The structure of social and educational activities. The modern system of social and pedagogical activity in Russia Basic concepts of social pedagogical activity

Socio-pedagogical activity: concept and meaning

Definition 1

Socio-pedagogical activity is a section of pedagogy that reflects the processes of professional work of teachers, focused on social education and development of the younger generation at a certain stage of social development.

Such activities are aimed at helping to adapt to life in a social environment and the peculiarities of its functioning.

Socio-pedagogical activities are carried out by teachers who help children to assimilate social and cultural experience, adapt to life in society, self-actualize and assert themselves in it. Their work is focused on a certain end result - the social adaptation of the individual and its effective development.

Socio-pedagogical activity is purposeful and focused on the individual. Adaptation to the social environment will be effective if the individual qualities of an individual child, the specificity of his development, the peculiarities of the perception of external factors that have a direct impact on the process of socialization are taken into account.

A specific feature of socio-pedagogical activity is the presence of a time frame, i.e. this activity is of a local nature, affecting a specific personality, with its peculiarities of development and is limited by the time period necessary for its social adaptation.

This type of activity is gradual. It does not occur simultaneously, but has certain stages of passage and a time period during which the purpose and tasks of pedagogical work are achieved. In addition, the activities are versatile and diversified. Its participants perform tasks of varying degrees of difficulty and level. They include the satisfaction of interests in the field of social adaptation, assistance in the development of the personality and the disclosure of its natural potential, the development of skills of independence and consolidation of the qualities of self-sufficiency.

Study of developmental characteristics, individual parameters, qualities of an individual;
Formation of communicative ties and collaborative relations between the teacher and his wards, to whom the professional activity is directed;
Development of individual personality development programs;
Regulation and control over the course of the processes of development of independence, self-affirmation and self-development in the course of adaptation to the social environment;
Provision of intermediary services in the course of social adaptation;
Providing assistance in overcoming difficulties, solving problems associated with infusion into public life.

Remark 1

Socio-pedagogical activity is a complex, laborious, systemic process. It consists of a complex of interrelated elements responsible for various areas of activity and the achievement of specific goals and objectives.

It consists of subjects and objects. The subjects are professional workers, teachers who perform certain actions aimed at solving the social and pedagogical problems of an individual or a group. The objects, respectively, are individuals and groups who have problems of a socio-pedagogical plan and who need support from society in the process of self-development and self-realization, due to the inaccessibility of social sources and opportunities.

Remark 2

Socio-pedagogical activity is based on a personality-oriented approach, reliance on the dignity of the individual, an objective approach to each object of activity, strict confidentiality.

The main directions of social and educational activities

The work of teachers in the social and pedagogical field is focused on:

Carrying out preventive measures to prevent the loss of the ability to adapt life in society. An individual may lose the skills of interacting with society and its members, be unable to get used to the new conditions of social development. The development of such phenomena should not be allowed, since they entail negative consequences not only for an individual person, but also for society as a whole;
Measures for the formation and development of the younger generation, helping to raise the level of their socialization;
Conducting social and educational work with families. Rendering assistance to families in social adaptation, solving problems of maladjustment caused by various reasons;
Carrying out work with complex objects: orphans, children with disabilities, asocial adolescents, persons with deviant behavior and marginal groups;
Conducting socio-cultural rehabilitation in relation to citizens with problems in mental, physical, social formation and development.

Figure 2. Socio-pedagogical activity. Author24 - online exchange of student papers

Socio-pedagogical activity can take place both directly with a specific person, helping in overcoming his social difficulties and solving problems, and providing intermediary services to help adapt to current trends in social development, accept its conditions and integrate into this environment.

Components of social and educational activities

The structure of social and pedagogical activity is:

Goals and objectives of the organization of activities. Any social and pedagogical work begins with setting goals i.e. determining what the process is being implemented for. The goal forms the tasks necessary to achieve it.
Subject and object of activity. The activity must be performed by someone and directed towards something or someone. The subject is a specialist in the field of social pedagogy, and the object is an individual or a group of people who have problems of a certain nature in the social sphere.
The content of the activity.
Methods and techniques of activity. They are selected in such a way as to be as close as possible to the target purpose of the activity.
Forms of activity. Activities can take various forms: help, support, prevention, consultation, correction, etc.
Activity plan. Drawing up a plan simplifies the work and increases the efficiency of any area of activity.
Assessment and analysis of the progress of the activity. The results of the work should be adequately evaluated and monitored in order to make corrections and avoid mistakes in the future.

Svetlana Balk
The concept of social and educational activities

Slide 2. Definition of the concept «»

This is a kind of professional activities aimed at helping the child in the process of his socialization mastering them sociocultural experience and to create conditions for its self-realization in society.

It is carried out social teachers both in various educational institutions and in other institutions, organizations, associations in which the child may be.

Socio-pedagogical activity is always targeted, aimed at a specific child and solving his individual problems arising in the process socialization, integration into society, through studying the personality of the child and his environment, drawing up an individual program to help the child, therefore it is local, limited by the time interval during which the child's problem is solved.

Socio-pedagogical activity is of a process nature, its results do not add up in an instant, but require a lot of time to implement the set goals and objectives. The source of its development is the contradictions between the state social orientation and functioning of a person and the needs of his humanization and public interests.

Slide 3. Structure and focus

Like any professional activity, socio-pedagogical activity has a specific structure. Its main components are:

Determination of the goal and objectives activities;

Definition of subject and object activities;

Definition of content activities;

Choice of methods and technologies of work;

Selecting shapes activities;

Implementation of the planned plan activities;

Adjustment activities;

Analysis of the results.

Socio-pedagogical activity is implemented in the form of a complex of preventive, rehabilitation, correctional and developmental measures, as well as through the pedagogically expedient organization of various areas the life of the wards.

To the basic principles socio-educational activities include:

individual approach;

reliance on the positive aspects of the ward's personality;

objectivity of the approach to the ward; confidentiality.

Slide 4. Main directions social and educational activities are:

activity for the prevention of maladjustment phenomena ( social, pedagogical, psychological, raising the level social adaptation of children through their personal development;

activities for the social rehabilitation of children having certain deviations from the norm.

Since a child's problem that requires a solution, as a rule, has both internal, personal, and external aspects, socio-pedagogical activity usually includes two constituents:

Direct work with the child;

Intermediary activity in the child's relationship with the environment, conducive to them socially-cultural formation and development.

Slide 5. Views socio-educational activities having their specifics:

socio-pedagogical activity in educational institutions;

socio-pedagogical activity in children's public associations and organizations;

socio-pedagogical activity in institutions of creativity and leisure of children;

socio-pedagogical activity in places of summer recreation for children.

In mediation work social the teacher is of particular importance social and educational activities with the family... This is due to the crucial role that the family plays in the process socialization of the child... It is the family that is the closest society determining, in the end, what will be the impact on the child of all others social factors... Therefore work social a teacher with a family is an indispensable component of his socio-educational activities with all categories of children with problems, and sometimes in preventive work.

Goals, objectives, subject, object socio-educational activities

Target socio-pedagogical activity in the opinion of I.... A. Lipsky should be considered productive assistance to a person in his adequate socialization, activating his active participation in the transformation society.

Allocate the following tasks socio-educational activities:

Formation social human competence. This task is implemented through its social learning

Fostering a complex of feelings necessary for a person to interact with the environment ( social adaptability, social autonomy and social activity, this is implemented based on social education.

Assistance in overcoming difficulties socialization emerging problems of relations with the environment social environment, implemented through socially- pedagogical support.

Subject socially-the pedagogical process is either a trained specialist, or a parent, or some third party (group) in relation to the person to whom it is directed (their) activity... The person himself acts as a subject in relation to himself in the implementation of self-development, self-education.

Subject socio-pedagogical activities are not all social relations, and the group of relationships that are the most problematic, that is, lead to destabilization, social disorganization, growth social tension, the emergence social conflicts, getting people into difficult life situations; as well as patterns of interaction between subjects social optimization work social relations.

An object social work - a system of social relations(stable ties between subjects, groups and sectors of society).

Allocate the following objects socio-educational activities:

Children in difficult life situations

children left without care

disabled children with disabilities in physical and mental development

children victims of armed conflicts and disasters

children from families of refugees and internally displaced persons

child victims of violence

children in special institutions

children from poor families

children with behavioral deviations.

Interdepartmental interaction system social educator with CDN, district inspectors and other classroom organizations leaders:

1. Maintain constant communication with the CDN, district inspectors on various issues of the school's work on the prevention of offenses and crimes among students

2. Systematically check the lists of students registered with the KDN and detained for various offenses and crimes

3. Invite employees of the CDN, law enforcement specialists, doctors, traffic police and other specialists to conduct lectures

4. Participate in a month of legal knowledge

5. Carry out work on the removal from the register of adolescents who have corrected their behavior and attitude towards studies and do not commit an offense

6. Attend district events, seminars

7. Conduct family visits together with district police officers "Difficult" students and disadvantaged families

8. Study work experience social teachers from other schools

Related publications:

According to the FSES of preschool education, social and communicative development is a process that allows a child to take his place in society.

The analytical activity of a teacher as the main condition for planning pedagogical activities Consultation for teachers Topic: "The analytical activity of a teacher as the main condition for planning pedagogical activities."

The social and communicative development of children is one of the most important problems of pedagogy. Its relevance is increasing in modern conditions.

Experience of pedagogical activity "Social and moral education of children of the third year of life" Topic: "Social and moral education of children of the third year of life" Description of the experience. The social and emotional development of the preschooler is examined.

Experience of pedagogical work "Social and communicative development of preschoolers in the conditions of play activity""Social and communicative development of preschoolers in the context of play activities." “The game is the life laboratory of childhood, which gives one.

SLIDE №1 Social and communicative development of children is one of the most important problems of pedagogy. Its relevance is increasing in modern ones.

