No one, as before, is waiting for us below,
Doesn't lead us across the road.
About an evil ant and a dragonfly
Does not speak. Doesn't teach you to trust God.

Now nobody cares about us
Everyone will get their own business.
But you have to live like everyone else - but on your own ...
(Helpless, dishonest, clumsy).
(Anatoly Steiger)

Socialization is a process of interaction between the individual and society, during which a person acquires knowledge, beliefs, skills, social norms, rules, roles adopted in a given society, with his own activity and other people's influence.

The socialization of children brought up in orphanages often occurs in such a way that it does not fit into acceptable norms at all.

The problems of orphans have always been in front of society and, most likely, will be in the near future. There are children left without parental care in any society: rich or poor, since no one is immune from the risks that may await us. But lately we are talking about social orphans or, as they are often called in the literature, “abandoned children”. These are children who are brought up in orphanages with living parents. These are children whose parents abandoned their upbringing, forgot about them or are deprived parental rights due to failure to perform their duties. Such children make up the main contingent of orphanages.

Despite the significant prevalence social orphanhood, effective ways have not yet been found to influence the crisis situation and stop the decay of vital ties between parents and children. Unfortunately, real help is not actually provided to children in such a situation.

The problems of socialization of orphans are particularly complex. To enable social orphans into a normal life, in order to familiarize them with social values ​​and norms, it is necessary to change their very way of life in childhood, their attitude towards themselves, their past, present and future, their attitude towards their immediate environment and society as a whole. The most difficult thing is to prepare social orphans during their life in an orphanage for an independent and responsible solution of their own problems. At the same time, it should be borne in mind that at the stage of their life start they cannot count on the support of their families, and often even relatives in general. Socialization is the development of the individual, which is carried out in the human environment, from which he learns its structure, its rules, the culture of relationships, its values. The habitat of such children, both in a children's institution and the previous life in an asocial family, is not the norm, it differs greatly from the standard generally accepted norms, rather, it is a “parallel world”.

Socialization does not stop when a child enters an orphanage, it goes on as usual, but the whole question is how it continues and how it differs from family, what consequences it has for the further development of the individual. Socialization is the most important issue, very serious and requiring careful analysis, since the whole future life of a person depends on how socialization went in childhood, it is in childhood that everything is laid that then helps to live throughout life.

The entry of adolescents into an independent life is fraught with great difficulties and is not always successful. The main reason for the emergence of difficulties in the entry is no longer a child, but a young man or girl into the system social relations associated with inadequate perception 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, this is the position of an orphan who does not have support and approval in society. This role is realized by a person throughout his life, keeps orphans in a dependent position, blocks the manifestation of potential opportunities. Due to the difficulties of socialization, the tasks of adaptation are not solved, in other words, pupils orphanage, going beyond its threshold, institutions are so infantile that they only know how to “be an orphan”. They rely on patronage, have “learned helplessness”, not suspecting that they can rely on their own capabilities. The reason for the difficulties in the life arrangement of graduates is not only the lack of housing, which is not relevant for Moscow, 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, 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.

Despite the society's interest in ensuring that graduates of orphanages are ready to solve problems on their own, so that the results of their socialization are positive both for the same society and for the graduate, the concept of their development and education has not been developed.

The socialization of orphans, the formation of the social competence of graduates, the formation of an adequate assessment of oneself and others in society, it is important to develop it in the conditions of an orphanage. It is necessary to instill such personality traits that ensure success in modern life:

• respect for work, awareness of the value of labor necessary to achieve goals;
• a clear understanding of elementary human morality, a code of honor, an understanding of decency;
• communicative culture, the ability to follow behavioral models that are adequate to the situation;
• the ability to make an informed and responsible choice;
• universal skills of activity, the ability to assess one's abilities, the objective difficulty of the task, the ability to set goals adequate to one's capabilities, to objectively assess the cause of one's failures;
• ability to work in a team.

For the real achievement of the goals set, the joint work of educators, social educators, and psychologists is necessary.

Each specialist working in orphanages is connected with the routine of drawing up all sorts of plans (long-term, calendar, annual, semi-annual, etc.) with the correct formulation of goals and objectives, but at the same time, he is well aware of their lack of demand. In other words, whatever Right words did not contain these plans, as a result, society does not acquire full-fledged citizens in its ranks.

The program for the development of social orphans for their successful adaptation in life should provide, first of all, labor education.

Modern approaches to labor education formally recognize its necessity, but in the form of some kind of “abstract form”, at best, in the form of acquiring self-service skills. For a long time there are no workshops, greenhouses that previously existed at boarding schools. The experience of previous generations, which realistically took into account the social status of pupils, whose future was based on their ability to work, is widely ignored. Established in 1764, the Moscow Orphanage set as its task the creation of a completely “new breed of people”, children-citizens capable of “serving the fatherland with the work of their hands in various arts and crafts”. The goal of all public and private institutions was to educate worthy, able to secure their livelihood and lead a decent life of citizens. Labor workshops in these institutions were the main part of educational work. There is no doubt about the experience of the great Makarenko, who made the work of his students high-tech and gave it social significance.

Due to purely social reasons, many children from disadvantaged families do not attend school regularly and do not acquire the skills for classes and the desire to learn at all. A weak, unformed volitional sphere is the most significant root cause of the failure of both a small and an adult person. In the same way, the lack of systematic labor education, often observed in socially disadvantaged families, not only prevents the acquisition of elementary housework skills, but also sharply devalues ​​work as a need for a person as a whole. Work, the habit of work forms the volitional sphere of these children, the importance of labor education is undeniable.

The educational effect is the results and content of such activities that have clear positive consequences both for the child himself and for other people. At the same time, the child must know and understand why he performs this or that action.

