Organization of interagency cooperation on the prevention of negative phenomena. The program of "interdepartmental interaction of an educational institution with the bodies and institutions of the neglect prevention system" a work program on the topic. Criminal Spanish
In accordance with the Federal Law "On the Fundamentals of the System for the Prevention of Neglect and Juvenile Delinquency", educational institutions are the subject of the prevention system and are called upon to organize interaction with other participants in this work.
Municipal educational institutions interact:
1. With the executive and representative authorities of the municipal level:
− administration of the municipality;
− territorial body of social protection of the population;
− municipal education authority;
− municipal health authority;
− municipal bodies of internal affairs;
− district (city) court;
− district (city) prosecutor's office;
− municipal employment agency;
− municipal authority for physical culture, sports and tourism;
− municipal body of culture.
2. With interdepartmental commissions:
− Territorial commission for minors and protection of their rights;
− municipal commission for crime prevention;
− the municipal commission for the organization of recreation, health improvement and employment of children during the holidays.
3. With public associations, organizations, foundations.
4. With the media.
Forms of pedagogical prevention: The main forms of pedagogical prevention are socio-pedagogical diagnostics, information-educational and social-preventive work with students and their parents (legal representatives).
Socio-pedagogical diagnostics with students and their parents is carried out by specialists of an educational institution, in which information is collected about the impact on the individual and society of socio-psychological, pedagogical, environmental and sociological factors in order to increase the effectiveness of pedagogical factors.
The purpose of diagnostic work with parents is to diagnose the type of family education, parents' attitudes towards children and their own family.
Working with parents and families is a complex and necessary activity for the prevention of neglect and juvenile delinquency, since the family is one of the critical factors influencing the formation of deviations in the behavior of children and adolescents.
The results of the diagnostic work not only provide the specialist with information about possible problems in the system of family education, child-parent relationships, but also make it possible to identify the area possible problems in those families where the imbalance family relations has not yet arrived, but there are already some negative trends.
Diagnostic work can be carried out both in a group and by an individual method, while reporting the results of diagnostics is always carried out individually.
Diagnostic work with students allows timely identification of a group of children with an increased risk of developing various bad habits and behavioral deviations, as well as features of abnormal development of children.
Outreach work with parents is aimed at the formation of a viable personality, humanistically oriented towards society and towards oneself, deepening and concretizing knowledge about the prevention of juvenile delinquency and crime.
Information and educational work with parents is aimed at prevention, prevention of possible violations in family relations and family education. To this end, parents need to be introduced to those forms of family relations and family education that can lead to negative deviations in the behavior of children and adolescents.
Information and educational work with parents should be aimed at explaining the influence of marital relations and the type of family education on the development of negative deviations in the behavior of children and adolescents. The forms of such work are lectures, seminars, conversations, thematic parent meetings with the involvement of specialists (doctors, psychologists, lawyers, etc.)
Outreach work with students. It is at school that such work can be most effective and effective. All the work of teachers should be built on the prevention of bad habits and negative deviations in behavior. It is necessary to form in the child at all stages of his development the correct ideas about abnormal habits and behaviors, about their social consequences.
The information and educational form of work on the prevention and prevention of deviations in the behavior of children and adolescents can be divided into the following main areas:
- socio-pedagogical roots of deviations in behavior;
– legal deviations of the consequences of deviant behavior from the norm;
social consequences of antisocial habits.
In each of these areas, it is necessary to involve specialists of various profiles (doctors, lawyers, psychologists) to work with children.
Teachers of educational institutions should carry out preventive work both directly in the lessons on the subject, and at extracurricular activities.
Extra-curricular activities aimed at developing public position to certain violations of discipline, generally accepted norms of behavior.
Information for children is presented widely and varied, using the media, technical teaching aids. All this allows children to obtain a coherent system of knowledge, overcome erroneous opinions about certain bad habits, and contributes to the formation of adequate behavior.
Social and preventive work includes a complex of active educational and pedagogical activities carried out by an educational institution.
When developing social and preventive measures, it is necessary to take into account:
- features of the manifestation of a particular bad habit in a child, the socio-cultural conditions under which it was formed;
- the level of general awareness of the child about the consequences of deviation;
- the degree of severity of anomalous personality manifestations.
The main methods of pedagogical prevention. The main methods of work used in preventive work: training, lecture, discussion, brainstorming, role-playing games, group tasks.
1. Training.
The psychological term "training" comes from the English "totrain" - to train, train. In a broad sense, training is: knowledge of oneself and the world around; change of "I" through communication; communication in a confidential and informal atmosphere; an effective form of work for the assimilation of knowledge.
Objectives of preventive training:
- raising the level of awareness of students in the field of prevention of homelessness and juvenile delinquency;
- changing the attitude of students to the emergence and development of negative phenomena;
- development and development of effective communication skills, self-confidence, leadership qualities;
- the formation of positive values and motivation among students to maintain health.
These tasks together or individually can be the goal of the training. The training is conducted for the target group in an interactive form - when he has the opportunity to simultaneously discuss unclear points, ask questions, immediately consolidate the acquired knowledge, and form behavioral skills while receiving information. This method involves participants in the process, and the learning process itself becomes easier and more interesting. The optimal number of participants in the group is 14-18 people, maximum amount- 20 people.
Structure of the training: introduction (5% of working time); a brief presentation of the goals and objectives of the training, organizers, guests; acquaintance (5% of working time); participants' expectations (3% of working time); adoption of the rules of the group (5% of the working time); assessment of the level of awareness (5-10% of working time); updating the level of awareness (5-10% of working time); actualization of the problem (10-30% of the working time); information block (20-30% of working time); acquisition of practical skills (20-60% of working time); completion of work; receiving feedback (5% of working time).
2. Lecture
Lecture – most fast way providing the necessary information to an unlimited number of listeners. It is necessary to prepare a lecture in the following ways: choose a topic; determine what your speech will be about, i.e. what you will say. The message of the material should be as exhaustive. New knowledge is assimilated better if it is somehow related to what a person already knows. Remember that the audience is interested in the following details: When and where? Who? What happened? How and why? What are the results? The message of the material must be honest and neutral. It makes no sense to exaggerate the negative facts and hide the attractive sides. Remember that information can be obtained from different sources, and petty lies will immediately reduce the value of your words. By misrepresenting information, you are taking on the role of a “custodial parent.” The optimal position is a volunteer who does not intimidate, but communicates what he knows about the joys and dangers, so that people can understand the world around them and how to do the right thing. The material must be interesting and competent. The information you provide must be absolutely correct. It makes sense to involve some specialists from different fields in the work: doctors, psychologists, sociologists, etc. Remember that during the lecture you need to use visual material.
3. Discussion
The discussion occurs when each participant expresses his opinion on a particular topic, based on his knowledge and experience. This is an exchange of views. Two or more people can participate in a discussion. The most constructive option is 6-8 people. Such a number of participants allows everyone to fully express their opinion and listen to partners in the discussion.
Requirements for conducting a discussion: a clear selection of the subject, object; one should not miss the main provisions of what is being discussed; it is necessary to ensure that the participants do not use incorrect methods of discussion, such as: violation of literary norms; arguments for pity; use of invalid arguments; the facilitator should sum up, i.e., formulate what the group came to.
4. Promotion
Action (from the French action - an act, action, business, operation, activity, performance) - an action taken to achieve a goal. The action as a form of work is a real socially significant matter with the achievement of a certain result, useful both for the organizers themselves and for those around them. The main criteria of the action: Relevance - the property of the event to be aimed at solving the most important problems for society. Continuity is a requirement for an event to take into account what was done before the development of this event began; continuity as the quality of an event indicates that it is not created from scratch, but based on previous experience. Reality is the property of an event to be feasible, optimal for the potential of specific participants. Originality - the quality of the event to reflect the specifics of a certain direction, the originality of the content, forms and methods of activity, an unconventional approach to solving problems.
5. Brainstorm
Brainstorming is good way the rapid inclusion of all members of the group in the work on the basis of the free expression of their thoughts on the issue under consideration. Basic rules for brainstorming:
– formulate a question/task;
– fix/record all proposals received from the participants;
- expressed thoughts and suggestions are not criticized or evaluated.
6. Role play
Role-playing games are small scenes of an arbitrary nature, reflecting models of life situations. In role-playing games, participants are given the opportunity to: show the existing stereotypes of response in certain situations; develop and use new behavioral strategies; work out, survive their inner fears and problems.
Essence and specificity of interdepartmental cooperation programs for the protection of the rights and legitimate interests of children.
Programs of interdepartmental interaction of educational institutions and commissions on juvenile affairs. The role of a social educator as a coordinator of programs of interdepartmental interaction on socio-pedagogical prevention.
The main forms of interdepartmental interaction in order to improve the work on the socio-pedagogical prevention of deviant behavior of minors. Criteria for the effectiveness of interdepartmental interaction on the issues of socio-pedagogical prevention of deviant behavior of children and adolescents.
The problem of prevention of socially dangerous behavior of adolescents is socially significant and multifaceted, and its solution is impossible without the development of the necessary set of coordinated measures. To date, the effectiveness of preventive work to prevent deviant behavior of adolescents depends on the availability and implementation of an effective set of interdepartmental measures both in the region and in each institution of general secondary education for the early elimination of the conditions and causes of ill-being of minors.
Interdepartmental interaction is based on a systematic approach, which is currently one of the most effective in the socio-pedagogical prevention of deviant behavior in adolescents.
AT modern conditions the institution of general secondary education acts as a kind of coordinator of the process of preventing asocial behavior of minors. One of the effective measures to improve the effectiveness of preventive work is the ability of a social pedagogue to build programs for interdepartmental interaction.
Approximate algorithm for developing a program of interdepartmental interaction for the prevention of deviant behavior of adolescents
1. The subject of interaction (common for all parties: the organization of effective socio-pedagogical prevention of deviant behavior of adolescents) .
2. Components (elements of interaction): organizations participating in interdepartmental interaction, a clear definition of the degree of participation of each structure.
3. Definition of mutual interests.
4. The purpose of the interaction is the planned positive end result. The program should have one goal and be formulated in one or two sentences.
5. Objectives of interaction are specific steps in the implementation of the program, which together ensure the achievement of the goal.
6. Nature of interaction:
- voluntary or regulatory;
Long term or short term;
local or large scale.
7. Normative legal consolidation of interaction on the basis of existing legislative acts (cooperation agreement, memoranda of understanding.)
Clear distribution of functions and powers of participating organizations;
A clear delineation of the rights, duties and responsibilities of the parties to the interaction;
Identification of resources that contribute to solving the problem (financial, material, personnel).
9. Risks preventing the solution of the problem:
- narrow departmental interests - inability to work in a team;
Stereotypes in the work of institutions of different departmental subordination, working with families and children;
Departmental regulatory framework;
Outdated criteria for evaluating the activities of institutions and departments that do not meet the tasks of the current situation, etc.
