Demyanova Irina Viktorovna
Position: educator
Educational institution: GKU SO MO Sergiev Posad social rehabilitation center for minors
Locality: Sergiev Posad city, Moscow region
Material name: Methodical development
Topic: Creative report of the educator of the social rehabilitation center for minors
Publication date: 25.01.2016
Chapter: secondary vocational
GKUSO MO "SERGIEV-POSAD SOCIAL-
REHABILITATION CENTER FOR MINORS»
REPORT FOR 2012-2015
Educator
I QUALIFICATION CATEGORY
DEMYANOVA IRINA VIKTOROVNA
2015
1
I have been working as an educator for 10 years in the GKUSO MO "Sergiev Posad Social and Rehabilitation Center for Minors". The work is related to children aged 7 to 18 years old, left without parental care, undergoing rehabilitation due to a socially dangerous situation in the family, a difficult life situation. Children are generally neglected socially and pedagogically, with different levels of physical, intellectual and mental development. Almost all children have psychological problems: low self-esteem, high level of anxiety, which negatively affects the lifestyle of children. The composition of the group of children during the year is constantly changing. Therefore, it is necessary to make changes in the plans of their educational work related to age characteristics, the level of individual development of pupils. An individual rehabilitation program is drawn up for each child, which helps to track the dynamics of correctional and developmental education, physical and psychological development, and resocialization of the child.
My main areas of work are:
Social - pedagogical activity on adaptation of pupils. Rehabilitation and resocialization of adolescent children who find themselves in a difficult life situation. 2
Protecting and strengthening the health of pupils. Organization of an individual approach in the educational process, assistance to pupils in problems related to education and upbringing. Involvement of children and the public in the organization and conduct of social and educational events, actions. Individual and group sessions with pupils on issues of resolving problem situations and conflicts. When working with children, I use modern educational technologies and methods and purposefully apply them in practical professional activities.
Technologies used in the work:
Health-saving technologies: preserving the health of pupils, the formation of knowledge, skills and habits for a healthy lifestyle. The technology of collective creative activity: the combination of various types of activity in a combination of forms, means, methods of action of the teacher, older and younger children. The technology of the upbringing method in cooperation: organized communication of pupils in a group, communication with kids, the content of which is intellectual content. The activities of pupils in a team, providing for a positive social experience of combining ideas, suggestions, opinions; days of useful deeds (joint labor activity). Game technology: the development by the child of various social roles and norms of behavior during the game. 3
Correctional technologies: allow the child to catch up in the development of peers, if there is some lag in the preparation of the student. Information and communication technologies: the development of the communicative abilities of pupils, the preparation of the personality of the “informed society”. Technology projects: to stimulate the interest of pupils in certain problems, solving these problems, the ability to practically apply the knowledge gained. Personality-oriented technology: the development and self-development of the personality of the pupil, based on his individual characteristics
captivating, diverse and interesting.
In his pedagogical activity use various forms
works:
conversations; walks; joint reading; games and competitions; drawing; modeling, coloring, positive attitudes, holidays, individual lessons-conversations; fulfillment of individually planned tasks-assignments by pupils; practical exercises on the formation of certain skills and abilities; disputes; quizzes; theatrical activities I improve my professional level by studying the experience of the center's colleagues, visiting methodological associations, seminars, pedagogical councils, and open classes.
I regularly speak at methodological associations with reports:
October 2012 - "Pedagogical conditions for the implementation of the provisions of the Federal state requirements for the structure of the main general educational program of preschool education" January, 2012 - "The idea of the educational team of A.S. Makarenko" September 2013 - regional seminar - report "Aspects of resocialization older teenagers in a shelter”, presented the program “Chef work” and showed the “Master Class” in her activities, in which she gave an example 5
interactions of adolescent girls with young children, preparation of a typical event for toddlers. 6
7
September 2014 - Pedagogical Council- presentation of my thesis "Promoting the resocialization of adolescent children in a shelter" I continue to work on this topic at the present time, I am conducting experimental research work. This topic is of interest to colleagues of the center. I develop and conduct open classes, competitions, holidays, entertainment, I draw up individual rehabilitation programs.
Open classes:
8
2012 - "Journey to the country of traffic lights". 2013 - Holiday for kids "On a visit to Autumn". nine
2014 - “Journey to the country of “Road Signs” 2014 - “Small Olympiad”. 10
2014 - Sports theatrical event "How the hedgehog was looking for friends" 11
2015 - " Family day"
Developed and implemented projects:
2012 - "Production of a developing panel for kids" 12
2013 – « Action «Roads of kindness» 13
2012-2015 Theater for all. Various types of theater were made: can theater, cone theater, theater on spoons, theater on disks. fourteen
I regularly travel with my pupils with game programs to children's institutions: MBDOU No. 36, the Time of Hope Center for Supporting Families with Disabled Children. In May 2013, with her pupils, she went with dance numbers to the III Open Festival of Children's Social Institutions "Easter Joy". Children took part in the amateur art competition, where they took 3rd place.
I have developed and successfully implement the program "Chef's work".
It is implemented in four areas: Interaction of children different ages in the general movement towards a healthy lifestyle inside the shelter. Interaction with children of different ages outside the orphanage. Interaction with veterans of the Great Patriotic War. Interaction of foster children with children with disabilities. 15
Program goals.
Formation of a caring, friendly, fair attitude in older children, both towards babies and the elderly. Prevention of deviant motherhood. Raising a humane attitude of children and adolescents towards the disabled and removing barriers to mutual communication. Formation and affirmation of a positive attitude towards health, conviction in the possibility of maintaining and improving it, mastering the skills of a healthy lifestyle, as well as helping to ensure that the choice of behavior that is beneficial to health becomes a strong motivation in later life.
Tasks.
