The process of socialization of orphans. Modern problems of science and education. Social and psychological characteristics of orphans

Natalia Lavrova
Methodological recommendations "Socialization in conditions orphanage". Part 3

CHAPTER II. CONDITIONS FOR SOCIALIZATION OF GRADUATES

CHILDREN'S HOME

2.1. Diagnostics socially-psychological characteristics

pupils orphanage

Condition of pupils of MKOU for orphans and children left without parental care "Verkh-Chebulinsky district Orphanage» who are on the verge of exiting orphanage, can be described as confusion before an independent life. They formally have a lot of opportunities and different life paths, but they experience certain difficulties in choosing the necessary education and the desired profession. At the same time, the implementation of this choice among pupils orphanage difficult and limited. To a large extent this conditioned the absence of relatives, people interested in their fate, whose help and support they can count on.

Graduate orphanage is located, as a rule, in a state of psychological stress. This is due to the increase in psychological stress. If the position of the child in the institution is more "objective" character, it is taken care of, it is provided, then outside the institution the character of the position normatively becomes "subjective", because you need to provide terms for normal life. The graduate will have to build and organize his own living space almost anew, since there is practically no continuity of life in the institution and the independent life of orphans.

For some time, it is difficult for a graduate to adapt to a new social structure. Children from a family do not have such a gap, they, as a rule, make the transition to an independent life more systematically and they have a certain "continuity" living space.

Thus, when an independent life begins for orphans, they face two primary vital tasks: switch to almost independent life support and mark the boundaries of your new living space. There are a number of factors preventing successful socialization of pupils.

1. Uncertainty social status(to none social graduates do not belong to a group, families are deprived, and after graduation they lose their belonging to their institution).

2. Significant deviations in the state of health and in mental development (psychopathic syndrome, pathological development of personality, often caused by brain damage, neurotization or severe neurosis).

In orphans studying in a general education school, unbalanced behavior is detected in 81.3% of cases (against 11.6% in children of the mainstream school); memory loss - in 73.85% (against 16.5%); decline social activity - in 67,0% (against 10.8%); violation of communication - in 47.6% (against 8.7%). Lagging behind in physical and intellectual development in children left without parental care, often complicated by disturbances in the emotional-volitional sphere and behavior. This is facilitated primarily by frequent transfers from one children's institution to another accompanied by separation from the pedagogical and children's groups, brothers and sisters.

3. Features of mental development.

According to many domestic psychologists, the features of the mental development of pupils children's houses in adolescence are manifested primarily in the system of their relationships with people around them. These distortions in communication with adults deprive children of the experience of their need and value for others, which is important for their psychological well-being, and at the same time the experience of the value of another person, a deep attachment to people.

4. Specificity of personality formation.

Of great importance for the formation of the personality of a teenager are his aspirations, desires, hopes, that is, his attitude towards his future. Pupils orphanage, as a rule, live for today, for them the immediate concrete plans are important, and not the distant abstract future. Self-doubt, low self-esteem lead to the fact that adolescents do not set long-term goals for themselves, focused on raising their educational level, acquiring a profession, do not plan what needs to be done for this. Children get used to rely on society, the state. As a result, they develop a fear of the outside world. In response to question: What are you most afraid of in life? « often meets: I'm afraid of being homeless, "I'm afraid of what will happen after leaving school", “I’m afraid to go out into an independent life, to become useless to anyone”, “I’m afraid that I will have a bad life, that I will go to jail”, "fear of loneliness" etc.

5. Lack of assimilation of norms and values.

In order for a young person to successfully enter life, he must at least understand and accept others, know and assimilate the relevant norms and values, have certain communication skills and strive to enter into those around him. external world. Adolescents brought up in orphanage , study in a comprehensive school; most of them are studying "3" or "3" and "four" do not have time in many subjects - 18%; interesting to study 35% of pupils. It is mainly laziness, unwillingness, lack of knowledge over the past years that prevents them from studying. In relation to education, children are guided neither by the opinion of educators, nor by the opinion of their peers.

6. Uncertainty about the future.

It is known that aspiration to the future has a beneficial effect on the formation of the personality of a growing person only when he has a sense of satisfaction with the present. An indirect indicator of a child's emotional and personal maturity is satisfaction with belonging to his age group.

When polled, 60% of children want to be adults. Only 13.6% look to the future with confidence and optimism; with fear and pessimism - 13.6%; 73.8% have doubts that their life will turn out well. Such indicators are largely determined by the relationship of a teenager with significant people for him, who can be relied upon in difficult situations, who could serve as an example and role model, provide support and assistance.

Pupils more often than adolescents from the family associate their idea of adulthood with formal characteristics: with reaching the age of majority, with obtaining a passport, i.e. with reaching a certain age. They also associate their idea of adulthood with acquiring a profession or getting a permanent job, with creating their own family. (or the birth of a child) and the need to take responsibility for their actions.

2.2. Preparation for independent life of pupils

orphanage

Children who are brought up outside the family have profound personality deviations, not only a delay in physical and mental development, but also great isolation in social environment reduced ability to enter into meaningful relationships with other people. That is, according to all indicators, they are completely unprepared for an independent life.