10. Principles for the implementation of the program (voluntary, scientific, child-centered, practice-oriented, variability, complementarity, etc.)
11. Coordination of interaction (mechanisms of activity).
12. Forms and methods of interaction between educational institutions and other stakeholders (round tables, seminars, conferences, actions, campaigns, raids, etc.) based on a single conceptual apparatus.
13. Organization of control and evaluation of the implementation of interdepartmental programs (city coordinating councils - for the prevention of neglect and delinquency among minors; for working with families, etc.).
When developing interagency cooperation programs for the prevention of deviant behavior of adolescents, it is necessary to focus on the development of effective socio-pedagogical technologies and generalization modern techniques and forms of effective interagency cooperation in order to improve socio-pedagogical prevention. An important role in this process is played by the choice of the optimal team of participating organizations and support conditions (availability of specialists, appropriate infrastructure, administrative and material resources), as well as the development of an action program (expected results, deadlines, methods, support technologies, success criteria, stages of work, coordination of actions, areas of responsibility).
PRACTICAL SECTION
TOPICS OF SEMINAR LESSONS ON THE DISCIPLINE "SOCIAL AND PEDAGOGICAL PREVENTION"
Topic 1. Deviant behavior of minors and its socio-pedagogical prevention (2 hours)
Issues for discussion:
1. General characteristics of social deviations and deviant behavior.
2. Comparative analysis of the concepts of deviant behavior: biological, sociological, psychological approaches.
3. Typology of deviant behavior. The main forms of deviant behavior. Interrelation of forms and types of deviant behavior.
4. Socio-psychological characteristics of adolescence, social maturation. Age situational-personal reactions characteristic of children and adolescents. Types of character accentuation in adolescents and their relationship with forms of deviant behavior.
5. The specifics of the organization of preventive work with adolescents. Tasks, principles, forms, methods of socio-pedagogical prevention of deviant behavior.
Questions for self-examination:
1. Expand the content of the following concepts and terms: "social deviations", "social norm", "deviant behavior", "delinquent behavior", "addictive behavior".
2. List the main types of social deviations.
3. Describe the main types of deviant behavior.
4. Name the forms of deviant behavior.
Topic for discussion:
Interest in the biological causes of deviance has survived to this day. What is your attitude to the biological model of deviation explanation? In which of the three approaches (biological, sociological, psychological) do you consider the explanation of deviance the most convincing? Give arguments.
Educational game. Dozen questions method The purpose of the method: the development of cognitive activity of students (thinking, individual consciousness, "I-concept") through the organization of mental activity, meaning creation, polylogue, reflective activity.
Literature:
1. Deviant behavior among young people and countermeasures / V.A. Bobkov, E.M. Babosov, A.V. Rubanov, Yu.V. Nikulina and others - Minsk: MNIISEPP, 2005. - 220 p.
2. Egorov, A.Yu. Behavioral disorders in adolescents: clinical and psychological aspects. Modern textbook // A.Yu. Egorov, S.A. Igumnov. - St. Petersburg: Publishing House "Rech", 2005. - 435 p.
3. Foreign theories of deviant behavior of minors (based on materials from the USA and Great Britain): Educational and methodological guide for a special course / Ed. professor I.P. Bashkatov. - Kolomna: Kolomna state. ped. in-t, 2001. - 124 p.
4. Zmanovskaya, E.V. Deviantology (Psychology of deviant behavior) / E.V. Zmanovskaya. - M.: Publishing Center "Academy", 2003. - 315 p.
5. Kleiberg, Yu.A. Psychology of deviant behavior: Proc. allowance for universities / Yu.A. Clayberg. - M: Sphere, 2001. - 160 p.
6. Kondrashenko, V.T. Deviant behavior in adolescents / V.T. Kondrashenko, S.A. Igumnov. - Minsk: Aversev, 2004. - 365 p.
7. Lichko, A.E. Psychopathies and character accentuations in adolescents / A.E. Lichko. - St. Petersburg: Speech, 2009. - 256 p.
8. Schneider, L.B. Deviant behavior of children and adolescents / L.B. Schneider. - M.: Academic project; Tricksta, 2005. - 336 p.
Topic 2. Socio-pedagogical prevention of aggressive behavior in children and adolescents (2 hours)
Issues for discussion:
1. The concept of aggression and aggressiveness. Aggression as a destructive form of conflict development. Types of aggressive actions.
2. Etiology of aggressiveness: drive theory, frustration theory, social learning theory.
3. Constructive and non-constructive forms of aggression. Socialization of aggressiveness. Situational prerequisites for aggressiveness.
4. Diagnostics of aggressive behavior.
5. The main directions and forms of work of a social teacher in the prevention of aggressive behavior in children and adolescents. Socio-pedagogical work with the parents of an aggressive child.
Questions for self-examination:
1. Expand the content and correlate the following concepts: "aggression", "aggressiveness", "aggressive behavior".
2. Name the main types of aggressive actions.
3. Give the main psychological theories that explain aggressive behavior.
4. What are the conditions and mechanisms for the formation of aggressive behavior?
Practical tasks:
1. Familiarize yourself with the methods for diagnosing aggressive behavior of various modalities: “Method for diagnosing indicators and forms of aggression” by Bass-Darky, “Method for diagnosing the level of aggressiveness” by A. Assinger, projective methods for the psychological diagnosis of aggressiveness: “Non-existent animal”, “Hand test”, “ House - tree - man", "Kinetic drawing of the family".
2. Independently select and work through the literature on the provision of psycho social assistance when working with aggressive children and adolescents, working with parents of an aggressive child.
3. Develop a program of socio-pedagogical work on the prevention and correction of aggressive behavior in adolescents.
Literature:
1. Bandura, A. Teenage aggression / A. Bandura, R. Walters. - M.: April Press, 1999. - 512p.
2. Baron, R. Aggression / R. Baron, D. Richardson. - St. Petersburg: Peter, 1999. - 465 p.
3. Zmanovskaya, E.V., Rybnikov, V.Yu. Deviant behavior of an individual and a group: Textbook / E.V. Zmanovskaya, V.Yu. Rybnikov. - St. Petersburg: Peter, 2010. - 352 p.
4. Egorov, A.Yu. Behavioral disorders in adolescents: clinical and psychological aspects / A.Yu. Egorov, S.A. Igumnov; ed. O. Gonchukova. - St. Petersburg: Speech, 2005. - 436 p.
5. Prokhorov, A.O. Self-regulation of the mental state: phenomenology, mechanisms, patterns / A.O. Prokhorov. - M.: PERSE, 2005. - 352 p.
6. Filippova, O.V. The influence of the media on the development of aggressiveness / O.V. Filippova. - M.: Eksmo, 2003. - 178 p.
7. Filippovich, I.V. Psychology of deviant behavior: Educational method. allowance / I.V. Filipovich, M.V. Maistrov. - Minsk: CJSC "Vedi", 2003.
8. Fromm, E. Anatomy of human destructiveness / E. Fromm. - M.: AST, 2004. - 640 p.
Topic 3. Illegal behavior of children and adolescents and its socio-pedagogical prevention (2 hours)
Issues for discussion:
1. Offenses as a form of antisocial behavior. Types of offenses.
2. The main determinants of illegal behavior. Factors influencing the formation of illegal behavior in children and adolescents.
3. Motivation of illegal behavior. Motivation for delinquency in juveniles.
4. Social institutions and their role in the implementation of the functions of control over people's behavior. Patriotic and overseas experience crime prevention.
5. Socio-pedagogical preventive activities with juvenile delinquents.
Questions for self-examination:
1. How do you understand the essence of offenses? What is the difference between crime and misdemeanors? Expand the forms of antisocial behavior.
2. Show the examples known to you (including the place of residence and study) forms of crime and misconduct.
3. Analyze domestic and foreign experience in crime prevention. What do you see in common and special in the work of the social services of the Republic of Belarus and foreign countries to fight crime and crime?
Practical tasks:
1. Analyze activity social institutions directly performing the tasks of preventing offenses. Why do you think this activity is not effective enough?
2. On specific examples, show the activities of various social institutions to combat crime.
3. Develop a program of socio-pedagogical work on the prevention of delinquency among adolescents.
Educational game. Dozen questions method (diagnosis of the level of students' awareness of the topic).
Literature:
1. Bakaev, A.A. System for the prevention of juvenile delinquency / A.A. Bakaev. - M.: Logos, 2004. - 318 p.
2. Bedulina, G.F. Construction of a model for the prevention of crimes and neglect of minors based on restorative approaches / G.F. Bedulina // Adukatsiya i vykhavanne. - 2009. - No. 11. - P.15-22.
3. Bedulina, G.F. Resocialization of juvenile delinquents in educational institutions of a closed type / G.F. Bedulina // Social-pedagogical work. - 2007. - No. 9. - P.16-20.
4. Raising a difficult child: Children with deviant behavior: Educational and methodological manual / Ed. M.I. Rozhkov. - M.: Humanit. publishing center VLADOS, 2001. - 240 p.
5. Zabryansky, G.I. Sociology of juvenile delinquency / G.I. Zabryansky. - Minsk: Minsktipproekt, 1997. - 172 p.
6. Lapina I.A. Crime as a social problem / I.A. Lapina // My light, issue 4. – Minsk, 2004.- S. 46-56.
7. Protasova, I.A. The activity of a social teacher in the prevention of delinquent behavior of adolescents in a general education institution / I.A. Protasova // Social Pedagogy. - 2008. - No. 3. - P.71-79.
8. Torkhova, A.V. Prevention of illegal behavior of schoolchildren: a manual for general education teachers. institutions / A.V. Torkhova, I.A. Tsarik, A.S. Chernyavskaya. -Minsk: Nat. Institute of Education, 2009. – 120 s.
Topic 4. Social and pedagogical prevention of school maladaptation (2 hours)
Issues for discussion:
1. The concept of school maladjustment, the main indicators. Socio-environmental, psychological, pedagogical, medical and biological factors in the development of school maladaptation. Maladaptive forms of behavioral disorders.
2. The main directions of prevention of maladaptive behavior of students in the activities of a social teacher.
3. Early diagnosis of children at risk.
4. Consulting and explanatory work with parents, teachers.
5. Mobilization of the educational potential of the environment, work with contact groups of a minor, work with a family.
Questions for self-examination:
a. Expand the content of the concepts of "adaptation", "disadaptation", "social maladaptation", "school maladjustment".
b. Describe the main indicators of school maladaptation. List the forms of school maladaptation.
c. Describe the social-environmental, psychological-pedagogical, medical-biological factors in the development of school maladaptation.
d. What are the main areas of prevention of maladaptive behavior of students in the activities of a social teacher.
e. What forms of social and pedagogical work on the prevention of school maladjustment of children and adolescents, in your opinion, are the most effective? Justify your answer.
