In the State Public Institution "Social- rehabilitation center for minors of the Vorotynsky district" in the village of Krasnaya Gorka, a social adaptation room was opened. Children's institution visited by the head of the department for implementing family policy, organizations social services family and children, Department of Family Policy, Family and Children, Ministry of Social Policy of the Nizhny Novgorod Region S.A. Channova, head of the Vorotynsky district administration E.Yu. Gerasimov, director of the State Public Institution "Management" social protection population of the Vorotynsky district" L.N. Bragina, head of the social services sector of the USZN N.V. Savelyeva, chairman of the district Council of Veterans L.N. Trusova. First, a small meeting was held in the office of the director of the social rehabilitation center V.S. Kuznetsov. Valery Sergeevich told the distinguished guests about the program, within the framework of which the social adaptation room was opened:
The Ministry of Social Policy of the Nizhny Novgorod Region, in agreement with the Fund for Support of Children in Difficult Life Situations, is implementing the regional program “We are like everyone else.” Its main tasks are social support families with children with health problems, provision family education and development of children in such families, preparation for independent life and formation of necessary work skills. To carry out the program's activities, rural social protection institutions that organize work on the social rehabilitation of children were allocated funds, including the State Public Institution "SRC of Vorotynsky District" in the form of a grant - 300 thousand rubles. These funds were provided for equipping the social adaptation room - purchasing furniture, equipment and materials for activities with children. The “We are like everyone else” program has been implemented at the institution since 2014. During this time, a room for conducting classes was selected, repair work was carried out, the door was replaced, electrical wiring was connected to household appliances, water drainage and sewerage installed. The room is an example of a modern kitchen. To replenish it with dishes, deputies of the Legislative Assembly V.A. Antipov and V.Yu. Shanin was provided with financial assistance in the amount of 15 thousand rubles. To solve the set tasks for the social and everyday adaptation of pupils, a program and educational thematic plan have been developed. Classes for children are conducted in the form of master classes, workshops, and video lessons. Initially, special attention was paid to the safe handling of household appliances. The program is aimed at 15 pupils, a subgroup of disabled children (5-7 people), and during the summer recreational period - at 30 children. Children are trained from the age of 10. Classes on cooking and table setting are provided. The content of the program also includes topics on hygiene and home cleaning, washing and ironing, etiquette in various in public places, at home, away.
At the end of the course, children should be able to cook porridge, fry potatoes, prepare sandwiches and pastries, brew tea, set the table, use an electric stove, refrigerator, vacuum cleaner, washing machine, dishwasher, and microwave oven.
Teacher G.V. Sadovnikova conducts educational and developmental classes with children, develops work skills and abilities, and teaches them to apply the acquired knowledge in independent life.
Valery Sergeevich thanked S.A. for their help in such a necessary matter as arranging a social adaptation room. Channov, V.A. Antipova, V.Yu. Shanina, A.V. Nazarenkova, L.N. Bragin, I.A. Chuev, D.N. Polyakov, after which, accompanied by his deputy N.I. Trusovoy gave a tour of the institution. By the way, the head of the district E.Yu. Gerasimov also presented a set of porcelain dishes for the newly opened room.
Social teacher N.I. Isaykina showed the guests an exhibition of works made by residents of the rehabilitation center. They deserve universal praise.
Then everyone went to the social adaptation room, where teacher G.V. Sadovnikova conducted culinary classes with the children - they prepared pastries, made hot sandwiches and brewed tea, while not forgetting to wash the dishes and the kitchen table. Well done!
The opening of such an important room for teaching children to live independently can be considered a complete success. Good feedback don't let anyone doubt it. We hope that now it will be easier for children who find themselves in difficult life situations to master very difficult adult activities! 
Adaptation of orphans addresses issues of their active adaptation to life in conditions orphanage or foster family. Every year the number of abandoned children is growing steadily, and this problem has become especially urgent.
Adaptation of a child in an orphanage
The orphanage is government agency, which should replace the child’s family until he comes of age. With the help of teachers, children learn to adapt to the social life they will enter after they turn 18.
