The system of interdepartmental interaction as an effective prevention tool. The program of “interdepartmental interaction of an educational institution with bodies and institutions of the neglect prevention system” work program on the topic
The essence and specificity of interdepartmental cooperation programs to protect the rights and legitimate interests of children.
Programs of interdepartmental interaction between educational institutions and commissions on juvenile affairs. The role of a social educator as a coordinator of interdepartmental interaction programs on social and pedagogical prevention.
The main forms of interdepartmental interaction in order to improve the work on social and pedagogical prevention of deviant behavior of minors. Criteria for the effectiveness of interdepartmental interaction on issues of social and pedagogical prevention of deviant behavior in children and adolescents.
The problem of preventing socially dangerous behavior of adolescents is socially significant and multifaceted, and its solution is impossible without the development of the necessary set of coordinated measures. Today, the effectiveness of preventive work to prevent deviant behavior of adolescents depends on the availability and implementation of an effective set of interdepartmental measures both in the region and in each institution of general secondary education for the early elimination of the conditions and causes of trouble in minors.
Interdepartmental interaction is based on a systematic approach, which is currently one of the most effective in the socio-pedagogical prevention of deviant behavior in adolescents.
IN modern conditions The institution of general secondary education acts as a kind of coordinator of the process of preventing antisocial behavior of minors. One of the effective measures to increase the effectiveness of preventive work is the ability of a social teacher to build programs of interdepartmental interaction.
Approximate algorithm for developing a program of interdepartmental interaction for the prevention of deviant behavior in adolescents
1. Subject of interaction (common for all parties: organization of effective social and pedagogical prevention of deviant behavior in adolescents) .
2. Components (elements of interaction): organizations participating in interdepartmental interaction, a clear definition of the degree of participation of each structure.
3. Determination of mutual interests.
4. The purpose of interaction is the planned positive end result. The program should set one goal and formulate it in one or two sentences.
5. Interaction objectives are specific steps in the implementation of the program, which together ensure the achievement of the goal.
6. Nature of interaction:
- voluntary or normative;
Long term or short term;
Local or large-scale.
7. Regulatory legal reinforcement of interaction based on existing legislative acts (cooperation agreement, memoranda of understanding.)
Clear distribution of functions and powers of participating organizations;
A clear delineation of the rights, duties and responsibilities of the parties to the interaction;
Identification of resources that contribute to solving the problem (financial, material, personnel).
9. Risks preventing the solution of the problem:
- narrow departmental interests - inability to work in a team;
Stereotypes in the work of institutions of various departmental subordination working with families and children;
Departmental regulatory framework;
Outdated criteria for assessing the activities of institutions and departments that do not meet the challenges of the current situation, etc.
10. Principles of program implementation (voluntary, scientific, child-centered, practice-oriented, variability, additionality, etc.)
11. Coordination of interaction (mechanisms of activity).
12. Forms and methods of interaction between educational institutions and other interested parties (round tables, seminars, conferences, actions, campaigns, raids, etc.) based on a single conceptual apparatus.
13. Organization of control and evaluation of the implementation of interdepartmental programs (city coordination councils - on the prevention of neglect and delinquency among minors; on working with families, etc.).
When developing programs of interdepartmental interaction for the prevention of deviant behavior of adolescents, it is necessary to focus on the development of effective socio-pedagogical technologies and generalization of modern methods and forms of effective interdepartmental interaction in order to improve socio-pedagogical prevention. Important role In this process, the selection of the optimal team of participating organizations and support conditions (availability of specialists, appropriate infrastructure, administrative and material resources), as well as the development of an action program (expected results, timing, methods, support technologies, success criteria, stages of work, coordination of actions) play a role , Areas of responsibility).
PRACTICAL SECTION
TOPICS OF SEMINAR CLASSES IN THE DISCIPLINE “SOCIAL-EDUCATIONAL PREVENTION”
Topic 1. Deviant behavior minors and their social and pedagogical prevention (2 hours)
Issues for discussion:
1. General characteristics of social deviations and deviant behavior.
2. Comparative analysis concepts of deviant behavior: biological, sociological, psychological approaches.
3. Typology of deviant behavior. Basic forms of deviant behavior. Interrelation of forms and types of deviant behavior.
4. Social and psychological characteristics of adolescence, social maturation. Age-related situational and personal reactions characteristic of children and adolescents. Types of character accentuation in adolescents and their relationship with forms of deviant behavior.
5. Specifics of organizing preventive work with adolescents. Objectives, principles, forms, methods of social and pedagogical prevention of deviant behavior.
Self-test questions:
1. Expand the content of the following concepts and terms: “social deviations”, “ social norm", "deviant behavior", "delinquent behavior", "addictive behavior".
2. List the main types of social deviations.
3. Describe the main types of deviant behavior.
4. Name the forms of deviant behavior.
Topic for discussion:
Interest in the biological causes of deviance has continued to this day. What is your attitude to the biological model of explanation of deviation? Which of the three approaches (biological, sociological, psychological) does you consider the most convincing explanation of deviance? Give reasons.
Educational game. The Dozen Questions Method Purpose of the method: development cognitive activity students (thinking, individual consciousness, “I-concept”) through the organization of mental activity, meaning-making, polylogue, reflective activity.
Literature:
1. Deviant behavior among young people and countermeasures / V.A. Bobkov, E.M. Babosov, A.V. Rubanov, Yu.V. Nikulina and others - Minsk: MNIISEPP, 2005. - 220 p.
2. Egorov, A.Yu. Behavioral disorders in adolescents: clinical and psychological aspects. Modern textbook // A.Yu. Egorov, S.A. Igumnov. - St. Petersburg: Publishing house “Rech”, 2005. – 435 p.
3. Foreign theories of deviant behavior of minors (based on materials from the USA and Great Britain): Educational and methodological manual on a special course / Under the general editorship. Professor I.P. Bashkatova. - Kolomna: Kolomna State. ped. Institute, 2001. – 124 p.
4. Zmanovskaya, E.V. Deviantology (Psychology of deviant behavior) / E.V. Zmanovskaya. - M.: Publishing center "Academy", 2003. - 315 p.
5. Kleiberg, Yu.A. Psychology of deviant behavior: Textbook. manual for universities / Yu.A. Clayburgh. - M: Sfera, 2001. - 160 p.
6. Kondrashenko, V.T. Deviant behavior in adolescents / V.T. Kondrashenko, S.A. Igumnov. - Minsk: Aversev, 2004. - 365 p.
