Organization of post-boarding support for orphans and children left without parental care with disabilities. Project of the Center for Post-Orphanage Support “With Confidence in Adult Life

 /  Center for post-boarding support "Believe in yourself"

I. Relevance

Accompanying a child through life in a family does not end with his coming of age. Parents take care of their child even after 18 years. What happens to children from state institutions in practice? The child turns 18 and it seems that the state continues to take care of him and help him, but in reality an adult graduate of the orphanage is left alone with the difficulties of life. He has no choice but to return to his relatives, and sometimes to his parents, and gradually accept their way of life. The "crisis circle" thus continues to exist.
So when we talk about "family-style parenting in a public institution," Special attention we devote to the creation of a system of post-boarding support for graduates of the orphanage.
An analysis of the life arrangements of graduates over the years of our institution and similar ones shows that most graduates cannot solve the problems that arise on their own. Against the backdrop of the unfavorable socio-economic situation in the country, the graduate again finds himself in a social environment “one on one” with his problems, he is simultaneously included in the following areas of activity:

• the life of a vocational education institution;
• professional self-realization;
• the life of the hostel.

The phased creation of the system is already on early stages organization will:

Preserve in adolescents the potential for social adaptation accumulated during their stay in orphanage. Thanks to the line of succession of rehabilitation work in the post-boarding period, the teenager will not lose, but will strengthen his potential as a worthy citizen.

• ensure a real return on the financial costs of the state for the maintenance of pupils in the orphanage.
• to ensure the prevention of offenses and the stabilization of the social climate.
• to raise the social status of the orphanage in the eyes of the public of the village and the city.

As part of the program, favorable conditions arise for broad interaction with various public organizations whose activities are aimed at improving the social climate and helping orphans and other “risk groups”.
After graduating from the orphanage, the pupil continues to study at an educational institution of primary vocational, secondary vocational or higher vocational education. Most often these are institutions of primary vocational education. The following factors are of particular importance:

• relationship with teenagers teaching staff(additional troubles with underage pupils of the orphanage);
• acceptance or non-acceptance of it among peers - classmates;
• learning motivation.

Motivation for learning is associated with the presence of a long-term goal, formed in the orphanage, and the psychological climate in the educational institution. Most of the graduates have insufficient motivation for learning.
Recently, there has been a trend that graduates do not want to continue their education. In this case, the question of his employment arises. At the same time, a teenager who has not reached the age of majority is faced with problems of a shortage of jobs; absence professional knowledge and skills.
The lack of motivation to study is also due to the fact that the Employment Center for this category of citizens provides for the payment of unemployment benefits much higher than the average wage.
Thus, the organization of professional self-realization of a graduate does not have sufficient resources to be productive.

II. Post-orphanage support for graduates of the orphanage

Target: Creation of conditions for positive successful socialization and self-realization of orphanage graduates.

Tasks:

• Creation of an organizational and managerial structure and a legal framework to ensure post-boarding adaptation and support for graduates of orphanages.
• Preparing graduates of orphanages for independent living.
• Creation of a database of orphanage graduates to provide them with timely assistance in solving life problems.
• Creation of curatorship as an effective tool for education and transfer of life experience.

The program of post-boarding support for graduates of the orphanage is based on the implementation of the following principles:

• The principle of implementation of state guarantees to ensure the rights of adolescents to social adaptation in society. The implementation of this principle presupposes the full assistance of various state structures to the success of the post-boarding adaptation of orphanage graduates, as well as the coordinated interaction of various services that currently carry out their activities in the context of assisting the post-boarding adaptation of orphanage graduates.
• The principle of forming a unified state system post-boarding adaptation of orphanage graduates. The implementation of this principle involves the creation of a technologically complete system of post-boarding adaptation with a single scheme of management, financing and personal responsibility for the effectiveness of its functioning.
• The principle of orientation of adaptation measures for the benefit of the minor. The implementation of this principle involves a holistic vision of the personality of a teenager in the analysis of individual areas of his life, resolving conflict situations; understanding the many causes of antisocial behavior and the difficulties of post-boarding adaptation.
• The principle of targeting adaptation measures taking into account the personal characteristics of graduates. The implementation of this principle involves a personality-oriented approach to a teenager; building a program of post-boarding adaptation based on his personal characteristics and material and everyday opportunities.