Teachers and educators orphanage, understanding such a difficult situation for the guys before graduation, they try to help them prepare for an independent life. To this end, students are given advice (e.g. housekeeping, a list of required documents etc.).

However, the formation of the most significant abilities (to expand the boundaries of one's own space of life, to self-determination, to master gender-role behavior, allowing the child to overcome difficulties socialization, in the institution is carried out extremely poorly.

Currently in children's at home, programs are developed and implemented to prepare pupils for independent living.

Existing programs include a fairly broad content: mastering the skills of conducting household, the ability to independently serve themselves, clean up the house, cook food, the formation of ideas about economic processes and phenomena. A special type of work is the orientation of pupils to create a future family. The independent life of orphans is understood as an individual life, and preparation for it should be aimed at overcoming the contradiction between collectivism, formed in conditions of a children's institution, and the individual character of life beyond.

Let us name the following components of a high level of graduate readiness orphanage to independent life:

- social readiness(formedness, interpersonal communication skills, collective activity, social orientation organization of independent life and activity, adaptation to one’s own social status);

Labor readiness (formation of general everyday skills and abilities, readiness for domestic work, work in household, professional self-determination, preparation for future professional activity);

Moral-volitional (psychological) readiness (self-esteem, self-esteem, volitional organization of the personality, psychological readiness to work in market conditions);

Physical readiness (formation of individual style healthy lifestyle life, the absence of bad habits, the development of physical qualities that ensure successful adaptation to work, various activities).

In the preparation of pupils orphanage to an independent life conditionally the following can be distinguished directions:

The development of individuality and the formation of identity (assistance in overcoming the identity crisis, the formation of an individual life line (past, present, future, development of an individual life strategy, provision of opportunities and conditions for self-knowledge(both psychological and physical qualities, abilities, skills, etc.);

Mastering the structure of activities and career guidance (formation of skills for setting goals, choosing means to achieve it, planning, evaluating results; forming ideas about future profession, sustainable interests, ideas about the need for work in human life, education of diligence, development of working capacity).

The main means of developing the ability to overcome difficulties socialization is the activity of children (diverse in content, forms, methods of organization, both in groups in the institution itself and outside it.

important conditions preparation for independent life of pupils orphanage are:

Creation of a developing environment and an adaptive education system for orphans;

Correctional and developmental work with orphans (includes early social adaptation(creation conditions close to homemade); development of the child's personality with the maximum use of his rehabilitation potential and compensatory possibilities; correction of intellectual and cognitive-emotional processes, formation of communication skills; integration into society as full members);

Prolonged nature of support (important participation in the life development of pupils after their graduation).

One of conditions success - the formation of pupils' ability to make a conscious choice (independent decision-making, to master the structure of activities for the implementation decision and responsibility for their actions.

To implement these tasks, it is necessary to perform the following pedagogical terms, in which it is possible to implement the life self-determination of children - orphans and children left without care parents:

Complex diagnostics and rehabilitation of children;

Individual formation of children's adaptive readiness for life and professional self-determination; gradual formation of personality-oriented attitudes towards oneself as a subject of future life and professional activity;

Provision in the institution conditions life and relationships between adults and children, allowing everyone to feel emotional comfort, relieve tension and anxiety;

Creation of wide opportunities for creativity and other activities that contribute to the maximum realization of personal and socially significant needs;

Development social and personal mobility, the ability to assess the life situation and make adequate decisions in accordance with this;

Interaction orphanage with institutions of additional education.

Based on the foregoing, the efforts of teachers and educators directed:

For extension social behavior patterns through inclusion in groups and activities that have and give another social experience and other ways of interacting that can be for children social patterns;

To take into account and provide orphans in the content of activities and relationships with clear and clear ways and opportunities for translating intentions and desires into a plan of practical actions;

To increase self-esteem both by creating a situation of success and by "positive social labels» ;

To include children in new peer groups in order to work out the stages of adaptation, individualization and integration in order to create the experience of such interaction;

For a combination of group and individual lessons, since individualization is possible only in a group;

On creation (modeling) real social situations, the implementation of which can be carried out not only in the classroom;

To take into account the age characteristics of children for whom the program is designed (the most effective - as a corrective - it will be for teenagers);

On modeling situations of choice, personal responsibility and personal autonomy.

2.3. Assistance to graduates orphanage

The comprehensive development and formation of the personality of a child, adolescent and youth is a long process of accumulation of quantitative and qualitative changes in various parameters.

The fate of pupils attracts our attention. Most graduates fail to successfully adapt in life. To introduce orphans to social values and norms, we try to change their way of life, their attitude towards themselves, towards their past, present, future, towards their immediate environment and society as a whole.

Society is interested in graduates being ready to independently solve the problems that arise in their life path. Readiness of an orphan child to solve socially- economic tasks can be defined as a personal state, which implies that the subject has an image, an action structure and a constant focus of consciousness on its implementation. Readiness includes various kinds of motives focused on the awareness of tasks, models of probable behavior, definition social methods of activity, an assessment of the possibility in their correlation with the upcoming difficulties and the need to achieve a certain result.

