The reforms of the 1990s led to a fundamental change in the social structure of society. This led to serious differences in the standard of living of Russian families, led to an increase in the number of families belonging to the category of socially disadvantaged, and caused a decrease in the educational potential of the family. Parental deprivation, inevitably associated with an increase in the number of children left without parental care, orphans, became the cause of a special social phenomenon of the late 20th century, namely social orphanhood or orphanhood with living parents. This testifies to the negative processes in which children are left without parental care, without a fixed place of residence, without true friends, without help from society, without life prospects: an increase in the number of children left without parental care. That is why in today's Russia the policy of the state is aimed at the formation and development of a system of social and pedagogical assistance to families and children who find themselves7 in a difficult life situation.

In this regard, the need arose for the theoretical and practical development of technologies for the socio-pedagogical support of children from disadvantaged families in a new type of specialized socio-pedagogical institutions - social rehabilitation centers for minors.

Children brought up in socially disadvantaged families, such as: incomplete families, families in which both parents are unemployed, where one or both parents are addicted to alcohol, turn out to be socially maladjusted with distorted social skills, deviant and delinquent behavior, and violations in the communicative sphere , low level of socialization.

Today, among the destructive factors of a “difficult” childhood, neglect, homelessness, rootlessness, and impersonality predominate.

The worse is the life of adults in the family; the worse it affects children.

Where ignorance, cruelty, disrespect, lack of culture and drunkenness reign, it is difficult to grow up as a normal person. The hardships of adult life, invading childhood, destroy it, and there comes a time when home and family cease to be a source of well-being and joy. Children and adolescents from such families cannot "fit" into the school" and. public life"Children's * team, lose faith in" one's own strength and abilities, are not ready to firmly assimilate those norms and rules on which successful entry into adulthood is built*. Being at the mercy* of circumstances, misunderstanding, distrust of the world of adults, minors break the established norms of life and look for other ways of growing up, often on the street, in a society of their own kind, where they find safety and the patronage of street fraternity. They easily become dependent on unscrupulous 1 people, become a "breeding ground" for the most dangerous social vices: theft, fraud; prostitution, drug addiction, alcoholism, where violence gradually becomes the norm, their lives.

The physical, spiritual, intellectual capabilities of children" and adolescents are still too small; to cope" with the problems * of "adult" life, and therefore they need pedagogical "help and support; The history of socio-pedagogical" activity is associated * with a few historiographic ^ works of this direction" (Yu.A. Vasilkova, M.A. Galaguzova, E.A. Gorshkova, V.V. Morozov,

R.V. Ovcharova and others), as well as with experience in the development and application humanistic pedagogy XVIII century, the era of "enlightenment! and humanism” to the present (S.I. Gessen, V.P. Kashchenko, A.S. Makarenko, I.G. Pestalozzi, V.N. Soroka-Rosinsky, K.D. Ushinsky and others).

Particularly relevant are works in which socio-pedagogical support is studied as a process of interaction between a child and a teacher, 4 based on trusting relationships (S.A. Belicheva, A.A. Vinogradova, Yu; V^Gerbeev^ Yu:I; Zotov; NS .Morozova ^ A.B. Chistova, LSM-Shipitsina "-and" - others :).

The logic of overcoming developmental problems and finding a way out of a problem situation by the adolescent himself was determined by S.A. Raschetina and M.A. Zhdanova through a decrease in the latter; internal semantic and emotional barriers and the formation of a state of security through the accumulation of positive social experience.

Linking the concepts of the social situation of development (L.S. Vygotsky, V.I. Slobodchikov) with the concept of pedagogical? support, they consider "this: a phenomenon: as the creation of a new, more favorable social * situation of development? through the restoration of broken relationships" in the environment: Such an approach; calls for a specially organized! and support of a child; or a teenager who finds himself: in a difficult life situation, relying on his / own: capabilities. Help itself, should; be understood; in this case, not; as a solution to life problems? for a person (what; can lead to the formation of dependency), but how;: return of faith in oneself, in one's own; strength and. opportunities, how: assistance in creating conditions for independent, solving? one's problems.

