Holidays concerts

Thematic weeks

Competitions in the orphanage

City actions, projects

Competitions, festivals

Student meetings

September

Bye, summer!

Comfort and order in the group-family.

"Flowering City" Competition of flower arrangements and bouquets.

"Rubtsov's autumn". "Holy Lands of Vologda".

1. Results of summer holidays, 2. Rules for living in an orphanage, 3. Planning for the year.

Teacher's Day. Concerts for the day of the elderly.

Week of the small Motherland.

Flower garden in the group.

Cross nation. Community Saturday.

"Vologda courtyards". Ferapontovskie readings.

1. Results of educational activities, 2. Results of competitions.

Book Week.

Design of reading corners.

Vologda is a healthy city.

"Merry children" Mini-football.

New Year's show program.

New Year's decoration of groups.

"Christmas toy for the central Christmas tree"

"Bouquet of severe winter." "Gift to Santa Claus"

1. Results of educational activities 3. Plan for the winter holidays.

Week of health and sports.

For the healthiest group.

Ski track in Russia. "School of survival"

"The Nativity of Christ - the light of eternal life"

Defender of the Fatherland Day.

Lean Competition.

"Gift to a Soldier"

"Road without danger". "My family"

Career week.

Group portfolio.

"Azimuth of Hope"

Small Dimitriev Readings. "Azimuth of Hope"

1. Results of educational activities 2. Results of competitions.

Law Week

Projects "Blossoming Miracle" orphanage.

Bimonthly landscaping.

"Protection Meetings". "Nature and creativity".

Congratulations to veterans. Outside concerts.

The most beautiful plot on the territory of the orphanage

"Gift to a Veteran" "Flowering City"

Glorious sons and daughters of the Russian state

1. Results of educational activities for the year. 2. Results of competitions. 3. Summer vacation plan

Graduate Day.

"Our Green Home"

Chapter 1

1.1. Socio-pedagogical prerequisites for social maladaptation of orphans.

1.2. Features of the personal development of orphans and children left without parental care.

1.3. Model of support service for the development of pupils in an orphanage.

Conclusions on the first chapter

Chapter 2

2.1 Family-related groups as an effective environment for preparing orphans for independent family life in an orphanage.

2.3 Methods, course and results of experimental work.

Conclusions on the second chapter

Recommended list of dissertations in the specialty "General Pedagogy, History of Pedagogy and Education", 13.00.01 VAK code

• Pedagogical conditions of social adaptation of pupils of the orphanage, organized according to the family principle 2004, candidate of pedagogical sciences Shamakhova, Natalya Nikolaevna

• Organizational and pedagogical conditions for the preparation of pupils of the orphanage for placement in foster families 2009, candidate of pedagogical sciences Shagimuratova, Nuria Mavlizhanovna

• Education and personal development of orphans in the conditions of alternative forms of life arrangement 2008, Doctor of Pedagogical Sciences Palieva, Nadezhda Andreevna

• Raising a future family man in an orphanage 2008, candidate of pedagogical sciences Plyasova, Galina Ivanovna

• Socio-cultural conditions for the adaptation of orphans in a family-type orphanage 2004, Candidate of Pedagogical Sciences Dorogonko, Zoya Vasilievna

Introduction to the thesis (part of the abstract) on the topic "Preparing orphans for independent family life in an orphanage"

Orphanhood as a social phenomenon has a long history. The social upheavals of the 20th century led to the emergence of a new phenomenon called social orphanhood. Social orphans - children under 18 years of age who find themselves without parental care due to the fact that their parents were deprived of parental rights, are imprisoned, suffer from serious, including mental, diseases due to drug addiction, alcoholism or other reasons.

According to the Ministry of Internal Affairs of Russia, there are 2.5 million street children in the country, 700 thousand disabled people, 14 million children who have only one parent, usually a mother; the number of children born out of wedlock is growing.

According to the Ministry of Education of the Republic of Tatarstan, as of January 1, 2003, there were 9,606 orphans and children left without parental care in the republic, of which 7,309 are brought up in families of citizens of the republic (76.4%), 2,267 are in orphanages, orphanages and boarding schools (23.6%).

90% of children from orphanages, boarding schools for orphans and children left without parental care are social orphans.

The family, as an institution of natural biological and social protection of the child, acts as a source and mediating link in the transfer of life experience to the child. The loss of a family is the worst tragedy in life. little man, which leaves a deep imprint in his soul and radically changes his fate, his attitude to the world around him.

For those who spent their childhood within the walls of an orphanage, creating their own family is perhaps the most cherished dream. At the same time, they are more likely than their domestic peers to fail. The absence of a positive model of parent-parent, child-parent relationships leads to a shift in the value orientation of orphans, complicates the construction of one's own family, or leads to copying negative parental patterns. Graduates of orphanages and boarding schools are often unable not only to create a prosperous family, but also to keep it.

The issues of preparing young people for the future family life have long attracted the attention of society. Various points of view, philosophical concepts, moral and religious principles clashed around this problem. However, it still remains insufficiently resolved even within the framework of school education and training.

The consequences of the lack of systematic work in this area are demonstrated by statistics: marriages concluded by graduates of boarding schools break up more often; among those who abandon their children in the maternity hospital, in the first place are mothers from among orphans. In this regard, the preparation for an independent life of orphans and children left without parental care is a serious and very complex problem, the relevance of which is not decreasing.

The degree of scientific development of the research problem.

In modern pedagogical science, theoretical concepts have been developed that can be used as the basis for the study of this problem. General patterns of mental and personal development of children of preschool, primary school and adolescence, brought up in children's closed institutions, are reflected in the works of I.A. Zalysina, A.I. Zakharov, E.A. Minkova, V.S. Mukhina, L. Ya.Oliferenko, A.M.Prikhozhan, E.O.Smirnova, E.A.Strebleva, N.N.Tolstykh, N.G.Travnikova, T.A.Shilova, T.I.Shulga and others.

Also significant for our study are the works of foreign authors (M. Ainsworth, J. Bowlby, J. Langmayer, Z. Mateichik, K. Pringl, A. Freud and others), who studied the nature of early deprivation, the lack of contact with the mother and adults at the stage maturation of a developing personality.

Works devoted to the issues of preparing children for family life (A.N. Ganicheva, I.A. Gorchakova, O.L. Zvereva, T.A. Kulikova, A.M. Prikhozhan), various aspects of social orphanhood (L.A. Baiborodova, I.F. Dementieva, I.V. Dubrovina, G.M. Ivashchenko, M.M. Plotkin, E.E. Chepurnykh).

Many authors agree that preparation for an independent family life takes place naturally in the family. The attention of researchers is mainly directed to solving such issues as: who should be given preference in the upbringing of the future family man - family or school, and how to prepare the future family man within the framework of the school. The problem of preparing for an independent family life of children deprived of parental care and brought up in a boarding school, in pedagogy, almost no attention was paid.

1 Only in the works of I.V. Dubrovina, V.S. Mukhina, A.M.

T.N.Schastnoy, N.N.Tolstykh directly or indirectly analyze the problems of preparing orphans for independent family life and give recommendations. In recent years, G.V. Sem'ya, N.F. Plyasov, G.I. Plyasova continue to work on this problem.

However, it should be noted that at present, pedagogical science and practice need a deeper and more detailed study of the preparation of orphans for independent family life. In our opinion, the mechanism of this process is not fully disclosed, the conditions, forms and methods of pedagogical influence on the process of preparing pupils for independent family life in an orphanage have been developed. The works available in this direction do not involve changing the structure of these institutions, overcoming their specific isolation from the surrounding social environment. The foregoing allows us to state that in modern theory and practice, there is a contradiction between the objectively increasing demands made by society to prepare the younger generation for a future independent life, on the one hand, the conservatism and inertia of the system of social and pedagogical institutions for orphans, insufficient theoretical and practical development of the problem, mechanisms for implementing the pedagogical conditions for preparing children orphans to independent family life, on the other hand.

On the basis of the identified contradictions and our research orientation to find new ways and ways to resolve them, the research problem is defined: what are the organizational and pedagogical conditions for preparing orphans for independent family life in a closed socio-pedagogical system.

The purpose of the study is to identify and experimentally substantiate the organizational and pedagogical conditions for preparing orphans for independent family life in an orphanage.

The object of the study is the process of raising orphans in an orphanage.

The subject of the study is the organizational and pedagogical conditions for preparing orphans for independent family life in an orphanage.

Research hypothesis. The study is based on the assumption that the effectiveness of preparing orphans for independent family life in an orphanage will be successful if the following conditions are met: the creation of a specially organized socio-pedagogical environment in family-related groups; implementation of medical-social-psychological-pedagogical support of pupils at each stage of development; the introduction of various forms of joint activities of brothers and sisters, aimed at the formation of family relationships; formation of a correct idea of ​​the family, its functions and relationships in the family.

Research objectives:

1. To identify the features of the personal development of orphans and children left without parental care.

2. To develop a model of the support service for the development of pupils in an orphanage.

3. Substantiate and reveal the role of family-related groups as an effective environment in preparing orphans for independent family life in an orphanage.

4. Reveal the content, forms and types of joint activities of brothers and sisters in the formation of family relationships.

The methodological basis of the research is the idea of ​​democratization and humanization of education; general dialectical principles of the relationship between subject and object, process and result, individual, special and general, unity of continuity and progress (traditions and innovations); systemic, personal and activity approaches.

The study uses fundamental psychological and pedagogical theories and concepts:

Personality-oriented and activity approach to education (Sh.A. Amonashvili, N.M. Talanchuk, V.A. Slastenin, I.F. Kharlamov);

Formation of a humanistic worldview (R.A. Valeeva, L.A. Volovich, G.V. Mukhametzyanova, Z.G. Nigmatov,);

Accompanying the development of the personality of orphans in a rehabilitation institution (V.S. Basyuk, A.D. Vinogradova, E.S. Ivanov, E.I. Kazakova, L.M. Shipitsyna);

Humanistic educational systems (R.A. Valeeva, I.D. Demakova, V.A. Karakovskiy, L.I. Novikova, S.D. Polyakov, L.N. Selivanova, T.V. Tsyrlina, etc.);

On the importance of the problems of family education of children (V.N. Averkin, I.V. Dubrovina, V.G. Zakirova, G.M. Ivashchenko, N.F. Plyasov, G.I. Plyasova, G.V. .Ya.Titarenko);

Childhood protection and social and pedagogical support for children and adolescents (I.F. Dementieva, L.Ya. Oliferenko, G.M. GKhpotkin, A.M. Prikhozhan, N.N. Tolstykh, V.A. Torkhova, E.E. .Chepurnykh, T.I. Shulga). Research methods. A complex of research methods was used to solve the set tasks and verify the results. Among them: theoretical analysis scientific literature on the problem under study, the study and generalization of mass and advanced pedagogical experience; experimental work, empirical methods used in psychology, pedagogy, sociology (conversations, observation, questioning, writing on a given topic, testing, diagnostic methods, forecasting, interviewing, situation modeling, analysis of pedagogical experience, products of activity,).

