Organization of post-boarding support for orphans and children left without parental care with disabilities. The program of social adaptation and post-boarding support for graduates from among orphans and children left behind

 /  Center for post-boarding support "Believe in yourself"

I. Relevance

Accompanying a child through life in a family does not end with his coming of age. Parents take care of their child even after 18 years. What happens to children from state institutions in practice? The child turns 18 and it seems that the state continues to take care of him and help, but in reality, an adult graduate of the orphanage is left alone with the difficulties of life. He has no choice but to return to his relatives, and sometimes to his parents, and gradually accept their way of life. The "crisis circle" thus continues to exist.
Therefore, when we talk about the “family style of education in a state institution”, we pay special attention to the creation of a system of post-boarding support for graduates of the orphanage.
An analysis of the life arrangements of graduates over the years of our institution and similar ones shows that most graduates cannot solve the problems that arise on their own. Against the backdrop of the unfavorable socio-economic situation in the country, the graduate again finds himself in a social environment “one on one” with his problems, he is simultaneously included in the following areas of activity:

• the life of a vocational education institution;
• professional self-realization;
• the life of the hostel.

The phased creation of the system already at the early stages of the organization will allow:

Preserve in adolescents the potential for social adaptation, accumulated during the period of stay in the orphanage. Thanks to the line of succession of rehabilitation work in the post-boarding period, the teenager will not lose, but will strengthen his potential as a worthy citizen.

• ensure a real return on the financial costs of the state for the maintenance of pupils in the orphanage.
• to ensure the prevention of offenses and the stabilization of the social climate.
• to raise the social status of the orphanage in the eyes of the public of the village and the city.

As part of the program, favorable conditions arise for broad interaction with various public organizations whose activities are aimed at improving the social climate and helping orphans and other “risk groups”.
After graduating from the orphanage, the pupil continues to study at an educational institution of primary vocational, secondary vocational or higher vocational education. Most often these are institutions of primary vocational education. The following factors are of particular importance:

• the attitude of the teaching staff towards the teenager (additional troubles with minor pupils of the orphanage);
• acceptance or non-acceptance of it among peers - classmates;
• learning motivation.

Motivation for learning is associated with the presence of a long-term goal, formed in the orphanage, and the psychological climate in the educational institution. Most of the graduates have insufficient motivation for learning.
Recently, there has been a trend that graduates do not want to continue their education. In this case, the question of his employment arises. At the same time, a teenager who has not reached the age of majority is faced with problems of a shortage of jobs; lack of professional knowledge and skills.
The lack of motivation to study is also due to the fact that the Employment Center for this category of citizens provides for the payment of unemployment benefits much higher than the average wage.
Thus, the organization of professional self-realization of a graduate does not have sufficient resources to be productive.

II. Post-orphanage support for graduates of the orphanage

Target: Creation of conditions for positive successful socialization and self-realization of orphanage graduates.

Tasks:

• Creation of an organizational and managerial structure and a legal framework to ensure post-boarding adaptation and support for graduates of orphanages.
• Preparing graduates of orphanages for independent living.
• Creation of a database of orphanage graduates to provide them with timely assistance in solving life problems.
• Creation of curatorship as an effective tool for education and transfer of life experience.

The program of post-boarding support for graduates of the orphanage is based on the implementation of the following principles:

• The principle of implementation of state guarantees to ensure the rights of adolescents to social adaptation in society. The implementation of this principle presupposes the full assistance of various state structures to the success of the post-boarding adaptation of orphanage graduates, as well as the coordinated interaction of various services that currently carry out their activities in the context of assisting the post-boarding adaptation of orphanage graduates.
• The principle of forming a unified state system post-boarding adaptation of orphanage graduates. The implementation of this principle involves the creation of a technologically complete system of post-boarding adaptation with a single scheme of management, financing and personal responsibility for the effectiveness of its functioning.
• The principle of orientation of adaptation measures for the benefit of the minor. The implementation of this principle involves a holistic vision of the personality of a teenager in the analysis of individual areas of his life, resolving conflict situations; understanding the many causes of antisocial behavior and the difficulties of post-boarding adaptation.
• The principle of targeting adaptation measures taking into account the personal characteristics of graduates. The implementation of this principle involves a personality-oriented approach to a teenager; building a program of post-boarding adaptation based on his personal characteristics and material and everyday opportunities.

The model of the orphanage graduate has not been developed at the moment. The state does not have clear requests for what a child should become who has lived part of his life in an orphanage.

Indicators of a teenager's readiness for graduation are:

• favorable prognosis regarding the state of physical and mental health of the child;
• a favorable prognosis regarding the family psychological climate or its life arrangement in another place (own apartment or house, availability of a place in the dormitory of an educational institution);
• residual level of social competence, social intelligence of the graduate (knowledge of legislation, culture of behavior, ability to constructively organize leisure, etc.);
• the presence of several options for continuing education in educational institutions;
• multiple employment options.

III. The main directions of the implementation of the program of post-boarding support

The program of post-boarding support is implemented through two directions:

• creation of routes for post-boarding support and the formation of a mechanism for their implementation;
• creation of an "information field" of post-boarding support.

3.1. Creation of routes for post-boarding support and formation of a mechanism for their implementation

• The Graduate Support Program (PSV) is a set of measures implemented on the basis of interdepartmental cooperation and aimed at successful social adaptation of a graduate outside the walls of the nursery.
  at home.
• PSV is compiled for each graduate a few months (recommended - three months) before graduation based on the following activities:

3.2. The working version of the PSV is a document containing the following information:

• place of residence (indicating the exact address, telephone, names and places of work of persons living together with the teenager);
• place of study (indicating the exact address, phone numbers, names of responsible persons);
• place of work (indicating the exact address, names of mentors and their contact numbers);

The implementation of the PSV involves the appointment of persons responsible for patronage in each area of ​​life (patronage of the place of residence, place of study, place of work, leisure activities, health), as well as the selection (appointment) of a person who coordinates and overall control over the implementation of the route. Once a year, depending on the specific situation, a group of responsible persons evaluates the effectiveness of the implementation of the ERP, if necessary, makes adjustments, discusses possible difficulties and finds ways to solve them.