B^ theoretical studies and practice of social-pedagogical-support of children from; dysfunctional (socially disadvantaged) families; in: conditions: social rehabilitation center? a number of contradictions can be identified:

Between the growing number of children from socially disadvantaged families and the insufficient effectiveness of the means to ensure the success of the socialization of such children;

Between the need to implement an integrated approach to accompanying and supporting children from socially disadvantaged families in a social rehabilitation center and the lack of integrated technologies for such support; between the humanistic orientation of pedagogical science and the insufficient development of the practical foundations of socio-pedagogical support.

The need to resolve these contradictions determined the research problem: how and in what directions to improve the technology of social and pedagogical support for children and adolescents from socially disadvantaged families in a social rehabilitation center?

Relevance, contradictions and the problem determined the topic of the study: "Social and pedagogical support for children from dysfunctional families in a social rehabilitation center."

Object: the process of social and pedagogical support for children from socially disadvantaged families in a social rehabilitation center.

Subject: technology of social and pedagogical support for children from socially disadvantaged families in a social rehabilitation center.

The purpose of the study: to theoretically substantiate the technology of socio-pedagogical support for children from socially disadvantaged families in a social rehabilitation center and test its effectiveness experimentally.

Research hypothesis: socio-pedagogical support for children from dysfunctional families in a social rehabilitation center will be effective if:

Structural differences between socio-pedagogical support and socio-pedagogical support will be identified;

A structural and functional model of social and pedagogical support for children from disadvantaged families in a social rehabilitation center will be designed;

Within the framework of the structural and functional model, a technology will be developed for social and pedagogical support for children from families of dysfunctional families in a social rehabilitation center;

Criteria and indicators of the effectiveness of social and pedagogical support for children from disadvantaged families in difficult life situations will be determined.

The purpose, object, subject and hypothesis of the study determined the following tasks:

1. Based on a theoretical analysis, to study the degree of development of the problem of socio-pedagogical support for children and adolescents from dysfunctional families in modern pedagogical theory and educational practice.

2. Determine the essence and structural differences between the concepts of "socio-pedagogical support" and "socio-pedagogical support" in relation to socially maladjusted children from disadvantaged families.

3. To construct a structural and functional model of social and pedagogical support for children from disadvantaged families in a social rehabilitation center.

4. Develop an algorithm for implementing the technology of social and pedagogical support for children from disadvantaged families who are in a social rehabilitation center.

5. Determine the criteria and indicators of the effectiveness of socio-pedagogical support for children from dysfunctional families who find themselves in a difficult life situation.

The methodological basis of the study are:

Humanistic approach (Shch.A.Amonoshvili, B.G.Ananiev, I.Kant,

A. Maslow, K. Rogers, J-J. Rousseau, V. A. Sukhomlinsky, S. T. Shatsky), 7 which allows you to create models and technologies of pedagogical activity, based on the humanistic paradigm of personality-oriented upbringing and education;

Socially oriented approach (V.P. Bederkhanova, M.A. Galaguzova,

V.I. Zagvyazinsky, L.I. Kononova, I.A. Mavrina), within the framework of which it is possible to substantiate the factors of desocializing influence on children, one of which is a socially disadvantaged family.

The theoretical basis of this study are:

Theories of adaptation of a developing personality in society (A.G. Asmolov,

S.A. Belicheva, A.B. Dobrovich, A. E. Lichko, A.V. Petrovsky, D.I. Feldstein, L.M. Fridman);

Theories of education, revealing the features of the processes of formation of an active life position of the child (Z.I. Vasilyeva, A.V. Kiryakova, T.N. Malkova, K.D. Radina, E.V. Titova); the theory of the psychosocial nature of a person, the patterns of formation of needs, interests, value orientations (L. S. Vygotsky, S. L. Rubinshtein);

Theories of pedagogical support for children (S.A. Boykova, E.V. Bondarevskaya, O.S. Gazman, A.V. Gordeeva, V.V. Morozov and others);

Socio-pedagogical theories: the theory of pedagogical support, the theory of pedagogical support, the theory of social development and the theory of socialization (Yu.N. Galaguzova, A.V. Mudrik, N. Platunova, N.N. Surtaeva).

