, chatting, listening to music - 6 people.

4. We go to a disco, to a club - 3 people.

5. We attend concerts - 1 person.

6. We go to cafes, bars - 1 person.

13. What qualities do you especially value in your friends?(Check 3-4 qualities)

1. Kindness - 10 people. 87%

2. Understanding - 10 people 87%

3. Humor, wit - 10 people. 87%

4. Sensitivity, responsiveness - 8 people.

5. Decency - 7 people.

6. Loyalty, reliability - 6 people.

7. Easy character - 3 pers.

8. Mind - 2 people.

9. Firmness of character - 2 people.

10. Restraint - 1 person.

11. Generosity - 1 person.

12. Physical strength - 1 person.

A FAMILY.

1. Do you live with your parents, other relatives, alone or with friends? (Check one answer)

1. Other - in the orphanage - 11

2. With parents, other relatives 2

3. Living on my own 2

2. What do your parents mean to you?(Check one answer)

1. They are people close to me, we are friends - 9 people. 62%

3. They are not bad people, but I try to contact them less 1

4. They are complete strangers to me 1

5. I don’t know anything about them and don’t want to know 1

3. To what extent are you financially supported by your parents or other relatives? (Check one answer)

1. I live without financial assistance from my parents, relatives - 8 people.

2. Parents (other relatives) help me in addition to my own funds, earnings - 5 people.

3. Parents (other relatives) provide me almost completely - 2 people.

4. To what extent are your personal material needs? (Check one answer)

1. I can not afford everything that is available to my friends - 7 people.

2. I don’t have a lot of what is customary to have in the circle of peers - 3 people.

3. I do not deny myself anything - 1 person.

4. I deny myself everything - 1 person.

5. Difficult to answer - 3 people.

5. Do you feel grateful to your parents, if so, what for in the first place? (Check 3-4 answers)

1. For life itself - 9 people. 62%

2. Character traits - 5 people. 33%

3. An example in life - 3 people. twenty %

4. Initiation to faith in God - 3 people. twenty %

5. Circle of friends and acquaintances - 3 people. twenty %

6. Business acquaintances, useful connections - 2 people.

7. Received education, profession - 2 people.

8. Mental support, understanding - 2 people.

9. I have nothing to thank them - 2 people.

10. Education, culture - 1 person.

11. Other (what exactly, write down) - raised - 1 person.

12. Difficult to answer 2

13. Financial assistance -

14. Peace, security, comfort -

15. Freedom and independence -

16. I don’t know, I don’t remember my parents -

6. How many children do you think you will have?(write it down)

· .1 child - 4 people, 2 children. - 7 people, 3 children - 2 people, 4 children - 1 person

Difficult to answer, did not think about it 1 person

I don't want to have children

17. At what age would you like to start a family?

25 years old - 4 people, 23 - 3 people, 20 - 2, 21.26 - 1 person each.

Difficult to answer, didn't think about it 4

18. Do you have a close friend (girlfriend) with whom you have a close relationship?

· Yes - 13 pers.

No - 2 pers.

19. Do you consider him a person with whom you would like to connect your life for a long time?

1. Yes, it is very likely - 8 people.

2. Difficult to answer - 5 people.

3. Perhaps, although there is no certainty - 2 people.

10. Indicate the qualities that your future spouse should have?(Var. 5)

1. Housekeeping - 11 people.

2. Mind - 10 people.

3. Caring - 10 people.

4. Decency - 8 people.

5. Loyalty, reliability - 7 people.

6. External attractiveness - 6 people.

7. Sensitivity, attention - 5 people.

8. Humor - 4 people.

9. Easy character - 3 pers.

10. Strength, firmness of character - 3 people.

11. The ability to resist adversity - 2 people.

12. Temperament - 1 person.

13. Balance - 1 person.

14. Generosity - 1 person.

15. Difficult to answer - 1 person.

ME AND SOCIETY.

3. Do you think children have their own rights?

4. Have you ever had to protect your rights and interests? If yes, in what way?

1. Asked for help from parents - 1 person.

2. I solved the problem myself, on my own - 4 people.

3. Applied to the court - 1 person.

4. Asked for help from close friends - 3 people.

5. Other - to employees d / d

6. Did not encounter this problem - 3 people.

7. Difficult to answer - 3 people.

3. Which of the following do you think is acceptable and which is unacceptable?(1 in. per line)

	Permissible	Unacceptable
1. Drinking alcohol
2. Drug use
3. Tobacco smoking
4. Prostitution
5. Non-traditional sexual orientation
6. Vagrancy
7. Begging
8. Theft

4. To what extent are you interested in politics?(Check one answer)

· I follow information about political events in the country and the world quite carefully - 4 people.

· I don't follow the information specifically, but I discuss political news with friends - 1 pers.

· In general, I am not interested in these problems - 3 pers.

· Difficult to answer - 7 people.

LIFE VALUES.

1. To what extent are the values ​​listed in the table important to you? (Mark 1v. on the line)

Values	Very important	Pretty important	Not very important	It doesn't matter at all	Hard to say
Peace of Mind and Peace of Mind
Good family and friendships
Freedom is the ability to be your own master
interesting creative work
Opportunity for self-realization
Stand out from others, be a bright personality
Live like the majority, no worse than others
Good earnings, material well-being
Respect for established traditions and customs
The desire to have access to power
Public recognition, success

3. What conditions do you think are important for success in life?(Check one answer per line by circling the number in the box)

Conditions for well-being	Very important	Pretty important	Not very important	It doesn't matter at all	Hard to say
Come from a wealthy family
Have educated parents
Have a good education yourself
be ambitious
have good ability
work hard
Have the right contacts
Nationality
The place where the person comes from
political beliefs
Gender (female or male)
Promiscuity in means

ME AND THE WORLD.

5. Who do you feel like in the first place?(Check one answer)

1. A citizen of their country - 10 people.

2. I'm on my own - 2 people.

3. Difficult to answer - 3 people.

6. What countries have you visited?(write it down) Ukraine, Vologda?

7. Where do you dream to go(write it down) to Cyprus, abroad, to Paris, to Moscow, to America, to Anapa, to Cherepovets

8. In which country would you like to live?(write it down) in Russia, in Totma? In Moscow? In Paris?

5. Name 5 names of the greatest and famous people twentieth century.(Write down)

7 Name the five most significant events of the twentieth century in the world and in Russia:

7. What is your gender?(male - 6, female - 9)

8. How old are you? 16 l. - 5, 15 l. - 4, 14 liters. - 4, 13 l. - 1, 17 l. - one

9. What kind of education do your parents have?(Check your choice in each column of the table)

10. How would you characterize the financial situation of your family?(Check the one most appropriate answer)

1. We can't make ends meet at all - 3 pers.

2. You have to spend money from savings - 1 person.

3. We can make big savings - 1 pers.

4. Difficult to answer - 10 people.

12. Did you have your own private room?(Yes - 9, no - 6)

12. Do you believe in God?(Check one answer)

1. Definitely yes - 8 people.

2. Rather, yes - 4 people.

3. Difficult to answer - 3 people.

13. Do you observe the rites of your faith?(Yes 6, occasionally 5, no 4)

14. In the educational group of which educational direction (technique 1, sports 9, dances -4,

arts and crafts -2, ecology, etc.) do you do?

(Write down)______________

General conclusion

As a result of the survey, we came to the following general conclusions:

Education: Pupils choose highly paid professions, and they want to have a general secondary education or a secondary vocational education. They believe that getting a good education depends on one's own diligence and abilities. Most would like to start their own business in the future.

Finances: Pupils would like to receive in the future from 2000 to 11500. They say that if they receive a lot in the future, they still want to work. The main sources are wages. At the moment they have pocket money. Money is spent on cosmetics, gifts for friends, food, sweets, drinks.

Important in my life: Most pupils do not define their life values. They have their own hobbies: sports, dancing, music, drawing, knitting, reading. In their free time, they watch TV, listen to music, chat with friends. Friends value kindness and understanding. In life, they strive to create a good family.

Life: They consider it important to have a music center, TV, video recorder. Clothes are usually bought at the market.

Family: Parents are considered close people, but their parents do not support them financially. Parents are grateful for life itself, for character traits. They want to have their own children, and from 1 to 4; They want to start a family between the ages of 20 and 26. In a spouse, such character traits as thriftiness, intelligence, caring, decency are distinguished.

I and the Society: Believe that children should have their own rights, Solve their problems related to the law on their own or turn to close friends for help. Acceptable in their lives consider the use of alcohol, not acceptable, consider the use of drugs, theft, begging, vagrancy.

Life Values: Values ​​such as good family and friendships with people and spiritual harmony and a calm conscience. In order to succeed in life, they believe that you need to have good abilities.

Me and the whole world: It's nice that everyone feels like a citizen of their country. Were in such cities as Vologda and Ukraine. They dream of going to Paris, Moscow, America, Anapa, Cherepovets.

The age of filling out the questionnaire is from 14 to 17 years

Pedagogical Council

Topic: Professional education: analysis of the situation and development prospects.

Questions of the teachers' council:

1. Implementation of the decisions of the teachers' council No. 3
2. professional definition graduates, conclusions and recommendations of the professional council of the orphanage
3. Presentation "The work of the labor team of the orphanage
4. Reports of educators on individual vocational determination of pupils of the orphanage
5. Analysis by teachers - curators of adaptation of graduates in educational institutions
6. Brainstorming to solve problems arising from the professional definition of children
7. Discussion of the practical session on the proposals:
   • landscaping program

Distribution of plots, work on landscaping and growing agricultural products, the activities of the labor team

Protocol #3

Meetings of the council for the prevention of delinquency and neglect among minors on February 3, 2009

Council members present:

Director Sviridova N.T., social teacher Mishurinskaya E.V., Educator Notareeva V.G., senior teacher Anfolova T.G., chairman of the children's self-government Katya Treskina, senior inspector of the PDN police major Volokitina N.A.

Invited: Kolesov Valentin, Kudryashov Valentin.

listened to questions	Speakers	The decision was made	Execution control
1) Kudryashov Valentin. As a result of academic performance for January, she received 10 deuces	Sviridova N.T. Volokitina N.A. Mishurinskaya E.V.	Controlling behavior and learning Fix in 10 days deuce Have a conversation Monitoring attendance at lessons Every three days a report from the director of the orphanage, in the office	Educators Kudryashov V. Treskina K. Educators - specialists Director
2) Kolesov Valentin. For three weeks of study I received 7 deuces, rudeness, rudeness, foul language	Sviridova N.T. Anfalova T.G. Notareva V.G.	1. Behavior and learning control Fix in 10 days deuce If necessary, check the VOPB	Director, Treskina E., Administration, Doctor

Members of the Council Sviridova N.T.

Volokitina N.A.

Mishurinskaya E.V.

Notareeva V.G.

Anfalova T.G.

Treskina E.

Application No. 4

Appendix No. 5

Appendix No. 6

Application No. 7

Consultation for teachers

"MAIN FORMS AND CAUSES OF DISORDERS OF BEHAVIOR IN CHILDREN'S HOME".

Current trends in juvenile delinquency.

The category of children with behavioral disorders most often includes children who are out of education. Unfortunately, as before, in many cases, educational institutions try to get rid of "difficult" children. The number of offenses committed by minors is not decreasing. Orphans deprived of parental care, who are most prone to vagrancy, are at risk of becoming victims of violence and crime or being involved in criminal activities, are also at risk.

In 2001, 410.1 thousand children and adolescents (including 54.1 thousand girls) were registered with the departments for juvenile affairs of the internal affairs bodies, of which 301.5 thousand were students, pupils of educational institutions, 80, 5 thousand are not working or studying anywhere, 88 thousand are children under 14 years old. The main share among the crimes of adolescents in 2000 was theft (61.3%), robbery (7.8%), hooliganism (5.9%), robbery (2.7%), car theft (2.7%), intentional destruction or damage to property (2%), extortion (1.9%), murder, intentional infliction of grievous bodily harm (1.1%), fraud (0.9%).

There is a high criminal activity of children under the age of 14. The criminal activity of girls does not decrease. It should be noted that there is an increase in the number of girls registered with juvenile departments.

Among children and adolescents with behavioral disorders, a significant number are pupils of state boarding schools. The number of unauthorized departures of children from orphanages and boarding schools is growing every year. The majority of pupils in special educational institutions of a closed type (approximately 70%) are minors aged 13-15, among them 18% are orphans and children left without parental care.

Behavioral disorders in orphans with mental disabilities are characterized by a large variety of their forms compared to healthy children. For example, when studying runaways and aggression as the most frequent manifestations of disturbed behavior in mentally retarded children, their significant variability, clinical heterogeneity, and dependence both on environmental factors and on the characteristics of mental activity were revealed.

Thus, in recent years, the number of minors has been increasing: students of general education schools, pupils of orphanages and boarding schools, shelters, detained by internal affairs bodies for hooliganism, theft, a tendency to substance abuse, drug addiction and committing serious crimes. administrative offenses. The reasons for the growth of juvenile delinquency are largely related to the trouble in the family, the weakening of the educational function of the school and the orphanage, and the insufficiently effective work to ensure the employment of adolescents.

It is known that "criminals are not born, they become criminals." The combination of unfavorable biological, psychological, psychological, family and other socio-psychological factors distorts the entire way of life of children and adolescents, leads to various forms of deviant behavior. For their prevention and identification of "risk groups" it is necessary to know the characteristics of behavioral disorders, as well as their causes.

Basic concepts and classification of deviant behavior.