There are three main forms of PEP, depending on the level of readiness of a teenager for graduation. PS - "support". Compiled for graduates with a favorable prognosis of social adaptation. This category of routes is advisory in nature for the graduate and does not require special control over execution. In this case, it is enough to appoint one person responsible for supporting the graduate. PS - "help". Compiled for graduates with an insufficiently favorable prognosis for social adaptation. This category of PS is developed in the case when there are significant problems in one or some areas of the graduate's life (for example, marital status and living conditions). The program is created for those graduates who have a sufficiently high probability of a "failure" due to the action of adverse factors and implies the appointment of responsible persons in all areas of the graduate's life. PS - "SOS". It is compiled for graduates with an unfavorable prognosis of social adaptation and not ready for graduation and involves constant, clear control over all areas of the graduate's life and organization of the necessary support in crisis situations.

3.3. Creation of "information base" of post-boarding support.

"Information base" of post-boarding adaptation should include:

• information about options for continuing education of a graduate;
• information about the employment opportunities of the graduate;
• information about the options for the constructive organization of the graduate's leisure;
• information about alumni support, health, or treatment options;
• information about options for obtaining psychological assistance by a teenager;
• information on alternative forms of residence;
• routes of post-boarding adaptation.

"Information base" Should be in the form of a graduate memo, from which a teenager can get complete information on an issue of interest.

IV. The main forms of providing the concept

4.1. regulatory and legal support occurs due to the introduction of the Regulations on the routes of post-boarding support.

4.2. scientific and methodological support - creation of a system for assessing the readiness of children from the orphanage for graduation.

4.3. logistics.

4.3.1. Further improvement of the material and technical base of the orphanage. Family blocks and guest rooms for graduates of the orphanage need special financial support.

4.4. Staffing.

In the system of post-boarding support for graduates, the level of qualification and personal qualities of specialists are of paramount importance. It is assumed that the specialist is personally responsible for the success of the implementation of post-boarding adaptation routes. The most demanded specialist in the system of post-boarding support is a social pedagogue.

4.5. Creation of a system of post-boarding support.

The organizational and management structure includes the main subjects of the system of post-boarding adaptation and support graduates of orphanages who provide direct assistance and support to orphans and children left without parental care, and persons from among them, determine the internal policy in relation to this category of persons and carry out the necessary measures.

program

social adaptation and post-boarding support

Program creator:

Yulia Vasilievna Mikhailova

(Teacher - psychologist)

Poronaysk

2015

Explanatory note

Every year, orphans and children left without parental care and persons from among them enter the GBPOU SPTs No. 3 for training annually.The beginning of adult independent life is a difficult time for any young person. Inexperience breeds mistakes that can affect the rest of your life. At this time, it is very important to have a loved one who can be contacted in a difficult case, who will support and suggest the right way out. Children - orphans - graduates of orphanages have to enter adulthood earlier than a child from a family. The largest number of children leave orphanages at the age of 15-16. Their life experience is very small, often they completely lack the skills necessary for independent living: children do not know how to equip their life, manage money, and organize their leisure time on their own.

Leaving orphanages, these young people, in fact, still children, are not ready for life and they start having problems:

lead a dependent lifestyle;

suffer from alcohol addiction;

commit crimes, become involved in criminal activities.

This is due to the fact that the majority of graduates of institutions for children - orphans and children left without parental care, are not sufficiently adapted to independent living. Therefore, it is necessary, after leaving the orphanage, to provide graduates with support in the form of post-boarding support, which will help them successfully adapt to the new social environment, build a constructive strategy for independent living, create new and strong social contacts, both with their close environment and with government agencies.

Graduates can be divided into several groups according to the degree of complexity of the problems they face during the period of post-boarding adaptation, respectively, the assistance they need in social adaptation.

First group - graduates with a sufficiently high level of social competence, well-structured life plans, who have received a general education and are ready to continue their education in an educational institution of primary, secondary or higher professional education or get a job. Graduates of this group may need socio-pedagogical and psychological support in the initial period of life after the end of their stay in the orphanage.

Second group - graduates who have insufficiently formed social skills, clear life plans, the ability to make independent decisions, they are not active enough, experience problems with communication, fixing in a team at the place of study or work. This group of graduates needs information, socio-pedagogical and psychological support, intensive support and assistance in their life.

Third group - graduates with health disorders, physical or mental development, as well as disorders associated with social maladaptation. They do not have sufficiently developed social skills, they experience serious problems with adaptation in society, continuing education and employment, they are characterized by a high level of conflict, low social competence. Such graduates need special assistance and organization of support and control over their lives in order to overcome a difficult life situation, which can be provided by the efforts of specialists in various fields: teachers, psychologists, speech pathologists, doctors, social workers.

Taking into account the peculiarities of the psychological, social, medical status of graduates, as well as the development of social adaptation programs that meet the needs of each of these groups, are important aspects of organizing their post-boarding support.

Program goal: organization of individual support and support for graduates from among orphans and children left without parental carefor successful socialization and integration into society.

Program objectives:

Facilitate the adaptation of the graduate to the conditions of life and education in an educational institution of vocational education.

Influence the development of professionally important qualities of the graduate.

Create conditions for further successful adaptation and socializationgraduate after graduating from an educational institution.