Experimental research base: orphanage No. 74 "Merhemet" in Naberezhnye Chelny, boarding school for orphans No. 66 in Naberezhnye Chelny, rehabilitation center for minor children "Asyltash" in Naberezhnye Chelny, orphanage No. 1 in Kazan , Laishevsky orphanage of the Republic of Tatarstan.

Organization of the study:

The first stage (1996-2000) - study and analysis of philosophical, sociological, pedagogical and psychological literature on the research problem; accumulation of empirical material; determination of the purpose, object of the subject, hypothesis and research objectives; generalization of the received material; development of a methodology for experimental research; bringing into the system ideas of developing the readiness of pupils for independent family life.

The second stage (2000-2002) - experimental work to identify and test the organizational and pedagogical conditions for the adaptation of pupils to the conditions of family-related groups; development and implementation of the program "Family"; models of creating a service to support the development of children from the orphanage.

The third stage (2002-2003) - analysis, evaluation and generalization of the results of experimental work, correction of conclusions, registration of research results.

The scientific novelty of the study is as follows: ^ - theoretically developed and experimentally tested organizational and pedagogical conditions for preparing orphans for independent family life in the conditions of family-related groups of an orphanage, manifested in the cohabitation of brothers and sisters by small families in separate premises-apartments, as close as possible to home, a permanent staff of educators, the presence of a psychological service that develops a subject-play environment filled with household items;

The role of the family-related group for the cohabitation of brothers and sisters in an orphanage as an effective environment in the process of preparing orphans for independent family life, which serves to form and strengthen family feelings and affection, soft adaptation to new conditions, is substantiated;

The content, forms and types of joint activities of brothers and sisters in the formation of family relationships (labor, play, educational, leisure, sports, social and other activities) are revealed, based on a single living space, common rules and requirements, traditions developed by this family ;

The essence and content of the stages of medical, social, psychological and pedagogical support of the development of the pupil, as a specially organized service for helping and supporting orphans in preparation for independent family life in an orphanage and aimed at ensuring full social and psychological adaptation, compensation and development of pupils , diagnostics of the features of mental development, due to the special conditions of education.

Theoretical significance of the study:

1. The necessity of medical, social, psychological and pedagogical support of each pupil of the orphanage in the process of developing the readiness of orphans for independent family life is theoretically substantiated.

2. The concept of “family-related groups” has been clarified as a group of children-relatives united from several families and living together, connected by a common life and mutual assistance;

3. The main components of the concept of pupils' readiness for independent family life are identified and characterized: cognitive, need-motivational, emotional and activity-practical;

4. The conditions of the environment and the means of education that influence the formation of readiness for independent family life in the conditions of an orphanage are determined.

The practical significance of the study is determined by the fact that the proposed model of the comprehensive support service for the development of pupils, tested in an orphanage, as well as the developed system of organizational and pedagogical support for the process of preparing orphans for independent family life, including comprehensive program"Family", targeted author's programs of the process of preparing pupils for the future can be widely used in the system of social and pedagogical institutions. The results of the study make a certain contribution to the development of social pedagogy: the author's programs for the psychological and pedagogical support of orphans "Protect Me", as well as the "Health" program, have been developed. The research experience is being studied and tested by the teaching staff of orphanages and boarding schools of the Republic of Tatarstan.

The reliability and validity of the results of the study are provided by the support of the theoretical provisions of philosophy, pedagogy and psychology; application of a complex of empirical and theoretical methods adequate to the object, goals and objectives of the study; milestone nature, the results of experimental work and the personal participation of the dissertation student in developing the readiness of orphans for independent family life in an orphanage.

Approbation and implementation of the results of the study was carried out in the practice of institutions for orphans and children left without parental care, Naberezhnye Chelny. The main provisions of the dissertation are set out in published works, the progress and results of the study were reported at scientific and practical conferences:

International Conference "Pedagogy of Janusz Korczak and contemporary issues education” (May 2003, Kazazn);

All-Russian seminar "Introduction of modern methods of rehabilitation of orphans and children left without parental care" (October, 2001, Kaluga);

Republican seminars: "Managerial activity in the organization of the educational process in educational institutions for orphans and special (correctional) education" (April 2001, Naberezhnye Chelny); " Psychological and pedagogical rehabilitation and social adaptation of orphans” (November 2002, Nizhnekamsk); "Comprehensive support for orphans in an orphanage" (April 2003, Almetyevsk);

Republican scientific-practical conference "Psychological and pedagogical foundations of spiritual and moral education of the personality of education in the education system" (November, 2001, Kazan);

City scientific and practical conferences on the problem of social orphanhood "Humanization of the educational space of institutions for orphans and children left without parental care" (December

2002); "Psychological and pedagogical features of the upbringing of orphans" (October 2001). The following are submitted for defense:

1. Organizational and pedagogical conditions for preparing orphans for independent family life in an orphanage: organization of a socio-pedagogical environment in terms of family-related groups; implementation of medical-social-psychological-pedagogical support of pupils at each stage of development; introduction of joint activities of brothers and sisters, aimed at the formation of family relationships; formation of a correct idea of ​​the family as a cultural value.

2. A model of the support service for the development of pupils in an orphanage, containing the goal, objectives, criteria for activity, personnel and methodological support.

STRUCTURE OF THE THEsis

The dissertation work consists of an introduction, two chapters, a conclusion, a list of references from 233 sources, 10 appendices. The thesis includes 226 pages.

Dissertation conclusion on the topic "General pedagogy, history of pedagogy and education", Sataeva, Galina Andreevna

CONCLUSIONS ON THE SECOND CHAPTER

It is quite obvious that the environment of a specialized children's institution is deprived of those means of influence on children that the family has.

A feature of the contingent of pupils of the orphanage "Merhemet" ^ Naberezhnye Chelny is the joint residence of children-relatives.

In the orphanage, a special structure of the children's team has developed - a family-related group, consisting of several families that are genetically brothers and sisters.

Living in a small number of children in an orphanage has a positive effect on the development of the child, improves his mental tone, allows teachers to better understand him, get closer to his problems, help and support him in a timely manner, and ensure the mildest adaptation to new conditions.

The most acceptable conditions for the upbringing and living of children "of relatives are conditions as close as possible to home, which is why the specialists of the orphanage are guided by the following requirements for living conditions:

Developing subject-game and natural environment;

Family-related groups are the most effective environment in preparing orphans for independent family life in an orphanage.

Groups of pupils are formed taking into account family ties on the basis of friendship, psychological compatibility, and health status.

The most important task of the staff of the orphanage is not only to give shelter to the child, to clothe, shoe and feed him, but to try, first of all, to restore or compensate for the family ties he has lost. It is also necessary to help restore children's communication ties, without which it is difficult to achieve recovery and other types of activities - labor, cognitive, play, because communication is present in each of them.

The whole system of relations to the child should emphasize his individuality, his personal significance for others. This has many manifestations.

The need to fulfill the main task - strengthening family relationships and preparing children for independent family life - led to the development of the "Family" program. The goal of the program is to prepare pupils for family life. The program aims at solving many problems, includes a variety of methods, techniques and forms of work with pupils.

Guided by the main task of forming family relationships, as part of the preparation of orphans for independent life, the teaching staff of the orphanage uses all forms and types of joint activities of relative children: labor, play, educational, leisure, sports, social, as well as good traditions, rational daily routine, organization of self-government.

The content of the joint activity of relative children reflects the positive relations of family members, and the forms of organization are aimed at developing relationships from individual (younger and older child) to group and collective (family associations). Common interests unite brothers and sisters, unite and strengthen their relationship, create emotional comfort, an atmosphere of trust and a sense of mutual value, which is so necessary for living together.

An analysis of the data from the experimental work led to the conclusion that the program of educational activities of the orphanage, based on the coexistence of children-relatives, began to provide a higher level of socialization of the individual, which is characterized by a pronounced focus on the multilateral development of the personality of the pupil in various spheres of life.

During the survey, the following methods of scientific and practical research were used: participant observation, questioning, modeling, conversations, essays, ranking, creating educational situations, etc.

A study was conducted with pupils of the orphanage to study:

Children's ideas about the family;

Significant needs and anxieties;

Attachments between brothers and sisters;

Dominant emotional state;

Self-assessment of children 10-12 years old on the ability to solve the simplest life tasks;

Social adaptation;

social status;

Tendencies to antisocial behavior (escapes, vagrancy, theft);

Education level.

The conducted ascertaining experiment showed the results of the low readiness of orphans for independent family life:

Limited ideas of children about the family, about sex-role relations in the family, the functions of family members;

Weak attachments between children-relatives;

Low self-esteem of pupils in solving the simplest life tasks;

Increased level of delinquency among pupils;

Low level of upbringing;

Unfavorable state emotional connections in interpersonal relationships of children;

Low level of social adaptation to the new living conditions of pupils;

Unfavorable emotional state of newly admitted children (anxiety, fears, aggression, etc.).

For a more in-depth study of the level of preparation for independent family life of the orphanage pupils, a stating experiment was conducted, during which a comprehensive diagnosis of the pupils was carried out, aimed at studying their personal manifestations, in particular, the level of social adaptation, which makes it possible to identify their readiness for future family life.

As a result of many years of work of the staff of the orphanage in the preparation of pupils for independent family life, positive dynamics began to be observed.

During the experiment, intermediate and final diagnostics were carried out, which showed the following results:

Children's ideas about the family and its functions have significantly expanded;

Relations between children-relatives and adults have improved;

The level of upbringing of orphans has increased;

Increased self-esteem of pupils in solving the simplest life problems;

An important step in solving problems was the psycho-correctional and educational work carried out. The results of diagnostic studies helped to determine the direction of work with children.