Successfully socialization the graduate contributes to the implementation of the program of accompanying an orphan child from his admission to the institution to post-boarding adaptation. Thanks to support, it becomes possible to combine the goals of medical, psychological and pedagogical practice and focus them on the main thing - on the personality of the child.

In the formation of personality, one of the mandatory success conditions Undoubtedly, the creation of a pedagogically favorable microsphere of her life and activity is in favor. It is no coincidence that the creation living conditions close to homemade, has become one of the main activities of the entire team.

Creation problem conditions for successful socialization of orphans, their adaptation to modern life, would not have been resolved if graduates were not assisted in solving problems that are vital for them.

Solving the housing problem, choosing the place of residence of graduates becomes an important factor in their socialization. Thanks to the Decree of the Governor of the Kemerovo Region “On approval of the procedure for maintaining funds for providing living space to orphans left without parental care”, graduates who do not have housing or it is not suitable for living are allocated funds from the regional budget for the purchase apartments:

Year Number of apartments

Municipal state educational institution for orphans and children left without parental care "Verkh-Chebulinsky district Orphanage» released:

Year Number of waxings in d/d

Thus, there is every reason to assert that the fate of graduates largely depends on the help and support they can count on, on the system of education that will fully prepare them for the independent solution of adult problems.

CONCLUSION

Having studied the psychological and pedagogical literature, I came to the conclusion that success socialization depends somewhat on the breadth and depth of assimilation of ready-made norms, how much on the acquired in the process socialization individual activities in children's community and for the benefit of that community.

The most important role in socialization a person is played by his family, as well as educational institutions, social circles and the media. Children without a family are deprived of the main source socialization Therefore, their adaptation to society, their readiness for an independent life, their moral development is entirely dependent on educators, teachers and psychologists.

Work on socialization of students will be effective only if it is carried out continuously, consistently, taking into account the psychological characteristics of orphans. Program socialization pupils should be developed for each institution separately, by the joint efforts of the administration, psychologists and the teaching staff. It takes into account all the factors influencing the formation of a person; terms life - household and geographical; physical abilities (diseases and limitations in movement, communication, study, etc.); level of intellectual development; age and individual characteristics of children.

During my research, I found several problems. socialization of orphans and children left without care parents:

1. Unwillingness to interact with people.

2. Inability to foresee the consequences of their actions.

3. Low self-esteem and poor self-knowledge.

4. An acute need for solitude.

For successful development socialization of orphans needs, following terms:

Creation of a developing environment and an adaptive education system for orphans;

Creation conditions close to homemade;

Development of the child's personality with the maximum use of his rehabilitation potential;

Formation of communication skills;

- participation in the life development of pupils after their graduation;

Formation of the ability to make a conscious choice among pupils of boarding schools (independent decision-making);

To master the structural activity for the implementation of the decision and responsibility for their actions.

I think the hypothesis research: "The development of the characteristics of pupils orphanage is carried out most efficiently in the implementation of all conditions of socialization» is true.

This problem interested me so much that I decided to continue working on this topic. For the future, we plan to create a program of psychological and pedagogical preparation of graduates for independent living (graduate model). And also to test it on pupils of MKOU for orphans and children left without parental care "Verkh-Chebulinsky district Orphanage» .

LIST OF USED LITERATURE

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4. Grebennikov. I. V. Family upbringing: Concise Dictionary. / Comp.: I. V. Grebennikov, L. V. Kovinko. - M .: Politizdat, 1990-319s.

5. Dubrovina. I. V. Psychological development of pupils orphanage / Ed.. I. V. Dubrovina, A. G. Ruzskaya; Scientific -research. Institute of General and Pedagogical Psychology Acad. Ped. Sciences of the USSR -M.: Pedagogy, 1990.-264p.

6. Journal Orphanage No. 2(15) /2005

7. Journal Orphanage No. 3(12) /2004

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9. Magazine Orphanage No. 3(16) /2005

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17. Overcoming difficulties socialization of orphans: Proc. allowance. Yaroslavl, 1997.