7. Lichko, A.E. Psychopathy and character accentuation in adolescents / A.E. Lichko. – St. Petersburg: Rech, 2009. – 256 p.
8. Schneider, L.B. Deviant behavior of children and adolescents / L.B. Schneider. – M.: Academic project; Trixta, 2005. – 336 p.
Topic 2. Social and pedagogical prevention of aggressive behavior in children and adolescents (2 hours)
Issues for discussion:
1. The concept of aggression and aggressiveness. Aggression as a destructive form of conflict development. Types of aggressive actions.
2. Etiology of aggressiveness: drive theory, frustration theory, social learning theory.
3. Constructive and non-constructive forms of aggression. Socialization of aggression. Situational prerequisites for aggressiveness.
4. Diagnosis of aggressive behavior.
5. The main directions and forms of work of a social teacher to prevent aggressive behavior in children and adolescents. Social and pedagogical work with parents of an aggressive child.
Self-test questions:
1. Expand the content and correlate the following concepts: “aggression”, “aggressiveness”, “ aggressive behavior».
2. Name the main types of aggressive actions.
3. Give the main psychological theories that explain aggressive behavior.
4. What are the conditions and mechanisms for the formation of aggressive behavior?
Practical tasks:
1. Familiarize yourself with the methods for diagnosing aggressive behavior of various modalities: “Methodology for diagnosing indicators and forms of aggression” by Bassa-Darki, “Methodology for diagnosing the level of aggressiveness” by A. Assinger, projective methods psychological diagnostics aggressiveness: “Non-existent animal”, “Hand test”, “House - tree - man”, “Kinetic drawing of a family”.
2. Independently select and study literature devoted to providing psychosocial assistance when working with aggressive children and adolescents, and working with parents of an aggressive child.
3. Develop a program of social and pedagogical work for the prevention and correction of aggressive behavior in adolescents.
Literature:
1. Bandura, A. Teenage aggression / A. Bandura, R. Walters. - M.: April Press, 1999. – 512 p.
2. Baron, R. Aggression / R. Baron, D. Richardson. - St. Petersburg: Peter, 1999. - 465 p.
3. Zmanovskaya, E.V., Rybnikov, V.Yu. Deviant behavior of individuals and groups: Textbook / E.V. Zmanovskaya, V.Yu. Rybnikov. – St. Petersburg: Peter, 2010. – 352 p.
4. Egorov, A.Yu. Behavioral disorders in adolescents: clinical and psychological aspects / A.Yu. Egorov, S.A. Igumnov; edited by O. Gonchukova. – St. Petersburg: Rech, 2005. – 436 p.
5. Prokhorov, A.O. Self-regulation of mental state: phenomenology, mechanisms, patterns / A.O. Prokhorov. – M.: PERSE, 2005. – 352 p.
6. Filippova, O.V. The influence of the media on the development of aggressiveness / O.V. Filippova. – M.: Eksmo, 2003. – 178 p.
7. Filippovich, I.V. Psychology of deviant behavior: Educational method. allowance / I.V. Filipovich, M.V. Maystrova. – Minsk: JSC “Veda”, 2003.
8. Fromm, E. Anatomy of human destructiveness / E. Fromm. – M.: AST, 2004. – 640 p.
Topic 3. Illegal behavior of children and adolescents and its socio-pedagogical prevention (2 hours)
Issues for discussion:
1. Offenses as a form of antisocial behavior. Types of offenses.
2. The main determinants of illegal behavior. Factors influencing the formation of illegal behavior in children and adolescents.
3. Motivation for illegal behavior. Motivation for delinquency in minors.
4. Social institutions and their role in the implementation of functions of control over people's behavior. Domestic and foreign experience in crime prevention.
5. Social and pedagogical preventive activities with juvenile offenders.
Self-test questions:
1. How do you understand the essence of offenses? What is the difference between crime and misdemeanors? Uncover forms of antisocial behavior.
2. Show with examples known to you (including from your place of residence and study) the forms of crime and misdeeds.
3. Analyze domestic and foreign experience in crime prevention. What do you see in common and special in the work of social services of the Republic of Belarus and foreign countries in the fight against delinquency and crime?
Practical tasks:
1. Analyze the activity social institutions directly performing crime prevention tasks. Why, in your opinion, is this activity not effective enough?
2. Using specific examples, show the activities of various social institutions to combat crime.
3. Develop a program of social and pedagogical work to prevent crime among adolescents.
Educational game. The Dozen Questions Method (diagnostics of students’ level of awareness on the topic).
Literature:
1. Bakaev, A.A. System for the prevention of juvenile delinquency / A.A. Bakaev. - M.: Logos, 2004. - 318 p.
2. Bedulina, G.F. Construction of a model for the prevention of crime and neglect of minors based on restorative approaches / G.F. Bedulina // Adukatsiya i vykhavanne. - 2009. - No. 11. - P.15-22.
3. Bedulina, G.F. Resocialization of juvenile offenders in educational institutions closed type / G.F. Bedulina // Social pedagogical work. - 2007. - No. 9. - P.16-20.
4. Raising a difficult child: Children with deviant behavior: Educational manual / Ed. M.I. Rozhkova. - M.: Humanite. publishing center VLADOS, 2001. - 240 p.
5. Zabryansky, G.I. Sociology of juvenile delinquency / G.I. Zabryansky. – Minsk: Minsktipproekt, 1997. - 172 p.
6. Lapina, I.A. Crime like social problem/ I.A. Lapina // My light, issue 4. – Minsk, 2004.- P. 46-56.
7. Protasova, I.A. The activities of a social teacher in the prevention of delinquent behavior of adolescents in general educational institution/ I.A. Protasova // Social pedagogy. – 2008. - No. 3. – P.71-79.
8. Torkhova, A.V. Prevention of unlawful behavior of schoolchildren: a manual for general education teachers. institutions/A.V. Torkhova, I.A. Tsarik, A.S. Chernyavskaya. -Minsk: Nat. Institute of Education, 2009. – 120 s.
Topic 4. Social and pedagogical prevention of school maladjustment (2 hours)
Issues for discussion:
1. The concept of school maladaptation, main indicators. Social-environmental, psychological-pedagogical, medical-biological factors in the development of school maladjustment. Maladaptive forms of behavior disorder.
