Fundamentals of the Social Work Specialist. The main areas of activity of a social work specialist in the MSE bureau The content of the activities of a social work specialist of a subdivision
Professional qualities of a specialist
Professional activity of a specialist in social work due to the functions:
· Diagnostic - a specialist studies the characteristics of groups of people or an individual, determines the influence of the microenvironment on them, makes a "social diagnosis";
· Prognostic - a specialist predicts the development of processes in which groups of people and individuals find themselves, develops models of their social behavior;
· Human rights - the specialist uses laws and legal acts that are aimed at providing assistance to the population, its protection;
· Organizational - the specialist contributes to the organization of social services, involves public assistants in their work;
· Preventive and preventive - the specialist uses legal, psychological, medical, pedagogical and other mechanisms to prevent negative phenomena in groups and society;
Social and medical - the specialist is engaged in the prevention of diseases, uses the skills of first aid, helps prepare young people for family life, is engaged in occupational therapy;
· Socio-pedagogical - the specialist identifies the interests and needs of clients in various types of activities (cultural and leisure, artistic creativity, sports and recreation) and attracts relevant specialists and institutions to work with them;
· Psychological - social - the worker promotes social adaptation and social rehabilitation to those in need, advises on interpersonal relations;
· Social and domestic - the specialist contributes to helping people with disabilities, the elderly, young families and others in improving living conditions, in solving housing problems;
· Communicative - the specialist establishes contact with clients, organizes the exchange of information, develops a unified strategy for the interaction of all participants in resolving the problems of those in need.
In fulfilling these varied professional functions, the social work professional uses certain approaches to solving client problems:
ü educational approach, when a specialist acts as a teacher or expert and gives advice, teaches the skills of his clients;
ü Facilitated approach, in which the specialist plays the role of an assistant or mediator, interprets the behavior of clients, discusses alternative directions in their activities;
ü Advocacy approach, when a specialist performs the role of an advocate on behalf of a specific client or group of people and puts forward a strengthened argument in favor of the client.
In the implementation of these approaches, social workers are given confidence by knowledge and experience, legal authority, status and reputation, charismatic data and personal attractiveness, and ownership of information.
Knowledge and experience
Knowledge and experience are acquired in the process of study and life practice of a specialist. Knowledge and experience are applied in interpersonal relationships. The ability to interview, provide support, establish feedback, and mediate allows the specialist to achieve changes in client behavior.
Knowledge and experience turn out to be necessary in a differentiated approach to clients, when a specialist determines their abilities and interests at various stages of their life, in various crisis states. The skills and experience of specialists are used in managing the activities of social services, recruiting personnel and choosing the necessary technologies.
Knowledge, skills and experience of specialists are in demand in specialization:
· Some work towards helping the poor;
· Others - in the field of crime prevention;
· Still others - in the direction of supporting disabled people and the elderly;
· The fourth - in working with children and families.
The knowledge and skills of a specialist are required for his orientation in the problems of modeling and forecasting the development prospects social systems, groups and society. Clients benefit from the specialist's knowledge of the sources and systems for providing social services to the population, as well as his knowledge of the specifics of the activities of social institutions (schools, hospitals, government services).
Legalized powers
Position social worker legalized in Russia since 1991 with the introduction of the corresponding profession. His legitimate credentials increase the credibility and trust of clients.
Status and reputation
The status of a social worker is a reflection of his position in society. It largely depends on the policy of the state.
The reputation of a social worker is formed in the process of his interaction with the environment. First of all, it depends on the specialist himself, his personal qualities and professionalism. How more people convinced of deep knowledge, rich life experience of a social worker, his attentiveness and benevolence towards people, the higher his reputation.
Charismatic data and personal attractiveness
Some social workers are greatly enhanced by their reputation for being attractive to others, charming, and even charismatic. The personal attractiveness of specialists enhances its positive impact on people.
Charismatic features (a rare endowment of a person with natural talents) contribute to the promotion of a specialist to higher positions in the career ladder, the acquisition of a higher status in society.
Possession of information
The problems of people who find themselves in difficult life situations are aggravated by the lack of reliable and complete information about them. Therefore, the awareness of the social work specialist is highly valued, which disposes of clients and instills confidence in his competence.
Requirements for the professional qualities of a specialist
So, summarizing the idea of the professional qualities of a specialist, you should clearly formulate the requirements for a professional.
The specialist must:
ü have knowledge in various fields of psychology, pedagogy, physiology, economics, medicine, legislation, informatics, etc., that is, have good professional training;
ü have a high general culture, which presupposes the presence of knowledge in the field of literature, music, painting, etc .;
ü possess information about political and socio-economic life modern society, be aware of the state of social groups of the population;
ü Foresee the consequences of their actions, firmly implement their position;
ü have social fitness in working with different groups population (adolescents, women, people with disabilities, the elderly, etc.);
ü possess professional tact, observe professional secrecy, delicacy in matters of clients' personal life;
ü have emotional stability, be ready for mental overload, be able to make the right decisions in unexpected situations;
ü must be committed to his work, must maintain high standards of his professional conduct.
Personal qualities of a specialist
Social work has been and remains one of the most difficult types professional activity... Not every person is fit for social work. Only the one is suitable for whom the idea of the absolute value of each person passes from the category of a philosophical concept to the category of basic psychological belief as the basis of the values of orientation.
The personal qualities of a social worker can be divided into three groups.
The first group includes psychophysiological characteristics, on which a person's ability to this kind activities. Among them are those that reflect mental processes (memory, perception, imagination, thinking), mental condition(apathy, anxiety, depression), emotional and volitional manifestations (restraint, persistence, consistency, impulsivity). They must meet the requirements for the professional activity of a social worker.
The second group includes psychological qualities that characterize a social worker as a person, among them: self-control, self-criticism, self-esteem of their actions, physical fitness, self-hypnosis, the ability to manage their emotions.
The third group includes psychological qualities, on which the effect of the personal charm of a social worker depends. Among them: sociability (the ability to quickly establish contact with people), empathy (capturing the mood of people, empathizing with their needs), attractiveness (external attractiveness), eloquence (the ability to convince with a word), etc.
The main directions of training specialists in social work in Russia and abroad.
Charitable organizations played an important role in the opening of the first educational institutions that train social workers. Thus, the Society for the Organization of Charity in 1896 in England opened courses for the training of such specialists. Almost at the same time, similar courses were opened in Germany. Charity organisations operating in New York and Chicago, pioneered the training of social workers in the United States. Here in 1898 the New York School of Philanthropy was founded, which later became the School of Social Work of Columbia University.
Schools in New York and then Chicago provided one-year training for social workers to help those in need.
The Institute for the Development of Social Welfare in Amsterdam, opened in 1899, was the world's first institute for the training of social workers, whose training was designed for two goals.
In the twentieth century, the number of vocational schools has grown significantly, especially in the 30s. In 1928, the first school of social work was opened in Italy, in 1930 - in Belgium, Norway, Chile.
During the 1930s, the number of countries providing training for social workers continued to grow. These included Spain (1932), Israel (1934), Ireland (1934), Luxembourg (1935), Portugal (1935), Greece (1937), Denmark (1937). ), India (1936).
At present, for example, in the USA, more than four hundred universities and colleges train social workers at three levels - bachelor's (4 years), masters (6 years), doctors (8 years).
In the UK, high school graduates can complete four-year courses and receive a bachelor's degree in social work, higher education graduates - two-year courses and one-year postgraduate studies, non-graduates - two and three-year courses.
In Germany, social workers are trained at universities and colleges, where secondary school graduates study in programs up to four years.
As a profession, social work in Russia has existed since 1991, when in Qualification handbook positions of leaders, specialists and employees of the Ministry of Labor in the USSR were supplemented. Five new positions have been introduced: social worker, teacher-organizer, social teacher, head of the department of social assistance at home for lonely disabled citizens, specialist in social work.
By the early 1990s, it became apparent that the Soviet social protection system was ineffective. It became necessary to replace it with professional assistance to those in need, which has shown its effectiveness in many countries of the world.
The training of social workers is carried out by lyceums, colleges, technical schools, colleges, specialists in social work - universities (bachelors - 4 years, specialists - 5 years, masters - 6 years).
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Ministry of Education and Science Russian Federation
Federal State Budgetary Educational Institution of Higher Education
Siberian State University of Science and Technology named after academician M.F. Reshetneva
Institute of Social Engineering
Department of Social Work and Sociology
Course work
in the discipline "Theory of Social Work"
Topic: "Features of the activities of a social worker"
Course work
3rd year student group 39.02 - 31
Trinity Natalia
Supervisor
Polezhaev Pavel Leonidovich
Krasnoyarsk 2017
Course work is done on 32 pages of text using 24 sources of literature and one reference application.
SOCIAL WORK, PROFESSIONALISM, SOCIAL WORK SPECIALIST, RECIPIENT OF SOCIAL SERVICES, EFFICIENCY, SOCIAL ACTIVITY, SOCIAL SERVICE, CODE OF ETHICS.
Purpose: to reveal the features of the activities of a social worker.
The first chapter examines the features of training social work specialists, a modern approach to assessing the effectiveness of social work.
The second chapter examines the activities of a specialist in social work, a professional portrait of a social worker in work and a specialist in social work in the system of legal relations.
The methods of this work are the method of analysis of scientific literature, journal publications, documents, the method of historical reconstruction; method of statistical analysis.
social professional legal
Introduction
Conclusion
Application
Introduction
The specifics of modern social work require high level professionalism that is formed through vocational training specialists in this area of practice.
Professional development of a specialist in social work is a holistic and continuous process of development of the practical, educational and research activities of an individual in the field of social work, focused on the formation of a person's professional knowledge, abilities, skills and personal qualities that are adequate to the qualification and ethical standards of the profession. This process can be based on an integral methodological approach in line with the theory of social change.
The professionalization of social work presupposes the presence of a special professional group, the formation of which continues to gain momentum in Russia; these are such developing distance learning forms as advanced training, retraining of specialists, and the organization of an electronic educational environment.
The social sphere is a very complex systemic formation; it directly interacts with many related spheres of life. A social worker today is a mediator or conductor of all communication channels. Changes are taking place today in the goals and content of activities in professional social work: an increase in the efficiency of the use of resources is required; expanding the profession by including related areas, expanding the range of social services.
But the main changes are associated, of course, with the development and implementation of standards for the professional activities of specialists. social sphere, which determine not only the norms of professional activity, but also educational standards.
Speaking about specialists in the social sphere, it is necessary to remember that in the course of their activities they constantly interact with society, influence it to achieve optimal living conditions for recipients of social services. In this regard, it becomes necessary to study the features of the professional activities of social workers.
The effectiveness of social work primarily depends on the performance of personnel - people performing official tasks in the system of bodies and institutions of social work and endowed with the appropriate powers, rights and responsibilities. Among the performance indicators, an important place is occupied by his satisfaction with activities, adequate self-esteem, and the creation of conditions for self-development.
The degree of elaboration. Currently, a significant number of works are devoted to the topic "Basic actions of a social worker". Our research is based on the works of L.V. Nikitin, B.L. Lebedev, L.V. Topchiy. and others. The professional activity of a social worker was studied in the works of Kholostova EI, Lyashenko AI, and other authors.
The purpose of the work is to reveal the features of the activities of a social worker.
Object: social work as an activity.
Subject: the process of a social work specialist.