Behavioral disorders are such conditions when the main problem is that the child's behavior is unacceptable from the point of view of society. The forms of such behavior are very diverse, but are always characterized by negative relationships with other children, which are expressed in fights, quarrels, aggressiveness, demonstrative disobedience, destructive behavior, deceit, constant absenteeism from school and, finally, it can be theft, escapes, vagrancy, arson, sabotage.

All these forms are by no means isolated from each other, and if at an early age the child was aggressive and cocky, then, as he gets older, he is more likely to become a bully, or even a criminal. The intelligence of most children with behavioral disorders is normal, but among those who have it reduced, there is a greater likelihood of aggressive, antisocial behavior and criminal inclinations.

The main sign of a deviant psycho social development personality of a minor are behavioral disorders. Classifications by A.G. Ambrumova and V.V. Kovalev is shared deviant (anti-disciplinary, asocial) and delinquent (criminal) behavior.

Deviant behavior.

Deviant behavior is a system of actions that are contrary to the norms accepted in society. This behavior can be due to both pedagogical neglect, bad manners, and mental anomalies: inadequacy of reactions, rigidity, inflexibility of behavior, a tendency to affective reactions. Deviance - a deviation from accepted norms - includes behavioral disorders - from early alcoholization to suicidal attempts.

Traditionally, the causes of deviant behavior are divided into two groups:

Causes associated with mental and psychophysical disorders;

Causes of a social and psychological nature;

Causes associated with age crises.

Causes associated with mental and psychophysical disorders.

From 5 to 15% of children suffer from serious mental disorders. If less severe disorders and episodic emotional disorders are added to this number, the size and essence of the problem becomes clear.

Deviant behavior can be promoted not by the mental anomalies themselves, but by the psychological characteristics of the individual, which are formed under their influence. Psychologists and psychiatrists have methods for accurately diagnosing the type and severity of the deviation. They, together with the teacher, can develop measures for pedagogical correction of behavior. It is not recommended for teachers to diagnose a teenager in any case. If the educator, due to operational necessity, has learned the diagnosis, he should take special care to maintain confidentiality in order not to aggravate an already difficult situation and not to lose the child's trust.

According to V.V. Kovalev, teenagers with residual effects of organic brain damage most often commit crimes (33.1% of the total number of crimes committed by children with mental disabilities), followed by character pathologies (4.4%) and neuroses (2.6%).

Causes of a social and psychological nature.

Among the causes of a psychological and social nature, the following are traditionally distinguished: 1) defects in legal and moral consciousness; 2) the content of the needs of the individual; 3) character traits; 4) features of the emotional-volitional sphere. As a rule, the difficulties in the behavior of a teenager are explained by a combination of the results of an incorrect development of the personality and the unfavorable situation in which he finds himself, as well as the shortcomings of education. AT adolescence among the most common causes of deviance, some scientists name the incompleteness of the process of personality formation, the negative influence of the family and the immediate environment, the adolescent's dependence on the requirements, norms and values ​​of the group to which he belongs. in addition, deviant behavior in adolescents is often a means of self-affirmation, a protest against reality or the demands of adults.

It should be noted that aggressive opposition to "adult" norms and values ​​and requirements on the part of adults, as well as following the norms and rules of the reference group, are the most common causes of short-term difficult behavior. They are also among the most easily overcome. Adults should only reconsider their attitude towards grown children, and the problem will be solved by itself.

One of the main causes of a psychological nature, many researchers call the low self-esteem of children, especially adolescents. Self-esteem, i.e. a person's assessment of his capabilities, qualities and place among other people is an important regulator of behavior. First of all, the relationship of a person with the people around him, his criticality, exactingness towards himself, attitude to successes and failures depend on self-esteem. Discrepancies between a person's claims and his capabilities lead to psychological breakdowns, increased conflict in a teenager, especially with adults, emotional breakdowns, etc. Adolescents, due to age characteristics, in some periods are characterized by an inadequate assessment of their capabilities and their own value as a person. In addition to behavioral and emotional breakdowns, this situation can lead to depression and, as a result, unwillingness to attend school, reduced academic performance, tobacco, alcohol, drug use, seeking support among “dubious” friends, and other behavioral deviations.

Among the causes of a social nature, one of the most common is the influence of the social environment in which the child lives and develops. Developing in a socially disadvantaged environment, a teenager learns its norms and values. Even if they contradict those accepted in society, they are the most correct for the child, since he does not have the experience of living in a different social environment.

A socially prosperous, but low level of material support environment can also become the reason. if a child brought up in such an environment does not have moral norms and values, skills of independent life planning, he can violate the norms of behavior accepted in society, first in the form of a protest against his living conditions, and then break the law in order to improve his standard of living (theft , fraud, etc.) The reason can be both socially and financially prosperous environment. With unformed moral standards, developmental disabilities, conflicts with adults, a child brought up in a prosperous atmosphere can embark on an “adventure” or find support in a dysfunctional environment and begin to follow its laws and norms.

There are 6 types of young offenders from the point of view of a psychotherapist:

1) He's just "fooling around". (Coming home late, cheating, school truancy, going to the cinema without a ticket. Such teenagers can constantly tease and offend brothers and sisters, flatten a tire in a neighbor’s car, put a “smoke vent” at a school disco, try drugs)

2) Enemy of parents. (The reason for bad behavior may be revenge on one or both parents. Over time, their hostility develops into a real war)

3) A spoiled child (He has no deviations in intellectual or emotional development. But in his behavior he has a clear deviation - contacts with offenders. As a rule, this indicates that the child grew up in a dysfunctional environment. And now he lives according to the norms of his vicious environment)

4) Organic (This is a child with a brain injury or mental retardation. This is a “disinhibited” child whose discipline violations are explained by a weakened intellect and a lack of ability to evaluate their actions).

5) Psychotics (these are mentally handicapped, sick children)

6) Bad seed (deviation manifests itself from the very early age, often during preschool years)

Causes associated with age crises.

The development of a child during school years is not always painless. At the age of 7 to 17, a growing person goes through several stages of age development, at each of which significant changes in the physical and psychological state occur, emotional and communicative perceptions change. Not all children at the same time have a good command of their thoughts, feelings, actions. Children and adolescents during the school period several times find themselves in crisis situations. It is well known that the crisis in the transition from primary school age to adolescence is associated with physiological changes in the body, relationships that develop with adults. Any crisis carries both a constructive and a destructive beginning. Negative development - only flip side positive processes occurring in critical periods. The destruction of former interests, negativism, opposition are just the ways in which the child creates a new morality and value system. The quality of the changes happening to the child will largely depend on how adults react to negative manifestations. it is impossible not to notice the most dangerous negative manifestations, since they can be fixed and develop, but it is also impossible to “go too far” in excessive severity and total control: this can also lead to the consolidation of negative manifestations and pathological changes in character.

Delinquent behavior.

Delinquent behavior - deviant behavior in its extreme manifestations, which is a criminally punishable action.

Currently, the problem of delinquent behavior is quite acute.

In the majority of juvenile delinquents (offenders) by the age of 13-14 years, we can talk about the initial stage of the formation of a socio-psychological personality deformation.

Its first component is pedagogical neglect with unformed cognitive motives, interests and school skills. It also includes a general unpreparedness for learning with a negative attitude to tasks, indifference to the evaluation of performance. At the same time, there are significant gaps in knowledge despite the formally preserved mental abilities, the correct practical, social and everyday orientation.

The third, frequently encountered component is a negatively oriented egocentric position with a demonstration of a disdainful attitude towards existing norms, the rights of another. Delinquent persons with socio-psychological personality deformation during examination more often show features of “negative leadership”, flaunt criminal behavior, justify the acts incriminated to them by external circumstances and situations, impose an asocial hierarchy of relations on peers or physically weaker people.

In the domestic sociological, psychological and socio-pedagogical literature, the problems of delinquent behavior are mainly associated with childhood and adolescence - with "difficult" children and adolescents, who represent a group of increased social risk.

Data on the state of juvenile delinquency in Russia is currently ambiguous. Juvenile delinquency over the past 10 years has increased by about 2 times, and the adolescent population has decreased by 15-20%.

The literature presents various classifications forms of delinquent behavior:

By the nature of the violated values ​​and norms:

Behavior associated with a person's failure to fulfill their basic social functions;

Behavior associated with the violation of moral standards;

Behavior related to violation of the law;

Crimes.

By main area of ​​life:

Social deviations in the field of life, education, work, leisure.

By subjects of deviation:

Adults, minors, officials, repeat offenders

By scale:

Violation of the norms adopted in the country, the norms and principles of international law.

The negative behavior of adolescents has common causes for all forms. First of all, this is a contradiction between relatively evenly distributed and growing needs and significantly different possibilities for satisfying them. The unsatisfied need for self-assertion leads relatively more often to violent crimes. By consuming alcohol and nicotine (smoking), teenagers demonstrate their "adulthood", belonging to the world of adults. Retreatist forms of delinquent behavior (drunkenness, drug addiction, suicide - as a "departure" from an alien, incomprehensible world) arise in the presence of two circumstances: a long-term failure to achieve goals shared by society by legal means and an inability to resort to illegal methods to achieve these goals. Most researchers consider the deviant behavior of minors as a violation of the socialization process, as a result of dysfunction of the main institutions of socialization: family, education, leisure.

It is possible to subdivide all dysfunctional families into specific types on the grounds that the parents:

Do not want to raise their children - 40%

They cannot, due to certain circumstances (due to employment, illness, temporary absence), sometimes beyond their own control, to ensure proper conditions for upbringing 12%

They do not know how to raise their children - 58%.

According to G.M. Minkovsky, in about 30% of cases, persons who became criminals were brought up in families where they faced constant negative example parents - systematic drunkenness, scandals, cruelty, depraved behavior, etc.

The process of demoralization observed in adolescents proceeds as follows:

The occurrence of learning difficulties

absenteeism

Conflicts with adults

Escapes from home, from boarding schools

Contacts with demoralized youth

Committing a crime to meet basic needs or at the instigation

Committing a crime that is not related to the satisfaction of basic needs.

Features of delinquent behavior of children from orphanages.

On the problem of pupils and graduates of boarding schools who have committed offenses, it is necessary to dwell specifically. They all need to be helped not to feel like outcasts.

Many of them begin to acquire criminal experience in early childhood. Abandoned by their parents or specially trained by them, they are often forced to support themselves through deceit and theft.

The overload of pupils with negative experiences, often, unfortunately, is not the subject of special correctional work in the boarding school. On the contrary, the objective conditions for the upbringing of social orphans in an orphanage contain additional prerequisites for the criminalization of the environment of pupils:

Lack of experience in emotionally close relationships with people leads to an inability to empathize, to put oneself in the place of another and treats another person as a value in itself. This also leads to the experience of one's own insignificance, uselessness, to the neglect of one's own destiny;

Upbringing in an artificial, isolated environment, where normal property relations, the spectrum of life's temptations and dangers are distorted, creates specific "boarding school" norms of life. This leads to confusion of the concepts "mine - someone else's", "took - stole", "protection - violence", "guilt - innocence";

Limitation of the pupil's own activity due to the regulation of life in a boarding school leads to a delay in the formation of his "I" as a subject of understanding his life experience, regulation of their needs, relationships and vital activity. Opposition to adverse circumstances, negative influences and temptations is impossible if the subject of social choice - the individual "I" of the pupil - is not developed.

It is typical for teenagers who live in orphanages to feel that fate has treated them unfairly, that they have not received much from life that they are entitled to.

According to law enforcement, adolescents who grew up without parental care commit the following crimes:

Robbery attacks

Theft of personal property

Rape of girls, most often in groups

Murders.

Behind these crimes is the meaning of taking away and appropriating something that belongs to another and the habit of solving problems only by force. in the conditions of educational institutions, orphans adapt much easier than teenagers who grew up in a family. They have a lot of experience in a closed, collective life. The potential for aggression, accumulated since childhood, allows them to secure protection and authority in this system in a more familiar and easier way than in the open, real world.

It is also significant that criminal behavior is the only field in which these people have been successful. Success is one of the most important incentives for activity. The conditions of confinement only aggravate the situation: the same limited environment, the same disciplinary and functional connections, the same forced living in a closed group, the same psychological experience of one's own insignificance. Therefore, relapses are natural.

After their release, orphans face a whole range of problems. They cannot get a job, they do not have a residence permit, housing, documents, specialty.

Elimination of the causes of moral deformation of the personality, deviations in the behavior of the child.

1) Work planning.

A thoughtful and coordinated plan of work with difficult students determines success in preventing delinquency and crime. There are two aspects:

Activities for all pupils

Individual work with each difficult child.

The plan for working with children at risk involves the distribution of responsibilities between teaching staff institutions and events with all participants in the educational process.

The planning of work includes an analysis of the social composition of pupils, characteristics for all children, meetings with school teachers, organizing leisure activities for pupils, communicating with KDN, OPPN and other services, organizing summer recreational work for children, monitoring lesson attendance, conducting preventive conversations, attending classes in order to monitor pupils, referral for a consultation with a psychologist or a medical professional. specialists, assistance in finding employment, conducting psychodiagnostics, assistance in choosing a further educational and life route, analysis conflict situations.

An individual work plan with each pupil is drawn up in such a way as to get an answer to three questions:

• What needs to be fixed
• How to fix it
• Who and what should be done

2) Involvement of pupils in different kinds positive activity.

It is necessary to create conditions in the orphanage that do not provoke deviant behavior, but expand the safe space for the child, where he feels good and interested.