Teaching teenagers the skills of interaction with younger children and children with disabilities Development of organizational skills Studying methods and techniques of working with children with girls Promoting the development joint activities children 16
Creation of conditions for the implementation of acquired skills in real work with young children Formation of social environments, social connections with school, kindergarten, etc. Development of the desire to be useful to others Education in children of such moral qualities as kindness, mercy, patriotism, diligence, honesty, etc. Development of initiative and creativity of children in the process of collective affairs Development of individual qualities of children through various forms of activity Broadening of horizons Study of the literature necessary for the organization of work with the younger 17
The program "Chef's work" introduces teenagers to a positive view of health problems through living with the kids the same emotions. Older children acquire knowledge in this area, expand their horizons through the education and upbringing of children. Thanks to the program, pupils form a positive influence on the choice of their own behavior, understanding and revising their behavior and actions, resolving their own problems; organizational skills are formed; self-esteem rises. Adolescents gain experience in communicating, conducting classes with those who are younger. eighteen
In turn, the kids make new friends who understand and love children, their needs for love, care and attention are satisfied. And also new knowledge about health is acquired, curiosity develops; develop a positive attitude towards health. A minor who has received a positive experience of collective relations, the experience of interacting with young children, will try to apply it in the future in relation to the people around him and to his future children. 19
Positive activity in a close-knit, benevolent group will help the minor to raise his self-esteem, to transfer the experience of positive communication he has gained to other areas of the life of a pupil of a residential institution. The information received by the teacher about the characteristics of the pupil's personality will help to find the most optimal ways of correctional and educational work with him. When conducting classes with teenagers, I study a variety of methods and techniques of working with younger children. All classes are held in the form of games, entertaining moments, based on the involuntary attention of children. Senior pupils try their experience in classes with kids. A 20
as children in junior groups mainly with developmental delay, with a low intellectual level, often showing inappropriate behavior, then special exercises are selected for them. Systematically with my pupils I organize various holidays and leisure activities for kids; we show board, puppet theaters, we carry out various games on the street and in a group. The most memorable events were: "Neptune's Day" (for younger children); interactive cognitive game "Seasons"; holiday "Sunny morning" (on the day of the summer solstice); thematic lesson for kids "Journey of the Matryoshka"; making a New Year's collage; holiday "Children's Day", etc. As part of the "Children's Work" program, my pupils made friends with children with disabilities from the SIDI society, repeatedly invited them to visit them at the SRTSN; they themselves visited the Time of Hope Center, held various events and game programs together with them. For six years, we patronized the veteran of the Great Patriotic War, Brezhneva T.I. They gave her all possible help, went to visit. Tamara Ivanovna told the girls a lot about the war, about her life, taught them to crochet. 21
I pay great attention in my work to the protection and strengthening of the health of children. Children entering the Center are very often deprived of a sense of security, they did not receive the necessary comfort and coziness at home. Therefore, I consider it my primary task to give this security to my underage pupils, to provide the necessary conditions for comfortable life. I regularly conduct classes on fire safety, electrical safety and road safety with pupils. Morning exercises have become a mandatory component of the regime. In the 2013-2014 academic year, she took part in a seminar on the formation of the foundations healthy lifestyle life and prevention of psychoactive substances in the framework of the program "Constellation ZUS" under the guidance of the head of the department of psychological and pedagogical assistance to the population, Ph.D. ped. Sciences Ushakova T.O. I implemented the program not only with my pupils in the SRTSN, but also at school No. 4 with the children of the senior adolescence. I instill in my pupils the idea that studying is their main work. As a rule, children entering the center are pedagogically neglected. They have poor academic performance due to frequent absences from school, inadequate supervision and lack of parental help with homework. In order to improve the quality of knowledge, skills and abilities in general subjects, I regularly assist pupils in preparing homework, systematically 22
I'm taking extra math classes. The result of the work is to increase learning motivation, improve knowledge of the subject. I maintain cooperation with school teachers and class teachers. The class teachers inform the teacher about all the problems of children at school. Children's attendance is monitored daily, diaries are checked. Attending parent-teacher conferences at school. I regularly visit the Temple in the village of Remmash with my pupils, where children have the opportunity to confess and take communion. In my work, I work closely with specialists: a psychologist, a speech therapist, a music director, and others. I use information and communication technologies in joint and independent activities. In my work I use the information found on the educational sites of the Internet. The main tasks that I set for myself in the future are: continuing self-education, attending pedagogical seminars, methodological associations of teachers, studying the experience of colleagues from various institutions, continuing experimental work on the resocialization of adolescents in conditions of social protection institutions, professional growth. 23
“Education itself, if it wants a person to be happy, should educate him not for happiness, but prepare him for work, for life.”
K.D. Ushinsky
1. Relevance
The problem of social and labor adaptation of children with special educational needs is one of the most urgent and acute problems in modern society.
Children in this category have limited developmental opportunities due to various factors that cause organic disorders of the brain and require special methods and techniques.
The formation of self-service skills, social orientation, instilling labor skills, aiming at obtaining a profession, followed by employment is the basis for the social and labor adaptation of children with special educational needs.
Labor in orphanage usually limited to self-service - make the bed, set the table. At first glance - monotonous and boring work. The soul does not lie, but you have to fulfill. The pupil gets used to the fact that work is uninteresting and forced. So he is on duty badly, carelessly, is not responsible for the house where he lives.
To solve the problem labor education in an orphanage, teachers need to do everything possible so that the pupil does not have an empty pastime, when "there is no work in the hands and thoughts in the head." At this time, the pupils’ attitude changes, they don’t know what to do with themselves and get used to just “killing time”.
Also n It's a secret that mostalumni orphanage insufficiently prepared for the choice of their life path.
Difficulties in the transition of a pupil of the orphanage to an independent life are objectively conditioned. During the entire period of the child's stay in a state institution, its staff is responsible for the life, health of their pupils, their material well-being and behavior. One of the reasons for social maladaptation is the lack of formation of the need and ability to work, the lack of independent living skills, the lack of personal experience normal family life and much more. An artificial safe stay in the usual closed space makes it difficult for a graduate to move into an unstable and complex modern world, which allows us to conclude that preventive adaptation work is necessary.
Accustomed to being constantly cared for, these children are often lost in harsh living conditions after they leave institutions. They are most often sent to colleges, where they study a randomly chosen profession without taking into account their abilities and desires. As a rule, this leads to the fact that they drop out of school or, having received low professional training in an undesirable specialty, do not want or cannot get a job.
In the international UN Convention on the Rights of the Child for children temporarily or permanently deprived of a family environment, the right to special protection and assistance provided by the state is approved (Article 20, Section 1). It also emphasizes the importance of preparing a child for independent life in society, ensuring his free development, guarantees of personally significant and socially acceptable, self-determination, self-realization and self-affirmation.
It is necessary for the pupils of the orphanage to form an understanding that labor is the basis of all life, it is through labor that all material and spiritual benefits are created; to educate the culture of the individual in all its areas related to labor activity (work culture, economic, environmental and legal culture) Therefore, in an orphanage, one of the main areas of educational work should be labor education.