In accordance with the goal, the following tasks were formulated:
To study the features of training specialists in social work;
Analyze the modern approach to assessing the effectiveness of social work;
Describe the professional portrait of a social worker in labor activity;
Consider a specialist in social work in the system of legal relations.
1. Training of specialists in social work
1.1 Features of training social work specialists
In the 90s in Russia, the profession "social work" was officially registered in state documents in several modifications: a social worker, a social teacher, a specialist in social work. Currently created scientific schools, special studies are carried out in the field of social pedagogy, various models and technologies of training social teachers for professional activities are being formed.
Currently operating the federal law of December 29, 2012 N 273-FZ (as amended on July 29, 2017) "On education in the Russian Federation" according to which curricula, curricula of individual courses for retraining social workers have been developed. Federal Law of December 29, 2012 N 273-FZ (as amended on July 29, 2017) "On Education in the Russian Federation." - M. - 2012.
Professional knowledge of a specialist in social work includes, first of all, the need for knowledge of legislation and the basics of social and pedagogical activity.
When training personnel in the specialty "social work", it is necessary: to develop professional personality traits corresponding to the specialty, to conduct a more general overview of the professional activities of a social work specialist, to specify training and specialize in a certain type of activity of a social work specialist, as well as to introduce testing when recruiting groups. the purpose of taking into account the personal qualities of the future "social work specialist".
The above shows that:
1) there is a need to train specialists in social work, both on the basis of secondary specialized educational institutions and higher;
2) the selection of teaching subjects plays an important role in personnel training;
3) the training of the teaching staff plays an important role, there is a need for special training of the teachers themselves, as well as strengthening the material and technical base of educational institutions;
4) taking into account the personal qualities of the applicant through testing.
Social work is not limited to traditional forms of activity; its definitions are very diverse. Thus, the Association of Social Workers of Great Britain in 1989 gave the following definition: “Social work is a responsible professional activity that helps people, communities to establish, define personal, social and situational, i.e. circumstantial difficulties affecting them. Social work helps them overcome these difficulties through support, protection, correction and rehabilitation. These are activities of patronage, social assistance, social security, social education, correction and supervision of offenders, aimed at diagnosing, monitoring and rehabilitating persons in need of social assistance. "
Social work is a professional activity in the organization of assistance and mutual assistance to people and groups in difficult life situations, their psychosocial rehabilitation and integration. In the very general view social work is a complex social phenomenon, an independent area of scientific and practical knowledge, profession and academic discipline.
As follows from the definition of social work, adopted by the International Association of Schools of Social Work and the International Federation of Social Workers on June 27, 2001 in Copenhagen, “the professional activity of social workers contributes to social change, solving problems of human relations; promotes the strengthening of the capacities for functional existence in society and the liberation of people in order to increase their level of well-being. Using theories of human behavior and social systems, social work facilitates the interaction of people with their environment.
The International Federation of Social Workers gives its definition of social work. This is a professional work for:
1) conducting charitable activities,
2) helping a person to express themselves,
3) disciplined implementation of scientific knowledge about human behavior (social human behavior) into life.
Social work is aimed at the development of the personality, individual, family, nation and the world community - for the implementation of the principles of social justice.
The position of a social worker and social work specialist in the Russian Federation was introduced in 1991. In professional standards, he is endowed with a variety of job responsibilities, where the main purpose of the type of professional activity is to provide a citizen who is recognized as being in a difficult life situation, partially or completely lost the ability to self-service, social services in order to normalize living conditions and (or) increase the degree of independent satisfaction of basic life needs. Professional standard "Specialist in social work" [Electronic resource]. Approved. by order of the Ministry of Labor and Social Protection of the Russian Federation of October 22, 2013 N 571n. - M. - 21 p.
When providing all types of services, the professional standard describes labor actions, the necessary skills and knowledge, as well as mandatory compliance with the requirements of the code of ethics of a social worker.
The following types of social services are provided to recipients of social services, taking into account their individual needs: Federal Law of the Russian Federation N 442-FZ "On the Basics of Social Services for Citizens in the Russian Federation" [Text]: dated December 28, 2013 - M. - 2013. - 22 with.
1) social services aimed at supporting the vital activity of recipients of social services in everyday life;
2) socio-medical, aimed at maintaining and preserving the health of recipients of social services by organizing care, providing assistance in carrying out health-improving activities, systematic monitoring of recipients of social services to identify deviations in their state of health;
3) socio-psychological, providing for assistance in correcting the psychological state of recipients of social services for adaptation in a social environment, including the provision of psychological assistance anonymously using a helpline;
4) socio-pedagogical, aimed at the prevention of deviations in the behavior and development of the personality of recipients of social services, the formation of their positive interests (including in the field of leisure), the organization of their leisure time, assistance to the family in raising children;
5) social and labor, aimed at assisting in employment and in solving other problems related to labor adaptation;
6) social and legal, aimed at assisting in obtaining legal services, including free of charge, in the protection of the rights and legitimate interests of recipients of social services;
7) services in order to increase the communicative potential of recipients of social services with disabilities, including disabled children;
8) urgent social services.
When providing these services, the social work professional should know:
The main directions of the policy in the field of social protection of the population;
Normative legal acts in the field of social protection of the population;
National standards of the Russian Federation in the field of social services;
The composition of the documents required for the provision of social services to the applied citizens, the regulations for the maintenance of documentation;
The sphere of professional responsibility of specialists in related professions (psychologist, social educator, lawyer, defectologist, rehabilitation therapist ...)
Methods and technologies of self-actualization of citizens-recipients of social services;
Fundamentals of valeology, social medicine, economic foundations social work, legal, psychological and socio-pedagogical foundations of social work;
Personality psychology, developmental psychology;
Theory and technology of social work;
The basics of self-organization and self-education, etc.
Each type of activity ends with some kind of result, by which the work done is evaluated. One of the most important evaluations of the result is efficiency. Social work also gives some results. It is also assessed for its effectiveness.
1.2 Modern approach to assess the effectiveness of social work
An important place in our study is the effectiveness of social work, which in its most general form is considered as the ratio of the results obtained to the previously set goals. Thus, it fixes the degree of compliance with what was supposed to be achieved.
The essence of the effectiveness of social work is expressed in the ability holistic system or its individual elements to respond positively and respond to the requests, needs of the population, first of all, its socially vulnerable part. Therefore, the concept of the effectiveness of social work can be formulated as follows - this is the maximum possible achievement of goals in the given conditions to meet the social needs of the population (service recipients) at optimal costs.
In other words, we are talking about the need for some form of comparative analysis, during which the latest data about the recipient of services in the course of therapy by the therapist or social body, institution conducting social work are compared with the information obtained earlier. This allows us to correlate the quantitative and qualitative assessment of the current and previous state of affairs in a certain area of social work and draw appropriate conclusions about the degree of its effectiveness.
One of the most important conditions for improving the organization of social protection and social services for the population as components of all social work is the use of basic information that objectively reflects the state of the system and its elements. The role of a tool for obtaining such information is performed by a system of criteria and indicators of the effectiveness of social work, which should contain, at a minimum, data on the recipients of services, the services provided to them and their results.
Increasing the efficiency of social work is a key problem not only for researchers, but also for practitioners - managers of the federal and regional levels, direct organizers of the social protection system of the population, managers and specialists of social services, as well as teachers. high school who train and retrain specialists in social work.
However, the following questions are often raised: is it timely, is it timely to raise the question of the effectiveness of social work in general, and even more so about the effectiveness of individual social workers? Is there a reasonably well developed basis for determining the performance of social services and individual social work professionals? What is the system of criteria and indicators on the basis of which the effectiveness of social work can be measured, certain types and methods of social services for the population?
Today, the main task of social work specialists is to learn how to implement the functional purpose of the services in which they work, to optimally fulfill their tasks, relying on domestic and foreign experience in social work. In the context of the socio-economic crisis, the question of the role of social workers in the process of adaptation of various categories of the population to the new social conditions prevailing in the Russian Federation, of active and professional participation in the social rehabilitation of people who have found themselves in a difficult life situation is acute.
To achieve the assigned tasks for various types of social service institutions and social service specialists, it is important for each and every specialist to learn how to implement the domestic concept of social service for the population, the basic methodological principles of social work, and skillfully use various technologies of social work.
In the study of the problems of the effectiveness of social work, the most important place is occupied by the question of the essence of criteria and performance indicators.
In the available literature, the concept of "criterion" is defined as a distinctive feature that objectively reflects the state of a process, phenomenon, object or subject. But the criteria may not be any signs of a state, in this case, social work, but only those that meet certain requirements. First of all, they should be objective, reflecting not secondary and accidental, but essential and recurring features. They should also be necessary and sufficient, serve as a measurement standard for assessing performance, contain qualitative and quantitative information about the functioning of the system.
Research practice shows that there can be no unified approach to determining the structure of criteria and indicators that are suitable for all cases of performance evaluation. The peculiarity of the assessment tasks in each specific case must be taken into account by the researcher and be specifically reflected in the structure of the criteria.
The performance of social work professionals can be determined on the basis of both general and specific criteria. General criteria for the effectiveness of social work serve to assess its effectiveness as a whole, say, on the scale of a territorial social service or a separate institution of social service in a certain area, and specific criteria for assessing the main types of social services, forms and methods of social work with various categories of the population.
Researchers know that there is a quantitative and qualitative nature of criteria and indicators of the effectiveness of social work. At the same time, they are complex. As a rule, a group of normative criteria reflecting the effectiveness of the process of providing social services, and a system of indicators that make it possible to determine the state of the recipient of social services of social services are distinguished. The immediate basis for identifying criteria for the effectiveness of social work carried out through social services is the goals and objectives of social services for certain categories of the population. At the same time, their division by levels and objects is justified, i.e. they are divided into levels:
Society as a whole, region, settlements, districts, micro-districts;
By objects - recipient of social services, small social group, community, etc.
Let's highlight the principles on which the effectiveness of social work with recipients of social services is based:
1) the ability to accurately formulate the problem of the recipient of social services;
2) analysis of the factors that caused the problem, as well as hindering or favorable solution to the problem;
3) assessment of the solvability of the problem;
4) development of an action plan;
5) involvement of the recipient of social services in solving the problem;
6) assessment of the changes achieved in the position of the recipient of social services.
Of course, the criteria, as well as indicators of the effectiveness of the implementation of social work in the country can be applied at the macro level (at the state level), meso level (republic, city, district), and micro level (at the level of an individual, recipient of social services).
As for the macro level, where, as a rule, we mean overcoming social deviations or stabilizing negative trends in the social health of society and its gradual improvement, it is very difficult to single out indicators that would make it possible to determine the specific contribution of social workers to overcoming such deviations and problems. as poverty, unemployment, homelessness, social ill health in the form of drug addiction, alcoholism, prostitution, etc., since their solution largely depends on the nature of socio-economic reforms in the country, on the implementation of social policy, on the effectiveness of the implementation of the social security mechanism. It seems to us that it is very difficult to calculate the participation rate of specialists - representatives of various sectors of the social sphere (teachers, doctors, social workers), for example, in solving family and children's problems at the macro level.
Of great importance in increasing the efficiency of social work is the micro level - directly the activity of a social worker at the level of the recipient of social services.
There is no doubt that the criteria and performance indicators of individual social work specialists, primarily contact social workers, are of paramount importance not only for overcoming the existing combination of a high level of professionalism of specialists and elementary incompetence of a number of social workers, not only for the formation of positive motivation for professional activities. They are needed, first of all, to protect the recipient of social services of social services, to exclude or mitigate various kinds of deviations in social services to the population.