Educational games. Additional general educational program of general developmental type of social and pedagogical orientation Children age: 6 - 7 years (children with special educational needs 8 - 10 years old) Implementation period: 1 year PROGRAM STRUCTURE 1. Explanatory.

Scenario of an event of social and pedagogical orientation "Riddler Grandmother" Purpose: Formation of communication skills in children through cooperation with adults. Tasks: 1) Teach children to guess riddles; 2) Develop.

The game is usually called “childhood companion”. In preschool children, she is the main content of life, acts as a leading one.

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Introduction 2
Chapter I Social and pedagogical work in an educational institution 6

1.1 Characteristics of the modern education system 6
1.2 Tasks of social pedagogical services and assistance of a social educator 11
1.3 The role and place of the social educator in the education system 16

Chapter II Technology of social and pedagogical work 23

2.1 Work in specific institutions 23
2.2 Socialization 26
2.3 Research of socio-pedagogical work 29

Conclusion 34
Bibliography 35

Introduction

The relevance of research: the activity of a social teacher must be studied due to the fact that his role is extremely important in the modern education system. School social educator- operates in a general education or vocational school, out-of-school and preschool institutions, social shelters, orphanages, boarding schools, rehabilitation schools and other educational institutions. In organizing his work, the school social teacher gives priority to creating a healthy microclimate in the team, humanizing interpersonal relations, contributes to the realization of everyone's abilities, protecting the interests of the individual, organizing leisure activities, engaging in socially useful activities, studying the special problems of schoolchildren and teachers, and taking measures to solve them. The social educator maintains constant contact with the families of the students. He pays special attention to the problems of protecting a child from parental cruelty, selfishness, and permissiveness.

Socio-pedagogical activity is social work, including pedagogical activity, aimed at helping a child (adolescent) to organize himself, his psychological state, to establish normal relations in the family, at school, in society.

Research problem: insufficient knowledge of the role and place of the social teacher in the education system.

Object of study: boarding schools in Kemerovo.

Subject of study: psychological - pedagogical support of the upbringing and educational process of the boarding school for orphans.

The purpose term paper: clarification of the role and place of the social teacher in the education system.

Tasks:

Describe the modern education system;

Determine the goals and objectives of the education system in general and social education in particular;

Determine the functions, responsibilities and tasks of the social teacher in the education system;

Determine the powers and types of assistance provided by the social educator.

Working methods: analysis of psychological, pedagogical and methodological literature, materials and publications of periodicals on the research topic, study of the experience of educational institutions in the aspect of the problem under consideration; study of documents on education and development of psychological services.

Empirical research methods: questioning, observation, testing, individual conversations with children, educators, teachers, pedagogical experiment; methods of statistical processing of research results.

Work structure: work consists of introduction, two chapters, conclusion and bibliography. The introduction indicates the relevance of the chosen topic, the research problem, object, subject, purpose, tasks of the work, as well as research methods. The first chapter explores the theoretical sources of the topic. The second chapter presents research on the selected topic. In the conclusion, conclusions are given on the studied problem. Literature sources are presented in the bibliography section.

The modern situation in which our society finds itself demanded a search for a new model of social education for the younger generations. Life has put forward the tasks of educating the individual in an open social environment, close interaction of all the educational structures of our society - schools, families, work collectives, the public. In the course of such collective cooperation, a new promising direction of pedagogical science was born - social pedagogy, which elevates the position of the individual, proceeding from the fact that the person is primary, and the state, society, all educational institutions are secondary and should be placed at the service of the interests of the person, contribute to his development. ... This methodological position is embedded in the modern model of interaction between a person, family, society.

In this concept, the dominant role is assigned to social pedagogy and social work. The pedagogy of relations in society constitutes the basic integrative basis in the system of services to help the population, including youth, children. Social pedagogy puts in the foreground the development of the individual, the realization of his abilities and inclinations.
Social assistance services for the population set as their goal to timely study the situation in the family, diagnose, identify difficulties, problems, provide appropriate assistance, stimulating an active position, the formation of value orientations, a respectful attitude to their physical and moral health, to the environment.

The task of politicians and economists, teachers and doctors, psychologists and the whole society is to preserve the domestic gene pool, protect the moral and physical health of children and youth, preserve and legally support children's and youth social initiatives. Today it is very important to teach the younger generation to earn money honestly, instill a desire and interest in socially useful activities, turn the family not only to raising children, but also to creativity in society, which will help strengthen the spiritual ties of the family. To solve the problems of upbringing, development and socialization of the individual, new professions have been introduced at school: teacher-psychologist, teacher of additional education, social teacher.

The role of an open environment in the socialization of a person is enormous. It forms the initial idea of society, its way of life, traditions, morals. It is here that the child learns life, acquires the first experience of social communication.

The development of social and pedagogical work can and should develop into a humanistic pedagogical movement with the aim of improving the health of our society, and therefore of the whole society as a whole.

The solution of the whole complex of problems of children and youth today is impossible without combining efforts on an interdepartmental basis of state authorities, special departments, public organizations and commercial structures.

A person who has chosen the profession of a social teacher must be a humanist, have good communication and organizational skills, high spiritual culture, delicacy, be able to analyze social phenomena and processes.

The role of social educators in the system of additional education is all the more important, the more tangible the stratification of our society is.

There is a certain set of knowledge, without which a person cannot be a professional in social work. This knowledge of psychology, communication skills, the ability to talk with people (children, officials, administrators), pedagogical skills, knowledge of work in children's groups. In addition, the success of a social teacher's activity depends on the qualities of his personality, spirituality and sincerity.

Chapter I Social and pedagogical work in an educational institution

1.1 Characteristics of the modern education system

A person, in order to feel free in modern social, political and economic conditions, simply needs to have an impressive baggage of knowledge and practical skills. In this case, the question of what level of education is necessary in order to ensure a decent, comfortable existence, to fully realize the existing potential and to be competitive not only in the Russian labor market, but also abroad.

At present, the Russian education system is represented by the following model:

Preschool education that provides children with basic knowledge.

Children receive primary education (primary school) from the age of 6 in schools, gymnasiums or lyceums. Primary education lasts for 4 years (according to the results of recent reforms).

Secondary education in lyceums, gymnasiums, general education schools lasts for 5 years. The completion of the 9th grade of each of these types of educational institutions gives the right to receive a certificate of general secondary education.

Secondary complete (general) education. Upon completion of education in the 10th and 11th grades of a school, gymnasium, lyceum, graduates receive a certificate of complete secondary education and have the right to enter a university, technical school, college and other professional institutions.

Primary vocational education aims to prepare skilled workers (workers and employees) in the main areas of socially useful activities in accordance with the list of professions (specialties) approved by the Government of the Russian Federation. Along with professional skills, graduates receive a certificate of complete secondary education.

Secondary vocational education is an important component of Russian education. It provides training for practitioners, mid-level workers for all sectors of the economy, raising the educational and cultural level of the individual.

Higher professional education. Reforms in domestic higher education began in 1992 with the adoption of the federal law "On Education". He legalized new concepts for us: bachelor's, master's, multi-level system. But, without breaking the existing system, he kept and included in the new and old, one-stage system of training specialists, leaving universities to decide for themselves which program to train graduates. This gives both universities and students new opportunities, but at the same time introduces some complexity associated with the need for choice.

Consider the place of social pedagogical work in school institutions.

Within the framework of the institutions of the Ministry of Education of the Russian Federation, social and pedagogical activities are carried out by full-time social teachers of educational institutions, boarding-type institutions. Among the new institutions of the system of the Ministry of Education, which have been formed in recent years, are the centers of psychological-pedagogical and medical-social assistance, which provide methodological assistance to psychologists, social educators, teachers of general education schools, as well as provide comprehensive medical-psi-holo-pedagogical assistance to families and children. In the system of the Ministry of Education, there is also a network of penitentiary special educational institutions of a closed type, where children and adolescents with deviant behavior are sent according to the decision of the Commission on Minors and the Protection of Their Rights. Socio-pedagogical functions are performed by the system of vocational and technical education, a network of support institutions for orphans and children left without parental care (orphanages, boarding schools for children with mental and physical disabilities), institutions of additional education, community clubs, specialists in organizing children's and youth movements.

School -- one of the traditional places of activity of social educators. The introduction of the rate of a social teacher at school is determined by Art. 55 of the Federal Law of the Russian Federation "On Education". On the basis of domestic and foreign practice, the following goals of social and pedagogical activity in an educational institution can be formulated:

contribute to the elimination and overcoming of specific difficulties in the process of socialization of schoolchildren from socially disadvantaged families and strata of society;

Develop the process of advanced socialization, i.e. to acquaint all students, regardless of their origin, with their role perspectives and chances in society, with public inquiries, to prepare them for a critical perception of these perspectives;

Contribute to the development of personality and its orientation in social processes at the stage of training and choice of profession;

Participate in the resolution of potential and ready-to-flare conflicts.

To achieve these goals, the social educator at school:

Uses methods of analysis, counseling, treatment and activation, embracing in his activities not only the students themselves, but also their parents as a whole group;

He works closely with teachers, school psychologists and doctors, seeks to involve in cooperation all those who show understanding and interest in his work;

Provides comprehensive assistance to individual students (educators) and groups, using the methods of group teachers, works with the teaching staff;

Affects a positive change in the social field in
school.