2. The main directions of preventing maladaptive behavior of students in the activities of a social teacher.
3. Early diagnosis of children at risk.
4. Consultative and explanatory work with parents and teachers.
5. Mobilization of the educational potential of the environment, work with contact groups of the minor, work with the family.
Self-test questions:
a. Expand the content of the concepts “adaptation”, “maladjustment”, “social maladjustment”, “school maladjustment”.
b. Describe the main indicators of school maladjustment. List the forms of school maladjustment.
c. Describe the social-environmental, psychological-pedagogical, medical-biological factors in the development of school maladjustment.
d. Name the main directions for the prevention of maladaptive behavior of students in the activities of a social teacher.
e. What forms of social and pedagogical work to prevent school maladjustment in children and adolescents, in your opinion, are the most effective? Give reasons for your answer.
Reports:
1. Social maladjustment as a factor in behavioral disorders in children and adolescents.
2. School maladjustment and aggressive behavior of minors.
3. The influence of the parental family on the development of maladaptive behavior in adolescence.
Practical tasks:
1. Develop a socialization program “School of Life” for adolescents with the problem of school maladjustment.
2. Develop a program of social and pedagogical work to prevent school maladjustment in the following areas: work with children at risk, work with families, work in society.
Educational game. The Dozen Questions Method (diagnostics of students’ level of awareness on the topic).
Literature:
1. Belicheva, S.A. Personality characteristics and psychological and pedagogical support for neglected children and adolescents / S.A. Belicheva. – M.: ALKOR, 2001. – 405 p.
2. Vinokurov, L.N. School maladjustment and its prevention in students / L.N. Vinokurov. – Kostroma: SVK, 2000. – 165 p.
3. Children at social risk and their upbringing / Under scientific. ed. L.M. Shipitsyna. – St. Petersburg: Rech, 2003. – 144 p.
4. Molodtsova, T.D. Psychological and pedagogical problems of preventing and overcoming maladjustment in adolescents / T.D. Molodtsova. - Rostov n/d.: Phoenix, 1997. - 246 p.
5. Fundamentals of correctional pedagogy: Proc. aid for students higher
ped. textbook establishments / A.D. Goneev, N.I. Lifintseva, N.V. Yalpaeva; Under
ed. V.A. Slastenina. - 2nd ed., revised. - M.: Publishing Center
"Academy", 2002. – 272 p.
6. Petrynin, A.G. Prevention and overcoming deviant behavior of adolescents in the process of collective activity / A.G. Petrynin, V.K. Grigorova. - M.: APKiPRO, 2004. - 236 p.
7. Rychkova, N.A. Maladaptive behavior of children: Diagnosis, correction, psychoprophylaxis: Textbook. allowance / N.A. Rychkova. – M.: Publishing house GNOM and D, 2000. – 96 p.
8. Saprygina, N.S. Socio-psychological support for adolescents with maladjustment in an open shift school / N.S. Saprygina // Social pedagogy. - 2008. - No. 1. - pp. 57-62.
Topic 5. Suicidal behavior and its socio-pedagogical prevention (2 hours)
Issues for discussion:
1. Typology of suicidal behavior.
2. Motives for suicidal behavior in adolescents.
3. Recognizing suicidal risk: indicators of suicidal risk. Characteristics of factors of increased suicide risk. Characteristics of anti-suicidal factors.
4. Socio-psychological diagnosis of suicidal behavior.
5. Forms and methods of social and pedagogical prevention of suicidal behavior in children and adolescents.
Self-test questions:
1. Expand the concepts: “suicide”, “suicidal behavior”, “suicidal attempt”, “suicidal manifestations”.
2. How suicidal behavior is explained psychological theories? Give a typology of suicidal behavior.
3. What are age characteristics suicidal behavior? List the typical causes of suicide among teenagers. Analyze the unconscious and conscious motives of suicidal behavior.
4. What are the risk factors for suicide, in your opinion? leading value? What factors prevent suicide?
5. Prove that suicide is one of the most serious social problems.
Reports:
1. “Suicide” in French sociological school. (Durkheim, E. Suicide: a social study / E. Durkheim. - M.: Pedagogy, 1994. - 216 p.)
2. Understanding and attitude towards suicide in Russian philosophical
traditions. (Berdyaev, N.A. About suicide: a psychological study / N.A. Berdyaev. - M.: Moscow State University Publishing House, 1992. - 24 p.)
3. Suicidal behavior in the psychological concept of E. Shneidman. (Shneidman, E. Soul of a Suicide / E. Shneidman. - M.: Smysl, 2001. - 115 p.)
Practical tasks:
1. Select diagnostic tools to assess suicide risk factors. Assess the degree of suicidal risk in the proposed problem situations.
2. Develop a scenario for a counseling conversation with a suicidal person. To do this, make a list of questions that you think need to be clarified in order to build a crisis assistance strategy.
4. Having studied the factors of suicide, identify predictive criteria for suicidal risk. Present your results in table form.
Literature:
1. Vagin, Yu. Aesthetics of suicide / Yu. Vagin, L. Tregubov. – M.: Smysl, 1997. – 71 p.
2. Kucher, A.A. Identification of suicidal risk in children / A.A. Kucher, V.P. Kostyukevich // Bulletin of psychosocial and correctional rehabilitation work. - 2001. -№3.- P. 32-39.
3. Lucas, K. Silent grief. Life in the shadow of suicide / K. Lucas, G. Seiden. - M.: Smysl, 2000. - 255 p.
4. Pogodin, I.A. Psychology of suicidal behavior: A manual for university students / I.A. Pogodin. – Minsk: Theseus, 2005. – 208 p.
5. Pogodin, I.A. Suicidal behavior: psychological aspects: Textbook. allowance / I.A. Pogodin. - M.: Flinta: MPSI, 2008. – 336 p.
6. Starshenbaum, G.V. Suicidology and crisis psychotherapy: Textbook / G.V. Starshenbaum. - M.: Kogito-center, 2005. – 278 p.
7. Suicidology: Past and present: The problem of suicide in the works of philosophers, sociologists, psychotherapists and in literary texts / Comp. A.N. Mokhovikov. - M.: Kogito-Center, 2001. – 565 p.
8. Reader on suicidology / Comp. A.N. Mokhovikov. - Kyiv: A.L.D., 1996. - 216 p.
Topic 6. Addictive behavior of minors and its social and pedagogical prevention (2 hours)
Issues for discussion:
1. Addictive behavior, general characteristics. Basic forms of addictive behavior.
2. Factors in the formation of addictive behavior.
3. Eating disorders. Anorexia nervosa: stages
development, diagnostic criteria. Bulimia nervosa.
