Presentation on geography of south america. Presentation "South America". The highest mountains
Federal Agency for Education of the Russian Federation
Balashov branch of Saratov State University
them. N.G. Chernyshevsky
Department of Pedagogy
“Methods and forms of work of a social teacher in a general education institution”
Course work
Completed by: gr. 921, faculty
social work
O. E. Kochetkova
Sciences: E.V.Yafarova
Balashov 2005
Introduction. 2
Methods of work of a social teacher in a general education institution. Organization of social and pedagogical work at school. 4
1.1 Social and pedagogical work at school. 4
1.2 Professional status of a social teacher at school. 18
Chapter II 28
The work of a social teacher in educational institutions: at school, at a social shelter. 28
2.1 Toolkit for the professional activities of a social teacher. 28
2.2 Social and pedagogical technologies for working with children at risk in general educational institutions: schools, shelters and boarding institutions. 37
Conclusion. 56
Literature. 57
FULL NAME._________________________________________________
Date of Birth_________________________________________
Home address________________________________________
Telephone_____________________________________
Receipt date____________________________
Admitted ____________ (with brothers, sisters, alone)
Who sent (brought) the child _______________________
Where does he currently live?____________________
Reasons and circumstances of admission___________________________
I. Information about the child’s family
MOTHER_______________ (full name, native, step, adopted),
FATHER________________ (full name, natural, step, adopted, mother’s partner),
Age,___________ marital status_______________
Education_________________________________________
Where and by whom does _____________________________________ work?
Physical health_______________ mental___________
(disabled person) (is he registered at the dispensary)
Alcohol use_____________________ drugs___________
Have you been held criminally liable?________________________
Deprivation of parental rights_________________________________
OTHER CHILDREN:
1._____________________________________
2._____________________________________
OTHER FAMILY MEMBERS:__________________________ (relationship to the child, age, health, alcoholism, behavioral characteristics).
HOUSING CONDITIONS_______________________(own house, apartment, utilities, sanitary condition).
MATERIAL CONDITIONS:
Approximate monthly budget___________________________
Additional social benefits__________________
Do you receive child benefits?_______________________
PSYCHOLOGICAL CLIMATE AND ATTITUDE TOWARDS CHILDREN:
Presence of drunkenness, scandals___________________________
The nature of the parents' relationship with each other________________
To the children______________, to this child __________________
Physical punishment of children_______________________________
Neglect _______________ (they are poorly fed, not clothed, do not see a doctor, are not allowed to go to school),
Sexual violence________________________________________________
Other_______________________________________
SOCIAL STATUS OF THE CHILD:
What does ________________________________ attend (school number, class)
Academic performance________________________________
Is _____________ registered at the police station (reason, at what age),
Running away from home, vagrancy______________(how often, when was the last time).
How often do you get sick?__________________________________________
Additional information_____________________________
Assessment of stress factors in the family
(underline or write additionally)
Action plan for this child
1._____________________________________________________
2._____________________________________________________
Questionnaire when visiting the family of a child in a shelter
1. The exact address, telephone
2. Data about the child in the shelter: age, what preschool or school he attends, whether he is registered with the police, relationships with other family members and peers. What problems does he have: difficult behavior, health problems, etc.
3. Composition of the child’s family in which he lives: parents, the degree of their relationship with the child, grandparents, brothers, sisters, other relatives.
4. Information about parents:
FATHER: age, marital status, health status (disability, mental illness), alcohol consumption (how often), drug use, level of education, who and where he works or does not work, whether he was prosecuted, deprivation of parental rights.
MOTHER: age, marital status, health status (disability, mental illness), alcohol consumption (how often), drug use, level of education, who and where she works or does not work, whether she was prosecuted, deprivation of parental rights.
5. Other children: each person’s age, health status, attendance at school or preschool.
6. Other relatives: family ties in relation to this child, characteristic features.
7. Housing conditions: live in a separate house, apartment (separate, communal), how many people are in one room. The room where the children are. Sanitary condition and sanitary conditions of the home.
8. Financial conditions of the family: approximate monthly budget, whether they receive social benefits for children.
9. Moral and psychological situation in the family: the presence of frequent parties, fights, drinking bouts of one or both parents. The attitude of adults towards each other: beating, violence.
10. Attitude towards this child: manifestation of love, care, neglect, inattention, punishment (physical and other), physical and sexual violence.
11. Attitude towards other children - are there any differences between the attitude towards other children and a child in a shelter.
12. Social assistance for this family: are there additional social benefits, benefits, and in connection with what?
See the Appendix for sample documentation.
Safronova T.Ya., Tsymbal E.I., Yaroslavtseva N.D., Oliferenko L.Ya. Rehabilitation of children in an orphanage. –M., 1995. –S. 21-23.
The activities of a social teacher with a family include three main components of socio-pedagogical assistance: educational, psychological and intermediary.
As can be seen from the table, the educational component includes two areas of activity of a social teacher: assistance in training and education.
Assistance in education is focused on preventing the onset of family problems and nurturing the pedagogical culture of parents.
Assistance in upbringing is carried out by consulting parents, as well as by creating special educational conditions for the child in order to provide timely assistance to the family in order to strengthen it and make the most profound use of its educational capabilities.
The psychological component of social and pedagogical assistance includes 2 components: social and psychological support and correction.
The support is aimed at creating a favorable microclimate in the family during a short-term crisis.
Correction of relationships between family members occurs in cases of mental violence against children, leading to a violation of his neuro-mental and physical state: intimidation, offending the child, humiliation of his honor and dignity, violation of trust.
The intermediary element of assistance includes three components: assistance in organization, coordination and information.
Assistance in organizing is aimed at organizing family leisure, including: organizing exhibitions - sales of used items, charity auctions; interest clubs, organization of family holidays, competitions, housekeeping courses, “dating clubs”, summer holidays.