According to the Tariff and qualification characteristics (requirements) for the positions of employees of educational institutions of the Russian Federation, a social teacher:

Carries out a set of measures for the upbringing, education, development and social protection of the individual in institutions and at the place of residence of students (pupils, children);

Studies the psychological, medical and pedagogical characteristics of the personality of students (pupils, children) and its microenvironment, living conditions;

Identifies interests and needs, difficulties and problems, conflict situations, deviations in the behavior of students (pupils, children) and provides them with social assistance and support in a timely manner;

Acts as an intermediary between the student (pupil, child) and the institution, family, environment, specialists of various social services, departments and administrative bodies;

Determines the tasks, forms, methods of social and pedagogical work, ways of solving personal and social problems;

Takes measures for social protection and assistance, the realization of the rights and freedoms of the personality of students (pupils, children);

Organizes various types of socially valuable activities of students (pupils, children) and adults, events aimed at the development of social initiatives, the implementation of social projects and programs, participates in their development and approval;

promotes the establishment of humane, morally healthy relationships in the social environment;

contributes to the creation of an environment of psychological comfort and safety of the personality of students (pupils, children), ensures the protection of their life and health;

carries out work on employment, patronage, provision of housing, benefits, pensions, registration of savings deposits, the use of securities of students (pupils, children) from among orphans and children left without parental care;

interacts with teachers, parents (persons replacing them), specialists of social services, family and youth employment services, with charitable organizations, etc. in providing assistance to students (pupils, children) in need of care and guardianship, with disabilities, deviant behavior, as well as in extreme situations 1.

From the point of view of St. Petersburg specialists, the main tasks of a social teacher of an educational institution are the social protection of children's rights, the creation of favorable conditions for the development of a child, the establishment of ties and partnership relations between the family and the educational institution.

The social teacher is an equal member of the teaching staff. He takes part in the work of pedagogical councils and methodological associations.

Taking into account the specific nature of social and pedagogical activity, the mode of work of a social teacher should be variable and flexible.

The work schedule of a social teacher is approved by the head of the educational institution. When drawing up the schedule, the time spent on the performance of official duties outside the educational institution is taken into account.

Issues of remuneration, vacation, social protection of a specialist are resolved in accordance with the current legislation.

V residential institutions social teachers communicate with social services and employment services, assist the administration of the institution in matters of protecting the rights of pupils and graduates, their social adaptation.

Veducational institutions for children in need of psy- holo-pedagogical and medical and social assistance, the social teacher takes measures to identify the reasons for the social disadaptation of children and provides them with social assistance, liaises with the family, as well as with bodies and organizations on the employment of children and adolescents, providing them with housing, benefits and pensions.

Va special educational institution for children and adolescents with deviant behavior (open and closed type) the social teacher communicates with the social protection services of the population at the place of residence of the pupils, maintains contact with the parents (persons replacing them) by correspondence, visiting them at home, personal conversations, conducting parental meetings.

1.2 Tasks of social and educational services and assistance of a social teacher

Many modern educational institutions are creating social services, designed to organize joint activities of the administration, students (pupils) and their parents, the teaching staff, representatives of public structures cooperating with the educational institution for the pedagogization of the life environment of students (pupils) and the provision of qualified and timely social support and assistance ... The social service should perform the following functions:

act as a surety, provide social guarantees
each member of the school team;

to protect and defend the individual, her rights, interests and work;

create conditions for a safe, comfortable creative
life of students;

provide assistance and support to students in need and
teachers;

build relationships in a team, discourage
mental abuse of a person;

study public opinion in the school team;

organize social, psychological and legal consultations for students, teachers, school administration, parents;

organize the work of the school helpline;

promote a healthy lifestyle for team members.

Thus, social and pedagogical activity in educational institutions is a necessary, constantly developing and improving direction of pedagogical activity, which ensures full-fledged socialization, diversified development, fruitful communication of all participants in the pedagogical process.

The teacher most often has to work with a class or group, and, in general, his methods are aimed at working with a team. A social educator works with an individual, with an individual child, adolescent, and if with a group, then a small one, if with a family, then here with each separately.

Summarizing the above, we note that a social educator works in the field of protecting a child, adolescent, provides him with social or medical assistance; he must be able to organize his training, his rehabilitation and adaptation.

Today, education, having defined in its activity as paramount, the task of raising a child, forming a personality, changes its content and methods of work. Among the areas where a social teacher is especially needed is school, and his work at school is a special issue.

In different countries, there are two approaches to its work. Either the social educator collaborates with the school, or he is its full-time employee.

Cooperating with the school, the attached social educator often visits school, helps parents and schoolchildren in normalizing relations, and finds out the reasons for not going to school. It identifies families where children are abused, children who are lagging in physical and mental development, children suffering from disadvantage. To help a child or family, he involves a lawyer, doctor, police officers, police. From the school doctor, he learns about the child's long-term illness, its causes, and, in order to prevent academic delays, he helps to study at home or in the hospital.

For example, in Germany, a social teacher was introduced to the staff of the school. He works with dysfunctional families, lagging students, creates children's associations for spending free time, and involves parents in this.

The social educator identifies children in need of social assistance. These are unsuccessful children who, due to their abilities, cannot learn the school course. These are children who are experiencing stress either in a peer group at school or in a family. These are sick children, with various disabilities, schoolchildren who have taken drugs or alcohol. Most often they are registered with the commission on juvenile affairs. In addition, a social educator works with gifted children.

Sometimes helping these children can only be to sort out their relationships with others. In another case - to teach to control your actions, to be confident in yourself. But in both cases, sensitivity and cordiality are required from the social teacher.

Today, the problem of the lack of various sections and clubs, various labor, tourist and local history teams is urgent. As a result, the student's extracurricular time is not very busy organizationally. The social teacher becomes the organizer of the student's extracurricular time, uniting in his educational work with his parents.

Particular attention is required from the social educator to children expelled from school. He helps to arrange them in another school, to help them get used to a new team.

To solve all of the above tasks, the social teacher studies the child, his condition, the level of the crisis, plans ways to overcome it. This is one of the main tasks of a social teacher.

The decline in the standard of living of the population affected children, their moral, physical and mental health. Children and adolescents turned out to be the most vulnerable among the population of the country. The lack of state measures to protect children and adolescents affects their activities, communication, leads to antisocial behavior, the pursuit of money by any means, and an increase in crime.

The education crisis, residual funding resulted in a shortage of staff; the isolation of the school from social processes affects the upbringing of the younger generation.

Today, more than 50% of adolescents who commit crimes are from an incomplete family; more than 30% of children with mental disabilities grew up without a father.

Today, there are 4 million homeless people in Russia, 6 thousand crimes and 2 thousand child suicides are committed annually by adolescents. The Commission for Women, Family and Demography under the President of the Russian Federation notes that over the past 5 years the number of orphans and children with disabilities has increased by 70%. The number of children being taken into care has dropped dramatically. As for the fugitive children, they are mostly adolescents aged 15-16, more often children from urban families, less from rural ones.

Of the children fleeing their families, 56.7% are girls, 43.3% are boys, 8% of them skip school, 17% were expelled from school, 5% temporarily dropped out of school, 69% studied, 1% graduated school. The reason for the escape is the child's anxiety due to failure to achieve the goal, conflicts in the family. Escaping girls are more likely to be pregnant or sexually abused and are more likely to be drawn into early sexual activity.

Neglect, stress, poisoning and accidents have increased the death rate of children. The number of infectious diseases has almost tripled.

The number of preschool children has decreased, 17.3% of them have chronic diseases, 67.7% have functional deviations. Only 10% of secondary school graduates are healthy. The number of girls with chronic diseases by the end of school is 75%, boys - 35.3%.

The number of disabled children under 16 has increased by 15%. A special issue is the health of adolescents. Early smoking, drug addiction, alcoholism, psychosis, and early onset of sexual activity are increasingly spreading.

Among the factors that negatively affect the health of the child, one can also include the modern education system. In the kindergarten, there is an overcrowding of groups, the lack of the necessary furniture. At school, the transition to a five-day week led to overwork and an increase in the incidence of children from 15% to 24%. The decrease in the number of sanatorium-resort schools (from 91% to 85%) reduced the possibility of treating children. The established boarding schools for children with disabilities require funding. There is a lack of equipment and funds for health improvement activities.

Health care providers often face childhood traumas that are the result of poor family attitudes towards children. There is a term “battered child syndrome”. The evidence of abuse is the bruising on the child's body. The perpetrators of abuse are parents (92.2%), of which 85% are natural parents. Of these, 60% are women, 39.2% are men. Parents or persons substituting for them, take poor care of the child (88%), commit physical violence (87%). Natural mothers are guilty of mistreatment and care almost 3 times more often than fathers (75% versus 41%).

As a result, we can conclude that the task of the social teacher is to create a situation that could help the child get out of the crisis in which he found himself. It must be remembered that such children are often attached to the teacher, and here his professionalism and trusting attitude towards the child are important.

1.3 The role and place of the social educator in the education system

It is more expedient to define the role and place of a social worker in the field of education depending on the specifics of educational institutions.

The activities of a specialist in social work in institutions of the preschool education system depend, on the one hand, on the age characteristics of preschool children, and on the other, on scientific ideas about the necessary conditions conducive to the successful inclusion of a 3-7 year old child in the education system. Therefore, the social worker cares about the needs of preschoolers and the possibilities of their parents, especially in those cases when the child's behavior and his educational and play activities create a problem for his peers and educators or he suffers material and social deprivation. In such situations, the social worker becomes a participant in a campaign to develop measures for the prevention and elimination of symptoms of trouble in the fate of the child, takes on the role of mediator and communicator between the educational institution and the family, the child and parents, the child and educators. This is especially important if the child is often sick or does not attend preschool without explanation, or if it is unkempt if it is known that he is being abused in the family.

When a problem goes beyond the competence of an educational institution, a social worker has the right (and should) apply to the appropriate authorized social authorities.

During the period when a child is included in the preschool education system, most often for the first time his deviations in development - physical, emotional, cognitive - are revealed. In such cases, a social worker should organize assistance to his ward, involving appropriate specialists - medical workers, a psychologist, a social teacher, a policeman, etc. - and thus promptly eliminate the symptoms of un-well-being. This is perhaps the only really effective way to reduce the number of children of the “risk group” who, at the age of 3-7 years old, have a number of prerequisites for receiving a diagnosis of “social maladjustment” in the near future.