These are various forms and types of corrective work aimed at removing fears and increasing self-confidence, at removing aggression and attenuating negative emotions, at developing the ability to feel the moods of others and empathize with others, at developing positive emotions and relieving psycho-emotional stress in children, at developing a socially adapted behavior, the formation of positive ideas about the family, to strengthen family relationships between brothers and sisters.

On the formation of critical thinking and preventive prevention of% chemical dependence among younger adolescents, the author's program of Ph.D., psychotherapist A.V. Solovov is used. "Life Skills" And in order to instill the skills of effective communication with children and adolescents, trainings are conducted according to the method of the well-known domestic psychologist-practitioner N.Yu. Khryashcheva, which allow creating an atmosphere of openness, trust and emotional freedom.

The result of all the experimental work carried out was a significant increase in the level of effectiveness of the work of the orphanage in all areas.

CONCLUSION

The problem of preparing orphans for independent family life in an orphanage is so relevant that in the volume of one dissertation research it is not possible to cover all its aspects. Based on this, in the work we have identified the most significant topical issues of this problem and tried to reveal those that, in our opinion, are the least considered in modern pedagogical science. In the dissertation, we formulate the main results of the study, the purpose of which was to identify and experimentally substantiate the organizational and pedagogical conditions in the family-related groups of the orphanage.

The conducted studies allowed us to draw the following conclusion that the deterioration of the living conditions of society led to an increase in crisis phenomena in the family and contributed to the formation of negative trends, including a sharp increase in the social maladaptation of children. Children usually come to orphanages from families who have long been deprived of parental warmth. All this turns into serious consequences for his mental and physical development.

An orphan child requires specific methods of organizing the educational process. The main idea of ​​upbringing is to create conditions for the formation of such a personality, which, in the process of its development, acquires the ability to independently build its own version of the life of a worthy person.

The existing system of educational process in orphanages has certain shortcomings. An institution designed to fulfill the function of replacing the family for minor child, does not always fully cope with it. First of all, it consists in the overprotection of the child within the walls of the institution. Much is decided and done by adults for him. A strict daily routine, constant control over the actions of the child, cooking, giving out things - all this is the reason for the child's lack of initiative, search forms of behavior, responsibility and independence, and, most importantly, does not form the child's social readiness for independent living.

In the course of the study, it was revealed that the main way to help maladjusted orphans with learning, communication, and behavioral difficulties should be the way of their consistent social integration into a normally developing peer environment. A large role in this process belongs to the interconnected activities of all employees of the orphanage.

An orphan child, already at the earliest stages of ontogenesis, needs individual socio-psychological support for his development, which should be based on measures for the development and correction of mental functions and the emotional-personal sphere, social adaptation and preparation for a future independent life.

In the study, we adhere to the theory of V.S. Basyuk as a method for determining support, which ensures the creation of conditions for the subject of development to make optimal decisions in various situations of life choice.

An analysis of the current practice of support allows us to identify five main areas of activity of the services: solving the problems of preserving and restoring the mental and physical health of the child; solving social and emotional problems; overcoming learning difficulties; assistance to the child in choosing an educational route or in choosing the path of further professional education and employment; assistance to the child in choosing a leisure sphere of self-realization.

In the course of the study, a model was developed for the service of medical, psychological and pedagogical support for the development of pupils of the orphanage No. 74 "Merhemet" in Naberezhnye Chelny, which includes goals and objectives, structure, aspects and criteria for the service, personnel and methodological support, external and internal levels of support , the main stages of medical-psychological-pedagogical rehabilitation and social adaptation of children from the orphanage.

Psychological support of the service is represented by a teacher-psychologist; medical service - pediatrician, neuropathologist, dentist, nurses, physiotherapy and massage nurse; social - social pedagogue; pedagogical - educators, speech therapist, defectologist.

The activities of the support service for the development of pupils in the orphanage are aimed at ensuring full-fledged social and psychological adaptation, compensation and development of pupils, diagnosing the features of mental development, due to the special conditions of education.

As our study has shown, it is quite obvious that the environment of a specialized children's institution is deprived of the means of influencing children that the family has.

We consider family-related groups to be the most important means and environment for developing readiness for independent living. Distinctive feature orphanage "Merhamat" is a contingent of his children, consisting only of brothers and sisters. Thus, the admission of children is carried out by "families" in the direction of the department of guardianship and guardianship of the Education Department of Naberezhnye Chelny.

There is no doubt that such an organization of the life of pupils, based on family, has a beneficial effect on the psychological state of children.

The residence of brothers and sisters poses a difficult task for the staff of the orphanage - the formation of kindred feelings in preparing children for independent family life. All aspects of the life of the orphanage are aimed at solving this problem.

The dissertation reveals the concept of "family-related group" as a group of children from several families who are genetically brothers and sisters.

Such a group is not "closed", isolated, children in their free time, during the period of interest classes, visit other families. This allows them to find a partner, both in terms of the level of development and the content of the activity, and expands the circle of children's communication. With the help of the conditions created in the orphanage, the task of teachers is to educate a good person, a family man who can later create his own normal family, able to raise his children, able to navigate in various life situations, teach the child practical housekeeping skills.

Joint residence of brothers and sisters in family-related groups in an orphanage is the most optimal environment for the formation of family feelings in preparing children for independent family life. The adaptation of pupils in new conditions also largely depends on the quality of human connections and relationships in which the child is included.

We came to the conclusion that life in a small number of children in an orphanage has a positive effect on the development of the child, improves his mental tone, allows teachers to better understand him, get closer to his problems, help, support him in a timely manner, and ensure the mildest adaptation to new conditions.

The study proves that the most acceptable conditions for the upbringing and living of relative children are conditions that are as close as possible to home, which is why the orphanage specialists are guided by the following requirements for living conditions:

Cohabitation of brothers and sisters;

The constancy of the composition of educators, its limitations;

The presence of a psychological service;

Developing subject-if and natural environment;

Openness and interaction with a wide society.

The dissertation emphasizes that the most important task of the staff of the orphanage is not only to give shelter to the child, clothe, shoe and feed him, but, first of all, to try to restore or compensate for the family ties he has lost. It is also necessary to help restore children's communication ties, without which it is difficult to achieve recovery and other types of activities - labor, cognitive, play, because communication is present in each of them.

The fulfillment of the main task - strengthening family relationships and preparing children for independent family life led us to the need to develop the "Family" program (1999). The purpose of the program is to prepare pupils for family life. The program aims at solving many problems, includes a variety of methods, techniques and forms of work with pupils.

Guided by the main task of forming family relationships as part of preparing orphans for independent living, the teaching staff of the orphanage uses all forms and types of joint activities of relatives (labor, play, educational, leisure, sports, social), as well as good traditions, rational daily routine, organization of self-government.

226 pupils of the studied orphanages took part in the experimental work.

For a more in-depth study of the level of preparation for independent family life of children from the orphanage, we conducted a stating experiment, during which a comprehensive diagnosis of children was organized, aimed at studying their personal manifestations, in particular, the level of social adaptation, which makes it possible to identify their readiness for future family life. .

In the course of the survey, we used the following methods of scientific and practical research: participant observation, questioning, modeling, conversations, essays, ranking, creating educational situations, etc. The conducted ascertaining experiment showed the results of orphans' low readiness for independent family life.

The formative experiment included psycho-correctional and educational work.

As a result of many years of work by the staff of the orphanage in preparing pupils for independent family life, positive dynamics began to be observed: children's ideas about the family and its functions expanded significantly;

Improved relations between children - relatives and adults;

Decreased level of anxiety, fears, uncertainty, aggression;

The level of upbringing of orphans has increased;

The level of delinquency among pupils has decreased, cases of escapes and vagrancy have disappeared;

Increased self-esteem of pupils in solving the simplest life tasks;

The emotional state of pupils in the new living conditions has stabilized;

The educational motivation and social status of pupils in the school society has increased.

The result of all the experimental work carried out over the years was an increase in the level of effectiveness of the work of the orphanage in all areas.

The conducted dissertation research does not pretend to exhaustive consideration of the problem. Nevertheless, the analysis of the results of the study allows us to determine scientific approaches and ways to further prepare orphans for independent family life in an orphanage, highlight aspects of future developments. We see research prospects in the search for new forms of management of open socio-pedagogical systems, in the creation of innovative psychological and pedagogical technologies in preparing orphans for future family life.

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1 "Preparing orphans for independent family life in an orphanage." Tyapugina Svetlana Mikhailovna GKU "Children's Home 2 "Golden Key" in the village of Rozovka, Mineralovodsky District For those who spent their childhood within the walls of an orphanage, creating their own family is perhaps the most cherished dream. At the same time, they are more likely than their domestic peers to fail. The absence of a positive model of parent-parent, child-parent relationships leads to a shift in the value orientation of orphans, complicates the construction of one's own family, or leads to copying negative parental patterns. Graduates of orphanages are often unable not only to create a prosperous family, but also to keep it. The state of children from orphanages, who are on the verge of leaving the institution, is most often characterized as confusion before an independent life. Despite the presence of a formal set of prospects that open before them, they experience significant difficulties in choosing further life paths. This is explained by the fact that in the institution the position of the orphan child was largely “objective” in nature, he was taken care of, he was provided with everything necessary. When leaving the institution, the nature of the position of the same child normatively becomes “subjective”. He himself must provide himself with the conditions for normal life. In other words, the graduate of the orphanage actually has to independently and for the first time build and organize his living space, since there is no continuity, experience to follow. It can be said that a graduate for some time is "pushed out" from the institution and "not integrated" into a new social structure. As a result, the orphan child faces two urgent tasks: 1. switch to independent life support; 2. build the boundaries of your new living space. Features of mental development, according to many experts, the features of the mental development of children from orphanages, especially in adolescence, are manifested primarily in the system of their relationships with people around them. Distortions in communication with adults deprive orphans of the important for their psychological well-being of experiencing their significance and value for others and at the same time experiencing the value of another person, deep attachment to him. Great value for the formation of personality

2 pupils of the orphanage have aspirations, desires, hopes, i.е. attitude towards your future. However, as practice shows, it is typical for them to live today, the immediate concrete plans are important, and not the distant future. If long-term plans are outlined, they are not filled with real content. Self-doubt, low self-esteem lead to the fact that adolescents in orphanages are not focused on improving their educational level, on acquiring a profession, often do not know what needs to be done for this. They rely on society, the state and other trustees. As a result, graduates of orphanages develop a fear of the outside world, distrust of it. For a young person to successfully enter into life, he must know and assimilate the appropriate norms and values, have appropriate communication skills and strive to enter the outside world around him. The issues of preparing young people for the future family life have long attracted the attention of society. Various points of view, philosophical concepts, moral and religious principles clashed around this problem. However, it still remains insufficiently resolved even within the framework of school education and training. The consequences of the lack of systematic work in this area are demonstrated by statistics: marriages concluded by graduates of orphanages of institutions break up more often; among those who abandon their children in the maternity hospital, in the first place are mothers from among orphans. In this regard, the preparation for an independent life of orphans and children left without parental care is a serious and very complex problem, the relevance of which is not decreasing. However, it should be noted that at present, pedagogical science and practice need a deeper and more detailed study of the preparation of orphans for independent family life. The mechanism of this process is not fully disclosed, the conditions, forms and methods of pedagogical influence on the process of preparing pupils for independent family life in an orphanage have been developed. The works available in this direction do not involve changing the structure of these institutions, overcoming their specific isolation from the surrounding social environment. The foregoing allows us to state that in modern theory and practice there is a contradiction between the objectively increasing requirements imposed by society on preparing the younger generation for a future independent life, on the one hand, the conservatism and inertia of the system of social and pedagogical institutions for orphans, insufficient theoretical and practical the development of the problem, the mechanisms for implementing the pedagogical conditions for preparing orphans for independent family life, on the other hand. Based on the identified contradictions, ways and means of their resolution, the following goal is determined.