Social adaptation of orphans lies in their assimilation of the values and norms of the society in which they live. Manifestations of adaptation lie in the interaction of children left by their parents with the outside world and in their active activities.
When they talk about the social adaptation of orphans, this is usually understood as a complex set of pedagogical and educational measures. In fact, every child goes through this process during their development.
Adaptation of a child in an orphanage is one of the components of social protection. It involves mastering one’s own role in the system public relations. This is achieved by developing housekeeping, self-care, and work skills.
The following stages of adaptation of children in the orphanage are distinguished:
- Preparatory – from the moment of inclusion in social group, it is associated with social diagnostics, determination of status, familiarization with personal characteristics pupil;
- Inclusion in a social group - it involves assistance in adapting to the conditions of an orphanage;
- Mastering roles through participation in a variety of activities with the accumulation of experience, new knowledge and skills;
- A stable adapted state, when children can solve almost any problem that arises in their natural environmental conditions.
Adaptation of adopted children in the family
Adaptation for adopted children is different for everyone. Factors such as:
- Age of admission to a child's home or orphanage;
- The presence or absence of previous experience of living in a family environment.
The adaptation of orphans also depends on the attitude of other family members towards them. It is advisable that everyone treat the adopted child evenly, without excessive emotionality; at first it will require a lot of patience and strength. Such children tend to prefer one person, showing warm feelings towards him more than towards other family members. 
The older the age, the more difficult it is for orphans to adapt to the family. It is especially difficult during adolescence, when the problems common to a teenager are added to the difficulties of adaptation of adopted children. At this time, such children may criticize foster parents, blame them for your troubles and bad mood, then difficulties usually arise in communicating with peers and falling in love for the first time.
Difficulties of orphans in life
According to statistics, only 10% of orphanage graduates successfully adapt to real life in society. 90% of them have difficulties in one or another aspect of interaction in society.
The most common difficulties experienced by former orphans:
- Expectation that someone will take care of them, hope for outside help;
- Undeveloped proper attitude towards work, lack of meaningful interest in work;
- Lack of experience with sufficient responsibility;
- Distorted ideas about family and life in it;
- Insufficient self-presentation skills associated with the inability to take care of one’s appearance;
- Inability to competently and clearly express your thoughts;
- Financial illiteracy, irresponsible attitude towards money, inability to plan your spending;
- Legal and judicial illiteracy;
- Information poverty of the mind due to the isolation and limited conditions of the orphanage, etc.
All this knowledge ordinary children receive naturally, living in a family environment. Due to lack of self-esteem, orphans often cannot choose educational institution to master a profession and work in low-skilled jobs. The task of teachers and foster parents is to ensure the safest and most painless adaptation of orphans.
Social adaptation is an indicator of a person’s state, reflecting his ability to perform certain biosocial functions (perception of the surrounding reality and his own body, an adequate system of relationships and communication with others; adaptability of behavior in accordance with the role expectations of others).
Social adaptation is a constant process and the result of a person’s active adaptation to the conditions of a changing social environment.
Today I would like to talk about one of the most important components of the socialization of sick children - social and everyday adaptation, i.e. about developing in children the skills they need to gain independence at home. This task is common in raising any child, but in relation to sick children it takes on a special meaning. Because mastering even the simplest self-care skills not only reduces the child’s dependence on others (while facilitating their activities in caring for the child), but also “works” to strengthen his self-confidence, promotes advancement in psychomotor development. It is very important to use all the abilities and capabilities of the child and develop in him vital skills so that, when becoming adults, they can, if possible, take care of themselves independently and perform tasks in everyday life. simple work, live in normal environmental conditions.
Social and everyday adaptation is a process not without contradictions and problems.
One of the features when organizing social adaptation is the need to take into account the characteristics of the child, his capabilities, and the degree of health loss.
After all, if any type of activity is available to one child, for another it will cause certain difficulties that can be solved through regular exercises, but for a third it will be impossible to perform. When organizing work with a child on social and everyday adaptation, one should remember that “everyone ascends to their own peak, at their own pace, relying on their own capabilities.” It should be remembered that children with developmental disabilities are much more in need of support and help. Raising and teaching such a child requires a lot of patience, perseverance, understanding and even often pedagogical ingenuity, because in work one has to rely only on those functions that the child has preserved.