4. Computer addiction, Internet addiction in children and adolescents.
5. Forms and methods of social and pedagogical prevention of addictive behavior of minors.
Self-test questions:
1. What is addictive behavior? Define the term “addiction” and name the characteristic behavioral reactions of addicts.
2. List the conceptual models of addiction that you know
behavior.
3. Name the main stages in the formation of addiction. What are the factors that contribute to the formation of addictive behavior?
4. What types of addictive behavior are most common in
present time?
Practical tasks:
1. Based on independently selected and analyzed
literature, highlight the criteria for early detection of addiction in a teenager.
2. Develop a handout for parents “Building relationships with
dependent teenager in the family."
3. Develop a program of social and pedagogical work on
prevention of addictive behavior in adolescents.
4. Develop a scenario for conducting correctional and preventive classes for adolescents with addictive behavior.
Reports:
1. The problem of gaming addiction in modern psychology.
2. Study of food addiction in psychology and psychiatry.
The lesson takes place on "Logical chain" method. The purpose of the method is to develop the cognitive activity of students (in particular, the development logical thinking) through the organization of lexical communication, reflective activity, and meaning-making.
Literature:
1. Gogoleva, A.V. Addictive behavior and its prevention / A.V. Gogoleva. – M.: Moscow Psychological and Social Institute, 2002. – 240 p.
2. Kleiberg Yu.A. Deviant behavior in questions and answers: tutorial for universities / Yu.A. Clayburgh. – M.: Moscow Psychological and Social Institute, 2006. – 304 p.
3. Kulakov, S.A. Diagnosis and psychotherapy of addictive behavior in adolescents / S.A. Kulakov. - M.: Education-AST, 1998. - 487 p.
4. Odarenko, O.V. Psychopathological aspects of life on the Internet / O.V. Odarenko // Independent Psychiatric Journal: Bulletin of NPA. - 2002. - No. 4. – pp. 69-70.
5. Psychology and treatment of addictive behavior / Ed. S. Dowling. – M.: Klass, 2007. – 232 p.
6. Smagin, S.F. Addiction, addictive behavior / S.F. Smagin. - St. Petersburg: MIPU, 2000. – 250 p.
7. Starshenbaum, G.V. Addictology. Psychology and psychotherapy of addictions / G.V. Starshenbaum. - M.: Cogito-Center, 2006. – 280 p.
8. Weinhold, B., Weinhold, J. Liberation from codependency / B. Weinhold, J. Weinhold / Translation from English. A.G. Cheslavskaya. – M.: Independent company “Class”, 2003. - 224 p.
Topic 7. Social and pedagogical prevention of drunkenness and alcoholism in children and adolescents (2 hours)
Issues for discussion:
1. Drunkenness as a social phenomenon: main motives.
3. Childhood and teenage alcoholism.
4. Diagnostic boundaries of drunkenness and alcoholism. Stages of development of alcohol dependence.
5. Forms and methods of social and pedagogical work to prevent drunkenness and alcoholism in children and adolescents.
Self-test questions:
1. Define the concepts of “drunkenness” and “alcoholism.” Name social consequences drunkenness and alcoholism.
2. What factors contribute to the formation of drunkenness and alcoholism?
3. List the stages of development of alcohol dependence.
4. List the main forms and methods of social and pedagogical work to prevent drunkenness and alcoholism in children and adolescents.
Problematic issues:
1. What is the level of drunkenness and alcoholism in our country? What are their reasons?
2. Describe the activities of social institutions of society to overcome drunkenness and alcoholism.
3. What do you know about foreign experience in combating drunkenness and alcoholism?
Practical tasks:
1. Analyze the experience of social services (at your place of residence, work, study) in combating drunkenness and alcoholism.
2. Develop a program of social and pedagogical work at school to prevent drunkenness and alcoholism among teenagers.
The lesson takes place on the "Four Corners" method. Purpose of the method: creating a favorable atmosphere, establishing communication, updating knowledge, attitude towards it, developing positive cognitive motivation, generalizing knowledge, etc.
Literature:
1. Goffman, A.G. Clinical narcology / A.G. Hoffman. – M.: “MIKLOSH”, 2003. – 215 p.
2. Gruzd, L.V. Psychological factors and mechanisms of formation of alcohol and drug addiction / L.V. Gruzd / Current problems in psychology modern stage social development: Collection scientific works/ Ed. M.G. Rogova, V.G. Ivanova. – Kazan: KSTU, 2003. – 464 p.
3. Goodwin, D.W. Alcoholism / D.W. Goodwin / Transl. from English – M.: Olimp-Business, 2002. – 240 s.
4. Egorov, A.Yu. Alcoholization and alcoholism in adolescents and youth: personal characteristics, clinical manifestations, gender differences / A.Yu. Egorov // Issues of mental health of children and adolescents. - M., 2003. - 286 p.
5. Maksimova, N.Yu. Psychological prevention of alcoholism and
drug addiction among minors: Proc. allowance / N.Yu. Maksimova. - Rostov-on-Don: Phoenix, 2000. - 384 p.
6. Potter-Efron, R.T. Shame, guilt and alcoholism: clinical practice / R.T. Potter-Efron. - M.: Institute of General Humanitarian Research, 2002. – 416 p.
7. Psychology and treatment of addictive behavior / Ed. S. Dowling. – M.: Klass, 2007. – 232 p.
8. Rudakova, I.A. Deviant behavior / I.A. Rudakova, O.S. Sitnikova, N.Yu. Falchevskaya. – Rostov-on-Don: “Phoenix”, 2005. – 156 p.
Topic 8. Social and pedagogical prevention of drug addiction in children and adolescents (2 hours)
Issues for discussion:
1. Drug addiction and substance abuse as a form of chemical dependence. Stages of drug addiction formation.
2. Social, psychological, biological factors in the formation of drug addiction.
3. Motivation for primary drug use.
4. The main directions of social and pedagogical activities for the prevention of drug addiction in children and adolescents.
5. Organization of activities of a social teacher with teenagers who use or are prone to use drugs.
Self-test questions:
1. Expand the content of the concepts of “drug addiction” and “toxicomania”. Show the connection between these and other forms of deviant behavior.