It is important to remember that the children in question are children from dysfunctional families. No one, except the state, support funds and compassionate fellow citizens, will support them, they will have to rely only on themselves, on their own capabilities.

A characteristic feature of orphans is a weak motivation in acquiring knowledge and unwillingness to look for a job after graduation from college. This quality can be justified with emotional instability and experienced mental trauma. It should be taken into account that children in institutions for orphans have diseases of the central nervous system, respectively, they need constant psychological help.

Mastering a standard educational program by a student largely depends on his health, abilities, level of motivation, but the educational level of graduates leaves much to be desired. Limited horizons, low awareness, in almost all areas of knowledge of human society, make a graduate of an orphanage an "alien" among the new people around him. As a result of a long-term stay in a fairly closed environment with certain rules of interaction, children “stew in their own juice”, a kind of subculture is formed, the representatives of which fully understand each other, but having gone beyond the boundaries of this subculture, the graduate does not meet with understanding and does not understand much himself. His sameness, dissimilarity, are noticeable, which can cause rejection in society. Hence, as a consequence, the well-known phenomenon of former orphans living in one apartment at the place of residence of one of them, and the most common way to earn money is to rent out their apartments.

For the successful future socialization of children, it is important to work on their general development, broadening their horizons. This work should be real, individual, everyday. It provides for close contact with the child, conversations with him, communication with various people from different spheres of society, the opportunity to see something with your own eyes, touch it with your own hands, read about interesting things in your book, your magazine, etc.

This point can be closely tied to the issue of the personal space of the child, which is difficult to resolve in a state institution. The constant movement of children from group to group, from one institution to another, as a result of their closure, merging, so common in recent years, emotionally deprives them of the ground under their feet, deprives them of attachments.

The adopted solutions to the issue of child orphanhood with the transfer of children to foster families are designed to largely make the socialization of orphans less painful, provide children with a happy family environment, bring their emotional world closer to the realities of life, expand their knowledge about the laws of life, give a sense of reliability of life.

Bibliography:

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2. Bozhovich L. I. Psychological study of children in a boarding school. - M., 1960.
3. Zhukov V. I. Russian transformations: sociology, economics, politics. - M.: Academic Project, 2003.
4. Zmanovskaya E. V. Deviantology. Psychology of deviant behavior. - M., 2004.
5. Iovchuk N. M., Severny A. A. Depression in children and adolescents. - M., 1998.
6. Komkov S. Where do homeless children come from in Russia // Social Pedagogy - 2005. - No. 1
7. Lanheimer J., Mateychek Z. Mental deprivation in childhood. – Prague, 1984.
8. Osadchaya G. I. Lectures on sociology. – M.: Izdvo RGSU, 2008.
9. Experience and problems of the life of orphans and children left without guardianship in modern conditions. / Osadchaya and others; ed. Academician of the Russian Academy of Sciences V.I. Zhukov. – M.: RSSU Publishing House, 2009.
10. Parishioners A. M. Anxiety in children and adolescents: psychological nature and age dynamics. - M. - Voronezh, 2000.
11. Psychology of a teenager / ed. A. A. Reana. SPb., 2003.
12. Family, children: facts and problems // Analytical Bulletin of the Federation Council of the Federal Assembly of the Russian Federation. - 2008. No. 11.

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. These are 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 adult life. 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), the impoverishment of the emotional sphere, and 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. participate to the extent possible in the work and social life of the team, join the social cultural life society, arrange 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 the practical preparation of children for independent life and work, at the formation of their knowledge and skills that contribute to social adaptation, at raising the level of 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 gain life experience by engaging in various activities, developing a sufficient level of independence in 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 concepts about 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 serving 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 hold conversations on personal hygiene, sex education, sexually transmitted diseases, and AIDS by age groups.
- "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 a lot of 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 every 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 difficulties of the child's entry into the system of social relations can be completely different. First of all, they are associated with inadequate perception by orphans of the demands that society makes.
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. Characterized by tendencies to frequent job changes, 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 an independent life, I developed the Graduate program, which I presented on my website.

Pushkareva Elena Evgenievna, Master student of the 1st course, Amur state university, Blagoveshchensk [email protected]

Actual forms and methods of socialization of orphans in modern Russian society

Annotation. The article is devoted to the actual forms and methods of socialization of orphans and children left without parental care in modern Russian society. The article describes in detail the methods of socialization of orphans: correctional developmental, computer, cultural leisure methods. Key words: Socialization of orphans, specialized institutions of a closed type, guest family, correctional developmental methods, cultural leisure methods.

Socialization is one of the most important processes of human life, which includes both conscious, purposeful influences, and spontaneous, spontaneous processes that affect the formation of personality. As a rule, the agents and social institutions included in the process of socialization are parents, peers, teachers and educators, educational institutions, the church, the media, etc. Many scientists are convinced that the family in this case is the primary and most powerful agent of socialization, which plays a key role in the formation of personality.

At the same time, in modern Russian society, economic instability, devaluation of values ​​and norms, changes in the behavior of a significant number of families, including families with children, often lead to social and psychological maladjustment of their members. These processes have a negative impact on the socialization of children and adolescents who find themselves in a zone of social and economic disadvantage.

The above problems of the family directly cause an increase in the number of homeless and neglected children, as well as orphans in the country. So, in 2015, 600 thousand orphans were officially registered in Russia. Orphans are completely dependent on the environment in which they are brought up. Deprived of the positive influence of the family as the most important source of socialization, they do not successfully adapt to society and are not ready for an independent life by the time they leave the orphanage. All this puts the socialization of orphans among the most urgent social problems.