The social worker should not ignore the category of children that pediatricians call “unorganized”, ie. children not attending preschool institutions. In accordance with Art. 18, section 2 of the aforementioned Law “On Education” “parents are the first teachers. They are obliged to lay the foundations of the physical, moral and intellectual development of the child's personality at an early age ”; “The state guarantees financial and material support in the upbringing of children of early childhood, ensures the availability of educational services for preschool education,” a social worker should be aware of the degree of the family's educational potential and organize work with parents in a timely manner.

Despite the fact that the activities of a social work specialist in preschool education institutions are predominantly organizational and preventive in nature (identifying children with symptoms of social distress - finding out the causes of trouble - organizing a system of targeted social assistance to children), its importance can hardly be overestimated : an efficiently organized system of social assistance to children in preschool education institutions is a condition for reducing the number of cases of unfavorable development of students in a mass general education school.

Social work in schools provides students with a prosperous social development when they receive primary general (1-4 grades), basic general (1-9 grades) and secondary (complete) general education (10-11 grades). .).

Moreover, it should be borne in mind that "the requirement of compulsory basic general education in relation to a specific student remains in force until he reaches the age of 15, if the student has not received the corresponding education earlier" (Article 19, Section 2 of the Law "On Education ").

As in preschool work, a social worker who carries out activities at the subsequent educational level is guided by the current legislation, seeks to meet the needs of students and at the same time takes into account the possibilities of their families. Under these conditions, he turns into a politician and strategist in organizing social assistance to children in need and improving the family environment. In his field of vision are the dynamics of school attendance by students, academic performance, the material and social situation of students at risk, primarily from low-income families, as well as their relationships with peers, teachers and parents. Teachers are not obliged to strive to eliminate the causes of poverty, deviant or delinquent behavior of their students, as well as other symptoms of their social distress. When visiting families of students, a social worker, knowing the child's position in school, in the classroom, his needs and troubles, encourages parents to make the most of the educational opportunities of the school, for example, an action organized by a social teacher to use the possibilities of additional education if the child shows special abilities for any kind of activity; get financial assistance, etc. Cases when a student belongs to the category of socially maladapted children and his family has a low educational potential, i.e. rudeness, immoral behavior, mental illness, unsanitary conditions, etc. flourish in it. In such situations, neither the child nor the social worker can count on the support of the family, and they cannot do without the involvement of specialists (social teacher, class teacher, psychologist, juvenile affairs inspector, narcologist, etc.).

The duties of a social worker performing his functions in a mass general education school also include taking care of children who have been permanently or temporarily expelled from school; providing assistance and support to parents when transferring a child to another educational institution, the education system in which is more consistent with its characteristics, in particular in cases where a gifted child is brought up in a family that is low-income due to many children, parental illness, absence of one from parents, etc .; protection of the rights of children who are representatives of national minorities, refugees or displaced persons; identifying children who are illegally employed at work during school hours, and resolving the issue of their education; support for children who receive education outside of school; suppression of cases of child abuse; assistance to children (in the exercise of their rights in the field of education) and parents (in the use of social privileges provided to schoolchildren); organization of social studies of students outside school hours, i.e. training in effective methods of solving everyday problems, as well as various mass events - charity fairs, auctions, charity actions.

The process of professional functioning of a specialist in social work consists of several stages: studying the living conditions of students - issuing social passports - forming a system of targeted social assistance to schoolchildren who need it and coordinating the efforts of social specialists involved in solving the problems of children of the "group risk ".

It should be noted that such activities in Russia are carried out mainly only in innovative schools, where the child is a key figure in the educational process and parents are actively involved in the affairs of the educational institution.

Social work in the system of primary and secondary vocational education has its own specifics. The social worker should take into account the age characteristics of his clients (as a rule, these are adolescents and young people aged 15-19); understand and accept their interests and values; support the desire for independence, finding and finding oneself in the world of work and, most importantly, must organize assistance in such a way that students have the opportunity to find socially acceptable ways of earning pocket money and paying for leisure, so that they know their rights and responsibilities and be able to enjoy those social privileges that correspond to their position. At the same time, work with the family of a student of a special school, vocational school, technical school is still considered as an indirect help to a teenager. Drawing up a social passport for each student of an educational institution, studying the everyday problems of adolescents, orientation in the situation on the labor market, an established system of professional interaction with specialists in a number of social spheres - these are the necessary conditions for providing targeted social assistance to young people receiving primary or secondary vocational education. ...

Social work in universities is another of the possible areas of professional functioning of social workers in the field of education.

As a rule, university students from low-income families try to “earn extra money” in their free time, and those from wealthy families try to get additional education. Both need support. A socio-psychological center organized at the university, which maintains ties with other educational institutions, enterprises and social organizations, can provide substantial assistance to young people who want to get rid of want and earn money on their own. The socio-psychological center can accept orders from enterprises and institutions to conduct any research, perform certain types of work, offer students a number of vacant positions
and jobs in this university, etc.

In order to help students living in dormitories, suffering deprivation, humiliation and many other inconveniences, who are unable to exercise their rights and benefits, the social worker forms a support group of undergraduate students. In addition, he provides assistance to student families.

A specialist competent in working with student youth evaluates professional communication, solving the questions: what can serve as a condition that will allow a student to show independence in obtaining funds for life and obtaining education in socially acceptable ways? when? for which of his charges can this be a condition? how? A social worker should ask himself these questions in relation to all his work, but it is obligatory when working at a university.

Young people with physical disabilities who find it difficult to find their place in the world of work, orphans, children from large families, students with children, and many other categories of socially vulnerable youth are also studying at universities. Aid in the form of one-time cash payments or material humanitarian support is not a way out. Significant help can be provided by a social worker who informs the student about where, to whom, and how he can turn to change his unenviable position by offering his services.

The social worker should inquire about the possibilities of his clients when filling out a social passport for each of them.

Students who demonstrate
outstanding academic success, but not having the means to continue their education, forced to earn a living,
be transferred to correspondence or evening departments, narrowing their
opportunities, since they are not able to pay, for example, the course
foreign language, computer literacy, etc. They need the support of a social worker and the help that he can provide in accordance with the current legislation.

Chapter II Technology of social and pedagogical work

2.1 Work in specific institutions

Mastering technology in any field of activity, its consistent application in practice is the most important requirement for a professional.

What is invested in the concepts of "social technology" and "technology of social work"?

Technology (from the Greek techne - art, skill, skill + logos - learning) - a system of knowledge about the methods and means of processing and qualitative transformation of an object.

The technology of social work is a combination of socio-economic, pedagogical, psychological and other methods of influencing a person in order to assist him in the formation of certain value attitudes, social needs, skills of work in market conditions of adaptation to changing conditions, certain conditions and processes for ensuring his life.

Social work technology can be viewed in two aspects. First, in a broad sense - as a system of theoretical knowledge and practice, which is an organization, a set of means, methods and techniques of influencing various objects of social work. Such an approach to technological problems is characteristic, first of all, of the administrative bodies and organizers of the implementation of social policy at the federal and regional levels. Secondly, as a collection of private technologies, the specificity of which is determined by a specific subject and object of social work. This approach to the problems of the technology of social work is inherent, first of all, to the direct organizers of social work with clients of social institutions.

Social work technology is one of the varieties of social technology. The introduction of technology into the activities of social work specialists provides: first, the economy of manpower and resources; second, the rationalization of the professional training of social service personnel; third, innovativeness and efficiency of social work. The technology of social work presupposes the presence of a strategic program (project), within the framework of which a specific problem is solved; a life-tested algorithm for the sequence of operations to achieve a specific result; criteria for evaluating the successful performance of a social work specialist.

The main components of the technological process are goal-setting, collection, analysis and systematization of information, clarification of goals and objectives, choice of options and tools, organizational and procedural measures to implement the adopted decision.

The features of the technology of social work as a process are: dynamism of the content and forms of activity of a specialist, continuity of contact with a client of social work, cyclicality and discreteness.

A social worker should know the theoretical and methodological foundations of social management, the specifics of organizing social work with various categories of the population, its history, domestic traditions and world experience in organizing social protection of the population. In addition to theoretical knowledge, social work also requires deep technological training, expressed in the presence of skills in the field of socio-psychological and situational analysis, socio-organizational diagnostics of the living conditions of various population groups, conducting specific sociological research, forecasting and identifying trends in the development of social processes, the optimal choice of tools that regulate their course.

Thus, the technology of social work reflects its deep penetration and assimilation of the essence, content and specifics of technological processes, which is the basis of the professionalism of social workers and the activities of social services.

What is the typology of social work technologies?

Typology is the division of an object into elements according to their essential characteristics. In social work, we are dealing with various categories of people who can be divided by sex, age, material security, territorial, national and other characteristics.

But usually the dismemberment of the object is carried out according to the main social characteristics. It:

Elderly, elderly people in need of help;

Homeless people, people prone to vagrancy;
- homeless, abandoned children;

Drug addicts, alcoholics and other degraded people;

Large families experiencing financial difficulties;

Settlers and refugees who fled their homes;

Persons who have gone through hot spots, who have lost their health and faith in justice;

Disabled people of war and labor and a number of others.

Social work technologies are interpreted as a set of techniques, methods and influences used by social services, individual social service institutions and social workers to achieve their goals in the process of social work, solving various kinds of social problems, ensuring the effectiveness of implementation tasks of social protection of the population.

Taking into account the integrated, universal nature of social work, it is possible to single out social technologies proper, socio-pedagogical, socio-psychological, socio-medical and other technologies.

Social technologies in social work, depending on the level, are divided into:

Simple (available to non-specialists);

Complex, requiring qualifications from a specialist working in a specific field;

Complex, requiring the qualifications of several specialists working in different fields.

Given the complexity social work actors(in particular, these are social services of various levels and directions), it is possible to distinguish between social technologies and this indicator.

Social technologies differ from "external" technologies, carried out by the clients themselves(for example, creating your own business, setting aside a certain share of income for social insurance, etc.). This type of technology includes the actions that social workers use to solve the problems of their clients.

