The legal framework on the basis of which social work is carried out with adolescents in disadvantaged families includes international legislation, federal and regional laws.
International legislation is represented by the Universal Declaration of Human Rights, the Declaration of the Rights of the Child, and the Convention on the Rights of the Child.
The well-being of children and their rights have always attracted close attention from the international community. In 1948, the Universal Declaration of Human Rights was adopted, which notes that the child needs special protection and care, including proper legal protection both before and after birth. Because of this, children should be the object of special protection and assistance from parents, the state, social and public structures.
In 1959, the UN takes "Declaration of the Rights of the Child". It proclaimed social and legal principles concerning the protection and well-being of children. This document draws attention to the principles of universal protection of the rights of minors, the guarantee of special protection of these rights, parental care for the child, love, understanding and humane treatment.
Document of pedagogical value - "Convention on the Rights of the Child"(adopted by the General Assembly on November 20, 1989, and entered into force on September 2, 1990). She calls on both adults and children to build their relationships on moral and legal norms, which are based on genuine humanism and democracy, respect and respect for the personality of the child, his opinion and views. States Parties undertake to ensure to the child such protection and care as is necessary for his well-being, taking into account the rights and obligations of his parents, guardians and other persons legally responsible for him, and to this end shall take all appropriate legislative and administrative measures.
An important basis for the protection of adolescents at the federal level are “Constitution of the Russian Federation”, “Family Code of the Russian Federation”, Federal Law “On the Fundamentals of the System for the Prevention of Neglect and Juvenile Delinquency”, Federal Program “Youth of Russia”(2006-2010).
Constitution of the Russian Federation, adopted by popular vote on December 12, 1993, is endowed with the highest legal force. Therefore, it is the basis of current legislation, which establishes the foundations of the state and social structure, the most important norms governing social relations. Of particular importance for the organization and implementation of social work is (Article 7 of the Constitution of the Russian Federation), according to which the Russian Federation is proclaimed a social state.
It is customary to call a state a social one, the main task of which is to achieve such social progress, which is based on the fixed legal principles of social equality, universal solidarity and mutual responsibility (Article 19, part 1 of the Constitution of the Russian Federation). The welfare state is called upon to help the weak, to strive for the maximum possible, in a democratic country, uniform promotion of the welfare of all citizens and the distribution of life's hardships (Article 39, part 1 of the Constitution of the Russian Federation).
The Constitution of the Russian Federation (Article 38, part 1) enshrines the rights to social security; for education; health care and medical care provided free of charge in state and municipal health care institutions; state protection of the family and children, etc. Strengthening the social potential of the family, strengthening its activity in all spheres of public life, strengthening marriage and family relations - all this is most directly related, both to the social development of the country, and to the organization and content of social work.
Family Code of the Russian Federation(adopted by the State Duma on 07.01.2011) is one of the main legislative documents for the protection of the family, motherhood, fatherhood and childhood. This document establishes the basic rights, guarantees and obligations of parents and children. Family, motherhood and childhood in the Russian Federation are under the protection of the state (Article 1.1); the child has the right to parents (art. 51); every child has the right to live and be brought up in a family, as far as possible; the right to know one's parents; the right to be taken care of; the right to live with them. The rights of minor children in the Russian Federation: the child has the right to ensure his interests, all-round development, respect for his human dignity (Article 54), etc.
the federal law dated June 24, 1999 N 120-FZ "On the fundamentals of the system for the prevention of neglect and juvenile delinquency"(as amended on July 24, 2007). In accordance with the Constitution of the Russian Federation and generally recognized norms of international law, it establishes the foundations for the legal regulation of relations arising in connection with activities to prevent neglect and juvenile delinquency.
The main objectives of the activities for the prevention of neglect and juvenile delinquency are recognized:
- - prevention of neglect, homelessness, offenses and antisocial actions of minors, identification and elimination of the causes and conditions that contribute to this;
- - Ensuring the protection of the rights and legitimate interests of minors.
Criminal Code of the Russian Federation dated 07.03.2011 considers the criminal liability of minors in the form of a fine; deprivation of the right to engage in certain activities; compulsory works; appointment of corrective works; arrest, as well as deprivation of liberty for a certain period. Article 90 of the Criminal Code provides for the application of coercive measures of educational influence to minors, instead of criminal punishment, if they commit a crime of small and medium gravity. These include, in particular: a warning; transfer under the supervision of parents and persons replacing them, or a specialized state body; the imposition of an obligation to make amends for the harm caused; restriction of leisure and establishment of special requirements for the behavior of a minor. When imposing punishment on a minor, the conditions of his life and upbringing, the level of mental development, other personality traits, as well as the influence of older persons on him are taken into account. Minor age as a mitigating circumstance is taken into account in conjunction with other mitigating and aggravating circumstances.
Federal Law of the Russian Federation "On Education" dated January 15, 2000 is an important basis for the protection of childhood. He considers the organization and improvement of the educational system in the interests of the socialization of children, determines the right to receive free general and vocational education for adolescents.
In order to create conditions for the social development of young people, the Decree of the Government of the Russian Federation approved Federal program "Youth of Russia"(2009 -2011) dated July 18, 2005 No. 746. The purpose of the Program is to form and strengthen the legal, economic and organizational conditions for civic development and social self-realization of young people. Among the most important areas of the Program are the promotion of social adaptation of young people; prevention of antisocial behavior and extremism; social protection of young people in difficult life situations.
The law of the Volgograd region acts as a legal basis for the protection of adolescents at the regional level “On social protection of the population in the Volgograd region”, Law of the Volgograd region “On commissions for minors and protection of their rights in the Volgograd region”, Regional Target Program “Youth of the Volgograd region” for 2009 - 2011/
Law of the Volgograd region "On social protection of the population in the Volgograd region"(adopted by the Volgograd Regional Duma on January 25, 2007) establishes the principles, objectives, scope, forms and measures of social protection of the population of the Volgograd Region. The law provides for the creation in the region of social rehabilitation centers for minors with or without shelter, the purpose of which is to provide medical and social rehabilitation assistance and support to minors in the region or city for the purpose of their social adaptation and overcoming deviations in psychosocial development.
Law of the Volgograd region of 28.12.04. №120-300 "On commissions for minors and the protection of their rights in the Volgograd region". This law states that commissions on juvenile affairs carry out individual preventive work in relation to minors and, within their competence, ensure the observance of the rights and legitimate interests of minors.
Regional Target Program "Youth of the Volgograd Region" for 2009 - 2011 was developed in accordance with the resolution of the Supreme Council of the Russian Federation of June 3, 1993 No. 5090 - 1 "On the main directions of the state youth policy in the Russian Federation." It includes two sub-programs "Socialization of the Young Generation" and "Patriotic Education of Children and Youth" and considers the lack of integration of young people into the life of society as the main problem. It manifests itself in all spheres of life of young people against the background of deteriorating health of the younger generation; insufficient social and economic activity; criminalization of the youth environment.