The implementation of the program involves post-boarding support for pupils and social adaptation of graduates from among orphans and children left without parental care

The principles on the basis of which the program is implemented:

humanism

tolerance

individual personal approach

creativity and freedom

freedom and choice

joint activities

complexity and integrity

systematic and consistent

Working methods used in the program:

Analysis of documentation (educational plans, personal files of pupils), modeling the process of social and pedagogical activity;

Collection and processing of information (observation, conversation, questioning, psychological testing, analysis of activity products, methods of graphical data processing);

Socio-psychological counseling, support, methods of socio-psychological assistance (training, business game, confidential dialogue, role-playing);

Sociological research on the adaptation of graduates;

Formation of consciousness, organization and stimulation of activity.

Forms of work:

- group;

- individual-group.

The program is implemented in the classroom of the theoretical and practical cycle.

Theoretical classes are held in the form of: lectures, conversations, reflections.

Practical classes are held in the form of: warm-up, watching video films, exercises.

Stage post-boarding support.

Target: assessment of opportunities and development of measures to prepare for the social adaptation of the pupil.

Algorithm

implementation of pre-internship training

Content

Performers

1. Social

psychological and pedagogical expertise

1. Collecting information about the graduate.

2. Diagnosis of the formation of personal qualities, worldly skills and abilities.

3. Study: the level of development of social behavior (deviations from social norms and rules);

4 Identification of the features of social adaptation of pupils to determine those requiring the development and special formation of socially necessary skills, including skills of interpersonal interaction.

Deputy Director for SV and VR,

educator, social pedagogue, pedagogue-psychologist, masters of p / o,

2. Social education and prevention

1. Formation of social adaptation, legal literacy and psychological stability to an unforeseen situation.

2. Prevention of interpersonal conflicts.

3. Work on the reconstruction and maintenance of the "social network". Identification of the desire and ability of relatives, acquaintances to take part in the life of a graduate, to assist in his adaptation.

Deputy Director for SV and VR,

Educator, social pedagogue, pedagogue-psychologist, masters of p / o,organizer for educational work in the study group

3. Social-psychological-pedagogical counseling

1. Assistance in professional self-determination and career guidance.

2. Creation of an "information field" of post-boarding adaptation for a graduate, including: information on options for continuing education; employment opportunities; constructive organization of leisure; support, health or treatment of the graduate; receiving psychological assistance by a teenager; about alternative forms of residence.

Deputy Director of SV and VR. educator, social pedagogue, pedagogue-psychologist, masters of p / o,organizer for educational work in the study group

4. Protection of the rights and interests of graduates

1. Solving issues related to the availability of documents necessary for living arrangements.

2. Assistance in matters related to the protection of rights and interests.

3. Representation in human rights and administrative bodies.

4. Assistance in obtaining housing and living arrangements.

Social educator, administration

The individual program of post-boarding support is a socio-pedagogical technology aimed at the active inclusion of the pupil in the process of socialization and adaptation.

Stage of post-boarding support.

Target: implementation of practical measures for post-boarding support, adaptation depending on the type of graduate.

Based on the results of the implementation of all areas of the first stage, the results of the social training of the graduate are summed up. The second stage of the program implementation involves the use of a differentiated approach with the determination of the complexity of the problems of the graduate's life arrangement and his registration in one of three types of support:

Characteristics of types of support for post-boarding adaptation

Expected results of the program implementation:

1. Sufficient social and personal potential for graduates of orphanages for independent living and successful integration in modern society. As a result of the implementation of the program, the graduate must:

Possess communication skills with seniors, peers and juniors.

To be able to carry out joint activities in a team, including labor.

Observe the culture of behavior in public places, be able to behave correctly in various situations.

Have psycho-emotional stability, adequate perception of unforeseen situations, the ability to self-regulate.

Know your body, be able to take care of it, have self-care skills, take care of your appearance, keep it neat and tidy. Know how to create your own style in clothes.

Be proficient in first aid.

Know how to run a household.

Have knowledge of childcare, be able to build and plan family life.

Form professional interests. Focus on a certain type of profession, have a goal in life.

Be a law-abiding citizen of the Russian Federation, have knowledge of your rights and obligations.

2. Professional self-realization of orphanage graduates.

3. Obtaining data on the problems and violations of adaptation of graduates, the possibility of their operational use.

4. Accumulation of a statistical database characterizing the post-boarding life of graduates.

PLAN

post-boarding support and social adaptation

orphanage graduate

issuance of detergents, clothes, shoes, linen.

Teach how to use household appliances in the buffet: el. oven, microwave, refrigerator, potter.

August-October

graduate, educator, dormitory commandant, social teacher, teacher-psychologist, masters of p / o class teachers

Organization of the stay of the graduate during vacation time and weekends

Holidays and days off

Administration of GBPOU SPC No. 3

October November

Administration of GBPOU SPC No. 3

Social-psychological-pedagogical counseling of a graduate on difficult life issues

During the course of study

Teacher-psychologists, social pedagogue

During the course of study

Administration of GBPOU SPC No. 3

social teacher, masters of p / o class teachers

Creation of conditions necessary for the successful socialization of a graduate in the conditions of GBPOU SPC No. 3 (obtaining education, organizing leisure activities, social activities, promoting the adaptation of a graduate to the conditions of life and education in GBPOU SPC No. 3).

During the course of study

Administration of GBPOU SPC No. 3

social teacher, masters of p / o class teachers

Continue the development of the graduate's vital skills and abilities.