The role of parents in this process cannot be overestimated. Many of you make great efforts to create favorable conditions for the development of your child. This is very important, because on the one hand you are the environment in which the child lives and grows, and on the other hand you find yourself directly involved in the formation of the child, his development, and assistants in the fight against the disease.
However, all of us, parents, often lack the knowledge and skills to proper upbringing their children, there is no targeted systematic tactics of education. Moreover, this applies to the process of raising all children, both sick and healthy. In raising sick children, a situation of excessive guardianship is very often observed. Can be understood loving mother who, trying to make the life of a child with disabilities easier, protects him from any difficulties, immediately rushes to help him in everything, does for the child much of what he can do on his own or with a little help. And often people don’t think about the fact that helping a child doesn’t mean doing something for him, but means teaching him how to do it. The correct approach of parents to their child is not unlimited guardianship, but calm goodwill, understanding of the goals and prospects of his development and upbringing.
Experience shows that children, even with SLI, can successfully develop progressively more complex skills. There are various methods of working with children to develop such vital skills as: (from the most basic to complex)
Body hygiene;
Using the toilet;
Eating;
Proper handling of food;
Cooking simple dishes;
Dressing and undressing;
Putting on and taking off shoes;
Care of clothes and shoes; .
Maintaining order and cleaning the premises;
Care indoor plants, pets;
Cleaning the area;
Making small purchases;
Some other skills of self-service and household work.
Practical advice for teaching children new activities.
1. There are many ways you can help.
the child learns new activities. You can use the following:
choose those types of activities for training. Which the child can see or hear in practical life, in real;
always explain to your child and talk to him about what you are doing;
perform all unfamiliar actions together with the child and talk with the child about those actions. Which other children perform in your presence;
2. First, find out how the child understands you. He can understand you by listening to your speech, observing your facial expressions, hand movements, and body movements. Or a child can understand you if he touches you when you do something. Your baby can understand you by doing something with you.
Conclusion: When you teach a child, talk and explain your actions to him in a way that he understands best.
3. Teach your child to perform various activities at times when other people usually do them. For example, help your child learn to undress when it's time to change clothes or go to bed.
Start training with the activity that you think he can learn most easily.
Start training with the activity that you think he can learn most easily.
Teach your child only one activity at a time. Start teaching him new things only when he learns to do the previous ones well.
4. Spend some time every day teaching your child. A child will be able to learn something faster if he sees others doing it too.
(for example, the whole family has lunch together).
5. It may happen that a child cannot learn some new activity, no matter how hard you try to teach him. In this case, allow your child to do what he can already do. This will help him improve his skills. Watch carefully to determine when he is ready to learn again.
6. When you teach a child, you must get his full attention. A child will not be able to concentrate well if he is hungry or wet. Make sure he is okay and comfortable. For classes, choose a quiet and calm place where the child can concentrate. If there is a lot of people around, he will want to see what is going on around him.
7. Some children can hold attention for a very short time. If the child is like this, then first teach him the activities or games that he likes the most. (For example, playing ball: rolling the ball towards the child and pushing it back). Every day, spend a long time doing activities that your child enjoys. In this way, you will teach your child to maintain attention on one activity for a long time. When he can do this, start teaching him other activities. However, it should be remembered that if a child does the same thing for a long time, he may get tired. Then he may want to do this at all. Don't force your child to do anything for too long. Watch him to see when he starts to get tired. Stop doing this activity before he gets tired.
8. Be patient when teaching your child. Talk to him slowly, quietly. A child will not learn anything if you yell at him or scare him.
9. The child needs to continue to perform some type of activity after he learns how to do it. The more times a child does something, the better he will be able to do it.
10. To help a child learn faster, it is necessary to use encouragement. When a child receives some kind of reward for doing something correctly, he will want to do it again. Therefore, make sure that the child you are teaching, knowing that you will reward him for
he did something well.
Encourage your child as soon as he does something correctly.
Reward him whenever he does something right.