In Russia, the process of socialization of orphans is carried out on the basis of state and non-state forms of their life arrangement, among which there are also traditional forms. At the same time, state forms of upbringing of orphans actually dominate, and among them are specialized institutions of a closed type (orphanages, boarding schools, etc.). The state system of socialization of orphans is focused primarily on creating conditions for the social protection of children. Federal laws guarantee orphans' rights to material support, housing, education, and vocational training. However, graduates of state institutions for orphans are more likely than their peers to be involved in various forms of deviation, lose their housing and find themselves among persons without a fixed place of residence, with great difficulty get a job and start a family. According to statistics, today only about 10% of graduates of boarding schools are successfully socialized, the rest join the ranks of social outsiders..

The process of socialization of orphans brought up in an orphanage or boarding institution has its own characteristics. As a rule, the most significant agents of socialization of this category of children are a group of peers, educators of a boarding school or orphanage. At the same time, the main factors hindering the process of socialization are: the limited circle of significant others; inability to focus on the experience of socialization of parents: lack of personal space; a special type of interaction between the child and caregivers (which is an alternation of guardianship and suppression); the lack of the possibility of independence and testing of certain roles; loss of basic trust in the world..

The activities of orphans in the institution are fully regulated by adults, this gives rise to infantilism, dependency, and a low level of volitional organization of the individual. The child is forced to “be like everyone else”, to put up with the limitation of the need for an individual living space of the orphanage. In general, one of the main tasks of practitioners and interested public organizations is explanatory work, freeing the professional substitute family from a negative image.

Actual form of socialization of orphans in modern Russia is also a guest family. Families that host orphaned children for a fixed period of time are called bridge families or short-term host families. They are intended for children who have no hope of finding their own family, due to social disadvantage. The developers of this project are convinced that in any society there is a huge reserve of families that, in different options can help disadvantaged children.

The guest family is created with the aim of acquiring a positive family experience for the child and providing him with psychological support. This form of family can be regarded as a preparatory stage for other forms of family organization. A minor permanently residing in a state boarding institution stays with a guest family during vacations, holidays, days off, or visits it to jointly participate in cultural events.

Communicating with adults and children in a family setting, orphans form stable ties with other people, these relationships act as mentorship, patronage of the child and in some cases develop into guardianship and adoption. If for some reason the family cannot take the child to visit, its members write him letters, postcards, make phone calls, inquiring about his well-being and academic performance, pass on gifts, clothes, gifts and birthday greetings. The child has an adult to whom he can turn for help in difficult situation, get advice, support .

This form helps the child to go beyond the limits created by the educational institution system, to feel how the family functions: to understand the functions of family members, to gain housekeeping skills and communicate with adults and children in the family circle. The guest mode allows the child to receive moral support and help not only while he is visiting the mentor, but also during his stay in the institution, which is a support for his future life. Thanks to this form of life, children gain self-confidence, become more active and emotional.

At the same time, specialists in the protection of children's rights rightly point out that children are painfully experiencing the return to the institution and do not understand why they are not taken into the family for good. So, G. S. Krasnitskaya, an expert of the RPO “Right of the Child”, believes that if the family is not going to take the child under guardianship or adopt, then the children should not be invited to visit either. However, as experience shows similar families in the West, the reduction of the trauma of separation from newfound relatives can occur through the system of agreement between employees and the child. So, before placing a child in a family, he is explained in detail for how long he is going there, which creates a certain attitude, attitude and does not give groundless illusions. Naturally, the educator's understanding of the usefulness of staying in a family for an orphan child and his personal interest in this or that child, mutual sympathy, play a role here.

The success of the process of socialization of orphans depends not only on the introduction of its modern forms into practice, but also on the actual methods that are used in traditional boarding schools. At the same time, modern scientists, for example, sociologist S.V. Grigoriev and teacher O.A., Kazansky, are convinced that the method is always universal, and the guiding principle of its application, including in the process of socialization of the individual, should be an individually oriented approach..

Academician B.C. Mukhina believes that the use of a group of correctional and developmental methods (art therapy, fairy tale therapy, music therapy, dance therapy, rhythmic therapy, sports and health technologies, tour therapy, bibliotherapy and many others) is relevant for orphans. In her opinion, play activity is the most accessible and effective method of socialization of the child, associated with initiative, fantasy, and the development of one's own active position. Since the game is inherently social, it is an effective means of educating orphans in social skills and abilities, opens up scope for modeling social relations, provides unique opportunities in the process of physical and moral education.

Currently, computer methods and technologies are being developed in game therapy. Computer games contribute to the formation of the ability to quickly make a decision, to overcome fear of unforeseen circumstances. There are games that form the ability to retain in memory and manage enough large quantity parameters simultaneously (strategic, tactical, role-playing games), allow you to play extreme states (car racing and other simulators). At the same time, in institutions of a closed type, the potential possibilities of a computer game are not sufficiently realized. Teachers are sure that the quality of many games is currently very low: children do not develop communication skills, and the emotional-volitional sphere is weakly involved. In addition, at present, many children devote all their free time to playing on the computer, perceiving the computer as the only means of communication with the world.

In many residential institutions of modern Russia, cultural and leisure methods of socializing orphans are actively used: participation in amateur performances, studying at a music school, participation in cultural events and circles of various kinds. This group of methods is usually referred to as traditional. However, a number of experts believe that in the era of sociocultural changes in modern society, these methods are constantly being transformed and improved, which indicates a certain degree of their novelty..

Despite the existing forms of arrangements and methods of education, the number of orphans in Russia is constantly growing. But the number of orphans per every 10,000 child population, Russia ranks first in the world. Almost 50% of the child population of the country, i.e. about 18 million, is in the zone of social risk. A large proportion of orphans are brought up in conditions far from family ones, while the state lags behind the initiatives of citizens in the development and adoption of new legislative acts regulating the current forms of placement of children.