The model of the orphanage graduate has not been developed at the moment. The state does not have clear requests for what a child should become who has lived part of his life in an orphanage.

Indicators of a teenager's readiness for graduation are:

• favorable prognosis regarding the state of physical and mental health of the child;
• a favorable prognosis regarding the family psychological climate or his life arrangement in another place (own apartment or house, availability of a place in a hostel educational institution);
• residual level of social competence, social intelligence of the graduate (knowledge of legislation, culture of behavior, ability to constructively organize leisure, etc.);
• the presence of several options for continuing education in educational institutions;
• multiple employment options.

III. The main directions of the implementation of the program of post-boarding support

The program of post-boarding support is implemented through two directions:

• creation of routes for post-boarding support and the formation of a mechanism for their implementation;
• creation of an "information field" of post-boarding support.

3.1. Creation of routes for post-boarding support and formation of a mechanism for their implementation

• The Graduate Support Program (PSV) is a set of measures implemented on the basis of interdepartmental cooperation and aimed at successful social adaptation of a graduate outside the walls of the nursery.
  at home.
• PSV is compiled for each graduate a few months (recommended - three months) before graduation based on the following activities:

3.2. The working version of the PSV is a document containing the following information:

• place of residence (indicating the exact address, telephone, names and places of work of persons living together with the teenager);
• place of study (indicating the exact address, phone numbers, names of responsible persons);
• place of work (indicating the exact address, names of mentors and their contact numbers);

The implementation of the PSV involves the appointment of persons responsible for patronage in each area of ​​life (patronage of the place of residence, place of study, place of work, leisure activities, health), as well as the selection (appointment) of a person who coordinates and overall control over the implementation of the route. Once a year, depending on the specific situation, a group of responsible persons evaluates the effectiveness of the implementation of the ERP, if necessary, makes adjustments, discusses possible difficulties and finds ways to solve them.

There are three main forms of PEP, depending on the level of readiness of a teenager for graduation. PS - "support". Compiled for graduates with a favorable prognosis of social adaptation. This category of routes is advisory in nature for the graduate and does not require special control over execution. In this case, it is enough to appoint one person responsible for supporting the graduate. PS - "help". Compiled for graduates with an insufficiently favorable prognosis for social adaptation. This category of PS is developed in the case when there are significant problems in one or some areas of the graduate's life (for example, marital status and living conditions). The program is created for those graduates who have a sufficiently high probability of a "failure" due to the action of adverse factors and implies the appointment of responsible persons in all areas of the graduate's life. PS - "SOS". It is compiled for graduates with an unfavorable prognosis of social adaptation and not ready for graduation and involves constant, clear control over all areas of the graduate's life and organization of the necessary support in crisis situations.

3.3. Creation of "information base" of post-boarding support.

"Information base" of post-boarding adaptation should include:

• information about options for continuing education of a graduate;
• information about the employment opportunities of the graduate;
• information about the options for the constructive organization of the graduate's leisure;
• information about alumni support, health, or treatment options;
• information about options for obtaining psychological assistance by a teenager;
• information on alternative forms of residence;
• routes of post-boarding adaptation.

"Information base" Should be in the form of a graduate memo, from which a teenager can get complete information on an issue of interest.

IV. The main forms of providing the concept

4.1. regulatory and legal support occurs due to the introduction of the Regulations on the routes of post-boarding support.

4.2. scientific and methodological support - creation of a system for assessing the readiness of children from the orphanage for graduation.

4.3. logistics.

4.3.1. Further improvement of the material and technical base of the orphanage. Family blocks and guest rooms for graduates of the orphanage need special financial support.