The most effective circle work and organization of leisure time for pupils, the work of children's self-government, participation in a social project.

Crime prevention assumes that the orphanage becomes the place where the child finds the use of his abilities and initiative.

3) Changing the nature of personal relationships between teachers and pupils.

Rules for influencing the personality of a pupil in a conflict situation:

Two excited people unable to agree

Reaction delay (if the action does not pose a threat to others)

Translation of the reaction (to debunk the significance of the act and the personality of the offender himself. The hero remains with himself)

Rationalization of the situation (funny ceases to be dangerous, the offender is ridiculed, humor defuses the situation, the conflict is removed)

Paradoxical situation (use of insidious design to good use)

Here are a few things you can do to work with troubled teens:

• Reception "Ladder" - situations when the educator leads the teenager progressively upwards, climbing the steps of knowledge with him, gaining faith in himself and others (sometimes even in advance)
• "Psychological attack" - the essence is to shift the state of psychological stress, creating conditions for contact
• "Emotional blocking" - the essence is to block pain, resentment, disappointment, loss of faith in yourself. The main thing is to find the cause and rethink the failure
• Reception "I give a chance" - the essence is to give the opportunity to unexpectedly reveal oneself, one's abilities.
• The impulse to good deeds- “I can respect you for everything if you are able to overcome your weaknesses, do a good deed, avoid temptation, overcome your whims,” etc.
• Encouragement of good deeds and condemnation of actions by comparing good and evil, psychological justification of actions
• Advancing good deeds with trust: “If you justify my hopes, then you will do this ...”, “I believe in you: you will not be afraid in such a situation ...”. Such trust inspires self-confidence in pupils, conviction that they are right, gives rise to inspiration and determination.

4) Changing the conditions of education.

There is a real opportunity to help the child. Psychologists call this the "fourteen-step road."

Step 1. Remain calm and dignified.

Find the strength in yourself to deal with the situation. No need to panic. You are not entitled to this. Shouting, threatening you won't achieve anything.

Step 2. Understand the situation.

Even if you know for sure that a child has committed an offense, this does not mean that he is a hardened criminal. Do not rush to categorical conclusions. Try to decide whether you will be able to cope with the situation yourself or whether you need to seek help from specialists.

Step 3. Keep the child's trust in you.

Talk to your child as equals. Lack of communication leads to an increase in misunderstanding, alienates you from each other. Normal communication always includes the ability not only to listen, but also to hear. It will help you to better understand the child, to know his views and feelings. Adolescents have a strong desire to communicate, the desire to be heard.

Step 4 Find out as much as you can about what's going on with your child.

Having committed illegal actions, children tend to blame others for what happened, to cheat and dodge. Try to understand the situation as objectively as possible. Possessing necessary information, be careful.

Step 5. Change your relationship with your child

Step 6: Don't Be Manipulated

Step 7. Do not correct for the child's mistakes

Step 8 Talk less and do more.

Conversations that are moralizing in nature, contain threats, promises to "put" the child, "hand over" him to the hospital, quickly become habitual for him, develop indifference to his behavior. He simply does not listen to them or pretends to listen, in fact, he practically does not hear a single word of yours.

Step 9: Make an effort to reconnect with your child

Step 10. Give your child the opportunity to correct their behavior on their own.

Step 11. Don't let the process go by itself.

It is necessary to support the child's independent steps towards correction. Use every opportunity for moral support

Step 12: Rebuild trust in your child.

Step 13. Set reasonable boundaries for control.

Step 14. Help your child change his life for the better.

The program of education (re-education) may include several stages:

• Take your teenager's time with useful interesting things
• Help him with a heart-to-heart conversation, form an ideal, realize his shortcomings
• If necessary, apply the “explosion” method (A.S. Makarenko)
• Teaching teenagers to put themselves in the position of others
• Make sure there are no irreparable flaws.
• Help develop the habit and need for introspection, self-education, self-esteem.
• Awaken interest in social work, in gaining knowledge, expanding horizons, intellect. Stimulate positive outcomes by creating a situation of success.
• Learn to respect other people's opinions.
• To help change the attitude towards the orphanage, people, comrades

Preventive work with pupils is a complex, multifaceted and time-consuming process.

Positive results in the work will be achieved when pedagogical means, techniques, methods are skillfully used.

Constant benevolence, spiritual interest of the teacher, pedagogical tact, patience will help in working with "difficult" children.

Pedagogy has its own relationship between quantity and quality. A teenager will become an adult only tomorrow, and today he is a child who needs warmth, love, understanding, respect. All this must be given to every graduate. After all, an orphanage is not only a “place”, it is the time of our children's life, the time of their life journey.

Application No. 8

Circles held in the orphanage:

1. "Teenager and the Law"
2. "Crazy hands"
3. Choreographic circle "Magicians"
4. "Sewing"
5. "Cutting and sewing"
6. Theater group "Hope"
7. Mirror"
8. Sports and recreation
9. artistic design of wood "Magic birch bark"

Artistic and aesthetic education

Music school - 8 people

Petrovsky craft school - 3 people

Sports school - 2 people

Problems solved as a result of the employment of children:

• Improving children's health
• Organization of professional determination
• Strengthening the post-boarding adaptation of pupils
• Development of personal activity of teachers

Application No. 9

Analysis of the participation of the Municipal Educational Institution "Totem Orphanage" in educational activities

Diagram of employment of pupils of the Orphanage

Application No. 10

In the 2007-2008 academic year, pupils participated in 16 regional competitions:

1st place - 1 diploma

2nd place - 2 diplomas

3rd place - 3 diplomas

Diploma of the participant - 16 pcs.

In regional competitions:

1st place - 12 diplomas

2nd place - 5 diplomas

Application No. 11

Work plan of the Prevention Council of the MOU "Totemsky Orphanage" for the 2008-2009 academic year.

	Event	Dates	Responsible
	Meeting of the Prevention Council to prevent delinquency by pupils	1 time in 2 months	Administration of the orphanage
	Classes of the circle "teenager and the law" in order to improve the legal culture of pupils (middle and senior school age) Solgano planning a circle "teenager and the law"	2 times a month	Social teacher
	Conduct a survey with students Diagnosis of propensity to deviant behavior; Quiz "Through the Pages of the Constitution" The level of socialization of pupils " Monitoring "Narcotic situation in the country"		Social educator, educators gr,
	Organization of legal education among teachers and junior educators: consultation types of adolescents with deviant behavior " "Diagnosis of deviant behavior of adolescents" The role of positive emotions in education. Developing a sense of humor	September 2008 November 2008 February 2009	Social teacher
	Constantly analyze the causes of unauthorized departures of pupils from the orphanage. Conduct conversations aimed at preventing unauthorized departures	During a year	Administration of the orphanage, Totemsky District Department of Internal Affairs, Secretary of the KDN and ZP.
	Conduct a survey of the institution and the territories adjacent to it for anti-terrorist fortification and security. Draw up an inspection report	2 times per year	Totemsky District Department of Internal Affairs, administration of the orphanage
	Take measures to systematically exchange information about all offenses on the part of pupils of all schools in the city, public institutions areas	During a year	Totemsky District Department of Internal Affairs, administration of the orphanage, secretary of the KDN and ZP
	As necessary, within their competence, to assist police officers in collecting materials on teenagers. Those who have committed unlawful acts to a specialized educational institution of a closed type.	As needed	Totemsky District Department of Internal Affairs, administration of the orphanage, department of guardianship and guardianship, secretary of the KDN and ZP
	Regularly conduct initial introductory conversations with newly enrolled children.	During a year	Orphanage administration, social pedagogue, psychologist
	Invite pupils who violate discipline to the internal affairs bodies for individual conversations, call pupils to the KDN	During a year	Administration of the orphanage, Totemsky District Department of Internal Affairs, Secretary of the KDN and ZP
	When juvenile pupils commit administrative offenses, identify the causes and conditions for their commission	As needed	Department of Internal Affairs, administration of a state institution, social pedagogue, psychologist
	Involve employees of the PDN, the secretary of the commission on juvenile affairs, to participate in events held in the orphanage: classes in the “Teenager and the Law” circle, prof. games, "Passport Presentation Evening", etc.	During a year	Administration of the orphanage
	Conducting a week of interaction with the Totma District Department of Internal Affairs - meetings, excursions, joint competitions, competitions, competitions, departure to the shooting range		Administration of the orphanage, Head of the Totem District Department of Internal Affairs

diagnostic function. Based on the principle of targeting social work, the specialist determines the degree of need and sufficiency of social assistance for a particular client, identifies social and personal resources that can be used to improve his life situation.

In a holistic diagnostic procedure, two interrelated and interdependent blocks can be conditionally distinguished: diagnostics of the client's social environment and diagnostics of the client's personality. At the same time, the first block is aimed mainly at identifying social resources that optimize the situation, and destructive factors, “problem points” of the environment that cause the situation to worsen; the second block is aimed at identifying the client's personal resources.

The information obtained at the same time as a whole allows us to answer the question about the relationship between the activity of the client and the specialist in joint activities aimed at helping (self-help) in a difficult life situation. When organizing interaction with a client, the specialist seeks not to take on the solution of his problems, but to mobilize the client's personal resources, making the stimulation of the self-help process the main focus of work. However, for this it is necessary to answer the question: what are the real possibilities of the client? Unreasonably relying on the missing or insufficiently developed personal resources of the client, the specialist can provoke the development of a situation in which the client will not be able to overcome difficulties on his own, which will lead to uncertainty, anxiety, and even negative tendencies in the perception of working with a specialist.

predictive function implemented at the level practical work with the client (clients) and at the administrative and managerial level. In both cases, when implementing the prognostic function, the specialist uses the results of the social diagnostics performed. In the technological algorithm, these levels are connected in series. Based on the “social diagnosis” made, the specialist determines the potential for optimizing the available

situation, the degree of probability of a positive resolution of problems, as well as the qualitative level of the expected result.

The specialist participates in forecasting and programming the process of social development of a particular micro-society, which is the object of his professional activity. Forecasting activities at the administrative and managerial level can be aimed at developing the system of a particular institution social services population, as well as on the system of bodies and institutions of social protection of the city, district, subject of the Russian Federation. Based on the probing and information survey, information-targeted analysis of various documentation, social mapping and other methods of social diagnostics, shortcomings in the activities of various institutions involved in social work, alternative trajectories for improving their activities are determined, as well as the optimal ratio of possible costs and results in the context of each alternative.

Physical, mental, social, spiritual capabilities that help to overcome a difficult life situation and its consequences, to restore or form one's personal or social qualities that contribute to an increase in social status, are different for different people. If in one case Social worker expects a good result of working with the client, then in another - the effectiveness can be objectively reduced by insurmountable circumstances. As an example, consider social work with two categories of clients: the unemployed and people with disabilities. In the situation of a person who has lost his job, a significant resource of the individual has been lost - participation in production activities, which entails a number of problems of a different nature. However, the restoration of this resource makes it possible to eliminate almost all adverse consequences for humans. In this case, we can assume high performance.

In a situation of social assistance to a person with disabilities, the loss of such a resource as “health” is in many cases irreversible. Then we are talking about compensating for the lost resource, i.e., about the most complete replacement of it with another resource. It is important here to determine what ideal the result, i.e., achievable under the most favorable set of circumstances (in this case, “ideal” is determined not in relation to the results of working with other people, but in relation to the position in which the client is at the moment of predicting the development of his situation), and optimal result, which is understood as the most harmonious ratio of costs and achievements in solving social problems client. Based on re

Forecasting, the direction, stages and effectiveness of a possible intervention are determined.

organizational function. A social work specialist organizes activities to provide social assistance to a client or group of people. At the same time, in the process of organizing activities, a specialist can occupy a number of positions: an executor of clearly defined tasks (assignments), an organizer of a separate area of ​​activity, a coordinator of the efforts of various persons to organize specific activities.

The types of activities organized by social work professionals vary significantly depending on the specifics of the institution, the categories of services served and the basic needs of the client group. The specialist determines first of all its target component. It is important that the goals of the activity are adequate to the social issues that are relevant for a particular urban microdistrict, township, village or other type of settlement.

Having determined the goal of the activity (for example, organizing leisure activities for children from low-income families of the microdistrict), the specialist selects the optimal forms for achieving this goal (mass holiday, organizing the work of sports sections, hobby groups, etc.), the choice of goal and form of activity largely determines its content.

The organizational function allows you to change the life situation of a client (or a group of clients) at the activity level; in this case, feedback arises in relation to the implementation of diagnostic and prognostic functions. The activity is built on the basis of the “social diagnosis” and the forecast of the development of the situation.

In the process of activity, social changes occur, which are fixed with the help of the second round of social diagnostics, and the effectiveness of the activity and the adequacy of the forecast depend on the degree of changes and their compliance with the set goal. At the same time, the process develops in a spiral, i.e., on the basis of new diagnostic data, a new forecast is made and activities are organized to achieve socially significant goals.

intermediary function often referred to as the core function of the social worker. Society is a complex multi-component self-organizing system. Each member of the society is involved in many social ties, dependencies, which together make up the microsociety of the individual. The successful functioning of a person in a microsociety is due to a number of subjective and objective factors, the violation of any social connection entails tangible consequences for a person in the form of a variety of life problems.