Reports:
1. Social maladjustment as a factor in behavioral disorders in children and adolescents.
2. School maladjustment and aggressive behavior of minors.
3. The influence of the parental family on the development of maladaptive behavior in adolescence.
Practical tasks:
1. Develop a socialization program "School of Life" for adolescents with the problem of school maladaptation.
2. Develop a program of social and pedagogical work to prevent school maladaptation in the following areas: work with children at risk, work with families, work in society.
Educational game. Dozen questions method (diagnosis of the level of students' awareness of the topic).
Literature:
1. Belicheva, S.A. Personality features and psychological and pedagogical support of disabled children and adolescents / S.A. Belicheva. - M.: ALKOR, 2001. - 405 p.
2. Vinokurov, L.N. School maladjustment and its prevention among students / L.N. Vinokurov. - Kostroma: SVK, 2000. - 165 p.
3. Children of social risk and their upbringing / Under scientific. ed. L.M. Shipitsyna. - St. Petersburg: Rech, 2003. - 144 p.
4. Molodtsova, T.D. Psychological and pedagogical problems of preventing and overcoming maladaptation in adolescents / T.D. Molodtsov. - Rostov n / D .: Phoenix, 1997. - 246 p.
5. Fundamentals of correctional pedagogy: Proc. allowance for students. higher
ped. textbook institutions / A.D. Goneev, N.I. Lifintseva, N.V. Yalpaev; Under
ed. V.A. Slastenin. - 2nd ed., revised. - M.: Publishing Center
"Academy", 2002. - 272 p.
6. Petrynin, A.G. Prevention and overcoming of deviant behavior of adolescents in the process collective activity/ A.G. Petrynin, V.K. Grigorov. - M.: APKiPRO, 2004. - 236 p.
7. Rychkova, N.A. Maladaptive behavior of children: Diagnostics, correction, psychoprophylaxis: Textbook-practical. allowance / N.A. Rychkov. - M.: Publishing house GNOM and D, 2000. - 96 p.
8. Saprygina, N.S. Socio-psychological support for adolescents with maladjustment in an open shift school / N.S. Saprygina // Social Pedagogy. - 2008. - No. 1. - S. 57-62.
Topic 5. Suicidal behavior and its socio-pedagogical prevention (2 hours)
Issues for discussion:
1. Typology of suicidal behavior.
2. Motives for suicidal behavior in adolescents.
3. Recognition of suicidal risk: indicators of suicidal risk. Characterization of factors of increased suicidal risk. Characteristics of anti-suicidal factors.
4. Socio-psychological diagnosis of suicidal tendencies.
5. Forms and methods of socio-pedagogical prevention of suicidal behavior in children and adolescents.
Questions for self-examination:
1. Expand the concepts: "suicide", "suicidal behavior", "suicidal attempt", "suicidal manifestations".
2. How suicidal behavior is explained psychological theories? Give a typology of suicidal behavior.
3. What are the age characteristics of suicidal behavior? List common causes of teenage suicide. Analyze the unconscious and conscious motives for suicidal behavior.
4. What factors of suicidal risk are, in your opinion, of leading importance? What factors prevent suicide?
5. Prove that suicide is one of the most serious social problems.
Reports:
1. "Suicide" in the French sociological school. (Durkheim, E. Suicide: a social study / E. Durkheim. - M .: Pedagogy, 1994. - 216 p.)
2. Understanding and attitude to suicide in Russian philosophical
traditions. (Berdyaev, N.A. About suicide: a psychological study / N.A. Berdyaev. - M .: Publishing House of Moscow State University, 1992. - 24 p.)
3. Suicidal behavior in the psychological concept of E. Shneidman. (Shneidman, E. The Soul of a Suicide / E. Shneidman. - M .: Smysl, 2001. - 115 p.)
Practical tasks:
1. Select diagnostic tools for assessing suicidal risk factors. Assess the degree of suicidal danger in the proposed problem situations.
2. Develop a script for a counseling conversation with a suicidal person. To do this, make a list of questions that you think need to be clarified in order to build a crisis assistance strategy.
4. Having studied the factors of suicide, highlight the predictive criteria for suicidal risk. Arrange the results in the form of a table.
Literature:
1. Vagin, Y. Aesthetics of suicide / Y. Vagin, L. Tregubov. – M.: Meaning, 1997. – 71 p.
2. Kucher, A.A. Identification of suicidal risk in children / A.A. Kucher, V.P. Kostyukevich // Bulletin of psychosocial and correctional and rehabilitation work. - 2001. -№3.- S. 32-39.
3. Lucas, K. Silent grief. Life in the shadow of suicide / K. Lucas, G. Seiden. - M.: Meaning, 2000. - 255 p.
4. Pogodin, I.A. Psychology of suicidal behavior: A manual for university students / I.A. Pogodin. - Minsk: Tesey, 2005. - 208 p.
5. Pogodin, I.A. Suicidal behavior: psychological aspects: Proc. allowance / I.A. Pogodin. - M.: Flinta: MPSI, 2008. - 336 p.
6. Starshenbaum, G.V. Suicidology and crisis psychotherapy: Textbook / GV Starshenbaum. - M.: Kogito-center, 2005. - 278 p.
7. Suicidology: Past and present: The problem of suicide in the works of philosophers, sociologists, psychotherapists and in literary texts / Comp. A.N. Mokhovikov. - M.: Kogito-Centre, 2001. - 565 p.
8. Reader on suicidology / Comp. A.N. Mokhovikov. - Kyiv.: A.L.D., 1996. - 216 p.
Topic 6. Addictive behavior of minors and its socio-pedagogical prevention (2 hours)
Issues for discussion:
1. Addictive behavior, general characteristics. The main forms of dependent behavior.
2. Factors of formation of addictive behavior.
3. Eating disorders. Anorexia nervosa: stages
development, diagnostic criteria. Nervous bulimia.
4. Computer addiction, Internet addiction in children and adolescents.
5. Forms and methods of socio-pedagogical prevention of addictive behavior of minors.
Questions for self-examination:
1. What is addictive behavior? Define the term "addiction" and name the characteristic behavioral reactions of addicts.
2. List the conceptual models of addiction that you know
behavior.
3. Name the main stages of addiction formation. What are the factors contributing to the formation of addictive behavior?
4. What types of addictive behavior are most common in
present time?
Practical tasks:
1. Based on self-selected and analyzed
literature highlight the criteria for early detection of addiction in a teenager.
2. Develop a checklist for parents “Building Relationships with
dependent teenager in the family.
3. Develop a program of social and pedagogical work on
prevention of addictive behavior in adolescents.
4. Develop a scenario for conducting a corrective and preventive lesson for adolescents with addictive behavior.
Reports:
1. The problem of game addiction in modern psychology.
2. Study of food addiction in psychology and psychiatry.
The lesson runs on the logical chain method. The purpose of the method is the development of students' cognitive activity (in particular, the development of logical thinking) through the organization of lexical communication, reflective activity, and meaning creation.
Literature:
1. Gogoleva, A.V. Addictive behavior and its prevention / A.V. Gogolev. - M.: Moscow Psychological and Social Institute, 2002. - 240 p.
2. Kleiberg Yu.A. Deviant behavior in questions and answers: a textbook for universities / Yu.A. Clayberg. - M.: Moscow Psychological and Social Institute, 2006. - 304 p.
3. Kulakov, S.A. Diagnosis and psychotherapy of addictive behavior in adolescents / S.A. Kulakov. - M.: Education-AST, 1998. - 487 p.
4. Odarenko, O.V. Psychopathological aspects of life on the Internet / O.V. Odarenko // Independent psychiatric journal: Vestnik NPA. - 2002. - No. 4. - S. 69-70.
5. Psychology and treatment of addictive behavior / Ed. S. Dowling. – M.: Klass, 2007. – 232 p.
6. Smagin, S.F. Addiction, addictive behavior / S.F. Smagin. - St. Petersburg: MIPU, 2000. - 250 p.
7. Starshenbaum, G.V. Addictology. Psychology and psychotherapy of addictions / G.V. Starshenbaum. - M.: Kogito-Centre, 2006. - 280 p.
8. Weinhold, B., Weinhold, J. Liberation from codependency / B. Weinhold, J. Weinhold / Translated from English. A.G. Cheslavskaya. - M .: Independent firm "Class", 2003. - 224 p.
Topic 7. Socio-pedagogical prevention of drunkenness and alcoholism in children and adolescents (2 hours)
Issues for discussion:
1. Drunkenness as a social phenomenon: main motives.
3. Childhood and adolescent alcoholism.
4. Diagnostic boundaries of drunkenness and alcoholism. Stages of development of alcohol dependence.
5. Forms and methods of socio-pedagogical work on the prevention of drunkenness and alcoholism in children and adolescents.
Questions for self-examination:
1. Define the concepts of "drunkenness" and "alcoholism". Name the social consequences of drunkenness and alcoholism.
2. What factors contribute to the formation of drunkenness and alcoholism?
3. List the stages of development of alcohol dependence.
4. List the main forms and methods of socio-pedagogical work on the prevention of drunkenness and alcoholism in children and adolescents.
Problem questions:
1. What is the level of drunkenness and alcoholism in our country? What are their reasons?
2. Describe the activities of the social institutions of society to overcome drunkenness and alcoholism.
3. What do you know about foreign experience in the fight against drunkenness and alcoholism?
Practical tasks:
1. Analyze the experience of social services (at the place of your residence, work, study) in the fight against drunkenness and alcoholism.
2. Develop a program of social and pedagogical work at school to prevent drunkenness and alcoholism among adolescents.
The lesson runs on the four corners method. Purpose of the method: creation of a favorable atmosphere, establishment of communication, actualization of knowledge, attitude towards it, development of positive cognitive motivation, generalization of knowledge, etc.
Literature:
1. Hoffman, A.G. Clinical narcology / A.G. Hoffmann. - M.: "MIKLOSH", 2003. - 215 p.
2. Gruzd, L.V. Psychological factors and mechanisms of formation of alcohol and drug dependence / L.V. Gruzd / Actual problems of psychology at the present stage of social development: Collection of scientific papers / Ed. M.G. Rogova, V.G. Ivanova. - Kazan: KSTU, 2003. - 464 p.
3. Goodwin, D.W. Alcoholism / D.W. Goodwin / Per. from English. - M .: Olymp-Business, 2002 . – 240 s.
4. Egorov, A.Yu. Alcoholization and alcoholism in adolescents and youth: personal characteristics, clinical manifestations, gender differences / A.Yu. Egorov // Issues of mental health of children and adolescents. - M., 2003. - 286 p.