During the course of study

Educator, commandant of the hostel, social teacher, teacher-psychologist, masters of p / o class teachers

Ensuring the rights and legal guarantees of the graduate

During the course of study

Administration of GBPOU SPC No. 3

Guardianship authorities

Ensuring the implementation of statutory social support measures for graduates

According to the release from GBPOU SPTs No. 3

Administration of GBPOU SPC No. 3

social teacher

Comprehensive action plan for adaptation and socialization

graduates from among orphans and children left without parental care in the post-boarding period

for NE and BP

1. Monitoring the implementation of prevention and socialization measuresand adaptation

during a year

2. Interaction with law enforcement agencies on the prevention of unauthorized departures and the search for students from among orphans and children left without parental care

during a year

3. Meeting of the Prevention Council on the issues of delinquency of students from among orphans and children left without parental care

monthly

Teacher organizer

1. Organization of extracurricular activities: competitions, quizzes, entertainment evenings, theatrical performances, concert tours, military sports games

during a year

2. Involvement in circles, clubs, public organizations, government bodies

during a year

Hostel caregiver

1. Control of accommodationstudents from among orphans and children left without parental carein the dormitory (registration log for residents of the dormitory)

daily

2. Control over compliance with the regime of residence in the hostel

daily

3. Identification and prevention of situations in whichstudents from among orphans and children left without parental care,leave OS without permission (individual conversations)

during a year

4.Creation of the Hostel Asset (by sectors: sports, "sanitary five", cultural and mass, editorial board)

September

5. Organization of extracurricular activities according to the plan

daily

6. Organization of individual work of students from among orphans and children left without parental care

during a year

7. Organization of individual work with students from among orphans and children left without parental care, prone to delinquency, and violating the charter of an educational institution

during a year

Hostel commandant

1. Control over compliance with the regime of residence in the hostel

daily

2. Creation of the necessary conditions for livingstudents from among orphans and children left without parental care

during a year

2.Individual conversations with(legal advice)

weekly

3. Preventive work withstudents from among orphans and children left without parental care(Prevention Council)

monthly

4. Lecture "Curfew: the rights and obligations of minors to observe the curfew"

during a year

5. Conversation "Protection from physical and mental violence"

during a year

6. Carrying out raids in the daytime and in the evening to check children,students from among orphans and children left without parental care,avoiding learning; carrying out preventive work with them.

during a year

7. Conducting lectures, conversations, on legal topics; holding joint classes.

during a year

Conducting individual conversations of a preventive nature withstudents from among orphans and children left without parental careprone to crime and delinquency.

during a year

Psychiatrist, narcologist

1. Lecture "Smoking, alcohol reduce a person's self-esteem"

during a year

2.Hospitalization

as needed

3. Preventive measures withstudents from among orphans and children left without parental care,prone to the use of alcoholic and psychoactive substances

during a year

dermatologist

Conversation "What can lead to non-compliance with hygiene requirements"

during a year

CZN Specialist

Legal advice on employment, career guidance

December

April

Guardianship Specialist

1. Legal advicegraduates from among orphans and children left without parental careon housing issues and further life arrangement

December

April

2. Control over the observance of rightsgraduates from among orphans and children left without parental carein OU

constantly

3. Preventive work with guardians, foster families, temporary guardians of minors

during a year

4. Representation and protection of legitimate interestsgraduates from among orphans and children left without parental carein the courts

as needed

5. Control over the observance of rightsgraduates from among orphans and children left without parental carein law enforcement

as needed

Application No. 1

Individual observation map for the student

Full name (student) ____________

Group No. ________________________________________________________________________

electoral

Learn with interest

Not interested in learning

3. Volitional qualities

Formed

not formed

4. Volitional qualities possessed by the student

purposefulness

persistence

Excerpt

Determination

Initiative

organization

Discipline

Courage

diligence

Independence

5. Self-esteem

Adequate

Overpriced

underestimated

6. Communication

Hypersociable

wary

negative

Closed

benevolent

7. The nature of communication in the group

unsociable

Communicates selectively

Communication is smooth, with everyone in the group

Is the center of communication

informal leader

Isolated

8. The nature of communication with teachers

conflicted

Responds aggressively to comments

Kind, patient

Relationships are smooth

9. Social - behavioral characteristics

shy

Closed

lying

Rude

Boastful

10. Position in the group

Leader

Slave

Isolated

11 Appearance

Neat appearance

Indifference to clothes

Dishonesty in clothes

Regular wearing of a sports uniform

11. Culture of speech

High culture of speech

Regular use of foul language

Allows himself to use obscene

Expressions

Obscene expressions appear in speech, but

Rarely

Doesn't respond to comments.

12. Attitude towards alcoholism, smoking

Smokes regularly

Smokes for company

I do not smoke

Drinks sometimes

Doesn't drink

Was seen smelling of alcohol in college

Has reprimands and warnings for drinking alcohol

13. Social activity

Does not participate in the life of the group

Passive participant in public affairs in the group

Group creative organizer

Participant of sports events

Active participant in the creative affairs of the SOC

14. Manner, style of communication with others:

Dominant style (self-confident, seeks to impose his opinion, easily interrupts, but does not allow himself to be interrupted, does not admit he is wrong easily);

Non-dominant style (shy, compliant, easily admits he is wrong, needs encouragement when talking);

Extrovert (constantly focused on communication, easy to get in touch with, curious, open, full of attention to others);

Introvert (not inclined to contacts, closed, prefers activity to communication, laconic in conversation).

15. Attitude to public opinion:

Actively positive (understands criticism, agrees with it, seeks to correct shortcomings);

Passive-positive (understands criticism, agrees with it, but does not correct shortcomings);

Indifferent (does not respond to criticism, does not change behavior);

Negative (argues, disagrees with remarks, does not change behavior).

Annex 2

Map

creation or reconstruction of the student's social support network

1. Name ____________________________________________________________

2. Date of birth: _________________________________________________

(insert full name)

Residential address

The nature of the relationship

Parents:

1.1.