The development of such forms and methods of socialization of this category of children, which would ensure the preservation of the child in the family, should be recognized as a priority direction in the life of orphans today. Consequently, the effective placement of orphans in a family requires the development and implementation of a project approach that provides for the creation of a complex of socio-pedagogical and psychological conditions, such as the use of rational methods that ensure the examination and identification of families with deviant behavior for the purpose of planning care for a child in need of state protection; development of technology for the selection of families wishing to take a child to raise, and assessment of their educational opportunities; creation of an appropriate structure for the psychological and pedagogical training of citizens who wish to help orphans in one form or another. The complex of educational work with a child in an institution should be aimed at preparing him for placement in a family and overcoming the existing traumatic experience. To do this, procedures should be used to establish trial positive contacts with families and monitor the effectiveness of the child's entry into foster families.

Thus, drawing public attention to the problem under consideration contributes to the realization by the social majority of Russia that it can be solved only if citizens are really interested in overcoming the social exclusion of deprived children and recognizing common responsibility for their fate.

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5. Mukhina V.S., Features of the development of the personality of children brought up in residential institutions / I.A. Mukhina / / Education and development of children in an orphanage M. 2002.S.11.

6. Nazarova I.B., Opportunities and conditions for adaptation of orphans // Sotsis. -2010. No. 4. p.70

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Introduction

The world has entered the third millennium, and this moment of mankind has accumulated rich theoretical and practical experience in raising children. One of the most complex and important category are orphans. The socialization of which is significantly different from children brought up in a family. Further study of this issue is needed, effective methods education of orphans, their successful socialization in society. As well as the conditions that ensure the implementation of theory in practice.

To ensure a safe and comfortable life for orphans, 1,850 orphanages, 615 social shelters, and 330 boarding schools operate. Where children live, develop and learn. According to the norms of current expenses per child in stationary institutions: from 54,712 to 97,099 rubles every month. The state provides orphans with benefits in the form of social pensions and monthly benefits., priority for admission to state universities and colleges, increased scholarships, free honey. service, preferential vouchers to health resorts and free pass to the place of treatment.

As historical practice shows, in our time it is much easier for orphans to live than before. And if earlier it was about starving homeless children on the street, now the state provides the maximum comfortable conditions for their life. And now the issue of the socialization of orphans in society is becoming as relevant as possible.

The problem of orphanhood is by no means new; from time immemorial there have been children left without parents. The problem was especially acute in the aftermath of wars and outbreaks of epidemics. They tried to solve it in different ways, both on the part of the state and on the part of the church. The problem of orphanhood is relevant in this moment. According to federal statistical observation, in 2015 in our country there were 481,921 children left without parental care. 6649 children were adopted. 52,706 children were transferred under guardianship and guardianship to foster families, as well as to patronage education. The number of orphans in Russia in 2015 decreased by 2.3% compared to 2014.

Orphans are persons under the age of 18 left without guardianship and guardianship due to the death of one or both parents, deprivation or renunciation of parental rights.

Family education has significant differences from the education of children in orphanages. Children deprived of the love and affection of their parents have a large number of unsatisfied personal needs. They form large complexes due to the lack of a sense of security and self-love. Many children who ended up in an orphanage have significant psychological trauma and need the help of professional psychologists and educators. Socialization development of orphans is hindered by a number of negative features. Associated with the child’s lack of an example of a family model, an example of the interaction of spouses with each other, between parents and children, etc. And in later life, children from orphanages experience significant problems in adulthood. As the proverb says: An orphan childhood is a legacy for life.

Many experts pay attention to the problems and the current state of orphanages. And also on the difficulties of adaptation that arise in orphans after leaving the boarding schools. Graduates feel like "strangers" in society, it is difficult for them to create relationships and social ties. This indicates significant problems of socialization in boarding schools. And the significance of this process in the life of each person is very great, one might say fatal.

The term "socialization" is widespread and has its own interpretation in various sciences. Socialization is the process and result of the formation of a personality, the assimilation by an individual of values, norms, attitudes, patterns of behavior, as well as the active reproduction of social experience by an individual, and proceeds both in the conditions of education (in public and state organizations). those. purposeful formation of the personality, and under the influence of spontaneous influence on the developing personality of various, sometimes oppositely directed factors of social life.

In the 1970s, Soviet philosophers, sociologists, and social psychologists were intensively engaged in expanding the theoretical base on the issue of personality socialization. The most important are the discoveries made by E.A. Dombrovsky, V.S. Markov, L.M. Snezhko, E.V. Sokolov. Sintsova, L.F. Filippova.

There are a number of contradictions between theoretical developments and reality that require further study and correction in practice.

Between the need of society for the socialization of orphans and the inertia of the pedagogical system, which is not able to fully satisfy this need;

Between the levels of theoretical developments of the general socialization of the individual and the theory of socialization of orphans.

Object of study: socialization of orphans, brought up in orphanages and institutions and boarding houses.

Subject of study: the influence of various factors on the socialization of orphans brought up in orphanages and institutions and boarding schools.

The purpose of the course work: to identify and characterize the features of the socialization of orphans who are brought up in orphanages and institutions and boarding houses.

Objectives of the course project:

Describe orphans as a special social group.

Describe the features of solving age-related tasks by orphans

To characterize the unfavorable conditions of socialization of orphans

Orphans as a special social group

Depending on the level of development, wealth and morality of society, the size of such a social group as orphans is highly correlated. Orphanhood rates are highest in societies undergoing major transformations, such as wars, revolutions, epidemics of disease.

To characterize orphans as a separate group, it is necessary

clarify the main terms that will be used in the future in this course project. The source of definitions is the law of the Russian Federation on additional guarantees for the social support of orphans:

orphans - persons under the age of 18 whose both or the only parent of an organization for orphans and children left without parental care have died - educational organizations, medical organizations, organizations providing social services in which orphans and children left without parental care are placed under supervision.