So, for example, loss of health (disability) gives rise to many problems: socio-economic- deprivation of the usual level of security, imbalance in the sphere of consumption (most of the income is spent on maintaining the level of health, paid medical procedures, medicines, etc.), forced withdrawal from production area; socio-psychological - reduction of the social circle, a sense of one's own uselessness, a decrease in self-esteem, the formation of a negatively colored ^-concept, etc.; socio-pedagogical- Difficulties in raising children interpersonal conflicts family and other life circumstances.

To solve the difficulties and problems that have arisen, the help of specialists in various fields is necessary, however, the state of a person who is in a difficult life situation does not allow a person to make several “starting efforts”, i.e. look for the coordinates of a specialist, make an appointment, talk about your problems.

The social worker, as many authors define him as a “leader of social change”, connects the client with all the services he needs. To implement the intermediary function, the specialist accumulates information about the entire range of services provided in institutions, conditions, forms, methods of working with clients. The social worker communicates with the right specialist, can characterize the client's life situation (with his consent), i.e. Facilitates the process of providing professional assistance to representatives of other profiles and, consequently, the process of obtaining assistance by the client.

Innovative feature. A social work specialist in activities aimed at transforming society strives to use the most effective methods and technologies of work.

In order to improve the system of social support for the population, the activity of a specialist must be innovative, that is, it must include new methodological and technological components.

The innovative function of a specialist is realized in a creative approach to the accepted technologies of social work (constant analysis of their use, identification of strengths and weaknesses, introduction of new technological components), integration into the practice of social assistance of existing innovative experience (including the experience of institutions with the status of experimental sites). , experience of other regions Russian Federation, foreign countries, etc.).

Motivational function social worker is expressed in the creation of motivating conditions for the inclusion of the client in the activities

ability to overcome a difficult life situation, and not to solve his problem for him. The presence of one-sided activity in the system of interaction "specialist-client" is fraught, firstly, with the development of a dependent position of the client, the emergence of social expectations for meeting needs without one's own efforts, and, secondly, with low efficiency.

A difficult life situation that has arisen in a person can be overcome only as a result of his own efforts, a social work specialist in this case supports, directs, corrects the actions of the individual, ensures the availability of the necessary information, removes or reduces the opposition of various social barriers, but does not “solve the problem for client."

Among the main obstacles that impede the adoption and implementation of an active activity position regarding the existing problem, one can name: the client's lack of confidence in his abilities, fear of failure; lack or lack of information that ensures the effectiveness of activities; lack of social skills and implementation skills needed to solve the behavioral trajectory problem.

To overcome the difficulties identified by the client, the specialist uses the following methods and techniques of work:

Consulting aimed at increasing the self-esteem of the client;

inclusion of the client in activities that contribute to the achievement of a positive result (creating a situation of success);

social learning of the client, including informative and behavioral blocks, etc.

Protective function a social work specialist is implemented in cases where a difficult life situation is caused by unauthorized actions of third parties that violate the rights and freedoms of the client. A specialist can act as an initiator of legal proceedings on the established fact of violation of the rights and freedoms of a client, a witness at a court session, and, if necessary, as a public defender.

preventive function. The current social situation in the Russian Federation is characterized by the intensive dynamics of the development of social pathologies: the spread of drug addiction, alcoholism, and prostitution among minors. Social pathologies tend to advance from larger settlements into small ones.

Analysis of the situation in major cities makes it possible to predict the development of unfavorable social phenomena in other types of settlements.

Elimination of the negative consequences of the formation of stereotypes of deviant behavior requires large financial costs. In addition, the effectiveness of such activities in the presence of persistent behavioral deviations does not always correlate with indicators of resource costs. Therefore, the implementation of the preventive function is one of the main areas of social work.

Questions for self-control

1. Knowledge from what scientific fields should a social work specialist have?

2. What are the relationships and interdependencies in the hierarchy of professional values ​​of social work?

3. What is the sequence of implementation of professional functions by a social work specialist in a specific situation of practical activity?

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Fundamentals of social work: Textbook for universities / P. D. Pavlenok, A. A. Akimova, V. P. Alferov and others - M., 2001.

Social work: textbook. allowance. - Rostov n / a, 2003.

Social work: Introduction to professional activity / Ed. ed. A. A. Kozlov. - M., 2004.

Nikitina V. B., Vasilenko T.D. Psychodiagnostics in the system of social work: Proc. allowance for students. higher textbook establishments. - M., 2004.

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Theory and practice of social work / E.N. Baryabina, M.E. Elyutina, S.A. Konstantinov et al.; Under total ed. V. Y. Yarskoy. - Saratov, 1995.

Theory of social work: Proc. for universities / G. Yu. Burlakova, S. I. Grigoriev, L.G. Guslyakova and others; Ed. E. I. Kholostova. - M., 1998.

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Yarskaya-Smirnova E. R. Professional ethics of social work. - Ramenskoye (Moscow region), 1999.

CLIENT AS AN OBJECT OF PROFESSIONAL INTERACTION OF A SOCIAL WORKER

§ 1. Personal problem, its origins, subjective nature

Problems arising in the process of life of an individual, group, community, can be interpreted as difficulties - a discrepancy between the desired and the possible. For example, an unprepared person experiences difficulty when he is faced with the task of jumping over some obstacle, i.e. difficulty appears as an objective phenomenon.

The law "On the Fundamentals of Social Services for the Population" interprets a difficult life situation more broadly: not only as an objective violation of life, but also as a threat of its occurrence. In other words, the subjective component is considered, which can be called a difficulty: a special mental state that prevents the normal (calm) life of an individual, group or community. Moreover, the presence of difficulty (objective circumstances) does not always lead to difficulty (the corresponding subjective reflection), and the difficulty is not always caused by the actual presence of the difficulty. In the first case, objectively experiencing difficulty, the individual (group, etc.) does not perceive it as something insurmountable, and in the second case, subjective fear has no real grounds.

So, the object of social work may experience objective difficulties or subjective difficulties, however, both (or) both lead to disruption of life. It is also very important what underlies both the difficulty and the difficulty. Both of these phenomena are related by the lack (deficit) of the means of regulating the objective or subjective side of the life situation.

According to Russian legislation a person in a difficult life situation may receive social assistance in case of applying to the social service. After that, the specialists of the social institution are obliged to check the compliance of the parameters of the life situation of the applicant with the normatively prescribed requirements for the recipient of social assistance. The results of studying the personal circumstances of the individual provide a basis for the realization of the right to assistance. However, the implementation of assistance is directly dependent on the direct agreement between the needy and the social service represented by its head. Thus, a person can become a client of a social service institution - a party to a contract

with this institution, if the nature of the life problem is adequate to one or another type provided for by Russian legislation.

Consider an example. The first step in the social protection of disabled people is related to the recognition of a person as disabled (obtaining a special legal status). This procedure - determination in the prescribed manner of the needs of the person being examined (including rehabilitation based on the assessment of disability caused by a persistent disorder of body functions) - is called medical and social expertise.

After a person is recognized as disabled, access to the use of public resources is opened for him. Attracting external resources allows for various types of rehabilitation: restorative therapy, reconstructive surgery, prosthetics and orthotics (medical); vocational guidance, vocational education, vocational adaptation and employment (professional); social and environmental orientation and social adaptation (social). The result of rehabilitation should be the replacement (compensation) of life restrictions and the creation of equal opportunities for the disabled to participate in the life of society with other citizens.

A client of a social service becomes a person who has a problem at the level of social, mental and psycho-mental connections. These levels are determined on the basis of the traditional identification of three areas of personality: activity (real social interaction), cognitive (mental) emotional (sensual). Level problem social connections - this is a mismatch of human interaction with other people, with groups, social institutions. The social connections of an individual in such spheres of life as family, production, leisure, etc., determine the degree of his adaptation in given sociocultural circumstances.

Level problem mental connections with society and the group represents a gap in the processes of perception, processing and storage in memory and transmission of information about the world around. In this case, there is a breakdown in the semantic communication of the individual with the group and society. A similar situation can arise with the destruction of the so-called mental framework. Mental connections with oneself include self-identification (who am I?), a system of perceived values ​​and beliefs (why am I doing this?), an understanding of one’s own purpose (why am I?), behavioral programs (how do I do it?), a description system own experience(How do I feel?).

The mental level of interaction is determined by the level of development of the individual's intellectual abilities and the acquired social experience. Therefore, the prerequisites

veins of problems at the mental level are mental disorders of a different nature, mental retardation. An important component of the well-being of interaction at this level is common sense , which should be understood as the ability to comprehend what is happening, to reason, to explain to oneself and others certain events and actions. In this vein, it is also significant ability to reflect. The concept of "reflection" means the reflection by the subject of his own and others' internal states, the reasons for his own and others' actions.

In adolescence, the lack of these resources determines significant cognitive difficulties in solving life problems. The resolution of problems at the level of mental connections is due to self-determination - a conscious choice of the most appropriate behavior. At the same time, for elderly citizens, such difficulties are caused by insufficient awareness, unpreparedness to solve mental problems in new social conditions.

Psychomental connections- the emotional side of relationships that exist in society, a group, their subjective significance for a person, as well as his attitude towards himself. The latter is expressed in the state of such an internal resource as life position and self-attitude. The problems that arise at the level of the psycho-mental connections of the individual with himself are due to the emotional rejection of the “image I". These circumstances are generated by the discrepancy between the subjective perception of social and individual norms. The most striking example is the psycho-mental problems of representatives of sexual minorities.

The disorder of the emotional side of the relationship of an individual with a group occurs when a particular group does not satisfy the needs of the subject in psychological comfort, acceptance. So, socio-psychological contradictions in the family lead to a negative microclimate, a violation of the sense of security among spouses, parents and children.

§ 2. Types of personality problems

The federal law "On the Fundamentals of Social Services for the Population in the Russian Federation" names the following types of difficult life situations: disability, inability to self-service due to old age, illness, orphanhood, neglect, low income, unemployment, lack of a fixed place of residence, conflicts and abuse in family, loneliness. Therefore, to consider various types of personal problems, we turn to the typology of difficult life situations.

Disability. The Latin word "invalid" (invalid) means "unfit" and serves to characterize persons who, due to illness, injury, mutilation, are limited in the manifestation of vital activity. Initially, when characterizing disability, the emphasis was on the relationship “personality-ability to work”. Since disability is an obstacle to a full-fledged professional activity and deprives a person of the opportunity to independently provide for his existence, first of all, attention was paid to the medical aspects of disability and the problems of material assistance to the disabled, appropriate institutions were created to compensate for the lack of material means of subsistence for the disabled. At the beginning of the XX century. ideas about disability were humanized, this problem began to be considered in the coordinate system “personality-ability for full-fledged life”, ideas were put forward about the need for such assistance, which would give the disabled person the opportunity to build their own life.

The modern interpretation of disability is associated with a persistent health disorder caused by diseases, the consequences of injuries or defects, leading to a limitation of life and causing the need for social protection and assistance. The main sign of disability is considered to be a lack of physical resource, which is externally expressed in the limitation of life activity (complete or partial loss of the ability or ability to carry out self-service, move independently, navigate, communicate, control one's behavior, study and engage in labor activity).

Restrictions of a disabled person in employment lead simultaneously to a low property status and excessive temporary potential. The social status of disabled people is quite low and is expressed in social discrimination against this group of the population. The state of other resources depends on the period of life during which the disability occurred. Disability of children as a problem is associated with the danger of insufficient development of abilities, limited development of individual social experience, the formation of such negative traits as infantilism and dependency (characterizing life position and self-attitude).

Inability to self-service due to advanced age, illness. The content of a difficult life situation is contained in its name, but the problem is limited to two groups of causes (old age and illness), such causes as infancy and disability fell out. The inability to self-service fixes attention on the insufficient state of the physical resource, perhaps this is the most extreme quality. Here it must be borne in mind that the inability to self-service in

The relationship with the disease may be temporary, while at the same time it seems possible to differentiate the levels of disability (restriction of movement, restriction of movement, restriction of existence).

Orphanhood. This type of difficult life situations can be considered in the system "child - parents' fulfillment of their functions". According to the law, orphans are people under the age of 18 whose both or only parent have died, and children left without parental care are people under the age of 18 who are left without the care of a single or both parents 1 . The main functions of parents are maintenance (food, care, clothing, etc.), education (family education, organization of education), psychological support, representation of interests, supervision. The natural-social institution of parenthood actually plays the role of a temporary intermediary between society and the child. The loss of such a social intermediary by a child creates serious difficulties in meeting the entire gamut of human needs and social needs.

Neglect is caused by the parents' failure to fulfill their functions of supervision and upbringing of the child and differs from orphanhood by the nominal presence of parents. A private and most socially dangerous case of neglect is the complete rupture of the child and the family (lack of permanent place residence, limited contacts with parents or persons replacing them). The personal aspect of the problem of homelessness consists in the absence of normal human conditions of life and upbringing, lack of control over behavior and pastime, leading to social decapitation. Homelessness is caused by the child leaving the family due to parental abuse or conflict. Characteristic features of the life situation of homeless children: constant stay outside the parental apartment or social institution (sleeping at train stations, landfills, in thermal communications), existence by collecting bottles and non-ferrous metals, theft, begging, prostitution.

Neglect creates social problems both in the present (neglected children become participants and victims of illegal actions) and in the future (the formation of an asocial personality type, the rooting of negative life skills).

low income as a personal problem is the insufficiency of a material resource as a means of happiness

1 Federal Law "On additional guarantees for the social protection of orphans and children left without parental care".

satisfaction of vital and social needs. The life situation of low-income citizens of working age is also characterized by low social status, the formation of an inferiority complex, the growth of social apathy, for children brought up in low-income families, there is a danger of lowering social standards, the development of aggressiveness both in relation to the state, society, and to individual layers, groups of the population, individuals. For elderly citizens experiencing material difficulties, this provision causes disappointment in relation to the state they served, paid taxes, defended in wartime.