4.4. Staffing.

In the system of post-boarding support for graduates, the level of qualification and personal qualities professionals are paramount. It is assumed that the specialist is personally responsible for the success of the implementation of post-boarding adaptation routes. The most demanded specialist in the system of post-boarding support is a social pedagogue.

4.5. Creation of a system of post-boarding support.

The organizational and management structure includes the main subjects of the system of post-boarding adaptation and support graduates of orphanages who provide direct assistance and support to orphans and children left without parental care, and persons from among them, determine the internal policy in relation to this category of persons and carry out the necessary measures.

Public offer on the conclusion of a donation agreement

Regional social organization volunteers of the Samara region "House of childhood", represented by Rubin Anton Borisovich,
invites citizens to make a donation on the following conditions:

1. General Provisions
1.1. In accordance with paragraph 2 of Art. 437 Civil Code Russian Federation this offer is a public offer (hereinafter referred to as the Offer).
1.2. This Offer uses terms that have the following meanings:
"Donation" - "donation of a thing or right for generally useful purposes";
"Donator" - "citizens making donations";
"Recipient of the donation" - "Regional public organization of volunteers of the Samara region "House of childhood"".

1.3. The offer is valid indefinitely from the moment it is posted on the Donation Recipient's website.
1.4. The recipient of the donation has the right to cancel the Offer at any time by removing it from the page of his website on the Internet.
1.5. The invalidity of one or more terms of the Offer does not entail the invalidity of all other terms of the Offer.

2. Essential terms of the donation agreement:
2.1. The donation is used for the maintenance and conduct of the statutory activities of the recipient of the donation.
2.2. The amount of the donation is determined by the Contributor.

3. The procedure for concluding a donation agreement:
3.1. In accordance with paragraph 3 of Art. 434 of the Civil Code of the Russian Federation, the donation agreement is concluded in writing by accepting the Offer by the Donor.
3.2. The Offer can be accepted by the Donor transferring funds in favor of the Donation Recipient by a payment order using the details specified in section 5 of the Offer, indicating in the line "purpose of payment": "donation for the maintenance and conduct of statutory activities", as well as using plastic cards, electronic payment systems and other means and systems that allow the Donor to transfer donations to the Recipient.
3.3. Performance by the Donor of any of the actions provided for in clause 3.2. of the Offer is considered acceptance of the Offer in accordance with paragraph 3 of Art. 438 of the Civil Code of the Russian Federation.
3.4. The date of acceptance of the Offer - the date of conclusion of the donation agreement is the date of receipt of the donation in the form of funds from the Donor to the settlement account of the Donation Recipient.

4. Final provisions:
4.1. By performing the actions provided for by this Offer, the Donor confirms that he is familiar with the terms of the Offer, the objectives of the activities of the Donation Recipient, is aware of the significance of his actions and has the full right to commit them, fully and unconditionally accepts the terms of this Offer.
4.2. This Offer is governed by and construed in accordance with the current Russian legislation.

5. Signature and details of the recipient of the donation

Regional public organization of volunteers of the Samara region "House of childhood"

PSRN: 1116300003368
TIN/KPP: 6311997036/631101001
Location address: 443008, Samara, st. Clinical, 210-212

Bank details:
Bank account number: 40703810451100001079
Bank: PJSC JSCB "Avangard"
Bank BIC: 044525201
Bank correspondent account number: 30101810000000000201

Director
Rubin Anton Borisovich

Preparing orphans and children left without parental care for an independent life has always been an acute state problem. The state care system covers almost all children in need of care and creates the material prerequisites for their full development and preparation for adult life.

Today, the issue of post-boarding support for graduates of residential institutions remains open, despite the fact that various technologies and methods are being tested in many institutions of this type in different regions countries. Psychological and pedagogical research devoted to the study of the problems of graduates of orphanages and boarding schools convincingly prove that orphans, crossing the threshold of an orphanage or boarding school, need support, including assistance in solving housing, legal, social and many other issues. One of the problems in the field of supporting orphans and children left without parental care is the successful adaptation of graduates to new conditions in society.