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Individuals react differently to changes in social conditions, which
depends on the nature and characteristics of the environment in which it was formed and in which it exists at a given time. Moreover, the adaptation processes are underway
constantly. In full accordance with the changes offered to a person by his environment.
For a child who is brought up in a boarding school, the most significant objects of socialization are the team, peers, educators, etc. The formation of a child's ideas about a particular social role cannot be something of secondary importance. But orphans have these ideas, due to known causes and circumstances are often distorted. As a rule, the orphan's lack of normal contacts and relationships with the close environment naturally leads to a deformation of his ideas about the role of the individual in society (including the role of his own personality).
Children come to our institution having experienced the far from desirable influence of a variety of situations. There are children who have never seen their parents and therefore have the remotest idea of the role of father and mother in the lives of children. There are also those whose parents are alive. it social orphans, who are still influenced by the family, although they do not live in it. They understand the complexity of the life of such a family, the environment in which is in no way suitable for the full-fledged upbringing of a child. Knowing, however, about the presence of parents, children do not stop, one way or another, to strive for them, often looking for excuses for their antisocial behavior. Thus, a contradictory situation arises: the stay of children in a boarding school with living parents cannot but be endured by them hard. On the other hand, they feel: they have parents, and the child retains a craving for them due to completely natural reasons.
Of particular difficulty is the work of a teacher, which to some extent ensures the assimilation by pupils of the social role of a family member. Moreover, it is important not to create a distorted idea of the family in the child.
The difficulty of socialization is a whole complex of difficulties that a child encounters when mastering a particular social role. Difficulties in mastering a social role most often arise in a child when he is not informed about the essence of this role, or information about this role does not correspond to reality, or the child does not have the opportunity to test himself in this role.
A child brought up in a boarding school has practically no “personal space” that gives him the opportunity to retire, to be alone. With some degree of conventionality, personal space can be considered a bedside table with personal belongings, the order and contents of which are controlled by the educator.
Life in a boarding school, due to well-known circumstances, forces children to constantly be “in public”. The mode of residence is also strictly regulated - when the pupils should get up, eat, play, study, sleep, etc.
The organization of life in a boarding school gives the pupil the need to fulfill clearly defined social roles (student, pupil). For a long time, being within the framework of these roles, the child loses the ability to manifest his own individuality and to express himself freely, which does not allow him to ultimately find support in himself.
The most serious consequence of orphanhood is the loss of "trust in the world", without which it becomes fundamentally impossible to develop such important personality traits as independence, initiative, social competence, ability to work, etc.
The reasons for the emergence of difficulties for a child to enter the system of social relations can be very different, but, first of all, they are associated with inadequate perception by orphans of the requirements that their environment places on them. The success of the social adaptation of boarding school pupils is influenced by the level of their educational preparation, the level of their possession of social and everyday skills and the peculiarities of their mental development that they have formed during their stay in the boarding school.
Every year, thousands of children from orphanages and boarding schools stand on the threshold of adulthood. What awaits them in this future? Indeed, in order for graduates to successfully adapt in society, they must at least understand and accept others, be confident enough to navigate the relevant norms and values, and have certain communication skills.
Difficulties in professional self-determination of boarding school adolescents are caused by the low level of their intellectual development, the lack of formation of their cognitive processes (thinking, memory, imagination), impoverishment emotional sphere, inadequate self-esteem. They doubt whether they will like to study, whether they will be able to study, what difficulties they may encounter, how to solve this or that problem, whom they can turn to for help, etc.
Social adaptation is one of the mechanisms that allow the individual to actively engage in various structural elements of the environment, i.e. to participate in the work and social life of the collective, to join the social cultural life of society, to organize their life in accordance with the norms and rules of the hostel.
The success of preparing schoolchildren for independent living is possible only if a number of conditions are met. The main one is the presence of a unified system of interaction with students, consisting of several links, where the leading link is correctional classes in social and everyday orientation. They are aimed at practical training children to independent life and work, to the formation of their knowledge and skills that contribute to social adaptation, to increase the level general development students.
The most important link in the system is educational work, which, in combination with educational work, helps to achieve the desired results. In the course of educational work, the labor, moral, and aesthetic impact on the child is expanded and supplemented. The system of work outside school hours should not copy the lessons of the SBO, it has its own tasks, forms and methods. But all parts of the work must be interconnected. The main condition for success is the participation of children in a variety of daily practical activities. The effectiveness of preparing schoolchildren for life through a system of extracurricular and lesson work depends on the coordination of the actions of the teacher and educator, their contact, and awareness of each other's work.
Particularly important for social orientation is working with children who come to boarding school in younger groups and do not have elementary self-service skills.
In this direction, educators junior groups a lot of painstaking work is being done to inculcate specific self-service skills:
- how to use a needle, scissors;
- how to thread a needle, make a knot, what is the length of the thread;
- how to make minor repairs to clothes, sew on a button;
- how to store summer and winter clothes, shoes;
- shoe care and drying after walks, darning of socks and mittens;
- properly lay bed linen, make the bed;
- high-quality cleaning (pour the right amount of water into the bucket, wring out the rag correctly, etc.)
The main goal of social adaptation is to help children acquire life experience engaging in various activities, having developed a sufficient level of independence among pupils with socially acceptable ways out of extreme and everyday problem situations.
The main areas of work of the boarding school for social adaptation are as follows:
- "Safety of life" - children learn when studying the rules of behavior on the roads and in case of an accident, they learn to use electrical appliances, get an understanding of flammable materials, how to behave near open water bodies, on ice in winter, with "Fire" signals;
- "Dwellings" - gives children the opportunity to master the techniques of caring for a home, creating and maintaining order in the house, creating comfort, mastering the skills of using household appliances
- "Culture of behavior" - children learn the rules of cultural communication with acquaintances and strangers, the rules of behavior in public places, they are given knowledge about the family and family relationships.
- "Clothes and Shoes" forms in children the habit of wearing comfortable, clean shoes, clothes, taking care of them properly, repairing clothes and shoes in a timely manner at home and in workshops.
- "Orientation in the environment" - the ability to navigate in the school and out-of-school space - in the city, in an unfamiliar area, the ability to use transport, purchase the necessary goods, contact organizations that serve the population. In the development of this direction, we attach great importance to excursions.
- "Rest and leisure" - education in children the ability to organize their free time in an entertaining and interesting way.
- "Health Protection" - instilling in children the habit of observing personal hygiene, regime moments, taking timely measures to protect against injuries and the spread of infectious diseases. Educators and physicians are carried out according to age groups talks about personal hygiene, sex education, sexually transmitted diseases, AIDS.
- "Nutrition" - the ability to set the dinner table, clean the table after eating, take care of the dishes, follow the rules of behavior at the table, cook some dishes, adhering to sanitary and hygienic rules and safety precautions. We are doing a lot of work to inculcate a culture of behavior in the dining room, when eating.
- "Nature" - children learn the methods of keeping animals and caring for plants in the house, get acquainted with the medicinal properties of plants and their use in everyday life, learn to take the necessary measures in case of natural disasters. We pay great attention to excursions into the forest, talk about seasonal changes in nature, observe these changes, teach children to give the correct description of the weather, study the flora and fauna of their native land.
The forms of work in these areas are different. The main thing is that each child masters the vital knowledge and skills - cognitive, communicative, moral, aesthetic, labor.
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 material prerequisites for their full development and preparation for adulthood. The state assumes the obligation to solve the main problems of the child: education, upbringing, providing orphans with the most necessary things. But independent, adult life poses problems for them, for which in reality they are not ready. The transition to independent living is associated with serious stress. Yesterday's graduate of the orphanage needs to get used to an independent existence, to responsibility for his life.
Graduates of orphanages more often than their peers turn out to be participants in or victims of crimes, lose their jobs or housing, find it difficult to create a family, become alcoholics and drug addicts, and victims of suicide much faster.
Their entry into an independent life is fraught with great difficulties and is not always successful. The reasons for the emergence of difficulties in 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.
The very organization of the viability of children in boarding schools is arranged in such a way that they form only one position - the position of an orphan who does not have support and approval in society. This role is realized by a person throughout his life and keeps orphans in an infantile dependent position, blocks the manifestation of potential opportunities. In connection with the difficulties of socialization, the tasks of adaptation are not solved.
In other words, pupils of the orphanage, going beyond its threshold, know how to "be an orphan." They rely on patronage, have "learned helplessness", not suspecting that they can rely on their own resources.
The reason for the difficulties in the life arrangement of graduates is not only the lack of housing, work, family environment, but also the inability of the teenager himself to organize his life, take care of himself, his own health, free time.
Work and everyday adaptation of boarding school graduates is not always successful. There are tendencies towards frequent shift work, unjustified dissatisfaction with earnings (inability to correlate it with the labor expended and the quality of work), difficulties in establishing contacts with team members. Difficulties arising from the inability to manage wages, the family budget, plan savings, and rationally manage the household are noted. For orphans and adolescents deprived of parental care, the establishment of an independent life occurs with great difficulty. Society is interested in the fact that graduates of orphanages are ready to independently solve the problems that arise on their life path in a socially acceptable way.
One of the tasks of the social education of orphans is to prepare them for independent life and work. The fact that orphans have experience in solving such problems will contribute to their more successful adaptation to living conditions in modern society because he has to rely mainly on his own strength and experience.
The formation of the readiness of orphans to solve socio-economic problems is a complex process that is carried out by the entire social reality surrounding the child by the society in which he lives, in the course of his inclusion in various types of socio-economic activities. Most often, the formation of such readiness occurs spontaneously.
To ensure the effectiveness of work on social adaptation and increase the level of formation of the readiness of an orphan child for independent living, I developed the Graduate program, which I presented on my website.