Therefore, no matter how important the criteria and indicators are that allow assessing the effectiveness of the development of the basic prerequisites for high-quality and timely social services, one must always remember about indicators that allow assessing the level of accessibility and adequacy of the recipient of social services in the services provided, the level of accessibility and adequacy of these services, allowing the recipient of services to get out of a difficult life situation.
It is known that not every person who finds himself in a difficult life situation can get out of it himself without outside help. This means that someone should give activity to the recipient of services, determine the specific direction of his actions, stimulate the vital forces of a person, someone should rationally approach the choice of means that can lead the recipient of social services to a way out of a difficult life situation, someone should use a set of conditions and resources that make it possible to realize the specific aspirations of the recipient of social services. Such a person should be a social worker, whose activity, as a rule, is associated with a conscious and correct change in the life of the recipient of social services, taking into account his real capabilities and the resources of the environment.
The social worker usually has a threefold challenge:
Firstly, approaching the recipient of services from the standpoint of social and psychological sciences, he needs to present well the anthology of the activities of the recipient of social services (past, present or future activities of the recipient of social services are considered as the activities of an individual included in the system of social relations), take into account the peculiarities of individual the subjective existence of a person who has fallen into a difficult life situation (methods of the subjective existence of activity - passive, incompletely active and active);
Secondly, he must clearly understand the characteristics of the recipient of social services, i.e. to determine the distinctive qualities, traits, properties, which allows a more complete and effective use of the internal potential of the recipient of social services.
Third, in social work, it is extremely important to take into account the axiological characteristics of a person - value, need, motivational, target, evaluative characteristics of the recipient of the social service of the service. Although, of course, a social worker is forced to take into account praxeological and ontological characteristics. Neglect of these characteristics can lead to an inadequate interpretation of the essence of a particular person who turns to social services for help. Only an objective consideration of such characteristics can help a social worker to plan the transition from one qualitative state of the recipient of social services to another state necessary for the recipient of services to get out of a difficult life situation; having understood the characteristics of the recipient of social services, he can proceed to the qualification of characteristics, i.e. determining the quantitative expression of these characteristics, their dynamics (measure of intensity).
We believe that the noted characteristics can act as indicators that allow tracking the dynamics of recovery (or development) of a person's essential forces under the influence of the activities of a social work specialist.
Based on this position, two essential understandings of the effectiveness of social work can be noted.
First, it is understood as the ratio of the results achieved and the costs associated with ensuring these results. The main thing in this question is the measurement (description) of the results and costs. Efficiency can be expressed as calculated, planned, and also as actual (actually achieved results of work with the recipient of services).
Secondly, an assessment of the effectiveness of social work can be used for the main types of provision of social services or a range of services. In this case, it is most often used, the fundamental problem is the definition of subjects who express their opinions, judgments, inferences. These usually include heads of bodies government controlled, leaders of public associations, specialists in the field of social work, practical social workers, inspectors - controllers and, of course, the recipients of services themselves.
Thus, the effectiveness of social work is considered as the ratio of the results obtained to the previously set goals, i.e. it fixes the degree of conformity with what was supposed to be achieved.
2. Activities of a social work specialist
2.1 Professional portrait of a social worker in labor activity
The professions “social worker”, “social educator” and “social work specialist” were officially registered in Russian state documents in 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 problems and migration;
Crime and delinquency;
Unemployment and professional adaptation;
Housing problem;
Guardianship, curatorship, adoption;
Parental cruelty and others.
Currently, the profession of a social worker and its skills are in great demand. What is needed, in fact, is a broad-based specialist who knows the basics of legal, medical and 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 pedagogy of the environment;
Security and legal protection;
Educational tasks;
Drawing up and maintaining documentation;
Working with the teaching staff.
Now it has become real, but a new problem has arisen - the threat of discrediting the profession.
Heads of institutions, when defining the terms of reference 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. This is not the task of a social work specialist; 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 may emerge in the microenvironment. " At the same time, the social worker does not have to wait until they turn to him for help. In an ethically acceptable form, he himself “comes into contact” 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 problem 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 type, as well as the professional baggage of a specialist.
In his practice, the social work specialist performs various social roles. First of all, he is a mediator in the context: “person - family - society”, a link between the citizen and the state and social strata, called upon to take care of the citizen.
At the same time, a social worker is a defender of human interests, a defender of his rights and the rights of every family.
Also, the social worker should be a participant in joint activities, the leading organizer of this activity. 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 their wards.
Thus, the social work professional fulfills various social roles. First of all, he is a mediator in the context: “person - family - society”, a link between the citizen and the state and social strata, called upon to take care of the citizen.
Before considering the specifics of social work as a form of practical activity and a professional portrait of a social worker, it is necessary to determine what is meant by activity.
Hegel, as you know, used the term "activity" in relation to movement. In philosophy, the term “activity” denotes the concept of an instrument for studying social life as a whole, its individual forms, and the historical process. But even in this case, there is an ambiguous interpretation of it: activity is the information-oriented activity of living systems that ensures their self-support (E. Markaryan), activity is a manifestation of social activity (G. Arefieva), etc.
Considering the content and structure of social work as a type of activity, on the one hand, one must proceed from the generally accepted philosophical and psychological interpretation of activity, on the other, take into account the specific features and factors that characterize it. In the writings of L.P.Bueva, activity is defined as a way of existence and development of society and man, a comprehensive process of transforming the natural and social reality, including himself, in accordance with his needs, goals and objectives. Among the main features of activity, she distinguishes the following: purposefulness, transforming and constructive character, objectivity, determinism of social conditions, exchange of activities, communication of acting individuals.
A variety of approaches to the consideration of the concept of activity and the interpretation of the term itself contributes to the emergence of many grounds for classifying various forms and types of activity. In particular, the object of activity is often used as the basis for classification. Based on this basis, we can talk about legal activities, medical, industrial, etc.
If we include this foundation in the system of social space, where there are various forms of activity, the purpose of which is to help individuals or social groups to solve their various problems, then in this case social activity will stand out, the purpose of which is to optimize the implementation of the subjective role of people in all spheres of society and the process of joint satisfaction of the needs to maintain life support and the active existence of the individual. This activity is social work.
A social worker carries out a number of specific activities. We refer to them: psychological, pedagogical, organizational, managerial, etc. But it should be borne in mind that this or that type of activity prevails depending on the basic functions of a particular social specialist.
The main goals of social work as a professional activity include the following:
1) an increase in the degree of independence of clients, their ability to control their lives and more effectively resolve emerging problems;
2) creation of conditions in which clients can demonstrate their capabilities to the maximum and get everything that they are entitled to by law;
3) adaptation or re-adaptation of people in society;
4) creation of conditions under which a person, despite physical injury, mental breakdown or life crisis, can live, maintaining self-esteem and respect for himself from others;
5) and as the ultimate goal - the achievement of such a result when the need for the help of a social worker from the recipient of social services disappears.
Social work as a practical activity, in the main, is precisely aimed at maintaining, developing and rehabilitating individual and social subjectivity, which together characterize the vital forces of a person.
The implementer of the goals of social work is a social worker who has undergone special training to perform various functions, ranging from “linear” work with the client and ending with managerial activities in government departments.
The professional qualities of a social worker are considered as a manifestation of the psychological characteristics of a person, necessary for the assimilation of special knowledge, skills and abilities, as well as for achieving substantially acceptable efficiency in professional work.
To describe a social worker, one can choose the language of abilities as a projection of certain personality traits that meet the requirements of social activity and determine its success, perhaps the following: the ability to listen to others; understand them; independence and creative mindset; quick and accurate orientation, organizational skills, moral qualities, etc.
An optimal set of personal qualities necessary for a social worker, such as responsibility, adherence to principles, observation, communication skills, correctness (tact), intuition, personal adequacy in self-esteem and assessment of others, the ability to self-education, optimism, mobility, flexibility, humanistic orientation of the individual, empathy have been formulated. to the problems of other people, tolerance.
Psychological "contraindications" to social work were identified in the same way. These include: lack of interest in other people (selfishness), irascibility, harsh judgments, categoricalness, inconsistency, inability to conduct a dialogue with an opponent, conflict, aggressiveness, inability to perceive someone else's point of view on a subject.
Not everyone is fit for social work; the main determining factor here is the candidate's system of values, which ultimately determines his professional suitability and effectiveness of practical activity. The idea of the absolute value of every human being here passes from the category of a philosophical concept to the category of a basic psychological belief as the basis of the entire value orientation of the individual.
Social work has been and remains one of the most difficult professions. It is not always adequately perceived by public opinion. But social work is one of the most spiritual and noble human activities.
The style of behavior of a social worker, conditioned by the totality of his personal qualities, his value orientations and interests, has a decisive influence on the system of relations that he forms not only with clients, but also with his colleagues, subordinates and superiors.
In working with people, as a rule, psychological requirements are based on composure and attentiveness, understanding of the other, the manifestation of such volitional qualities as patience, self-control, etc. Without these, leading for this profession, characteristics of the psyche, effective work is impossible.
Social workers are engaged in various activities in the performance of their professional functions. Their work is characterized by three approaches to solving the problem:
Educational approach - acts as a teacher, consultant, expert. The social worker gives advice, teaches skill, modeling and demonstration of correct behavior, provides feedback, uses role-playing games as a teaching method;
Facilitative approach - carries out the role of an assistant, supporter or mediator in overcoming apathy or disorganization of a person when it is difficult for her to do it herself. The activity of a social worker with this approach is aimed at interpreting behavior, discussing alternative directions of activity and actions, explaining situations, encouraging and targeting the mobilization of internal resources;
The advocacy approach is used when a social worker performs the role of an advocate on behalf of a specific client or group of clients, as well as an assistant to those people who act as an advocate on their own behalf, this kind of activity includes helping individuals to put forward reinforced argumentation. selection of documented accusations.
Research by Russian scientists, as well as practice, made it possible to identify several groups of skills for a specialist in social work. We will single out several groups among them.
1) cognitive skills. A qualified social worker should be able to:
Analyze and evaluate the experience, both your own and that of others;
Analyze and identify problems and concepts;
Apply in practice your knowledge and understanding of problems;
Put research findings into practice.
2) communication skills. A qualified social worker should be able to:
Create and maintain a work environment and atmosphere;
To identify and take into account in the work differences of a personal, national, social and cultural-historical nature;
Recognize and overcome aggression and hostility in relationships with people;
Promote the provision of physical care for the needy and the elderly;
Observe, understand and interpret behavior and relationships between people;
Communicate verbally, non-verbally and in writing;
Negotiate, speak on the radio, and collaborate with other social workers;
Put yourself in the role of your client's advocate.
3) constructive skills. A qualified social worker should be able to:
Develop solutions with individuals or, if necessary, on their behalf; with or on behalf of families, groups;
Highlight solutions that require prior approval from other specialists;
Act in the algorithm for making a decision;
Develop solutions involving cooperation with other institutions, departments, professionals.
4) organizational skills. A qualified social worker should be able to:
Keep clear and concise records;
Maintain the service's confidentiality and due diligence policy;
Prepare reports and report;
Organize, plan and control work;
Expand the scope of their services;
Use the physical environment to improve the quality of life of those living or working in it;
Evaluate and creatively use the institution's resources and social communications.
All of the above skills and qualities of a social worker are enshrined in the "Professional and Ethical Code of a Social Worker in Russia", which was adopted by the Interregional Association of Social Workers on May 22, 1994.