The relevance and necessity of post-boarding support is due to the fact that a graduate of a boarding school is simultaneously included in different areas activities: the life of a vocational education institution, professional self-realization, the life of a hostel, leisure. Continuing education in a professional educational organization, building constructive relationships with peers and adults, obtaining and arranging their own housing, housekeeping, distributing money and other problems are difficult for a graduate to solve on their own, being with them "one on one" outside the orphanage.

The boarding school implements programs for preparing for independent living to develop communicative, social and everyday knowledge and skills. However, it is important to provide further assistance to graduates at the stage of their independent life.

To organize support for graduates at the boarding school, a program has been developed and is being implemented to organize work on socialization and post-boarding support for graduates "Step by Step".

Today I present my experience in the implementation of this program.

Target: present the experience of organizing individual post-boarding support and support for graduates of the MKOU "SHI No. 37 HVD".

Tasks: To summarize the experience in implementing the program of post-boarding support for graduates "Step by Step".

Organization of post-boarding support for orphans and children left without parental care with disabilities

1. The essence of post-boarding support for graduates of organizations for orphans and children left without parental care

The relevance and necessity of studying the organization of post-boarding support are determined by the presence of a complex of problems typical for orphans after graduation from an orphanage: difficulties in adapting to conditions in society, lack of housing, independent living skills, choice of profession and employment opportunities. The entry of orphans with disabilities into an independent life is fraught with great difficulties and is not always successful. The reasons for the difficulties of the child's entry into the system of social relations can be completely different. First of all, they are associated with inadequate perception by orphans of the demands that society makes.

According to the results of all-Russian studies, the low level of social and emotional well-being, as well as the integration into society of young people from among orphans and children left without parental care, which form most unemployed and offenders, becomes the source of a new wave of social orphanhood. That is, on the one hand, our society is not yet ready to accept young people with the status of an orphan, which is confirmed by denials of employment, the unwillingness of employers in the conditions of market competition to help graduates of boarding schools. On the other hand, due to the peculiarities of personal development, it is difficult for graduates themselves to find a worthy place in society on their own. The absence from early childhood of the conditions necessary for the full-fledged mental and social development of orphans hinders the formation of their abilities that ensure the achievement of true adulthood. As a result, young people with such life experience, as a rule, are characterized by a passive life position, an indifferent attitude to their status, dependency, and a low level of social skills and abilities.

The process of socialization (inclusion in the system of social relations), even under favorable circumstances, unfolds unevenly and can be fraught with a number of difficulties, dead ends, requiring the joint efforts of specialists and orphans.

The education of orphans with disabilities provides for the creation of a special correctional and developmental educational environment for them, providing adequate conditions and equal opportunities with ordinary children for education within special educational standards, treatment and rehabilitation, education, correction of developmental disorders, social adaptation.

We understand that today there is no service that would accept our grown-up, but far from adult children “from hand to hand”. We agree that vocational education institutions, when working with our graduates, orphans with disabilities, experience great difficulties. Our children have a lack of knowledge and ideas about the surrounding reality, which is combined with a lack of reliance on life experience, insignificant cognitive activity.

In all cases, even with a relatively favorable prognosis, our graduates need long-term social and pedagogical support, and one of the forms of social and pedagogical support for orphans and children left without parental care is post-boarding support. The goal of which is the successful social adaptation of graduates of the organization for orphans and children left without parental care to the conditions of a professional educational organization and to the conditions of independent living.

When implementing post-boarding support for graduates of organizations for orphans and children left without parental care, it is important to consider the following conditions:

Joint activities of a mentor and a graduate, aimed at gradually increasing the level of independence of the latter;

The graduate has the opportunity to establish constant emotional contact with a mentor;

Recognition of the central process of adaptation of a graduate is not the assimilation of knowledge and skills of life, but the rehabilitation of his personality.