Thus, the normative and legal foundations of social work with adolescents that we have considered are aimed at protecting them, observing their rights and legitimate interests, spiritual and physical development, and ensuring decent living conditions.
SOCIAL WORK
MINORS
ORGANIZATION EXPERIENCE
SOCIAL SERVICE
With the participation of S.A. Bessudnova
Introduction
For almost ten years now, Russia has been living in conditions of an almost unceasing socio-economic crisis. Enough has already been said about its destructive influence on the social sphere. Numerous articles have been published, many programs have been developed, government decrees and presidential decrees have been adopted. In fairness, it is worth saying that many wonderful ideas were implemented: shelters became the norm of thinking, complexes of social and pedagogical assistance (adaptation) appeared. But there has not been a comprehensive reorganization of the system of social protection of minors. New structures are built into the existing system, adapt to it, patch up its gaps, and as a result, ensure its continued existence with the minimum possible changes.
We see the following as the main reasons for this situation:
The lack of a comprehensive analysis of the existing social situation - speaking of drug addiction and juvenile delinquency, homelessness, they often forget about their common root - social maladaptation. As a result, the measures taken do not lead to the expected effect, and social maladjustment manifests itself in new forms;
The proposed programs of work with minors at risk are based on administrative and bureaucratic logic (departmental division of functions, vertical subordination along departmental lines, etc.), which greatly complicates the real solution of social protection problems, which are usually of a complex, interdepartmental nature;
There is a significant gap between theory and practice: at present, quite a lot of literature on social work is being published, about ten universities in Moscow alone train social workers, while in Moscow and the Moscow region there is not a single state social service working with minors.
The current situation is connected, first of all, with the inertia of the state apparatus, the rigidity of the existing administrative and bureaucratic stereotypes. For many years, the system has operated in a relatively stable, virtually unchanged situation. The fundamental changes that have taken place over the past 10 years in society, the problems that have arisen before it, have caught the social protection system completely unprepared to solve them. Moreover, unadapted to any change. For quite a long time, the very existence of many social problems, such as drug addiction, homelessness, and prostitution of minors, was not recognized. A typical reaction of many officials in response to a request from a social worker two or three years ago: “There are no homeless children in our district, and there are 4 drug addicts who are registered in the dispensary.” Now problems are being recognized, directives are being issued on the need to take measures to prevent drug addiction, neglect, and so on. Various institutions and organizations take on their solution: lectures and trainings are organized, clubs and centers are opened. But, unfortunately, their number is very limited, only a few of the children can use them. In addition, the activities of these structures are often carried out without any interconnection, often intersect, and at the same time do not add up to an integral system of social protection of minors.
An analysis of the activities of the children's programs of the NAS Foundation allowed us to quite clearly define our ideas about both the problem itself and the target group. In our work, we met with homeless children, delinquents, children who use PAS, and even with those who combined all of the above in one person. Finding out the causes of these manifestations, work to overcome them allows us to conclude that all these are symptoms of one phenomenon - social maladaptation. This idea is not new; many educators, psychologists, sociologists substantiate it in their research.
But, unfortunately, so far it has not been implemented in practical programs of work with minors. There are many examples of unsuccessful attempts to overcome the symptoms (particular manifestations) of social maladjustment without taking into account its complex nature. Thus, the struggle of the police against homelessness was reduced to detaining a homeless child, finding out his identity and sending him to his last place of residence: to a family, institution, etc. At the same time, the situation that forced the child to go outside was not taken into account. As a result, minors were forced to choose between domestic violence and police brutality.
The effectiveness of the work of the DTC with offenders is extremely low due to the lack of real mechanisms of influence and adequate methods of response. Warnings, reprimands, threats to report to school rarely work on someone who prefers the street to study and family.
Recently, the opinion about the need for an integrated approach to solving the problems of minors has been widely recognized. Psychologists and social pedagogues are being hired in schools, commissions on juvenile affairs (CDN) are trying to involve not only representatives of schools and the police, but also specialists (narcologists, psychologists, social workers, organizing teachers) at their meetings. But the attempt to organize in each institution a coherent structure that allows for a comprehensive approach does not bring the desired result. There is an inflating of the staff, the assumption of unusual functions, a decrease in the professional level of specialists. At the same time, there is a situation of competition between various departments and structures, shifting responsibility and appropriation of rights.
An attempt to solve this problem was made by the Russian charitable foundation No to Alcoholism and Drug Addiction (NAS Foundation). Based on the experience of practical activities with minors, the concept of the Rehabilitation Space (RP) was developed. In accordance with this concept, the Rehabilitation Space is a territorial system of institutions, departmental structures, public initiatives involved in the prevention of social maladaptation of minors and their rehabilitation. The purpose of the rehabilitation space is to ensure the unity and continuity of the rehabilitation process, including the prevention and identification of socially maladjusted minors, rehabilitation measures aimed at their positive socialization. The main theses that make up the Concept of the rehabilitation space were formulated in the course of practical work with children, adolescents and their parents:
All deviations in the behavior of minors: neglect, delinquency, the use of psychoactive substances are based on one source - social maladaptation, the roots of which lie in family problems.
The optimal environment for the full development of the child is the family. Deprivation of a family always becomes a trauma for a child. This means that our main efforts should be aimed at working with the family, organizing cooperation with them, and jointly solving problems. Only in the event that all measures taken in relation to the family have proved to be ineffective and further continuation of work with it is not possible, the issue of removing the child is considered.
A socially maladjusted child, teenager, being in a difficult life situation, is a victim whose rights to full development and self-realization in society are grossly violated. Even if he himself becomes a delinquent, this is the way he makes society aware of his violated rights. And this can be a signal to start rehabilitation. Only then can we hope that such manifestations will not be repeated.
Only an integrated approach to the rehabilitation of minors at risk can give a stable positive result and avoid the resumption of a critical situation.
The unity of the rehabilitation process is ensured by the adoption of the principles of social therapy.
^ The principle of "client-centrism", which determines the focus of all actions on the development and self-realization of the client, his restoration as a full-fledged member of society.
^ The principle of consistency, which means the need for a comprehensive analysis of both the problem of social maladaptation itself, and each specific case, and the application of a system of measures that are adequate to the identified issues.
^ The principle of development, which means the readiness of the system for development, the inclusion of new structures in it, the change in the functional content of structures that already exist, depending on the requirements of the social situation.
^ The principle of integrity, which means activity at all levels of social policy: from the client, his family and social environment, in cooperation with public initiative, institutions and executive power, to the level of legislation and state social policy in general.
Thus, the RP is not an administrative-bureaucratic system with clearly defined boundaries, hierarchical subordination and fixed powers. This is a functional association, the structure of which is determined by the needs of the effectiveness of a particular rehabilitation process.