5. Maksimova, N.Yu. Psychological prevention of alcoholism and
drug addiction of minors: Proc. allowance / N.Yu. Maksimov. - Rostov-on-Don: Phoenix, 2000. - 384 p.
6. Potter-Efron, R.T. Shame, guilt and alcoholism: clinical practice / R.T. Potter Efron. - M.: Institute of General Humanitarian Research, 2002. - 416 p.
7. Psychology and treatment of addictive behavior / Ed. S. Dowling. – M.: Klass, 2007. – 232 p.
8. Rudakova, I.A. Deviant behavior / I.A. Rudakova, O.S. Sitnikova, N.Yu. Falchevskaya. - Rostov-on-Don: "Phoenix", 2005. - 156 p.
Topic 8. Socio-pedagogical prevention of drug addiction in children and adolescents (2 hours)
Issues for discussion:
1. Drug addiction and substance abuse as a form of chemical dependence. Stages of drug addiction formation.
2. Social, psychological, biological factors in the formation of drug addiction.
3. Motivation for the primary use of narcotic substances.
4. The main directions of socio-pedagogical activities for the prevention of drug addiction in children and adolescents.
5. Organization of the activities of a social pedagogue with adolescents who use or are prone to using drugs.
Questions for self-examination:
1. Expand the content of the concepts of "drug addiction" and "substance abuse". Show the connection between these and other forms of deviant behavior.
2. List the stages of formation of drug addiction.
3. Name the main factors in the formation of drug addiction.
4. What do you see as the reasons for the large-scale spread of drug addiction and substance abuse?
5. Expand the main areas of socio-pedagogical activities for the prevention of drug addiction in children and adolescents.
Practical tasks:
1. Show on specific examples and analyze the activities of various social institutions to prevent and reduce the scale of drug addiction and substance abuse in our country.
2. Develop a program of socio-pedagogical work on the prevention of drug addiction and substance abuse among adolescents.
Topic for discussion:
Data on the effectiveness of the treatment of drug addicts is very contradictory. Is it possible to overcome drug addiction? And under what conditions? Argument your point of view.
The lesson ends on the Complete the Phrase method. Purpose of the method - prompt inclusion of students in activities, interaction, creation of a favorable atmosphere, establishment of communication.
Literature:
1. Keselman, L.E. Social space of drug addiction / L.E. Keselman, M.G. Matskevich. - St. Petersburg: Publishing house inst. them. V.M. Bekhtereva, 2002. - 250 p.
2. Komissarov, B.G. Teenagers and drugs. Choose life / B.G. Komissarov. - Rostov n / D .: Phoenix, 2001. - 128 p.
4. Nikolaeva, L.P. Lessons of drug addiction prevention at school: a teacher's guide / L.P. Nikolaev, D.V. Kolesov.– M.: Moscow Psychological and Social Institute; Voronezh: Publishing House of NPO "MODEK", 2000.- 162 p.
5. Prevention of adolescent and youth drug addiction / Ed. S.V. Berezina, K.S. Lisetsky, I.B. Oreshnikova. - M.: Institute of Psychotherapy, 2000. - 256 p.
6. Prokhorov, A.O. Self-regulation of the mental state: phenomenology, mechanisms, patterns / A.O. Prokhorov. - M.: PERSE, 2005. - 352 p.
7. Sirota, N.A. Prevention of drug addiction in adolescents: From theory to practice: Toolkit/ ON THE. Sirota, V.M. Yaltonsky, I.I. Khazhilina, N.S. Wiederman. - M.: Genesis, 2001. - 215 p.
8. Khazhilina, I.I. Prevention of drug addiction: models, trainings, scenarios / I.I. Khazhilin. - M.: Institute of psychotherapy, 2002. - 227 p.
Topic 9. Social and pedagogical prevention negative impact subcultures for the socialization of minors (2 hours)
Issues for discussion:
Similar information.
Target– development and implementation of a systemic, integrated approach to address issues of preventive work with students who are in a socially dangerous situation. Tasks: 1. Improving the activities of an educational institution on the prevention of asocial behavior of students. 2. Creation of a rational effective system of interdepartmental interaction of an educational institution with bodies and institutions of the system for the prevention of neglect and juvenile delinquency. 3. Development of a system for the work of an educational institution on the prevention of the use of alcoholic and alcohol-containing products, narcotic and psychotropic substances, smoking mixtures. |
1. Compliance with legal documents regulating the activities of an educational institution and the procedure for interdepartmental interaction on the prevention of neglect and asocial behavior of students. 2. The number of students who have committed crimes, administrative offenses and socially dangerous acts. 3. The number of students in a socially dangerous situation, registered within the lyceum and registered with the ODN of the internal affairs bodies. |
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PROGRAM
St. Petersburg
2014
PROGRAM PASSPORT
Program name | "Interdepartmental interaction of an educational institution with bodies and institutions of the neglect prevention system" |
Program customer | Administration GBPOU LSIT, St. Petersburg |
Program developers | social pedagogue, teacher of academic discipline Bortnikova Natalia Anatolievna |
Program executors | Administration and teaching staff |
Purpose, objectives of the program | Target - development and implementation of a systematic, integrated approach to solving issues of preventive work with students who are in a socially dangerous situation. Tasks:
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The most important target indicators of the program |
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Terms of the program implementation | 2014-2015 |
Source of financing | Budgetary and extrabudgetary funds |
Expected Program Outcomes and Performance Indicators |
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Introduction
The recent spread of negative phenomena in the children's and youth environment, such as the use of alcoholic products, the consumption of various types of narcotic and psychotropic substances, and all kinds of smoking mixtures, has become a subject of acute public concern. These negative phenomena directly affect the quality of students' assimilation of the educational program, their state of health.
The subject of concern is the situation with child and juvenile delinquency. According to the Department of the Ministry of Internal Affairs of Russia for St. Petersburg for 2013-2014, there was an increase in the number of administrative offenses committed by students of GBPOU LSIT. There is an increase in the number of socially dangerous acts committed by students of GBPOU LSIT who have not reached the age of criminal responsibility. Of great concern are administrative offenses committed by students under Art. Code of Administrative Offenses of the Russian Federation associated with the use of alcoholic and alcohol-containing products, toxic substances.
In this regard, an urgent issue is the development and implementation of a systematic, integrated approach to solving issues of preventive work with students and families in a socially dangerous situation, as well as interdepartmental interaction in this area.
The purpose of this programconsist in the development and implementation of a systematic, integrated approach to solving issues of preventive work with students and families in a socially dangerous situation.
Tasks:
- Improving the activities of an educational institution on the prevention of neglect and asocial behavior of students.
- Creation of a rational effective system of interdepartmental interaction of an educational institution with bodies and institutions of the system for the prevention of neglect and juvenile delinquency.
- Development of a system for the work of an educational institution on the prevention of the use of alcoholic and alcohol-containing products, narcotic and psychotropic substances, smoking mixtures.
Guidelines for the work of GBPOU LSIT in the direction of prevention of neglect and antisocial behavior, students and interdepartmental interaction in this area are the provisions of Federal Law No. 122-FZ “On the Fundamentals of the System for the Prevention of Neglect and Juvenile Delinquency”, regional laws and regulations.
Project concept.
- A positive solution to the problem of asocial behavior of students is possible with a systematic, integrated approach.
- We believe that the factors influencing the state of the system for the prevention of neglect and asocial behavior of students in GBPOU LSIT, St. Petersburg are: the level of formation of motivation for law-abiding behavior among students in GBPOU LSIT, a developed system of interaction between all participants educational process
- Factors influencing the state of preventive work with students and families in a socially dangerous situation are considered by us in their totality, which allows us to achieve positive results in the implementation of the program.
Program stages
- Organizational stage (01.09.2014 - 01.09.2015) -Instructive and methodological work of the head and organizers of the program with its participants. Determination of criteria for evaluating the effectiveness of the program. Development of monitoring to track the results of the program.
Intermediate results:
- The criteria for evaluating the effectiveness of the program have been determined.
- A system has been developed and introduced to identify and preventive work with students and families in a socially dangerous situation and interdepartmental interaction in this area within the framework of an educational institution.
- Monitoring has been developed to track the results of the program.
- An introductory diagnostic was carried out to determine the real state of affairs in the GBPOU LSIT, concerning the state of the system for the prevention of antisocial behavior of students in the GBPOU LSIT.
- Theoretical stage (09/01/2014 - 10/01/2014)– organization and holding of events aimed at raising the awareness of participants in the educational process on issues related to the system for preventing neglect and antisocial behavior of students of GBPOU LSIT. Development and approval of local acts of an educational institution and other documentation on the organization of a system for the prevention of neglect and antisocial behavior of students in the lyceum and interdepartmental interaction in this area.
Intermediate results:
- Measures were taken (the issue of organizing a system for the prevention of neglect and asocial behavior of students was heard within the framework of the pedagogical council, meetings with the director, meetings of the Prevention Council, parent meetings, educational hours held in groups of the lyceum).
- Directions were determined and documentation support was approved, which ensures the interaction of participants on the implementation of the program.
- Implementation stage (01.10.2014-01.09.2015)– organization and holding of events within the framework of the program implementation. Implementation of final monitoring to track the results of the program.
Intermediate results:
- The completeness of the implementation of the created action plan by the participants of the program was determined.
- Final monitoring was carried out to track the results of the program.
- Analytical stage (09/01/2015 - 12/31/2015)- collection, processing, analysis, interpretation and generalization of the results of the program, identification of the conformity of the results of the program with the goals, formulation of conclusions and conclusions.
Intermediate results:
- An analytical report on the implementation of the program and the results of its implementation was presented.
- Public report of the head and organizers of the program to the teaching staff of the school.