When the state solves the problems of the low-income, observance of the principle of social justice comes to the fore. Due to the fact that human needs are determined by the specific socio-cultural situation of a person or family, the state is forced to develop minimum standards of security. For this, a method is used to determine a set of goods and services that guarantees a minimum standard of living and ensures the satisfaction of both physiological and some social needs. The main tool for determining the monetary income necessary for a minimum adequate standard of living is usually the consumer budget of the corresponding standard of living, which contains quantitative sets of goods and services and is valued at retail prices.

Unemployment is a problem of able-bodied citizens who do not have a job and earnings (income), ready to start work. Unemployment is a special case of unemployment, when a person, for one reason or another, does not participate in production activities, but an unemployed individual may not be ready to work.

The social side of the problem of unemployment is expressed in the interest of any state in the maximum involvement of the population in the production of material and spiritual goods (these people are taxpayers and feed dependent categories - children and the elderly). In addition, the unemployed represent an unstable, potentially criminogenic social group (the unemployed have a higher risk of antisocial behavior). And finally, the unemployed are the segments of the population that need protection and assistance (in the form of additional payments, compensations, etc.). Therefore, it is cheaper for the state to overcome unemployment than to support the unemployed.

The personal component of the problem of unemployment is associated with the loss of the source material resources, loss of position in society, structured personal time, degradation

spheres of abilities and experience of professional activity, gradual destruction of positive self-identification.

A. V. Panchenko identifies three types of behavior of the unemployed:

1)activity and awareness - during the observed period, the unemployed actively seeks work, is aware of the problems he faces, and to overcome them, changes the content of his activity;

2)activity and unconsciousness - during the observed period, the unemployed actively seeks work, however, the form and direction of the job search remain unchanged, even if they are no longer adequate to the prevailing conditions;

3)passivity - during the observed period, the unemployed person does not make active efforts to find a job, although he feels the need for employment (for example, an unemployed person after a series of failed attempts stops looking for work, because “there is no work in the city”, “get a job Good work possible only by acquaintance, ”etc.).

Lack of a fixed place of residence- a specific personal problem associated not only and not so much with the insufficiency of the economic resource, but with the violation of the human "microworld" - the system of existence built into society. Individuals with problems of this kind, and received the name "homeless" (without a fixed place of residence), they are forced to wander, to vagrancy. The very word "tramp" is explained in dictionaries as "an impoverished, homeless person wandering without certain occupations."

There are main causes of vagrancy: family, housing, moral problems and mental illness of a person. Proceeding from this, among persons without a definite place of residence, three groups can be conventionally distinguished. The first is persons of incapacitated age who have embarked on the path of vagrancy under the influence of life and family circumstances (impossibility of living in a family, illness, loneliness, senile dementia). The second - individuals who have lost their homes due to their stay in places of deprivation of liberty or with fraud in the exchange or sale of housing, who have lost their documents and do not have the opportunity to get out of the created life situation. The third is people, as a rule, of working age, who fundamentally do not want to work, who are prone to alcoholism, who have sold their housing or lost it for other reasons.

Conflicts and abuse in the family. Conflicts in the family are a clash of spouses, children and parents, caused by intractable contradictions associated with confrontation and acute emotional experiences. The conflict leads to a breakdown in the functioning of the family, a disruption in the process of realizing the needs of its members.

Ill-treatment, according to international standards, includes all forms of physical or mental violence, beating or insulting, inattentive, negligent or cruel treatment, exploitation, including sexual assault. The following forms of violent actions are distinguished in the literature: physical violence; mental (emotional) violence; sexual (sexual) violence, neglect of vital needs.

Under physical violence the following actions are understood: murders, beatings, mutilations, killing of a baby, coercion to refuse food, coercion to refuse medical care, coercion in the reproductive sphere. sexual abuse includes: rape, incest, various kinds of sexual harassment; under mental abuse are understood as: restriction in behavior, threats, forced marriage. Neglect of the needs of life implies a situation where parents or persons replacing them do not provide the child with food, shelter, clothing, hygiene conditions that meet his needs.

Physically or psychologically weak members of the family, as a rule, women, children, and the elderly become the object of domestic violence. There are three types of family cruelty: 1) on the part of parents towards children; 2) on the part of one spouse in relation to the other; 3) on the part of children and grandchildren in relation to elderly relatives.

Course work :

subject : "social work".

topic : “technology of social work as a skill

social work specialist.

4th year students

correspondence department

Faculty of Social Work.

________________________________

checked: __________________________________

Moscow 2005

Page
1. Introduction	3-6
2 . Features of training social work specialists	6-16
	6-12
	12-14
	14-16
3 .	17-
3.1. The activities of a social work specialist	17-20
3.2. Social work technologies	20-27
4 . Social work specialist in the system of social functions	27-40
	27-35
4.2. The value of social work for society	35-40
5. Conclusion	40-42
6. Literature	43-45
7. Applications	46-49

1. Introduction

In 1991, by the decision of the board of the State Committee of Education dated July 13, 1990, No. 14/4, the institution of “social work specialist, social work specialist” was officially introduced into the list of positions. Since September 1990, for example, the professional training of social pedagogues has already begun, the content, forms and methods of work of social pedagogues have been determined, and professional requirements for them have been substantiated.

And this is no coincidence. Being cut off from previously existing children's and teenage organizations that do not have the opportunity to join associations that are interesting for them at centers of creativity, many children turned out to be socially unprotected, cut off from positive communication.

With regard to the social rehabilitation of the disabled and the elderly, the opportunity to stay in habitual home conditions as long as possible has been presented since the appearance of the position of a social worker in the system of social protection institutions. It was these real people who began to provide social services to disabled citizens, which they constantly needed. At the first stages of the development of social assistance to disabled citizens, the emphasis was placed on home care. Taking into account this circumstance, a qualification characteristic of a social worker was developed, and his job responsibilities were determined. At the same time, elderly and disabled people who live in boarding schools also need real social assistance. Until recently, the organization of medical and social assistance in these institutions was entrusted mainly to medical workers, who, to the detriment of the organization of medical care, perform functions unusual for them in the social, social, psychological, and social and environmental adaptation of people in boarding schools. In connection with these circumstances, it became necessary to outline the terms of reference of social workers in boarding schools and, on the basis of this, show the expediency of introducing this category of workers in stationary institutions of the Ministry of Social Protection of Russia. At this stage in the development of social assistance to disabled citizens living outside stationary institutions, the activities of social workers are reduced to the provision of social services. Meanwhile, their functions are much wider. As the institution of social workers with special education is created, disabled citizens will receive more qualified and diverse social assistance and support.

The same topical problem of social protection is the problem of unemployment in general and youth unemployment in particular.

Problems of drug addiction, alcoholism and prostitution are partly derivatives of unemployment. Lack of future prospects at a young age is especially dangerous. It is from this layer that the ranks of criminals, drug addicts, members of extremist political movements are replenished.

Also the youth cannot avoid negative impact vices and costs in the course of reforming the system of state power, which gave rise to skepticism, mistrust, and the loss of ideals. The essence of the transformation of the state should be to connect the needs and interests of young people with the needs and interests of society, to include it in the transformation process. Thus, the problem of youth employment is an urgent social problem, therefore, it requires special attention, both from the state authorities and from society as a whole.

A separate block of social problems that require close attention of social workers and state structures, there are also issues of working with the family - especially with single-parent, large and dysfunctional families.

It was clear that the growing socio-political processes, after the collapse of the Union, equated to a humanitarian catastrophe, would exacerbate the issues of educational work with the population of “risk groups” that were already poorly resolved in practice.

The relevance of this work is that the institution of "social work specialists" is currently undergoing its formation in the field of professional activity and there is a need to improve and intensify the activities of specialists in this profession to solve the problem of human interaction with society.

The subject of the work is the activity of the institute "social teacher".

The object of the work is the field of training and the specifics of the work of a social worker.

The paper discusses, in particular, some aspects of obtaining an education in the specialty "social work", advanced training, skill levels, the scope of activities upon graduation and the regulatory framework. Also, special attention is paid to the social role of the profession in question and its mission in society.

The purpose of the work is to analyze the place of social workers and the significance of their skill level in the light of solving the difficult social problems of modern Russia and its realities.

1. Consider possible options obtaining education in the specialty "social work";

2. To reveal the principles of organizing the professional growth of a social work specialist;

3. Consider possible options for the activities of a social worker;

4. Analyze the legal apparatus of a social work specialist.

When writing the work, theoretical, analyzing, generalizing research methods were used.

2. Features of training specialists

social work

2.1. Features of training social work specialists

The problem of preparing students for practical social work is due to the current situation in the development of society, which is characterized by the renewal of all social institutions and systems.

As you know, in the 90s in Russia the profession of "social work" was officially registered in state documents in several modifications: social worker, social teacher, social work specialist. Currently created scientific schools, special research is being carried out in the field of social pedagogy, various models and technologies for preparing social educators for professional activities.

The Russian Academy of Education, pedagogical universities of the country (Moscow, St. Petersburg, Stavropol, Ural, Novosibirsk, Omsk, Barnaul and others) are developing a system for training social workers.

Professional training of specialists is carried out in institutions of three types, providing education at different levels:

Institutions of primary vocational education (lyceum, school and others);

Secondary vocational education (school, college and others);

Higher professional education (institutes, universities and others).

In practice, everything is not so simple.

At present, the state educational standard of higher professional education has been adopted, curricula have been developed, learning programs individual courses. However, the difficulty lies in the insufficient volume of literature on this profession and in specially trained teaching staff.

As the results of surveys conducted at the Barnaul Pedagogical University show, the forms practical connection with institutions of a socio-pedagogical orientation, teachers named: joint research activities in social protection institutions, in centers for helping families and children, in centers for children's creativity, in schools as scientific supervisors, consultants within the framework of experimental sites; work in social and pedagogical institutions as employees on a part-time basis, organization and conduct of social and pedagogical practice, seminars, psychological and pedagogical workshops, personal contacts, etc.

As for the use of the most appropriate teaching technologies, from the point of view of students, group forms of education (90%) come first, followed by frontal and individual work (72%).

The questionnaire for students and trainees of social work specialist courses contained the question: "In what field of activity would you like and are ready to work?". The answers were identical: work "with children of deviant behavior", work as a "rehabilitation specialist, social work psychologist, valeologist, organizer of cultural and leisure activities." They are ready to work "in a neighborhood, at a school, an orphanage, a commission on juvenile affairs."

To the question, "What learning problems do you have?" students, noted the "lack of literature", "weak material base", "a large amount of material studied."

Among the problems in own work teachers named: "insufficient development of the conceptual and terminological apparatus", "lack of literature", "shift of emphasis in course preparation on social problems", "lack of clear self-organization in some teachers"; in the preparation of students in general: "weak material base", "lack of special literature", "low motivation for learning among students", "a certain bias in the field of psychology", which reduces the share of socio-pedagogical disciplines.

The professional knowledge of a social work specialist includes, first of all, the need to know the law and the basics of social and pedagogical activity.

This professional knowledge is taught in the study of the following disciplines:

- "Pedagogy";

- "Fundamentals of teaching skills";

- "Introduction to the specialty";

- "Fundamentals of social psychology";

- "Social Pedagogy";

- "Methodology and technology of work of a social work specialist";

- "Theory of social work";

- "Technology of social work";

- “Experience of activities territorial bodies and centers of social protection of the population.

However, after graduating from a higher professional institution, according to most authors, a specialist in this profession should have the following personal characteristics:

Attention, the desire to understand the position of others;

Friendliness, sociability;

Ability to become a leader;

Politeness, courtesy;

Management of common sense, following the prescriptions;

cheerfulness;

Tolerance, perseverance;

Great sense of responsibility;

Ability to perform work full of variety;

Enthusiasm in labor activity, altruism;

Ability to interact with specialists;

Carefulness of actions;

Accuracy and consistency in work;

Ability to plan your future;

Ability for oral expressions;

Good memory;

Ability to teach others;

The ability to care for others;

Implementation of new ideas, independence of judgments.

Among the factors and conditions that are important for a graduate of an educational institution with a degree in social pedagogy, which subsequently affect a professional career, the most common are the following:

Among the negative sides:

Insufficiency of the departmental regulatory and instructive-methodological base due to the novelty of the profession;

The lack of development of professional tools in the specialty, which leads to the need for its independent development by a specialist;

The factor of "professional loneliness", which means a lack of understanding of the specifics and significance of a position in an institution in the common situation of having one specialist rate in the staff list (or even several, but clearly below the needs);

There are also positive aspects of this work:

Variety of possible places of work;

Realization of positive personality traits, organizational skills;

Possibility of communicative communication;

Development of creative abilities.

When training personnel in the specialty “social pedagogy”, it is necessary to: develop professional personality traits corresponding to the specialty, conduct a more general overview of the professional activities of a social work specialist, specify training and specialize in a certain type of activity of a social work specialist, and also, when recruiting groups, introduce testing, with the purpose of taking into account the personal qualities of the future "social work specialist".