The implementation of the goals and principles of the RP involves bringing social services closer to clients, coordinating the activities of various structures in the rehabilitation process, identifying existing needs for social services and initiating the emergence of new structures, mechanisms, and laws. To implement these tasks, within the framework of the “Right to Childhood” project of the Russian Charitable Foundation “No to Alcoholism and Drug Addiction”, a social service was organized for socially maladjusted minors. The social worker becomes an intermediary between the client, his needs and society. He conveys to the client social requirements, a social request (for example, do not drink, take care of raising their children, etc.). At the same time, he makes society's services available to the client, promotes the restoration of his rights, showing the society's interest in his fate. Acting as a representative of the client, the social worker uses the capabilities of all specialized institutions, organizations and other structures as a means in the process of rehabilitation of the client and thus acts as a coordinator of their activities.
An equally important part of the activity of a social worker is to contribute to the transformation of existing structures, to change the direction of their efforts. The mere fact of cooperation with any structure does not yet mean its inclusion in the RP system. The main condition for this is the acceptance of the above principles. And the social worker acts as their carrier and conductor. Representing, on the one hand, the interests and needs of the client, on the other hand, the existing resources of the territory, the social worker is able to perform a transformative function, while using his professional knowledge and correlating his actions with his professional position.
The main issue in organizing a social service is the selection of the target group, understanding the range of problems with which the social worker works. Currently, there are many different options for the specialization of social workers, social services. Among them, the division is based on departmental characteristics (school social teacher, social worker in medicine, etc.), age, and “symptom” with which the social worker works (drug addiction, homelessness, etc.). According to our ideas, a social service operates with maximum efficiency if it is created based on the analysis of a specific social problem and is aimed at solving it. For our social service, such a root problem is the social maladjustment of minors.
^ Part I. Theoretical background of creation
social service of the NAS Foundation
^ Chapter 1. Social Work: Theory and Practice
Speaking of social work, it is necessary to initially define what we mean by this term. By and large, any activity aimed at helping a person in need is social work. “The meaning of social work is the activity of helping individuals, families, groups in the realization of their social rights and in compensating for physical, mental, intellectual, social and other shortcomings that impede full social functioning” [Theory of social work, ed. Kholstova, M., 1998]. Many institutions and structures declare helping people among their goals. But in terms of the content of their activities, they often defend not the right of an individual to a worthy existence, self-realization in society, but the ability of the state to avoid problems associated with the presence of socially unprotected segments of the population. We inherited this legacy from Soviet times, when the existence of social problems was simply not recognized, and what fell outside the scope of well-being was “hidden” from the eyes of society. The collapse of ideology led to the development of new economic relations, new legislation, and new problems. But the response mechanisms, and most importantly, the stereotypes of attitudes towards socially unprotected strata, towards violations of human rights, have remained the same. "Social sanitation", sometimes turning into "surgery", is in no hurry to give up the position of "social therapy". If the family cannot cope with the upbringing of the child, he must be removed and placed in a boarding school. If he escapes from the boarding school, then he is not normal, he should be placed in a psycho-neurological boarding school. If he lagged behind the program by 2 classes - to a school for children with mental retardation. And no one has a question: what is the opinion of the child, are there other ways to solve the problem? Here is a clear example of "social sanitation." The list of such samples can be continued. And the worst thing about them is that the logic of such decisions is clearly spelled out, has prescriptions for all cases and does not imply alternatives. It frees officials from the need to think and doubt, to look for the best way. And if someone takes such courage, the system itself waits for his mistake to once again show the futility of the search. But now the old logic itself has begun to falter, and in some situations it does not work at all. There was a need for new patterns of action.
In 1991, Russia joined the community of countries where professional social work exists. Such a position was introduced, training of specialists began, departments and institutes of social work appeared. Unfortunately, in practice this has become more of a formal recognition of the need for such activities, rather than its beginning. Specialists do not find application for their knowledge. The idea of the activities of social workers is very vague not only among the administration of institutions, but also among the specialists themselves. As Shapiro B.Yu. notes:
"the effectiveness of social work is reduced due to the fact that its various areas are supervised by almost a dozen different ministries and departments that have their own funding."
This leads to the distribution of responsibility for various aspects of the existence of the same categories of the population, as a result of which, depending on the situation, departments either compete for a sphere of influence or shift responsibility to each other when complex problematic, intractable situations appear. This is especially evident when working with socially maladjusted minors. The problem of school maladjustment falls on the shoulders of the Ministry of Education, offenses - on the Ministry of Internal Affairs, drug addiction - on health care, and problems in family relations are taken into account only in case of their extreme aggravation, the need for extreme measures, and fall on the shoulders of territorial guardianship authorities. Commissions on juvenile affairs, called upon to deal with this problem in all its manifestations and endowed on paper with sufficient powers for this, are in fact unable to exert any significant influence on the situation without having either the means or professional training for this. In essence, the CDN has been assigned the functions of a social service, but at the same time, at least some mechanisms for their implementation have not been created. There is a tendency to introduce positions of social workers from various departments. This is how social educators appear in schools, and social workers are also talked about in medicine. But about social work, as a form of helping a person in a difficult life situation, so far they speak only in universities, textbooks and at conferences.
At the moment, a lot of literature on social work has been published in Russia. These are textbooks, reference books, dictionaries. Social work is seen as
"a specific type of professional activity, the provision of state and non-state assistance to a person in order to ensure the cultural, social and material standard of his life, the provision of individual assistance to a person, family or group of persons." (Dictionary-reference book on social work. M., 1997).
The person or group to whom the assistance of a social worker is provided is commonly referred to as a client.
The object of social work is individuals, families, groups, communities in a difficult life situation. A difficult life situation is a situation that disrupts (or threatens to disrupt) the normal functioning of these objects.
The subject of social work is a social situation - a specific state of the problem of a particular client of social work, individual or group, with all the richness of its connections and indirect influences related to the resolution of this problem.
At the same time, “the goal of the social worker’s activity is to improve, or at least facilitate, facilitate the client’s subjective experience of his situation.”
In the practice of social work, there are three levels of transformative activity: within society as a whole (macro-level); within communities and social institutions (meso-level); within families and individuals (micro-level). (Social workers for safety in the family, M., 1999). Wherein
"social change is achieved only through transformative work carried out simultaneously at all levels."
We add that, ideally, the transformations occurring at different levels should be connected by a single logic. Currently, processes at different levels occur independently of each other. As a result, the adopted laws and regulations do not have implementation mechanisms, social work specialists who have been trained in institutions do not find application for their knowledge and skills, and non-professionals who are faced with this need in the course of their practical activities are solving social problems.
In our opinion, the foundation of social work is the practical activity of specialists with clients. It is at this level that specific social problems that need to be addressed are clarified, the nature of the necessary assistance and the professional qualities of a social work specialist are determined. Practice makes its own demands both on the training of specialists and on legislation.