Encouragement can be: a smile, a hug, praise, something special (fruit, toy), permission to do what he likes (for example, listen to music).
Observe your child to find out what he likes. Then you can use this as an incentive.
You should only reward things that are done well. If a child is rewarded for something he did wrong, he will repeat it again.
Encourage your child if what he did was done at the right time and in the right place. For example, he eats with everyone else at the allotted time.
Keep encouraging until then. until he learns to do what you teach him. When your child learns a new activity, gradually stop encouraging him.
11.When you teach a child something, constantly watch him during classes. Always try to find out what part of this type of activity the child can do on his own, what his maximum capabilities are. Then help your child do something that he cannot do without help (for example, when eating).
12. Repeat what you do with your child in the same way. It is important that you instruct and reward him equally too.
13. Provide help and guidance by placing your hands over your child's only if he needs your help to complete something.
14. Continue training in this way until he learns to perform this type of activity entirely, without outside help. This may take several days, weeks or months.
Of course, none of this is easy. However the right approach, the daily training of a child to perform feasible tasks will, over time, pay for itself a hundredfold. And the child gradually becomes an independent person serving himself, and sometimes an assistant to his parents.
Prepared by social teacher Slashchinina V.Ch.
Tatiana Sirotkina
Development of social skills in children in a social rehabilitation center
The process of teaching and upbringing, aimed at shaping the child’s personality and correcting developmental deficiencies, ultimately creates the prerequisites for the social adaptation of children.
Social adaptation, i.e. active adaptation to the conditions of the social environment through the assimilation and acceptance of goals, values, norms, rules and modes of behavior accepted in society, is a universal basis for the personal and social well-being of any person.
Each child must be helped to gain the greatest possible independence in meeting the basic needs of life and to master the necessary skills to care for and fulfill them.
The lack of social experience and insufficient preparedness of children entering the Druzhba Regional State Budgetary Educational Institution has a significant impact on the nature of adaptation in new conditions. This manifests itself in the inability to establish personal contacts with peers and staff, in a negative attitude towards participation in labor processes, in uncertainty and ignorance of how to behave in a given life situation.
In SOGBU SRCN “Friendship” the entire process of training and education should be aimed at ensuring the social adaptation of the child into society.
Each of us knows that people go through steps in life: up or, unfortunately, sometimes down. And we must do everything to ensure that our students walk the ladder of success and not failure. After all, only those who are successful are happy. In order for a person to learn something in life, a certain amount of experience is necessary. Therefore, in order to successfully integrate into society, our children need to be presented with life situations that they will have to face and make decisions.
Our center for the children living in it is the main model of the social world, and the acquisition of social experience by children, the foundations of human relationships, skills and abilities to ensure personal life and activities depends on how the educational process is structured.
The activities of students at the Sogbu SRCN “Friendship” are manifested in studies, in various types of work activities, in the organization of their free time, in behavior in public places, as well as in the ability to apply cultural, hygienic and self-service skills.
The problem of socialization of our children is particularly complex. To become familiar with social values and norms, it is necessary to work in the following areas.
1. Social and everyday orientation.
During the classes, children are given a certain system of knowledge and social and everyday skills begin to be formed, during which students in everyday practical life repeat, consolidate and expand the knowledge acquired during the educational process, automate existing skills and organize children’s good habits, standards of behavior, evaluative attitude to various life situations.
I use the following forms of teaching social and everyday orientation: subject-based practical classes, excursions, role-playing games, conversations, didactic games, modeling of real situations, works fiction.
The main support in mastering any cognitive material is visual teaching aids.
In classes on social and everyday orientation I use various types visibility: natural objects (for example, clothing, dishes, food); real objects (for example, the center premises); toys, images (subject, subject); practical demonstration of actions.
It is necessary to actively use the method of modeling real situations, that is, recreating certain everyday situations that people encounter in real life. Simulation of real situations should be used in the study of many topics, for example: “Dating”, “Behavior in public places”, “Purchasing” and so on. The plots of the situations are taken from real life, but always in accordance with the level of knowledge, experience of children and their capabilities.