So the above shows that:

1. There is a need to train social work specialists, both on the basis of secondary specialized educational institutions and higher ones;

2. An important role in the training of personnel is the selection of teaching subjects;

3. An important role is played by the training of the teaching staff, there is a need for special training of the teachers themselves, as well as strengthening the material and technical base of educational institutions;

4. Accounting for the personal qualities of the applicant through testing.

2.2. Peculiarities of personnel training on the profile of social work technology

It is not surprising that after the official introduction of the specialty of a social worker, teachers became the first social workers, they also make up the majority of students of all forms of course retraining for obtaining a certificate in the specialties "social work", "social pedagogy".

Many students of the faculty of advanced training and professional retraining of educators already work as social workers or have practical experience in social and pedagogical activities with children and adults, therefore, not only "Pedagogical technology" was recognized as important - 84.6%, but also so relevant in modern conditions for social work subjects such as "Valeology", "Conflictology", "Psychology of Management" - 63.8%, etc. They believe that each subject has its own semantic load and is necessary.

Practically working specialists of social work consider the following subjects to be the most relevant for studying: "General, age-related, social, practical psychology" - 84.6%; "Social Pedagogy", "Valeology" - 65.8%; "Sociology" - 37.6%; "Conflictology", "Victimology", "Psychotherapy" - 28.2%; "Culturology" - 18.8%. Relevant for them are subjects that reveal innovative methods in working with children, adults, families at the place of residence, work with different categories of children, families of "risk groups".

Social workers believe that advanced training courses (56.4%), as well as seminars on psychology, valueology, medical, social and pedagogical problems (75.2%) are appropriate for working social teachers.

In their activities, practically working social workers face a number of problems: "poor material and technical equipment of the place of work", "lack of specialized literature". Some respondents noted the low cultural, psychological and pedagogical level of their parents; aggressiveness, passivity of children, conflict between children and parents, child abuse, alcoholism of parents, inability of adolescents to build positive relationships with parents, teachers, peers; underdevelopment of social forms of involving parents in the process of education. The "lack of coordination tools" noted by social workers requires attention.

The students of the faculty gave preference, first of all, to group activities (72%) and individual work(63%). Working social workers in social and pedagogical activities mainly use individual (84%) and group (75.2%) technologies, correctional (65.8%) and counseling (32.6%), as well as psychological and pedagogical trainings, technologies of collective creative activity, game - and puppet therapy.

At the same time, the development of individual professional excellence, the accumulation of experience, which should become the property of the entire professional community. That is why various kinds of professional gatherings for the exchange of experience of social educators within the framework of a single departmental system become especially relevant.

But here you should not go far in the introduction of new technologies and radically change anything. Traditional methods of upbringing and educational work are relevant: persuasion, clarification, advice, reliance on positive example, the use of public opinion and progressive traditions of the institution, society, ethnic group, pedagogical stimulation of the activity of the individual to solve emerging problems, the use of such powerful tools as work, sports, play, charity, psychological and pedagogical education and counseling, a pedagogical council for a comprehensive diagnosis of problems child, as well as methods and functions of organizational and pedagogical activity.

2.3. Professional retraining and professional development of a social work specialist

All this should be taken into account during courses aimed at improving one's experience, but a social worker, like a teacher, not only takes advanced training courses and problematic courses, but also passes certification.

Based on the regulation of the Ministry of Education of the Russian Federation No. 1908 of June 26, 2000 "On the certification of pedagogical and executive employees of state and municipal educational institutions", a social teacher, for example, is certified according to all indicators, including the social situation in the society in which he works, which creates additional difficulties in obtaining ETS categories, respectively, affecting wages, which are not high anyway.

There is a provision regulating the certification of employees of educational institutions, naturally and social teachers working at school, but what about the certification of a social work specialist for the so-called highest qualification category working, for example, in a social rehabilitation center. At the moment, there are no criteria for the performance of a social work specialist working in social protection institutions, and the heads of social institutions are forced to apply for external expertise for certification of their employees to the Institute for the Development of Education and Retraining of Personnel.

Describing the opportunities for professional retraining and professional growth of a social work specialist, one cannot help but point out that the ETS categories and qualification categories of a specialist are established depending on the educational level and work experience. Official salaries social work specialist are established at the rate of 36 hours pedagogical work in Week. Pedagogical experience is counted regardless of education and place of work. The mode of work of a social work specialist is established in agreement with the head of the institution and can be variable, flexible, and convenient for his clients.

To date, the vacation of a social work specialist is 42 calendar days, and for those working in the regions of the Far North and equivalent areas, according to the new Labor Code, additional leave 14 business days.

Despite the fact that the salary of a social worker is quite low, there is an opportunity to improve qualifications on an application basis, one year after taking office.

When certifying social workers of social protection and other institutions, there should be a special approach, and even more so independent of the society in which he works.

From the foregoing, we can conclude that mainly former teachers work in the position of social work specialist. This is the reason for the need to take retraining courses, and not advanced training courses, where acquaintance with new socio-pedagogical technologies, with psychological knowledge, will find a worthy place. innovative methods in work with children, where a lot of attention will be paid to practical exercises. Courses should help in gaining experience and improving professional skills.

3. The activities of a social work specialist

3.1. The activities of a social work specialist

The professions "social worker", "social teacher" and "specialist in social work" were officially registered in Russian state documents in March-April 1991 and were created to solve social problems of a person and society, including:

Social and psychological conflicts, crisis, stressful situations;

Emotional and psychological problems;

Need and poverty;

Alcoholism and drug addiction;

Violence and discrimination;

National Issues and Migration;

Crime and offense;

Unemployment and professional adaptation;

housing problem;

guardianship, guardianship, adoption;

Parental cruelty and others.

Social pedagogy, or the pedagogy of relations in society, is considered as the basic integrative basis in the system of social assistance services to the population, which makes it possible to diagnose, identify and pedagogically expediently influence relations in society, develop all kinds of initiatives, form the value orientations of the individual in relation to himself, to the environment. nature, social environment.

One of the most important backbone elements of social pedagogy as a science is the regularities that are manifested in its subject space. The patterns of social pedagogy are a form of concentration of knowledge of the subject and occupy central location in the structure of science. They express strong, repetitive, objectively determined connections between the essences of phenomena and processes in social work.

Currently, the profession of a social worker and its skills are in great demand. We need, in fact, a specialist with a wide profile, who owns the basics of legal, medical, psychological knowledge. Such a specialist is a social worker, whose main labor operations include:

Collection and analysis of personal information;

Diagnostics of the microenvironment;

Forecast of further development and socialization of the individual;

Prevention and social therapy of negative environmental phenomena;

Organizational and communicative pedagogization of the environment;

Protective and legal protection;

Educational and educational tasks;

Compilation and maintenance of documentation;

Working with the teaching staff.

The social pedagogue is engaged in planned, consultative and management activities using special professional methods.

Now it has become real, but arose new problem- the threat of discrediting the profession.

Heads of institutions, when determining the scope of duties of a social worker, proceed from the needs of their institution. But, as often happens, they try to cover the entire subject field of the profession. Therefore, the practice of "patching holes" has become widespread. The task of a social work specialist is not this, it sounds like this:

“Timely identify emerging problems in the immediate environment; understand and eliminate the causes that give rise to them; to ensure the prevention of various negative phenomena that can be revealed in the microenvironment. At the same time, the social worker should not wait to be contacted for help. In an ethically acceptable form, he himself "gets in touch" with a person and his family.

The problematic field of social work is huge and includes all the variety of life situations and collisions of people of different ages and social status. The problematic field of a social worker of a particular institution is formed on the basis of a real social order, the specifics of the institution's contingent, its departmental subordination, type and kind, as well as the specialist's professional background.

Each institution needs a special approach, for example, in a rural secondary school there are 8 children per 100 students who have behavior called maladaptive, in a social rehabilitation center this figure is much higher, it is 24 out of 100 (according to the results of the survey (see Appendix No. 7), here the specifics of the work of a social worker in various institutions is manifested.

In his practice, a social work specialist performs various social roles. First of all, he is an intermediary in the context: "man - family - society", a link between the citizen and the state-social strata called upon to take care of the citizen.

Simultaneously worker social sphere- defender of human interests, defender of his rights and the rights of every family.

Also, a social worker should be a participant in joint activities, a leading organizer of these activities. He is a kind of spiritual mentor who, as it were, leads a person and his family, provides psychological support for a long time, takes care of the formation of social values ​​in society.

At the same time, he is a social therapist, preventing and resolving conflict situations of his wards.

3.2. Social work technologies

Performing various social roles, a social work specialist implements the following functions:

Educational and upbringing - a specialist provides a targeted pedagogical influence on the behavior and activities of children and adults, promotes the educational and upbringing work of all social institutions in the area of ​​​​his professional influence: families, educational institutions, labor collectives, funds mass media, religious organizations and public associations;

Diagnostic - a specialist puts a "social diagnosis", studies the psychological and age characteristics, abilities of a person, delves into the world of his interests, social circle, his living conditions, identifies positive or negative influences, problems;

Organizational - the specialist organizes this or that socially valuable activity of children and adults, helps in employment, vocational guidance and adoption, coordinates the activities of teenage and youth associations, influences the client's interaction with medical, educational, cultural, sports, legal institutions, society and charitable organizations ensures the implementation of plans, projects and programs;

Prognostic - the specialist participates in the development of plans, programs and forecasts for the social development of the microdistrict and a particular microsociety, the activities of various institutions, develops a socio-pedagogical program for the development of the personality of a particular child, schemes and algorithms for solving specific socio-pedagogical problems;

· Preventive and socio-therapeutic - the specialist participates and puts into action socio-legal, legal and psychological mechanisms for preventing and overcoming negative influences, organizes social and therapeutic assistance to those in need, ensures the protection of human rights in society, provides assistance to adolescents and young people in the period of social and professional self-determination;

Organizational and communicative - the specialist contributes to the inclusion of voluntary assistants, the population in social work, in joint work and leisure, business and personal contacts, concentrates information and establishes interaction between various social institutions in their work with the client;

· Security and protection - the specialist uses the entire arsenal of legal norms to protect the interests of clients, promotes the use of measures of social coercion and legal liability in relation to persons who allow direct or indirect illegal influences on the client;

· Intermediary - a specialist carries out communications between the family, educational institutions, the immediate environment, official authorities in the interests of the child.

As employees of relevant services, social workers should feel first of all leaders of socially vulnerable groups of the population.

In order to professionally realize a vocation, it is necessary to know how people develop, interact, change, take into account the specifics of responding to difficulties, problems, social conditions of life of individuals, and also be able to subtly combine the methods of persuasion and coercion with stimulating people's own activity, with the disclosure of opportunities their internal potential and compensatory possibilities.

The concept of social service has been formed, which includes the most general provisions, on the basis of which numerous options and models are created that differ in the ways and means of implementation in specific national-regional and local conditions. The main, basic position of the general model of social service is the construction of its structures and the application of technologies based on the territorial principle, as close as possible to the family, the sphere of relationships and communication of people of different ages, professions, generations, adults and children.

With the introduction of the institute of social teachers in the country, the process of creating a medical-psychological-pedagogical family service, equipped with a staff of "family-type" social teachers, is developing.

Social educator, for example, - key person in the microdistrict, designed to unite the efforts of families, schools, the public to provide assistance and protection to their clients - children, adolescents, families.

“A social pedagogue, ideally, should be introduced at the rate of one per 25-30 families, working with all families, regardless of the number and age of children, categories of families, the presence of problems and other characteristics.” The types and areas of activity of social services for working with families, their approaches, combinations, staffing and material support are specific to each microdistrict and have departmental features.

Thus, the field of activity of a social worker is multifaceted, multifunctional and in demand by society.

The search for ways to solve problems that arise within and outside the educational process led to the need to introduce new positions to solve the problems of education, development and socialization of the individual. Such professions as a teacher-psychologist, a teacher of additional education, a freed class teacher, and a social teacher appeared in the school. Each of them has its own qualification characteristic, its own role, its own place in the educational process.

A social worker is not uncommon in schools these days. He is in demand by life, as many problems arise in the system "child - family - society" in a school or other educational institution. For example, the only parent of a second-grade student has died, many students need reduced travel tickets, there are many children from refugee and migrant families, from "needy" families at the school, drug dealers have "looked after" the school, antisocial behavior groups have formed among students, and much more. That is why, for example, in most strong schools own socio-psychological-pedagogical services are being created, which are designed to solve the problems of ensuring the normal life of such a complex system as a school.

The following areas of socio-pedagogical work in an educational institution can be distinguished:

· Assistance to the family in solving problems related to education, upbringing, looking after the child;

Helping the child to eliminate the causes, the negative impact on his performance and visit the institution;

· Involvement of children, parents, the public in the organization and conduct of social and educational events, actions;

· Recognition, diagnosis and resolution of conflicts, problems, difficult life situations affecting the interests of the child, in the early stages of development in order to prevent serious consequences;

· Individual and group counseling for children, parents, teachers, administration on issues of resolving problem situations, conflicts, stress relief, raising children in the family, etc.;

· Identification of requests, needs of children and development of measures to help specific students with the involvement of specialists from relevant institutions and organizations;

· Assistance to teachers in resolving conflicts with children, in identifying problems in educational work and determining measures to overcome them;

· Design, development of plans and programs in various areas of activity of an educational institution;

· Promotion and explanation of the rights of children, parents, teachers;

· Solving practical issues of providing educational work outside the schedule of training sessions.

All activities of a social worker should contribute to the creation of an environment of psychological comfort and personal security of the ward, ensuring the protection of the life and health of a citizen, establishing humane, morally healthy relations in the social environment.