Mother:

1.2.

Father:

1.3.

Older brother:

1.4.

Elder sister:

Relatives:

2.1.

Grandmother:

2.2.

Grandfather:

2.3.

Aunt:

2.4.

Uncle:

2.5.

Other relatives:

Other citizens involved in the fate of the child:

3.1.

3.2.

Annex 3

General information about the student

"____" __________ 20____ year

left without care

Level of physical and somatic development (underline):

Chronic diseases:

Health group:

Physical culture group:

Yes No

1 2 3 4 5

Basic preparatory special

Education (underline):

completed 9 classes completed 11 classes

Living conditions (underline):

does not have housing, but is put on the waiting list;

own accommodation with amenities;

own housing without amenities;

dorm room;

Place of intended residence at the time of release from the orphanage (underline):

private accommodation with amenities

own accommodation without amenities

dorm room

rented accommodation

other:___________________________________________

What does he intend to do after graduating from the orphanage (underline):

studies

Work

study and work at the same time

unemployment

registration at the employment center

Place of intended work and position after graduation from the educational institution:

Possible means of content (underline):

wages at work

odd job

help from relatives

scholarship

pension

unemployment benefit

resale of housing, property

other:___________________________________________

How you spend your free time (underline):

walks the streets

playing sports

sleep

goes to a computer club

spending time with friends

other:___________________________________________

With whom he communicates (underline):

with relatives

with members of a foster family

with friends

with no one

other:___________________________________________

Presence of bad habits (underline):

Smoking

Alcohol

substance abuse

Drugs (what):______________________________

Attitude to offenses (underline):

served time in prison

was sentenced to probation

payment of an administrative fine

other ___________________________________________

It is registered:

KDN and ZP __________________

ODN_______________________

UIIN_____________________

Internal control of educational institution ________________

How many times was invited to the Prevention Council ____

relatives

husband (wife)

friends

colleagues

children's home specialists

other_________________________________________

Alumni contacts:

(address of residence, telephone)

______________________________________________

______________________________________________

Social teacher:

Project

Center for post-boarding support

"With confidence into adulthood"

Developed by:

Head of the Center

post-boarding support

KOU "Zavyalovsky

Orphanage"

Antipova Aigerm Asharbekovna

With. Zavyalovo 2012

1. Relevance………………………………………………….…4

3. The main stages of the project………………………………………….7

4. Expected results………………………………………………8

5. Plan of project activities for the year…………………………….9

6. References……………………………………………..11

Relevance

Much has been said about the role of the family in human life. Experts say that the origins of the formation of personality is the family. And indeed, happy is the child who was born in a good, smart, kind family. Here the child receives the first lessons of love for loved ones, learns basic social knowledge, acquires certain values ​​necessary for life in society.

Parents continue to take care of the child even after adulthood. What happens to children from state institutions? The child turns 18 and it seems that the state continues to take care of him and help, but in reality, an adult graduate of the orphanage is left alone with the difficulties of life. Often, an orphan child turns out to be unprotected after graduation, unable to fully adapt in society and live independently. He has no choice but to return to his relatives, and sometimes to his parents, and gradually accept their way of life. The "crisis circle" thus continues to exist.

Despite the fact that many orphanages work on the problems of family education, further support of graduates in independent life is necessary.

An analysis of the life arrangement of graduates over the years of our institution and others like it shows that most graduates cannot solve the problems that arise on their own.

The absence of a positive model of family relations in the parental family leads to a shift in the value orientations of orphans, complicates the construction of their own family or leads to copying negative images of parental relations, as well as images often imposed by the media. Graduates of orphanages have difficulties not only in creating a prosperous family, but also in its preservation.

The difficulties of socialization of young families from among orphans are associated with the impoverishment of the main sources of socialization, including:

The inability to assimilate the social experience of parents and grandparents by imitating patterns of behavior and ways to overcome life's difficulties;

Weak development of a sense of responsibility for their actions, for the well-being of those who have connected their lives with them; egocentrism, consumer attitude towards relatives, inability to take care of them;

Having a negative experience with children;

Lack of qualified assistance, or lack of information about it.

All this leads to the disorder of young families, antisocial behavior, a distorted idea of ​​the family and the role of parents in it, secondary orphanhood.

In August 2012, the Center for post-boarding support for graduates was opened on the basis of the Zavyalovsky Orphanage. One of the objectives of the Center is to train graduates and support them in independent living. In this regard, the project “With Confidence in Adult Life” was developed, aimed at providing psychological and pedagogical assistance, as well as at forming the social and moral-volitional readiness of graduates for independent living. The project allows you to create a pedagogically correct organized environment, which is a powerful educating and developing factor and an incentive for self-education.

Objective of the project: providing professional assistance in the prevention of family problems and social orphanhood of children.

Tasks: 1. Provision of differentiated and individual advisory assistance to young families to prevent family conflicts, social orphanhood of children.

2. Teaching constructive solutions to conflicts in the family.

3. Promotion of family values ​​among orphans, the formation of ideas about the family, its significance in human life.

4. Formation of a conscious sense of motherhood and fatherhood, aimed at a value attitude towards the child.

The priority direction of our project is the prevention of family problems and social orphanhood of children.

The implementation of the project provides for assistance for young parents from among the orphans of the Zavyalovsky orphanage.

The target group is young people from among orphans and children left without parental care. Namely - 25 former pupils, 7 of which have one child each. The average age of graduates is 19-22 years old, children 1-2 years old. There are 4 people in an official marriage, 3 people in single mothers, 9 people in a civil marriage. During the implementation of the project, the target group will be involved in its work.