In the latest edition (1994) of the tariff and qualification characteristics of the position of "specialist in social work", the following functions are distinguished:
“analytical-gnostic (identification and registration of families and individuals in the service area, including minor children in need of various types and forms of social support, and the implementation of patronage over them);
diagnostic (determining the causes of difficulties that citizens face);
system-modeling (determination of the nature, volume, forms and methods of social assistance);
activation (promoting the activation of the potential of one's own capabilities of an individual, family and social group);
effective and practical (assistance in improving relationships between individuals and their environment; consultations on social protection issues; assistance in preparing documents necessary to resolve social issues; assistance in placing those in need in stationary medical and recreational institutions; organizing public protection of juvenile delinquents, etc. .);
organizational (coordination of the activities of various state institutions, participation in the formation of social policy, development of a network of social service institutions);
heuristic (improving one's qualifications and professional skills).
(Panov A.M., Kholstova E.I. Social work as a science, a type of professional activity and a specialty in the system of higher education. Social work. Edited by I.A. Zimney. Issue 9. M., 1995).
In practice, the implementation of these functions is most often difficult due to the lack of mechanisms to support social work. Identification of clients usually occurs upon the fact of an extreme aggravation of the problem, and there is practically no preventive activity. Establishing the causes is often limited to the testimony of the clients themselves. Specialists are usually not ready to work with unmotivated clients, and "potential activation" occurs by the method of external administrative pressure. The organizational function is faced with the principle of departmental affiliation of various institutions and different understanding of their tasks in relation to the client.
The practical implementation of these functions is possible only if a territorial social service is organized.
The social service organized by the Russian Charitable Foundation "No to Alcoholism and Drug Addiction" (NAS Foundation) can act as a model for such work, which has been tested in the course of practical activities.
^ Chapter 2. Social exclusion of minors
According to the accepted definition, social maladjustment means a violation of the interaction of an individual with the environment, characterized by the impossibility for him to exercise his positive social role in specific microsocial conditions, corresponding to his capabilities. (Dictionary).
Speaking about the social maladaptation of minors, we must take into account that childhood is the period of the most intensive mental, physical and social development. The impossibility of fulfilling a positive social role forces the teenager to look for workarounds to fulfill his developmental needs. As a result, leaving a family or an institution in which it is impossible to realize internal resources, meet the needs of development. Another way of leaving is experimenting with drugs and other psychoactive substances (SAS). And, as a result, offenses.
Thus, social maladjustment, caused by a combination of factors of a social, psychological, psychosomatic nature, leads to deprivation of the basic needs of a minor - the needs for full development and self-realization.
Returning to the definition of social maladaptation, we note that it is generated by a violation of the interaction of two parties - a minor and the environment. Unfortunately, in practice, the focus is on only one side - the maladjusted minor, and the maladaptive environment remains practically unattended. A one-sided approach to this problem is ineffective both with a negative and positive attitude towards a maladjustant. Applying repression against him is the same as forbidding a person who has a stuffy nose to breathe through his mouth, and not offering treatment at the same time. Of course, there is a certain chance that he will be able to breathe, but rather, he will either violate the prohibition or suffocate. Attempts at rehabilitation, directed only at the child, are reminiscent of the efforts of doctors to cure a tuberculosis patient who continues to live in a damp and cold basement. Thus, work with a socially maladjusted minor requires an integrated approach not only to him, but also to his social environment.
Experience allows us to identify the following main causes of social maladaptation of minors (in order of priority):
Dysfunctionality of families;
Personal characteristics of the child (characterological features, temperament, mental disorders, etc.);
School maladjustment;
Causes of a socio-demographic nature;
Impact of antisocially oriented informal environment.
As a rule, in each case, several reasons are combined. Consider the main options for their combination.
Family dysfunction
The family is the main institution of socialization. The following functions of the family are distinguished:
Educational;
Household;
emotional;
The function of spiritual (cultural) communication;
The function of primary social control;
Sexual-erotic.
As Eidemiller notes:
“A normally functioning family is a family that performs its functions responsibly and differentiates, as a result of which the need for growth and change is satisfied both for the family as a whole and for each of its members.”
There are many possible disruptions in the normal functioning of the family, and all of them inevitably affect children. Currently, an increasing number of families need the help of specialists - psychologists, psychotherapists. But, unfortunately, the low level of psychological and pedagogical literacy makes the services of psychologists inaccessible to most families. In addition, in every dysfunctional family, in the course of its existence, rigid protective and compensatory mechanisms are formed, aimed at maintaining the existing balance. Thus, only outside intervention, based on an understanding of the nature of dysfunction, can change the situation. And the social worker acts as a specialist on this issue.
Dysfunctionality of the family is usually reflected in all areas of the child's life: school performance is reduced, the street company becomes a substitute for the authority of parents, in which the child receives recognition. All this, in turn, leads to a violation of the personal sphere, sometimes to mental deviations. And then - natural consequences: the use of psychoactive substances, offenses, which only becomes the reason for the attention of state structures - OPPN, KDN. Thus, at the moment the system reacts to the consequences, often ignoring the origins, causes, roots of the problem.
An example of such a situation is the history of the M.
^ Personal characteristics of the child
By themselves, the personality characteristics of the child often become the cause of social maladaptation. So, even a disabled child can be quite socially adapted, provided that parents and the social environment have a competent attitude towards his status. But quite often, the characterological features, temperament, restlessness of the child cause inadequate reactions in the parents. The idea of a “good” child as a comfortable, obedient one is faced with the presence of his personality traits. The alteration begins, the "adjustment" of the child to the general "standard", the struggle against his individuality. The result of this struggle may be different, but the disruption of the functioning of the family is inevitable. The child, feeling rejected, may give up, and the conflict will be transferred inside him, may leave the family and find recognition in another environment, in other forms. Quite often such families become clients of psychologists and our social service. Most often, the aggravation of such contradictions occurs in adolescence, when the child has a real opportunity to find other forms of self-realization, when his self-awareness grows, when peers become an authority, and the opinion of adults ceases to be the only correct one.
Parents in such families, under certain conditions, could successfully fulfill their parental duty. But the deviation of the real situation from their ideas and expectations, and the unwillingness to accept the child as he is, leads to conflict, and often to the dysfunction of the family as a whole.
What has been said about the family often turns out to be true when teaching a “non-standard” child at school. Unfortunately, teachers are not always ready to take into account the individual characteristics of the student. This circumstance is one of the reasons for another phenomenon - school maladaptation.
^ School maladaptation
It's no secret that schools are going through hard times these days. The overcrowding of classes, the lack of specialists, often their low professional level, lead to an increase in the number of conflicts between the teacher and students. The school has practically abandoned the educational function and most often uses repressive measures of influence, pursuing the goal of maintaining discipline by any available means, of which there are not so few left. Often a student's progress in a subject is directly dependent on the teacher's attitude towards him. This leads to a decrease in the authority of the school, the significance of education in general. At the same time, school failure causes family conflicts, alienation, and the development of family dysfunction.
^ Exposure to asocial informal environment
This factor is often credited with an inappropriately large impact on minors. And this can be understood - "informals" of various directions stand out noticeably on the streets, just "hangouts" of idly wandering youth. But far from all groups are truly asocial (difference, dissimilarity is not yet a sign of asociality). At the same time, leaving for “informals” is usually only a consequence of the relationships that have developed in the family.