It is possible to highlight technologies in social work with people living on the territory of the country, and people who, for one reason or another, beyond(for example, the Russian-speaking population, Russian citizens living in the neighboring countries).

2.2 Socialization

Today the problem of socialization is being studied by philosophers, ethnographers, sociologists, psychologists, etc. Until the 60s, scientists understood the development of a person in childhood, adolescence and youth by socialization. In recent decades, the study of socialization has spread to adulthood and even old age.

The psychological dictionary gives the following definition: "socialization is an evolutionary process with an orientation towards the result of mastering and recreating by the subject of social experience, which the subject himself carries out in the factors of communication, in individual activity."

In simpler terms, socialization is the process of assimilation by an individual of patterns of behavior, social norms and values necessary for his successful functioning in a given society. The entire environment of the individual takes part in the process of socialization: family, neighbors, peers in a children's institution, school, the media, etc. For successful socialization, according to D. Smelzer, the action of three factors is necessary: expectations, changes in behavior and the desire to meet these expectations. The process of personality formation, in his opinion, occurs in three different stages:

stages of imitation and copying of adult behavior by children;

the play stage, when children are aware of behavior as playing a role;

the stage of group play, in which children learn to understand what a whole group of people expects of them.

The concept of "socialization" is associated with concepts such as "education", "training", "personality development".

The child is socialized, not passively accepting various influences (including educational ones), but gradually moving from the position of an object of social influence to the position of an active subject. The child is active because he has needs, and if education takes these needs into account, then this will contribute to the development of the child's activity. If educators try to eliminate the child's activity, forcing him to "sit quietly" while they carry out their "educational activities", then by doing this they can achieve the formation of not an ideal and harmonious, but a flawed, deformed, passive personality. The child's activity will either be completely suppressed, and then the personality will be formed as socially unadapted, anxious, or (in the presence of certain individual characteristics, such as a strong type of nervous system, etc.), the activity will be realized through various compensatory outputs ( for example, what is not allowed, the child will try to do secretly).

Many psychologists and sociologists emphasize that the process of socialization continues throughout a person's life. And this means that throughout life, the individual is included in social relations and due to this, a change in his psyche can occur. However, the concepts of "development of the psyche" and "socialization" are not identical to each other, although they intersect.

Socialization is a change in the psyche and the formation of personality. Although the development of the psyche is not limited to social processes, so the development of the individual is not reducible only to socialization. Such development is carried out through at least two processes:

· Socialization;

· Personality self-development.

Socialization begins with the effects on the individual, since the child's parents are already socialized, and the child can influence them initially only as a biological being, then he becomes able to interact with adults and, then, reproduce the social experience he has in his activities.

Developing, a person becomes a subject of social relations, capable of influencing another person, but due to the dialogic nature of consciousness, reflection, a person can also influence himself as a social object. Such influences are not considered socialization, but can form the basis of personality development. Thus, the concept of socialization includes the concepts of training, education and personal development.

2.3 Research of socio-pedagogical work

Research methods: theoretical analysis of psychological, pedagogical and methodological literature, materials and publications of periodicals on the topic of research, study of the experience of educational institutions in the aspect of the problem under consideration; study of documents on education and development of psychological services. Empirical research methods: questioning, observation, testing, individual conversations with children, educators, teachers, pedagogical experiment; methods of statistical processing of research results.

The experimental base of our research there are boarding schools in the city of Kemerovo (Orphanage-School No. 6, Orphanage No. 1, Orphanage No. 2, Boarding School No. 27, Boarding School No. 9). The study involved 10 educational psychologists, 356 teachers and 353 children from boarding schools.

The study was conducted from 1995 to 2007. in several stages.

The first stage is analytical. At this stage, the study and analysis of the state of the problem in the psychological and pedagogical literature and pedagogical practice were carried out; generalization of the received material; the formulation of the research goal, the advancement of a working hypothesis, the development of a conceptual apparatus;

The second stage is experimental. Investigation of the role of psychological service in psychological and pedagogical support of the upbringing and educational process and determining the ways of its implementation; drawing up a personality study program; monitoring the study of personality; generalization and analysis of research results;

The third stage is the final one. At this stage, the interpretation of the obtained results of studying the role of psychological service in psychological and pedagogical support of the educational process of a boarding-type educational institution for orphans was carried out; registration of the results obtained during the research and writing the text of the dissertation research.

The scientific novelty of the research is as follows:

The essence was clarified and the concept was formulated: "Psychological and pedagogical support of the educational process of a boarding institution for orphans and children left without parental care" - which is defined as a system of professional activities of a psychologist, teacher, educator, aimed at creating conditions for successful training, education and the mental development of a child in situations of interaction in the upbringing and educational process of a boarding school for orphans and children left without parental care. This is a holistic and continuous process of studying the personality of a pupil, its formation, creating conditions for his self-realization in all spheres of activity, adaptation in society at all age stages of upbringing and training in a boarding institution, carried out by all subjects of the educational process in situations of interaction in the educational and educational process.

The features of the development of children brought up in boarding schools have been determined and analyzed. An analysis of the developmental features of children brought up in closed children's institutions shows that they are characterized by peculiarities of the internal position, emotional flattening, simplified and impoverished content of the “I” image, low self-esteem, impulsivity, low mediation and lack of independence of activity, situational thinking and behavior.

The specifics of the professional activity of a social teacher

The name of the specialist “social teacher” is derived from the word “teacher, which is associated primarily with the teacher. Indeed, in the professional activities of a teacher and a social pedagogue there is a lot in common. First of all, these two professions have in common the fact that the object of their attention is the child (according to the UN Convention on the Rights of the Child, “a human being up to the age of 18”), his development and social formation. At the same time, the professional activity of these specialists also has a number of significant differences, which make it possible to identify the specifics of two related professions. The teacher, fulfilling his main educational function, transfers the knowledge and socio-cultural experience accumulated by society to the younger generation, in the process of which the development and upbringing of the child is carried out. The focus of the social teacher is on the child's socialization, his successful integration into society as an alternative to isolation, "falling out" of normal social relations.

These professions also differ from the point of view of the field of activity. If a teacher is already oriented in the process of vocational training to work in an institution of a certain type, namely in a general education institution, then a social teacher can carry out his activities in a variety of institutions. From this point of view, as well as functionally, the activity of a social teacher is much closer to the professional activity of a specialist in social work. It is extremely difficult to distinguish between the social and pedagogical sphere and the sphere of social work because both of them are just being formed. At the same time, at least one significant difference that determines the specificity of these two spheres of professional activity can be noted. It lies in the fact that, unlike a social teacher, who in his professional activity deals with a child in the process of his development, upbringing, social formation, the object of social work can be people who have certain social problems or difficulties, regardless of age. ...

Socio-pedagogical activity is targeted, aimed at solving the problems of a particular child.

Spheres and directions of social and pedagogical activity

The main areas of social and pedagogical activity are:

- activities to prevent the phenomena of maladjustment, increase the level of social adaptation of children through their personal development;

- activities for the social rehabilitation of children with certain deviations from the norm.

Socio-pedagogical activity usually includes two components:

- direct work with the child;

- mediation in the child's relationship with the environment.

The position of a social teacher is currently officially established in the institutions of two departments - education and committees for youth affairs. In the system of institutions of committees for youth affairs, the position of "social teacher" has been introduced into the staffing table of 8 types of institutions: courtyard children's clubs, children's art houses, youth hostels, rest homes for adolescents, educational youth centers, vocational guidance centers, employment centers, children's and youth exchanges labor.

The legal basis for the activities of a social teacher in this area is the law of the Russian Federation "On Public Associations". In the field of education, this position has been introduced into the staffing table of 6 types of educational institutions, the network of which is dynamically developing: preschool educational institutions; educational institutions; general education boarding schools; educational institutions for orphans and children left without parental care; special educational institutions for children and adolescents with deviant behavior; educational institutions of primary vocational education. Despite the fact that the position of "social teacher" is established only in two departmental spheres, the practical need for such specialists is much wider. In fact, this position can be introduced in all social institutions that provide assistance to children in need of it. Therefore, the typology of institutions in which a social teacher can work, based on their departmental affiliation, includes:

Educational institutions;

Establishment of committees for youth affairs;

Health care institutions (children's hospitals, special hospitals for mentally ill children, drug addicts, sanatoriums for children, etc.);

Institutions of social protection of the population (social service centers, centers for social assistance to families and children, social shelters, social rehabilitation centers for minors, centers for helping children left without parental care, rehabilitation centers for children and adolescents with disabilities, etc.);

- institutions related to the system of internal affairs bodies (reception centers for children and adolescents, special boarding schools and special vocational schools for children who have committed offenses, educational colonies, juvenile courts for adolescents who are making their first steps in Russia, etc.).

Depending on the conditions of the region (village, city, city district, etc.), institutions providing assistance to children can be of a complex interdepartmental nature (family and childhood centers, leisure centers, health centers, etc.). Social educators working in these institutions carry out primary diagnostics of society and identify children with problems, differentiate the problems of children, determine their causes, ways and means of solving them. They should also be well informed about the possibilities of all social institutions of the city, village, township, etc. children with physical and mental disabilities, institutions for the social rehabilitation of children who have not received general and vocational education, etc.).

Depending on the profile, the place of work of a social teacher can be:

- social and pedagogical services of educational institutions (preschool, additional education institutions, general and vocational schools, colleges, lyceums, boarding schools, orphanages, secondary specialized educational institutions, universities);

- social services of specialized institutions (nursing homes, family orphanages, rehabilitation centers, social shelters, special schools for children with mental and physical disabilities, employment centers, labor exchanges, etc.);

- social services of enterprises, organizations and institutions, hostels, commercial structures, creative, public organizations, various foundations, banks, charitable organizations;

- services of municipal bodies (socio-pedagogical, cultural and sports complexes, centers of social pedagogy and social work, departments for social protection of the population, departments of social assistance at home);

- cultural animation services (teenage clubs, houses of culture, village clubs, folk craft schools, family clubs, family living rooms, parks, playgrounds, etc.);

- valeological services (dispensaries, rehabilitation rooms and complexes, centers of folk remedies for health improvement and treatment at hospitals, first-aid posts, at home);

- private practice.