2. Analysis of the level of labor training of pupils.
Against the background of the fact that children possess labor skills, self-service skills in accordance with age norms, the attitude to labor activity and the desire to independently engage in socially useful work remains quite low. Special problems are: self-service, attitude to the results of the work of other people, the desire to work for the benefit of others.
Purpose of the program
Creation of a positive attitude to work, the formation and consolidation of work skills; teaching self-care skills.
Program objectives:
Formation of a positive attitude towards work, and the perception of work as one of the highest values in life;
Formation of the foundations of mental and physical labor;
Inclusion of children with intellectual disabilities in the social environment, involvement in public life at the level of their psychophysical capabilities;
Education of diligence, sense of duty and responsibility, purposefulness and enterprise, honesty.
Basic principles:
The main directions of labor education:
Program content.
Self-service labor
Direction of activity
Tasks to be solved
Content
cyclicity
Compliance with the rules of personal hygiene
To form the need for compliance with the rules of personal hygiene, to teach their implementation.
- morning and evening toilet;
- observance of hand hygiene;
- compliance with the rules of personal hygiene;
- holding bath days
daily
daily before meals
daily and physiologically
1 time per week
Maintaining order in the bedroom, room
To form the need to maintain cleanliness in the bedroom and room, teach the rules for cleaning the room
- cleaning personal belongings, making the bed;
- group duty
Lobby duty
daily
on schedule
Laundry of personal items
To form the need to care for personal belongings, keep them clean, teach how to carry out minor repairs to clothes
- laundry of personal items (socks, underwear);
daily (as needed)
Carrying out minor repairs to personal belongings
- repair (darning, sewing on buttons, etc.)
As needed
be able to observe personal hygiene, hand hygiene during the day, know personal hygiene items and means, be able to take care of teeth, feet, be able to use a brush, comb;
know and follow the rules of morning and evening toilet;
be able to wash small things;
be able to dress and undress independently, neatly fold their belongings.
Household work
Direction of activity
Tasks to be solved
Content
cyclicity
Organization of duty of pupils
Teach hygiene practices hygiene rules when setting the table and cleaning it
- canteen service
on schedule
To form the need to maintain order in the house, maintain cleanliness in the assigned area, the formation of a respectful attitude towards the work of a janitor, cleaner.
- building maintenance
- cleaning of leaves, snow, garbage in the assigned territory;
- general cleaning in the bedroom
on schedule
1 time per week (as needed)
1 time per week (Saturday)
Organization of all possible assistance to employees of the orphanage
Acquaintance of pupils with working professions in the orphanage, the formation of a respectful attitude towards working people
- assistance to the cook;
- assistance to the auxiliary worker;
- assistance to the housekeeper, laundress;
The work of repair teams
Formation of skills for minor repairs of furniture, cosmetic repairs of premises, fences.
Requirements for knowledge, skills and abilities of pupils:
maintain cleanliness and order in the room, carry out dry and wet cleaning, be able to create comfort in the room with your own hands;
be able to prepare tables for serving food, clean and wipe tables; observe safety precautions, comply with sanitary requirements and rules of etiquette when working in the dining room;
be able to sew on buttons, sew hangers to clothes, work with an iron, put things in order on a shelf with clothes;
be able to repair your clothes (put various patches, sew up and hem products), be able to iron linen;
be able to repair shovels, wash walls covered with oil paint, wash stairs detergents, work with a brush, mop, repair the fence
agricultural labor
Direction of activity
Tasks to be solved
Content
cyclicity
Garden work
To give knowledge related to the cultivation of vegetable, fruit and berry crops;
To form the skills of working with the earth, caring for plants.
- tillage;
- growing seedlings, planting in open ground;
- planting care (watering, weeding, loosening, fertilizing);
- harvesting and storage of crops
- daily from May to September
Work in the flower beds
To give knowledge about the breakdown of flower beds and the cultivation of annual and perennial flowers, to teach how to care for them.
- breakdown of flower beds;
- planting annual and perennial plants, caring for them;
- cleaning of perennial plants for storage
May to September
houseplant care
To give knowledge about the care of indoor plants, teach how to grow and care for home flowers.
- planting and transplanting plants;
- houseplant care
Spring Summer
as needed
Requirements for knowledge, skills and abilities of pupils:
be able to grow the main types of vegetables in open ground, cultivate the soil (cleaning the surface, digging, shallow loosening of ridges, leveling the surface of ridges), select and prepare planting material, be able to plant vegetable seeds in open ground, recognize seedlings of cultivated plants from weeds; know how to deal with insect pests; be able to care for berry bushes; carry out plant nutrition;
be able to divide and plant wintering perennials, loosen the soil between rows and around plants, tie stems to pegs, thin out plantings, plant annual flowering plants with seeds, and remove plant debris from the flower garden;
be able to plant and transplant indoor plants, know the seasonal features of indoor plants.
socially useful work .
Direction of activity
Tasks to be solved
Content
cyclicity
Cleaning the territory of the orphanage
To teach the rules of cleaning the territory of the orphanage, to form the need to maintain cleanliness and order in the territory
- cleaning the territory from leaves and debris;
- maintenance of green spaces;
- improvement and gardening of the territory;
- snow removal
1 time per week
in winter period- as needed
Landscaping of the children's home
To instill the skills of landscaping the territory of the orphanage
- planting green spaces;
- landing care
-2 times per year
(spring, autumn)
Improvement of the territory of the village
Instilling a respectful attitude towards their small homeland, the formation of involvement in the affairs of the villagers
- cleaning of the territory;
- garbage collection;
- planting trees and green spaces
1 time
(Spring)
Requirements for knowledge, skills and abilities of pupils:
be able to rake fallen leaves, sweep paths, collect and remove garbage;
clear the paths from snow, collect garbage and take it to the designated place;
be able to handle a broom, a shovel, a rake, a scoop, a stretcher, observe safety precautions when working with a pruner.
In the world of professions and responsibilities
Purpose: to form the readiness of pupils for a reasonable choice of profession, career, life path, taking into account their inclinations, abilities, health status and the needs of the labor market for specialists.