In Russia, the bodies of guardianship and guardianship are engaged in the identification of orphans, and the status of an orphan is assigned to the child in a documented manner. In Russia, a system has been created that ensures the safe and comfortable living and development of children in institutions of various types of institutions (orphanages, orphanages, boarding schools, etc.)

The state and society strive to solve the problem of orphanhood, but the situation is complicated by the scale of orphanhood in modern Russia and a number of factors negative impact: 1) The absence of a comprehensive program of action, a clear scientifically based plan for solving the problem, adopted by the state and society. 2) The inconsistency of the federal and regional policies of the state. 3) Obsolete and not effective methods education and training in public educational institutions 4) Inconsistency of state, social and religious actions in relation to orphans.

Common causes of orphanhood include family disorganization, material problems, lack of or poor housing conditions, alcoholism and parental unemployment.

A big problem for society is hidden orphanhood, this phenomenon is a consequence of the decline in the morality of society, the deterioration of living conditions and changes in family attitudes towards children. Due to the secrecy of this phenomenon, as well as the shortcomings of the accounting system, it is not possible to find out the exact number of such children, but the magnitude of this phenomenon is obvious. The reasons can be a wide range of human problems from family conflicts to migration and urbanization in society. Families that refused to raise children, or were deprived of parental rights, in a large percentage of cases experienced problems of poverty, unemployment and hunger.

Orphans are a category of children left without parental care, as well as graduates of these institutions, a very vulnerable group of the Russian population. This fact is due to the insufficient level of upbringing and education, inadequate socialization, which affects relationships in society. It is much more difficult for graduates of boarding schools and orphanages to find their place in society than for children brought up in a family. Problems with finding a job, creating a prosperous family and building harmonious relationships are very common. These factors often become the causes of vagrancy, alcoholism and crime, promiscuity, early fatherhood and motherhood. In this regard, graduates of educational institutions for orphans often become members of a low-level group subculture.

In my opinion, AM Filippova raises a very important problem in her dissertation. She speaks about the relevance of social tolerance and equality of opportunity. And about the need to reduce social tension and discrimination against certain groups. This problem is very relevant, in society there are many stereotypes associated with orphans and their upbringing. In practice, these prejudices can be both true and completely unobjective; they often lead to discrimination and exclusion of both boarding and orphanage students and their graduates. The problem of social orphanhood is especially relevant, Lyudmila Nikolaevna explains this fact: “at present, it is a potential source of aggression in society, leading to the dehumanization and criminalization of society, therefore, the problem of adaptation and socialization of children deprived of parental care, at the end of the 20th and beginning of the 21st century, has become one of the most pressing social problems

The ideas of I. N. Filippova resonate with the ideas of V. V. Lobatyuk, in her dissertation she writes: “The growth of deviant behavior, the spread of alcoholism and drug addiction, the cruelty of the crimes committed, are accompanied by negative consequences - the biological, genetic and social degradation of the individual, “turn off” from the life of some representatives of the younger generation, exacerbate their disintegration into society.

Children brought up in institutions of public education experience great difficulties in socialization, associated with a lack of communication and interpersonal closeness. In a family, children subconsciously remember and copy? family models? the relationship of parents with each other and with children, between brothers and sisters, way of life, and orphans do not have this model before their eyes. This is the reason for many of the problems that orphans face when creating a family. The second problem that orphans face is the lack of affection and warmth of their parents. The consequence of this lack is the child's lag behind in the intellectual and emotional spheres. For an infant, the need for tactile sensations is vital, and in their absence, children died. Humanity has a sad experience, in the twentieth century, comfortable conditions were created for babies, they were placed in special beds with a constant temperature, with proper lighting and nutrition, but babies died from incurable diseases after parents were allowed to contact the child for half an hour a day the mortality rate has been greatly reduced. At an older age, the need for physical contact is not so fatal, but very important. As folk wisdom says: “If you are not stroked on the head, then your spinal cord dries up,” of course, it would not be correct to interpret this proverb in the literal sense of the word. But the lack of physical interaction with other people really leads to a deterioration in the condition and development of the body, a decrease in immunity. There are problems in emotional development: inconstancy and lower selectivity of emotional attachments, communication problems with peers. Also, in children who have experienced a deficit of parental love, figurative and logical thinking narrowing horizons.

In institutions of public education, completely different children are united in one group: by age, gender, level of development, nationality. Each of them has their own story, some children have experienced strong emotional stresses, such as wars, alcoholism and parental cruelty, vagrancy, etc. These children need highly qualified help from teachers and psychologists, as well as peer support. Teachers act as defectologists, psychologists and conflictologists. A teacher in boarding schools and orphanages is much more significant than an ordinary teacher or educator. His influence on the fate of every child is very significant. It is also very important that teachers and educators of both sexes be represented, harmonious gender education is possible only when there is an example to follow in the environment? a real woman? and? a real man.?

Traditional methods of raising and educating orphans in educational institutions are outdated and do not meet the growing social needs. An indicator of the incompetence and inefficiency of existing principles is the high percentage of crime, alcoholism and suicide among graduates. The consequences of orphanhood are extremely severe throughout life, for frequent physical and psychological trauma, developmental delay in childhood become fatal. The reasons for the delays and deviations of children are many factors: anomalies in the development of the fetus in the event of an unwanted pregnancy, negative social experience, poor living conditions. Many of these factors make the child a victim of the socialization process.

The most progressive form is the upbringing of a child in a patronage family. It provides a much better and more complete socialization of orphans. By definition? Patronage is a form of raising a child (children) in a family at home with a caregiver who is an employee of the Authorized Service for Patronage on a contract. Children who do not have a certain status are transferred under patronage or if the status does not allow them to be transferred for guardianship or adoption. seniority. A patronage educator must undergo special training (training) in the Authorized Service.?.