The following methods were used in the dissertation work: theoretical: analysis of scientific literature, modeling, design, generalization, systematization;

Empirical: pedagogical experiment, observation, conversation, interviewing, peer review methods, monitoring, analysis of pedagogical documentation; study and generalization of the practical experience of the activities of a social pedagogue in a social rehabilitation center. 8

The logic and stages of the study were based on the leading principles of the methodology of pedagogical research and research on socio-pedagogical support for children from disadvantaged families: defining the goals and objectives of the study, developing an initial working hypothesis, analyzing and interpreting the main theoretical provisions that characterize the research problem, clarifying the conceptual apparatus, developing a program research, research, analysis of results. The organization of the study included the following steps:

1. The analytical and methodological stage (2005 - 2006) is associated with understanding the theoretical and methodological foundations of social and pedagogical support for children from socially disadvantaged families in a social rehabilitation center; with the definition of the scientific apparatus of the study; with the development of the content of the ascertaining experiment.

2. The search and experimental stage (2006 - 2007) included the development of a structural and functional model of the technology of social and pedagogical support for children; identification of criteria and indicators of the effectiveness of applying the technology of socio-pedagogical support for children from disadvantaged families in a social rehabilitation center; carrying out experimental work (ER), during which the research hypothesis was refined and corrected.

3. The generalizing stage (2007 - 2009) included a formative experiment, during which the model of the technology of social and pedagogical support for children was tested and implemented, the results obtained were analyzed and systematized. The obtained results were formalized and the conclusions of the study were formulated.

The experimental base of the study was the Social Rehabilitation Centers for Minors in the Omsk Region: Bollyperechensky (main base), Tara and Regional.

The scientific novelty of the research lies in:

Identification of structural differences between the concepts of "socio-pedagogical support" and "socio-pedagogical support" in relation to socially maladjusted children from dysfunctional families.

Creation of technology of social and pedagogical support for children< из неблагополучных семей в условиях социально-реабилитационного центра, заключающейся в составлении индивидуальных программ социально-педагогической поддержки, учитывающих индивидуально-личностные характеристики детей и их прошлый социальный опыт;

Determination of criteria and indicators of the effectiveness of socio-pedagogical support for children from disadvantaged families in a social rehabilitation center.

The theoretical significance of the study lies in:

Development of a structural and functional model of socio-pedagogical support for children from disadvantaged families in a social rehabilitation center, including: complex-object, content-activity, methodological, organizational and managerial components;

Expansion of the theoretical field of general and social pedagogy by rethinking the concept of “socialization of children from dysfunctional families” by identifying factors of the direct desocializing influence of the family on the child;

Identification of the specifics of the process of socio-pedagogical< поддержки детей из социально неблагополучных семей в условиях социально-реабилитационного центра.

The practical significance of the study lies in:

Implementation of the model of social and pedagogical support for children from disadvantaged families into the practice of the social rehabilitation center;

Development and testing of an algorithm for drawing up individual programs of social and pedagogical support for children from disadvantaged families, taking into account the specifics of the institution in which the children are.

The results of the dissertation research can be used in the training of social teachers in vocational education institutions, in the system of professional development of social teachers, psychologists and teachers of additional education working in the Centers for the social, socio-pedagogical and psychological rehabilitation of minors, as well as directly in the activities of the Centers for educational purposes.

Provisions submitted for defense: 1. Social and pedagogical support is “specially organized assistance, which consists in identifying the problems of the child in order to implement and protect, his rights to full development and education. The structural "differences between socio-pedagogical support" and socio-pedagogical support of a maladjusted child from a socially disadvantaged family are as follows:

Socio-pedagogical support” is c. rendering; situational help in the life situation in which the child finds himself;

Socio-pedagogical support is characterized by long-term, constant, joint actions of the teacher and the child, which contribute to the formation of positive social needs.