During the course, the following tasks are solved:
Summarize the knowledge of pupils about the areas of work, professions, careers;
To form knowledge and skills to objectively carry out self-analysis of the level of development of one's professionally important qualities and correlate them with the requirements of professions, spheres of labor activity for a person;
Develop an understanding of the national economy and the need for labor activity, self-education, self-development and self-realization;
Cultivate respect for the working man.
Requirements for knowledge, skills and abilities of pupils:
know the professions that can be mastered after leaving the orphanage;
know the groups of professions, the requirements for choosing a profession, what assistance is provided by the employment center;
be able to correctly assess their desires, abilities and opportunities when choosing a profession.
Organization and conduct of general educational events
harvest festival
Jumping drawings "My future profession"
Quiz "What grows in the garden"
Mini project"When work is joy"
Educational hour: "Work feeds, but laziness spoils"
Class hour "Work is held in high esteem, the world of professions is big"
Auction of opinions "What helps to keep things in order"
Creative workshop "Crafts from natural materials"
Piggy bank useful tips How to prepare your home for the cold season
Conversation "What do crafts smell like?"
Workshop "Feeder for feathered friends"
Club of masters "Workshop of Santa Claus"
Campaign "Snow removal on school grounds"
Workshop "Sowing flower plants for seedlings"
The labor activity of pupils must be organized in compliance with the following conditions:
The volume and specifics of labor activity must correspond to the age-sex and functional characteristics and health status of pupils;
The labor activity of pupils should be carried out in favorable sanitary and hygienic conditions that are safe for their health and life.
For the organization of labor activity of adolescents, the following rules are observed:
The physical, mental and emotional health of pupils must be taken into account;
Labor activity should be individual and have a simple production cycle;
The work should be varied and interesting;
If a teenager refuses to work, offer a change of work and conduct an explanatory conversation with him;
Be sure to encourage every productive step in work.
Conclusion
This program is designed for the entire period of stay of pupils in the orphanage and involves constant work to supplement and improve it.
Literature.
Education of a preschool child at work / V.G. Nechaeva, R.S. Bure. - M.: Enlightenment, 1980
Gulamov G. "The relationship of socially useful labor and moral education students" // Sov. "Pedagogy", 1991
Makarenko A.S. "Lectures on the upbringing of children" pedagogical compositions in 8 volumes, v.4.
Voronkova V.V. Raising and educating children in an auxiliary school.
Shinkarenko V.A. Labor training and education of secondary school students. - Minsk, 2009.
Machikhina V.F. Educational work in an auxiliary school. - M., 1980.
Program implementation report.
The process of labor education is considered by me not only to teach pupils some labor techniques, but also the need to develop and consolidate the implementation of the acquired skills and abilities.
The purpose of my pedagogical activity is to prepare students for independent work
I work in a family with 10 children who entered an orphanage with unformed social norms. These children did not develop the labor skills necessary for independent living. And so the teacher was faced with the task of instilling labor skills, self-service skills and the need for work. Teach your child simple but necessary self-care skills.
I teach pupils how to properly sew on a button, wash and iron their things, clean the room, set the table for every day and for a holiday, how to create comfort at home using improvised materials.
In my work, I try to instill in them a sense of being needed for others, a sense of the significance of their activities. Thus, teaching students to be independent, I try not to rush to help the child at the first difficulties, but give him the opportunity to try to overcome difficulties himself, to show quick wit and ingenuity.
The children are daily engaged in self-service, socially useful work, which allows them to acquire sanitary and hygienic, labor skills, participate in the improvement and gardening of the territory adjacent to the building of the orphanage.
The results of the work allow us to conclude that purposeful social and labor activity contributes to the creation of conditions for the formation and development of labor skills and abilities of the pupils of our orphanage, which further affects their self-realization in independent life; also as a result of selected best practices and forms of work, within the framework of the general developmental program, children are united in the labor collective, on the basis of mutual assistance, mutual assistance and mutual support.
During the year, the children developed a strong interest in the results of their work. They have the skills (up to automatism) of personal hygiene, self-service work, ironing, sewing, sewing. Have an idea about the types of professions, labor; aware of the connection between the well-being of man and his work. They became more responsible, learned how to properly organize their workplace, upon completion of work, put it in order, follow the safety regulations.
Cognitive activity develops in the process of labor education.
In the course of labor activity, such personal qualities like diligence, responsibility, a sense of collectivism, mutual assistance.
Pupils see the results of their work.
Learn to plan labor activity.
In my work, I try to find an individual approach with each pupil, to interest them in creative work, to convince them that it will be useful to them in the future in the design of their apartment, to improve their appearance that with this baggage of knowledge it will be easier for them to enter an independent life. But in order to achieve positive results, you need to make a lot of effort and you can not discount the time factor.
The orphanage for children is becoming the main model of the social world, and how the upbringing process is built depends on the acquisition of social experience by children, the foundations of human relationships, skills and abilities to provide personal life and activities. The activities of the orphanage pupils are manifested in their studies, in various types of labor activity, in organizing their free time, in performing social activities, in their behavior at school, colleges, orphanage, in public places, as well as in the ability to apply cultural and hygienic skills.
In conclusion, I would like to quote the words of A.S. Makarenko, which very accurately reflect the essence of labor education in an orphanage: “Labor has always been the basis for human life and culture. Therefore, in educational work labor should be one of the most basic elements.”
The problems of adaptation of a child who has ended up in an orphanage, the rehabilitation of children with deviant behavior, the integration of pupils into society are important in the work of a social teacher. Rehabilitation of the child takes place with the help of doctors, psychologists, teachers, social educators and other specialists of the orphanage.
Rehabilitation is a complex, multi-level, staged and dynamic system of interrelated actions aimed at restoring a person's rights, status, health, capacity in their own eyes and in the face of others. It includes aspects of prevention and correction of deviations (19, p. 145).
Medical rehabilitation involves the implementation of a complex of recreational and therapeutic measures (15, p. 208). It includes: the organization of enhanced and balanced nutrition;
vitaminization, vaccination and revaccination;
providing medical means of correction ( medical preparations glasses, hearing aid, etc.)
organization of preventive medical examinations.
The main organizers of medical work: a doctor, a nurse, a correctional teacher of an institution for a child's temporary stay, a psychotherapist.
Psychological rehabilitation is associated with conducting classes to relieve anxiety, anxiety, stress of the child in the orphanage.