3 Purpose: creation of conditions for preparing orphans for independent family life in an orphanage. The effectiveness of preparing orphans for independent family life in an orphanage will be successful if the following conditions are met: 1. the creation of a specially organized social and pedagogical environment in family-related groups; 2. implementation of medical, social, psychological and pedagogical support of pupils at each stage of development; 3. introduction of various forms and methods of joint activities aimed at the formation of family relationships; 4. formation of a correct idea of ​​the family, its functions and relationships in the family. Tasks: 1. To develop various forms of placing children in families (foster, guest, guardianship, guardianship) 2. To try to restore or compensate for lost family ties. 3. Strengthen family relationships as a basis for instilling skills for independent family life. 4. To prepare pupils for an independent life, the creation of their prosperous family in the future. 5. Create conditions for preparing pupils for labor activity. Organize outreach activities. 6. To identify the features of the personal development of orphans and children left without parental care. 7. To develop a model of the support service for the development of pupils in an orphanage. 8. Justify and reveal the role of family-related groups as an effective environment in preparing orphans for independent family life in an orphanage. 9. Reveal the content, forms and types of joint activities in the formation of family relationships. Features of mental development, according to many experts, the features of the mental development of children from orphanages, especially in adolescence, are manifested primarily in the system of their relationships with people around them. Distortions in communication with adults deprive orphans of the important for their psychological well-being of experiencing their significance and value for others and at the same time experiencing the value of another person, deep attachment to him.

4 Aspirations, desires, hopes, i.е. attitude towards your future. However, as practice shows, it is typical for them to live today, the immediate concrete plans are important, and not the distant future. If long-term plans are outlined, they are not filled with real content. Self-doubt, low self-esteem lead to the fact that adolescents in orphanages are not focused on improving their educational level, on acquiring a profession, often do not know what needs to be done for this. They rely on society, the state and other trustees. As a result, graduates of orphanages develop a fear of the outside world, distrust of it. For a young person to successfully enter into life, he must know and assimilate the appropriate norms and values, have appropriate communication skills and strive to enter the outside world around him. Currently, many institutions are developing and implementing various programs to prepare orphans and children left without parental care for independent living. They are aimed at developing readiness in children to overcome the difficulties of socialization, expand the boundaries of their own space of life, self-determination, mastery of gender-role behavior, etc. Such social adaptation programs for graduates of orphanages include a rather diverse content: teaching housekeeping skills, self-care skills, the ability to put things in order and create comfort in the house, the ability to use various infrastructures, economic behavior skills, etc. A special type of work is the preparation of graduates to create their own family and family life. The readiness for independent life and activity of graduates of orphanages includes a combination of the following elements: 1. social readiness (formation of skills in interpersonal communication, collective activity, social orientation, organization of independent life and activity, adaptation to one's social status); 2. labor readiness (formation of general everyday skills and abilities, readiness for domestic work, work in the household, professional self-determination, preparation for future professional activities); 3. moral-volitional (psychological) readiness (self-esteem, self-esteem, volitional organization of the personality, psychological readiness to work in market conditions); 4. physical readiness (formation of individual style healthy lifestyle life, absence bad habits, the development of physical qualities that ensure successful adaptation to work, various types of activities)

5 Living conditions in the orphanage should be close to family. In our orphanage, pupils are divided into family groups. Each group has its own separate residential block similar to a family apartment, equipped with everything you need: furniture, household appliances and household appliances. This habitat allows children to easily adapt to living in an orphanage and save family traditions and relationships. In the orphanage, it is necessary to carry out a lot of work to protect and strengthen the mental and physical health of the pupils. I conduct a set of classes on various topics that contribute to adaptation and integration in later life, preparation for family life. - "Use of infrastructures", including familiarity with government agencies, this knowledge makes it possible to determine where to go at the right time, how to fill out a particular receipt, form, where and how to pay bills, etc.; - "Skills of family life", including housekeeping, mastering sanitary and hygienic norms and rules, questions of family, sexual relations, etc.; - "Jurisprudence", including various legal, economic, financial issues, familiarity with the codes Russian Federation, with the rights and obligations of a citizen of Russia; - "The ability to use money." Pupils over the age of fourteen are registered at the Employment Center and work in summer period in the construction team of the orphanage, receive wages for their work and can dispose of the money at their discretion. To achieve the goal in her group of the orphanage, she developed an action plan, where, according to the age of the children, conversations, games, lectures, meetings, and excursions are held. For example, topics of conversation: "Family and family values”, “Family in my life”, “The meaning of the family is the pursuit of happiness”, “How to keep love in the family”, “My family is my wealth”, “Entering “adult” life”, “Who to be, what to be”, “ New look of the young” and other conversations. Graduates of the orphanage find it difficult not so much the process of learning as the process of becoming a person. They are practically uncompromising, so there are difficulties in communicating with peers, teachers, police, and other social structures. Meetings are held with people of different professions, visits to vocational schools, lyceums, universities are organized. In collaboration with a psychologist

6 district employment center is testing future graduates and career guidance. Children from the orphanage also acquire real life experience through participation in various activities. By visiting numerous circles and sections, each child has the opportunity to find an exciting activity for himself, to show his potential. As a result, he acquires not only useful practical skills and abilities, but also masters the elements of communicative activity, learns to behave appropriately in public places, communicate with adults and peers. Expansion of adolescents' ideas about their future profession is facilitated by attending "Open Days" in secondary specialized educational institutions. Demonstration of the range of professional choice, orientation towards the formation of an individual style of work activity allows the future graduate to make a more conscious choice of a future profession. In parallel, educational activities are carried out to socialize graduates, aimed at mastering new social roles (family man, worker, citizen), preparing them for their future family life. In the orphanage, complex rehabilitation work is widely carried out with adolescents and graduates who have not reached social and personal maturity (according to the results of a diagnostic examination). Social educators pay special attention to ensuring the protection of the rights and interests of graduates of orphanages in society. Educators, a social pedagogue, the administration of the orphanage maintain close interaction with professional institutions on the issues of monitoring the educational activities of former pupils. If necessary, they participate in the work of psychological, medical and social services to provide advice to graduates in solving their problems. Particular attention is paid to monitoring compliance with protective legislative and regulatory documents in relation to graduates of the orphanage and the provision of emergency assistance to graduates who find themselves in a difficult life situation. Every year, a social teacher or representatives of the administration of the orphanage visit graduates of the previous year of graduation and living independently in order to study the degree of social adaptation of the graduate in society. When visiting graduates at the registration address, the conversation method is used.

7 When evaluating the effectiveness of the conversation, conclusions are drawn about the extent to which the graduate has become a citizen of society (hard work, attitude to work, the desire to improve his level, etc.) and as a family man (having a family, living conditions, material support , relations with relatives, etc.). As a result of such visits, a small pedagogical council with the educators of these graduates and the support service, where elements of adaptation and maladaptation of this graduate are noted, a plan of specific assistance is developed (if necessary), sometimes with the involvement of district state structures, recommendations are developed for the socialization of other pupils, taking into account the identified negative points. In general, the results of a survey of orphanage graduates proved the effectiveness of this kind of purposeful systematic work. One-time events cannot provide a holistic preparation of a graduate for an independent life, only complex work but socialization and vocational guidance gives a positive result, nevertheless, a graduate needs some socio-psychological and support for some time, especially in situations of finding solutions to vital problems. References: 1. Abramova, G. S. Practical psychology / G. S. Abramova. M.: Publishing Center "Academy", p. 2. Abulkhanova-Slavskaya, K. A. Life strategy / K. A. Abulkhanova-Slavskaya. M., s. 3. Avdeeva, N. The role of mother and father in the development of the child in early age/ N. Avdeeva // Preschool education С, 5. -С, 7. -С Azarov, Yu. P. Secrets of pedagogical skill / Yu. P. Azarov. M .: Publishing house of the Moscow Psychological and Social Institute, p. 5. Eysenck, G. Yu. Personality structure: Per. from English. / G. Yu. Eysenk. St. Petersburg: Yuventa, p.

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Purpose: formation of the legal culture of pupils to resolve difficult life situations.

Materials and equipment:

• Situation Description cards.
• cards "Causes of the situation."
• cards "Actions of the participants in the game."
• equipment for the exercise "Bead".
• forms of visual reflection "Amanita".
• sheets of paper, pens.

I. Organizational part

Teacher's word:

Hello! My name is Natalia Vadimovna. I came from Cherepovets, where I work as an educator for a group of boys in orphanage No. 1. Today I want to bring to your attention an interactive game "The order begins with me", during which the following tasks will be solved:

1. Continue to develop competencies among pupils: "Analysis of activities", "Planning of activities", "Conflict resolution", "Teamwork".
2. Cultivate a tolerant, non-judgmental attitude towards another interlocutor, a positive attitude towards oneself and another.
3. Strengthen the ability to correctly conduct a dialogue, enrich vocabulary.

Dear participants of the game! I invite you to take on the role of boys and girls aged 15-17.

Since we are not familiar with you, before moving on to the main part of the game, I suggest the "Bead" exercise. Please come to me and stand as you please.