Children enter institutions from a variety of backgrounds. There are those who have never seen their parents. In that case, only the people around them influence them: educators, children, etc. Children who were brought up in a family, but their parents died, maintain good relations with the family and, indirectly, the example of the members of the family in which they were, has a significant impact on them. There is a third group of children, parents who are alive. These are social orphans who are still influenced by the family, although they do not live in it. Children understand the complexity of the life of such a family in which the environment and conditions are not acceptable for raising a child. But at the same time, the feeling of having parents, the desire for them to some extent create special conditions under which they look for an excuse for the behavior of their parents, look for something that gives them the opportunity to form a distorted impression of the people around them. They strive to visit the family, although the whole complexity and inconsistency of this situation lies in the fact that, on the one hand, staying in the family is difficult for them, and on the other hand, they seem to feel that they still have parents , those people who, at least in words, express their attitude towards their children.

The family exerts an influence on the child that no orphanage, no teachers, no special or artificially created conditions can replace.

Of particular difficulty is work that, to some extent, ensures the assimilation of the social role of a family man, while it is important that a distorted idea of \u200b\u200bthe family not be created. The attitude of care, cooperation, support of mutual responsibility should become the main ones and ensure the formation social conditions child in this institution.

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 requirements that the surrounding society makes.

Due to the limited social contacts of orphans, the process of their socialization is difficult. In a significant way, it depends on those norms adopted in the social environment of the child, which regulate the requirements for him and ensure the formation of his personality. A pupil of an orphanage primarily perceives the emerging relationship between children and adults in this type of educational institution as reference norms of relations, while such a norm is the special position of orphans in society, which to some extent deforms the perception of other social norms by these children. and creates difficulties for adequate social development.