Thus, a social worker must possess a considerable arsenal of professional skills, skills, possess deep knowledge in the field of human sciences: psychology, sociology, pedagogy, law, in order to act as a worthy implementer of the goals of social work. The knowledge and skills of a social worker, in combination with the corresponding personal qualities, are subject to assessment using appropriate methods, which contributes to a more efficient performance of professional activities.
2.2 Social work specialist in the system of legal relations
A social work specialist, like all citizens of Russia, must have knowledge of the regulatory framework, since ignorance of the law does not exempt one from responsibility. For successful work he must know international and Russian legal acts.
Among the international documents that act as regulating and recommending:
UN Convention on the Rights of the Child. It outlines the main and most important aspects of the development of legislation and other regulatory 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 the 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."
1) Russian documents of federal significance;
2) documents of the constituent entity of the Russian Federation that are significant for the specialist and the sphere of his professional activity;
3) documents of municipalities;
4) intra-corporate documents.
For a social work specialist to work 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, in other articles of the code there are also restrictions on the use child labor as well as basic guarantees for minors.
Knowledge of the Law of the Russian Federation "On Education" is of no small importance. A social worker of social services needs knowledge of 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." The above law states: "Social services are the activities of social services for social support, the provision of social, social, medical, psychological, pedagogical, social and legal services and material assistance, social adaptation and rehabilitation of citizens in difficult life situations." ...
In accordance with this, the law "On the basic guarantees of the rights of the child in the Russian Federation" becomes important for him. It talks about the state recognition of childhood as an important stage in a person's life, and proclaims the principles of the priority of preparing children for a full life in society, developing socially significant and creative activity in them, fostering high moral qualities, patriotism and citizenship in them. 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 specialist in social work.
To work more productively in this direction, it is necessary to know the law "On additional guarantees for the social protection of orphans and children left without parental care." It defines general principles 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.
In some cases, family-type orphanages are opened, in an atmosphere at home, for the successful socialization of the child, in this regard, the social teacher should know the Decree of the Government of Russia "On orphanage family type "of March 19, 2001, which spelled out the conditions and mechanism for transferring a child to a family for the upbringing of a minor.
A social educator working with juveniles prone to delinquency should be aware of the Federal Law "On the Foundations of the System for the Prevention of Neglect and Juvenile Delinquency" adopted by the State Duma on May 21, 1999.
In the activities of a social work specialist, knowledge and skill of almost everything related to children is necessary, but the family is also important, since the child lives directly in it, therefore, this means for a social work specialist too important element his activities.
Today in the Russian Federation there are laws that are aimed at supporting the family and the family budget. One of them is the law “On State Benefits to Citizens with Children”. This law establishes a unified system of 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 this is correct, today the principle of targeting is in effect.
Currently, all systems of social services operate in accordance with Federal Law No. 442 "On the Basics of Social Services for Citizens in the Russian Federation" dated December 28, 2013.
Orders, orders and decisions of the heads of municipalities, and their subordinate "departments of education" and "Departments of social protection of the population", depending on where, in which industry the specialist of social work works, also become important documents.
So, a social worker needs knowledge normative documents to provide specific assistance on a case-by-case basis.
The problem of determining the normative-legal field of activity of a specialist in social work is coupled 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 must represent the interests, first of all, of the recipient of social services, then of society as a whole, and only then of the state and his institution. This system of priorities is not always easy to adhere to, it has to be defended, sometimes even entering into conflicts with management or with colleagues. However, if there is an awareness of the legality, humanity and moral correctness of their professional activities, there are always arguments in defense of their client, their business and their profession.
Documentation systems are called office work, which includes the creation of documents, work with them, storage.
The documents of an institution represent a certain system that reflects certain aspects of its work or the entire work as a whole. What is recorded, first of all, in the Charter of the institution, in orders, where the managerial activities of the head are consistently documented, in the minutes - the work of the pedagogical council, in magazines - the progress of students, etc.
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 of various kinds of departments, as well as a social worker, knowledge of regulatory documents is needed to provide specific assistance in each specific case.
Conclusion
Social work is a responsible professional activity that helps people, communities to establish, define personal, social and situational, i.e. circumstantial difficulties affecting them. Social work helps them overcome these difficulties through support, protection, correction and rehabilitation.
The essence of the effective operation of social services is expressed in the ability of an integral system or its individual elements to respond positively and respond to the demands and needs of the population, first of all, its socially vulnerable part. Therefore, the concept of the effectiveness of the activities of social services is the maximum possible in the given conditions achievement of goals to meet the social needs of the population at optimal costs.
A social worker must possess a considerable arsenal of professional skills, skills, possess deep knowledge in the field of human sciences: psychology, sociology, pedagogy, law, in order to act as a worthy implementer of the goals of social work.
The main requirements for specialists in social work are to enforce the functional purpose of the services in which they work, to optimally fulfill their tasks. The professional activity of a specialist, being associated with the regulation of human relations, is designed to organically implement a number of interrelated specific and rather complex functions, therefore, necessary for a broad-based specialist who knows the basics of legal, medical, psychological knowledge.
Thus, the profession “social work specialist” was created to solve social problems of a person and society, he is a mediator in the context: “person - family - society”.
List of sources used
1 Federal Law "On Education in the Russian Federation" [Text]: dated December 29, 2012 N 273-FZ (as amended on July 29, 2017). - M. - 2012. - 111 p.
2 Federal Law of the Russian Federation N 442-FZ "On the Basics of Social Services for Citizens in the Russian Federation" [Text]: dated December 28, 2013 - M. - 2013. - 22 p.
3 GOST 03.001; Professional standard "Specialist in social work" [Electronic resource]. Approved. by order of the Ministry of Labor and Social Protection of the Russian Federation of October 22, 2013 N 571n. - M. - 21 p.
4 Glushkova V.G. Professional and ethical foundations of social work [Text]: Textbook. Manual / V.G. Glushkova. - Belgorod: Publishing house "Cooperative education", 2007. - 328 p.
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The introduction of the position of a social work specialist in the ITU bureau is in line with modern requirements for institutions of medical and social expertise.
The applications to the job responsibilities of a Social Worker in the ITU work 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;
Revealing the causes of medical and social problems in disabled people undergoing examination;
Assistance in solving these problems;
Facilitating the integration of the activities of various state and public organizations and institutions to provide the necessary socio-economic assistance to people with disabilities;
Assistance in the placement of disabled people in medical and preventive and educational institutions;
Promotion of wider use by each person with disabilities of their own opportunities for social self-protection of people in need;
A social work specialist must know the decrees, orders, orders of higher authorities, normative and other guidance materials on 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 persons with disabilities, norms of housing legislation, organization of health education, advanced domestic and foreign experience in social work.
In the aspect of the issue under consideration, they acquire the values and skills that a specialist in social work must master.
He must be able to:
Listen to the patient with understanding;
Reveal information and collect facts necessary to analyze and assess the situation;
Mediate and settle relations between conflicting individuals, groups;
Interpret social needs and report on them in the relevant services, authorities;
To intensify the efforts of the wards to solve their own problems.
Social work specialist in structure general technology expert rehabilitation work occupies, as it were, an intermediate place between an expert clinician and a rehabilitation specialist. Without a medical education, he uses clinical information to organize his activities. The social work specialist interacts with the rehabilitation specialist during the development and implementation of individual rehabilitation programs for the disabled.
One of the tasks of a social work specialist in 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, employment status, 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 specialist in social work. A disabled person in a family is a person who arouses the sympathy of close relatives and, at the same time, burdens family members with the need to provide physical and social assistance to a disabled person. The family as one of the tools of social rehabilitation, depending on its structure and psychological orientation of the members, can perform either an activating, rehabilitative role, or inhibiting spontaneous activity, showing "overprotection" and "overprotection" of a disabled person, covering him up from any attempts to perform socially useful activity.
The task of a specialist in social work is not only to identify the composition of the family, to determine its attitude towards a disabled person. 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 financial security families. In this case, the need to help the disabled person find a job in accordance with the indications based on the assessment of clinical and social status.
When working with a family, a social work specialist needs knowledge of 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, a private house, a room in a communal apartment, a room in a dormitory, rented area, the state of the sanitary housing standard.
Further, it is necessary to identify such issues as the availability of utilities, a telephone. For disabled people with musculoskeletal disorders, vision and hearing impairments, it is important to clarify the question of the condition of the apartment equipment in accordance with the type of defect, the adaptation of the kitchen, the presence of auxiliary devices, alarms that facilitate cooking, the equipment of the hallway, bathroom, toilet, o the presence of special devices that ensure the independence of the disabled person in everyday life (putting on shoes, remote control opening vents, doors, etc.).
This section talks about job responsibilities, tasks, main areas of activity of a specialist in social work in the institutions of the ITU Bureau.
The next section tells about the main directions of the rehabilitation of disabled people and the directions of implementation for the rehabilitation of disabled people.
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 primarily at identifying social resources that optimize the situation, and destructive factors, “problem points” of the environment, causing a worsening of the situation; the second block is aimed at identifying the client's personal resources.
The information obtained in this case, in general, allows us to answer the question about the relationship between the client's and the specialist's activity 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 direction of work. However, for this it is necessary to answer the question: what are the real possibilities of the client? Unreasonably relying on the client's missing or insufficiently developed personal resources, the specialist can provoke the development of a situation in which the client cannot overcome difficulties on his own, which will entail 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 (s) and at the administrative and management level. In both cases, when implementing the prognostic function, the specialist uses the results of the conducted social diagnostics. In the technological algorithm, these levels are connected sequentially. On the basis of the "social diagnosis", the specialist determines the potentials for optimizing the availability of
situation, the degree of likelihood of a positive resolution of problems, as well as the quality 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. Predictive activity at the administrative and managerial level can be aimed at developing the system of a specific institution of social services for the population, as well as at the system of bodies and institutions of social protection of a city, district, subject of the Russian Federation. On the basis of the probing 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 are revealed, alternative paths for improving their activities are determined, as well as the optimal ratio 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, restore or form their personal or social qualities that contribute to an increase in social status, are different for different people. If in one case the social worker expects a good result of working with the client, then in the other - the effectiveness can be objectively reduced by insurmountable circumstances. As an example, consider social work with two categories of clients: with the unemployed and persons with disabilities. In the situation of a person who has lost his job, a significant resource of the personality is 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 a person. In this case, high performance can be expected.
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 compensation for the lost resource, that is, about the maximum complete replacement of it with another resource. It is important here to determine what will be ideal result, that is, achievable under the most favorable combination of circumstances (in this case, "ideality" is determined not with respect to the results of work with other people, but with respect to the position in which the client is at the time of forecasting the development of his situation), and optimal result, which is understood as the most harmonious ratio of costs and achievements in solving social problems of the client. Based on re
The direction, stages and effectiveness of a possible intervention are determined for the initial forecast.
Organizational function. The social work specialist organizes social assistance activities for a client or group of people. At the same time, in the process of organizing an activity, a specialist can occupy a number of positions: an executor of clearly defined tasks (assignments), an organizer of a separate line of activity, a coordinator of the efforts of various persons to organize a specific activity.
The types of activities organized by social work specialists 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, settlement, village or other type of settlement.
Having determined the purpose of the activity (for example, organizing leisure time for children from low-income families of the microdistrict), the specialist selects the optimal forms of achieving this goal (mass celebration, organizing the work of sports sections, hobby groups, etc.), the choice of the goal and form of activity largely determines its content.