The method of simulating real situations is not only one of the most effective, but also the most difficult teaching method. Difficulties arise due to the inability of children to act as actors, their lack of self-confidence, the inability of children to independently think through and analyze the situation, due to their emotional and behavioral characteristics. In addition, it is difficult for a child to understand and correctly assess the need for certain actions or actions the first time. That is why it is necessary to consistently train children to participate in a simulated situation.
2. Labor skills.
When developing labor skills and abilities, daily Practical activities children, which should be organized in the following forms: assignments, duties, collective activities.
The task of educators is to teach children to agree among themselves about who will do what. This teaches each child to be responsible for the assigned task, not only when he does his work alone, but also when he works in a team. An important point is a report from duty officers on duty performed.
When working with children, it is advisable to use such a method of collective activity as joint-individual: each child, although working simultaneously with others, does not experience any dependence on them. For example, putting your bedside tables, clothing shelves, etc. in order, which allows each child to act at an individual pace - this is especially important at the stage of mastering a skill. In turn, we will be able to take into account the individual needs of each child: one needs additional demonstration, another needs physical assistance (hand in hand, the third needs a hint, reminder, leading questions, the fourth needs support to act more confidently.
To maintain the cleanliness of the group, we, together with the children, establish alternate duty, thereby giving the pupils the opportunity to master the techniques of caring for their home, creating and maintaining order, creating comfort, and mastering the skills of using household appliances.
The knowledge and initial skills formed in the classroom require repeated, regular, systematic reinforcement in everyday activities in order to be consolidated and firmly assimilated.
Upon completion of studying a certain topic, it is advisable to conduct classes with the children, but in the form of a competition, quiz, or celebration.
3. A large place in the formation of social and everyday knowledge and skills is given to excursions.
Their value lies in the fact that children, in real, natural conditions, observe the objects of the surrounding world, clarify and expand their ideas about them, consolidate the knowledge and skills developed in classes, plot - role playing games, learn to communicate with strangers, i.e., in the process of excursions, the social experience of children is formed and enriched.
4. Social behavior skill.
This skill must be developed by demonstrating a positive action with a preliminary and incidental explanation of its meaning. To do this, demonstrate some situation, taking on the social role that you want to teach children (for example, a buyer in a store). Then, together with the children, a situation is played out, during which the help from the adult gradually decreases, and the children’s independence increases. When playing out a situation, it is necessary to guide the children and ensure that they correctly convey the sequence of actions and pronounce the phrases correctly.
By playing out various stories, children thereby gain certain ideas, knowledge, practical experience of behavior in various life situations and communication with people around them.
5. Development of emotional background.
In the classroom, it is important to use small, interesting, emotionally vivid works of fiction that are accessible to children (for a deeper understanding of actions, actions and relationships to things and between people). The emotional factor is one of the main factors in the development of children of any age. Emotionally colored material that penetrates the child’s soul is firmly imprinted in his memory.
Thus, the system educational work in our center should be a purposeful organization of children’s activities to acquire the social and everyday knowledge and skills necessary for them in life.
During classes, students gain knowledge about various spheres of human life and activity, acquire practical skills that allow them to successfully adapt to the social environment.
Publications on the topic:
Game event for pupils of the social rehabilitation center “Journey to Her Majesty Water” 1. Beginning ritual. Game "Naughty Star". A “mischievous star” approaches one of the group members, lightly touches the tip of his nose and speaks.
Photo report on baking cross-shaped pies during Lent. During the fourth week of Great Lent, Orthodox Christians perform...
Innovative technologies used by a teacher-psychologist in working with pupils of a social rehabilitation center Now children do not play, but study. They study and study and will never begin to live. A. Green Innovative technologies used in work.
Mini-program on manual labor for pupils of the social rehabilitation center “In the Natural Workshop” Video Explanatory note: The program is based on the use of natural and waste materials in the work. Classes on manual labor very important.
On November 19, 2017, an event dedicated to healthy image life - "We are against smoking."
Outline of a lesson with pupils of a social rehabilitation center for minors “It’s Sweet Jam Day” Target audience: minors 5 – 15 years old. Form and methods of work: reading a poem, guessing a riddle, quiz, proverb competition.