Of particular importance for the social development of the child is the process of forming his value orientations, which reflect the inner basis of a person's attitudes to various values of the material, moral and spiritual order. Value orientations are found in ideals, beliefs, interests and other manifestations of personality. The value orientations of orphans differ significantly from the value orientations of children studying in a regular school.

A study by Russian psychologists indicates that they consider the main value to be the force that can protect it.

There are three areas in which the process of personality formation takes place: activity, communication, self-consciousness. In activity, a person deals with the development of more and more of its types, which implies orientation in the system of connections present in each type of activity and between its various types. It's about about a personally significant dominant, i.e. about determining the main thing, focusing on it.

In the activity there is a development of new social roles and understanding of their significance.

Inclusion of orphans in social activity is a process in which the following occurs:

Development of criteria serving the choice of activity;

Formation of one's attitude to the activity and participation in it;

Acquisition of work experience.

The greatest difficulty for orphans is the solution of the first task, since they have limited opportunities, both for choosing an activity and for implementing it.

The social self-determination of the child depends on the realization of two important conditions. The first of these is to ensure the involvement of orphans in real social relations, i.e. the emergence of their personal state in relation to the activity, which carries the objective and subjective components.

The objective component is the actual activity of the individual, the subjective component is the attitude of the individual to this activity.

The second condition is the self-realization of children in the process of social interaction. This condition involves giving the child the opportunity to more fully reveal himself in relations with others.

The most important aspect that ensures the socialization of the child is also communication. For a pupil of an institution, the social circle and its contents are much narrower, poorer than those of pupils of an ordinary family.

The third area of socialization is self-knowledge of the individual, which involves the formation in a person of an “image of his Self”, which does not arise immediately. This image develops throughout a person's life under the influence of numerous social influences.

The most common scheme of self-knowledge of one's "I" includes three components: cognitive (knowledge of oneself); emotional (evaluation of oneself); behavioral (attitude towards oneself). The process of socialization presupposes the unity of changes in all three designated areas.

The most difficult thing for a child left without a family is self-assessment. The family is a kind of mirror in which a person sees his reflection. The absence of a family leads to a distorted view of the child about himself. Orphans overestimate or underestimate their ability to solve social problems.

As a result of theoretical studies of this topic, we came to the conclusion. Scientists (A.V. Mudrik, G.V. Osipov, G.N. Volkova, A.K. Basov, E.I. Kazanova, etc.)

The essential meaning of socialization is revealed at the intersection of such processes as adaptation, integration, self-development and self-realization. Their unity ensures the optimal development of the personality throughout a person's life in interaction with environment.

Human socialization in interaction with various factors and agents occurs through a number of so-called mechanisms.

In the process of socialization, a personality is formed, which is determined by the place a person occupies in the system of social relations.

An analysis of the experience of the educational work of the orphanage and the conducted research make it possible to build a model of the system for raising children left without parental care in the conditions of an orphanage.

orphan socialization information mass

Considering the features of the socialization of orphans, it is necessary to understand, first of all, the most general approaches to this phenomenon.

Socialization is understood as the process of becoming a person in the system of social relations as a component of this system, that is, a person becomes part of a social community, a group of people, an organization. At the same time, he assimilates elements of culture, social norms and values, on the basis of which personality qualities are formed.

For a person, social relations are the environment in which he realizes his needs, where he acquires the main features that distinguish him from other inhabitants of the Earth.

Man is born as a biological being. He has all the makings to become a social being, but this is possible if he is in a social environment, in a full-fledged society of people. Mowgli's story is a fairy tale. A man who has grown up among animals, as numerous cases show, cannot become a man in the full sense of the word.

There are two approaches to understanding the essence of socialization, distinguishing ideas about a person and his role in the process of his own development. Thus, some researchers point out that the content of the process of socialization is determined by the interest of society in its members successfully mastering public roles, being able to participate in production activities, creating a strong family, being law-abiding citizens, etc. This characterizes a person as an object of socialization.

Another approach is related to the fact that a person becomes a full-fledged member of society, acting not only as an object, but also as a subject of socialization. As a subject, he assimilates social norms, cultural values of society in unity with the manifestation of his activity, self-development, self-realization in society, that is, he not only adapts to society, but actively participates in the process of socialization, and influences himself and his life circumstances. It is the second approach that is most consistent with the modern humanistic worldview. By socializing, a person is not only generalized by experience, but realizes himself as a person, influencing life circumstances and the people around him.

Man does not play a passive role in his social development. He has certain inclinations, his individuality is formed, he is active in mastering his social experience. Therefore, we can say that all people, while assimilating seemingly common social experience for all at the same time, do it each in their own way.

The process of socialization essentially depends on those norms adopted in society that regulate the requirements imposed by society on a person and ensure his adequate inclusion in social activities.

In the process of socialization, a personality is formed, which is determined by the place a person occupies in the system of social relations: friendship, love, family, industrial, political, etc. Personality - a complex system of socially significant facts, manifestation of abilities in the social world. It is known that the socialization of a person is carried out by a wide range of means specific to a particular society, a particular age of the person being socialized. Of particular importance for the pedagogical understanding of the essence of socialization and the child's personality is the study of the factors and mechanisms of personality socialization.