These conditions can be implemented through various forms escorts.

The legal basis for activities to ensure the social adaptation of graduates of organizations for orphans and children left without parental care is a number of federal and regional normative documents. In the regional programs of social adaptation of graduates in the post-boarding period, it is recommended to provide, as the main area of ​​work, the development and implementation of innovative technologies of assistance and support based on the use of the institution of mentors / curators, an individual approach to the organization of post-boarding support.

After analyzing the existing problems, the administration of the boarding school created a program of post-boarding support for graduates of MKOU "SHI No. 37 HVZ" "Step by Step", a goal that closely intersects with existing problems of this institution.

2. The main directions of the program of post-tenat support for orphans and children left without parental care with disabilities "Step by step"

Preparing orphans and children left without parental care for an independent life has always been an acute problem. The state care system covers almost all children in need of care and creates the material prerequisites for their full development and preparation for adult life.

Having studied the experience of post-boarding support in Russia, in the Kemerovo region, we came to the conclusion that it is necessary to develop a program of post-boarding support for graduates aimed at successful socialization and social adaptation of orphans and children left without parental care with disabilities.

The program of post-boarding support for orphans and children left without parental care "Step by Step" contributes to the development of the social competence of the individual, his self-determination in society. Accompaniment is carried out from the moment of graduation from a boarding school upon admission to a professional educational institution and is aimed at graduates from 14 to 23 years old. The main technologies of the post-boarding support program are supervision and an individual support plan.

The purpose of the Program is the preparation of graduates of a correctional boarding school left without parental care for an independent life, with the subsequent organization of individual support and support for graduates for successful social and professional adaptation in the post-boarding period up to 23 years.

Tasks:

Organization and implementation of work on professional definition pupils in accordance with their abilities, medical indications;

Increasing the level of social adaptation (development of communicative culture skills, formation of the need for communication, intimate-personal relationships);

Assistance in the adaptation of graduates of a correctional boarding school to living conditions and training in an educational institution of primary vocational education;

Increasing the level of social and legal literacy of graduates;

Diagnostics of the psychological causes of violations in the learning and behavior of graduates of institutions for orphans;

Prevention and elimination of violations in the training and behavior of graduates of institutions for orphans;

Providing support to pupils who find themselves in a difficult life situation, with the aim of their successful socialization and integration into society;

Assistance in the employment of graduates;

Assistance in restoring ties with blood relatives.

This Program is complex in content, because its implementation is associated with the use various methods work and in its implementation the team of teachers and specialists of the boarding school participates.

Post-orphanage support is a holistic, systemic process and is achieved through the implementation of the following steps:

Stage 1- Preparing the pupil for independent life within the walls of the UIT.

Stage 2– Accompanying a graduate in the post-boarding period by a teacher-curator.

An acceptable model of post-boarding support for boarding school graduates at the first stage is the creation adaptation group for pupils adolescence at least 2 years before the actual graduation from the boarding school and includes tasks of stage 1:

creation in children of a certain stock of life skills, as well as civil law knowledge;

the formation of skills that allow you to independently realize your life plans.

The adaptation group allows you to find a new approach to solving the problems of preparing a pupil for graduation from a boarding school and increasing his success in the post-boarding period.

In the adaptation group, a number of conditions are created to prepare the pupil for independent life:

organization of life, meals, budget planning;

pedagogical support for the independent organization of living space and free time by pupils;

personal participation of the pupil in the awareness of his own vital problems and his inclusion in the search for ways to solve them;

During the period of stay in the adaptation group for each future graduate, with his direct involvement in this process and personal interest in a successful life arrangement, the following is compiled:

individual route of adaptation of the future graduate;

post-boarding support program before graduation.

At stage 2 upon admission to a vocational education institution, a graduate is accompanied by a teacher-curator.

Target of this stage: Post-orphanage support of a graduate of a boarding school, implementation of an individual graduate support plan (IPS).