Game therapy, the use of different types of games, can serve as such a method. These can be games in images, games based on literary works, on impromptu dialogue, on a combination of retelling and staging. The value of this type of therapy is determined by the fact that the game manifests an unknown form of overcoming traumatic experiences. Mental tension is relieved, the ability to perceive new impressions is formed, and the children's fantasy is transferred to topics not related to violence.
As part of psychological rehabilitation, various methods of art therapy, that is, therapy with the help of art, can be used. For example, the method of music therapy can be used - the use of musical works and musical instruments. Bibliotherapy is a method of influencing a child, his experiences, feelings through books. Are selected literary works, which describe the fears of children, experiences of stressful situations, found a way out of them. Logotherapy as a method of conversational therapy involves a conversation with a child aimed at verbalizing emotional states, a verbal description of emotional experiences.
One more effective method correction of the pupil's behavior - the method of morit therapy. With the help of this method, the child is placed in a situation where it is necessary to produce good impression on those around you. The specialist offers the child to express his opinion about something and corrects his ability to speak out, evaluate, behave accordingly (facial expressions, intonations, gestures). This method helps to cultivate a culture of behavior (20, pp. 59-65).
Pedagogical rehabilitation involves extra classes under the program of a comprehensive school, as well as correctional classes.
Social adaptation presupposes the successful mastering of social roles by pupils in the system of social relations. Social adaptation occurs through the formation and development of housekeeping skills, self-service, labor skills and abilities (11, p. 320).
It is advisable to organize the life of children from orphanages with elements family life, first of all create
Different age groups dominated by relationships close to family. Special attention should be paid to the methodology of working with the child's contractual network (6, pp. 140-158). In Swedish practice social work with a child who has lost his parents, this technique, developed on the basis of the sociological theory of W. Brondenbrenner, is the cornerstone in therapeutic work with a child. This theory is described by him in a number of works, but is most fully expounded in his 1997 work "Towards an experimental ecology of human behavior." Based on general systems theory, the theory ecological systems provides the social worker with the opportunity to analyze the child's being in all its complexity. At the same time, not only the systems themselves, in which the child is included, are analyzed, but also the mechanism of interaction, and the nature of the influence of these systems on each other. The task of a specialist using the method of working with a contact network is to activate, mobilize the entire social environment of the child to provide assistance, to influence the crisis situation in order to normalize his situation. In the domestic practice of child protection, this area also occupies an important place, and its use is regulated by a number of instructive and methodological materials on childhood protection issues of past years.
The child experiences isolation from the family as a lack of roots. In this regard, the outstanding Russian practitioner V.V. Katolikov says that “no, even the most beautiful boarding school can replace the most dysfunctional family". Modern specialists in boarding schools repeatedly observe cases of children (especially adolescents) leaving boarding schools and returning them to an extremely dysfunctional family environment. In this regard, the English psychotherapist D. Bowlby draws attention to the unjustified belief that the child will forget his home and begin to live anew if he is moved somewhere and provided good conditions, and will do it even faster if he was ill in the previous family (lack of care, violence). This must be reckoned with: let society deprive unfortunate parents parental rights to raise their children in a healthier environment, but for children, these people still remain family. This childish reverent attitude towards their biological parents should be carefully preserved. That is why, already from the moment a child is placed in a residential institution, attempts should be made to study and expand his contact network. At the same time, work with the contact network of the child allows you to correct or model the history of his life.
Any contacts between children and their families should be planned in accordance with the interests of the child, not adults.
Let's single out positive sides contact of children with parents, relatives, close people:
The creation and expansion of the contact network of the child from the moment of his arrival in the temporary detention facility allows you to slightly expand the boundaries of the institution itself and optimize the process of the child's adaptation to the new social environment and living conditions.
Meetings with important people(aunts, uncles, grandmothers, older brothers, sisters and just good friends of the child) help to strengthen the child's self-esteem. D. Thornburn, who studied the impact of personal meetings with loved ones on a child in his “Child Protection Book” (1995), says that such meetings increase the child’s abilities, including the ability to learn, reduce the risk of the child’s rejection of the current place of residence, help to overcome crisis situations.
In the course of contacts with significant and close people, the child receives Additional information About Me. Contact avoids the destructive feelings of losing parents, forms in the child the necessary sense of family and personal identification. This should be taken into account when working with a child's life history.
Research conducted in the UK, to which L.Ya. Olifirenko and T.V. Shulga, revealed a clear connection between high level contact and return of children from public institutions back to the family. Even if the child is away from the family for a long time, contact can help the child make connections with his or her past. Children who have been brought up in various institutions for many years return home, and this has a positive effect on their further development. Gives the child a sense of security, I know that the parents love him and are interested in his well-being.
The creation and expansion of the child's contact network allows to optimize the process of selecting foster parents, as it provides a wider choice of candidates.
The lack of contact with the family leaves unresolved questions about the family history, culture and personal identity of the child.
Direct or indirect contact with blood parents or relatives, other significant people for the child can satisfy many of the needs of the child:
To provide the child with a real understanding of the circumstances that led to separation from parents;
Make it possible to realize your loss;
To allow the formation and development of attachment to new parents with the blessing of his biological parents;
Convince the child that the biological parents or other relatives continue to take care of him; it strengthens the child's self-esteem;
Reassure the child of the well-being of blood relatives, especially siblings;
Ensure receipt a large number information about their personality, family history; provide the child with a sociogenealogical connection.
In addition, over time, the vast majority justify and idealize their parents, even if they abused them - we all need to know about " good parents". Many children actually had warm relations with their mother, which he remembers, and only the fact that the woman suffered from alcoholism did not allow her to continue to be a good mother. Raising a foster child cannot be ignored.
The decision on the possibility of contact can be made after an analysis of the following points:
the child's wishes and feelings about contact;
his relationship with blood relatives, including siblings;
emotional, physical and mental development child, its compliance with age norms;
relations of relatives with the child, their opinion regarding the family in which the child is brought up, previous contact experience;
parental health, emotional state and lifestyle;
conflicts that may arise and the possibility of their prevention.
The benefits of contact with biological parents depend on the nature of their relationship with the child. The child's past attachments, which may have been close, should not be underestimated. However, sometimes contact may not be appropriate, especially after serious injury and/or abuse. A thorough assessment of the child's individual history and past relationships with relatives is necessary.