In my hands I have a braid with beads. Each of you, in order, picks up one of the beads and pronounces your name, then one letter of your name calls the quality that characterizes you, and then a wish to all participants in the game. Allow me to start.

My name is Natalia Vadimovna, patient.

And I wish all the participants of the game good luck and reliable real friends. (Answers of young people).

Conclusion: well, we met and we can start further joint work.

II. Main part

Teacher's word:

Divide, please, into two groups and take your seats at the tables.

We bring to your attention situations in which it is quite possible for a graduate of an orphanage to get into.

Task: each team needs to carefully read the situation. To comprehend it and try, firstly, to determine the causes or events-facts that led to the situation, and then work out ways out so as not to get into this situation, not to be deceived, not to get into a mess, or get out of it with the least losses , that is, outline their actions to resolve the problem.

Situation #3.

Situation #2.

Situation #1.

Let's go, let's go!?

Teams receive cards and forms for work.

Reasons for the current situation	Solutions, your actions

(work 5 - 7 minutes, discussions in groups, filling in the tables). After 3-4 minutes of discussion, the groups are given hint cards with the reasons for situations and cards with actions.

Teacher's word

The discussion is over. Now each group reads out their situation, causes and actions to resolve the problem.

(possible questions to the participants of the game:

Do the other team agree with all the causes and actions?

What can another team add?)

Conclusion on 1 situation about Sasha: thus, we worked very amicably and fruitfully, and we see that the main thing in this situation, in order to prevent such a deception, is not to agree to any dubious offers of unfamiliar people.

Conclusion on 2 situations about Olga and Nadezhda: in no case should you leave personal belongings unattended, do not rely on someone else.

Conclusion on 3 situations about Anton: first of all, of course, be able to communicate with people, negotiate, and not try to resolve problems through a scandal, since in life it may happen that next time you may not be the victim, but, on the contrary, guilty.

Conclusion

We have finished the main part of our interactive game, and I offer you the Fly Agaric exercise.

Before you is a circle, which is divided into 3 sectors:

• How comfortable was I
• How important is content to me?
• How useful (instructive) the content is for me.

You stick circles in each sector, but the main condition is: the closer to the center, the higher the affirmativeness of your answer.

And now, if anyone has a desire, he can express his opinion aloud. (answers of game participants)

Dear participants of the game, I was very pleased to work with you, I felt your interest, support, positive attitude, and the fact that you were not afraid of the difficulties that arose. I felt at ease and comfortable in our group.

Thank you for your work!

Applications

Situation #3.

Anton lay in his room on the sofa and watched TV. Suddenly, he noticed that a stain appeared on the ceiling, which became larger and larger, and, finally, water even dripped from the ceiling. Anton indignantly jumped up and ran to the neighbors on the top floor. He started banging on the door, screaming. The door was opened for him, and Anton, not understanding anything, began to shout offensive and obscene words, waving his arms. A scandal erupted.

Situation #2.

Finally, Olga and Nadezhda can attend night discos. They now live not in an orphanage, but in their own room, at home. The girls quickly got together and good mood went to the "Carousel", on the way having bought a cocktail in the store - an alcoholic drink.

It was just great; music, dancing, many acquaintances. Olga forgot about the bag in which the passport lay. Returning home, the girls immediately went to rest, and in the morning Olga found that there was no passport in the bag.

Situation #1.

In the autumn evening Sasha decided to take a walk. Leaving the entrance, he saw Andrei, also a former pupil of the orphanage. Hello. The young people were practically strangers, so Sasha did not expect any conversation or conversation to take place. But suddenly Andrew suggested:

Let's go, let's go!?

Sasha still had nothing to do, and there was no one to walk with, and he agreed.

Let's go, let's run into one apartment, I need to transfer the package, maybe we'll earn some money. Are you in a hurry?

Sasha nodded indifferently that he didn't care, and indifferently took the package handed to him.

When the young people went up to the alleged apartment, two men suddenly jumped up to them, quickly introducing themselves as drug control workers. They confiscated the package from Sasha, saying that it contained drugs. Sasha was horrified. He was put in a car and offered to pay a certain amount of money in exchange for "hushing up" the case. Sasha did not have that kind of money, so he had no choice but to sell one of his rooms.

Causes of situations

1. There is no significant person, positive authority.
2. Inability to occupy your free time.
3. No hobbies, interesting activities, hobbies.
4. There are no real and reliable friends.
5. I know him a little, there's nothing wrong with that.
6. So easy to earn.
7. All the same, there is nothing to do, but one is reluctant to walk.
8. I will get to know each other better, it can be useful, it will tell you how you can also make money so easily.
9. The evening is good, warm, more interesting together.
10. The desire to make good use of your time.
11. Curiosity.
12. The habit of step-by-step control while living in an orphanage.
13. No opinion, follower.
14. Irresponsible attitude to documents.
15. Lots of distractions (music, dancing, smoking, alcohol, company).
16. Alcoholization.
17. Relaxation after taking alcohol (weakening of attention).
18. Credulity.
19. I have never found myself in such situations that they can just take a document from a purse like this.
20. Hope for others, for example, for a sister who also has a duty to look after (putting responsibility on another).
21. Little practical experience.
22. Recently made repairs.
23. The upstairs neighbors always pick on me for listening to loud music.
24. Inability to solve problems in a constructive way, to find a compromise solution.
25. Revenge for the constant nit-picking.
26. impulsive behavior.
27. Earn extra money ("I'll rip off" more than necessary from the neighbors for repairs).
28. I have never come across such life situations (novelty).
29. Ignorance of the basics of the housing code.
30. Carelessness.

REMINDER "If the passport is lost." What to do?

1. Go to the police station where you live. In Cherepovets, such a service is located at ul. Babushkin. Such urgency is necessary, first of all, in your interests.
2. Complete and collect the following documents:

• A written statement indicating where, when and under what circumstances the passport was lost (stolen);
• Application of the established form for the issuance of a new passport;
• Four personal photos 35x45 mm in black and white or color without headgear.
• State payment receipt duties in the amount of:::rubles;
• Receipt of payment of a fine for the loss of a passport in the amount of:::rubles.

After submitting all the documents, you just have to wait: a new passport will be issued to you within a month, during which you will have to be content with a temporary identity card.

Situation #1.

Reasons for the current situation

Solutions, your actions

all the same, there is nothing to do, but one is reluctant to walk; desire to make money easily; I know him a little, there's nothing wrong with that; inability to take their free time; irresponsibility, does not think about the consequences; no hobbies, interesting activities; no real friends little practical experience.

before taking the package, you need to find out its contents; when the "verifiers" approached, it is necessary to ask for documents; once in the car, you can refuse to testify (according to Article No. 51) and ask to be taken to the police station and only there to testify; do not store documents at home, but, as an option, in an orphanage with a social pedagogue or a teacher-curator; call "02" and find out if such employees work; contact the police station at the place of residence to write a statement.

Situation #2.

Reasons for the current situation

Solutions, your actions

irresponsible attitude to documents; left the bag unattended; many distractions (music, dancing, alcohol, smoking); alcoholization; weakening of attention; credulity; never got into such situations; imposing responsibility on another person (sister); the habit of step-by-step control when living in an orphanage.

do not leave personal belongings unattended; do not shift responsibility to another person; if the passport is still lost or stolen, then: we come to the police and write a statement about the loss or theft (where, when and under what circumstances the passport was lost; we write an application of the established form for the issuance of a new passport; we are going to be photographed (personal photo 35x45 mm in black and white or a color image without a headdress); we pay a state duty and a fine for the loss of a passport in one of the branches of the city's savings bank; after submitting all the documents, a temporary identity card is issued that replaces the passport, and only after 1 month you receive a new passport.

Situation #3.

Actions for situations

1. Before you take the package, you need to find out its contents.
2. When the "verifiers" approached, you need to ask for documents.
3. Once in the car, you can refuse to testify, ask to be taken to the police station and only there start a conversation.
4. Do not store documents at home, but, as an option, in an orphanage with a social teacher, or a teacher-curator.
5. Call "02" and find out if such employees work.
6. Contact the local police station to file a claim.
7. Calm down.
8. Invite neighbors and show them the damage done, try to negotiate damages.
9. As a last resort, file a lawsuit in court.
10. Do not leave personal items unattended.
11. Do not shift responsibility to another person.
12. Do not drink alcohol.
13. Periodically check your personal belongings.
14. Quickly respond to the loss of a passport and its restoration in order to avoid trouble.
15. Visualization for the exercise "Amanita"

One of the important steps towards ensuring the interests of children in boarding schools was the Decree of the Government of the Russian Federation No. 409 of June 20, 1992. "ABOUT urgent measures for the social protection of orphans and children left without parental care. The instructions contained in this Decree have two main goals: firstly, the best material support for pupils, and secondly, those of them who begin their independent life. However, in reality, like many other legislative and legal acts in our country, this Decree is not fully implemented.

The most acute are the problems that arise after the release of a boarding school.

If the legal status of the pupil at one time was not formalized due to the lack of a decision on the deprivation of parental rights, the presence of a court decision on removal regardless of the deprivation of parental rights, the pupil who has reached the age of majority has no choice but to return to the former disadvantaged Wednesday. And he is either not accepted there, or he begins to live in a clearly dangerous environment. In the first case, the former pupil finds himself in a hopeless situation due to the lack of living space and means of subsistence.

In the second, he is doomed to perish, and all the efforts made in his time to organize him turn out to be in vain. All this means that even during the period of stay of a pupil in a children's boarding institution, the administration of the institution is obliged to take measures to streamline the legal status of its pupil (make attempts to find parents, examine their life for the possibility of returning to the pupil's family, if necessary, present claim for deprivation of parental rights, etc.).

In any case of the absence of parents or the impossibility of returning a minor to them, he should appoint a guardian before reaching the age of eighteen. As for adult pupils, then, apparently, care for them on the part of the children's institution should extend further. In any case, such care should exist at least in the first three years after graduation. This kind of duty of the administration of a children's institution, firstly, is not new; in the history of the protection of orphans in Russia, attempts have been made more than once to establish it.

Secondly, it cannot be reduced to a rather vague idea, dependent on subjective factors, of the moral duty of former educators. And finally, thirdly, the fulfillment of such duties is only the final stage of the whole matter of protecting the rights of the pupil, the beginning of which was laid even during his establishment.