The socialization of a person is influenced by a number of factors that require a certain behavior and activity from him. The first group is macro factors (space, planet, world, country, society, state) that affect the socialization of all the inhabitants of the planet, as well as large groups of people living in certain countries. The second is mesofactors, the conditions for the socialization of large groups of people distinguished by nationality, by the place and type of settlement in which they live (region, city, town, village), by belonging to the audience of certain mass communication networks (radio, television, cinema, etc.) These factors affect socialization both directly and indirectly through microfactors; these include: family, peer groups, microsociety, organizations in which social education takes place (educational, professional, public, private, etc.). The influence of microfactors on human development is carried out through socialization agents, i.e. persons in interaction with whom his life flows (parents, brothers, sisters, relatives, peers, neighbors, teachers).

Having been born, the child immediately enters the world of social relations - the world of relations between people, in which everyone plays not one, but many roles. This is the role of a family man, a politician, the role of a resident of a village, city, etc. Mastering these roles, a person socializes, becomes a personality. The human environment plays a huge role. The formation of personality depends on the relationship with the environment. Only by actively and fully participating in the system of social relations, the roles that have to be performed in life are assimilated, one's attitude to these roles is developed, and a person appears as a social phenomenon.

The preparation of a person for the implementation of a particular role can be carried out only after the person has been presented with this role (the “image” of the role). Such representations are formed on the basis of real life observations, in the process of communication, as well as in the process of perception of works of art, under the influence of the media and other sources.

For a child who is brought up outside the family, the microfactors of socialization have a different hierarchy than the microfactors for a child brought up in traditional family conditions. The most significant agents of socialization for him are the team, peers, orphanage teachers, etc. At the same time, social self-determination should take place - the choice by orphans of their role and position in the general system of social relations, which implies their inclusion in this system on the basis of formed interests and needs.

The process of forming a child's ideas about a particular social role is very important. Such representations in orphans are often distorted. Depending on their individual characteristics they create their own image of the implementation of a particular role. The absence of contacts normal for the child (family, friends on the street, neighbors, etc.) leads to the fact that the image of the role is created on the basis of conflicting information received by the child from various sources. The most common source of information for a child about social roles is the media and the opinions of peers.

In this regard, an illusory "image" of a social role often arises. This applies not only to the roles of a family member, but also to other roles and those who interact with them. A false idea is formed about their social role as an orphan. This role should be realized by a person throughout his life.

These are social orphans who are still influenced by the family, although they do not live in it. Children understand the complexity of the life of such a family in which the environment and conditions are not acceptable for raising a child. But at the same time, the feeling of having parents, the desire for them to some extent create special conditions under which they look for an excuse for the behavior of their parents, look for something that gives them the opportunity to form a distorted impression of the people around them.

They strive to visit the family, although the whole complexity and inconsistency of this situation lies in the fact that, on the one hand, staying in the family is difficult for them, and on the other hand, they seem to feel that they still have parents, those people who are their parents, who at least in words express their attitude towards their children.

The family exerts an influence on the child that no orphanage, no teachers, no special or artificially created conditions can replace.

There are three areas in which the process of personality formation takes place: activity, communication, self-consciousness. In activity, a person deals with the development of more and more of its types, which implies orientation in the system of connections present in each type of activity and between its various types. We are talking about a personally significant dominant, i.e. about determining the main thing, focusing on it.

In the activity there is a development of new social roles and understanding of their significance.

The inclusion of orphans in social activities is a process during which the following occurs:

¦ development of criteria serving the choice of activity;

¦ formation of one's attitude to the activity and participation in it;

¦ Gaining work experience.

The greatest difficulty for orphans is the solution of the first problem, since they have limited opportunities for both choosing an activity and ways to implement it.

The objective component is the actual activity of the individual, the subjective component is the attitude of the individual to this activity.

Studies of the characteristics of the psychological development of orphanage pupils are traditionally based on the idea of mental deprivation, which lies in line with psychoanalysis. Deprivation is considered as the main factor hindering full mental development.

The idea of “deficit” due to deprivation determines the choice of forms of assistance to orphans: the child needs to be created a situation that is as close as possible to a family situation, i.e. compensated for the deficit. Of course, this cannot be fully achieved, which explains the actually revealed in most studies of the problems of orphans their lower social adaptability both in childhood and in subsequent adult life.

If we designate such an approach in the medical paradigm, then we can talk about orphanhood as a chronic disease in which the body is unable to function independently without outside support in the form of medicines and a sparing regimen.

However, in modern medicine, especially in psychotherapy and clinical psychology, more and more attention is no longer paid to pathogenic, but to protective factors that counteract the disease or maladaptation. The center of gravity is shifting from treatment to prevention, i.e. to strengthen the capabilities of the body, and not to eliminate the failure that has already occurred. Development in this approach is understood not as an adaptation or restoration of a disturbed balance, but as a violation of a previously established balance due to the emergence of new qualities and opportunities.