Forms of contacts of children with parents and relatives. Contact covers various forms of direct or indirect communication between the child and the adoptive parents and the child's former relatives: biological parents, siblings, etc. Direct contact, in addition to face-to-face meetings, may include the exchange of letters, gifts, videos and photos, or phone calls. Indirect contact is any communication through a third party (child welfare officer). It can only be between adults, and the child may or may not know about it. The forms of contact can be writing letters to the mother and folding them until the mother is found, or every evening absentee wishes to the mother “Good night”.
The problem of socialization of orphans is one of the key issues in the activities of orphanages. When leaving their walls, graduates often find themselves unprepared for adulthood, do not have proper social experience, do not receive appropriate assistance. There are cases when graduates do not know the basic things necessary for independent existence: how to manage money, how to keep the house clean, make tea and what to do in free time. Increased suggestibility and mental instability make them targets for criminal elements.
Socialization as the accumulation of seed capital for graduates of orphanages must have a solid social, legal and economic basis. The center of this work is the formation of social security, ultimately ensuring the economic independence of the pupils of boarding schools, their economic independence.
For social adaptation orphans, pupils of orphanages and boarding schools need to develop skills and abilities for various types of work. In the conditions of the market to give a hand competitive specialty. It is important to form a general positive orientation of the child's personality, captivating him with some business that helps to increase his self-esteem.
Together with psychologists, a social pedagogue deals with the problems of professional self-determination of graduates (talks about professions, excursions to enterprises, talks about the education system, etc.); their development of various social roles of a person in society (patriot, member of society, family member, consumer, professional, etc.) ”familiarization with the structure and functions of the family; the formation of adaptive mechanisms that allow a graduate to adapt to life after leaving the orphanage (for example, conducting conversations on the topic “How to prepare for entrance exams?”, “How to use different types transport?”, “How to fill out documents for utility bills?” etc.). The social pedagogue uses business games, exercises, trainings, rewards, punishments, conversations, etc. to solve these problems.
The task of a social pedagogue is to draw up an individual program for the development of pupils, that is, to actually imagine what a graduate of an orphanage should be, given what he is now. To do this, the social pedagogue, together with the educator, analyzes all the documents that the child has, his problems, and looks for ways out of the situation.
Difficult educational process In an orphanage, it requires educators to understand not only its current, current tasks, but also to reveal the development trends of both the child and the team in which he is located. One of the main tasks at the same time is the formation of humane relations, which are expressed in disinterested moral assistance to all who need it; in respect for another person, in sensitivity, emotionality, responsiveness to someone else's grief and someone else's joy, to the experiences of another; respect for the dignity of the human person.
Larisa Anoshkina
Social and pedagogical program of labor education of adolescents in the conditions of a social rehabilitation center
The program "Work is the basis of my life!"
1. Explanatory note.
The state budgetary institution of social services "Social and rehabilitation center for minors" Rostok "in the city of Orsk is a stationary institution that provides temporary accommodation and rehabilitation of minors who find themselves in a difficult life situation. The subject of the Institution's activity is the prevention of neglect and homelessness of children and adolescents.
Within the framework of the Center, issues related to the labor education of the younger generation, in order to prepare them for an independent life, are becoming increasingly relevant. Therefore, for the most successful rehabilitation of minors who find themselves in a difficult life situation, a socializing and educational space is being built for the implementation of the main types of labor activity.
Unfavorable social, domestic, housing problems, in which the child was from birth, partially led him to maladjustment, to neglect in the use of daily cultural and hygienic procedures and self-service skills. Our pupils have lack of initiative, unwillingness to work, lack of labor skills, inability to appreciate the work of others, but there are such qualities as laziness and cynicism.
Relevance This problem led to the development of an additional general developmental program of labor education "Labor is the basis of my life!"
Program Focus“Work is the basis of my life!” socio-pedagogical, as it is focused on working with adolescents in the conditions of rehabilitation in a social rehabilitation center for minors.
Working under this program, the educator involves adolescent children in various types of labor activity, builds work so that the labor basis is laid in everyday life.
Novelty d This program is based on an integrated approach to preparing adolescents for independent living through work, using the best forms and methods of labor education.
In our opinion, the relevance of an additional general developmental program of labor education of adolescents in the conditions of the GBU SO "SRTSN" Rostok "in Orsk is undeniable, since the value of labor in our society is underestimated by the younger generation. Noting this problem, we came to the conclusion that in order to successfully resolve this issue, a holistic system of labor education is needed, which includes a positive attitude of pupils to self-service and socially useful work.
Practical significance the program is obvious, since the results obtained in the process of labor practice, in the future, contribute to the positive attitude of children to work and their labor readiness for independent living.
This additional general developmental program is pedagogically expedient, since the results of the work allow us to conclude that purposeful social and labor activity contributes to the creation of conditions for the formation and development of labor skills and abilities of adolescents in our Institution, which further affects their self-realization in independent life;
Also, as a result of the chosen optimal methods and forms of work, within the framework of the general developmental program, children are united in the labor collective, on the basis of mutual assistance, mutual assistance and mutual support.
Purpose of the program: development of labor skills and skills of adolescents necessary for independent living, through their inclusion in various types of labor activity.
This goal of the program is achieved in the process of solving the following tasks:
educational:
Introducing adolescent children to active systematic participation in labor activity, in accordance with their capabilities and the needs of society;
Education in pupils of industriousness, a sense of respect for their work and for the work of team members; feelings of respect for the results of labor; creative attitude to work;
Education in adolescents of honesty, consciousness, moral qualities, a sense of duty and purposefulness, a creative attitude to work;
Education of labor discipline, mutual assistance, mutual assistance and mutual support in collective labor activity;
Education of the basics of labor culture;
developing:
Formation in adolescents of a system of labor skills to take care of themselves, their homes;
Formation in pupils of the need for self-development, self-improvement;
Development of cultural and hygienic skills and self-service skills;
Development of accuracy, neatness, independence, labor activity, responsibility;
Development of communication skills; interpersonal relationships;
educational:
To contribute to the preparation of pupils for independent life;
Acquisition of a system of knowledge necessary for the performance of labor activity;
Inclusion of adolescents in labor activity with the help of systematic participation in labor;
Distinctive feature program is that it is focused on adolescent social rehabilitation center for minors.
The program is designed for teenagers (13-15 years old, who find themselves in a difficult life situation, who are on state support and those who do not have the opportunity directly in the family to receive social experience in the daily mastery of cultural and hygienic skills and self-service skills, to actively participate in socially useful work. The occupancy of a group of adolescents undergoing rehabilitation in a social rehabilitation center for minors is 10 people.