Rethinking the concept of "socialization of children from dysfunctional families" is possible by identifying "factors of the direct desocializing influence of the family on the child, which include: the individual characteristics of the adolescent himself, the destructive style of education adopted in the family, the indifference of parents to the child in the early period of life; emotional instability of the family, destructive relationships between its members, antisocial lifestyle of parents and much more. However, in general, the most powerful factor of desocialization for children at risk is directly the family in which they are brought up:

The peculiarities of the process of social and pedagogical support for children from socially disadvantaged families in the conditions of a social rehabilitation center are that the child, faced with the problems surrounding him, has a natural inner impulse to get rid of them. At the same time, the teacher uses this state understandable for the child to help him translate each problem into a situational task that can be solved using adequate and cultural means for this.

The specifics of socio-pedagogical support for children from dysfunctional families in a social rehabilitation / center is the need to:

Take into account the need of children in social rehabilitation centers for support and assistance, focusing on the expectation to receive it from teachers;

Take into account the lack of family interaction, the nature of personal identity, the integration of processes "of socialization, accompaniment, raising children; in the conditions of a social and rehabilitation center: inclusion * in the process of supporting elements of family relationships that contribute to overcoming the" crisis of identification "We", based on content adjustment activities of a social educator, etc.

2. Structural-functional model of socio-pedagogical support for children from dysfunctional families" in the conditions of a social rehabilitation center includes a complex-object content-activity, methodological, organizational and managerial components.

3. Technology of socio-pedagogical support for children from dysfunctional families in a social rehabilitation center,

12 consists in drawing up individual programs of social and pedagogical support, taking into account the individual and personal characteristics of children and their past social experience, and is implemented in four stages: target, contractual, activity and reflexive. The algorithm for implementing this technology provides for: drawing up a social passport for families and children in difficult life situations; creation of a legal framework for working with socially disadvantaged families (including, if the situation requires it, the procedure for removing a child from a family); diagnosing the level - social maladaptation of a child who finds himself in a difficult life situation - and the level of social disadvantage of the family in which the child lives; Algorithm for drawing up* an individual program” for social and pedagogical support^ for a child from a dysfunctional family in a rehabilitation center, based on the implementation of an agreement between the family and the Center. 4. Under. efficiency applications - technologies socio-pedagogical support for children from dysfunctional families is understood as a positive trend of indicators reflecting the effectiveness of the work* of social teachers of the social rehabilitation center. IN; as a criterion-base, the implementation of the model is a criterion of fact and an activity criterion, implemented through a system of indicators: These indicators are: an individual manifestation of a maladjusted "state of the child; fulfillment of an agreement between the family and the Social Rehabilitation Center; return of the child to the family.

Reliability and validity of the results of the study are provided by the methodological argumentation of the main provisions of the study, the logic of its construction, the use of a set of research methods that are adequate to the object, subject, goals, objectives, the presence of a research base, the representativeness of the sample and the results themselves, which confirm the provisions and conclusions dissertation research.

Approbation and implementation of the results of the study was carried out: through the publication of articles in the periodicals of the pedagogical press, including two publications refereed by the Higher Attestation Commission of the Russian Federation; at meetings and postgraduate seminars of the Department of Social Work and the Department of Social Pedagogy of OmGGTU, through participation in scientific and practical conferences in Tara (2003, 2005, 2010), Omsk (2007, 2008), Moscow (2010).

The dissertation contains an introduction, two chapters, the main generalizations and conclusions of the dissertation research, a conclusion, a bibliographic list of used literature, including 270 titles, applications. The text of the dissertation contains 20 tables and 2 figures.

CONCLUSIONS TO CHAPTER II

1. Social and pedagogical support for adolescents who find themselves in a difficult life situation due to the social disadvantage of the family is carried out in accordance with the model of activity of the social rehabilitation center. The structurally functional model of social and pedagogical support for the pupils of the center contains a complex-object, content-activity, organizational, methodological and managerial components.

2. Analysis of the processes and results of the socio-pedagogical activities of the Center makes it possible to identify families with social problems and belonging to the category of socially disadvantaged, in which minor children live. parents are unemployed; a family where one or both parents are addicted to alcohol turn out to be socially maladjusted, with distorted social skills, deviant and delinquent behavior, violations in the communicative sphere, and a low level of socialization.