The profession of a social teacher has a number of specializations. Specialization can be determined by regional and ethnic characteristics, the needs of a particular society (city, district, village), as well as the personal and professional capabilities of a specialist:

According to the profile of the social teacher, specializations are distinguished:

- social educator for work with the family;

- social educator - head of children's associations and organizations;

- social educator - valeologist;

- social teacher – defectologist;

- social educator - ecologist;

- social teacher – ethnologist;

- social educator - organizer of cultural and leisure activities;

- social educator - organizer of health and fitness activities;

- social teacher - organizer of technical creativity;

The basis for specialization can be a certain category of people, with whom the social teacher is oriented. In accordance with this, there are, for example, specializations:

- social teacher for working with teenage deviants;

- social teacher for work with people with disabilities;

- social teacher for working with orphans;

- social educator for work with refugees;

- social educator - gerontologist;

Specialization can also be related to the place of work. Depending on this, specializations are determined:

- school social educator;

- social teacher of an institution of additional education;

- social teacher in an orphanage;

From a wide range of specializations, one can single out the most demanded in modern conditions. This is a social educator for working with the family, a wide-profile specialist, competent in providing all-round qualified assistance to the family, coordinating his activities with various institutions.

Areas of activity of a social teacher:

Direction of activity
1. Socio-pedagogical research in order to identify social and personal problems of children of all ages	Carrying out social certification of classes, educational institution, microdistrict; Study and analysis of cultural and household relations in the families of students; Study and analysis of the moral and psychological background of an educational institution in order to identify its impact on the student's personality and develop measures to optimize it; Determination of centers of social and cultural influence on students in the microdistrict of the school in order to study their educational potential and organize interaction; Socio-pedagogical diagnostics in order to identify the personal problems of students, families, etc.
2. Socio-pedagogical protection of the rights of the child	Identification and support of students in need of social protection (disabled children, gifted children), guardianship, guardianship; Protection of the rights and interests of students (paying special attention to those who find themselves in difficult life situations) in various instances (teachers' council, the Council for the Prevention of Offenses and Crimes, the Commission on Juvenile Affairs, the court, the prosecutor's office, etc.); Protection and individual work with students exposed to violence and aggression by adults, etc.
3. Providing social and pedagogical support to the family in the formation of the student's personality	Early identification of dysfunctional families; Creation of a databank for single-parent families, families with children with psychophysical disabilities, foster families, families with foster children, etc .; Promotion of a healthy lifestyle in the family as a prerequisite for the successful socialization of children and adolescents; Psychological and pedagogical education in order to create optimal conditions for mutual understanding in the family;
4. Socio-pedagogical counseling	Spiritual and value education; Promoting the inclusion of parents in the educational process; Organization of "round tables", seminars, meetings for parents, teachers, students on social and pedagogical issues, etc. Organization and conduct of individual consultations for students who find themselves in difficult life situations; Counseling and specialized assistance to students in professional definition; Consulting parents, teachers, administration, class teachers on resolving social and pedagogical problems, etc.
5. Socio-pedagogical prevention, correction and rehabilitation	Early identification and prevention of the facts of deviant behavior of students; Provision of preventive and corrective work with children and adolescents who are on various types of registration ("risk group", intra-school control (hereinafter - MSC), inspection for minors (hereinafter - IDI)); Organization of preventive and prophylactic work with students of the "risk group"; Contributing to the promotion of a healthy lifestyle; Increasing the level of legal literacy of students and their parents in order to prevent deviant behavior; Organization of rehabilitation of children experiencing various difficulties in the system of various relationships that cause maladjustment (illness, disability, stress, etc.), as well as adolescents who have returned from places of detention, special institutions.
6. Promoting the creation of a pedagogically oriented environment for the optimal development of the child's personality	Focusing the attention of the administration of the educational institution on the problems and needs of students, teachers, parents in the planning and organization of the educational process, social and educational activities;
7. Support for socially valuable activities of children and adolescents (possible in the form of volunteering, project activities)	Caring for the sick, disabled and poor; Charity events for peers and seniors; Work in social protection services; Improvement of the city, village, yard; Protection of nature and cultural monuments; Carrying out games and creative activities with children; Other, everything that contributes to the personal and professional self-determination of a teenager, introduces him to universal human values.
8. Organizational and methodological activities	Analysis and generalization of the experience of social and educational activities; Participation in methodological sections, seminars, workshops, conferences of various levels on social and pedagogical problems; Accumulation of a databank on methods of work based on the study of methodological literature, special publications on social pedagogy, achievements of science and practice, as well as the results of socio-pedagogical research.

Problem: low ability of students to solve socially significant problems.

Goal: formation of children's ability to make responsible decisions, the ability to communicate and cooperate, because today it is important how a child learns to solve problems in life, as well as to support students with problems in socialization, protection and protection of the rights of the child.

What we want

In the concept, we are guided by the following documents: -Federal target program for the development of education for 2006-2010 (approved by the RF Government decree of 23.12.2005, No. 803);

The concept of modernization of Russian education for the period up to 2010, (approved by the order of the Government of the Russian Federation dated 29-12.01 No. 1756-R); the main directions of development of the municipal education system in the city of Surgut for 2007-2010. They define key competencies

The changing social and political environment influences the formation of the child's personality. In the conditions of modern life of our society, the ability of students to solve socially significant problems, the formation of an active civic position, patriotic convictions, adherence to democratic values, and positive socialization are becoming an urgent problem. An important direction in our activity is the development of a socially active personality, the formation of socially significant competencies.

Socio-pedagogical activity at school is aimed at the development of these qualities, directly depends on the availability of an effective mechanism for pedagogical regulation of the social interaction of a teenager with the social environment, the implementation of which involves the following areas:

Study of the conditions for the social development of the child
The inclusion of a teenager in active interaction with the social environment
Connecting parents to resolving emerging problems in a child
Organization of social and preventive space in an educational institution
Providing social and pedagogical assistance to children who have problems in the process of socialization
Connecting child and family specialists
Organization of interaction of all social institutions functioning in the social environment of a teenager

What do we have

Currently, the social and pedagogical service of the school is working to create favorable conditions for the realization of the rights of the child, based on assisting the student in overcoming difficulties of a social and educational nature, based on his real and potential capabilities and abilities.

To achieve this goal, the following tasks are being solved:

Providing social and pedagogical support to children who have learning problems, difficulties in communication, adaptation

Identifying the leading problems and value orientations of children

Increasing the level of social competence of students in civil and domestic spheres

Providing advisory assistance to parents in solving the social and pedagogical problems of the child

Increasing the pedagogical competence of parents in matters of education of legal culture

Currently, the school has 876 students. The school works in two shifts. The demographic situation in the microdistrict is such that in recent years the number of students has been decreasing.

Approximately 17% of families of students are single-parent families in which the child is raised by a working mother. About 1.5% of families are problem families. In terms of social status, 37% of parents are workers, have a general, primary vocational education,

63% are white-collar workers, 36% have specialized secondary education and 27% have higher education; 2% are housewives. 30% of parents consider a family capable of forming humanistic values. At the present time in families there is a tendency in the views of parents - from material values to universal ones; the need for the versatile development of the personality of your child, the disclosure of creative abilities and the acquisition of relevant knowledge; preservation of health.

New approaches and priority areas in education are reflected in our innovative social and pedagogical activities:

Creation and implementation of the "Free Citizen" social project.
Development and holding of social, business games, actions, round tables for solving socially significant problems.
The inclusion of children in socially significant activities not only in school-wide activities, but also in city
Organization of co-management activities.

3. What's stopping you?

An effective solution to this goal is possible only with full interaction and mutual understanding of the family and school, with the active participation of all subjects of the educational process.

However, due to the fact that the family is currently forced to solve social everyday problems most of the time, insufficient attention is paid to the development and upbringing of children, family traditions have been lost, which allowed the child to learn universal human values from an early age.

4. What is needed?

This concept can be implemented under the following conditions: in the interest of all subjects of the educational process, in a pragmatic approach to solving the problems of the child, the interest of the parents, the purposefulness of the team's activities, the implementation of comprehensive school-wide programs for the prevention of offenses and bad habits, which involve the implementation of:

Monitoring the family and social situation of the child's development, studying the value orientations of the family and the child.
Assessment of the social well-being of children.
Carrying out preventive measures aimed at including students in active socially significant activities
Organization of support for children in difficult life situations
Conducting social counseling to solve the child's problems
Pedagogical management of child development: creating a situation of success, the principle of a competence-based approach to the learning process.
The need for technical equipment in the workplace of a social teacher.

The system of social and pedagogical activity of social teachers at school

"Every person is a book, you just need to be able to read it."
W. Chaning, American scientist

"We study not for school, but for life."
Antique aphorism

A person lives and acts in difficult conditions of a diverse society. Human development is the result of a complex, long-term progressive process, during which his biological, psychological and social properties change. These changes occur in the process of personality formation, under the influence of her upbringing and education. The main task of education is to give each child, taking into account his psychophysical capabilities, the level of education and upbringing that will help him not to get lost in society, find his place in life, and also develop his potential abilities, i.e. the task of personality development with the help of individualization of learning comes to the fore. Human life activity is determined not by adaptation to changing conditions, but by focusing on the future and forecasting. The activities of social educators in our school are based on the development trends of education, focused on the future. , relying on the student's own abilities.

All socio-pedagogical activities are carried out within the framework of the "Right to the Future" program.