LIST OF ACTIVITIES TO IMPLEMENT THE PROGRAM
Events | Dates | Responsible |
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Organizational and administrative activities |
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Development of local acts on the organization of a system for preventing neglect of asocial behavior of students of GBPOU LSIT | 2014-2015 | Administration of GBPOU LSIT |
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Monitoring the state of the system of neglect and prevention of asocial behavior of students in GBPOU LSIT, St. Petersburg | 2014-2015 | Deputy director for educational work, social pedagogue. |
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Creation of a single information space that ensures effective interaction of all subjects of prevention in an educational institution. | 2014-2015 | Administration of GBPOU LSIT |
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Improving the documentation support for the prevention of neglect and antisocial behavior in an educational institution. | 2014-2015 | Administration of GBPOU LSIT |
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Diagnosis of the prevalence of negative phenomena among students in the lyceum | 2014 | Administration of GBPOU LSIT, social pedagogue, pedagogue psychologist |
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| 2014-2015 | Administration of GBPOU LSIT |
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Holding meetings of the pedagogical council, meetings with the director on the implementation of the program. | 2014-2015 | Administration of GBPOU LSIT |
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Drawing up and implementation of plans for joint activities with bodies and institutions of the system for the prevention of neglect and juvenile delinquency. | 2014-2015 | Administration of GBPOU LSIT |
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Organization of the activities of the Council for Prevention as a body coordinating the activities of subjects of prevention within the framework of an educational institution. | 2014-2015 | Administration of GBPOU LSIT, members of the Prevention Council |
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Development and introduction within the framework of an educational institution of criteria for evaluating the effectiveness of the system for the prevention of neglect and antisocial behavior. | 2014 | Administration of GBPOU LSIT |
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Development and monitoring of the implementation of the program | 2014-2015 | Administration of GBPOU LSIT, social teacher, master of industrial training, educator. |
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Organization and coordination of the activities of the Prevention Council of the GBPOU LSIT. | 2014-2015 | Administration of GBPOU LSIT |
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Organization of the activities of mentors for underage students registered in the ODN and KDN | 2014-2015 | Deputy director for educational work, social pedagogue, together with representatives of interested bodies and institutions of the system for the prevention of neglect and juvenile delinquency. |
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Organization of extracurricular employment for students of GBPOU LSIT, including those registered within the lyceum and registered with the ODN, KDNiZP within the framework of the Federal State Educational Standard. | 2014-2015 | Administration of GBPOU LSIT |
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Monitoring the drug situation in an educational institution. | 2014-2015 | Deputy director for educational work, master of industrial training, educator. |
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Development and implementation of an effective model of psychological and pedagogical support for students of GBPOU LSIT, including those registered within the lyceum and registered with the ODN. | 2014-2015 | Administration of GBPOU LSIT, teacher psychologist |
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Development and implementation of a system for identifying and preventive work in an educational institution with families where parents do not fulfill the responsibility for the upbringing, maintenance and education of children. | 2014-2015 | Administration of GBPOU LSIT |
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Information and explanatory work with participants in the educational process |
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Conducting a survey among participants in the educational process on the prevention of neglect and antisocial behavior, students of the lyceum. | 2014-2015 | Deputy director for educational work, social teacher, master of industrial training, educator. |
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Holding meetings of pedagogical councils on the prevention of neglect and antisocial behavior of lyceum students. | 2014-2015 | Administration of GBPOU LSIT |
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Organization of explanatory work with participants in the educational process in terms of improving their legal literacy | 2014-2015 | Administration of GBPOU LSIT, social teacher, master of industrial training, educator with the involvement of employees of bodies and institutions of the system for the prevention of neglect and juvenile delinquency. |
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Creation of information stands dedicated to the prevention of neglect and antisocial behavior of students. | 2012-2014 | Administration of GBPOU LSIT, social pedagogue |
Resources
- Legal and regulatory framework governing issues related to the implementation of the program.
- Attraction of budgetary and extrabudgetary funds.
- The personnel composition of the project participants is characterized by the following level of qualification - representatives of the administration, masters of industrial training, educators, social educators, educational psychologists.
- Material and technical base of GBPOU LSIT.
Organizational Arrangements for Program Management
The organizational mechanism of project management includes the stages of planning, direct management and control over the implementation of the program.
Planning stageconsists in the development and inclusion in the annual work plan of the educational institution of issues related to the implementation of the program, which is within the competence of the administration of GBPOU LSIT.
Direct leadership and control behind the move The implementation of the program is carried out through the inspection and control activities of the administration of GBPOU LSIT and daily management activities. The results of the control are heard at meetings under the administration of GBPOU LSIT and are reflected in the relevant documentation.
To coordinate activities and monitor the effectiveness of the project, a coordinator is appointed from among the administration of GBPOU LSIT, whomakes proposals for adjusting its individual provisions, reports to the administration of GBPOU LSIT on the implementation of the program, analyzes its implementation. The functions of the program coordinator include the development of the necessary reporting documentation.
Socio-economic efficiency of the program.
The most important quantitative indicator characterizing the socio-economic efficiency of the program is the number of lyceum students who have committed crimes, administrative offenses, and socially dangerous acts.
Possible risks during the implementation of the program.
The following factors may affect the effectiveness of the program:
- further personnel and structural reorganization of bodies and institutions of the system for the prevention of neglect and juvenile delinquency, affecting the effectiveness of interdepartmental interaction.
Offered Compensation
- make timely adjustments to the content of individual items of the program, the conditions for its implementation, the practical activities of the participants, depending on the results obtained, based on the data of systematic monitoring of the progress of work.
Home > Instruction
INSTRUCTIONS FOR INTER-DEPARTMENTAL INTERACTION OF THE SUBJECTS OF THE PREVENTION SYSTEM IN THE PREVENTION OF HOME SUPERVISION AND MINOR OFFENSES.
In article 4 federal law No. 120 of 06/24/1999 "On the fundamentals of the system for the prevention of neglect and juvenile delinquency" (as amended on 01/13/2001, 07/07/2003) defines a list of bodies and institutions included in the prevention system. These are commissions for the affairs of minors and the protection of their rights, social protection authorities, education authorities, guardianship and guardianship authorities, youth affairs authorities, health authorities, employment service authorities, and internal affairs authorities. Commissions for juvenile affairs and the protection of their rights take measures to coordinate the activities of bodies and institutions of the system for the prevention of neglect and juvenile delinquency.
Organization of work with minors and families in difficult life situations and in need of social assistance and rehabilitation.
Categories of persons for whom individual preventive work is carried out: minors: - neglected or homeless, - engaged in vagrancy or begging, - contained in social, special and other institutions, - using narcotic drugs, psychotropic substances without a doctor's prescription or using intoxicating substances, - who have committed an offense that entailed the application of administrative penalties, - who have committed an offense up to the age of administrative responsibility, - exempted from criminal liability due to an amnesty act or in connection with a change in the situation, or with the use of coercive measures of educational influence, - who have committed a socially dangerous act and are not subject to criminal liability due to not reaching the age from which criminal liability arises, or as a result of a mental retardation not associated with a mental disorder - accused or suspected of committing crimes in respect of which a preventive measure has been chosen not related to detention, - those released on parole from serving a sentence, released from punishment due to an act of amnesty or in connection with a pardon, - those who received a reprieve of serving a sentence or a reprieve of the execution of a sentence, - those released from institutions of the penitentiary system, who returned from special educational institutions of a closed type, if they committed violations of the regime, committed illegal acts and (or) after their release (release) are in a socially dangerous situation and (or) need social assistance and (or) rehabilitation - convicted for the commission of a crime of small and medium gravity and those released by the court from punishment with the use of compulsory measures of educational influence, - convicted on probation, to compulsory labor, corrective labor or other penalties not related to deprivation of liberty. parents or legal representatives of minors, if they do not fulfill their duties for the upbringing, education, and (or) maintenance of children and (or) negatively influence their behavior or treat them cruelly. if necessary with other persons (including minors, parents), for the prevention of offenses or for the provision of social assistance to them and (or) the rehabilitation of minors, with the consent of the head of the body of the prevention system. The grounds for carrying out individual preventive work are: statements of a minor or his parents, a sentence, a ruling or a court order, a decision of the CDN and ZP, a prosecutor, an investigator, a body of inquiry or the head of an internal affairs body, documents that served as the basis for placing a minor in institutions of the prevention system, a conclusion approved by the head of the body of the prevention system, based on the results of the verification of complaints, statements or other messages. Terms of the IPR: until the elimination of the causes and conditions that contributed to the offenses, antisocial actions, neglect, reaching the age of 18, the provision of social or other assistance, the onset of other circumstances. Information about IPR is subject to storage and use, ensuring its confidentiality.
STAGES OF WORK WITH FAMILY AND MINORS.
1. Identification .Message. Accounting. All subjects of the prevention system take part in identifying minors and families in difficult life situations and in need of social assistance and rehabilitation. Ways of obtaining information: - messages from citizens; - messages of officials of bodies and institutions; - during raids; - statements of relatives, neighbors. Work on the creation of a system for the early detection of all forms of family trouble is an important aspect of the activities of prevention subjects. The message, as a rule, does not contain detailed information about the family and the child and the problem, in this regard, at the stage of registering the family, information and documents are collected. Collection of information consists of: - survey of living conditions; - conversations with the child, his parents, relatives and other persons; - Obtaining survey information on the family and the child from the subjects of the prevention system. The collection of documents consists of obtaining: - copies of documents proving identity, degree of kinship, marital status; - documents required to confirm the degree of participation of parents in the upbringing and maintenance of the child; - certificates from the educational, preschool institution that the child attends; - certificates of registration at the place of residence or place of stay and characteristics of living space; - overview information, explanations, acts of the ZhBU; - certificates of bringing to administrative and criminal liability; - certificates of registration in PND, RNC, tuberculosis and other dispensaries; - certificates of family income; - characteristics from the place of residence or place of work of the parents; - medical documents (on the state of health of family members, certificates of the presence of disability groups, etc.); - other documents. As information and necessary documents for the family and child are received, the process of qualification or retraining of the family and child registration group takes place in accordance with applicable law, and a list of measures to protect the rights and legitimate interests of the child and individual preventive work is determined. 2. Individual preventive work.Individual preventive work with minors and families in difficult life situations and in need of social assistance and rehabilitation is carried out through psychological, pedagogical, medical, social and educational support, as well as through the provision of specific types of services.
IPR includes social adaptation, social rehabilitation, measures to protect the rights, support for the individual development of the child, assistance to the family, organization of education, recreation, and employment. IPR activities: - social adaptation (conducting preventive conversations, explaining the rights and obligations, the degree of responsibility for violating the rights and interests of the child, reorientation, referral to centers of psychological and pedagogical assistance, etc.); - social rehabilitation (referral to social rehabilitation centers, etc.); - to protect the right to education, rest, work (settlement in a kindergarten, school, referral to a camp, sanatorium, organization of leisure, employment, temporary employment, etc.); - for the protection of housing rights (setting up for control of living space, filing a statement of claim with the court or petitions to the prosecutor's office in defense of violated housing rights, etc.); - for the protection of property rights (collection of alimony from another parent or execution of a notarized agreement on the maintenance of children, assistance in obtaining pensions and benefits, inheritance issues, control over the observance of rights in transactions, etc.); - for the protection of non-property rights (the right to a name, to be raised by both parents, to communicate with other relatives, to take into account the opinion of the child, to be protected from abuse by legal representatives and other persons, etc.); - provision of various types of assistance (humanitarian, material, psychological and pedagogical, medical, etc.).
Primary prevention is a set of measures aimed at the social adaptation of minors and preventing them from committing offenses.
Secondary prevention is a set of measures aimed at the rehabilitation and social adaptation of minors who are registered with the departments for minors and the commission for minors and the protection of their rights.
Post-rehabilitation - a set of measures aimed at the social adaptation of minors prone to committing offenses, registered in the departments for minors and in the commission for minors and protecting their rights, returning from institutions of closed and open type, as well as defined in secondary and secondary special educational institutions, teenage clubs (centers), employed.