Now the number of family conflicts has increased significantly as a result of a value mismatch. Many parents are unable to accept the existence of values other than those that guided them in their lives. As a result, they reject not only the really low, tasteless, vulgar, but also the positive component of the life of their children (freedom of self-expression, self-realization, the value of the individual). The reaction of a teenager to this is the acceptance of everything that is rejected by the parents, including the negative. Thus, what was recently considered a factor in family stability, the value determination of parents, now acts as a risk factor: rigidity, intolerance.
^ Reasons for the socio-demographic nature
We attribute to the reasons for this category the low material level, large families, single-parent families, provided that these families do not have chemical dependence and obvious asociality. Of course, these factors increase the likelihood of developing all kinds of family dysfunctions. But enough examples are known when in such families an ideal atmosphere is created for the development of a child, and children grow up as worthy people.
But often all the efforts of parents (or single mothers) are wasted. Sometimes, there is not enough time, sometimes - knowledge and experience. And in these cases, timely assistance is needed, until the aggravation of the situation has led to the development of other manifestations of family dysfunction.
This is most clearly seen in the example of single mothers. At the same time, only in half of the cases of dysfunction there is a problem of alcoholism or other asocial manifestations. In many cases, it was the breakup of the family, the difficulties associated with the social insecurity of single mothers that became the starting point for the development of alcoholism. But even in those families where mothers try to conscientiously fulfill their duties, dysfunctionality can manifest itself in other forms: hypo- and overprotectiveness, authoritarianism, connivance, etc. Most often, single mothers experience significant material difficulties, difficulties in finding a job, in establishing social ties.
Thus, in this case, we can speak about the absence of family dysfunction only conditionally, meaning the absence of obvious asociality, a threat to the life and health of the child within the family. Considering the situation from the point of view of a psychologist, we can confidently speak about a violation of intra-family communication, mutual understanding between parents and children, i.e. psychological dysfunction.
Part II. Social service for socially maladjusted minors
Starting to create a social service, we were guided by the practical needs that arose in the course of working with children in an orphanage, in outpatient programs. The need for theory arose only at the stage of systematization and dissemination of the experience of our activities. In addition, at the time of the beginning of our activity, there was practically no available literature on social work, not to mention practical developments. So far, we have not met with any social service or program engaged in such activities in Russia. The advent of literature on social work has not greatly facilitated our work. In it, a lot of space was given to the history of social work, the object and subject of research, the functions of a social worker and the tasks of social work were considered, but very little was said about the practice, methods of work and organization of social service, problems and ways to solve them.
Foreign specialists from France and Romania helped us in many ways. Their social work experience helped us lay the foundations of social service. But the methods used by foreign experts can very rarely be transferred to Russian soil without adaptation.
As a result, we felt like "pioneers" of social work. How to make contact with a child on the street, how to enter a family and establish cooperation with drinking parents, how to bring a client to a psychologist and involve government agencies in solving clients' problems - these and many other questions arose and required an immediate solution. We are faced with the unpreparedness of personnel and the need for their training, with catastrophic staff turnover and the syndrome of "professional burnout". Answers were found to many questions, we have only formulated some problems and are now looking for their solutions. In this part, we will share our findings and mistakes, victories and failures.
^ The first chapter of this part is devoted to the history of the development of social services.
In the second chapter, we analyze the experience of its practical activities, consider the characteristics of the target group to which the activity was directed.
The organization of a social service includes three aspects that are closely related to each other: structural, content, and organizational and methodological. Three subsequent chapters (from 3rd to 5th) are devoted to them. Sometimes, it was difficult to draw a clear line between them: some forms of work are so closely related to organizational issues. As a result, some forms of activity may occur repeatedly in different parts of the work, but their consideration each time will have its own specifics.
The third chapter presents the structure of the social service, its goals and objectives, units and their functions.
^ The fourth chapter is devoted to the practical activities of social workers, the stages of social work with an individual client, the methods and technologies used at each stage, the interaction between social service units in the course of practical activities are considered.
In the 1970s In the United States, reforms were made in the field of juvenile justice. In 1974, Congress passed the Juvenile Courts and Juvenile Delinquency Prevention Act, which shifted the focus from prosecuting juveniles with minor criminal and civil offenses to community corrections. This law established the length of stay for juveniles who committed civil offenses in correctional institutions, encouraged alternative punishments instead of imprisonment for juveniles with minor criminal offenses, and called for the establishment of juvenile correctional services based on special programs. The law also prohibited adults and adolescents from being in prison together and made prevention a top priority.
This fact served as an impetus for the development of special services for juvenile offenders and difficult adolescents and the creation of various programs to work with them. Experiments carried out, for example, in the state of Massachusetts also played a large role in this. Correctional institutions were closed in this state, juvenile delinquents were released for two months to freedom. The results of the experiments were as follows:
- a) in those places where various conditions for correction were created, the adaptation of adolescents was more successful;
- b) despite the large number of offenders who returned home, there was no significant increase in crime;
- c) mass correction was achieved "even without the preparation of the public". Experiments, according to experts, have proved the effectiveness of correcting children at their place of residence, although up to this day there are disputes about punishing teenagers for their misconduct.
The term "in the community" is used to refer to correctional centers, youth bureaus, foster homes, family-type boarding houses, and adolescent wards in psychiatric clinics. All these institutions, of course, differ in the level and nature of services, but there are common features that are inherent in all types of programs of these institutions. The main goal is to create a favorable interaction of the individual with the surrounding social environment. All programs are based on the participation of a minor in certain actions and events in order to include him in everyday activities.
There are three types of programs in the literature:
- 1) basic police programs;
- 2) basic programs of schools;
- 3) basic programs of juvenile courts.
Let's take a closer look at each of the programs.
Young people's first contact with the law enforcement system usually takes place at the local police station. The number of cases transferred to juvenile courts largely depends on the police.
One of the problems, according to the authors, lies precisely in the fact that at the first stage of work with juvenile delinquents, the entire initiative is given solely to the discretion police. The police are supposed to enforce the law, but sometimes, as noted in the literature, they are too loose about their duties.
In recent years, authorities in many districts have hired police officers who are specialists in dealing with minors. Their functions are somewhat broader than just keeping the law. Their goal is to help young people and their families, so the scope of the police in many districts includes, in addition to simple law enforcement, a wide range of activities carried out by the police in conjunction with other organizations. These activities include the organization of various clubs for teenagers, programs to combat drug addiction among young people, personal safety training in local schools. For example, in the United States, special police athletic clubs are widespread, which involve minors in useful activities and thereby help strengthen family relationships.
School programs are divided into two groups: programs for ordinary schools and programs for special schools designed for difficult and convicted teenagers. Both schools take responsibility for helping those teenagers who are sent to these schools by law enforcement or social services or who are asked to pay special attention to them. In this way, these programs help avoid isolating any group of teenagers while allowing them to attend juvenile delinquency prevention classes at school that are designed for all students.