The organizational function allows changing the life situation of a client (or a group of clients) at the activity level; in this case, there is a feedback 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 take place, which are recorded 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. In this case, the process develops in a spiral, that is, 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 primary function of a social work professional. Society is a complex multicomponent self-organizing system. Each member of the society is involved in a variety of social connections, dependencies, in the aggregate, constituting the microsociety of the individual. The successful functioning of a person in a micro-society 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 the production sphere; socio-psychological - reduction of the circle of communication, a feeling 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 in the family and other life circumstances.
To solve the difficulties and problems that have arisen, the help of specialists in various fields is needed, however, the state of a person 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 work specialist, as defined by many authors as a “social change agent”, ensures that the client is connected to 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 necessary specialist, can characterize the client's life situation (with his consent), i.e. facilitates the process of providing professional assistance by representatives of other profiles and, consequently, the process of receiving assistance from the client.
An innovative function. A specialist in social work in activities aimed at transforming society, strives to use the most effective methods and technologies of work.
To improve the system of social support for the population, the activities of a specialist must be innovative, that is, include new methodological and technological components.
The innovative function of a specialist is implemented in a creative approach to the adopted technologies of social work (constant analysis of their use, identification of strengths and weaknesses, the introduction of new technological components), in the integration of existing innovative experience into the practice of social assistance (including the experience of institutions with the status of experimental sites , experience of other regions of the 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 act
the 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 of satisfying needs without their own efforts and, secondly, with low efficiency of activity.
A difficult life situation that has arisen in a person can be overcome only as a result of his own efforts, a specialist in social work 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 hinder the adoption and implementation of an active activity position in relation to the existing problem, one can name: the client's lack of confidence in his abilities, fear of failure; lack or lack of information to ensure the effectiveness of activities; lack of social and implementation skills necessary to solve the problem of behavioral trajectory.
To overcome the difficulties identified in the client, the specialist uses the following methods and techniques:
· Counseling 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 specialist in social work 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 a trial on the established fact of violation of the rights and freedoms of a client, a witness at a court session, and also, if necessary, as a public defender.
Preventive function. The modern social situation in the Russian Federation is characterized by the intensive dynamics of the development of social pathologies: the spread of drug addiction, alcoholism, prostitution among minors. As a rule, social pathologies advance from larger settlements to smaller ones.
Analysis of the situation in large cities makes it possible to predict the development of unfavorable social phenomena in other types of settlements.
Eliminating 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 the cost of resources. Therefore, the implementation of the preventive function is one of the main areas of social work.
Questions for self-control
1. What scientific fields should a social work professional 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 specialist in social work in a specific situation of practical activity?
Doel M., Shardlow S. Social work practice: Exercises and methodological developments for training and professional development of social workers. - M., 1995.
G.P. Medvedeva Ethics of social work: Textbook. manual for universities. - M., 1999.
Teaching the Practice of Social Work: International Experience and Prospects / Ed. M. Doel and S. Shardlow. - M., 1997.
Fundamentals of social work: Textbook for universities / P. D. Pavlenok, A. A. Akimova, V. P. Alferov et al. - M., 2001.
Social work: textbook. allowance. - Rostov n / a, 2003.
Social work: Introduction to professional activity / Otv. ed. A. A. Kozlov. - M., 2004.
Nikitina V. B., Vasilenko T.D. Psychodiagnostics in the system of social work: Textbook. allowance dyal stud. higher. study. institutions. - M., 2004.
Nikitin V.A. Social work: Problems of theory and training of specialists: Textbook. allowance. - M., 2002.
Theory and practice of social work / E.N.Baryabin, M.E. Elyutina, S.A.Konstantinov and others; Under total. ed. V. Y. Yarskoy. - Saratov, 1995.
The theory of social work: Textbook. for universities / G. Yu. Burlakova, S. I. Grigoriev, L. G. Guslyakov and others; Ed. E. I. Kholostovoy. - M., 1998.
Teterskiy S.V. Introduction to Social Work: Textbook. manual for universities. - M., 2001.
Firsov M.V., Studenova E.G. The theory of social work: Textbook. manual for universities. - M., 2000.
Kholostova E.I. Professional, spiritual and moral portrait of a social worker. - M., 1992.
E. I. Kholostova Social work: Textbook. allowance. - M., 2006.
Yarskaya-Smirnova E.R. Professional ethics of social work. - Ramenskoe (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 life of an individual, group, community can be interpreted as difficulties - a discrepancy between the desired and the possible. For example, an unprepared person who is faced with the task of jumping over an obstacle, i.e. difficulty acts as an objective phenomenon.
The law "On the Basics of Social Services for the Population" interprets a difficult life situation more broadly: not only as an objective disruption to 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 interferes with the normal (calm) life of an individual, group or community. Moreover, the presence of difficulty (objective circumstances) does not always lead to difficulty (corresponding to subjective reflection), and difficulty is not always caused by the actual presence of difficulty. In the first case, objectively experiencing difficulty, the individual (group, etc.) does not perceive it as something insurmountable, and in the second, subjective fear has no real basis.
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 (deficiency) of means of regulating the objective or subjective side of the life situation.
According to Russian law, a person in a difficult life situation can receive social assistance in case of contacting the social service. After that, the specialists of the social institution are obliged to check the compliance of the parameters of the applicant's life situation with the normatively prescribed requirements for the recipient of social assistance. The results of the study of the personal circumstances of the individual provide the basis for the realization of the right to help. However, the implementation of assistance is directly dependent on the direct agreement between the needy and the social service in the person of its leader. Thus, a person can become a client of a social service institution - a participant in a contract
with this institution, if the nature of the life problem is adequate to one or another type provided for by Russian legislation.
Let's look at an example. The first step in the social protection of disabled people is associated with the recognition of a person as disabled (obtaining a special legal status). This procedure - determining in accordance with the established procedure the needs of the examined person (including rehabilitation based on an assessment of disabilities caused by persistent disorder of body functions) - is called medical and social expertise.
After a person is recognized as a disabled person, they have access to the use of public resources. Attraction of external resources allows for various types of rehabilitation: rehabilitation therapy, reconstructive surgery, prosthetics and orthotics (medical); vocational guidance, vocational education, vocational and industrial adaptation and employment (vocational); social and environmental orientation and social adaptation (social). The result of rehabilitation should be the replacement (compensation) of disabilities and the creation of the disabled person with equal opportunities with other citizens to participate in the life of society.
A client of a social service is 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 allocation of three areas of personality: active (real social interaction), cognitive (mental) emotional (sensual). Level problem social connections - it is a mismatch in human interaction with other people, with groups, social institutions. The social ties of an individual in such spheres of life as family, production, leisure, etc., determine the degree of his adaptation in these socio-cultural circumstances.
Level problem mental connections with society and the group represents a break in the processes of perception, processing and storage in memory and translation 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 when 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?), Understanding my own purpose (why am I?), Behavioral programs (how do I do this?), A system of describing my 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 acquired social experience. Therefore, the prerequisites for
veins and 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, reason, 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.
V adolescence the lack of these resources determines significant cognitive difficulties in solving life problems. The solution of problems at the level of mental connections is conditioned by self-determination - a conscious choice of the most suitable variant of behavior. At the same time, for elderly citizens, such difficulties are caused by lack of awareness, unpreparedness to solve mental problems in new social conditions.
Psychological connections- the emotional side of relationships existing in a society, a group, their subjective significance for a person, as well as attitude towards oneself. The latter is expressed in the state of such an internal resource as a position in life and self-attitude. Problems arising at the level of the psycho-mental connections of the individual with himself are caused by emotional rejection of the "image I AM". 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.
A disorder of the emotional side of an individual's relationship with a group occurs when a particular group does not satisfy the subject's need for psychological comfort and acceptance. So, social and psychological contradictions in the family lead to a negative microclimate, violation of the feeling of security among spouses, parents and children.
§ 2. Types of personality problems
The Federal Law "On the Basics 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, poverty, unemployment, homelessness, conflicts and abuse in family, loneliness. Therefore, to consider various types of personality problems, let us turn to the typology of difficult life situations.
Disability. The Latin word "invalid" (invalid) means "unsuitable" and serves to characterize persons who, due to illness, injury, injury, are limited in the manifestation of life. Initially, when characterizing disability, the emphasis was on the relationship "personality-ability to work." Since disability is an obstacle to full-fledged professional activity and deprives a person of the opportunity to independently support his existence, first of all, attention was paid to the medical aspects of disability and the problems of material assistance to people with disabilities, appropriate institutions were created to fill the gap. material resources the existence of a disabled person. At the beginning of the XX century. ideas about disability were humanized, this problem began to be considered in the system of coordinates "personality - ability to full-fledged life", ideas were put forward about the need for such assistance that would give a disabled person the opportunity to independently build their life.
The modern interpretation of disability is associated with a persistent health disorder caused by diseases, consequences of trauma or defects, leading to limitation of life and necessitating social protection and assistance. The main sign of disability is considered to be a lack of physical resources, which is externally expressed in the limitation of life activity (complete or partial loss of the ability or ability to carry out self-service, independently move, 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 the remaining resources depends on the period of life in which the disability arose. The disability of children as a problem is associated with the danger of insufficient development of abilities, limited assimilation of individual social experience, the formation of such negative traits as infantilism and dependence (characterizing a life position and self-attitude).
Inability to self-service due to old age, illness. The content of a difficult life situation is contained in its name, but the problem is limited to two groups of reasons (old age and illness), such reasons as infancy and disability have dropped out. The inability to self-service fixes attention on the insufficient state of the physical resource, perhaps this is the most extreme quality. It must be borne in mind here that the inability to self-service in
connection with the disease can be temporary, 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 - the performance of their functions by the parents." According to the law, orphans are persons under the age of 18, whose both or only parents have died, and children left without parental care are persons under the age of 18 who have been left without the care of a single or both parents 1. The main functions of parents are maintenance (food, care, clothing, etc.), upbringing (family upbringing, organization of education), psychological support, representation of interests, supervision. The natural social institution of parenting actually plays the role of a temporary intermediary between society and the child. The loss of such a social mediator by a child creates serious difficulties in meeting the entire gamut of human needs and social needs.
Neglect caused by the failure of the parents to fulfill their functions of supervision and upbringing of the child and differs from orphanhood by the nominal presence of parents. A particular and most socially dangerous case of neglect is the complete breakup of a child and a family (absence permanent place residence, limited contact 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 deaptation. The reason for the emergence of homelessness is the departure of a child from the family as a result of parental abuse or conflict. Specific traits life situation of street children: permanent stay outside the parental apartment or social institution (overnight stays 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 antisocial personality type, the rooting of negative life skills).
Low income as a personal problem is the lack of material resources as a means of satisfying
1 Federal Law “On Additional Guarantees for 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 a low social status, the formation of an inferiority complex, an increase in 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 strata, population groups, individuals. For elderly citizens experiencing material difficulties, this provision is disappointing in relation to the state they served, paid taxes, and defended in wartime.
In solving the problems of the needy by the state, the 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 a 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 instrument for determining the monetary income necessary for the minimum adequate standard of living is usually the consumer budget of the corresponding standard of living, containing quantitative sets of goods and services and estimated at retail prices.