Organization of leisure activities for minors and youth at the place of residence:- organizing the work of free circles and sections; organization of work on the prevention of neglect and juvenile delinquency; organization with law enforcement educational and individual preventive work with minors registered with the PDN; organization of places of free communication for adolescents and youth; carrying out cultural work through the organization of evenings of rest, lectures, concerts, discos, reviews; carrying out physical culture and health-improving and mass sports work in sports sections, sports and technical circles, organizing hikes, sports days, competitions in various sports; implementation of programs providing employment for adolescents and youth, promoting career guidance.
- Provide free social services to minors who are in a socially dangerous position or in another difficult life situation; They identify minors who are in a socially dangerous situation, as well as families whose minor members need social services, carry out social rehabilitation of these persons, and provide them with the necessary assistance. They take part in individual preventive work with the neglected.
Regional departments for the prevention of neglect of children and adolescents or social support services for families at departments of social protection of the population:
Carry out individual primary preventive work with minors who are internal control schools (early detection) in order to prevent juvenile delinquency, with families in which only parents are on preventive records in the ODN ATS;
Carry out individual preventive work with minors at the post-rehabilitation stage (prepare the environment for the return of minors from institutions of a closed or open type);
They exercise control over visits to educational, leisure institutions, employment together with specialized institutions, take measures to prevent leaving educational, leisure institutions, enterprises or organizations where the minor was employed.
When identifying minors and families in need of state assistance, bodies and institutions of social protection of the population inform the subjects of the prevention system in accordance with the appendices of the instructions. 3. EDUCATIONAL GOVERNING BODIES AND EDUCATIONAL INSTITUTIONS: preschool educational institutions, general educational institutions, institutions of additional education for children, primary vocational education, special educational institutions, orphanages and boarding schools, PPMS centers, etc.). - Preschool educational institutions. General educational institutions. Institutions of additional education for children. Institutions of primary vocational education. Special educational institutions. Orphanages, boarding schools. PPMS centers. They occupy an important place in the system of early detection of family and child problems. Immediately inform the Department of Internal Affairs about all cases of unlawful behavior of students, about neglected minors, about families in a socially dangerous situation and about dysfunctional families, about child abuse, about persons involving teenagers in committing offenses and crimes (Appendix No. 6). As well as guardianship and guardianship - for children left without parental care (Appendix No. 4); social authorities. protection - about children and families in need of material support (Appendix No. 5); health authorities - about those in need of treatment in connection with the use of alcoholic beverages, narcotic, toxic drugs and psychotropic substances (Appendix No. 7); authorities for youth affairs - on the organization of leisure and recreation (Appendix No. 9); KDN and ZP - to take measures for minors and parents when measures of pedagogical influence have been exhausted (Appendix No. 2). They conduct joint raids with the Department of Internal Affairs, take part in the activities of the Main Department of Internal Affairs, organize systematic reconciliations of records of PDN and students who are under intra-school control. Inform the police department on the facts of injuries in special. institutions, unauthorized care of pupils (Appendix No. 6) . 4. BODIES OF THE INTERNAL AFFAIRS. Juvenile Division. District police officers. Temporary Detention Center for Juvenile Offenders (TsVNP GUVD). Divisions of the criminal police. Units for juvenile affairs carry out preventive work: with minors:- those who use narcotic drugs, psychotropic or intoxicating substances, - those who have committed administrative offenses (including before reaching the age of administrative responsibility), - those who have been released from criminal liability due to amnesty, changes in the situation, with the use of coercive measures of educational influence, - those who have committed public a dangerous act, before reaching the age from which criminal liability arises, or as a result of a mental retardation, - accused or suspected, if a preventive measure is chosen, - released from serving a sentence: on parole, under an amnesty, with a pardon, - who received a deferral of serving a sentence , or postponement of the execution of the sentence, - released from the institutions of the penal system, returned from special educational and educational institutions of a closed type, if they committed violations of the regime, and (or) after release are in a socially dangerous position, - convicts: with the use of coercive educational measures actions, conditionally, to compulsory works, to correctional labor and other measures of punishment not related to deprivation of liberty. With parents and legal representatives: not performing the duties of upbringing, training, maintenance of minors and (or) negatively, influencing their behavior and (or) ill-treating them. District police officers. Together with the PDN, they carry out individual preventive work with juvenile delinquents, dysfunctional parents, and work with persons who commit violations in the field of family and domestic conflicts. TsVSNP. The grounds for placement in the TsVSNP are a court verdict or a judge's decision. - provide temporary detention of juvenile offenders in order to protect their life, health and prevent re-offending; - carry out individual preventive work with minors delivered to the Central Airborne National Anti-Corruption Center; - deliver minors to special educational institutions of a closed type and carry out other measures for the placement of minors. Divisions of the criminal police. - reveal, prevent, stop and reveal crimes of minors; - identify juvenile delinquents, groups of such persons, as well as minors who are members of organized criminal groups and take measures to prevent them from committing crimes; - carry out measures to prevent the participation of minors in the illegal circulation of drugs, psychotropic substances and their precursors; - identify persons involving minors in the commission of crimes, antisocial acts and (or) a criminal group, and take measures of influence against them. - take part in the search for minors. The divisions of the internal affairs bodies inform the subjects of the prevention system about the identification of minors and parents who are in a difficult life situation or socially dangerous situation in accordance with Article 9 of the Federal Law No. 120-1999.
5. YOUTH AFFAIRS
St. Petersburg State University "City Center for the Prevention of Neglect and Drug Addiction of Minors", teenage and youth clubs (centers), children's health institutions.
St. Petersburg State University "City Center for the Prevention of Neglect and Drug Addiction of Minors" - specialists of the Center identify neglected minors and young people prone to committing offenses and crimes in the raids of the “Social Patrol”, identify places of concentration of minors and youth prone to committing offenses and crimes, carry out educational support for minors and youth prone to committing offenses and crimes.
All institutions related to youth affairs inform the subjects of the prevention system about the identification of minors and parents who are in a difficult life situation or socially dangerous situation in accordance with Article 9 of F3 No. 120-1999, according to the annexes.
Educational and social support is carried out by:
Service of youth workers (departments of educational support for minors), Service for the development and support of territorial programs (department of social support for juvenile delinquents) of St. Petersburg State University "City Center for the Prevention of Neglect and Drug Addiction of Minors".
Service of youth workers (departments of educational support of minors) and Service of development and support of territorial programs (department of social support of juvenile delinquents):
Provide educational support for minors who are registered with district ODN and / or sent from the CTC and ZP, police departments, city courts (at the stage of secondary prevention)
After conducting a social investigation, they assist in identifying minors in healthcare and social protection institutions (if necessary, in institutions of a closed type), in placing them in leisure institutions.
Teenage and youth clubs (centers) provide and control visits to the club (center) by minors.
Teacher-organizer of teenage and youth clubs (centers):- carries out its activities in cooperation with local governments, institutions of culture, education, physical education and sports, tourism, youth and children public organizations, other interested organizations and mass media;
- ensures and controls the attendance of the club by children, adolescents and youth, including those in a socially dangerous position; keeps a record of adolescents registered in the departments for juvenile affairs of the internal affairs departments of St. further work with them; develops forms of attracting minors registered with the ODN ATC for classes in the club; carries out individual and mass work on the prevention of delinquency and neglect among children, adolescents and youth.
7. EMPLOYMENT SERVICES.
They participate in the vocational guidance of minors, and also contribute to the employment of minors in need of state assistance.
They send information to the subjects of the prevention system according to their messages (referrals) about sending minors to study and providing assistance in finding a job.
8. OTHER BODIES AND INSTITUTIONS, PUBLIC ASSOCIATIONS. Bodies and institutions of culture, leisure, sports and tourism. Penitentiary inspections of the justice bodies. Public associations.
Bodies and institutions of culture, leisure, sports and tourism:
Attract minors who are in a socially dangerous situation to classes in clubs, circles, sections, circles;
Provide assistance specialized agencies for minors in need of social rehabilitation, special educational institutions, TsVSNP in the organization of sports and cultural educational work with minors placed in these institutions.
Penitentiary Inspections of the Bodies of Justice:
- exercise control over the execution of punishment in relation to minors;
Conduct individual preventive work with conditionally convicted minors sentenced to corrective and compulsory labor.
Institutions of health care, social protection, education, youth policy bodies, employment services provide specific types of services in accordance with the specifics.
Actions of an employee of the prevention system when a neglected, homeless minor who needs to be placed in a social protection institution is identified:
- Establish the identity of the minor, his parents or legal representatives by questioning; Establish the possibility of transferring it to the family; Inform the subjects of the prevention system in accordance with Art. 9 FZ No. 120; Call the dispatch service about the availability of places in social protection institutions; Prepare the documents necessary for placement in institutions of the prevention system; To place a minor in institutions of the system of prevention.
- Register the object of prevention in the institution, which, in accordance with Article 9 of the Federal Law No. 120-1999, is responsible for conducting IPR, with the establishment of records for collecting information. To identify the causes and conditions that contribute to neglect, the commission of offenses, and being in a socially dangerous position. Draw up a plan for the IPR, including the subjects that can assist in the adaptation, rehabilitation of the object, indicating the specific terms responsible for the execution, agreeing it with the performers. If the subject fails to fulfill the plan's activities, send information to the CDC and the RFP about taking measures against the subject. Carry out joint work with those subjects of prevention whose help the object of prevention needs. After a set of measures to eliminate the causes and conditions, provide various types of assistance, a report is drawn up (Appendix No. 11).
PROCEDURE FOR INFORMING ABOUT IRP IN THE BODIES AND INSTITUTIONS OF THE PREVENTION SYSTEM
District departments and bodies of the system for the prevention of neglect and juvenile delinquency (OUSZN, ODN, OPM, OUO, OUZ, PLO) collect information from subordinate institutions about identified minors and about the facts of informing the subjects of the prevention system about identified minors. The information received is transferred to the commission for minors and the protection of their rights of the Administrations of the districts of St. Petersburg.
The KDN and ZP of the Administrations of the districts of St. Petersburg coordinates the further implementation of the IRP, records the facts of the referral of minors to the bodies and institutions of the prevention system and transmits data on minors referred for IRP to the information and advisory center (ICC).
District departments and bodies of the prevention system submit data on minors and individual preventive work carried out with them to the district KDN and ZP. KDN and ZP transmits summary information about the IPR for the district to the ICC.
The headquarters of youth workers (department of educational support for minors) conducts IPR with minors referred to the KDN and ZP and ODN, then submits data to the ICC on minors with whom work has been and is being carried out.
The ICC collects data: from the district commissions for minors and the protection of their rights about minors identified and sent for IPR to district departments and bodies of the prevention system and records the actual services rendered.