Purpose of the system juvenile courts, existing in the United States at the present time (originated in 1899), is to rehabilitate juvenile delinquents. The juvenile court system focuses not on punishment, as is the case with adults in the criminal court system, but on their resocialization. In this sense, S. Bechki believes, one can speak of the American juvenile court as a juvenile court, which combines the properties of a charitable organization and an institution for social supervision.
Influenced by the traditions of the Save the Children movement, juvenile courts exist because American society recognizes the fundamental difference between the actions of children and adults, sees the main task of these courts in the education of adolescents who have committed a punishable act, as well as in the prevention of crime.
Today, there are about 3,500 juvenile courts in the United States, the organization and operation of which is within the competence of the states and their laws. In most states, the age of persons covered by the jurisprudence of juvenile courts is set at 18 years (in most states this is the age of majority).
The competence of the juvenile courts includes work with three categories of adolescents:
- 1) minors who have committed punishable acts that would be recognized as a crime if committed by an adult;
- 2) minors who have committed punishable acts that would not be recognized as a crime if they were committed by an adult, this category of children is designated as "status offers";
- 3) minors, abandoned by parents or subjected to parental abuse.
State laws on juvenile courts categorize "status offenders" as children whose misdemeanors include truancy from school, running away from home, children who are naughty, difficult to educate. In many states, this group of children is defined as "children in need of guardianship."
While juvenile courts within the American justice system are technically unable to pass sentences, children who commit a punishable act should certainly be punished in accordance with the general legal concept. The punishment determined by the court may be a conditional sentence, a warning, a suggestion, socially useful work, compensation for the damage caused, house arrest. In this case, the minor continues to live in the parents' house, but on a daily basis and without fail participates in one of the counseling or educational programs. The system of juvenile courts has developed a range of social activities carried out by various social services or authorized employees of social welfare departments, youth affairs departments, public order and security authorities. In the case of a suspended sentence for a minor, the social worker supervises the minor during the probationary period and reports to the judge how the minor is performing his duties.
For this work with adolescents in the United States, bureau of social services for youth. These institutions are community-based focal points to assist convicted and unconvicted teenagers referred by the police, juvenile court, social services, parents or school. Having a youth welfare office ensures that teens who are referred to the police because of absenteeism, bad behavior or petty offenses can initially avoid incompetent case management and bringing their case to court without community assistance.
The organizational structure of these bureaus is different, many of them do not offer their own services. They act as an intermediary and supervise the activities of the service organizations so that they meet the needs of the minor. There are also those that offer services such as counseling, medical care, employment, etc. (California). Acceptance of minors in this case is carried out according to certain criteria, for example, the teenager should not be on probation, it can be a minor and first known offense, the teenager must permanently reside in the area where the project is being implemented (think of social bureaus for teenagers in Holland) .
What institutions exist in the US for juveniles who are sentenced to imprisonment? There are two categories of institutions: closed places of deprivation of liberty and closed educational institutions. Closed places of deprivation of liberty - these are institutions that restrict the physical freedom of movement of adolescents in pre-trial detention during the investigation of the circumstances of the case. Closed educational institutions - these are all public or private organizations designed to accommodate and restrict the freedom of adolescents sent by court order. There are four types of educational institutions for such minors, they differ in the degree of restriction of freedom. These include: re-education schools, youth camps and ranches, closed shelters and orphanages, 24-hour surveillance centers.
Many different factors are taken into account when sending to a particular institution, for example, alcohol or drug use, family circumstances. In some cases, a psychiatric examination is carried out in a specialized diagnostic center for minors before being sent.
Educational institutions differ in the degree of restriction of freedom. Programs are designed for different periods of stay in them for children, for example, in a youth ranch in Rapert (Idaho), where most of the pupils are victims of physical or sexual abuse by their parents, the program is designed for a period of 9 to 14 months. Almost all teenagers are included in the community school system. The public educational institution in St. Anthony, designed for teenagers who have committed theft, rape, arson, is running a longer program. It is interesting to note that these correctional institutions are separate houses or apartment-type dormitories, there is a swimming pool, various game rooms. In institutions, various specialists work with adolescents.
1.1. Modern theoretical models of social work with adolescents in penitentiary institutions
The theoretical basis of social work is the general theory social systems R. Bertalanffy, originally developed for the classification of biological systems. 1 Subsequently, it was transformed for social structures and is now effectively used in the organization of social work and the implementation of the conceptual provisions of social protection of the population. There are a number of modifications of systems theory that are of exceptional importance for decision-making on client problems, so it is considered appropriate to dwell on them in more detail.
One of them - « life models"- is a concept of the interaction of psychological and social systems and is a relatively new theory of understanding social practice. 1 It is believed that the violation of the boundary connections between the psychological and social systems causes changes in social status, restructuring of personal life space and leads to disruption of adaptive balance and stress.
At the core social radical model lies the technology of "empowerment", which ensures the development of self-awareness of representatives of various social groups. 2 This technology is used to increase the client's self-control, his personal responsibility and self-actualization; it is close in content to the cognitive and humanistic models of working with people. This model is aimed at development social client abilities, but not to change the social structures that surround it.
Marxist model social practice considers the activity of a social worker as a force contributing to the implementation of joint collective actions aimed at raising self-awareness and changing society. 3 Social work in this model has always been considered and today it develops exclusively at the structural level.
Psychodynamic theory was the first theory on the basis of which the first practical model of social work was developed. The main advantage of the psychodynamic model is its integrativity, which allows the social worker to use different technologies and methods in various situations that contribute to the effective solution of the client's problems. four
The relationship between a social worker and a client within the framework of the psychodynamic model includes such components as individualization of the client, assessment of the problem that has arisen, its diagnosis, and the use of non-directive therapeutic technology for providing assistance.
At the core existential model Social work is based on a phenomenological approach, which consists in analyzing the behavior of the client, in particular, how he perceives and interprets his ideas about the world around him, how he evaluates his status. Great distribution existential model practice of social work has received in connection with the growing attention to deviant behavior and with the expansion of areas of interaction between psychosocial and structural social work. one
One of the basic principles humanistic model social work is the desire of social workers to help clients, on the basis of self-knowledge and understanding the significance of their personality, to understand themselves and the nature of interaction with the outside world. This is one of the effective models that help to increase the effectiveness of the relationship between a social worker and a client, it uses the technology of "active listening", the main components of which are empathy and a partnership style of relationship. An essential feature of this model of social work is a non-directive approach to solving client problems. Currently, the humanistic model of social work is gaining more and more influence, expanding the scope of interdisciplinary and integrative approaches in social practice.
role model social work assumes that people build their behavior in accordance with models, schemes, reproduced by individual-personal consciousness. A social role is the behavior that other people expect from a person when he performs certain social functions. A role-playing game can be used by a social worker in the process of teaching a client to correct behavior, as well as to increase his adaptability. The most common technologies in the role model are group discussion, group behavioral therapy in order to master new roles in the group and, with the help of the group, correct the client's behavior; as well as art therapy, used to reveal and interpret the client's role in front of the group, stimulating his activity; “programmed roles” technique, etc. 1
One of the main postulates cognitive model organization of social work lies in the fact that social services should be available to all who need them. The cognitive model of social work is complex because it includes both sociological and psychological approaches. This understanding of the social work practice model is largely due to the fact that the social adaptation of an individual is understood not only as an individual-personal need, but also as having social consequences: it has an impact on the social environment, changing, in turn, under its influence through personality changes. .