Assistance in coordination is aimed at activating various departments and services to jointly resolve the problem of a particular family and the situation of a particular child.
Information assistance is aimed at providing families with information on social protection issues. It is carried out in the form of counseling. Questions may relate to housing, family and marriage, labor, civil, pension legislation, the rights of children, women, disabled people, and problems that exist within the family.
According to A.A. Kibireva, a social teacher, plays three main roles when working with families:
1. Advisor - communicates the importance of contact between parents and children; talks about child development; gives advice on raising children.
2. Consultant – provides advice on family law issues; interactions between family members; informs about the available methods of education in a particular family; interprets ways of organizing conditions important for the natural development and upbringing of children.
3. Defender - defends children's rights in the event of degradation of the personality of parents and the resulting issues of unsettled life, lack of attention, humane attitude of parents towards children.
One of the forms of work of a social teacher with a family is social patronage, which is a visit to a family at home with diagnostic, control, adaptation and rehabilitation purposes, allowing to establish and maintain long-term connections with the family, timely identifying its problem situations, providing immediate assistance. Patronage provides the opportunity observe the family in its natural conditions.
Patronage can be carried out for the following purposes:
Diagnostic: familiarization with the conditions in which the family lives, taking into account possible risk factors (medical, social, household), identifying and studying the problem;
Control tests: assessment of the condition of the family and child, dynamics of problems during a second visit; reviewing the progress of restoration measures and implementation of recommendations;
Adaptation-restoration: provision of certain educational, mediation, psychological assistance.
You can also consider consulting conversations as a form of work. Counseling, by definition, is intended primarily to help apparently healthy people who are having difficulty solving life problems. A social educator can use the most popular counseling techniques: emotional contagion, suggestion, persuasion, artistic analogies, mini-trainings.
Along with individual advisory conversations, group work methods – trainings – can be used. Social psychological training is understood as a field of practical psychology aimed at applying living methods of working with a group, with the goal of developing competence in communication.
Working in groups provides an opportunity to exchange experiences and receive support. In addition, the opportunity to try oneself as a leader when exchanging information or discussing something builds parental initiative and confidence.
An important form of work with families is socio-pedagogical monitoring – this is a system of periodic collection, synthesis and consideration of information about what is happening in the family and making long-term and current decisions.
The essence of family monitoring is the integrated use of all sources of data about the processes and events of family life, as being of a natural nature (information offered by family members on their own initiative; direct and indirect observation, essays and graphic works of children about the family, etc.), and those obtained in the course of a specially organized study (survey, questionnaire, method of expert assessments, biographical method, psychological methods for identifying indicators of intra-family relationships). The social educator seeks to determine the specific features of interaction between parents and children, between children in the family, the boundaries of power, freedom and responsibility that have become the norm.
Social and pedagogical activities with the family will be effective if all methods and forms of work are used in a complex, which includes the study of fertility, the study and consideration of satisfaction with marriage and family relationships, the analysis of family conflicts), the educational function of the family; family budget; living conditions and cultural component.
Related information.
Collective forms of social and pedagogical work differ from forms of mass work in the number of participants and the level of activity of each participant in the activity. Collective forms of work can be carried out at the level of educational associations of UDO (circles, clubs, workshops, sections, etc.), as well as temporary associations (work councils, creative associations, etc.)
Among the collective forms of work, we can name special ones characteristic of social and pedagogical activities.
Training- a form of collective work, which is a systematically implemented program of various exercises with the aim of developing and improving social skills and increasing the effectiveness of social activities.
Business game- a form of collective activity that involves, in the process of simulating a real situation, finding ways to solve typical problems of collective interaction, behavioral communications, as well as solving problems of training, education and development of its participants.
Role-playing game- a form of collective work that involves children accepting and playing certain social roles that meet the requirements of society, built according to certain rules of game action to create models that replace the objects of the real situation. A game is a unique mechanism for transmitting collective experience, where the main motive is not the result, but the process itself.
Situational role-playing game- a form of collective work that involves specially organized competition in solving communicative tasks of participants performing strictly defined roles in a fictitious situation, and regulated by the rules of the game.
Creating a problem situation- a form of collective work that involves a collective analysis of a real or fictitious situation in order to find ways to solve the problems that have arisen in them.
Children's production team- a form of collective activity that involves the creation of a single collective product (painting, souvenir, toy, etc.) or the collective production of a product (material, spiritual, intellectual) that is in demand among the population. In some cases, the participation of children in a children's production team involves receiving real wages for the labor invested by each participant in the activity
Creative workshop(theatrical, musical, journalistic, etc.) - a form of collective work that promotes the exchange of experiences (including social ones) and communication.
Professional meetings- a form of collective work that implements the tasks of professional growth and cooperation of children and youth. The content can be either a meeting with people of different professions or an exchange of experience in the professional activities of children.
Forms of individual work with children
Within the framework of social and pedagogical activities, individual work with children occupies a special place.
Individual social and pedagogical work can be carried out in the following forms:
Testing- a form of individual work that involves identifying certain personality qualities and the intensity of their expression through a series of tests (questions, tasks, situations, etc.). Testing helps the teacher to timely identify a social problem, make a correct diagnosis and find ways to effectively resolve the problem.
Building an individual educational route- a form of individual work that involves the joint activity of a child and a teacher to develop, within the framework of the educational potential, his individual educational route.
Consulting- clarification, expert advice on a complex, pressing problem. Consulting allows the child, together with the teacher, to deeply and comprehensively consider the problem, obtain the necessary information, and jointly find ways to solve the problem.
Other forms.
Thus, all forms of work with children can be divided according to the number of children participating in it: mass, collective and individual.