The ICC generates a summary report on the work done on IPR in the bodies and institutions of the prevention system in St. Petersburg and submits it to the city commission for minors and the protection of their rights.
The Commission on Juvenile Affairs and the Protection of Their Rights of the Government of St. Petersburg requests data from the ICC on the information received about minors and the services provided to them by the subjects of the prevention system, transfers information to the Committee on Law, Law and Order and Security and the Governor of St. Petersburg.
The KDN and ZP of the Government of St. Petersburg coordinates activities on IPR at the level of relevant committees, the Central Internal Affairs Directorate and the Prosecutor's Office.
In order to exercise control over the activities of the subjects of the prevention system and the effectiveness of the use of instructions on interdepartmental interaction in the bodies and institutions of the prevention system, start a control and observation case, where to concentrate the sent, received information, reports, IPR plans. This information is subject to storage and use in a manner that ensures its confidentiality. The list of issues required for quarterly consideration at meetings of the district CPC and ZP, with the adoption of specific measures against officials who do not perform or improperly perform their official duties:
- Submissions of the Committee for Prevention and Defence, concerning the elimination of the causes and conditions conducive to neglect, the commission of offenses and crimes of minors sent to the bodies and institutions of the prevention system; The state and content of educational work with children and adolescents in general education schools and other educational institutions, cultural and educational institutions, teenage clubs; The state of crime and juvenile delinquency; Interaction between the subjects of the prevention system to prevent neglect, juvenile delinquency, to ensure the protection of their rights, social and pedagogical rehabilitation, leisure activities, employment. Identification of minors and families who find themselves in a difficult life situation and in need of social assistance and rehabilitation by the subjects of the prevention system (Appendix No. 10). Information about non-fulfillment by the subject of the plan of individual support of events.
Ref. No. _________ dated ____.____.200__ APPENDIX №1
Prosecutor
District
Petersburg
____________________________
____________________________
MESSAGE #____
on violation of the rights and freedoms of a minor
"___" _______________ 200__
in relation to which the rights of __________ are violated
______________________________________________________________________________
_____________________________________________________________________________
Parents of a minor:
_____________________________________________________________________________
_____________________________________________________________________________
Executor
_________________________
_________________________
_________________________
_________________________
_________________________
telephone. ________________
__________________________
__________________________
__________________________
_____________________________________________________________________________
Ref. No. _________ dated ____.____.200__ APPENDIX №2
Chairman of the CDN and ZP
District
Petersburg
____________________________
____________________________
MESSAGE #_____
about the violated rights of minors.
"___" _______________ 200__
I inform you that a minor has been identified
_____________________________________________________________________________
(last name, first name, patronymic, date of birth, address of residence, place of study or work)
__________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Parents of a minor:
Mother________________________________________________________________________
Father________________________________________________________________________
Relationships in the family ____________________________________________________________
_________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Executor
_________________________
_________________________
_________________________
_________________________
telephone. ________________
___ ____ ____ ____ _____ ____ ____ ____ ____ ____ ____ ____
tear-off coupon for message No. ___ (for ref. No. ______ dated ____.____._____)
__________________________
__________________________
__________________________
Communication regarding _________________________________________________________ _________________________________________________________________________________
accepted for execution ____. ____.200_
Taken measures_______________________________________________________________
_____________________________________________________________________________
Executor__________________________________________________________________
Ref. No. _________ dated ____.____.200__ APPENDIX №3
Chairman of the CDN and ZP
District
Petersburg
____________________________
____________________________
MESSAGE #_____
about the shortcomings in the activities of the subjects of the prevention system.
"___" _______________ 200__
I have identified violations of ____________________________________________________________________________
(normative act)
by __________________________________________________________________
(subject of the prevention system)
in fact_____________________________________________________________________
(substance of violation)
_____________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________
I ask you to____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Executor
_________________________
_________________________
_________________________
_________________________
_________________________
telephone. _________________
___ ____ ____ ____ _____ ____ ____ ____ ____ ____ ____ ____
tear-off coupon for message No. ___ (for ref. No. ______ dated ____.____._____)
__________________________
__________________________
__________________________
Communication regarding _________________________________________________________ _________________________________________________________________________________
accepted for execution ____. ____.200_
Taken measures_______________________________________________________________
_____________________________________________________________________________
Executor__________________________________________________________________
T._____________________
Ref. No. _________ dated ____.____.200__ APPENDIX №4
Head of the Administration of the Moscow Region No. ____
District
Petersburg
____________________________
____________________________
MESSAGE #_____
on the identification of minors left without parental care, or in an environment that poses a threat to their life, health or hinders their upbringing.
"___" _______________ 200__
I inform you that a minor has been identified
_____________________________________________________________________________
(last name, first name, patronymic, date of birth, address of residence, place of study or work)
__________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Parents of a minor:
Mother________________________________________________________________________
Father________________________________________________________________________
Relatives________________________________________________________________
_____________________________________________________________________________
I ask you to____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Executor
_________________________
_________________________
_________________________
_________________________
telephone. _______________
___ ____ ____ ____ _____ ____ ____ ____ ____ ____ ____ ____
tear-off coupon for message No. ___ (for ref. No. ______ dated ____.____._____)
__________________________
__________________________
__________________________
Communication regarding _________________________________________________________ _________________________________________________________________________________
accepted for execution ____. ____.200_
Taken measures_______________________________________________________________
_____________________________________________________________________________
Executor__________________________________________________________________
T._____________________
Ref. No. _________ dated ____.____.200__ APPENDIX №5
Head of social department protection
District
Petersburg
____________________________
____________________________
MESSAGE #____
on the identification of minors in need of state assistance due to neglect or homelessness, as well as families in a socially dangerous situation.
"___" _______________ 200__
I inform you that a minor has been identified, family
_____________________________________________________________________________
(last name, first name, patronymic, date of birth, address of residence, place of study or work)
__________________________________________________________________________________________________________________________________________________________
which the _____________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________
I ask you to____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Executor
_________________________
_________________________
_________________________
_________________________
_________________________
telephone. _________________
___ ____ ____ ____ _____ ____ ____ ____ ____ ____ ____ ____
tear-off coupon for message No. ___ (for ref. No. ______ dated ____.____._____)
__________________________
__________________________
__________________________
Communication regarding _________________________________________________________ _________________________________________________________________________________
accepted for execution ____. ____.200_
Taken measures_______________________________________________________________
_____________________________________________________________________________
Executor__________________________________________________________________
T._____________________
Ref. No. _________ dated ____.____.200__ APPENDIX №6
Head of ODN ATC
District
Petersburg
____________________________
____________________________
MESSAGE #_____
on the identification of parents and other persons who abuse minors or involve them in the commission of crimes or antisocial acts, as well as on minors who have committed an offense or antisocial acts
"___" _______________ 200__
I inform you that a minor, parents, adults have been identified (underline as appropriate)
___________________________________________________________________________
(last name, first name, patronymic, date of birth, address of residence, place of study or work)
__________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________
I ask you to____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Executor
_________________________
_________________________
_________________________
_________________________
telephone. _________________
___ ____ ____ ____ _____ ____ ____ ____ ____ ____ ____ ____
tear-off coupon for message No. ___ (for ref. No. ______ dated ____.____._____)
__________________________
__________________________
__________________________
Communication regarding _________________________________________________________ _________________________________________________________________________________
accepted for execution ____. ____.200_
Taken measures_______________________________________________________________
_____________________________________________________________________________
Executor__________________________________________________________________
T.____________________
Ref. No. _________ dated ____.____.200__ APPENDIX №7
Head of health department
Petersburg
________________________________
________________________________
MESSAGE #____
on the identification of minors in need of examination, observation or treatment in connection with the use of alcoholic beverages, narcotic drugs, psychotropic or intoxicating substances
"___" _______________ 200__
I inform you that a minor has been identified
_____________________________________________________________________________
(last name, first name, patronymic, date of birth, address of residence, place of study or work)
__________________________________________________________________________________________________________________________________________________________
which the ______________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Parents of a minor:
Relationships in the family ____________________________________________________________
__________________________________________________________________________________________________________________________________________________________
I ask you to____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Executor
_________________________
_________________________
_________________________
telephone. _________________
___ ____ ____ ____ _____ ____ ____ ____ ____ ____ ____ ____
tear-off coupon for message No. ___ (for ref. No. ______ dated ____.____._____)
__________________________
__________________________
__________________________
Communication regarding _________________________________________________________ _________________________________________________________________________________
accepted for execution ____. ____.200_
Taken measures_______________________________________________________________
_____________________________________________________________________________
Executor__________________________________________________________________
T._____________________
Ref. No. _________ dated ____.____.200__ APPENDIX №8
Head of Education Department
District
Petersburg
________________________________
________________________________
MESSAGE #_____
on the identification of minors in need of state assistance in connection with unauthorized departure from orphanages, boarding schools and other children's institutions or in connection with the termination of classes in educational institutions for unjustified reasons
"___" _______________ 200__
I inform you that a minor has been identified
_____________________________________________________________________________
(last name, first name, patronymic, date of birth, address of residence, place of study or work)
__________________________________________________________________________________________________________________________________________________________
which the _____________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Parents of a minor:
Mother_________________________________________________________________________
Father_________________________________________________________________________
Relationships in the family ____________________________________________________________
_____________________________________________________________________________
I ask you to____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Executor
_________________________
_________________________
_________________________
telephone. _________________
___ ____ ____ ____ _____ ____ ____ ____ ____ ____ ____ ____
tear-off coupon for message No. ___ (for ref. No. ______ dated ____.____._____)
__________________________
__________________________
__________________________
Communication regarding _________________________________________________________ _________________________________________________________________________________
accepted for execution ____. ____.200_
Taken measures_______________________________________________________________
_____________________________________________________________________________
Executor__________________________________________________________________
T.____________________
Ref. No. _________ dated ____.____.200__ APPENDIX #9
Head of department youth policy
District
Petersburg
____________________________
____________________________
MESSAGE #______
on the identification of minors who are in a socially dangerous situation and in this regard need assistance in organizing recreation, leisure, employment.
"___" _______________ 200__
I inform you that a minor has been identified
_____________________________________________________________________________
(last name, first name, patronymic, date of birth, address of residence, place of study or work)
__________________________________________________________________________________________________________________________________________________________
which the _____________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Parents of a minor:
Mother________________________________________________________________________
Father________________________________________________________________________
Relationships in the family ____________________________________________________________
__________________________________________________________________________________________________________________________________________________________
I ask you to___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Executor
_________________________
_________________________
_________________________
_________________________
telephone. _________________
___ ____ ____ ____ _____ ____ ____ ____ ____ ____ ____ ____
tear-off coupon for message No. ___ (for ref. No. ______ dated ____.____._____)
__________________________
__________________________
__________________________
Communication regarding _________________________________________________________ _________________________________________________________________________________
accepted for execution ____. ____.200_
Taken measures_______________________________________________________________
_____________________________________________________________________________
Executor__________________________________________________________________
T._____________________
Ref. No. _________ dated ____.____.200__ APPENDIX №10
Head of employment department
District
Petersburg
____________________________
____________________________
MESSAGE #______
on the identification of minors who are in a socially dangerous situation and in this regard in need of vocational guidance, employment.