Adaptation includes different phases, involving certain methods of working with a client: strategic, tactical and actually adaptive. It is important to help the client to see alternative courses of action, to show that social changes cause changes in interpersonal relationships.
basis socio-pedagogical model constitutes the position that education is part of the process of social development of a person. That is, this is a conscious purposeful impact on an individual or a social group by the subjects of educational activity, which aims to develop certain social qualities in the educated. The socio-pedagogical model can be considered both at the structural level and at the level of psychosocial work.
Socio-pedagogical model social work is the most appropriate for the conditions of the penitentiary. This is also indicated by the new Penitentiary Code, where issues of social and educational impact on convicts are given special importance. one
After analyzing modern theoretical models, we can conclude that each model is effective in a certain case. Based on the humanistic model, it is possible to choose the optimal model of social work with prisoners. To do this, you need to use different models in conjunction with the humanistic model, depending on the client or the problem situation.
1.2. Modern theoretical approaches to social
work with convicted teenagers
Sociologically oriented approach.
Sociology studies society, the behavior and beliefs of specific groups - adolescents with deviant and delinquent behavior, juvenile delinquents, their families, friends, acquaintances, the impact on the client of other people (the team, prison staff, the convict's family, his friends and acquaintances), the influence of social factors (uncertainty of social expectation, drug addiction, alcohol consumption, smoking, violation of law and order, early sexual experience, family relationships, homelessness and homelessness, substance abuse, prostitution, lack of conditions for meaningful recreation and sports, commercialization of the leisure sector), social control, social processes. 1 Knowledge in the field of sociology allows a social worker to explore social problems, to provide mastery of interpersonal skills and techniques. For example, the main skill of a social worker is interviewing, which involves knowing how to talk to a person with a particular problem so that he can open up, trust and feel safe.
After collecting and analyzing the information, the social worker draws up a plan of action, thus providing an analytical approach to solving the problem.
Psychologically-oriented approach.
Psychologists study individuals (convicted teenagers), try to understand the mechanisms of their development, important factors influencing their psyche and behavior, as well as the psychology of collectives.
Social work pays great attention to the relationship between convicts and their environment (prison staff, family, close friends). It follows that social workers must use knowledge and psychology to assess clients' problems and implement plans for needed interventions. 2
Social workers study various aspects of the range of problems of the individual and the social environment, contribute to the development of their constructive solutions. The goal of a psychologically oriented approach is to help convicted adolescents optimize their own efforts to change the situation that has arisen at the personal and social levels. The social worker seeks to help clients develop and use their personal and social resources.
The relationship between a social worker and a client within the framework of a psychologically oriented approach includes such components as: individualization of the client, assessment and diagnosis of the problem that has arisen, and the use of non-directive therapeutic technology for providing assistance. one
In social work theory, there are andComplex-oriented approach (humanistic, socio-therapeutic, psychotherapeutic, therapeutic-psychological, pedagogical, socio-pedagogical, pedagogical-therapeutic,).
Pedagogical approach
Educational influence in a correctional colony is recognized as a means of spiritual influence on the convict, an attempt to improve his personality during the period of serving imprisonment through targeted corrective action, restoring or instilling in the convict the skills of correct orientation in the system of spiritual and moral values, psychological and other preparation for leading a socially useful lifestyle after their release from prison. Long-term observations of convicts have shown that changes in the social status, social roles of convicts, as a rule, are reflected in the state of their mental and moral properties and qualities. For a correct understanding of the formation of the personality of a criminal, it is necessary to take into account that the unfavorable conditions for its formation do not directly give rise to criminal behavior, they determine the inner spiritual world, the psychology of the personality, which, in turn, become an independent and active factor mediating the further influence of the social environment. Each individual as a person is a product not only of existing relationships, but also of his own development and self-awareness. 2
Therapeutic-psychological approach.
The therapeutic-psychological approach developed by German researchers is characterized, first of all, by an attempt to create a therapeutic community, when special attention is paid to the client's difficulties regarding relationships with others. So, for example, on the basis of violations of the emotional plan, the client establishes an insufficient ability to make contact, to build it without constant fear of disappointment. Overcoming the difficulty of proportionate communication with each other becomes a central factor in the model of action. According to German experts, it is equally necessary to pay attention to the further relationship of the individual with the world around him. Methodical action, the technique of therapeutic community is also characterized by the need to create a social environment in order to improve treatment, enhance various communications, express feelings and concepts of teaching teaching and lifestyle. Equally important is that the environment in which the client lives is not only the framework in which certain treatment techniques are applied, but also directly one of these techniques. This concept is aimed at helping criminals develop their own concept of recovery, which means the destruction of the criminal structure, the creation of a positive attitude towards those in prisons among all members of the groups involved in treatment. At the same time, it is very important to be able to organize a general assembly based on democratic principles, which could work through the existing problems and try to find ways to solve them.
alcoholization youth minor inspector
From the age of 14, criminal liability for intentional bodily harm, theft, malicious hooliganism and some other crimes begins; from the age of 16, the responsibility relies in full. The main duty of the juvenile and social worker inspections is to prevent neglect and delinquency of adolescents, to provide them with the necessary educational influence. They deal with minors released from places of deprivation of liberty, convicted with a suspended sentence, systematically leaving the family at the age of 16, avoiding school, using alcohol and drugs. A juvenile inspector is a lawyer and a teacher at the same time. A social worker is primarily a teacher and mentor. They must know each of their wards, control his behavior, do everything possible to prevent offenses. The inspector has the right to visit juvenile offenders at their place of residence, to conduct conversations with them and their parents; call them to the police to clarify the circumstances related to the offense; apply an official warning about the inadmissibility of antisocial behavior both to the minors themselves and to their parents who do not fulfill the duties of raising children and their behavior contributes to the commission of offenses by minors. The inspector works, as a rule, in close contact with the commission on juvenile affairs, for consideration of which cases of offenses are submitted.
One of the most urgent and socially significant tasks facing our society today is to find ways to reduce the growth of crime among young people and increase the effectiveness of their prevention. The need to solve this problem as soon as possible is due not only to the fact that a rather complicated criminal situation continues to persist in the country, but, above all, to the fact that more and more minors are drawn into the sphere of organized crime, dangerous crimes are committed by criminal groups created by teenagers, and the number their steadily growing. Crime is getting younger and takes on a steady recurrence character. And such a criminalization of the youth environment deprives society of the prospects for establishing social balance and well-being in the near future.