2. List the stages of drug addiction formation.
3. Name the main factors in the formation of drug addiction.
4. What do you see as the reasons for the large-scale spread of drug addiction and substance abuse?
5. Expand the main directions of social and pedagogical activities for the prevention of drug addiction in children and adolescents.
Practical tasks:
1. Show with specific examples and analyze the activities of various social institutions to prevent and reduce the scale of drug addiction and substance abuse in our country.
2. Develop a program of social and pedagogical work to prevent drug addiction and substance abuse in adolescents.
Topic for discussion:
Data on the effectiveness of treatment for drug addicts are very contradictory. Is it possible to overcome drug addiction? And under what conditions? Give reasons for your point of view.
The lesson ends at "Complete the phrase" method. Purpose of the method - prompt inclusion of students in activities, interaction, creation of a favorable atmosphere, establishment of communication.
Literature:
1. Keselman, L.E. Social space of drug addiction / L.E. Keselman, M.G. Matskevich. - St. Petersburg: Publishing house inst. them. V.M. Bekhtereva, 2002. – 250 p.
2. Komissarov, B.G. Teenager and drugs. Choose life / B.G. Commissioners. - Rostov n/d.: Phoenix, 2001. - 128 p.
4. Nikolaeva, L.P. Drug addiction prevention lessons at school: a manual for teachers / L.P. Nikolaeva, D.V. Kolesov. – M.: Moscow Psychological and Social Institute; Voronezh: Publishing house NPO "MODEK", 2000.- 162 p.
5. Prevention of adolescent and youth drug addiction / Ed. S.V. Berezina, K.S. Lisetsky, I.B. Oreshnikova. - M.: Institute of Psychotherapy, 2000. - 256 p.
6. Prokhorov, A.O. Self-regulation of mental state: phenomenology, mechanisms, patterns / A.O. Prokhorov. – M.: PERSE, 2005. – 352 p.
7. Sirota, N.A. Prevention of drug addiction in adolescents: From theory to practice: Methodological manual / N.A. Sirota, V.M. Yaltonsky, I.I. Khazhilina, N.S. Wiederman. - M.: Genesis, 2001. - 215 p.
8. Khazhilina, I.I. Prevention of drug addiction: models, trainings, scenarios / I.I. Khazhilina. - M.: Institute of Psychotherapy, 2002. - 227 p.
Topic 9. Social and pedagogical prevention negative influence subcultures for the socialization of minors (2 hours)
Issues for discussion:
Related information.
In his practical activities, a social teacher performs the main functions: protective, preventive, organizational through various social roles– mediator, defender, mentor, coordinator, organizer, etc. In modern conditions, his range of activities is very wide: from working with students’ immediate environment (family, classmates, teachers, friends, neighbors) to coordinating actions with various social partners, subjects of prevention, without whose participation it is often impossible to effectively, efficiently and effectively solve the social problems of the child and his family. The focus of the social teacher is on the personality of each student, his family, as well as the social communities that are formed in various spheres of their life. Social vices and problems, such as social depression, social maladaptation, vagrancy, mental trauma, domestic instability and material problems, forced migration, disability, alcoholism, drug addiction, etc., guide the social teacher towards the development and implementation of set of measures, which would help equalize the social opportunities of students, their socio-psychological rehabilitation, compensation for limited opportunities that arose as a result of certain circumstances, specific life situations. Thus, we can briefly formulate the professional responsibilities of a social educator:
Ensuring the prevention of negative phenomena, deviations in the behavior of students, their communication, and the improvement of the school community;
Providing comprehensive assistance to those in difficult life situations;
Carrying out systematic work with socially vulnerable categories of students and their parents.
An integrated approach of a social teacher of an educational organization to solving social problems of students allows not only to attract specialists from institutions of specific departments (depending on the type of problem), but will also contribute the necessary pedagogical component into the general interdepartmental system of services, pedagogical feasibility of the work that will be carried out by various institutions and organizations. Thus, through his intermediary function, the social teacher will interact within the framework of social partnership with all departments and subjects of prevention that guarantee social assistance and protection of the interests of the child and his family. Social passport of the educational organization, each class separately, additional diagnostics, list of categories of children and families “at risk” in accordance with Federal Law No. 124 “On basic guarantees of the rights of the child in Russian Federation” dated July 24, 1998 allow us to identify groups of socially vulnerable students and the necessary priority forms of social assistance for them. The main social partner in providing various types Social support and assistance to such categories of families are provided by social protection bodies and institutions of this department. Interaction social educator and social protection authorities is aimed at creating stable positive changes in the life of the student and his family, creating optimal conditions for their existence, providing social assistance and additional government support. In accordance with the legislation, categories of families and children are identified that have the right to state support, for example, disabled children, orphans and children deprived of parental care, minors released from prison, large and low-income families, refugees and displaced persons, accident liquidators, etc. e. A social educator must know and inform such categories of families not only about the benefits approved by law, but also about various federal and regional programs aimed at providing additional types of assistance and services to the population. Necessary information about social support measures, benefits, as well as government institutions and public organizations providing legal, medical, social, psychological, pedagogical assistance, a social teacher of St. Petersburg can find in the annual directory “Social support for families and children in St. Petersburg,” which is published by the Committee for social policy and distributed by district departments of social protection of the population. Cooperation with Social Assistance Centers for Families and Children, rehabilitation centers, whose activities are as close as possible to the real needs of families and children, where they will help those who find themselves in difficult life situations or socially dangerous situations, provide rehabilitation assistance and assistance in the necessary life arrangement, or provide temporary shelter, provide a range of other services, depending on the problem situation, is a necessary condition for the effectiveness and efficiency of the work of a social teacher. The success of cooperation will be ensured by the following conditions of interaction:
Mutual information about families and children in need of social and pedagogical assistance;
Organization and conduct of joint events in order to increase efficiency in the provision of psychological, pedagogical and medical and social assistance;
Elimination of duplication of forms and methods, contradictory actions used to change the situation or solve a problem.
Solving difficult life situations and social problems of students is impossible without the interaction of a social teacher with guardianship authorities, because . on the basis of the Civil and Family Codes, only the guardianship and trusteeship authority has a legislatively formalized right to identify violations and take measures to change the situation, to interfere in family life. Children deprived of parental care are the subjects of the activities of the social teacher and specialists of the guardianship authorities. Interaction is carried out with the aim of mutual information about the living conditions of children with guardians and providing them with various types of social assistance and support, as well as about children whose rights have been violated in order to take appropriate measures and joint actions. In the latter case, a social teacher, having full information about the causes and consequences that led to a difficult situation, determines the optimal path for the child’s life, and the guardianship and trusteeship authority, on a legislative basis, approves the decision on the life arrangement, based on the interests of the child.