"___" _______________ 200__
I inform you that a minor has been identified
_____________________________________________________________________________
(last name, first name, patronymic, date of birth, address of residence, place of study or work)
__________________________________________________________________________________________________________________________________________________________
which the _____________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Parents of a minor:
Mother_________________________________________________________________________
Father_________________________________________________________________________
Relationships in the family ____________________________________________________________
__________________________________________________________________________________________________________________________________________________________
I ask you to___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Executor
_________________________
_________________________
_________________________
_________________________
telephone. _________________
___ ____ ____ ____ _____ ____ ____ ____ ____ ____ ____ ____
tear-off coupon for message No. ___ (for ref. No. ______ dated ____.____._____)
__________________________
__________________________
__________________________
Communication regarding _________________________________________________________ _________________________________________________________________________________
accepted for execution ____. ____.200_
Taken measures_______________________________________________________________
_____________________________________________________________________________
Executor__________________________________________________________________
T._____________________
Appendix No. 11
REPORT
to identify minors and families in a difficult life situation and in need of social assistance and rehabilitation by the subjects of the prevention system.
| guardianship | Social protection | healthcare | Education | Youth policy | internal |
|||
| Total revealed | ||||||||
| minors | ||||||||
| parents | ||||||||
| Total messages sent | ||||||||
| On minors | ||||||||
| For parents |
Application No. 12
REPORT
providing various types of assistance to minors and families as subjects of the prevention system.
| prevention | (name, date of birth, address, place of study) | Causes and conditions contributing to the commission of offenses and crimes | Registered (date, basis) | Types of assistance provided | Recovery measures taken | Result ongoing activities | Referral date information in KDN and ZP (non-fulfillment by the subject of the plan) | Considered at the meeting | Measures taken by the KDNiZP |
|
| basic | ||||||||||
| jointly with the subject | Document |
In his practical activities, a social pedagogue performs the main functions: protective, preventive, organizational through various social roles - mediator, protector, mentor, coordinator, organizer, etc. In modern conditions, his range of activities is very wide: from working with the closest environment of students ( family, classmates, teachers, friends, neighbors) to coordination of actions with various social partners, subjects of prevention, without whose participation it is often impossible to effectively, efficiently and effectively solve the social problems of the child and his family. The focus of the social teacher is the personality of each student, his family, as well as social communities that are formed in various areas of their life. Social vices and problems, such as social depression, social maladaptation, vagrancy, mental trauma, domestic disorder and material problems, forced migration, disability, alcoholism, drug addiction, etc., orient the social educator to the development and implementation set of measures that would contribute to the equalization of the social opportunities of students, their socio-psychological rehabilitation, compensation for limited opportunities that arose as a result of certain circumstances, specific life situations. Thus, it is possible to briefly formulate the professional duties of a social pedagogue:
Ensuring the prevention of negative phenomena, deviations in the behavior of students, their communication, the improvement of the school society;
Rendering integrated care those in a difficult life situation;
Carrying out systematic work with socially unprotected categories of students and their parents.
The integrated approach of a social teacher of an educational organization to solving the social problems of students allows not only to attract specialists from institutions of specific departments (depending on the type of problem), but also to contribute the necessary pedagogical component into a common interdepartmental system of services, pedagogical expediency of the work that will be carried out by various institutions and organizations. Thus, through its intermediary function, the social educator will interact within the framework of social partnership with all departments and subjects of prevention that guarantee social assistance and protection of the interests of the child and his family. The social passport of the educational organization, each class separately, additional diagnostics, a list of categories of children and families of the “risk group” in accordance with Federal Law No. 124 “On the basic guarantees of the rights of the child in Russian Federation” of July 24, 1998 make it possible to single out groups of socially vulnerable students and the necessary priority forms of social assistance for them. The main social partner in providing various types of social support and assistance to such categories of families are the social protection authorities and institutions of this department. Interaction social educator and social protection authorities is aimed at creating stable positive changes in the life of the student and his family, at creating optimal conditions for their existence, providing social assistance and additional state support. In accordance with the legislation, categories of families and children eligible for state support are identified, for example, disabled children, orphans and children deprived of parental care, minors released from places of detention, large and low-income families, refugees and migrants, emergency response workers, etc. e. A social educator should know and inform such categories of families not only about benefits approved by law, but also about various federal and regional programs aimed at providing additional types of assistance and services to the population. Necessary information about social support measures, benefits, as well as about public institutions and public organizations providing legal, medical, social, psychological, pedagogical assistance, a social teacher of St. Petersburg can find in the annual directory “Social Support for Families and Children in St. Petersburg”, which is published by the Committee on Social Policy and distributed by regional departments of social protection of the population . Cooperation with the Centers for social assistance to families and children, rehabilitation centers, whose activities are as close as possible to the real needs of families and children, where they will help those who find themselves in a difficult life situation or socially dangerous situation, provide rehabilitation assistance and assistance in the necessary life arrangement or provide temporary shelter, provide a complex of other services, depending on the problem situation, is a necessary condition for the effectiveness and efficiency of the work of a social pedagogue. The success of cooperation will be ensured by the following conditions of interaction:
Mutual informing about families and children in need of social and pedagogical assistance;
Organization and holding of joint events in order to increase the effectiveness in the provision of psychological, pedagogical and medical and social assistance;
Exclusion of duplication of forms and methods, contradictory actions used to change the situation or solve the problem.
The solution of difficult life situations, social problems of students is impossible without the interaction of a social teacher with guardianship authorities, because . on the basis of the Civil and Family Codes, only the guardianship and guardianship body has the legally formalized right to identify violations and take measures to change the situation, intervene in family life. Children deprived of parental care are subjects of activity of a social pedagogue and specialists of guardianship authorities. Interaction is carried out with the aim of mutually informing about the living conditions of children with guardians and providing them with various types of social assistance and support, as well as about children whose rights have been violated in order to take appropriate measures and joint actions. In the latter case, the social educator, having full information about the causes and consequences that led to a difficult situation, determines the optimal way for the child's life, and the guardianship and guardianship authority, on a legislative basis, approves the decision on life arrangement, based on the interests of the child.
Interaction of a social pedagogue with additional education institutions will help the social teacher not only in solving the problems of adaptation and rehabilitation of students of the “risk group”, but also to a financially unsecured family in organizing the leisure of a minor. The network of institutions of additional education is able to successfully reorient or develop interests, abilities, opportunities, but taking into account the needs and needs of the modern children's community. Interaction is based on cooperation and association efforts. The social pedagogue informs children and parents about the services of institutions of additional education, represents and protects the interests of minors in choosing the type of occupation. For the institution of additional education, it is a partner in the formation of a social order for forms and types of activities.
Interaction with specialists of bodies and institutions youth policy helps the social educator to solve socio-pedagogical problems through the organization of recreation, leisure and employment of minors, tk. centers for work with adolescents and youth provide social, legal and other services free of charge, organize leisure and employment in labor groups, and carry out activities to prevent neglect and delinquency.
As part of the interaction with employment center population, a social educator solves social problems related to the need for employment of minors and their families in need of state assistance. The form of providing this type of assistance may be different depending on age, request and needs.
Interaction with institutions health care helps to prevent and solve social problems that require medical intervention: these are the use of psychoactive substances, substance abuse, social diseases, etc. The partners of the social teacher in this area are specialists from the district narcological office, the district youth consultation, the Yuventa City Center, district polyclinics and dispensaries.
Important social partners of educational institutions are public organizations and foundations. A social educator can involve this source of funds in solving a particular problem, because public organizations, unlike state ones, have more opportunities for activity, maximum potential development. The public is the force that develops technologies, seeks funds, and forms specialists as a more mobile and flexible structure.
Guided by the instructions on interdepartmental interaction between the subjects of the prevention system in the prevention of neglect and juvenile delinquency, the social pedagogue knows that the bodies and institutions of the system for the prevention of neglect and juvenile delinquency, within their competence, are obliged to ensure the observance of the rights and legitimate interests of minors, to protect them from all forms of discrimination, physical or mental violence, insult, rough treatment, sexual and other exploitation, identify minors and families in a socially dangerous situation, in accordance with Article 9 of the Federal Law No. 120-1999, inform:
the prosecutor's office - on violations of the rights and freedoms of minors; KDN and ZP- about the violated rights of minors to education, work, rest, housing and other rights, as well as shortcomings in the activities of bodies and institutions that impede the prevention of neglect and delinquency of minors; guardianship and guardianship- on the identification of minors left without parental care, or in an environment that poses a threat to their life, health or hinders their upbringing; social security authorities about minors in need of state assistance due to neglect or homelessness, as well as families in a socially dangerous situation; ATS - on the identification of parents and other persons who abuse minors or involve them in the commission of crimes or antisocial acts, as well as on minors who have committed an offense or antisocial acts; health authorities - on the identification of minors in need of examination, observation or treatment in connection with the use of alcoholic beverages, narcotic drugs, psychotropic or intoxicating substances; educational authorities- on the identification of minors in need of state assistance in connection with unauthorized departure from orphanages, boarding schools and other educational institutions or in connection with the termination of classes in educational institutions for unjustified reasons; youth authorities- on the identification of minors who are in a socially dangerous situation and in this regard need assistance in organizing recreation, leisure, employment; employment agencies- on the identification of minors who are in a socially dangerous situation and who, in this regard, need vocational guidance and employment.
Thus, a clear understanding of the rights of minors and families, knowledge of the functionality of specialists and the capabilities of subjects of interdepartmental interaction, the procedure for notifications and appeals to them, using the principle of an integrated approach to solving problems of a child, a social teacher can successfully solve social and pedagogical tasks and problems in an educational organization .
List of used sources and literature:
- Lodkina T. V. Social pedagogy. Protection of family and childhood.- M.: Izd. Center "Academy", 2003.-192p.
- V.G. Dmitrieva, F.P. Chernousova, I.V. Yarkov. Social educator in an educational institution. - M., Pedagogical Russian society, 2007. - 96 p.
- Federal Law No. 124 “On Basic Guarantees of the Rights of the Child in the Russian Federation” dated July 24, 1998
- Federal Law No. 120 “On the fundamentals of the system for the prevention of neglect and juvenile delinquency” dated June 24, 1999
- Instructions on interdepartmental interaction between subjects of the prevention system in the prevention of neglect and juvenile delinquency