The main role in solving this most acute problem is assigned to social pedagogy and social work, although, of course, it can only be solved in a comprehensive manner, with the involvement of all the forces of society. However, the integration of the efforts of society can be carried out only within the framework of a scientifically based, provided with effective technologies, socio-pedagogical system of re-education of the personality of a minor through consistent pedagogical and educational and preventive influences that ensure the formation of a personality with firm and correct life attitudes.
The socio-pedagogical concept of prevention makes it possible to successfully overcome the one-sided approach prevailing for many years, which considered the personality only as a product of “educational influence”, and therefore did not take into account other objective factors, for example, potential conditions that affect the personality.
Many costs, omissions in education are the result of the fact that there is no proper system in the field of individual work, the organization of the educational and preventive process with specific offenders.
Individual prevention of offenses includes corrective and corrective influence as one of the elements, but is not limited to it. This is a purposeful process of managing the re-education of the individual, which consists in the fact that offenders, under the influence of educators, the public and collectives, develop the right views and beliefs, master the skills and habits of socially positive behavior, develop their feelings and will, and thus change their interests. , aspirations and inclinations. On the other hand, individual prevention is aimed at eliminating adverse environmental influences on a particular personality. To effectively manage this process, it is necessary to choose preventive methods that provide:
- development of moral consciousness
- Formation of skills and habits of positive behavior,
- education of strong-willed efforts to resist antisocial influences,
- social improvement of the microenvironment.
It must be borne in mind that the re-education of the personality of a minor offender, the development of positive skills and habits, strong-willed efforts are associated with various, special areas of psychological activity, rely on certain physiological factors, the specifics of which cannot be ignored when choosing prevention methods.
In the structure of individual crime prevention, the following main tasks can be distinguished:
- timely identification of persons with socially deviant behavior and those prone to committing offenses, as well as parents and other persons who negatively influence them;
- study of the age and psychological characteristics of the personality of juvenile delinquents in order to prevent a conflict between a young person and society, to eliminate the causes and conditions contributing to it;
- · development of a program of individual educational and preventive impact on the offender and his environment, taking into account the available forms and methods, the effectiveness of their application;
- organization of interaction and continuity in the educational and preventive work of all subjects of socio-pedagogical activity, daily and continuous monitoring of the lifestyle of adolescents with deviant behavior, responding to "breakdowns" and encouraging positive changes.
Re-education is a complex process that requires enormous efforts, stress, the use of a diverse arsenal of preventive and moral influence, since one has to deal with the most neglected in the pedagogical, educational respect people who could not be given positive behavioral skills by either the family, or the school, or the labor collective . Working with them requires a special ability to highlight the potential of the individual and influence the person in the right direction, help him correct and re-educate. Success here largely depends on how the teenager himself seeks to eliminate negative aspects in his behavior, social lifestyle.
If, in form and purpose, individual prevention of offenses consists in identifying persons prone to committing antisocial manifestations and taking measures of educational influence in relation to them, then in essence it is an organized process of re-education of individuals, carried out for highly specialized purposes - to prevent the commission of repeated offenses.
The specifics of individual prevention, as well as the peculiarity of the objects of study and educational influence themselves, require consideration of:
- psychological processes (features of imagination, attention, thinking, memory, perception, etc.);
- The level of ideological and moral development of a teenager-offender, moral motives inherent in this child (a sense of shame in front of relatives, friends, fear of punishment, condemnation of the team, etc.);
- Characteristic features of the personality of the offender, the level of his consciousness, the motives driving him, as well as his behavior before and after the offense;
- the circumstances under which the teenager had antisocial intentions, the determination to commit an offense or an immoral offense matured and was realized;
- negative factors of the specific environment (the immediate environment at school, in the family, on the street) that cause these motives for illegal behavior.
Often, the negative impact on a young person of the microenvironment, life's troubles continues for a long time, changes his personality, and contributes to becoming on an antisocial path. Timely intervention of a social educator in this process can prevent a negative impact on a boy or girl, change their views, beliefs, direct energy in a socially useful direction.
When the subjective ideas, goals and intentions of the child who has committed an offense become known, the motives, beliefs, values of the individual are understood and evaluated, it is possible to proceed to a comprehensive development of a program of educational and preventive impact on the offender. (19, 13)
Preventive impact becomes optimal if it takes into account the characteristics and trends in the development of the individual and coincides with her inner motivations. The process of external preventive influence, then, as it were, merges with the process of self-education, self-development. Naturally, the results of such a coincidence are maximum. Very often, this effect, in the prevention of offenses, depends not so much on the strength of external influences, but on the ability to bring external influences in line with the characteristics of the individual.
When developing an individual preventive impact program, the main goal is to change the personality of a minor in the direction of generally accepted norms, rules and other social values. Moreover, this goal is not realized immediately, but after months or years. Based on the goal, a range of tasks is determined. The main ones are: restoration and development of normal positive interests of a minor; normal communication; sense of social responsibility and discipline.
To achieve the goals of re-education of a minor, it is important to draw up a psychological, social, moral "portrait" of this child in order to identify, first of all, positive aspects in the lifestyle of this teenager, their stability, as well as his needs, interests, inclinations. The past experience of the child, specific criminogenic factors of the environment are studied, his readiness to perceive the educational impact exerted on him and his attitude to socially useful values are assessed. Attention is drawn to the possibilities of the family in the re-education and correction of the behavior of a minor. At the same time, if the parents are unable to control the aspirations of their child and allow the development of excessive claims in him, the appearance of elements of disregard for the norms of public life. Then the social educator needs to assess the role of the family in the process of re-education: either include the family in the process of correcting the adolescent's behavior, or, if we are talking about persistent harmful influences within the family, removing the teenager from this environment.
The main criterion for the professionalism and performance of a social worker is that “the person or family whom he helps to get out of a difficult life situation can continue to do without his help and the help of officials of the social protection system, so that the “client” acquires (or restores , normalized) the ability to act independently in a certain social situation or a specific social context, and secondly, in the social individualized adequate support of those persons who, due to limited physical and mental capabilities, are not able to independently function socially and take care of themselves.
To date, juvenile delinquency has been and remains one of the most significant social and legal problems of Russian society. Despite the efforts made by the state to prevent the criminal behavior of children and adolescents, significant progress in this area has not been achieved. The criminal statistics of recent years record an increase in the number of serious and especially serious crimes of minors, an increase in the share of violent crimes in the structure of juvenile crime, reveals a tendency towards an increase in the degree of organization of juvenile criminal groups, indicates certain changes in the motivation of criminal behavior of adolescents.
At the same time, the main thing that puts juvenile delinquency in a number of urgent problems is the nature of its social consequences: crime morally disfigures and socially degrades young people, who are an active subject of social reproduction, an important reserve and guarantor of national security, economic well-being and spiritual development of Russia.