Unemployment represents a problem of able-bodied citizens who do not have work and earnings (income), who are 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 benefits (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 strata of the population in need of 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 a source of material resources, loss of position in society, structured personal time, degradation
spheres of skills and experience of professional activity, the 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 is actively looking for work, realizes the problems he faces, and to overcome them changes the content side of his activity;
2)activity and unconsciousness - during the observed period, the unemployed is actively looking for 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 work, although he feels the need for employment (for example, the unemployed person, after a series of unsuccessful attempts, stops looking for work, since “there is no job in the city”, “you can get a good job only by acquaintance”, etc.) .).
Absence of a definite place of residence- a specific personal problem associated not only and not so much with the lack of economic resources, 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 definite place of residence), they are forced to wander, engage in vagrancy. The word "vagrant" itself is explained in dictionaries as "an impoverished, homeless person wandering without specific occupation."
There are main reasons for the emergence of vagrancy: family, housing, moral problems and mental illness of a person. Proceeding from this, three groups can be conditionally distinguished among persons without a definite place of residence. The first is persons of disabled 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 in connection with their stay in prison or with deception in the exchange or purchase and sale of housing, who have lost their documents and are unable to get out of this life situation. The third - people, as a rule, of working age, fundamentally unwilling to work, prone to alcoholism, who sold their homes or lost it for other reasons.
Family conflicts and abuse. Family conflicts are clashes between spouses, children and parents, caused by intractable contradictions associated with confrontation and acute emotional experiences. The conflict leads to a disorder in the functioning of the family, a disruption in the process of realizing the needs of its members.
Abuse, according to international standards, includes all forms of physical or mental violence, beatings or insults, inattentive, negligent or cruel treatment, exploitation, including sexual assault. The following forms of violent actions are distinguished in the literature: physical violence; mental (emotional) abuse; sexual (sexual) violence, neglect of vital needs.
Under physical abuse the following actions are understood: murder, beatings, mutilation, murder of an infant, coercion to refuse food, coercion to refuse medical care, coercion in the reproductive sphere. Sexual assault includes: rape, incest, various kinds of sexual harassment; under mental abuse are understood: restriction in behavior, threats, forced marriage. Neglecting life's needs presupposes a situation when parents or persons substituting them do not provide the child with food, shelter, clothing, hygienic conditions corresponding to his needs.
The target of domestic violence is physically or psychologically weak family members, usually women, children, and the elderly. There are three types of family cruelty: 1) on the part of parents in relation to 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.
We can't make ends meet at all
Have to spend money and 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 questionnaire "Youth way of life"
EDUCATION AND PROFESSION CHOICE
11. What profession would you like to get? What would you like to become?
1. Artist - 2 people.
2. Shop owner - 2 people.
3. Professional sportsman - 2 people.
4. Skilled workers -1 person.
5. Lawyer, attorney - 1 person.
6. Doctor - 1 person.
7. Engineer -1 person.
8. Military - 1 person.
9. Artist, architect - 1 person.
10. Other (write down) choreographer, builder, driver, hairdresser
12. What attracts you to this profession, occupation?(Check up to 3 answer options)
1. Allows you to make a career, achieve success - 10 people, 66%
2. It is accessible, not difficult - 7 people, 44%
3. It is interesting, it gives great opportunities for self-realization 7 people, 44%
4. She gives good earnings - 4 people, 27%
5. It's prestigious - 3 people, 21%
6. It's fashionable - 2 people, 13%
7. Other (write down) is 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. Professional education (college, courses) 5 people.
3. Higher education 2 people.
4. I find it difficult to answer, until I decided 2 people.
5. Two higher education, postgraduate study 1 person
14. What for you, first of all, depends on the possibility of getting a good education?(Check one or two)
1. From their own diligence, abilities - 13 people. - 87%
2. From family help, availability of the necessary funds - 5 people. - 33%
3. From 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 prefer 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 people.
4. At a 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?(indicate 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 good money, 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 got so rich that you could afford not to work, would you keep working or stop working?(Check one answer)
1. Continued to work in any case, 13 people. - 87%
2. Probably stopped working - 2 people.
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 - 3 people.
3. Yes, there is almost always - 1 person.
5. What are the main sources of receiving money?(Check all that you see fit)
1. I earn myself - 8 people. - 56%
2. Educators give - 5 people.
3. Given by parents - 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 deferred money that I keep at home - 1 person
3. I have my own bank account - 1 person
4. I practically have no money - 4 people.
7. What do you prefer to spend your personal money on?(several are possible)
1. For gifts to friends, relatives - 7 people.
2. For cosmetics - 7 people.
3. For food, sweets, drinks - 7 people.
4. Leisure, entertainment - 6 people.
5. On audio, video tapes, CDs - 3 persons.
6. Education, classes - 2 people.
7. For fashionable clothes - 2 persons.
8. For toys, trinkets - 3 people.
IMPORTANT IN MY LIFE.
1. Can you say to yourself that you have already determined your life goals and plans?(Check one answer)
1. I can only partially represent - 7 people. 44%
2. Difficult to answer - 5 people. 33%
3. Yes, I can imagine them well - 2 people.
4. Probably not, thought a little about it - 1 person.
2. What are you most striving for in life?(Check up to 3 options)
1. To create a good family - 12 people. 80%
2. To success in life, a 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. Pleasure - 1 person.
9. To fame, fame - 1 person.
3. What do you consider to be the signs of success in life?(Check all that apply)
1. Be no worse than others - 13 people. 87%
2. To rise above one's social environment, to 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 person.
6. Achieve material well-being. Get rich - 1 person
4. If there was no need to work only for the sake of material support, what would you do?(Write down the answer) I don't know - 8 hours
2. What things (goods), in your opinion, should a modern person have and at what age?(Mark one answer per line 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 |
It is not necessary to have |
|
Mobile phone |
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|
Washer |
||||
|
Color TV |
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|
Domestic brand car |
||||
|
Foreign brand car |
||||
|
Video recorder |
||||
|
Music Center |
||||
|
Personal Computer |
||||
|
Motorcycle, scooter |
||||
|
Own apartment |
||||
|
Vacation home |
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|
home library |
2. Where do you usually buy clothes?(Check all that apply)
1. In the clothing markets - 12 people.
2. In youth shops - 3 people.
3. In large stores - 1 person.
4. Difficult to answer, I don't buy clothes myself - 3 people.
FREE TIME, LEISURE.
1. Do you have any hobbies, interests? Which?(Write it down) sports, football, dancing, music, drawing, knitting, reading, talking with friends
2.What do you spend your money on free time often?(Check up to 5 options)
1. Watching TV - 13 people.
2. I listen to music - 11 people.
3. I communicate with friends -9 people.
4. 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 love being alone, just dreaming - 4 people.
9. Doing 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 television programs do you prefer to watch?(Check as applicable)
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 people.
8. Musical programs - 6 people.
9. Programs about animals, about nature - 5 people.
10. Youth serials - 5 people.
11. Comic programs - 5 people.
12. Love, "family" series - 3 people.
13. Fashion programs - 3 people.
14. Programs about history, culture - 3 people.
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
· I'm not interested in sports - 2 people.
5. What kind of sport do you practice?
· (Write it down) football - 9, volleyball - 7, running - 2, basketball, tennis
· I don’t go in for sports at all - 3 people.
1. Collections of anecdotes, comics 8
2. Newspapers 7 people.
3. Magazines for young people 7
4. Science fiction 4
5. Biographies of great people 4
6. Detectives 2
7. Adventure novels 2
8. Romance novels 2
9. Thrillers 1
10. Historical novels 1
11. Popular science literature 1
12. Encyclopedias, dictionaries 1
13. I hardly read, 2 people.
7. Name your favorite Russian and foreign writer, poet(2-3 is possible)
Domestic: Daria Dontsova - 3, Pushkin - 3, Lermontov, Griboyedov
Foreign: Jules Verne, D. Defoe, M. Twain, Byron
8. What is your favorite domestic and foreign film?(Multiple names are possible)
· Domestic: "Palmist", "72 meters"
· Foreign: "Titanic" - 2, "Clone" - 2, "Romeo and Juliet"
9. What is your favorite contemporary band or artist?(Several can be named.)
Groups: Lyube, 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 visit a company?(Check one answer)
· Yes, often - 7 people.
· Sometimes I visit - 6 people.
· Almost or not at all -2 pers.
12. What do you usually do when you meet with your company?(Check up to 3 holes)
1. Spending time on the street - 11 people. 73%
2. Discussing interesting topics for us - 8 people.
3. Gathering at someone's house, chatting, listening to music - 6 people.
4. We go to the disco, to the 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. Light character - 3 people.
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 an orphanage - 11
2.With parents, other relatives 2
3. I live on my own 2
2. What do your parents mean to you?(Check one answer)
1. They are close to me people, we are friends - 9 people. 62%
3. They are not bad people, but I try to communicate with them less 1
4. They are completely strangers to me 1
5. I do not know anything about them and do not 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 material assistance from 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 material needs currently provided for? (Check one answer)
1. I can not afford everything that is available to my friends - 7 people.
2. I do not have much 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, first of all for what? (Check 3-4 options)
1. For life itself - 9 people. 62%
2. Personality traits - 5 people. 33%
3. An example in life - 3 people. twenty %
4. Introduction to faith in God - 3 people. twenty %
5. Circle of friends and acquaintances - 3 people. twenty %
6. Business acquaintances, useful contacts - 2 people.
7. Received education, profession - 2 people.
8. Sincere 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. Material 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, did not think about it 4
18. Do you have a close friend (girlfriend) with whom you have a close relationship?
· Yes - 13 people.
· No - 2 people.
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?(5 var.)
1. Housekeeping - 11 people.
2. Mind - 10 people.
3. Caringness - 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. Light character - 3 people.
10. Strength, firmness of character - 3 people.
11. 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 defend your rights and interests? If so, in what way?
1. Asked for help from parents - 1 person.
2. Solved the problem myself, on my own - 4 people.
3. I went to court - 1 person.
4. Asked close friends for help - 3 people.
5. Other - to workers d / d
6. Didn't come across this problem - 3 people.
7. Difficult to answer - 3 people.
3. Which of the following do you consider acceptable and what is unacceptable?(1 in. Per line)
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Acceptable |
Unacceptable |
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1. Drinking alcohol |
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2. Drug use |
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3. Smoking tobacco |
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4. Engaging in prostitution |
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5. Non-traditional sexual orientation |
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6. Vagrancy |
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7. Begging |
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8. Theft |
4. To what extent are you interested in politics?(Check one answer)
· I rather closely follow the information about political events in the country and the world - 4 people.
· I don't follow the information especially, but I discuss political news with friends - 1 person.
· In general, I am not interested in these problems - 3 people.
· Difficult to answer - 7 people.
LIFE VALUES.
1. To what extent are the values listed in the table important to you? (Check 1c. In the line)
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Values |
Very important |
Pretty important |
Not very important |
It doesn't matter at all |
Hard to say |
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Spiritual harmony and a calm conscience |
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Good family and friendly relations |
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Freedom is the ability to be your own master |
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Interesting creative work |
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The ability to self-actualize |
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Stand out among others, be a bright personality |
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Live like the majority, no worse than others |
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Good earnings, material well-being |
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Respect for established traditions and customs |
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Striving to have access to power |
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Public recognition, success |
3. What conditions do you think are important in order to succeed in life?(Please tick one answer on each line by circling the number in the box)
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Conditions of well-being |
Very important |
Pretty important |
Not very important |
It doesn't matter at all |
Hard to say |
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Come from a wealthy family |
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Have educated parents |
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Have a good education yourself |
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Be ambitious |
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Have good ability |
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Work hard |
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Have the right acquaintances |
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Nationality |
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The place where the person comes from |
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Political convictions |
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Gender (female or male) |
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Indiscriminate means |
ME AND THE WHOLE WORLD.