The success of a child in school, the upbringing of a socially active person who is able to make independent decisions is the key to a person's success in life. Every child is talented, every child is a whole world, it is only necessary to notice in time and help the child to reveal his talent based on his individuality and personal qualities.

The activity of a social teacher involves interaction with children, in the process of socialization of which various kinds of problems arise. Communication with such children requires special tact and professionalism. Therefore, we saw the credo of our activity in the words of Eastern wisdom: "Perseverance and patience - in the unity of opposites - are two trump cards of success." We believe that these qualities allow us to achieve success in social and educational activities.

Target programs: creation of favorable conditions for the realization of the rights of the child, based on assisting students in overcoming difficulties of a social and educational nature, based on their real and potential capabilities and abilities; providing him with comprehensive assistance in self-development, self-realization and his inclusion in socially significant activities, preparation for independent life.

To achieve this goal, we solve the following tasks:

Provide social and pedagogical support to children who have learning problems, difficulties in communication, adaptation.
Identify the leading problems and value orientations of children.
Contribute to the creation of a favorable microclimate in the classroom.
Promote the successful socialization of foster children and children with disabilities.
To develop the child's interest in self-education, self-education, self-realization, the development of personal and intellectual resources.
To improve the legal literacy of students; teach to solve vital problems, to include students in socially significant activities.
Contribute to the formation of the need for a healthy lifestyle.
Provide advice to parents and improve their pedagogical competence in the issues of upbringing and solving the social and pedagogical problems of the child.

In our socio-pedagogical activities, we are guided by the following main regulatory documents

The UN Convention on the Rights of the Child;
The Constitution of the Russian Federation;
Civil, Family, Criminal Code;
The Code of Administrative Offenses;
RF Law "On Education";
Federal Law No. 120 "On the Foundations of the System of Prevention, Neglect and Juvenile Delinquency";
Federal Law No. 124 "On Basic Guarantees of the Rights of the Child in the Russian Federation";
Order of the Government of the Khanty-Mansi Autonomous Okrug - Yugra No. 302-rp "On approval of the action plan for the prevention of neglect, delinquency and protection of the rights of minors in the Khanty-Mansi Autonomous Okrug - Yugra for 2006-2008";
By order of the Mayor of the city of Surgut dated 22.04.2002 No. 1141 "On additional measures to identify, prevent neglect and delinquency among children and adolescents"
By order of the Department of Education No. 474 of 13.10. 2006 "On the organization of registration of children subject to compulsory education in educational institutions";
The charter of the educational institution;
Regulation on the Council of Prevention;
Internal labor regulations

Our socio-pedagogical activities are based on the following principles:

the principle of interaction is cooperation with all school employees,
social institutions of the city for solving the problems of the child;
the principle of an individual and personality-oriented approach based on a humane attitude towards the individual, respect for the rights of the student, teacher and parent, creating conditions for self-development and socialization of the individual;
the principle of positive perception, personality tolerance, based on the acceptance of a child and an adult as they are, and relying on positive qualities to form other, more significant personality traits;
the principle of confidentiality, which is based on openness, trust, and the preservation of professional secrecy.

The main areas of our social and educational activities are:

1. Analytical and diagnostic.

Socio-pedagogical diagnostics in order to identify the social and personal problems of the child: we study the personality of the child, his individual characteristics, school documentation, medical records, living conditions, features of the development and upbringing of the child, family relations, the educational level of the family, educational resources, analyze, systematize the information received for making a social diagnosis and coordinating work in various areas of activity. We monitor the social situation of the child's development

2. Socio-legal.

Social and pedagogical protection of the rights of the child - we identify and support students in need of social and pedagogical support.

3. Advisory

Socio-pedagogical counseling of students who find themselves in a difficult life situation, their professional self-determination, pre-profile training, counseling of parents, teachers, class teachers, on solving the social and pedagogical problems of the child.

4. Preventive.

Socio-pedagogical prevention and correction - we contribute to the timely identification and prevention of the facts of deviant behavior of students, the formation of the needs for maintaining a healthy lifestyle for students, we carry out preventive work with students who are registered at the school, the department for minors at the city police department, we increase the level of legal culture of students and parents.

5. Methodical.

Organizational and methodological activities - we analyze our social and pedagogical activities in order to improve pedagogical skills, we participate in the work of the pedagogical councils of the school, the school faculty of advanced training, methodological associations of class teachers, on social and pedagogical problems, we participate in city methodological associations of social teachers, we study the novelties of methodological literature on social pedagogy, the achievements of science and practice, we conduct social and pedagogical research, we participate in competitions of pedagogical skills: urban, regional, all-Russian. The main features of a modern person are the readiness and ability to continuously learn; ability for logical, analytical, critical and constructive thinking; ability to make responsible decisions; the ability to communicate and collaborate, accuracy and productivity; tolerance and responsibility, physical and mental endurance - these qualities can be developed by implementing a competence-based approach. Our socio-pedagogical activity allows us to carry out a competence-based approach - we share the point of view of a team of researchers led by A. P. Tryapitsyna on the competence-based approach, where "ability" is considered as "the ability to do".

This approach helps the student to realize the integral quality of the personality, which characterizes the ability to solve problems and typical tasks that arise in real life situations, using knowledge, learning and life experience, values and inclinations. At the same time, skills are integrative in nature and are formed within the framework of the study of all school courses and subjects, but are formed in a situation of their active use in educational or life situations. The task of the social teacher is to include the student in the implementation of socially significant activities, to support the child's desire for independence, self-knowledge, introspection and self-esteem.

To effectively solve the set tasks, we interact with all participants in the educational process: students, parents, the teaching staff of the school and external social institutions of the city. In this case, various methods, methods, techniques and forms of work are used.

Scheme of social and educational activities under the program

Social and pedagogical activity with students

Work with students is multifaceted: it is aimed at solving social and pedagogical problems, preventing offenses, forming the need for a healthy lifestyle, self-development and self-education, including the child in socially significant activities. When working with students, various forms, methods, techniques and methods are used. We have developed and are implementing various programs for students aimed at solving the set social and pedagogical tasks.

Appendix 1.1 presents a scheme for the implementation of social and educational activities with students. The leading direction in our activity is the solution of the child's problems. The problems are of a multifaceted nature, and depending on the problem that has arisen, an algorithm for working with this child is built. For the effectiveness of this type of activity, we have developed and apply the technology of individual work. ( Appendix 1.2)

The use of technology makes it possible to stage-by-stage implementation of the structural components of the activity. So, the solution to any problem of the child begins with diagnosis, which includes an obligatory stage of collecting, analyzing and systematizing information. It should be borne in mind that the child is not always able to formulate the problem that arises and explain what caused it. In this case, our task is to identify all the significant circumstances of the situation ourselves and make a social diagnosis.

The collection of information occurs through such methods as: observation of the child (in educational and extracurricular activities); conversation directly with the child, class teacher, subject teacher, parents; methods of diagnosing personality, family, society. To identify additional information about the child, the social situation of the child's development is monitored. The purpose of monitoring is to track the social situation of the child's development.

Upon completion of this stage, we draw up a description of the situation in which the child is, as well as a description of the child's problem states. This information is recorded in the documents.

The next step is to find ways to solve this problem. To do this, on the basis of the diagnosis, we set a goal, in accordance with which we formulate specific tasks of the activity and determine the choice of ways to solve the problem. We define all our activities at the second stage as:

the logic of building individual interaction with the child, with the parents.
the logic of constructing a situation of mediation with the specialists of the school, institutes of the city dealing with the problems of children.

Upon completion, we assess the correctness of the built work, its effectiveness.

Based on the words of L.V. Mardakhaeva that "socio-pedagogical technology is considered as the most optimal sequence of socio-pedagogical activity that allows you to obtain a rational result in a specific situation", we believe that the introduction of technologies of individual interaction allows us to scientifically build our socio-pedagogical activity, contributes to efficiency in solving problems facing a social educator. Individual interaction with the child is carried out through the following forms:

conversation
consultations
group lessons.

To optimize this type of activity, the program "Path to Success" was created. It is designed to help students in self-realization as a success-oriented person who knows how to set goals and achieve them. The child is offered a diary of self-esteem, achievements and success "I am growing, I am developing" for students in grades 5-7 and a Portfolio of Improvement - for students in grades 8-11. Filling out the diary and portfolio is preceded by a thematic conversation. When conducting individual work with primary school students who have problems of a socio-pedagogical nature, topics of conversation are used, depending on the problem, and work on the diary "I am growing, I am developing." The presentation of this program was presented at the pedagogical council of the school and the city methodological association of social teachers.

Children of a special category (foster children and children with disabilities) need a special professional attitude towards them, such children often experience difficulties in adapting to the world around them.

The main task when working with this category of children is the formation of a positive self-attitude and the creation of conditions for their harmonious development. Various forms are used to work with this category of children, one of which is classes in a specially created club "Hope".

Students of this category take part in the city festivals "The World through the Eyes of Children", "Constellation", "The Sun for All", organized by the City Committee on Guardianship and Guardianship and the Department of Education of the city of Surgut.

Many schoolchildren experience difficulties with self-determination and the choice of their future profession, therefore an important direction in the activities of a social teacher is the professional orientation of the student. Our task is to acquaint students with educational, professional institutions of the city and district, the list of offered professions; study the needs of the labor market in the chosen profession, help the student determine his individual inclinations, abilities, trajectory of the further educational path. The Choice club was organized to implement the assigned tasks.

We place the main emphasis in our activities on the prevention of various kinds of social ill-being. For this purpose, we have developed a social project "Free Citizen". The goal of the project: the formation of an active civic position in children and positive socialization in society. In this project, special attention is paid to the civil formation of the individual, the development of legal culture, the formation of the need for a healthy lifestyle, increased social responsibility and the development of creative abilities. The project was presented at the regional game "I have the right", the city game "Fair of Social Initiatives" and awarded with diplomas.