The main activities will be carried out by specialists of the Center for Post-Orphanage Support for Graduates of the Orphanage: a social teacher, a teacher-psychologist. Representatives of state and public structures, private entrepreneurs, volunteers will be involved in cooperation. The project will act as a coordinator of activities to improve the situation of specific orphan families.

The main stages of the project:

The project is designed for 1 year - from October 2012 to October 2013 and consists of three stages.

Organizational stage:

2. Notification of graduates about the creation of the project through:

Publication of an article in the local newspaper;

Publication of information booklets, posters, leaflets about the work of the project "With confidence in adulthood";

Placing information on the institution's website;

3. Presentation of the project "With confidence in adulthood."

The activity stage involves monthly group sessions with graduates, young parents and children according to the project program plan, as well as the provision of individual consulting assistance, the operation of a helpline.

The final stage will be carried out through the analysis of the work done and the generalization of positive experience.

We have identified 3 areas in which the project "With Confidence in Adulthood" will carry out its activities:

1. Conducting individual and group classes with graduates.

2. Organization of joint events.

3. Individual information and counseling on issues of a psychological, pedagogical, social nature (on request).

Project Implementation Mechanisms.

1. Questioning and testing of project participants in order to identify actual problems.

2. Organization of round tables and conversations on issues of interaction with society, professional self-realization, marital relationships and family education.

3. Individual information and advice.

4. Exchange of positive experience at seminars.

5. Organization of joint cultural and sports events.

Expected results.

1. Increasing educational competence among parents.

2. Overcoming the communicative isolation of orphans.

3. Understanding of family values ​​by the project participants.

4. Increasing the motivation of graduates to cooperate with specialists.

5. An increase in the number of young parents who received qualified assistance from specialists in resolving family conflicts on the issues of raising children.

6. Increasing the number of pupils of the orphanage successfully adapted in society.

Possible risks in project implementation

1. Refusal of graduates to cooperate with service specialists.

Reasons for these failures:

Uncritical to one's own life experience;

Rigidity (inability to change point of view, inability to hear and listen to the interlocutor);

Explicit inadequacy of graduates (unmotivated aggression, irrational arguments, illogical behavior).

Ways to overcome risks at work

Establishment of close, friendly, trusting, reliable relations between service specialists and graduates.

Individual work with each graduate and taking into account the positive experience of other project participants.

Dissemination of positive experience among graduates.

Project action plan for the year

Bibliography

1., I myself build my life. / Ed. . - St. Petersburg: Speech, 2007. - 216s.

2. Baitinger E. Measures to protect children from the orphanage//Director of the school.-2002-№4.-p.115-125.

3. Baytinger E. Protecting the housing rights of children from the orphanage // Principal of the school.-2000.-.№9.-p.105-108.

4. Borovik live life itself, if it is properly organized // Orphanage.-2003.-№3.-p.2-3.

5. Age standards of socialization of orphans. - M., 1999. - 52s.

6. Gusev A. Education of social competence among pupils of the orphanage // Uchitel.-2003. - No. 6.-S.12-15.

7. Egorova's ideas of orphanage pupils about social relations // Defectology. - 1997.- No. 6. - P.63-68.

8. Comprehensive support and correction of the development of orphans: Social and emotional problems / Under the scientific. ed. , ., SPb., 2000. - 105s.

9. Mityaev L. Children's village SOS - a new form of family-type orphanage // Social Pedagogy. - 2003. - No. 3. – P.88-93.

10., Schelina, ensuring the social adaptation of orphanage pupils // Bulletin of psychosocial and correctional and rehabilitation work. - 2003. No. 2. - P.31-39.

11. Nefedov // Additional education. - 2003. - No. 5.-S.13-15.

12. Odintsova in life // Source. - 2004. - No. 3. - S. 17-19.

13. Ostroukhova A. Successful adaptation. How to "measure" it? // Education. - 2000. - S. 16-17.

14. Postinterant adaptation of graduates of special educational institutions for minors. Practical guide / Ed. - Evstigneeva. St. Petersburg: Speech, 200s.

15. Tolstoy orphanhood. - St. Petersburg: Academy, 2005. - 391s.

16. Psychological assistance in difficult and extreme situations: Proc. allowance for students. higher textbook institutions / .- M .: Publishing Center "Academy", 2005. - 288s.

18. Family employment of graduates of educational institutions for orphans and children left without parental care. M.. - 2005.

19. Servant and development of a system of specialized centers at various institutions and organizations that provide primary jobs for graduates of educational institutions for orphans and children left without parental care. M. - 2006.

20., Zaitseva - professional adaptation of graduates of educational institutions for orphans and children left without parental care, in the primary employment. M.-2006.

21. Trushkina S. The problem of abandonment of newborns // Social work.-2006.-№3.-p.53-57.

22. Fidipovich D., Sivolobova et al. What a social teacher needs to know about the rights of a boarding school graduate // Social Pedagogy.-2003.-No.

Preparing orphans and children left without parental care for an independent life has always been an acute state problem. The state care system covers almost all children in need of care and creates the material prerequisites for their full development and preparation for adult life.

Today, the issue of post-boarding support for graduates of residential institutions remains open, despite the fact that various technologies and methods are being tested in many institutions of this type in various regions of the country. Psychological and pedagogical research devoted to the study of the problems of graduates of orphanages and boarding schools convincingly prove that orphans, crossing the threshold of an orphanage or boarding school, need support, including assistance in solving housing, legal, social and many other issues. One of the problems in the field of supporting orphans and children left without parental care is the successful adaptation of graduates to new conditions in society.