Interaction between a social teacher and institutions additional education will help the social teacher not only in solving problems of adaptation and rehabilitation of “at-risk” students, but also for financially disadvantaged families in organizing leisure time for a minor. A network of additional education institutions is capable of successfully reorienting or developing interests, abilities, and opportunities, but taking into account the demands and needs of the modern children's community. Interaction is based on cooperation and unification effort. The social teacher informs children and parents about the services of additional education institutions, represents and protects the interests of minors in choosing the type of activity. For the establishment of additional education, he is a partner in the formation of social orders for forms and types of activities.
Interaction with specialists from authorities and institutions youth policy helps the social teacher solve social and pedagogical problems by organizing recreation, leisure and employment for minors, because centers for working with teenagers and youth provide free social, legal and other services, organize leisure time and employment in labor groups, and carry out activities to prevent neglect and crime.
As part of interaction with Employment Center of the population, a social teacher solves social problems related to the need for employment of minors and their families in need of state assistance. The form of providing this type of assistance may vary depending on age, request and needs.
Interaction with institutions health helps prevent and solve social problems that require medical intervention: the use of psychoactive substances, substance abuse, social diseases, etc. Partners of the social teacher in work on this direction are specialists from the district drug treatment office, district youth consultation, City Center “Yuventa”, district clinics and dispensaries.
Important social partners of educational institutions are public organizations and foundations. A social educator can involve this source of funds in solving a particular problem, because public organizations, unlike state ones, have more opportunities for activities and maximum development of potential. The public is the force that develops technologies, finds funds, and creates specialists as a more mobile and flexible structure.
Guided by the instructions for interdepartmental interaction of subjects of the prevention system in the prevention of neglect and delinquency of minors, the social teacher knows that the bodies and institutions of the system for the prevention of neglect and delinquency of minors, within the limits of their competence, are obliged to ensure compliance with the rights and legitimate interests of minors, to protect them from all forms of discrimination, physical or mental violence, insult, rough treatment, sexual and other exploitation, identify minors and families in a socially dangerous situation, in accordance with Article 9 of Federal Law No. 120-1999, inform:
the prosecutor's office - about violations of the rights and freedoms of minors; KDN and ZP– about the violated rights of minors to education, work, rest, housing and other rights, as well as shortcomings in the activities of bodies and institutions that impede the prevention of neglect and delinquency of minors; guardianship and trusteeship– on identifying minors who are left without parental care, or who are in an environment that poses a threat to their life, health, or interferes with their upbringing; social protection authorities – about minors in need of state assistance due to neglect or homelessness, as well as families in a socially dangerous situation; ATS – on identifying parents and other persons who abuse minors or involve them in committing crimes or antisocial acts, as well as minors who have committed an offense or antisocial acts; health authorities - on identifying minors in need of examination, observation or treatment in connection with the use of alcoholic beverages, narcotic drugs, psychotropic or intoxicating substances; education authorities– on identifying minors in need of state assistance in connection with unauthorized departure from orphanages, boarding schools and other educational institutions or in connection with termination of classes in educational institutions for unjustified reasons; youth authorities– on identifying minors who are in a socially dangerous situation and therefore need assistance in organizing recreation, leisure, and employment; employment service authorities– on identifying minors who are in a socially dangerous situation and therefore need vocational guidance and employment.
Thus, a clear understanding of the rights of minors and families, knowledge of the functionality of specialists and the capabilities of subjects of interdepartmental interaction, the procedure for notifications and appeals to them, using the principle of an integrated approach in solving a child’s problems, a social teacher can successfully solve social and pedagogical tasks and problems in an educational organization .
List of sources and literature used:
- Lodkina T.V. Social pedagogy. Protection of family and childhood. - M.: Publishing house. Center “Academy”, 2003.-192 p.
- V.G. Dmitrieva, F.P. Chernousova, I.V. Yarkova.
- Social teacher in an educational institution. - M., Pedagogical Society of Russia, 2007. – 96 p.
- Federal Law No. 124 “On basic guarantees of the rights of the child in the Russian Federation” dated July 24, 1998.
- Federal Law No. 120 “On the fundamentals of the system for the prevention of neglect and juvenile delinquency” dated June 24, 1999.
Instructions for interdepartmental interaction of subjects of the prevention system in preventing neglect and delinquency of minors In accordance with the Federal Law “On the Basics of the System for the Prevention of Neglect and Juvenile Delinquency” are the subject of the prevention system and are called upon to organize interaction with other participants in this work.
Municipal educational institutions interact:
1. With executive and representative authorities at the municipal level:
− administration municipality;
− territorial body of social protection of the population;
− municipal education authority;
− municipal health authority;
− municipal internal affairs bodies;
− district (city) court;
− district (city) prosecutor's office;
− municipal employment authority;
− municipal authority for physical culture, sports and tourism;
− municipal cultural body.
2. With interdepartmental commissions:
− territorial commission for minors’ affairs and protection of their rights;
− municipal crime prevention commission;
− municipal commission for organizing recreation, health improvement and employment of children during the holidays.
3. With public associations, organizations, foundations.
4. With funds mass media.
Forms of pedagogical prevention: The main forms of pedagogical prevention are social – pedagogical diagnostics, informational, educational and socially preventive work with students and their parents (legal representatives).
Socio-pedagogical diagnostics with students and their parents is carried out by specialists from an educational institution, where information is collected about the influence of socio-psychological, pedagogical, environmental and sociological factors on the individual and society in order to increase the effectiveness of pedagogical factors.
The purpose of diagnostic work with parents is to diagnose the type of family upbringing, the attitudes of parents towards children and towards their own family.
Working with parents and families is complex and necessary for the prevention of neglect and delinquency juvenile view activities, since the family is one of the most important factors influencing the formation of deviations in the behavior of children and adolescents.
The results of diagnostic work not only provide the specialist with information about possible troubles in the system of family education and child-parent relations, but also make it possible to identify the area possible problems in those families where an imbalance in family relationships has not yet occurred, but there are already some negative trends.
Diagnostic work can be carried out both by a group and individual method, while the communication of diagnostic results is always carried out individually.