Of course, adoption or adoption is the best option for a child, in this case the child is brought up in a family on the basis of blood, he is brought up in conditions much more favorable than an orphanage, and he does not have problems with personality formation, socialization.

Features of solving the main age tasks by orphans

An extended periodization of the mental development of a child from birth to 17 years old was created by Elkonin and presented in the article "On the problem of periodization of mental development in childhood." He identified indicators characterizing each of the psychological ages:

1. social development situation.

2. leading activity.

3. major neoplasms.

The social situation of development is defined as the actual place of the child in social conditions, his attitude towards them and the nature of his activity in them.

presenteractivity? essential for competitive age period activity, expressed by a large amount of time spent, for its implementation, affects the mental changes in the child's personality. In the leading one, other new forms of activity appear, processes of the psyche arise and change. The content can be indicative and executive. It has a motivational and operational side.

Periodization of mental ages according to Elkonin.

1. neonatal crisis;

2. infancy (from 2 months - up to a year) direct emotional communication with an adult, mainly with the mother;

3. crisis of one year;

4. early age (from one to three years) - tool-objective activity;

5. crisis of three years;

6. preschool age(from three to seven years old) - role-playing game;

7. primary school age (from 8 to 12 years old) - educational activities;

8. crisis 11-12 years old;

9. adolescence (from 11 to 15 years old) - intimate personal communication with peers;

10. crisis 15 years.

Psychological neoplasms are the results of mental activity. The crisis is a consequence of the change of one leading activity by another, at the age of 3 and at the age of eleven there are crises of relations, and at the year and at the age of 7 there are crises of the worldview.

In the concept of deprivation by Z. Mateychek, J. Langmeyer, the development of the personality of a child brought up outside the family is carried out through conflicts in the external and internal plans: in the external - between the individual and society, in the internal - between three such substances of the personality as the super- "I" (social norms, prohibitions, censorship of conscience), "I" (the conscious world of the individual) and "It" (unconscious, unrealized, suppressed by attraction). The development of the personality of a child brought up in an institution occurs in correlation with the satisfaction of needs. Deprivation, especially early, acts as a personal dominant, is a specific mental state of the child, a consequence of a chronic deficit of various kinds of stimuli. A sonor deficit is a lack of visual and auditory stimuli. Cognitive deficit dissatisfaction with the conditions for learning and acquiring various skills, the chaos of the external environment. Emotional deficit is caused by a lack of interaction with adults, especially with a mother, as well as a lack of interaction with peers. Social deficit - in the absence of opportunities for self-realization manifested as a result of the fulfillment of social roles.

The mental state was very well described by E.V. Vinogradova: “in a child separated from his parents and placed in an orphanage, a shelter, the general mental tone decreases, the processes of self-regulation are disrupted, a depressed mood dominates. Most children develop feelings of anxiety and self-doubt, an interested attitude towards the world disappears, and a “feeling of insecurity” appears in children. And what earlier child breaks away from parental family, the more pronounced are the deformations in all areas of mental development.

A study conducted by a team of scientists led by L.I. Bozhovich, made it possible to single out such a feature of the mental development of orphans: “Children lose one of the most important sources of constant accumulation of experience and knowledge. They don't embrace diversity interpersonal relationships, since in the conditions of a boarding school children are constantly in the circle of their peers, in the circle of the same impressions, the same pedagogical influences. Psychologists L.I. Bozovic and L.S. Slavina also note that the regulation of the behavior of children in an institution and the introduction of disciplinary rules hinder the natural activity of the child.

Low rates of intellectual development of orphans in comparison with children brought up in a family are manifested in the weakening or unformed cognitive processes, underdeveloped thinking, attention and memory, as well as lack of erudition. Features: poorly formed picture of the world, increased situationality, underdeveloped abstract-logical and verbal-logical thinking. The reasons can be various factors: from brain diseases to pedagogical neglect. Such children especially need the help of competent teachers and psychologists. Since if the child is not helped to overcome these problems, they can lead to a serious developmental delay, and as a result, it is not possible to continue learning in the usual high school, which in turn will lead to even greater mental trauma and deviations. According to the results of the research, the level of development of attention and memory in the majority of children from orphanages and boarding schools is within the normal range. Consequently, the reasons for the low level of intellectual development of boarding school students are factors educational environment rather than congenital disorders.

The results of a psychological examination conducted in 1996 in the Yasnaya Polyana orphanage under the guidance of I.V. Yezhov, testify to significant violations of the emotional-volitional sphere of pupils. Most of the younger children school age various disorders of the emotional state were revealed: 28% were in a state of increased emotional tension, 32% had a state of mental fatigue, about the same number of children were in a state of emotional stress. Only 20% of children had a fairly comfortable emotional state. A general decrease in mood, a depressive state were detected in approximately every third child of primary school age. In 20% of children of primary school age, aggressiveness and hostility towards others were noted, about the same number of children, when faced with difficulties, showed withdrawal into themselves, a manifestation of passivity and unwillingness to actively resolve conflicts. The majority of teenage pupils showed various accentuations of character with a lack of self-organization and purposefulness, a decrease in the motivation for achievement and success, sensitivity to life's difficulties and personal unpreparedness to solve them. For many pupils senior group there were violations of emotional contacts with others, distrust, emotional incontinence and unproductive super activity.

The fact of these violations is due to the upbringing of orphans in institutions of a closed type. After three, sometimes four years of upbringing in orphanages, orphans move to orphanages and boarding schools. Academician V.S. Mukhina, indicate a tendency: pupils of orphanages to be autistic and withdrawn. The conditions of upbringing in closed institutions give the child a passive tendency in behavior. In conditions of early deprivation, the child loses the innate potential for development. Children develop much worse than children from the family, they learn speech later, do not know how to play, are less active. Trying to compensate for the lack of parental love and bodily affection, the child invents numerous dead-end movements? he sways, sucks his fingers and lips, repeats the same action without any apparent meaning. This happens because children experience emotional hunger, they are happy to come into contact with any person who comes to an orphanage or boarding school. They prefer physical contact to conversations, sit on their knees, hug, pat on the head.