Application of educational kinesiology in speech therapy classes in a social rehabilitation center Introduction Educational kinesiology is a system of increasing the capabilities of children, regardless of age, by drawing out the potentialities contained in them.
Developmental program for visual activities for children 4–5 years old in the “Little Miracles” rehabilitation center Developmental program for the formation of knowledge and skills in children 4–5 years old visual arts"Little Miracles" Explanatory.
The use of modern pedagogical technologies in the work of a teacher at a social rehabilitation center Modern pedagogical technologies are one of the necessary conditions effectiveness of innovative activities of social rehabilitation.
Lesson: “Family is a magical symbol of life” Goal: to develop in adolescents an idea of family as the main value in life. Tasks:.
Image library:
Gabaidulina Marina Akhmetovna
Job title: teacher
Educational institution: GBUSO RB "RSRTsN"
Locality: Ulan-Ude city, Buryatia
Name of material: become
Subject:"Socio-psychological adaptation of children in a new team (environment)"
Publication date: 06.09.2017
Chapter: secondary vocational
Gabaidulina M.A. Educator.
GBUSO "Republican Social Rehabilitation Center for
minors" Ulan-Ude
Social and psychological adaptation of children in the new
team (environment)
“Socio-psychological adaptation is a process of restructuring
behavior
activities
conditions."
multilateral, active, including the formation of funds and
ways of behavior aimed at mastering educational activities And
effective interaction with the new social environment.
In recent years, there has been an increase in children who find themselves in difficult
vital
situations.
deprived
temporarily
constantly
parental care. Socially created for them by the state -
rehabilitation
Admission
child to a social rehabilitation center - a new stage in life, with
which is associated with a change in his social development situation. From acquaintances
home
hits
peers,
the guidance of specialists will guide his future life, the role of his loved one
the adult will be temporarily performed by strangers. Therefore, before
teachers and psychologists of our institution are faced with the task of adapting
children. Upon admission to a social rehabilitation center, a child
turned out to be
vital
situations,
changes
behavior
surrounding
interpersonal
relationships.
process
adaptation
stands
to whom
necessary
adapt
surrounding social environment. If when working with young children
necessary
upbringing,
compensation
deficit
which they did not receive from their environment (parents, relatives and
teenagers
have to
re-educate,
eliminate
acquired
deviance
behavior,
distorted
representation
relationships between people. The next component of adaptation is the environment
adaptation,
environment,
to whom
adapt.
Microsocial
(nearest
environment)
is
region
interactions
personalities
society
pupil
microsocial
is
space
relationships
those around
(teachers,
administration,
staff).
Organization
space
desirable
social relations of the pupil is one of the main tasks
social adaptation. The role of the specialist’s personality is very significant.
The third element of the adaptation process is self-interaction
child and environment. At the first stage of working with children, it is necessary to establish
child
confidential
relationship.
Carrying out
rehabilitation
events
is based
individual
program compiled for each child and he should not feel
surrounded
rehabilitation
programs
his heart and soul will be closed.
rehabilitation
is changing
fully.
biologically, physiological conditions change - from the usual
products
organizations
main
regime
moments.
in the socio-psychological field, changes mainly concern
such important development factors as stable emotional and personal
attachments, primarily attachment to the mother.
One of the main tasks of the SRCN is the restoration of a wide range of
relationships of pupils with the world, teaching them to communicate with adults,
peers,
gaining
SIGNIFICANCE.
Rehabilitation work begins with the adaptation of pupils to new
u s l o v i m
day, rules
behavior,
self-service, social life of the center.)
pupils,
incoming
institution,
parents leading an antisocial lifestyle, children of single mothers, children
from low-income and large families. They are characterized by: low
intelligence
communicative
abilities
(aggressiveness,
conflict,
isolation
inadequacy
self-esteem;
emotional instability; malfunction, etc. All this
reduces their ability to implement constructive forms of behavior and how
the consequence is that it makes adaptation difficult.