Diagnostic work with students makes it possible to timely identify a group of children with an increased risk of developing various bad habits and behavioral deviations, as well as features of abnormal development of children.
Information and educational work with parents is aimed at the formation of a viable personality, humanistically oriented in relation to society and to oneself, deepening and concretizing knowledge about the prevention of delinquency and juvenile crimes.
Information and educational work with parents is aimed at prevention, prevention of possible violations in family relationships and family education. For this purpose, parents need to be introduced to those forms of family relationships and family education that can lead to negative deviations in the behavior of children and adolescents.
Information and educational work with parents should be aimed at explaining the influence of marital relationships and the type of family upbringing on the development of negative deviations in the behavior of children and adolescents. The forms of such work are lectures, seminars, conversations, thematic parent meetings with the involvement of specialists (medics, psychologists, lawyers, etc.)
Information and educational work with students. It is at school that such work can be most effective and efficient. All work of teachers should be based on the prevention of bad habits and negative deviations in behavior. It is necessary to form in a child at all stages of his development correct ideas about abnormal habits and forms of behavior, about their social consequences.
The information and educational form of work on the prevention and prevention of behavioral deviations in children and adolescents can be divided into the following main areas:
– socio-pedagogical roots of the occurrence of behavioral deviations;
– legal deviations from the consequences of deviant behavior;
– social consequences of antisocial habits.
In each of these areas, it is necessary to involve specialists in various fields (doctors, lawyers, psychologists) to work with children.
Teachers of educational institutions must carry out preventive work both directly in the lessons of the subject and at extracurricular activities.
Becoming important extracurricular activities aimed at producing public position to certain violations of discipline and generally accepted norms of behavior.
Information for children is presented widely and diversely, using the media and technical teaching aids. All this allows children to gain a coherent system of knowledge, overcome erroneous opinions about certain bad habits, and contributes to the formation of adequate behavior.
Social and preventive work includes a set of active educational and pedagogical activities conducted by an educational institution.
When developing social and preventive measures, it is necessary to take into account:
− features of the manifestation of this or that bad habit in a child, the socio-cultural conditions under which it was formed;
− the child’s level of general awareness of the consequences of deviation;
− degree of severity of abnormal personality manifestations.
Basic methods of pedagogical prevention. The main methods of work used in preventive work: training, lecture, discussion, brainstorming, role-playing games, group assignments.
1. Training.
The psychological term “training” comes from the English “totrain” - to teach, to train. In a broad sense, training is: knowledge of yourself and the world around you; changing the “I” through communication; communication in a confidential atmosphere and informal atmosphere; an effective form of work for acquiring knowledge.
Objectives of preventive training:
– increasing the level of awareness of students in the field of preventing homelessness and juvenile delinquency;
– changing the attitude of students to the emergence and development of negative phenomena;
– development and development of effective communication skills, self-confidence, leadership qualities;
– formation of positive values and motivation among students to maintain health.
These tasks, all together or each separately, can be the goal of the training. The training is conducted for the target group in interactive form– when he has the opportunity, simultaneously with receiving information, to discuss unclear points, ask questions, immediately consolidate the acquired knowledge, and develop behavioral skills. This method involves participants in the process, and the learning process itself becomes easier and more interesting. The optimal number of participants in a group is 14-18 people, maximum amount- 20 people.
Training structure: introduction (5% of working time); a brief presentation of the goals and objectives of the training, organizers, guests; acquaintance (5% of working time); participants' expectations (3% of working time); adoption of group work rules (5% of working time); assessment of the level of awareness (5-10% of working time); updating the level of awareness (5-10% of working time); updating the problem (10-30% of working time); information block (20-30% of working time); acquisition of practical skills (20-60% of working time); shutdown; receiving feedback(5% of working time).
2. Lecture
Lecture – the fastest way to provide the necessary information to an unlimited number of listeners. You need to prepare a lecture in the following ways: choose a topic; determine what your speech will be about, i.e. what you will say. The message of the material should be as comprehensive. New knowledge is absorbed better if it is in some way connected with what a person already knows. Remember that listeners are interested in the following details: When and where? Who? What happened? How and why? What are the results? The message of the material must be honest And neutral. It makes no sense to exaggerate negative facts and hide attractive aspects. Remember that information can be obtained from different sources, and petty lies will immediately reduce the value of your words. By distorting information, you take on the role of a “custodial parent.” The optimal position is that of a volunteer who does not intimidate, but communicates what he knows about the joys and dangers, so that people can understand the world around them and how to do the right thing. The material must be interesting And competent. The information you provide must be absolutely correct. It makes sense to involve some specialists from different fields in the work: doctors, psychologists, sociologists, etc. Remember that during the lecture you need to use visual material.
3. Discussion
A discussion occurs when each participant expresses his opinion on a particular topic, based on his knowledge and experience. This is an exchange of opinions. Two or more people can take part in the discussion. The most constructive option is 6-8 people. This number of participants allows everyone to fully express their opinion and listen to their discussion partners.
Requirements when conducting a discussion: clear identification of the subject, object; one must not miss the main points of what the discussion is about; it is necessary to ensure that participants do not use incorrect discussion techniques such as: violation literary norms; arguments for pity; use of unreliable arguments; The leader must summarize the results, i.e., formulate what the group has come to.
4. Promotion
Action (from the French action - deed, action, business, operation, activity, performance) - an action taken to achieve a goal. An action as a form of work is a real socially significant matter with the achievement of a certain result, useful both for the organizers themselves and for those around them. The main criteria of the action: Relevance - the ability of the event to be targeted, focused on solving the most important problems for society. Continuity is the requirement for an event to take into account what was done before the event was developed; continuity as a quality of an event indicates that it is not created from scratch, but based on previous experience of activity. Reality is the property of an event to be feasible and optimal for the potential of specific participants. Originality - the quality of an event reflects the specifics of a certain direction, the originality of content, forms and methods of activity, an unconventional approach to solving problems.
5. Brainstorm
Brainstorming is good way rapid inclusion of all group members in the work on the basis of free expression of their thoughts on the issue under consideration. Basic rules for brainstorming:
– formulate a question/task;
– record/record all proposals received from participants;
– thoughts and suggestions expressed are not criticized or evaluated.
6. Role-playing games
Role-playing games are small scenes of an arbitrary nature, reflecting models of life situations. In role-playing games, participants are given the opportunity to: show existing response stereotypes in certain situations; develop and use new behavioral strategies; work through, experience your internal fears and problems.