Business contacts with adults in orphans are formed longer and in a simpler form than in family children. Orphans are happy to observe and copy the actions of an adult, fulfill requests, but remain detached, do not become participants in the game.

Orphans brought up in orphanages and boarding schools do not have productive communication skills. The child simultaneously tries to get attention and rejects it, trying to satisfy the need for attention, approval and love, but not knowing how to achieve this.

Orphans who grew up in orphanages are characterized by: lack of skills for independent planning and control of actions, a tendency to defensive reactions, low self-esteem and increased anxiety, focus on the present, underestimation of the past and future, a narrow vocabulary, low development of imagination and creative thinking, and so same low level physical health and immunity.

Characteristics of unfavorable conditions of socialization of orphans

The influence of the environment has a great influence on the socialization of a person. A child brought up in unfavorable conditions becomes a victim of socialization. The effects of vectorization are correlated in severity.

Victimization is the process and result of social deformation, desocialization of the individual.

The subject of victimization is a person or a group of people who victimize (destructively) influence a particular person, turning him into a victim, disadapting and desocializing his personality.

The roles of the victimizer and the victim can be both pronounced, for example, in situations of violence, and not outwardly expressed in cases of psychological suppression.

A real example of the victimizing influence of a teacher on a child-student primary school cites Vasily Alexandrovich Sukhomlinsky (1918-1970) in the article "Difficult Children". He emphasized that there are children who are especially sensitive. They are excited by school bustle - running around, noise, especially the teacher's cry, even when he does not apply to him. The student is numb from screaming. Fear binds the child so much that he does not even hear his own name. The speech of the teacher loses its meaning for him, he cannot understand what he is talking about. It happens that 15-20 minutes of the lesson fall out of the mind of the student. He continues mechanically to do what he did until the time when fear deafened, stunned his consciousness. From time to time the teacher's cry is addressed directly to him. If only the teacher knew that in those moments when he approaches, the boy's legs tremble!

The object of victimization is a person who is affected by adverse conditions that have a destructive effect on his socialization and adaptation.

Types of victimization:

Personal

· Group

general

Orphans, to varying degrees, are characterized by each of these types. Some socio-psychological personality traits determine the predisposition of orphans to become victims and losers again and again in various areas of life. Each group influences its members both positively and negatively. The atmosphere of orphanages, orphanages and boarding schools does not satisfy many of the psychological needs of children. And they early childhood have psychological deformities. Also very important is the fact that there is no family model in front of the eyes, thanks to which the child could learn social roles and rules of interpersonal relationships.

· Real - these are people who, as a result of their originality, are already in a state characterized as desocialization. (people with disabilities, with disabilities, with psycho-somatic defects and deviations; social orphans)

· Potential victims of victimization are people who, due to certain reasons, may have negative consequences of socialization. (children, adolescents, youths with borderline mental states and character accentuations; children with a depressive position, children of migrants, etc.)

Latent victims of victimization - normally developed or gifted people who have not realized their potential due to a difficult life situation or social conditions which man is powerless to influence.

Orphans and graduates of orphanages have a very high level of vectorization: according to statistics, up to 30% of them become homeless, up to 20% offenders, up to 10% commit suicide.

A. I. Nastenkova argues: the result of a child’s stay in boarding schools is the presence in the socio-psychological status of pupils of such characteristics as undeveloped social intelligence, dependency, rental attitudes, a receptive type of character, and an increased level of deviant behavior. The society is trying to create a system of orphanages and boarding schools, correctional institutions that should fill in the gaps in the socialization of children who grew up without parents. But there are a number of factors hindering the solution of this problem:

1. Low indicators of qualification and professionalism of personnel working in educational institutions of a closed type. One of the reasons is the absence in Russia of the specialty “orphanage teacher”, therefore, there are no training programs for personnel in universities. Due to the high level of stress, educators often quit, and this, in turn, has an extremely unfavorable effect on the psyche of children.

2. Emotional and personal deformations. Deprivation, especially at an early age, leads to serious defects in the development and socialization of children. The staff of educational institutions is not able to satisfy the need for maternal love and affection, especially in the first years of life. Superficial contact with a few adults, and multiple interactions with peers, also contribute to orphan victimization.

3. "Closed" space of orphanages. A contribution to the victimization of orphans also makes a long stay in a closed institution, which is funded by the state. Standardization of behavior and outlook, a small number of social connections and roles significantly narrow the experience that an orphan child can experience. The consequences of these factors are especially severe in the adult life of graduates; they can manifest themselves as a tendency to immoral and asocial life.

4. Interpersonal relationships. Deprivation, psychological trauma, and developmental delay often cause problems in interpersonal communication, both with adults and with peers. Directive forms of addressing educators and teachers to the pupil often carry negative character, while praise and affection are much less common. The rare use of the first name, and more often the last name of the child, often creates negative associations with the name, this fact explains the tendency of orphans to nicknames and clicks.

5. Negative social stereotypes about children from orphanages. The realization of this fact occurs in orphans not only after graduation, the children realize that they are carriers of negative labels much earlier.

6. Career guidance for children from the orphanage. The closeness of educational institutions, and the narrow range of opportunities for vocational guidance for orphans, significantly narrows the possibilities. As a result, orphans are much more likely to choose professions that do not enjoy prestige, receive secondary vocational education, and not higher education. Their ambitions are much lower than those of children brought up in a family.