The implementation of this project involves children of the "risk group", many of whom work in the school's social committee (SCS).

The school's social committee was established in 1996. The purpose of organizing this substructure of school self-government is to include students in socially significant activities, to develop their organizational abilities and skills. The school has two members of the social committee (high school students and middle-level students).

Students take an active part in all events organized by the school's social teachers, as well as in city events, competitions, projects with a social and pedagogical focus. Traditionally, the children of the social committee take an active part in the city game "I am a citizen of Russia", the regional game "I have the right", the city competition of social projects "Children of Surgut for a healthy lifestyle", took part in the city meeting on youth rights.

We include children of the "risk group" in active play and creative activities, developing their skills of independence and initiative.

For children who are just about to study at school, the "Bridge" program has been developed for the social and pedagogical adaptation of children to school. In the classroom, children develop a conscious attitude to their behavior, a culture of communication between people, a culture of speech and creativity are developed. Classes allow children to study the rules of behavior at school, at home and on the street in a playful way, learn skills that will be useful to them when studying at school.

Preventive activities are organized not only in extracurricular activities, but also reflected in the content of the training course for 5-9 grades "Civic Studies" (author V.Ya. Sokolov).

The preparation of a growing person for a future family life is one of the most important components of his development, personal formation, and social maturity. Socio-pedagogical activity at school is aimed not only at parents, but also at school students as future family men and parents, at the formation of students' competencies in the domestic and civil-public spheres, preparing them for an independent, adult life, education of an active, socially mature personality.

Pupils of 10-11 grades are offered the program of the author's course "Person, Family, Society", developed by T.V. Marushkina. In 2003, the program passed an external examination, there is a certificate. It is a tool that allows a young person to better navigate and understand the world around him, to interact with people. In the process of studying, the foundation is laid for the social competence of students in the most important spheres of human life, health, family, and universal values. The course has a practical focus and social significance - new knowledge is formed in the field of family and household relations, the development of a responsible attitude towards future parenting in young people.

The program "ABC of Etiquette" is offered to students from grades 1 to 9, has a social and everyday orientation, since in the process of implementing the program, social practices are carried out according to the rules of behavior in public places, cultural institutions, aimed at studying etiquette and improving human culture.

Social and educational activities with the family

In raising children, the family cannot be replaced by any other social institution, since it is in the family that a sense of the continuity of generations is born, a sense of belonging to the history of its people, past, present and future. A psychologically supportive family atmosphere and an emotionally charged life at school play an important role in the education of the student. They create the preconditions for the development of the child's intellect and his spiritual and moral upbringing. That is why the interaction of parents and teachers, family and school in matters of education is so important.

By the nature of our activity, we, social educators, are faced with mistakes in family upbringing, we work with different categories of families and families going through different periods of development. These are families with younger schoolchildren and preschool children, families of adolescents with adult children, families requiring increased attention and needing special assistance: single-parent families, low-income families, large families with disabled children, foster children, dysfunctional families at risk, in which traditions of family education have been partially lost and there are problems of spiritual and moral education of children in the family.

Working in this direction, we faced the need to streamline the direction and forms of work with the family, the result of this search was the development of the program "Family Academy" , which has been implemented in the school for many years. The program is aimed at providing parents with practical assistance in the social, spiritual and moral, legal education of children, increasing the social, psychological and pedagogical literacy of parents. Provides two areas of activity:

correctional and prophylactic;
informational and educational.

Correctional and preventive direction provides for individual interaction with various categories of families. Individual work with a child and parents occupies a leading place in the activities of a social teacher. In the arsenal of a specialist there are technologies for individual interaction with the entire environment of the child, and first of all with the family. The social educator identifies problems in the development of the child and looks for ways to correct them. The logic of interaction with the child's family includes an analysis of the causes of the problem and the provision of social and pedagogical assistance and support to the family. Parents are consulted on issues of upbringing, legal, spiritual and moral development of the child. The consultations are not only pedagogical, but also social in nature.

A social teacher conducts primary social counseling with parents of various categories at which, depending on the request, he provides information on measures of social support provided for by federal legislation and the legislation of the Autonomous Okrug for families with children, or the possibility of providing material support within the school (Fund for universal education and free meals child).

The activity of a social teacher is based on the principles of social partnership: equality of the parties, respect and consideration of the interests of the parties, obligation and responsibility of the parties. The success of resolving a problem situation in the family depends on how successfully a social teacher interacts with specialists from various social centers.

Information and educational direction provides for pedagogical education of parents.

When conducting thematic general school and class parent meetings with parents, issues of spiritual, moral, legal, civil and patriotic education of children are considered. Parents are offered various forms of work:

individual consultations on various problems, this form of work is the most productive, since a specific situation is considered and targeted recommendations are offered
socio-psychological-pedagogical council (SPS), in the work of which we take an active part. In the process of considering the student's problem, an algorithm is developed for providing social, psychological and pedagogical support to the child.
lectures, round tables with the involvement of specialists from the school and the city, business games. These types of activities allow parents to be not only in the role of a listener, but also an active participant in the discussion of the proposed topic.
thematic parenting meetings, held - 1 time in a quarter, at which the issues of raising children are raised, a dialogue takes place at the level of the classroom;
an "Open Doors Day" is held annually in March, within the framework of this event a parent conference is organized;
twice a year, round tables are held where the most pressing issues of raising children are considered; specialists from city institutions are invited to the meetings.

We are in constant creative search, introducing new forms of work into our practice. One of these forms is the creation of social projects in which parents are directly involved.

The social project "Tree of Life" is aimed at children studying their ancestry. Children gain knowledge about the history of their family from conversations with their parents, relatives, and study family archives. The result of this work is the creation of a family tree of the family, an album with a story about the most interesting family stories.

Master class "The parental home in human life and development", aimed at developing students' ideas about the role and significance of the parental home, traditions, way of life and human development. Work in a master class allows students to positively model their future, to get acquainted with different models of the "House".

The social project "There are no weightless words in the world" is intended to draw the attention of pupils, parents, students to the social problem of foul language, and to develop students' critical attitude to profanity.

Socio-pedagogical activity with the teaching staff

The activity of a social teacher is inextricably linked with the work of school teachers and is of a systemic nature. Interaction with the teaching staff is carried out in the following areas:

individual work on the student's problem is built with the class teacher, subject teacher, narrow specialists of the school.

The closest interaction is built with the class teachers, since this specialist provides primary assistance to the child in solving his problems.

Subject teachers have direct communication with the child in the educational process. Interaction is based on solving the child's educational problems, monitoring his learning ability and attendance.

Interaction with specialists of the school of a narrow professional orientation (psychologists, educational organizers, speech therapists, paramedics and others) is carried out when it is necessary to provide specific professional assistance.

the methodological association of class teachers (MO), the school faculty of advanced training (SHFPC) is aimed at helping subject teachers, class teachers in working with parents to solve the social and pedagogical problems of the child.
The meetings are of a practical orientation and are held in various forms: trainings, discussions, business games, pedagogical workshops. Teachers are offered a great deal of practical material on improving the pedagogical literacy of parents and active forms of interaction between the family and the school.
socio-pedagogical consultations include issues of a social and pedagogical nature aimed at solving a specific problem;
speaking at pedagogical councils - topical issues related to the socialization of the student's personality are considered. (Appendix 1.7)
the social-psychological-pedagogical council is aimed at developing an algorithm for solving the student's problem and the role of the social teacher is to develop a strategy for solving the problem in the interests of the child.

Working with social partners of the city

One of the functions of a social educator is to mediate with specialists from various services that provide assistance to the child and the family. Carrying out a mediating function, the social educator involves families in active interaction with the school, with city centers, involving parents in joint creative affairs. Thus, we traditionally participate in the city contests for foster children "The World through the Eyes of Children", "Constellation", organized by the City Committee on Guardianship and Guardianship.

Children with disabilities participate in the "Sun for All" festival. With centers USO TsSPSiD Khanty-Mansi Autonomous Okrug-Yugra "Through the Looking Glass" and. USO TsSPSiD KhMAO-Yugra "Yunona", we interact to solve family and child problems. The effectiveness of the work of a social teacher directly depends on the ability to establish professional interaction with various services. We systematically exchange information, conduct joint raids on disadvantaged families, provide mutual advice on various situations, provide material support to needy families, identify disadvantaged families and find themselves in a difficult life situation. We have developed and implemented an interdepartmental social project "Fill the world with good", which was carried out on the basis of the USO TsSPSiD Khanty-Mansi Autonomous Okrug-Yugra "Through the Looking Glass". This project is aimed at developing compassion, compassion, good attitude towards other people in children, contributes to the development of a tolerant attitude towards each other in students.

A well-functioning, structured interaction has been carried out with the committee of guardianship and trusteeship for many years. In a clearly established time frame, information is provided about each child under guardianship and the situation of his development.

In cooperation with the Department of Juvenile Affairs GOM-1 of the Internal Affairs Directorate, systematic systematic work is carried out in the following areas:

joint raids on dysfunctional families, during the visit of which preventive conversations and explanatory work are carried out.
organization of activities for the prevention of delinquency among minors: joint conversations with the inspector, round tables on these problems, speeches at parent meetings.

The Commission on Juvenile Affairs carries out the prevention of neglect and delinquency among children, protection of their rights. The commission has to be contacted in situations of additional measures to involve parents in the performance of their duties, in cases where the complex of social and pedagogical measures did not have a positive result.

Interaction with the Center for Medical Prevention takes place during the implementation of the "Free Citizen" social project, with the aim of organizing and holding round tables, conferences, and business games.

On leading social and pedagogical problems, we spoke at regional and city-level conferences at the Surgut State and Surgut Pedagogical Universities.

We take an active part in the work of city methodological associations of social teachers, organized by the Center for Education Development. We share professional experience, present work technologies, developed programs, projects. We have developed the schemes presented in Appendices 1.2, 1.4, 1.6, 1.7.