Terms of implementation of the additional general developmental program “Work is the basis of my life!”: 3 months (24 lessons); which are held 2 times a week, the duration is 1 hour.
Implementation of the program of labor education of adolescents "Labor is the basis of my life!" is carried out through the development of cultural and hygienic skills and self-service skills, as well as in active participation in socially useful work, through the inclusion of adolescents in various types of work.
The program is divided into 2 stages:
I) Household, self-service work.
Household self-service work includes two blocks:
1) "I'll take care of myself!" ("I'll take care of myself!")
2) "The man is in the kitchen!" ("Woman in the kitchen!")
II. Socially useful work.
Socially useful work also includes 2 blocks:
1) “Hour of labor. Labor in everyday life.
2.) “Labor week. Labor in nature.
This type of work is carried out as occupational therapy - daily, during the holidays.
The implementation of the two stages determines the analysis of the work done by the teacher and pupils.
Considering that adolescence is expressed in the need for communication, the desire for independence, the need to assert oneself among peers and adults, respectively, the following forms of work are included in the practical classes:
Individual (fulfillment of feasible labor assignments);
Group (through practical tasks divided into groups).
And collective (work in teams, excursions).
It is possible to determine the effectiveness of activities, including educational ones, by its results.
Expected results:
Know: 1. Different kinds labor activity.
2. The technology of work on cooking.
3. Be aware of the connection between human well-being and work.
4. Observe the rules of communication in the work team, the rules for receiving guests.
5. Safety precautions when using electrical appliances.
6. Know personal hygiene items and be able to use them.
Be able to: 1. Master cultural and hygienic skills and self-service skills:
Master the system of self-care skills;
Know how to take care of your hair, your body, face skin,
Tidy up your personal wardrobe
Lay the table.
2. Mastering the system of elementary labor skills:
be able to perform hand wash and laundry in washing machine activator type;
Iron;
sew up;
Sew;
clean up the area;
Clean up the house;
Take care of plants.
3. Plan your daily routine.
4. Analyze the results of labor.
Educational and thematic plan.
I) Self-service work.
1) "I'll take care of myself!" ("I'll take care of myself!")
1. Daily routine and personal hygiene of a teenager.
2. Body fragrances. Modern means hygiene.
3. Daily care for skin affected by acne. Modern skin care products.
4. Order in my wardrobe.
5. Big wash. Washing, cleaning, drying clothes.
6. Magic iron. Ironing shirts and school suits.
7. Heal things! Minor repair of clothes - sewing up holes, sewing on buttons.
8. I help shoes myself! Shoe care.
2) "The man is in the kitchen!" ("Woman in the kitchen!")
1. Profession cook. Excursion in the Center.
2. All salads are good - choose according to taste! Preparation of vegetable and fruit salad.
3. Sandwich table. Table setting.
4. We welcome guests with tea. Tea table service.
5. Treat for the family. Cooking homemade pie.
6. Excursion to "Tango-Pizza".
7. Pizza for friends. Cooking pizza.
8. Apples for dessert. Baked apples in the oven.
2.) Socially useful labor
"Hour of labor. Household labor.
1. Hour of labor. Bringing order to the house.
2. Hour of labor. spring-cleaning in the House.
3. Hour of labor. Dining room service.
4. Hour of labor. Houseplant care.
2. “Labor week. Labor in nature.
autumn season
1. Labor week. Improvement of the autumn area.
2. Labor week. Caring for autumn flowering plants.
3. Labor week. Improvement of the land area in the autumn season.
winter season
1. Labor week. Improvement of the winter area.
2. Labor week. Improvement of the winter area.
3. Labor week. Registration of the site with snow buildings.
spring season
1. Labor week. Improvement of the spring area.
2. Labor week. Improvement of the spring area.
3. Labor week. Preparing flower beds for planting.
4. Labor week. Care of planted plants.
5. Labor week. Flowerbed decoration.
summer season
1. Labor week. Improvement of the summer area.
2. Labor week. Planting plants in the flower garden.
3. Labor week. Care of flowering plants.
4. Labor week. Flowerbed decoration.
Explanatory note
The main areas of activity for state institutions in which children left without parental care are brought up are:
Social protection" href="/text/category/zashita_sotcialmznaya/" rel="bookmark">social protection of children in these institutions;
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The need and need for social and pedagogical activity in the orphanage is constant due to the presence of a wide range of social, medical, psychological, pedagogical problems in children and the lack of proper social experience in children. In other words, the main goal of social pedagogical work in the orphanage is the successful socialization of pupils.
3. Determination of the most effective forms and methods of work of specialists in the process of social and pedagogical support for the development of orphans;
4. Development of an individual correctional and developmental program.
The solution of problems that arise during the adaptation period is facilitated by the creation of a child's life support system, taking into account his individual and personal physiological features. To this end, it is necessary to unite the efforts of teachers, medical workers, psychologists, and all specialists involved in the adaptation of a child in an orphanage. It is this approach that is the main one in the proposed program.
The duration of the program implementation averages 1–2 months and depends on the pace and complexity of the child's adaptation process. In case of complicated adaptation and maladjustment, the terms of the program implementation can be increased up to 4 or more months.
The program is focused on individual work with the child, although, as necessary, it is possible to include him in group forms of activity.
The adaptation period is considered completed if the child has a favorable level for all indicators.
Depending on the timing of completion of adaptation, 4 levels of adaptation are distinguished:
1. Easy adaptation - up to 10 days;
2. Medium adaptation - up to 25 days;
3. Complicated adaptation - up to 45 days;
4. Disadaptation - more than 45 days.
At the end of the adaptation period, conclusions are drawn about the duration, level and characteristics of the child's adaptation to the conditions of the orphanage. When evaluating the results, the presence of somatic diseases occurring during the adaptation period and maladaptive forms of behavior are taken into account: aggressive (including auto-aggressive) and avoidant (including unauthorized departures).
The content of the program is based on the interaction of medical workers, social educators, educational psychologists, educators and speech therapists. The main burden of creating conditions during the period of adaptation of the child to the orphanage falls on the educators of the group. The participation of other specialists is organized within the framework of medical and socio-pedagogical support and is implemented through diagnostics, counseling, prevention, and education.
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Stages of work with a newly arrived child:
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Target: comprehensive development orphans and their adaptation in the social environment.