In this regard, the problem of adaptation of children in the SRCN is one of the priorities
values.
works
program
admitted children. It is aimed at creating favorable social
psychological and pedagogical
successful
adaptation
minors.
programs
Creation
favorable
social-psychological
pedagogical conditions for the successful adaptation of newly admitted children to
conditions of the SRCN.
Program objectives:
Determine the level of adaptation of each child;
Create conditions for the socio-psychological adaptation of children in the SRC
(Creation
cohesive
team,
presentation
justified
consecutive
requirements,
establishment
relationships with peers and adults;
maladjusted
pupils:
“difficult children”, children prone to runaways, outcast children);
Trace the sources and causes of social maladjustment in children;
Develop
individual
programs
socially
psychological
pedagogical support for the child;
implementation
programs
are used
following methods
Individual and group conversations with children;
Diagnostics (testing, questioning, observation, surveys of teachers and
children, studying data from personal files, results of children’s activities, etc.);
Individual and group consultations with teachers and parents;
Individual
group
psychocorrectional
having difficulties during the adaptation period;
Role-playing games (acting out various situations offered as sketches);
Drawing art therapy;
Modeling behavior patterns;
Metaphorical stories and parables.
The program promotes the acceptance and implementation of collective norms
majority
received
Harmonious
relationships between children, children and adults. Active participation
newly admitted children in the life of the institution and comfortable state
child, satisfaction with their social status.
Criteria and methods of assessment:
Diagnostic cards;
Monitoring;
Testing, questioning.
Class structure:
Each lesson begins with a greeting ritual that performs the function
establishing
emotionally
positive
contact
participants
ends
ritual
goodbyes.
procedures
rally
children, create an atmosphere of group trust and acceptance.
Warm-up includes exercises that help children tune in
increases
activity
promotes
formation
group cohesion.
The main part of the lesson includes psychotechnical exercises, games
and techniques aimed at solving the main objectives of the training. Preference
is given
multifunctional
technicians,
modeling
patterns of behavior to overcome anxiety and fears.
Discussion of the results of the lesson, or reflection, is a mandatory stage and
involves an emotional and semantic assessment of the content of the lesson in
during the final discussion.
The program is designed for 10-12 lessons of 2 hours.
It is advisable to meet 2 times a week.
The group size should not exceed 6 people.
Stages of work:
Diagnostic stage:
Compiling lists of newly admitted children.
Familiarity with environmental factors in a child’s life (study of personal,
child's medical record);
Acquaintance
establishment
contacts
admission
institution.
Socially
psychological
diagnostics
received
Brief analysis of the state of work.
Research methods:
"Adaptation".
Diagnostics
mental
states
(psychologist, social educator).
Studying the motivational sphere of newly arrived students.
Studying interpersonal relationships child in a team (sociometry).
Identification of children with problems in physical development.
Study of self-esteem.
Questionnaire for teachers.
Organizational stage:
Compiling lists of children in need of specialist help: children
risk groups, “difficult children”, children prone to runaways, outcast children.
Studying the possibility of circles and organizations dealing with problems
education, health, leisure of children
Systematization
results
social-psychological-pedagogical
research.
SOCIAL – PSYCHOLOGICAL – PEDAGOGICAL WORK:
Monitoring newly arrived children.
Studying
situations,
implementation
various
"interventions".
Coordination
pedagogically
justified
methods of working with observed children.
Consulting
rendering
support
situations
arrived
Problems
adaptation (psychologist).
Socio-psychological
support
definition
state
mental, emotional and social status of the child (survey of teachers,
students);
individual
overcoming
socially
pedagogical difficulties;
social and pedagogical rehabilitation;
individual
group
minors
responsibilities, rights and additional guarantees for social protection.
special
guaranteed provision of children's rights provided for in Russian
legislation
International
convention
education, medical care, housing, pensions,
benefits, alimony, judicial protection of the rights of the child (social teacher).
Holding a consultation.
Criteria for successful social adaptation
Conscious acceptance and implementation of the norms of collective life.
Adequate attitude to pedagogical influences.
Harmonization
relationships:
"adult
child",
"child
child".
Active participation in the life of the children's team.
Satisfaction with one's social status and relationships.