3: Technologies of socio-pedagogical support for children from dysfunctional families belong to the group of social technologies. The technology of socio-pedagogical support for children from disadvantaged families in the conditions of a social rehabilitation center includes the following components: target, contractual, activity, reflexive. The effectiveness of the implementation of the technology of social and pedagogical support for children from disadvantaged families in the conditions of a social rehabilitation center is determined by the positive dynamics of the following characteristics of the social activity of adolescents.

4. Adolescents from dysfunctional families placed in the conditions of a social rehabilitation center are characterized by pronounced social maladaptation. Comparison of the level of social maturity in the final period, after three months, shows that during the period of implementation of the individual program of social and pedagogical support, indicators of social maturity have significantly improved.

5. The construction of an individual program of socio-pedagogical support is based on the allocation strengths formed during the socialization of adolescents: formed communication skills; awareness of the need for the need to receive support and assistance and the delegation of the right to provide it to the teacher.

Conclusion.

One of the most difficult periods in human development is adolescence. It is during this period that the formation of individual characteristics, habits, needs, drives, motives, wills, interests, ways of behavior and relationships with environment- all that creates the uniqueness of the individual. A modern teenager is placed in more stringent conditions of socialization associated with the pace of technological, socio-economic, environmental changes taking place in our society. These changes have a detrimental effect on the family, which can no longer give the teenager a sense of comfort and psychological security, and provide support in the complex process of adaptation to adult life. All this creates conditions for the development of socio-pedagogical deviations in adolescence. Today, there is a significant * increase in the number of adolescents who need social and pedagogical support in order to be able to reveal their potential, learn how to realize their abilities, and cope with life's difficulties.

One of the objectives of the dissertation was to develop a model of socio-pedagogical support for adolescents from dysfunctional families in a rehabilitation center as part of a holistic rehabilitation process focused on overcoming the negative characteristics of communication and the inclusion of a teenager in significant activities and relationships that serve as the basis of the rehabilitation process.

The specificity of the situations of individual interaction "social teacher-teenager" is revealed, which provide recognition of the causes of the adolescent's anxious behavior with communication disorders and overcoming the negative characteristics of communication on the basis of individual contact with the social teacher.

The specifics of situations of mediation, focused on the inclusion of a teenager in significant activities, are revealed; providing overcoming of communicative difficulties, success in activities and updating emotional states associated with business success.

Thus, the following conclusions can be drawn:

1. Social and pedagogical support - the process of jointly with the child, determining his "own interests; goals, opportunities, and ways to overcome obstacles that prevent him from maintaining his human dignity and independently achieving the desired results in learning, self-education, communication, lifestyle. In addition In the context of a personal approach to the education of a child, we mean a system of diverse activities carried out for differentiation, according to interests, inclinations, life aspirations^ and aimed at their identification and support. .

2. Situations of socio-pedagogical support - are a necessary *, link in a holistic rehabilitation process, since they ensure the inclusion of a teenager in socializing processes: activities, communication, relationships.

3. The specifics of socio-pedagogical support for children from dysfunctional families in a social rehabilitation center is the need to:

Take into account the need of children in social rehabilitation centers for support and assistance, focusing on the expectation of receiving it from teachers;

Take into account the lack of family interaction, the nature of personal identity, the integration of the processes of socialization, support, education of children, in the conditions of a social rehabilitation center.

Inclusion in the support process of elements of family relationships that contribute to overcoming the crisis - identification - “We”, based on adjusting the content of the activities of a social teacher, etc.;

4. For- technology: socio-pedagogical support of the pupils of the social rehabilitation center, the strategic goal, which is to promote their social rehabilitation, the subject is the natural process of socialization1 of the pupils. This process is carried out on the basis of implementation - technology, which includes four components - target, contractual, activity and reflexive.

5. Socio-pedagogical support is effective if it is focused1 on raising the level of life goals, values ​​"of a teenager, as well as on involving significant people from the social environment in the accompanying process who provide the necessary support. The activities of the team, specialists, provide overcoming the negative characteristics of communication and is aimed at restoring full-fledged processes of socialization * of a teenager in a system of significant relationships and activities.

Further research into the processes of social and pedagogical support for adolescents from socially disadvantaged families can be continued in the direction of differentiation of individually oriented educational routes based on an age-appropriate approach.

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