The professional success of a social worker is determined by the effectiveness of his work and its public recognition. To be successful, a social worker must have the following qualities:

Cheerful character;

Ability to help

Friendliness;

Politeness;

Justice;

and in that order.

But not only the success of the activity of a social work specialist depends on this, it also depends on working conditions, the following are important here:

1. The presence of official duties, drawn up taking into account the specifics of the institution;

2. Clear and concise information about official duties social work specialist - (must be with all members of the teaching staff, and not only with the administration and the social work specialist himself);

3. Schedule of work, taking into account the time spent on communication in the external rehabilitation space;

4. Own office;

5. Funds for methodological literature;

6. Opportunity for professional growth;

From all of the above, it follows that:

1. the activities of a social worker are diverse and multi-channel;

2. The areas of activity of a social worker can be varied, from a broad focus: "child - family - society", to highly specialized ones: an organizer of work with difficult children; specialist in the organization of cultural leisure for children and adults in the microdistrict; a specialist working in the field of protection of the rights of the child; etc .

3. The social worker must perform the following functions:

diagnostic;

organizational;

prognostic;

preventive and socio-therapeutic; organizational and communicative;

· protective and protective; intermediary.

4 . Social work specialist in the system of social functions

4.1.Specialist of social work in the system of legal relations

Currently, Russia is a state that is trying to create a regulatory framework in almost all sectors, including social ones.

A social work specialist, like all citizens of Russia, must have knowledge of the regulatory framework, since ignorance of the law does not exempt from responsibility, but for successful work it should focus on the following legal acts;

1) international documents (conventions, acts and agreements);

2) Russian documents of federal significance;

3) documents of a constituent entity of the Russian Federation that are significant for a specialist and the scope of his professional activity;

4) documents municipalities;

5) internal documents.

Among the international documents that act as regulating and recommending:

UN Convention on the Rights of the Child, ratified on June 13, 1990. It outlines the main and most important aspects of the development of legislation and other legal acts aimed at protecting and fully developing the child. For a social work specialist, these areas should be the main and most important, since he directly works with children whom he must protect.

Among the Russian documents of federal significance: the Constitution.

Article 38 of the Constitution declares: "Motherhood and childhood, the family are under the protection of the state."

The Civil Code of the Russian Federation does not focus on certain activities of a social worker, but it says a lot about how this or that type of activity should take place, for example, the establishment of emancipation.

The most important in the work of a social work specialist are section IV “Rights and obligations of parents and children”, chapter 11 “Rights of minor children” of the Family Code of the Russian Federation.

For the work of a social work specialist with children of delinquent behavior, and even more so with children of criminal behavior, it is necessary to know the basic norms of the Criminal Code of the Russian Federation in order to prevent and in some cases protect minors from accidental misconduct and offenses. The main section containing the norms related to minors is section V "Criminal liability of minors".

Particularly important in the Labor Code of the Russian Federation for a social worker is Chapter XII “Youth Labor”, but not only, other articles of the code also contain restrictions on the use of child labor, as well as basic guarantees for underage workers.

Knowledge of the Law of the Russian Federation "On Education" of 1993 is of no small importance. A social worker of social services needs to know the basics of social services for the population, that is, the Federal Law "On the Basics of Social Services for the Population in the Russian Federation" of 1995. The above law states: “Social service is the activity of social services for social support provision of social, social, medical, psychological, pedagogical, social and legal services and material assistance, social adaptation and rehabilitation of citizens in difficult life situations”, only all this needs to be refracted to children and youth, since a social worker sphere deals directly with these segments of the population.

In accordance with this, the 1998 law “On Basic Guarantees of the Rights of the Child in the Russian Federation” becomes important for him. It talks about the state recognition of childhood milestone human life, and proclaims the principles of priority in preparing children for a full life in society, developing socially significant and creative activity in them, educating them in high moral qualities, patriotism and citizenship. This Federal Law regulates relations arising in connection with the implementation of the basic guarantees, rights and legitimate interests of the child in the Russian Federation, which is the subject of the activity of a social work specialist.

A social educator, for example, has to work with all children, including children who are left without parental care. In order to work more productively in this direction, knowledge of the law “On additional guarantees for the social protection of orphans and children left without parental care” of 1996 is necessary. It defines the general principles, content and measures of state support for orphans and children left without parental care, as well as persons from among them under the age of 23 years.

In some cases, family-type orphanages are opened, in a home environment, for the successful socialization of the child, in this regard, the social teacher must know the Decree of the Government of Russia “On the family-type orphanage” dated March 19, 2001, which spells out the conditions and mechanism for transferring a child to a family for the upbringing of a minor.

Faced with the problems of children, the question involuntarily arises about the prevention of neglect, and in this the social pedagogue will be helped by the law regulating these legal norms, which is called “On the Fundamentals of the System for the Prevention of Neglect and Juvenile Delinquency” of 1999.

The main tasks and principles of activity in the system of prevention of neglect and juvenile delinquency are:

1. Tasks - prevention of neglect, homelessness, offenses and antisocial actions of minors, identification and elimination of the causes and conditions that contribute to this;

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

social and pedagogical rehabilitation of minors who are in a socially dangerous situation;

identification and suppression of cases of involvement of minors in the commission of crimes and antisocial actions.

2. Principles - legality, democracy, humane treatment of minors, family support and interaction with it, an individual approach to the correction of minors while respecting the confidentiality of the information received, state support for the activities of bodies local government and public associations for the prevention of neglect and delinquency of minors, ensuring the responsibility of officials and citizens for violating the rights and legitimate interests of minors.

In the activities of a social work specialist, it is necessary to know and be able to practically everything related to children, but the family is also important, since the child lives directly in it, therefore, this also means for a social work specialist important element his activities. Today, the Russian Federation has laws that are aimed at supporting the family and the family budget. One of them is the 1995 Law on State Benefits for Citizens with Children. This law establishes single system state benefits to citizens with children in connection with their birth and upbringing, which provides state-guaranteed material support for motherhood, fatherhood and childhood.

True, this law does not apply to everyone, and rightly so, today the principle of targeting is in effect.

Law "On charitable activities and charitable organizations” of 1995 proclaims the purpose of charitable activity:

promoting the prestige and role of the family in society;

promoting the protection of motherhood, childhood and fatherhood;

promotion of activities in the field of education, science, culture, art, enlightenment, spiritual development of the individual;

promotion of activities in the field of prevention and protection of the health of citizens, as well as propaganda healthy lifestyle life, improving the moral and psychological state of citizens;

promotion of activities in the field physical education and mass sports

some of them are directly related to the activities of a social work specialist.

Youth and children's movements interact with charitable organizations, in which a social pedagogue can work. For the successful work of these organizations, our state provides support, which is spelled out in the law "On State Support for Youth and Children's Public Associations" of 1995.

Important documents also become orders, instructions and decisions of the heads of municipalities, and the “education departments” and “Social Affairs Departments” subordinate to them, depending on where, in which industry the social work specialist works.

So, a social worker needs knowledge of regulatory documents to provide specific assistance in each specific case.

The problem of determining the legal framework for the activity of a social work specialist is associated with the problem of determining the priority of an institution whose interests are protected by a social worker. From the point of view of the system of professional values, a social work specialist should represent the interests of the client first of all, then of society as a whole, and only then of the state and his institution. Such a system of priorities is not always easy to follow, it has to be defended, sometimes even coming into conflict with management or colleagues. However, if there is an awareness of the legality, humanity and moral correctness of one's professional activity, there are always convincing arguments in defense of one's client, one's business and one's profession.

The documents of the institution represent a certain system that reflects certain aspects of its work or all work as a whole. What is recorded, first of all, in the Charter of the institution, in orders, where the administrative activities of the head are consistently documented, in the protocols - the work of the pedagogical council, in journals - the progress of students, etc.

Documentation systems are called office work, which includes the creation of documents, work with them, storage.

The office work of a social work specialist consists of:

1) regulatory legal acts regulating the activities of the institution and the specialist;

2) annual, monthly, weekly work plans of the institution and specialist;

3) inspection reports;

4) personal current records;

5) correspondence with institutions and organizations involved in solving problems;

6) reports;

7) analytical references and reports on the results of socio-pedagogical diagnostics and other studies;

8) medical, psychological and pedagogical characteristics of individual students with whom specially planned individual work is carried out;

9) minutes of various meetings, conferences, meetings, teachers' councils and the like on issues within the competence of a social work specialist (in copies).

It is clear that all this, except for plans and reports - working documentation specialist and is not subject to official control if these documents are not included in the mandatory list of documents of the institution.

As already mentioned above, a social worker must represent the interests of his client and for this he works with specialists from various social services, departments and officials various kinds of controls.

4.2. The value of social work for society

Since April 1991, a new profession has appeared in Russia - a social worker, whose activities are addressed to the entire life support system of a person, the life situation of people, its integrity, and not only in acute distress situations as a manifestation of care, mercy, empathy.

At the same time, the institutionalization of social work took place in our country, when a profession similar to the foreign profession "social worker", called "social work specialist" was included in State Register. From that moment on, the development of a system for providing various types of social assistance, the provision of social services to the population began to be purposeful, and the state's obligations in this area were later popularly approved and officially enshrined in the 1993 Constitution: the Russian Federation was defined as a social state. This trend was further developed in the adoption of a number of federal laws and many other legislative and administrative acts.

Thus, we can assume that in today's Russia a space has been formed that is quite isolated from other segments, in which the normative-legal, but also real, materially and organizationally formalized space of social work is carried out - a system of institutions for social work of the population.

The people who work in these institutions endure many hardships on their shoulders. today, smoothing out difficulties for those who are defenseless, helpless, who lack their own strength and means to cope with the worldly, psychological, social problems that have piled on them. The activities carried out by social workers do not yet always correspond to the previously received education and their previous professional experience. With an acute shortage of specific professional knowledge, skills and abilities, a lot comes from the heart, from understanding the need and a great desire to help. The work is based on the principles of selflessness, full dedication, sacrifice. This brings results, the positive value of which and for individuals, and for the families who received assistance, and in general for the Russian state, it is difficult to overestimate.

The elderly belong to the category of the so-called low-mobility population and are the least protected, socially vulnerable part of society. This is due, first of all, to defects in their physical condition caused by diseases, as well as to the existing complex of concomitant somatic pathology and reduced motor activity, which are characteristic of most older people. In addition, to a large extent, the social insecurity of this group of the population is associated with the presence of a psychological factor that forms their relationship to society and makes it difficult to adequately contact with it. Psychological problems arise when habitual communication is broken due to retirement, when loneliness sets in as a result of the loss of a spouse, when characterological exacerbations are exacerbated as a result of the development of a sclerotic process characteristic of older people. All this leads to the emergence of emotional-volitional disorders, the development of depression, behavioral changes.

It follows from the foregoing that a significant part of this group of the population needs various forms of service and social assistance, which are carried out in practice by social workers. And from the one who and how will perform this work. The solution to the problems of the elderly will depend.

Working with the client is central to the practice of social work. People who do not know apply to social services for help. How to solve and do not know how to solve their problems and difficulties.

Before turning to the social service for help, the client tries to solve the difficulties and problems that have arisen. However, having repeatedly failed, wasting physical and spiritual energy, realizing that he cannot solve problems on his own, he turns to a social worker.

A social worker who is proficient in the theory of social work will contribute to the resolution of these problems if he chooses dialogue as a means of ascending to the human in man. And the ways of realizing human potential, which are owned by professionals, are nothing more than ways of learning to start dialogical communication with the world, with other people, with oneself, as with another. This communication and interaction will be humanistic if it opens the possibility for a person to realize such forms of being as coexistence, cooperation, empathy, sympathy, conformity and thus help the manifestation of spirituality in relations between people.

It is important to note that the social worker usually develops feelings of deep sympathy and sadness towards a client who is suffering or unhappy. This compassion is accompanied by a strong desire to relieve the pain or eliminate its cause. But even if you really want to ease the pain of another person, this cannot be done without his counter initiative or at least reciprocal activity. But you can and should be able to create conditions under which the client would agree to change his position and his feelings.

The social worker is even more compassionate to clients if he does not know how to solve their problems. But ignorance cannot justify a passive attitude. Just like his clients, he must look for ways to solve existing problems.

The social worker as a person with high level professionalism and sincere generosity, should try to create conditions under which the client will change his point of view.

And since the latter is dealing with a client who is in an altered state of mind, experiencing aggression or depression, etc. The client can behave differently: be quiet, shy or aggressive, emotional; closed, tense or talkative, overly sociable; kind, defenseless, sensitive to problems of justice or selfish, closed on the problem of their own well-being and overcoming precisely their own difficulties.

A social worker in his practical actions must find effective forms of communication with each of the clients, that is, establish and maintain contact with him. Conflicts that have arisen in the course of work must be resolved with the help of specific technologies for the prevention and regulation of conflict situations. One of them necessary conditions effective work with a client is to establish with him a relationship of trust, mutual understanding, knowledge of his interests and needs.

5. Conclusion

In Russia, the institution of "specialists in social work" has developed and is functioning. Since 1991, professional training in the specialty "social work" has begun.

In this regard, an attempt was made to analyze some aspects of the training of a social worker, the specifics of his activities and skills.

From all of the above in the text of the work, in accordance with the tasks set, the following conclusions can be drawn:

There is an urgent need to train social work specialists both on the basis of secondary specialized educational institutions and higher ones;

The selection of teaching subjects plays an important role in personnel training;

An important role is played by the training of the teaching staff, there is a need for special training of the teachers themselves, as well as strengthening the material and technical base of educational institutions;

Taking into account the personal qualities of applicants through testing;

The activities of a social work specialist are diverse and multi-channel;

The areas of activity of a social work specialist can be varied, from a broad focus to highly specialized ones.