5. Who do you feel yourself to be in the first place?(Check one answer)
1. Citizens of their country - 10 people.
2. I am on my own - 2 people.
3. Difficult to answer - 3 people.
6. Which 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. What country would you like to live in?(Write it down) in Russia, in Totma? In Moscow? In Paris?
5. What are the 5 names of the greatest and most famous people of the twentieth century?. (Write it down)
7 What are 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 liters - 5, 15 liters - 4, 14 p. - 4, 13 p. - 1, 17 p. - 1
9. Note what education do your parents have?(Check your option in each column of the table)
10. How would you describe the financial situation of your family?(Check one answer that best fits)
1. We can't make ends meet at all - 3 people.
2. You have to spend money and from savings - 1 person.
3. We can make big savings - 1 person.
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 practices of your faith?(Yes 6, occasionally 5, no 4)
14.In study group what educational direction (technique 1, sport 9, dancing -4,
arts and crafts -2, ecology, etc.) are you doing?
(Write down) ______________
General conclusion
As a result of the survey, we came to general conclusions:
Education: Pupils choose highly paid professions, and they want to have general secondary education or secondary vocational education. It is believed 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 from 2000 to 11500 in the future. They say that if they receive a lot in the future, they still want to work. The main sources are considered wages... At the moment they have money for pocket conditions. They spend money on cosmetics, gifts for friends, food, sweets, drinks.
Important in my life: Most of the pupils did not define their own life values... Hobbies have their own interests: sports, dancing, music, drawing, knitting, reading. In their free time they watch TV, listen to music, chat with friends. They value kindness and understanding in friends. In life, they strive to create a good family.
Life: They consider it important for themselves to have a music center, TV, video tape recorder. Clothes are usually bought in 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 - 4; They want to create a family between the ages of 20 and 26. In the spouse, such character traits as thrift, intelligence, solicitude, decency are distinguished.
I and the Society: They believe that children should have their own rights, They solve their problems related to the law on their own or turn to close friends for help. The use of alcohol is considered permissible in their lives, and the use of drugs, theft, begging, and vagrancy is considered permissible.
Life values: For them, such values as good family and friendly relations with people and spiritual harmony and a clear conscience are important. 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 cities such as Vologda and Ukraine. They dream of going to Paris, Moscow, America, Anapa, Cherepovets.
Age of filling out the questionnaire from 14 to 17 years
Pedagogical Council
Topic: Professional education: analysis of the situation and development prospects. "
Questions of the pedagogical council:
- Implementation of the decisions of the pedagogical council No. 3
- Professional definition of graduates, conclusions and recommendations of the professional consilium of the orphanage
- Presentation "The work of the labor brigade of the orphanage
- Teachers' reports on the individual vocational determination of children in the orphanage
- Analysis by teachers - curators of the adaptation of graduates in educational institutions
- Brainstorming for solving problems that have arisen in the professional determination of children
- Discussion of the practical session on suggestions:
- Landscaping program
Distribution of plots, work on landscaping and cultivation of agricultural products, activities of the labor team
Protocol No. 3
Meetings of the Council on the prevention of delinquency and neglect among minors dated February 3, 2009
Council members attended:
Director Sviridova N.T., social educator Mishurinskaya E.V., Educator Notareeva V.G., senior educator Anfolova T.G., chairman of children's self-government Treskina Katya, Senior inspector of PDN, police major Volokitina N.A.
Invited: Kolesov Valentin, Kudryashov Valentin.
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Listened to questions |
Performed |
The decision was made |
Execution control |
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1) Kudryashov Valentin. According to the results of academic performance in January, I received 10 twos |
Sviridova N.T. Volokitina N.A. Mishurinskaya E.V. |
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Educators Kudryashov V. Treskina K. Educators - specialists Director |
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2) Kolesov Valentin. For three weeks of study I received 7 deuces, rudeness, rudeness, obscene language |
Sviridova N.T. Anfalova T.G. V. G. Notareva |
1. Control over behavior and learning
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Director, E. Treskina, Administration, Doctor |
Council members Sviridova N.T.
Volokitina N.A.
Mishurinskaya E.V.
V.G. Notareeva
Anfalova T.G.
Treskina E.
Appendix No. 4
Appendix # 5
Appendix # 6
Appendix No. 7
Consultation for teachers
"THE MAIN FORMS AND CAUSES OF BEHAVIORAL DISORDERS IN THE CHILDREN IN THE ORPHANAGE HOUSE".
Modern trends in juvenile delinquency.
The category of children with behavior disorders most often includes children who find themselves outside of education. Unfortunately, in many cases, educational institutions are still trying to get rid of "difficult" children. The number of juvenile delinquency 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 in 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 of age. The main share among adolescent crimes in 2000 was theft (61.3%), robbery (7.8%), hooliganism (5.9%), robberies (2.7%), car thefts (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 level of criminal activity among children under the age of 14. The criminal activity of girls does not decrease. An increase in the number of girls registered with juvenile affairs units should be noted.
A significant number of children and adolescents with behavioral disorders are inmates of state boarding schools. The number of unauthorized children leaving orphanages and boarding schools is growing every year. Most of the pupils of special educational institutions of a closed type (about 70%) are minors aged 13-15 years, among them 18% are orphans and children left without parental care.
Behavioral disorders in orphans with mental disabilities are characterized by a wide variety of forms in comparison with healthy children. For example, when studying shoots and aggression as the most frequent manifestations of disturbed behavior in mentally retarded children, their significant variability, clinical heterogeneity and dependence on both environmental factors and the characteristics of mental activity were revealed.
Thus, in recent years, the number of minors has been increasing: students of general education schools, inmates of orphanages and boarding schools, orphanages, detained by the internal affairs bodies for hooliganism, theft, a tendency to substance abuse, drug addiction and committing grave administrative offenses. The reasons for the increase in juvenile delinquency are largely associated with the trouble in the family, the weakening of the educational function of the school and the orphanage, not enough 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 lifestyle of children and adolescents, leads to different forms deviant behavior. For their prevention and identification of "risk groups", it is necessary to know the characteristics of behavior 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, aggression, demonstrative disobedience, destructive behavior, deceit, constant truancy 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 grows 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 with reduced intelligence, there is a greater likelihood of aggressive, antisocial behavior and criminal inclinations.
The main symptom of deviating psychosocial development of the personality of a minor is behavior disorders. Classifications A.G. Ambrumova and V.V. Kovalev share deviant (anti-disciplinary, asocial) and delinquent (criminal) behavior.
Deviant behavior.
Deviant behavior is a system of actions that contradict the norms accepted in society. This behavior can be caused by both pedagogical neglect, bad manners, and mental abnormalities: inadequacy of reactions, rigidity, inflexibility of behavior, a tendency to affective reactions. Deviance - a deviation from accepted norms - includes behavioral disorders - from early alcoholism to suicidal attempts.
Traditionally, the reasons for deviant behavior are divided into two groups:
Causes associated with mental and psychophysical disorders;
Social and psychological reasons;
Causes associated with age-related crises.
Causes associated with mental and psychophysical disorders.
From 5 to 15% of children suffer from serious mental disorders. If we add to this number less severe disturbances and emotional disorders of an episodic nature, the size and essence of the problem becomes clear.
Deviant behavior may not be facilitated by mental abnormalities themselves, but psychological characteristics personalities that are formed under their influence. Psychologists and psychiatrists have techniques to accurately diagnose the type and severity of the deviation. Together with the teacher, they can develop measures for pedagogical behavior correction. It is by no means recommended for educators to diagnose a teenager. If the teacher is in force production necessity has learned the diagnosis, he should take special care of maintaining confidentiality in order not to aggravate an already difficult situation and not to lose the child's trust.
According to V.V. Kovalev, adolescents with residual symptoms 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%).
Social and psychological reasons.
Among the reasons of a psychological and social nature are traditionally distinguished: 1) defects of legal and moral consciousness; 2) the content of the needs of the individual; 3) character traits; 4) features of the emotional and volitional sphere. As a rule, difficulties in the adolescent's behavior are explained by a combination of the results of improper development of the personality and the unfavorable situation in which he found himself, as well as by lack of upbringing. In adolescence, among the most common causes of deviance, scientists are glad to 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 adherence to 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 have only to reconsider their attitude towards grown-up children, and the problem will be solved by itself.
Many researchers cite low self-esteem of children, especially adolescents, as one of the main psychological reasons. Self-esteem, i.e. a person's assessment of his capabilities, qualities and place among other people is an important regulator of behavior. Self-esteem primarily determines the relationship of a person with the people around him, his criticality, exactingness towards himself, attitude towards success and failure. Discrepancies between the claims of a person and his capabilities lead to psychological breakdowns, increased conflict in the adolescent, especially with adults, emotional breakdowns, etc. Due to age characteristics, adolescents 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, such a situation can lead to depression and, as a result, reluctance to attend school, decreased academic performance, use of tobacco, alcohol, drugs, seeking support from “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 a child, since he has no experience of life in a different social environment.
The reason can also be a socially prosperous, but low level of material support environment. if a child raised in such an environment does not have formed moral norms and values, the skills of independent life planning, he may violate the norms of behavior accepted in society, first in the form of a protest against his living conditions, and then violate the law in order to improve his standard of living (theft , machinations, etc.) The reason can be both socially and materially prosperous environment. If moral norms are not formed, developmental deviations, conflicts with adults, a child who is brought up in a prosperous atmosphere can embark on a "search for 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 "playing the fool." (Late arrivals, cheating, school truancy, stowaways at the cinema. Such teenagers can constantly tease and offend brothers and sisters, flatten a neighbor's tire in a car, plant a "smoke" at a school disco, try drugs)
2) The enemy of the parents. (The reason for bad behavior can be revenge on one or both parents. Over time, their hostility develops into a real war)
3) Spoiled child (He has no deviations either in intellectual or emotional development. But he has a clear deviation in his behavior - 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 their vicious environment)
4) Organic (This is a child with brain injury or mental retardation. This is a "disinhibited" child, whose discipline disorders are explained by a weakened intellect and a lack of ability to evaluate their actions).
5) Psychotics (these are mentally disabled, sick children)
6) Bad seed (deviation manifests itself from a very early age, often even in preschool years)
Causes associated with age-related crises.
child development during school years is not always painless. At the age of 7 to 17, a growing up person goes through several stages of age development, at each of which significant changes occur in the physical and psychological state, emotional and communicative perceptions change. At the same time, not all children have a good command of their thoughts, feelings, and actions. Children and adolescents find themselves in crisis situations several times during the school period. It is well known that the crisis during the transition from primary school age to adolescence is associated with physiological changes in the body, relationships with adults. Any crisis carries both a constructive and a destructive beginning. Negative development is only the flip side of the positive processes occurring during critical periods. Destruction of previous interests, negativism, opposition are just the ways in which the child creates a new morality and system of values. How adults react to negative manifestations will largely determine the quality of the changes taking place in the child. one cannot fail to notice the most dangerous negative manifestations, since they can gain a foothold and develop, but one cannot "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 criminal offense.
Currently, the problem of delinquent behavior is quite acute.
In the majority of juvenile delinquents (offenders) by the age of 13-14, we can talk about the initial stage of the formation of socio-psychological personal deformation.