Tasks:

creation of conditions for successful social and psychological adaptation of a graduate in society;

solution of social security issues;

prevention of social maladaptation;

joint search for possible solutions to emerging problems.

The work of curators in post-boarding support is aimed at helping to solve the psychological, interpersonal, social, economic and other problems of the graduate by establishing direct direct interaction between the curator and the graduate.

The stage is carried out from the moment of graduation from the boarding school until the graduate reaches 23 years old. The content of the stage is related to the support of the graduate in the process of professional and social adaptation (during the period of study at a vocational education institution and / or after graduation from an educational institution).

The curator is fixed by the order of the director of the boarding school, the curator carries out his activities in accordance with the local acts of the educational organization.

At the second stage, the maintenance plan is monitored. It includes:

intermediate results of work and their evaluation;

tasks for next stage escorts.

Monitoring the maintenance plan provides both a reflection of the dynamics of the process and an assessment of its effectiveness. Monitoring includes: assessment of the initial situation, intermediate and final results of activities.

When monitoring:

The fulfillment of the tasks set (mastery of skills and abilities), the satisfaction of needs and the realization of expectations are assessed;

The evaluation is carried out by both specialists and the graduate himself, with the priority opinion being the opinion of the graduate;

It is assessed to what extent the graduate implements skills and abilities in Everyday life;

An analysis is made of the factors influencing the maintenance process (effectiveness of cooperation, suitability of methods, organizational level, etc.);

Conclusions are formulated.

Expected results of the program implementation:

readiness for independent living;

the ability to interact in society;

developed self-awareness, responsibility, ability to make decisions;

healthy lifestyle;

professional and labor self-realization.

Conclusion

To solve the problems of preparing pupils for life, mastering the profession and the beginning labor activity the boarding school is searching for new social technologies, creating a system of post-boarding support for graduates from among orphans and children left without parental care with disabilities. Support is based on adopted laws and normative legal acts regulating the organization of work on post-boarding support by teachers of the boarding school.

As a result of post-term care support for orphans and children left without parental care with disabilities, it will be possible to more fully ensure the socio-psychological, legal protection of graduates from among orphans and the possibility of their full life in society.

Literature

Baiborodova, L.V. Career guidance and self-determination of orphans [Text]: educational method. allowance / L.V. Baiborodova, M.I. Rozhkov. - Kaliningrad: Publishing House of the Russian State University. Kant, 2010. - P.140-143.

Bobrova, L.M. Technologies of social assistance to graduates of residential institutions (from the experience of the Youth Centers project in the Murmansk region) [Text] / L.M. Bobrova // Post-orphanage support for orphans: successful practices, technologies, regulatory support: materials of the interregional. scientific-practical. conf. (June 22-23, Smolensk) / ed. I.A. Bobyleva. - Moscow: Charitable foundation for social assistance to children "Spread your wings!", 2010. - Ch. - S. 15-21.

Kilina, I.A. Post-orphanage support for graduates of organizations for orphans and children left without parental care [Text]: method. recommendations / I.A. Kilina, N.V. Osipova, T.N. Mikhailov. - Kemerovo: Publishing house of GO "KRIRPO", 2014. S. 7-52.

Electronic resources:

About additional guarantees for social support orphans and children left without parental care [ Electronic resource]: federal law of December 1, 1996 No. 159 / System GARANT aero - GARANT Master. Version dated 9 Jan. 014. - Moscow, 2014.

On improving the activities of organizations for orphans and children left without parental care [Electronic resource]: letter of the Ministry of Education and Science of the Russian Federation dated June 18, 2013 No. 06-369 / System GARANT aero - GARANT MASTER. Version dated 9 Jan. 2014. - Moscow, 2014.

On the main guarantees of the rights of the child in the Russian Federation [Electronic resource]: federal law of July 24, 1998 T 124 / System GARANT aero - GARANT MASTER. Version dated 29 Jan. 2014