After all, this is the main, ultimate goal of the device. That is why, even in our time, attempts are being made to provide support to those who, after graduation, for some reason found themselves in a distressed situation. During this period, two problems most often arise. One is connected with the provision of a former pupil with living space, the other with his employment, without which there can be no question of the prerequisites for the normal existence of a graduate of a children's residential institution.

Support for graduates of orphanages can be provided both by the social service of the orphanage itself, and by specialists from post-boarding adaptation centers that have appeared in Russia in the last decade.

The need to create centers for boarding adaptation is associated with a number of reasons, the most important of which are:

A significant increase in the number of orphans and children left without parental care, due to material and housing difficulties of parents, an increase in extramarital births, and a decrease in the stability of marriage;

Lack of modern science-based methods of education, career guidance and social preparation of graduates for the difficulties of real life;

- a change in the social composition of orphanhood, a deterioration in the physical condition of children, the appearance of children with complex, complex types of deviations, various forms of mental retardation, with learning difficulties, behavior (tendency to vagrancy, smoking, drug addiction and substance abuse). A significant part of the pupils (95%) have a mental retardation, intellectual deviations, 65% have III and IV health groups;

The unfavorable socio-economic situation that has developed in the country sharply raises the issue of social protection of orphans.

For a long time orphans, and especially graduates, were not the object of close scientific research, while their problems in recent years have become extraordinarily complicated and have acquired the most acute socio-economic and social significance.

The most important of them are the following:

1. The problem of health.

Studies of children in orphanages have shown that there are no perfectly healthy children among orphans. Their physical and mental disorders are often associated with factors of unfavorable heredity. Inevitable and psychological trauma due to the absence of parents.

Depriving children of maternal affection, followed by mental deprivation in orphanages, affects their social, mental, and physical health.

Problems of a medical nature are caused by pathological deviations in the state of health of orphans; orphans have the most common cause pathology - brain damage.

In orphanages, it is not possible to ensure the full mental development of orphans, because:

1) children come to orphanages with developmental disabilities:

2) there are no effective technologies for raising orphans;

3) there are not enough trained specialists to work with orphans (educators, psychologists, social workers, etc.).

2. The problem of integration and social adaptation.

Of great importance in the adaptation and integration of orphans is the correct and rational organization of their labor training, which helps to increase their level of competitiveness in the labor market.

Based on an understanding of the situation of orphans in our society and taking into account the difficulty for them in teaching using traditional educational technologies, the main task is organization of a system of upbringing and education, with the aim of comprehensively preparing orphans for a full-fledged independent life after leaving the orphanage.

The solution to this problem involves:

Satisfying the needs of orphans in the intellectual, cultural and moral development, obtaining professional education and qualifications in the chosen field of activity;

Development and implementation of new teaching methods;

Organization of continuing education (including in the system of rehabilitation of orphans with developmental disabilities) in prestigious and competitive professions in the labor market.

The most important thing is to overcome psychological difficulties, which are the habit of living in a closed, closed society, the inability to integrate into an open one, to create new contacts with people with whom they have to communicate.

In life and professional self-determination, children from orphanages experience significant difficulties associated with the lack of experience in solving everyday problems that other children get in the family, watching how their parents or others act in similar situations.

Teachers can help their pupils form a set of qualities that help them make informed choices and adapt to a new situation.

These qualities include:

autonomy;

Awareness and correlation of information with their own characteristics;

Ability to make decisions;

Ability to plan;

Positive emotional attitude to the need to make a choice and make a decision.

Most graduates of residential institutions have characteristics that significantly complicate their independent life, such as:

Lack of experience in social contacts with people at work, in the service sector, healthcare, etc.;

Difficulties in communication - where this communication is free, where it is required to build relationships;

Unformed needs and ability to work;

Dependency, misunderstanding of the material side of life, property relations;

Absence personal experience normal life in the family, close emotional relationships;

Insufficient development of individuality, which is characterized by a low level of consciousness, reduced own activity;

Lack of moral immunity to the conditions of the environment from which most of them come. Specific low-level group subculture;

Poor health.

As the experience of the work of psychologists, teachers and social educators of orphanages shows, the listed problems are significantly exacerbated in cases where graduates have intellectual disabilities.

The results of the survey, observations showed that the majority of pupils of the orphanage of senior school age who have problems in intellectual development are characterized by:

Limited knowledge, intellectual passivity, limited and original vocabulary;

Indifference to what is happening, a decrease in interest in various types of activities, motivation to master them;

Lack of desire to prove oneself;

Lack of criticality, overestimated or too low self-esteem, inadequacy of the level of claims;

Increased suggestibility and willingness to accept antisocial forms of behavior (alcoholism, drug addiction, smoking, vagrant
nichestvo) ;

Underdevelopment of complex emotional manifestations, aggressive behavior;

Dependency, lack of desire for responsibility for one's actions;

Lack of desire to improve their own life, lack of initiative in relation to improving their lives;

Inability to independently organize their leisure time.

The system of requirements that society imposes on the mental and personal development of each of its members, but corresponds to the potential that mentally retarded adolescent graduates of the orphanage are capable of, which provokes them to not always adequate reactions and actions. Specially conducted studies have shown that the level of their adaptive potential in the social sphere is extremely heterogeneous in terms of individual components, and in general it is not high enough. Of the surveyed, 60% have a total potential below that which provides for the success of socialization.

Quite often, this category of pupils is characterized by an unwillingness to adapt to the social environment, a lack of desire to take into account the opinions of other people, a lack of sincere emotional relationships, and isolation. Obviously, adolescents experience significant difficulties in communicating not only with adults, but also with their peers, while the existing contacts are "poor" in content and emotionally unsaturated. Moreover, the motivation to change behavior among adolescents is low, since the environment has formed an optimal style of behavior for them, and a unilateral change in this style can have uncontrollable consequences for them. All this contributes to the orientation of young people towards an asocial and criminal lifestyle, or, on the contrary, makes them the first victims of various kinds of crimes.

A significant role in solving the problems of graduates can be played by the social service of the orphanage. During the contact of a social pedagogue with a ward, problems are identified, methods, sequence and ways of jointly solving them are determined. An analysis of these problems shows that long before leaving the orphanage, graduates should be aware of the responsible and careful attitude to documents, the availability of copies, and the preparation of business papers. different kind statements. Each of them must have a “package of necessary documents”. They should be oriented to which institutions they need to apply in each individual case.

The main problem of social adaptation is the ability for individual choice - from the spectrum of opportunities provided by society. Behind this ability is a developed self - the subject of understanding the world and one's needs, building relationships and vital activity.

Upbringing in an isolated environment of an orphanage leads to the formation of a group-specific low-level subculture. Its representative is characterized by a weak understanding of his life experience, passivity, intuitiveness of his actions, lack of individual life guidelines and values. Therefore, he is not independent and needs a group as a support for decision-making.

The teenage group itself is formed in the conditions of opposition to the adult world in the person of the teacher and, as a result, denies positive social values ​​and cultural norms. Overcoming the current situation can be achieved by special measures related to psychological and pedagogical support in the process of education and upbringing.

It is obvious that the correction should be aimed at the development of social cooperation attitudes, tendencies that involve joining efforts, emotional contact, developing trust in a partner and a desire to help, the ability to realize and feel this trust and help, to feel the exchange of positive emotions. The specificity of corrective work with this category of adolescents, according to psychologists, is in their acquisition of personal experience of "living" new ways of interacting with others and a different sense of the outside world with the help of trainings conducted in small groups. This work helps to consistently change the entire group as a whole, raising it to a new level of interaction.

Preparing orphans for independent living

Today, it is especially important to prepare a pupil for an independent life, not only to prompt and help in choosing a profession, but also to form independent thinking, initiative and responsibility, search activity and enterprise, the ability to creatively solve emerging problems. Based on the realities of today's life, the upbringing of creative independence is the goal and criterion of educational work.

It is known that the majority of graduates of boarding schools cannot successfully adapt to life. After leaving the orphanage, the graduate is not able to solve many problems that he has to face daily without the support of adults (parents, relatives).

Graduates of boarding schools and orphanages experience great difficulties in finding a job, obtaining housing, they do not know how to communicate with adults, arrange their lives, draw up and comply with the budget, and defend their legal rights.

The question of the system for preparing children from these institutions for life is of concern to many. But the most accurate guidelines are given by the graduates themselves after two or three years of independent life. To the question: “What would you change in the practice of the work of the orphanage (boarding school) to prepare pupils for independent living?” - the respondents answer that in the orphanage, boarding school there should be more “parental warmth*, trust, respect, mercy, care - 13%; it is necessary to teach pupils practical skills (cooking food, making preparations for the winter, sewing, spending money, saving, knitting, etc.) - 21%; a course on the family should be introduced in the boarding school, family relationships— 6%; the same number of graduates are convinced that in an orphanage it is imperative to introduce pupils to various specialties and at the end to give one of them so that they can earn a living immediately after graduation.

11% of graduates believe that it is necessary to change the daily routine, introduce an additional evening dinner, reduce the number of people in groups - all this should help create home comfort in the orphanage. 36% believe that it is necessary to make changes in the educational process, first of all, it is better to select educators; “to give all pupils a mandatory secondary education, “teach by work” (create subsidiary farms; work at enterprises in workshops); “pay for labor *; “to teach kindness and kindness”, “not to punish with labor”; “to teach independence and not be afraid of difficulties”; "do not embellish real life»; “there should not be luxury in an orphanage”; "to create more sports sections, circles."

The choice of the life path of the pupils of orphanages is largely affected by the correctly delivered career guidance work. Insufficient professional training in boarding schools and orphanages does not orient pupils towards achieving higher professional prospects. Over 80% of orphans in orphanages and 95% of orphans in special boarding schools, focusing on the real situation, expect to be sent to a vocational school, to work, And only a few dream of continuing their education in grades 10-11, and those more than receiving secondary non-specialized and higher education.

Moreover, the senior pupils of boarding schools, even if they would like to study further, do not see the need for this, referring to the lack of serious material support for further education and the immediate prospects for obtaining housing. From here, the orientation of orphans to professions that give good money and the opportunity to feed themselves (cook, confectioner, seamstress, carpenter, builder, worker in a commercial kiosk, shop, security, etc.).