The social educator should perform the following functions:

organizational and communicative;

diagnostic;

organizational;

prognostic;

preventive and socio-therapeutic;

organizational and communicative;

· protective and protective;

intermediary.

A social worker, solving the problems of children and adolescents, needs knowledge of regulatory documents to provide specific assistance in each specific case.

To implement the functions of the activities of a social work specialist in the Russian Federation, a fairly extensive regulatory and legal framework has been developed;

However, the analysis of legislative acts allows us to conclude that each law chooses its own age limit, which leads to disagreements and discrepancies;

The social worker acts on the basis of all regulatory legal acts relating to the social and pedagogical activities of our state, republic and, of course, the adopted international Convention on the Rights of the Child;

The main documents of a social work specialist are the charter of the institution in which he works, and job description which he signed;

A social worker in an educational institution reports directly to the director or head of the structural unit;

The results of the activities of a social work specialist should be documented and included in the institution’s office work nomenclature, which will avoid the loss of documents and ensure continuity in the work of a social work specialist.

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7. APPS

Application No. 1

Tariff-qualification

characterization of social

teacher

Job responsibilities.

Carries out a set of measures for the upbringing, education, development and social protection of the individual in institutions and at the place of residence of students (pupils, children). It studies the psychological, medical and pedagogical characteristics of the personality of students (pupils, children) and its microenvironment, living conditions. Identifies the interests and needs, difficulties and problems, conflict situations, deviations in the behavior of students (pupils, children) and timely provide them with social assistance and support. Acts as an intermediary between the personality of students (pupils, children) and the institution, family, environment, specialists from various social services, departments and administrative bodies. Determines the tasks, forms, methods of socio-pedagogical work, ways to solve personal and social problems, takes measures for social protection and social assistance, the realization of the rights and freedoms of the personality of students (pupils, children). Organizes various types of socially valuable activities of students (pupils, children) and adults, events aimed at developing social initiatives, implementing social projects and programs, participates in their development and approval. Contributes to the establishment of humane, morally healthy relations in the social environment. It contributes to the creation of an environment of psychological comfort and personal safety of students (pupils, children), ensures the protection of their life and health. Carries out work on employment, patronage, provision of housing, benefits, pensions, registration of savings deposits, use of securities of students (pupils, children) from among orphans and left without parental care. Interacts with teachers, parents (persons replacing them), specialists of social services, family and youth employment services, charitable organizations and others in assisting students (pupils, children) in need of guardianship and guardianship, with limited

physical abilities, deviant behavior, as well as those caught in extreme situations.

Must know :

the Constitution of the Russian Federation; laws of the Russian Federation, decisions of the Government of the Russian Federation and federal educational authorities on education issues; the Convention on the Rights of the Child; fundamentals of social policy, law and state building, labor and family legislation; general and social pedagogy; pedagogical, social, developmental and child psychology; basics of valeology and social hygiene; socio-pedagogical and diagnostic methods; rules and regulations of labor protection, safety and fire protection.

Requirements for qualification in the ranks of the payment.

7 category - secondary vocational education without presenting requirements for work experience;

8 category - higher professional education without presenting requirements for work experience or secondary vocational education and teaching experience from 2 to 5 years;

9th category - higher professional education and teaching experience from 2 to 5 years or secondary vocational education and teaching experience from 5 to 10 years;

10 category - higher professional education and teaching experience from 5 to 10 years or secondary vocational education and more than 10 years of teaching experience;

11 category - higher professional education and teaching experience from 10 to 20 years; 12 category - 11 qualification category or higher professional education and more than 20 years of teaching experience;

Application №2

Questionnaire form

held in Serkovskaya

high school

Dear friend!

Please answer this questionnaire to help me further work. Thank you!

1. Do you often have difficult, conflict situations / answer separately for each line /

2. Who do you turn to for help or advice when you find yourself in a difficult situation? /answer for each column/

3. What qualities should a social educator have? Add yours.

Education of schoolchildren. M., 2000. No. 9. S. 13-15.

Guslova M.N. Organization of social work with the elderly. M., Creative Lyceum, 2004. 80 p.

The specific nature of professional activity requires a social worker to be familiar with a wide range of issues, starting with the organization of the social security system in general and relevant legislation, elements of sociology and economics, and ending with specific ones, i.e. involving knowledge of applied psychology, methods of working with "clients". Despite the diversity of areas of specialization (different categories of clients, different styles of work, different theoretical approaches), in all areas of social work, common features have been identified that allow us to consider this type of activity as a single profession.

Qualified assistance to people in solving their life problems determines the following professional features of social work.

1. The profession of a social worker is closely related to related professions. From traditional fields of activity related to the analysis and solution of human problems (psychology, sociology, pedagogy, jurisprudence, etc.), social work differs primarily in its integral character. The social worker acts to some extent as a psychologist, and as a sociologist, and as a teacher, and as a lawyer. Psychological methods it is used, say, in diagnosing a client's personality problems or neutralizing his resistance to proposed social therapy procedures. He resorts to sociological methods when compiling a social history of a family or studying a community. Pedagogical methods are used by him when influencing the attitudes and behavior of the client. He also acts as a lawyer, advising his client on legal issues.

Social work is also close to medicine, and not only because it widely uses medical terminology (treatment, therapy, prevention, clinic, pathology, etc.). The terminology in this case expresses some commonality in approaches to a person. Moreover, there are such areas of medicine that can rightfully be attributed to social work: social rehabilitation of patients, medical and social assistance, social hygiene, patronage. As for the term “patronage”, in some countries (Great Britain, Sweden) it just denotes social work in general.

2. A social worker is, in a sense, a generalist, but his universalism has fairly clear subject boundaries, set by the content of the client's life problems and possible ways to solve them. He does not replace the psychologist, sociologist or teacher, just as they, even taken together, cannot replace or replace the social worker. In this regard, let us point out one more fundamental feature of social work as a profession - its border character. The semantic and instrumental content of social work combines the border elements of related professions, the mode of mutual exchange of information, tools, technologies. The methodology of psychosocial work, for example, borrowed certain elements of classical psychotherapy.

3. It is important to understand the following difference between a social worker and a teacher, psychologist, and sociologist. If a psychologist deals with the human psyche, a sociologist deals with his social relations, a physician deals with the state of his physical and mental health, a lawyer - by his legal behavior, i.e. each of them comes to a person from some one, moreover, "his" side, then a social worker perceives the client as a holistic individual, in the unity of his various sides . The value orientation of the actions of a psychologist or sociologist lies in the transition from professional values ​​to a person as a value, in the action of a social worker, on the contrary: from a person as the highest value to professional values.

4. Based on the foregoing, social work is characterized by targeting real people with their vital concerns and difficulties, for related professions - on the tasks performed by them social functions, realized mental qualities, observed or violated norms.

5. An important feature of social work as a profession, which is not found in any of the related fields of activity, is its intermediary character. Social work is unthinkable without an element of mediation, and this element is not peripheral, but central. The intermediary nature of social work is a consequence of its integrality and borderline nature, focus on the whole person and focus on the life problems of real people. The need for mediation between a person and various kinds of social institutions arises when the former cannot independently realize their rights and opportunities. With his participation, the social worker strengthens the will of the applicant and encourages the counter will of the authority to enter into the position of a particular person. In its most general form, the social worker acts as an intermediary between the client and society. It contributes, on the one hand, to the effective adaptation of the client in this society, on the other hand, to the process of humanizing this society, overcoming its alienation from the concerns of real people.

A more meaningful consideration of mediation can reveal several directions for its implementation: between the client and various social institutions; between the client and other specialists (psychologist, teacher, medical worker, lawyer); between other specialists involved in solving the client's life problems; between different clients.

Effective implementation of intermediary functions is possible if certain conditions are met: the social worker's understanding of the client's problems, his ability to "total getting used" to the client, the meaning of his problems; the ability of a social worker to adequately express and present (represent) the client's life problems; the intermediary's knowledge of the social resources available to various institutions and organizations; the social worker's knowledge of the instrumental capabilities of related professions, whose representatives are involved in solving the client's problems; the presence of a common “language” that ensures mutual understanding of different specialists and their effective cooperation, the readiness of a social worker to become, if necessary, a “translator”; delegation by the client to the social worker of representative powers; delegation of appropriate powers to a social worker by state institutions and organizations; recognition of the social worker's right to partial representation of related professions; the trust of the parties to the mediator, which is achieved thanks to his professionalism and is supported by impeccable work.

Thus, as a professional activity, general social work covers the following broad areas:

1) social therapy at the individual personal and family levels for the purpose of social adaptation and rehabilitation of the individual and the resolution of conflict situations in the context of his environment;

2) social work with a group, and groups can be classified: by age (children, youth or groups of elderly citizens), by gender, by interests or similar problems (confessional, associations of single parents, single mothers, single fathers, groups of former alcoholics or drug addicts, antisocial youth groups, etc.);

3) social work in the community, at the place of residence. It is focused on expanding the network of social services, strengthening community ties, creating a favorable socio-psychological climate in places where people live compactly, as well as organizing various kinds of local initiatives, self-help groups, etc.

2.1 MAIN ACTIVITIES OF THE SOCIAL WORK OFFICER IN THE ITU CHU

The introduction of the post of social work specialist in the ITU bureau is in line with modern requirements which are presented to institutions of medical and social expertise.

Applications to job responsibilities of a social work specialist in the ITU business structure include the following:

Participation in the assessment of the severity of the disease;

Assessment of rehabilitation potential and rehabilitation prognosis;

Assessment of social status;

Determination of social protection measures, including rehabilitation, if necessary - correction of measures;

Identification of persons in need of social and medical assistance;

Identification of the causes of medical and social problems that have arisen in people with disabilities undergoing examination;

Assistance in solving these problems;

Promoting the integration of the activities of various state and public organizations and institutions to provide the necessary socio-economic assistance to the disabled;

Assistance in the placement of disabled people in medical and preventive and educational institutions;

Promoting the wider use by each disabled person of their own opportunities for social self-defense of people in need;

A social work specialist must know the resolutions, orders, orders of higher authorities, regulatory and other guidance materials on the social protection of the population, know psychology, sociology, the basics of general and family pedagogy, forms and methods of educational work and education, the rights of the disabled, norms of housing legislation, organization of health education, advanced domestic and overseas experience social work.

In the aspect of the issue under consideration, they acquire the meanings and skills that a social work specialist should master.

He must be able to:

Listen to the patient with understanding;

Identify information and collect facts necessary to analyze and assess the situation;

Mediate and settle relations between conflicting individuals, groups;

Interpret social needs and report them to the relevant services, authorities;

To intensify the efforts of the wards to solve their own problems.

A social work specialist in the structure of the general technology of expert rehabilitation work occupies, as it were, an intermediate place between an expert clinician and a rehabilitation specialist. Not having medical education, he uses clinical information to organize his activities. The social work specialist interacts with the rehabilitation specialist at the stage of development and implementation of individual rehabilitation programs for the disabled.

One of the tasks of a social work specialist as part of the ITU bureau is to determine the social status of a disabled person, which should be carried out during social and social and environmental diagnostics. The educational level, profession, state of employment, marital status are taken into account.

The latter circumstance is especially important for judging the possibilities of social rehabilitation, which is the prerogative of a social work specialist. A disabled person in the family is a person who evokes the sympathy of close relatives and, at the same time, burdens family members in connection with the need to provide physical and social assistance to a disabled person. The family as one of the instruments of social rehabilitation, depending on its structure and the psychological orientation of the members, can play either an activating, rehabilitative role, or inhibiting spontaneous activity, showing “overprotection” and “overprotection” of a disabled person, covering him from any attempts to fulfill social useful activity.

The task of a social work specialist is not only to identify the composition of the family, to determine its attitude towards the disabled. But also to form the attitude of this family to the rehabilitation of a disabled person, taking into account the socio-economic opportunities and social culture of its members.

An analysis of the family situation of a disabled person is also important because it often has an economic aspect, since a disabled person can be the main source of financial support for the family. In this case, the need for assistance to a disabled person in finding employment in accordance with the indications is revealed based on an assessment of clinical and social status.

When working with a family, a social work specialist needs to know the legislative and regulatory documents that he must use to implement social protection benefits for people with disabilities and their families.

As part of the analysis of the microsocial environment, a social work specialist identifies the immediate environment of a disabled person (friends, peers, former or current colleagues), the nature of contacts (emotional, formal) and their changes due to his disability.

During the examination of a disabled person, the state of living conditions is revealed: a separate apartment, own house, a room in a communal apartment, a room in a hostel, a rented area, the state of a sanitary housing standard.

Further, it is necessary to identify such issues as the availability of utilities, telephone. For people with disabilities with lesions of the musculoskeletal system, with visual and hearing impairments, it is important to clarify the issue of the condition of the equipment of the apartment in accordance with the type of defect, the adaptation of the kitchen, the presence of auxiliary devices, signaling devices that facilitate cooking, the equipment of the hallway, bathroom, toilet, o the presence of special devices that ensure the everyday independence of a disabled person (putting on shoes, remote control opening windows, doors, etc.).

This section describes the job responsibilities, tasks, main activities of a social work specialist in the institutions of the ITU bureau.

The next section describes the main directions of the rehabilitation of the disabled and the directions of implementation for the rehabilitation of the disabled.

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