Correctional and rehabilitation work with the child is carried out in accordance with the developed program and is carried out according to the following plan, reflected in table 1.
Table 1. Grid of classes according to the program
social and pedagogical rehabilitation of the child
date of | Name of the lesson | Working process: Method. Tasks. Program content | Number of hours | Responsible |
Introduction to the orphanage | Introductory tour of the orphanage | Social teacher |
||
Conversation about the orphanage | Introduce your child to new social conditions life, tell about the basic rules of life in an orphanage | Social educator, educator |
||
A Conversation on Morality | Tell children about "Universal Human Values" | Social teacher |
||
Familiarize and teach to observe the rules of personal hygiene (brushing teeth, washing hands) | caregiver |
|||
Training "Communication" | Conducting a training "Communication" (10 lessons) | Educational psychologist |
||
Learning to care for each other | On the example of the heroes of Russian fairy tales ("The Adventures of the Crocodile Gena and Cheburashka", "The Adventures of Winnie the Pooh and His Friends"), tell the children about creating a relationship of comradely concern for each other | caregiver |
||
Learning to listen to nature | Teach children to distinguish and enjoy the sounds of nature | caregiver |
||
Teach children about respect for older people | Social teacher |
|||
Teaching life in personal and joint activities | Familiarize and teach to observe the rules of personal hygiene (make the bed, take care of shoes, behave properly at the table) | Honey. worker |
||
Cognitive excursions in nature | Tell the children during a walk in nature about everything that surrounds them and who surrounds them | caregiver |
||
Total |
No., p / p
Method name
Norm
Research results
Conclusion, level
Attention Sustainability Assessment
must fulfill
Color perception assessment
must fulfill
Assessment of verbal-logical thinking
should do it, but the second time
Grade visual memory
3-4 items
Auditory memory assessment
Estimation of semantic memory
3-4 phrases from the second time
Output
CONCLUSION
Thus, work on the social adaptation of children in an orphanage should have a corrective focus. This provides overcoming the deficit of social, mental and personal development of children who are in an unfavorable situation of development.
social teacher rehabilitation preschooler orphanage
List of used literature
1. Social pedagogy [Text]: Course of lectures. Under total Ed. . M.: VLADOS, 2000.-416 p.
2. Mustaeva pedagogy: a textbook for universities [Text]. - M .: Academic project, 2003, - 528 p. 312.
3. Deprived of parental care: a reader [Text]: Proc. allowance for students. ped. Un-tov and in-t. Ed and comp. . – M.: Enlightenment, 1991.-23 p.
4. Comprehensive support and correction of the development of orphans: Social and emotional problems [Text]. Under scientific ed. , [Text]. - St. Petersburg, 2000.-204 p.
5. Sheptenko and the technology of the work of a social teacher [Text]: textbook. allowance for students. Higher ped. educational manager Ed. . - M. Academy, 2002. - 208 p.
6. Arkhangelsk education [Text]. – M.: Enlightenment, 1979. – 19 p.
7. Bozovic and its formation in childhood[Text]. - M.: Enlightenment, 1968. - 67 p.
8. On the moral development and upbringing of children [Text]. – M.: Enlightenment, 1975. – 58 p.
9. Bulatova, pedagogy: Special course program [Text] /,. - Ufa: Vagant, 2004. - 15 p.
10. Volkov [Text]. - M .: Academy, 1999. – 32 s.
Instructionattention span diagnostics
Instruction: The figure shows 7 interlaced lines. These are the paths along which the little animals can get to their favorite treat.
Color each fruit in the appropriate color. "Offer the child drawings of various fruits and colored pencils. First ask the child to name all the fruits drawn. If unsuccessful, tell the child which fruit is drawn.
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Evaluation of results: A child of five or six years old finds an extra item in four or five cards, but finds it difficult to name a generalizing word.
Instructionvisual memory diagnostics
Instruction: Lay 5-6 pictures or real objects (toys) in front of the child on the table. Give 30 seconds to remember. Then the child must list from memory which objects (or their images) are laid out on the table. You can ask him to describe the details of the items. As a variant of this technique: change the location of some objects, remove (add) or replace any object, and then ask the child to determine what has changed.
Evaluation of results: Usually five-six-year-old children memorize 3-4 items out of 6.
Instructionauditory memory diagnostics
Instruction: Read the following 10 words to your child: table, notebook, clock, horse, apple, dog, window, sofa, pencil, spoon. Ask him to repeat the words he memorized in any order.
Evaluation of results: Five-six-year-old children repeat 4-5 words. This is an indicator of good auditory memory.
Instructiondiagnostics of semantic memory
Instruction: Read the following phrases to your child:
1) It rains in autumn.
2) Children love to play.
3) Apple and pear trees grow in the garden.
4) The boy helps his grandmother.
Ask the child to repeat the phrases that he managed to remember. At the same time, the main thing is to convey the meaning of each phrase, it is not necessary to repeat it verbatim. If the first time the child could not repeat all the phrases, read them again.
Evaluation of results: Children of five or six years old repeat 3-4 phrases from the second time.
Instructionto the test-observation "Assessment of the emotional-volitional sphere"
Instruction: In the process of studying with a child, the features of his emotional and volitional qualities are manifested.
Pay attention to the following questions:
1. What mood is your child usually in? (Cheerful, depressed, anxious, whiny, excitable, etc.)
2. Is he happy when an adult invites him to play? (Does the child have a need to communicate with other people?)
3. How does the child respond to praise? (Rejoices, wants to do something better or is he indifferent?)
4. How does he react to comments? (Does he correct his behavior in accordance with the remark or is a stronger impact in the form of punishment required, does he show aggression?)
5. If a child is faced with a difficult task, with failure in activities, does he try to correct mistakes on his own, to achieve results? (Or prefers to turn to an adult for help, immediately loses interest at the first difficulty, silently refuses further work, behaves aggressively, thoughtlessly and chaotically goes through the options for solving the problem.)
What should alert you in the behavior of the child?
1. Depressive, euphoric mood background.
2. Lack of desire to communicate with adults and children. Constant seclusion from other children.
3. Indifferent attitude to praise, encouragement, approval.
4. Lack of reaction to the remark in a child older than three years. Frequent cases of self-punishment.
5. Passive avoidance of the task in case of failure, aggressive reactions (destructive actions), disinhibition, manifested in quick manipulations with objects.