The relevance of the search for new theoretical approaches and practical solutions to the problem of forming the life plans of children from orphanages as a factor in preparing them for an independent life in society is due to a number of circumstances:

Firstly, the peculiarities of the period the country is going through, when the former value-moral and professional orientations largely do not correspond to modern realities, and new ones are still being determined, which leads to confusion for graduates of orphanages when forming personal life plans;

Secondly, the insufficient development of the theory and practice of pedagogical guidance in the formation of life plans for children from orphanages, often aimed at specific aspects of self-determination and not taking into account its complex nature;

Thirdly, the expansion of the network of orphanages often leads to the fact that educators, psychologists, and nurological consultants, who have not undergone special training for working with children deprived of a family environment, try to
technical and methodological support to manage the formation of life plans for pupils.

Many authors note that in the conditions of the loss of the family environment and education in children's institutions of a closed (boarding) type, a personality is formed with an undeveloped ability to correlate one's own present, past, future with one's goals, value orientations, opportunities,

In the works of modern psychologists I.V. Dubrovina, V.S. Mukhina, A. M. Parishioners, N. N. Tolstykh, who studied the personality of children brought up outside the family, it was proved that the time perspective as a feature of self-consciousness is directly related to the responsibility of the individual for his future, in conditions of unfavorable In a family or a children's institution of a boarding school, a deprived personality is most often formed without a responsible attitude to one's own time of life.

The traditional system of pedagogical guidance in the formation of life plans for pupils needs to be rethought from the standpoint of a personality-oriented approach, which should create conditions in the orphanage for the full mental development of the child, his intellect, will, emotions, motives, inclinations, abilities and, consequently, to ensure his normal life and well-being in the orphanage itself, preparation for creating a family, continuing education, profession,

In the development of the psychological and pedagogical theory of life planning, two conceptual approaches are most clearly manifested:

The first, which defines life plans as a process and the result of a step-by-step decision-making, through which a person forms a balance between his own preferences and the needs of society;

The second, considering life plans as a process of forming an individual lifestyle, reflecting understanding, experiences, intentions, objective actions in specific social conditions.

The formation of the life plans of pupils is one of the most important mechanisms of self-determination, the action of which is associated with the identification of the most significant and psychologically characteristic life guidelines for the individual, designed for the future and implemented simultaneously with the practical development of social experience by children who have lost parental care. The participation of adults in this process should not be limited to the correction of life plans, it is important to engage in a purposeful joint activity with a teenager to model his future, based on the relevance, rationality, realism, controllability and correctability of life planning.

An experimental study by M. A. Khatsisva proved that the personality traits of adolescents are directly expressed in the formation of their life plans.

Four groups were identified according to the nature and degree of formation of a personal life plan:

The first group is teenagers whose life plans have not yet been formed (24.4%);

The second group is teenagers whose life plans are just beginning to take shape (54.8%);

The third group is adolescents whose life plans are formed to a large extent (15.5%);

The fourth group is adolescents whose life plans are highly developed (13.1%).

Consequently, in adolescence, inmates of orphanages form not self-determination itself, but readiness for it - Readiness for self-determination involves the formation in adolescents - inmates of an orphanage of the ability to analyze their own life experience, observe the phenomena of reality and evaluate them , stable, consciously developed ideas about their duties and rights in relation to society, other people, moral principles and beliefs, understanding of duty, responsibility. Thus, we are talking about the formation of psychological formations and mechanisms in children's homes that provide them with a conscious, active and creative life outside the orphanage.

The approach to studying the personality of a teenager - a pupil of an orphanage should be directed primarily to the study of the life plan as an indicator of personality traits, readiness for self-determination and further development.

Pedagogical guidance in the formation of adolescents' life plans is effective when educational interaction with a teenager is built as a self-conscious, self-determining, self-fulfilling and self-affirming subject.

Social and labor training of orphans

The main direction of interaction between a person and the social environment is connected with the satisfaction of the needs that ensure his existence, that is, with labor, therefore, social and labor activity is the core of the adaptation process.

The concept of "social and labor adaptation" is defined as the process of personal development, which brings the behavior and labor activity of a person in line with those existing in our society and labor collectives norms, rules and traditions.

The following principles of social and labor adaptation can be distinguished:

1) an accurate account of the conditions in which it occurs;

2) a comprehensive study of the characteristics of the child, as well as preserved personal and active formations for the development of ways of correction and development;

3) the predictive nature of correctional and pedagogical work with the student in order to achieve a specific level of social and labor adaptation and full integration of graduates in labor collectives;

4) the inclusion of students in accessible forms and types of human activity and communication in the process of schooling;

5) provision of social assistance and support to those in need after graduation in order to achieve a higher level of social and labor adaptation and full integration of graduates into society.

In a strategic plan, it is important to determine the main areas of labor training for orphans and children left without parental care in the conditions of orphanages and boarding schools.

Self-service labor

Personal hygiene and appearance; when solving this problem, pupils form complex body care skills, the formation of one's appearance, a healthy lifestyle;

Organization of personal life and activities, including formation the skill of self-organization of the child in the process of his own life and activity as a means of more successful adaptation to independent living, as well as the ability to choose the optimal mode of life and activity, including work;

Formation of skills and abilities to ensure personal life and activities, i.e. the ability to cook food, take care of shoes and clothes, organize, equip, design place of their activity and residence, the formation of a culture of interaction
actions with the living environment, etc.;

Formation of the ability and skill of planning one's life and activities to achieve optimal results in one's life development as a person, family man, citizen, professional.

Work on the formation of skills and labor skills in home au pair

Before To explain the content of the work in this area, it should be noted that the preparation of orphans, children left without parental care, for work in the household is carried out against the backdrop of an extremely negative idea of ​​the family as the reason for their current social status. In accordance with this, it is necessary in the process of working in the selected area to form a positive image of the family, constantly form ideas of one's own future family, home, and relationships.

- the formation of skills and abilities to care for, housing, homestead and the use of various tools, household appliances;

- formation of a complex skill assumes primary knowledge about the types of residential premises in the city and the countryside, housing hygiene, housing care.

Preparation of pupils of boarding schools for professional activities

Cardinal socio-economic transformations in the country, the purpose of which is, first of all, the transition to market relations and the introduction of various types of ownership of the means of production in the economy, the integration of the country into the world community, the formation of a personality based on universal values, by means of humanistic pedagogy led to a reopening, a rethinking of the content of the concept of "labor training" of the individual in society.

If earlier the main tasks of teachers in this direction were to prepare pupils for work at state enterprises in mass working professions, now other acceptances have been placed.

Firstly, to create conditions for the development of the personality of each child through involvement in various types of labor according to with abilities, interests and opportunities, as well as the needs of society.

Secondly, the preparation of orphans and children left without parental care for labor activity in conditions of different forms of ownership and competition in the labor market.

Thirdly, the development of their entrepreneurial spirit, independence, efficiency, responsibility, initiative, the desire for reasonable risk, honesty and decency.

Fourth, formation among graduates of orphanages and boarding schools in professional competence in the chosen field of work, combined with professional mobility.

Fifthly, the creation of conditions for mastering modern economic knowledge, the formation of economic thinking, including inclusion in real production and economic relations.

Sixthly, the upbringing of the culture of the individual in all its areas related to labor activity (work culture, economic, environmental, legal culture, etc.).

In accordance with this formulation of tasks, the direction of labor and vocational training is changing.

For its implementation in the conditions of residential institutions, it is necessary to solve two interrelated tasks, namely:

Determine what professions it is better to train pupils of a particular institution;

Determine the interests, inclinations and, ultimately, the possibilities of the pupil.

An example is career guidance in orphanages in the Kurgan region, where, using the classification of Professor A.E. Klimov (“human-nature”, “human-technology”, “human-human”, “human-sign”, “human-artistic image”), create conditions for a preliminary test of the strength of pupils in each of these areas .

At the same time, it is carried out:

1) analysis of available opportunities in the process of educational, labor, educational and labor, extracurricular activities, organization of socially useful productive labor;

2) determination of the form of implementation of the preliminary test in all directions;

3) observation, analysis of the results of the participation of schoolchildren in various types of activities;

4) distribution of students by types of preferred labor activity in accordance with their interests, inclinations, and opportunities;

5) labor, profile, vocational training and adaptation to the chosen type of labor activity at school, vocational school, etc.

The first stage is implemented by conducting surveys, specially compiled diagnostic questionnaires with career guidance content of selected tests, as well as the results of medical-psychological-pedagogical research.

The second stage involves the analysis of educational and labor about howling, labor, leisure activities of students, their participation in socially useful work in order to determine the preferred type of activity. Evaluation of success in various types activities of pupils is recorded in a card of professional self-determination of the pupil.

It is necessary to highlight the methodology for organizing and conducting professional trials with pupils. Samples are held in each class at the end or during the year. Such samples are required at least five annually in all areas of activity. A professional test represents a finished product or the result of labor with its exact fixation. Professional tests can be performed not only during school hours, but also in the process of extracurricular work or as a homework assignment. The organization of professional tests is not only a method for determining the preferred type of work, but also an opportunity to improve labor skills in various types of activity in the course of their implementation.

There is an active search for opportunities to expand the vocational guidance work of the institution. The traditional professions (seamstress, builder, machine operator) were supplemented by the professions of a florist-landscaper, typist, plasterer, furrier, shoemaker, specialist in artistic wood processing, culinary specialist, master of embroidery and knitting. Learning these crafts while still in the orphanage, teenagers work under contracts and receive a salary. In special (correctional) boarding schools, tenth grades are opened, in which they receive a profession.

An equally important problem of preparing pupils for independent life and work is the legal protection of orphans. Many pupils and graduates of boarding schools do not know their rights, including the benefits that the state provides them with when choosing a life path.

For the purpose of social protection of children living in orphanages, in the Model Regulations (1995) on an educational institution for orphans and children left without parental care, the administration of institutions is given the right to allow residence for up to one year to one or another pupil .

Social educators should professionally help graduates, monitor the organization of their lives, help with advice and action in their further employment, housing, protection of their personal and property rights. The director of the boarding school, the state guardian of orphans, is not able to help graduates alone until they reach full age.

The social security of graduates is one of the problems, the solution of which, for objective reasons, does not depend on the teaching staff of boarding schools. All the efforts of teachers for the versatile development of the personality of orphans will be nullified if graduates of orphanages join the socially unprotected groups of the population. Cardinal decisions are needed on a national scale in order not to have criminal elements in the future in the person of former children from orphanages.

Modern Models of Preparing Orphanage Children for Independent Living

The problem of orphans in Russia is one of the most complex and least solvable in our society. Particular attention deserves the creation of conditions for the normal development of the child, the social adaptation of the child in normal modern living conditions and the preparation of pupils for independent living.