Its first component is pedagogical neglect with an unformed cognitive motives, interests, and school skills. It also includes general unpreparedness for studies with a negative attitude to tasks, indifference to the assessment of performance results. At the same time, significant gaps in knowledge are noted despite the formally preserved thinking abilities, correct practical, social and everyday orientation.
The third, often encountered component, is a negatively oriented egocentric position with a demonstration of a disdain for existing norms, the rights of another. During the examination, delinquents with socio-psychological personality deformations often exhibit traits of "negative leadership", flaunt criminal behavior, justify the incriminated acts by external circumstances and the situation, impose an antisocial hierarchy of relations on their peers or physically weaker ones.
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 are a group of increased social risk.
Data on the state of juvenile delinquency in Russia is currently ambiguous. Over the past 10 years, juvenile delinquency has increased by about 2 times, and the adolescent and youth population has decreased by 15-20%.
Various classifications of forms of delinquent behavior are presented in the literature:
By the nature of the violated values and norms:
Behavior associated with the failure of a person to fulfill their basic social functions;
Behavior associated with violation of moral norms;
Behavior related to violation of the rule of law;
Crimes.
By the main sphere of life:
Social deviations in the field of everyday 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, it is a contradiction between relatively evenly spread and growing needs and significantly different possibilities for their satisfaction. An unmet need for self-affirmation is relatively more likely to lead to violent crime. Consuming alcohol and nicotine (smoking) adolescents demonstrate their "adulthood", belonging to the world of adults. Retritic forms of delinquent behavior (drunkenness, drug addiction, suicide - as "escape" from an alien, incomprehensible world) arise in the presence of two circumstances: long-term failure to achieve goals shared by society by legal means and inability to resort to illegal ways 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 control, provide adequate 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 were faced with a constant negative example of their parents - systematic drunkenness, scandals, manifestations of cruelty, depraved behavior, etc.
The process of demoralization observed in adolescents follows the following pattern:
Learning difficulties
Truancy
Conflicts with adults
Escapes from home, from boarding schools
Contact with demoralized youth
Committing a crime to satisfy elementary needs or on instigation
Committing a crime not related to the satisfaction of basic needs.
Features of delinquent behavior of children in orphanages.
It is necessary to dwell on the problem of pupils and graduates of boarding schools who have committed offenses. All of them 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 provide for themselves through deception and theft.
The overloading of pupils with negative experience, unfortunately, is often 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:
The lack of experience of emotionally close ties with people leads to an inability to empathize, to put oneself in the place of another, and to treat the other person as a value in itself. It also leads to the experience of one's own insignificance, uselessness, to neglect of one's own destiny;
Upbringing in an artificial, isolated environment, where normal property relations, the spectrum of life 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";
The limitation of the pupil's own activity due to the regulation of life in a boarding institution leads to a delay in the formation of his "I" as a subject of understanding his life experience, regulating his needs, relationships and life activity. Resisting unfavorable circumstances, negative influences and temptations is impossible if the subject of social choice - the individual "I" of the pupil - is not developed.
For adolescents - orphanages, the experience is characteristic that fate has treated them unfairly, that they have not received much from life that they are entitled to by right.
According to law enforcement agencies, adolescents raised without parental care commit the following crimes:
Rogue attacks
Theft of personal property
Rape of girls, most often group
Murders.
Behind these crimes is the meaning of taking away and appropriating something belonging to another and the habit of solving problems only by force. in the conditions of educational institutions, orphanages adapt much easier than adolescents who grew up in a family. They have extensive experience in a closed, collective life. The potential for aggression, accumulated since childhood, allows them to provide themselves with protection and authority in this system in a more familiar and easy 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 action. The conditions of imprisonment only exacerbate the situation: the same limited environment, the same disciplinary and functional ties, the same forced living in a closed group, the same psychological experience of one's own insignificance. Therefore, relapses are natural.
After their release, orphanages face a whole range of problems. They cannot get a job, 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 well-thought-out and coordinated plan of work with difficult pupils determines success in the prevention of delinquency and crime. There are two aspects:
Activities designed for all pupils
Individual work with every difficult child.
The plan for working with children at risk involves the division of responsibilities between educators 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 the KDN, OPPN and other services, organizing summer recreation work for children, monitoring class attendance, conducting preventive conversations, attending lessons in order to observe the pupils, referral for consultation to a psychologist or to a medical center. specialists, assistance in employment, psychodiagnostics, assistance in choosing a further educational and life route, analysis of conflict situations.
A plan of individual work with each pupil is drawn up in such a way as to get an answer to three questions:
- What needs to be eliminated
- How to fix it
- To whom and what to do
2) Involvement of pupils in various types of positive activities.
It is necessary to create conditions in the orphanage that do not provoke deviant behavior, but expand the space safe for the child, where he feels good and interesting.
The most effective are circle work and the organization of leisure time for pupils, the work of children's self-government, participation in a social project.
Prevention of delinquency assumes that the orphanage becomes the place where the child finds application of his capabilities and initiative.
3) Changing the nature of personal relationships between teachers and students.
Rules for influencing the personality of a pupil in a conflict situation:
Two agitated people fail to come to an agreement
Delayed reaction (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 (using insidious design for good)
In working with difficult teenagers, some techniques can be used:
- Reception "Ladder" - a situation when the teacher leads the teenager progressively upward, climbing with him the steps of knowledge, 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 blockage is about blocking pain, resentment, disappointment, loss of faith in yourself. The main thing is to find the reason and rethink the failure.
- Reception "I give a chance" - the essence is to give an opportunity to unexpectedly reveal oneself, one's abilities.
- Motivation to do 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
- Advance payment of good deeds with trust: "If you justify my hopes, then you will do so ...", "I believe in you: you will not be afraid in such a situation ...". Such trust inspires in pupils self-confidence, conviction in their righteousness, gives rise to inspiration and decisiveness.
4) Changing the conditions of upbringing.
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 to deal with the situation. Don't panic. You are not entitled to this. Shouting, threats, you will not 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 an inveterate 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. Maintain your child's confidence in yourself.
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 to not only listen, but also hear. It will help you better understand the child, get to know his views and feelings. Adolescents have a rather strong desire for communication, the desire to be listened to.
Step 4. Find out as much as possible about what is happening with the child.
Having committed illegal actions, children tend to blame others for what happened, to be cunning and dodge. Try to understand the situation as objectively as possible. With the necessary information, be careful.
Step 5. Change your attitude towards the child
Step 6: don't be manipulated
Step 7: Don't Correct Your Child's Mistakes
Step 8. Talk less and do more.
Conversations that are moral in nature, contain threats, promises to "put" the child, "hand over" him to the hospital, quickly become familiar to him, develop indifference to their 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 restore rapport with your child
Step 10. Give your child the opportunity to correct their behavior on their own.
Step 11. Do not let the process take its course.
It is necessary to support the child's independent steps towards correction. Use every opportunity for moral support
Step 12. Restore trust in the child.
Step 13. Set reasonable control limits.
Step 14. Help your child change life for the better.
An upbringing (re-education) program can include several stages:
- Engage your teenager's time with useful, fun activities
- Help him with a sincere conversation, form an ideal, realize his shortcomings
- If necessary, apply the "explosion" method (A.S., Makarenko)
- Teaching a teenager to put himself in the position of other people
- Make sure that there are no irreparable flaws.
- Help develop the habit and need for introspection, self-education, self-esteem.
- Awaken interest in social work, in obtaining knowledge, expanding horizons, intelligence. Foster positive results by creating a situation of success.
- Teach to reckon with the opinions of other people.
- Help to change the attitude towards the orphanage, people, comrades
Preventive work with pupils is a complex, multifaceted and long-term process.
Positive results in work will be achieved when pedagogical tools, 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 relations of quantity and quality. A teenager will become an adult only tomorrow, but today he is a child who needs warmth, love, understanding and respect. All this must be given to every graduate. After all, the orphanage is not only a "place", it is the time of life of our pupils, the time of the life path.
Appendix No. 8
Circles held in the orphanage:
- "Teenager and the Law"
- "Crazy hands"
- Choreographic club "Sorcerers"
- "Sewing"
- "Cutting and sewing"
- Theatrical circle "Hope"
- Mirror"
- Sports and Wellness
- decoration of wood "Magic birch bark"
Artistic and aesthetic education
Music school - 8 people
Petrovskaya craft school - 3 people
Sports school - 2 people
Problems solved as a result of the employment of children:
- Strengthening children's health
- Organization of professional determination
- Strengthening post-boarding adaptation of pupils
- Development of personal activity of teachers
Appendix No. 9
Analysis of the participation of the MOU "Totemsky orphanage" in educational activities
Employment chart for children in the Orphanage
Appendix No. 10
In the 2007 - 2008 academic year, pupils participated in 16 regional competitions:
1st place - 1st diploma
2nd place - 2 diplomas
3rd place - 3 diplomas
Participant diploma - 16 pcs.
In regional competitions:
1st place - 12 diplomas
2nd place - 5 diplomas
Appendix # 11
Work plan of the Council of Prevention of the MOU "Totemsky Orphanage" for the 2008-2009 academic year.
|
Event |
Dates of the |
Responsible |
|
|
Meeting of the Prevention Council in order to prevent offenses by pupils |
Once every 2 months |
Orphanage administration |
|
|
Classes of the "teenager and the law" circle in order to improve the legal culture of pupils (middle and senior school age) Solgano of planning a circle "teenager and the law" |
2 times a month |
Social teacher |
|
|
Conduct a survey with pupils: Diagnostics of the tendency to deviant behavior; Quiz "Through the Pages of the Constitution" The level of socialization of pupils " Monitoring "Drug situation in the country" |
Social educator, educators gr, |
||
|
Organization of legal education among teachers and junior educators: consultation types of adolescents with deviant behavior " "Diagnostics of adolescent deviant behavior" The role of positive emotions in education. Developing a sense of humor " |
September 2008 November 2008 February 2009 |
Social teacher |
|
|
Constantly analyze the reasons for the unauthorized departure 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 adjacent territories for anti-terrorist strength and security. Draw up a survey report |
2 times per year |
Totemsky District Department of Internal Affairs, administration of the orphanage |
|
|
Take measures for the systematic exchange of information on all offenses by pupils of all schools in the city, state institutions of the region |
During a year |
Totemsky District Department of Internal Affairs, administration of the orphanage, secretary of the KDN and ZP |
|
|
As necessary, within the framework of their competence, provide assistance to police officers in collecting materials for adolescents. Committed illegal acts, in 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 |
|
|
Constantly conduct initial introductory interviews with newly admitted children. |
During a year |
Orphanage administration, social educator, psychologist |
|
|
Invite pupils who violate discipline to the internal affairs bodies for individual conversations, summon pupils to KDN |
During a year |
Administration of the orphanage, Totemsky ROVD, secretary of the KDN and ZP |
|
|
When juvenile pupils commit administrative offenses, identify the reasons and conditions for their commission |
As needed |
Department of Internal Affairs, administration of a state institution, social educator, psychologist |
|
|
Involve the PDN staff, the secretary of the commission on juvenile affairs to participate in the events held in the orphanage: classes of the "Teenager and the Law" circle, prof. games, Passport Awards, etc. |
During a year |
Orphanage administration |
|
|
Conducting a week of interaction with the Totemsky District Department of Internal Affairs - meetings, excursions, joint competitions, competitions, contests, going to the shooting range |
Orphanage Administration, Head of the Totem District Department of Internal Affairs |
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