The relevance and necessity of post-boarding support is due to the fact that a graduate of a boarding school is simultaneously involved in different areas of activity: the life of a vocational education institution, professional self-realization, the life of a hostel, and leisure. Continuing education in a professional educational organization, building constructive relationships with peers and adults, obtaining and arranging their own housing, housekeeping, distributing money and other problems are difficult for a graduate to solve on their own, being with them "one on one" outside the orphanage.

The boarding school implements programs for preparing for independent living to develop communicative, social and everyday knowledge and skills. However, it is important to provide further assistance to graduates at the stage of their independent life.

To organize support for graduates at the boarding school, a program has been developed and is being implemented to organize work on socialization and post-boarding support for graduates "Step by Step".

Today I present my experience in the implementation of this program.

Target: present the experience of organizing individual post-boarding support and support for graduates of the MKOU "SHI No. 37 HVD".

Tasks: To summarize the experience in implementing the program of post-boarding support for graduates "Step by Step".

Organization of post-boarding support for orphans and children left without parental care with disabilities

1. The essence of post-boarding support for graduates of organizations for orphans and children left without parental care

The relevance and necessity of studying the organization of post-boarding support are determined by the presence of a complex of problems typical for orphans after graduation from an orphanage: difficulties in adapting to conditions in society, lack of housing, independent living skills, choice of profession and employment opportunities. The entry of orphans with disabilities into an independent life is fraught with great difficulties and is not always successful. The reasons for the difficulties of the child's entry into the system of social relations can be completely different. First of all, they are associated with inadequate perception by orphans of the demands that society makes.

According to the results of all-Russian studies, the low level of social and emotional well-being, as well as the integration into society of young people from among orphans and children left without parental care, who form the majority of the unemployed and delinquents, is becoming a source of a new wave of social orphanhood. That is, on the one hand, our society is not yet ready to accept young people with the status of an orphan, which is confirmed by denials of employment, the unwillingness of employers in the conditions of market competition to help graduates of boarding schools. On the other hand, due to the peculiarities of personal development, it is difficult for graduates themselves to find a worthy place in society on their own. The absence from early childhood of the conditions necessary for the full-fledged mental and social development of orphans hinders the formation of their abilities that ensure the achievement of true adulthood. As a result, young people with such life experience, as a rule, are characterized by a passive life position, an indifferent attitude to their status, dependency, and a low level of social skills and abilities.

The process of socialization (inclusion in the system of social relations), even under favorable circumstances, unfolds unevenly and can be fraught with a number of difficulties, dead ends, requiring the joint efforts of specialists and orphans.

The education of orphans with disabilities provides for the creation of a special correctional and developmental educational environment for them, providing adequate conditions and equal opportunities with ordinary children for education within special educational standards, treatment and rehabilitation, education, correction of developmental disorders, social adaptation.

We understand that today there is no service that would accept our grown-up, but far from adult children “from hand to hand”. We agree that vocational education institutions, when working with our graduates, orphans with disabilities, experience great difficulties. Our children have a lack of knowledge and ideas about the surrounding reality, which is combined with a lack of reliance on life experience, insignificant cognitive activity.

In all cases, even with a relatively favorable prognosis, our graduates need long-term social and pedagogical support, and one of the forms of social and pedagogical support for orphans and children left without parental care is post-boarding support. The goal of which is the successful social adaptation of graduates of the organization for orphans and children left without parental care to the conditions of a professional educational organization and to the conditions of independent living.

When implementing post-boarding support for graduates of organizations for orphans and children left without parental care, it is important to consider the following conditions:

Joint activities of a mentor and a graduate, aimed at gradually increasing the level of independence of the latter;

The graduate has the opportunity to establish constant emotional contact with a mentor;

Recognition of the central process of adaptation of a graduate is not the assimilation of knowledge and skills of life, but the rehabilitation of his personality.

These conditions can be implemented through various forms of support.

The legal basis for activities to ensure the social adaptation of graduates of organizations for orphans and children left without parental care is a number of federal and regional regulations. In the regional programs of social adaptation of graduates in the post-boarding period, it is recommended to provide, as the main area of ​​work, the development and implementation of innovative technologies of assistance and support based on the use of the institution of mentors / curators, an individual approach to the organization of post-boarding support.

After analyzing the existing problems, the administration of the boarding school created a program of post-boarding support for graduates of the MKOU "SHI No. 37 HVZ" "Step by Step", the goal of which closely intersects with the existing problems of this institution.

2. The main directions of the program of post-tenat support for orphans and children left without parental care with disabilities "Step by step"

Preparing orphans and children left without parental care for an independent life has always been an acute problem. The state care system covers almost all children in need of care and creates the material prerequisites for their full development and preparation for adult life.

Having studied the experience of post-boarding support in Russia, in the Kemerovo region, we came to the conclusion that it is necessary to develop a program of post-boarding support for graduates aimed at successful socialization and social adaptation of orphans and children left without parental care with disabilities.

The program of post-boarding support for orphans and children left without parental care "Step by Step" contributes to the development of the social competence of the individual, his self-determination in society. Accompaniment is carried out from the moment of graduation from a boarding school upon admission to a professional educational institution and is aimed at graduates from 14 to 23 years old. The main technologies of the post-boarding support program are supervision and an individual support plan.

The purpose of the Program is the preparation of graduates of a correctional boarding school left without parental care for an independent life, with the subsequent organization of individual support and support for graduates for successful social and professional adaptation in the post-boarding period up to 23 years.

Tasks:

Organization and conduct of work on the professional determination of pupils in accordance with their abilities, medical indications;

Increasing the level of social adaptation (development of communicative culture skills, formation of the need for communication, intimate-personal relationships);

Assistance in the adaptation of graduates of a correctional boarding school to living conditions and training in an educational institution of primary vocational education;

Increasing the level of social and legal literacy of graduates;

Diagnostics of the psychological causes of violations in the learning and behavior of graduates of institutions for orphans;

Prevention and elimination of violations in the training and behavior of graduates of institutions for orphans;

Providing support to pupils who find themselves in a difficult life situation, with the aim of their successful socialization and integration into society;

Assistance in the employment of graduates;

Assistance in restoring ties with blood relatives.