Trying to solve these problems, the staff of the St. Petersburg orphanage has developed a model of an integrated system of social adaptation of orphans to independent life and work.

An analysis of the results of observations of the fate of graduates of the orphanage also showed that each pupil needs to be prepared for an independent life already from preschool age. To solve this problem, it is most important to create favorable conditions close to home, conducive to the development of the individual.

In orphanage No. 9, living conditions were created for children according to the type of relationship in ordinary large family using different forms of their organization:

Family mixed groups in which the role of the parent is played by the educator;

Family contract groups, where the roles and staff positions of educators are occupied by members of the same family;

Groups with free residence outside the orphanage, when orphans live in an ordinary family without adoption, i.e., remaining under the care of the orphanage.

Teachers and specialists of the orphanage conduct a set of classes on various topics that contribute to adaptation and integration in later life, preparation for family life.

Specialists together with educators and teachers conduct courses:

- “Use of infrastructures”, which includes acquaintance with government institutions, this knowledge makes it possible to determine where to go at the right time, how to fill out this or that receipt, form, where and how to pay bills
and etc.;

- "Skills of family life", including housekeeping, mastering sanitary and hygienic norms and rules, issues of family, sexual relations, etc.;

- "Jurisprudence", which includes various legal, economic, financial issues, familiarity with the codes of the Russian Federation, with the rights and obligations of a Russian citizen;

- "The ability to use money." Almost all pupils over the age of fourteen work in small enterprises of the orphanage, receive wages for their work and can dispose of money at their own discretion.

Graduates of the orphanage are not so much given the process of learning, but the process of becoming a person. They are practically uncompromising, so there are difficulties in communicating with peers, teachers, police, and other social structures. Meetings are held with people of different professions, visits to vocational schools, lyceums, universities are organized. In cooperation with the psychologist of the district employment center, future graduates are tested and career guidance is carried out.

Interesting experience orphanage-school No. 46 of St. Petersburg, in which a holistic system of career guidance pedagogical work has developed, contributing to the formation of a socially mature person who owns social and legal knowledge, skills and abilities. This system includes the main areas of activity of specialists (teachers, educators, psychologists, social pedagogue) throughout the entire period of a child's stay in an orphanage (from the moment of admission to graduation).

In the first years of living in an orphanage, the main attention is paid to the successful adaptation of the child to the conditions of life, the difficulties that the child has in learning, communication, etc. are identified, a rehabilitation program is developed taking into account the recommendations of the escort service, allocating - there is a risk group among children, with which special preventive work is organized to prevent and correct neuropsychiatric disorders and deviant behavior.

Particular attention during this period is paid to the creation of a favorable microclimate in groups, classes, in the orphanage-school as a whole, conditions for communication and life, which are aimed at the positive development of the child's personality.

Over the next four to five years creation is underway conditions for revealing the abilities of the individual, satisfying her needs for intellectual, spiritual, moral and physical development. Conventionally, this period is called “A pupil of the orphanage*. Much attention is paid to the organization of comprehensive assistance in overcoming difficulties in learning, behavior, communication, and the prevention of bad habits. Various forms and methods of complex work on the socialization of pupils through the educational process are used.

At the same time, it is taken into account that education can and should be understood not as a one-way transfer of experience and value judgments from the older generation to the younger, but as interaction and cooperation between adults and children in various spheres of modern life.

The focus is on:

Developing the ability of orphanage pupils to independently solve life problems;

The implementation of educational activities that contribute to the formation in a teenager of a stable tendency to focus on universal human values;

Education of a holistic personality capable of self-development and self-regulation;

Preparing today's child and tomorrow's citizen for life and work in a changing socio-economic environment.

The implementation of the planned tasks is facilitated by the close community of children and adults created in the orphanage, connected by common tasks, activities and humane relations. One of the main places in the work of teachers is occupied by conversations and educator hours, which are regularly held in each of the groups. Their theme depends on the age of the pupils, their interests and perspective tasks of this stage.

Educational work includes a variety of events, evenings, holidays, excursions, festivals that help the child get an idea about the history of Russia and St. etc.

It is known that children with behavioral, learning, communication and health problems require special care and support. On the basis of an individual program of work with each child, the medical-psychological-pedagogical and social support service, together with the social pedagogue and group educator, develops a rehabilitation plan. This includes corrective classes with a teacher-defectologist and a speech therapist, additional lessons according to the program of a general education school, conducting psychotherapeutic classes using elements of music therapy, art therapy and other modern technologies. For each child, the educator keeps a diary of personality development, which allows you to trace the dynamics of development, adjust the educational process, which requires special techniques and methods of work.

Of great importance for the formation of an independent personality of the pupil is the opportunity provided to him at this stage to participate in self-government. It forms in adolescents independence, responsibility, initiative, discipline, collectivism, citizenship, respect for human rights, etc. Children monitor the observance of cleanliness and comfort in the orphanage, the behavior of the younger ones, check the quality of performance homework, supervise the duty of groups. Days of self-government are becoming traditional in the orphanage, when pupils independently plan the day, work in the role of an educator, social pedagogue, and representatives of the administration. Children carefully prepare for such events, value the opportunity to feel like adults, responsible people.

Children from the orphanage also acquire real life experience through participation in various types of activities. By visiting numerous circles and sections, each child has the opportunity to find an exciting activity for himself, to show his potential. As a result, he acquires not only useful practical skills and abilities, but also masters the elements of communicative activity, learns to behave appropriately in public places, communicate with adults and peers.

In working with pupils of senior school age, the search for ways to prepare for the release of a socially mature personality, ready for an independent life in society, the choice of a profession, becomes relevant. Therefore, in this period, psychologists, teachers, social pedagogues, taking into account the problems that may arise during the transition to an independent life, carry out educational activities in several directions.

First of all, it is career guidance and preparation for mastering the chosen profession. It includes a set of activities for career guidance taking into account individual characteristics, inclinations, interests, opportunities each student; establishing interaction with vocational education institutions to prepare graduates of the orphanage for admission and further adaptation.

The specifics of vocational guidance and vocational counseling work With. adolescents in an orphanage is determined by several circumstances. On the one hand, they need to form a perspective of professional activity, where studying at a technical school or college is only the first step, and on the other hand, to develop a wide range of interests that go beyond the scope of their own professional activity, which would make the life of a teenager (now and in further) spiritually rich.

In the orphanage, three main areas of professional education of pupils were established: in the process of teaching at school, in educational and extracurricular work in the orphanage, and in various types of labor activity and socially productive work.

Firstly, children in the orphanage get acquainted with the world of professions in a certain system. In this case, not only stories, books, illustrations are used, but also excursions (to the post office, to the savings bank, to the station, to the clinic, shop, etc.), followed by a discussion of the impressions made. Particular attention during the interviews is paid to the content of people's professional activities, the characteristics of each profession, the forms of education that allows them to master the necessary professional skills.

Secondly, attention is focused on the significance of the field of activity, which corresponds to the professional intentions of the graduate, for professional and universal culture, since only under this condition can a person be personally realized in professional activities. Today, the emphasis in career guidance work in an orphanage, as a rule, is placed on the possibility of quickly achieving economic independence through the chosen profession.

To achieve the specified goal in each group orphanage-ma a plan of events has been developed, where, according to the age of the children, conversations, games, lectures, meetings, and excursions are held. For example, topics of conversations: “We are for society, society is for us”, “You and the team”, “Let's talk about choosing a profession”. “Professional suitability (a conversation with a doctor)”, “Entering an “adult” life”, “Who to be, what to be”, “A new look for young people” and other conversations; a survey is conducted: “Choice of profession. Purpose in life"; a series of interesting meetings with representatives of various professions: “Medicine and the professions associated with it”, “The Russian army (types of service, duties of military personnel)”, “Modern warrior - who is he”, etc.

Expansion of adolescents' ideas about their future profession is facilitated by attending "Open Days" in secondary special educational institutions. Demonstration of the range of professional choice, orientation towards the formation of an individual style of work activity allows a future graduate to make a more conscious choice of a future profession.

In parallel, educational activities are carried out to socialize graduates, aimed at mastering new social roles (family man, worker, citizen), preparing them for their future family life. In the orphanage, complex rehabilitation work is widely carried out with adolescents and graduates who have not reached social and personal maturity (according to the results of a diagnostic examination). Social teachers pay special attention to ensuring the protection of the rights and interests of graduates of orphanages in society.

A test survey and questioning of graduates is carried out in order to clarify the content and direction of further individual correctional work, as well as to study the level of formation of the graduate's socialization.

According to the results of the survey, graduates who show mediocre and poor results are included in the risk group and are subsequently under constant supervision of the orphanage specialists. For them, recommendations for educators are developed individually for the purpose of adjusting further educational work; the most productive ways and forms of assistance to the pupil when leaving the orphanage are established.

After graduation, patronage of graduates is carried out, helping them to successfully adapt to independent life.

Educators, a social pedagogue, the administration of the orphanage maintain close interaction with professional institutions on the issues of monitoring the educational activities of former pupils. If necessary, they participate in the work of psychological, medical and social services to provide advice to graduates in solving their problems.

Particular attention is paid to control over compliance with protective legislative and regulatory documents in relation to graduates of the orphanage and the provision of emergency assistance to graduates who find themselves in a difficult life situation.

Every year, a social teacher or representatives of the administration of the orphanage visit graduates of the previous year of graduation and who live independently in order to study the degree of social adaptation of the graduate in society. When visiting graduates at the registration address, the conversation method is used.

When evaluating the effectiveness of the conversation, conclusions are drawn about the extent to which the graduate has become a citizen of society (having a job, attitude to work, striving to improve his level, etc.) and as a family man (having a family, living conditions, material support, relations with relatives, etc.).

Based on the results of such visits, a small pedagogical council is held with the educators of these graduates and the escort service, where elements of adaptation and maladaptation of this graduate are noted, a plan of specific assistance is developed (if necessary), sometimes with the involvement of district state structures, recommendations are developed for the socialization of others pupils, taking into account the identified negative points.

In general, the results of a survey of orphanage graduates proved the effectiveness of this kind of purposeful systematic work. One-time events cannot provide a holistic preparation of a graduate for an independent life, only complex work but socialization and career guidance gives a positive result, nevertheless, a graduate needs some socio-psychological and support for some time, especially in situations of finding a solution vital problems.