7. Inability to live independently. There is a need for educational programs that will help orphans more organically integrate into society. For frequent inability to work, take care of yourself and your home is a significant problem for graduates of educational institutions. Safety rules and sanitary standards are the reason why pupils do not participate in cooking, cleaning, and other household chores. And after graduating from the orphanage and moving to his own apartment, the orphan experiences, in addition to strong emotional stress due to changes in the environment and the need to live alone, also household problems, in cooking, distributing money, etc.

For assistance, there is a helpline and a public reception. There are non-state public organizations who help alumni. They provide material support: temporary accommodation, clothing and food, and informational assistance, legal and educational advice.

Siorta children socialization

Nowadays, orphans live and are brought up in orphanages, orphanages and boarding schools. These establishments provide relatively comfortable and safe living conditions. Provide children with food, clothing and everything necessary. They also strive to give the best possible upbringing and education. The presence of such institutions everywhere is a progress compared to the 20th century, which indicates a positive trend in improving the living conditions of orphans. At this stage of social development, there are still a number of serious problems in the education of orphans. In Russia, both on the part of the state and on the part of scientific theorists and practical teachers, much attention is paid to improving the efficiency of the existing system of orphanages and other residential institutions.

It is an undeniable fact that adoption and guardianship in the overwhelming majority of cases is a much more favorable option for a child, placing him in an orphanage, unfortunately this option is not always possible. And the need for the existence of institutions of public education will exist for a long time. Therefore, the need to modernize this system, increase the effectiveness of the socialization of pupils, is very relevant for consideration by politicians, scientists and practicing teachers. The reform of the legal framework, the establishment of professional training for working with orphans is by no means a complete list of necessary steps to improve the quality of socialization and, as a consequence, the life of graduates. In the field of vocational guidance, it is necessary to increase the relationship of orphanages with various professional structures, and increase the opportunities for orphans to choose a specialty. Effective sets of measures are also needed to prevent orphanhood in society, it is necessary to develop and improve the culture and welfare of society. Each member of the society should be involved in this work, and by making a feasible contribution of each, the society will be able to significantly reduce the number and improve the standard of living and the quality of socialization of orphans.

With the effective interaction of state policy, religion, scientists, as well as every citizen, we can raise our society to a qualitatively new level. Let everyone who reads these lines ask themselves what can I do to solve this problem. Perhaps you can rid yourself and society of negative stereotypes and labels, perhaps you can help financially by donating toys or clothes, perhaps you can adopt a child and help him grow up as a harmonious and holistic personality, perhaps you are a competent specialist, and it is your work that children need so much , and perhaps you are a competent scientist, and you can formulate a concept that will solve the problem of victimization of orphans. What can you do? If it seems to you that your contribution is too small, then remember, zero, no matter how much you multiply, it will still remain zero, so one is billions of times greater than zero. And even if everyone takes a small step towards solving this problem, this will be a huge progress.

Bibliography

1. Belozerov, I.V. Religious policy of the Golden Horde in Russia in the XIII-XIV centuries. [Text]: dis. cand. ist. Sciences: 07.00.02: defended 01.22.02: approved.15.07.02 / I. V. Belozerov. - Moscow, 2002. - 215 p.

2. Bozhovich, L.I. Problems of personality formation. // Ed. DI. Feldshein. 2nd ed. Moscow: Voronezh, 1997.

3. Bryntseva G. It's time for children to go home / G Bryntseva // Rossiyskaya Gazeta. -- 2013. -- August 8. -- S. 14.

4. The number of orphans is declining in Russia. [Electronic resource - 2016.- Electronic resource of local access. (CD)

5. Vinogradova E.V. Features of interpersonal relations in orphanages and boarding schools. [Text]: dis. cand. crazy. Sciences: 07.00.10: protected 01.22.10: approved. 07/15/10 / Vinogradova E.V. - Moscow, 2010. - 215 p.

6. Komkov S. E. Where do homeless children come from in Russia / Komkov S. E. // Social pedagogy - 2005. - No. 1. - 23-31 p.

7. Lobatyuk VV Social structure, social institutions and processes. [Text]: author's abstract. dis. for the competition scientist step. cand. teacher. Sciences (22. 01. 2007.) / Lobatyuk V. V. St. Petersburg. 2007. 15 p.

8. Mateychek Z. Psychic deprivation in childhood / Z Mateychek. J. Langmeyer. -- Ovsyannikov: Avicenum, 1984.- 335

9. Mukhina V.S. Psychological assistance to children brought up in a boarding school / / Age psychology. -- 1989 --#1. pp. 28-36.

10. Nastenkova A. I. The problem of socialization of orphanage pupils: myth or reality // Young scientist. - 2013. - No. 1. -- S. 321-323.

11. Osadchaya G. I. Lectures on sociology. / Osadchaya G. I. - Moscow: RSSU Publishing House, 2008. -53 p.

12. Federal law: On additional guarantees for social support for orphans and children left without parental care

14. Elkonin D.B. On the problem of periodization of mental development in childhood // Questions of Psychology, 1971, No. 4, p. 6--20

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Pedagogical conditions and technologies of social rehabilitation work with orphans and children left without parental care in a social service institution. Organizational structure of social rehabilitation work with them.

term paper, added 01/31/2014


Theoretical analysis of the concept of social orphanhood as a socio-pedagogical problem. Features of the socialization of the child and the factors influencing this process. Psychological characteristics of children - social orphans. Basic legal guarantees for orphans.

Natalia Lavrova
Methodological recommendations "Socialization in the conditions of an 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, the immediate concrete plans are important for them, 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, absence bad habits, the development of physical qualities that ensure successful adaptation to work, various types of 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 an 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, stable interests, ideas, about the need for work in human life, the education of diligence, the 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 cash 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 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» .

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