Considering the situation of orphanhood as stressful, it is necessary to take into account the fundamental importance of the fact that any stressful situation can awaken personal resources and thus contribute to the formation of productive mechanisms for coping with life's difficulties. These mechanisms are not universal and cannot be offered as the same for all patterns of behavior in society, which is obviously built into the system of education in orphanages. This circumstance leads to the fact that the pupils of the orphanage are characterized by a certain “unification” of their personal structure, the absence of individual strategies of behavior in various life situations. The lack of flexible behavioral strategies in those situations where the existing strategies are ineffective causes aggressive and destructive behavior, which can be directed both to the outside world and to one's own personality.

The life of orphans in an orphanage is fraught with a number of difficulties that start from the moment the children are placed in a state institution. In many cases, this is somehow accompanied by a break with the family, which is additional stress for the child.

Not all orphans find a new, foster family - some live in an orphanage until they graduate. Starting an independent life, children face a number of difficulties from which they were protected by the walls of the institution. In order for the adaptation of the child in the adult world to be successful, educators and teachers of the orphanage need to pay maximum attention to the issues of socialization of their wards.

The reason for the difficulty with the adaptation of orphans

The main root cause of the child's difficulties after he leaves the orphanage is related to the specifics of detention in a state institution. The world of a “family” child is not limited to a house or apartment - parents provide him with regular access to “publicity”: attending kindergarten and school, joint trips, walks in parks and shopping centers allow children to join society at different intervals and gradually learn the laws of behavior and interactions.

A different picture emerges in the case of orphanages. The world of their pupils is rigidly delineated by the territory of a special institution, where their own rules prevail. Leaving the orphanage, the child often simply does not understand how to behave and how to act in a given situation. He is not ready for an independent life.

Mistakes in the socialization process

If the educational process in the orphanage ignores the issues of socialization of children or it is given insufficient importance, orphans have certain difficulties, and their adaptation takes place with great difficulty.

As a rule, all these difficulties are surmountable, but it takes a lot of time for a grown-up pupil of an orphanage to finally get used to society, and not everyone manages to do it successfully.

lack of independence

The origins of this problem lie in the fact that orphans live in an orphanage with everything ready. Most of them (primarily those who have been in a special institution from birth) are not familiar with shopping and the process of cooking, which is why entry into adulthood drives many into a stupor.

The lack of a life core for orphans, a reliable support - a family - often leads to the fact that children left without parental care are more likely than "family" children to be prone to deviant behavior and more easily fall under bad influence. The consequence of this may be various forms addictions - alcoholism, drug addiction, etc.

Rejection by society

In our society, to this day there is a prejudice against orphans. Any such child sooner or later encounters difficulties associated with interaction with people who see orphans as a threat to themselves and loved ones in advance, sometimes even cutting off communication between their own children and orphanage children. Moreover, it does not matter whether an orphan is brought up in an orphanage or by foster parents. Probably, every child, at some point in his life left without parental care, heard the phrase “Well, he’s an orphanage!” dropped in his address.

Difficulties with career guidance

It is important for any child to find their place in life and subsequently engage in a certain type of activity. The issue of employment is extremely important for children from orphanages, as it determines their future.

The specifics of life in a state institution leaves its mark on orphans. So, getting into the orphanage, the child needs to adapt to its unspoken rules. Many people know how difficult it is for a student who has changed educational institution to join a new group of students. Newcomers are always wary, and the orphanage is no exception.

Sometimes a new pupil has to make certain efforts to become “their own” in a group of children. Upon graduation from the orphanage, orphans will have a similar process of adaptation, but inaboutlarger scale. The need to obtain a profession, certain skills that are important for stabilizing later life, creates certain difficulties. Thus, the level of knowledge of many children from orphanages is relatively low. Missing in the orphanage necessary for the child parental control over the educational process and homework, and this, in turn, causes low academic performance and, as a result, the inability to enter the chosen educational institution.

Unfortunately, not all graduates cope with these difficulties. Immediately not finding a use for themselves, many grown-up orphans give up. Others are forced to be content not with the desired profession, but with the most accessible one, based on realities.

Methods of successful socialization of orphans

The limited social circle of orphans subsequently "goes sideways" to children from the orphanage - they do not have the opportunity to focus on the experience of interaction with the society of their parents. Therefore, the mentor should come to the fore here. They usually become a teacher who has influence on the ward. His task is to carry out a large preparatory work so that the release from the orphanage does not become a shock for a child accustomed to completely different conditions. But for success, preliminary educational preparation of the teacher himself is necessary. The implementation of such programs in a state institution can be a good help to orphans.

At the same time, it is important to understand that the work of a teacher cannot be limited. It is extremely necessary for the pupils of orphanages to leave the institution for some time in order to be able to join the society for a short time. The most suitable option for this is the so-called guest families, who take in a child for a short period (for example, on vacation). In this way, orphans get a positive experience of life in the family, which gradually reduces their basic distrust of the world.

Conclusion

Preparation of orphans and children left without parental care for an independent life should be carried out by specially trained teachers. However, the most important thing here is the internal policy of the orphanage itself. Leadership should be aware of how important it is to properly socialize their pupils in order to help them enter the new adult world as painlessly as possible.