This Program is complex in content, because its implementation is associated with the use of various methods of work and the team of teachers and specialists of the boarding school participate in its implementation.

Post-orphanage support is a holistic, systemic process and is achieved during the implementation of the following stages:

Stage 1- Preparing the pupil for independent life within the walls of the UIT.

Stage 2– Accompanying a graduate in the post-boarding period by a teacher-curator.

An acceptable model of post-boarding support for boarding school graduates at the first stage is the creation adaptation group for pupils of adolescence at least 2 years before the actual graduation from the boarding school and includes tasks of stage 1:

the creation in children of a certain stock of life skills, as well as civil law knowledge;

the formation of skills that allow you to independently realize your life plans.

The adaptation group allows you to find a new approach to solving the problems of preparing a pupil for graduation from a boarding school and increasing his success in the post-boarding period.

In the adaptation group, a number of conditions are created to prepare the pupil for independent life:

organization of life, meals, budget planning;

pedagogical support for the independent organization of living space and free time by pupils;

personal participation of the pupil in the awareness of his own vital problems and his inclusion in the search for ways to solve them;

During the period of stay in the adaptation group for each future graduate, with his direct involvement in this process and personal interest in a successful life arrangement, the following is compiled:

individual route of adaptation of the future graduate;

post-boarding support program before graduation.

At stage 2 when entering a vocational education institution, the graduate is accompanied by a teacher-curator.

Target of this stage: Post-orphanage support of a graduate of a boarding school, implementation of an individual graduate support plan (IPS).

Tasks:

creation of conditions for successful social and psychological adaptation of a graduate in society;

solution of social security issues;

prevention of social maladaptation;

joint search for possible solutions to emerging problems.

The work of curators in post-boarding support is aimed at helping to solve the psychological, interpersonal, social, economic and other problems of the graduate by establishing direct direct interaction between the curator and the graduate.

The stage is carried out from the moment of graduation from the boarding school until the graduate reaches the age of 23. The content of the stage is related to the support of the graduate in the process of professional and social adaptation (during the period of study at a vocational education institution and / or after graduation from an educational institution).

The curator is fixed by the order of the director of the boarding school, the curator carries out his activities in accordance with the local acts of the educational organization.

At the second stage, the maintenance plan is monitored. It includes:

intermediate results of work and their evaluation;

tasks for the next stage of support.

Monitoring the maintenance plan provides both a reflection of the dynamics of the process and an assessment of its effectiveness. Monitoring includes: assessment of the initial situation, intermediate and final results of activities.

When monitoring:

The fulfillment of the tasks set (mastery of skills and abilities), the satisfaction of needs and the realization of expectations are assessed;

The evaluation is carried out by both specialists and the graduate himself, with the priority opinion being the opinion of the graduate;

It is assessed how the graduate implements skills and abilities in everyday life;

An analysis is made of the factors influencing the maintenance process (effectiveness of cooperation, suitability of methods, organizational level, etc.);

Conclusions are formulated.

Expected results of the program implementation:

readiness for independent living;

the ability to interact in society;

developed self-awareness, responsibility, ability to make decisions;

healthy lifestyle;

professional and labor self-realization.

Conclusion

To solve the problems of preparing pupils for life, mastering a profession and starting work, a boarding school is searching for new social technologies, creating a system of post-boarding support for graduates from among orphans and children left without parental care with disabilities. Support is carried out on the basis of adopted laws and regulatory legal acts that regulate the organization of work on post-boarding support by teachers of the boarding school.

As a result of post-term care support for orphans and children left without parental care with disabilities, it will be possible to more fully ensure the socio-psychological, legal protection of graduates from among orphans and the possibility of their full life in society.

Literature

Baiborodova, L.V. Career guidance and self-determination of orphans [Text]: educational method. allowance / L.V. Baiborodova, M.I. Rozhkov. - Kaliningrad: Publishing House of the Russian State University. Kant, 2010. - P.140-143.

Bobrova, L.M. Technologies of social assistance to graduates of residential institutions (from the experience of the Youth Centers project in the Murmansk region) [Text] / L.M. Bobrova // Post-orphanage support for orphans: successful practices, technologies, regulatory support: materials of interregional. scientific-practical. conf. (June 22-23, Smolensk) / ed. I.A. Bobyleva. - Moscow: Charitable Foundation for Social Assistance to Children "Spread your wings!", 2010. - Ch. - P. 15-21.

Kilina, I.A. Post-orphanage support for graduates of organizations for orphans and children left without parental care [Text]: method. recommendations / I.A. Kilina, N.V. Osipova, T.N. Mikhailov. - Kemerovo: Publishing house of GO "KRIRPO", 2014. S. 7-52.

Electronic resources:

On additional guarantees for social support for orphans and children left without parental care [Electronic resource]: federal law of December 1, 1996 No. 159 / System GARANT aero - GARANT Master. Version dated 9 Jan. 014. - Moscow, 2014.

On improving the activities of organizations for orphans and children left without parental care [Electronic resource]: letter of the Ministry of Education and Science of the Russian Federation dated June 18, 2013 No. 06-369 / System GARANT aero - GARANT MASTER. Version dated 9 Jan. 2014. - Moscow, 2014.

On the main guarantees of the rights of the child in the Russian Federation [Electronic resource]: federal law of July 24, 1998 T 124 / System GARANT aero - GARANT MASTER. Version dated 29 Jan. 2014