Target– development and implementation of a systematic, integrated approach to solving issues of preventive work with students in a socially dangerous situation. Tasks: 1. Improving the activities of educational institutions regarding the prevention of antisocial behavior of students. 2. Creation of a rational, effective system of interdepartmental interaction between an educational institution and bodies and institutions of the system for the prevention of neglect and juvenile delinquency. 3. Development of a system for the work of an educational institution on preventing the use of alcohol and alcohol-containing products, narcotic and psychotropic substances, and smoking mixtures. |
1. Compliance with legal documents regulating the activities of an educational institution and the procedure for interdepartmental interaction on issues of preventing neglect and antisocial behavior of students. 2. The number of students who have committed crimes, administrative offenses and socially dangerous acts. 3. The number of students in a socially dangerous situation who are registered within the lyceum and registered with the Department of Internal Affairs of the internal affairs bodies. |
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PROGRAM
Saint Petersburg
2014
PROGRAM PASSPORT
Program name | “Interdepartmental interaction of an educational institution with bodies and institutions of the neglect prevention system” |
Customer of the program | Administration of GBPOU LSIT, St. Petersburg |
Program developers | social teacher, academic discipline teacher Bortnikova Natalya Anatolevna |
Program implementers | Administration and teaching staff |
Goal and objectives of the program | Target – development and implementation of a systematic, integrated approach to solving issues of preventive work with students in a socially dangerous situation. Tasks:
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The most important target indicators of the program |
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Timing of the program | 2014-2015 |
Source of financing | Budgetary and extrabudgetary funds |
Expected final results of the program and indicators of its effectiveness |
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Introduction
The recent spread of negative phenomena among children and youth, such as the consumption of alcoholic beverages, the consumption of various types of narcotic and psychotropic substances, and all kinds of smoking mixtures, has become a subject of acute public concern. These negative phenomena directly affect the quality of students’ learning educational program, on their health status.
The situation with child and juvenile crime is a matter of concern. According to information from the Office of the Ministry of Internal Affairs of Russia in St. Petersburg for 2013-2014, there was an increase in the number of administrative offenses committed by students of the State Budgetary Educational Institution LSIT. There has been an increase in the number of socially dangerous acts committed by LSIT students who have not reached the age of criminal responsibility. Of great concern are administrative offenses committed by students under Art. Code of Administrative Offenses of the Russian Federation related to the consumption of alcohol and alcohol-containing products, toxic substances.
Due to this topical issue is the development and implementation of a systematic, integrated approach to solving issues of preventive work with students and families in a socially dangerous situation, as well as interdepartmental interaction in this area.
Purpose of this programconsist in the development and implementation of a systematic, integrated approach to solving issues of preventive work with students and families in a socially dangerous situation.
Tasks:
- Improving the activities of educational institutions regarding the prevention of neglect and antisocial behavior of students.
- Creation of a rational, effective system of interdepartmental interaction between an educational institution and bodies and institutions of the system for the prevention of neglect and juvenile delinquency.
- Development of a system for the work of an educational institution on preventing the use of alcohol and alcohol-containing products, narcotic and psychotropic substances, and smoking mixtures.
The guidelines for the work of the State Budgetary Educational Institution LSIT in the area of prevention of neglect and antisocial behavior, students and interdepartmental interaction in this area are the provisions of Federal Law No. 122-FZ “On the fundamentals of the system for the prevention of neglect and juvenile delinquency”, regional laws and regulations.
Project concept.
- A positive solution to the problem of antisocial behavior of students is possible with a systematic, comprehensive approach.
- We believe that the factors influencing the state of the system for preventing neglect and antisocial behavior of students at the State Budgetary Educational Institution LSIT, St. Petersburg are: the level of formation of motivation for law-abiding behavior among students at the State Budgetary Educational Institution LSIT, a developed system of interaction between all participants educational process
- Factors that influence the state of preventive work with students and families in socially dangerous situations are considered by us in their entirety, which allows us to achieve positive results in the implementation of the program.
Program stages
- Organizational stage (09/01/2014 – 09/01/2015) –Instructional and methodological work of the director and organizers of the program with its participants. Determination of criteria for assessing the effectiveness of the program. Development of monitoring to track program results.
Intermediate results:
- Criteria for assessing the effectiveness of the program have been defined.
- A system of identification and preventive work with students and families in a socially dangerous situation and interdepartmental interaction in this area within the educational institution has been developed and introduced.
- Monitoring has been developed to track program results.
- An introductory diagnostic was carried out to determine the real state of affairs in the State Budgetary Educational Institution LSIT regarding the state of the system for the prevention of antisocial behavior of students in the State Budgetary Educational Institution LSIT.
- Theoretical stage (09/01/2014 – 10/01/2014)– organizing and conducting events aimed at increasing the awareness of participants in the educational process on issues related to the system for preventing neglect and antisocial behavior of students of the State Budgetary Educational Institution LSIT. Development and approval of local acts of an educational institution and other documentation on the organization of a system for the prevention of neglect and antisocial behavior among students studying at the lyceum and interdepartmental interaction in this area.
Intermediate results:
- Activities were carried out (the issue of organizing a system for the prevention of neglect and antisocial behavior of students was heard within the framework of the pedagogical council, a meeting with the director, a meeting of the Prevention Council, parent meetings, educational hours held in lyceum groups).
- Directions were determined and documentation support was approved to ensure interaction between participants on issues of program implementation.
- Implementation stage (01.10.2014 - 01.09.2015)– organizing and conducting events within the framework of the program. Implementation of final monitoring to track program results.
Intermediate results:
- The completeness of the program participants' implementation of the created action plan was determined.
- Final monitoring was carried out to track the results of the program.
- Analytical stage (09/01/2015 – 12/31/2015)– collection, processing, analysis, interpretation and generalization of program results, identifying compliance of program results with goals, formulation of findings and conclusions.
Intermediate results:
- An analytical report on the implementation of the program and the results of its implementation is presented.
- A public report by the director and organizers of the program to the teaching staff of the school.
LIST OF EVENTS FOR IMPLEMENTATION OF THE PROGRAM
Events | Dates | Responsible |
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Organizational and administrative activities |
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Development of local acts on the organization of a system for the prevention of neglect and antisocial behavior of students at State Budgetary Educational Institution LSIT | 2014-2015 | Administration of GBPOU LSIT |
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Monitoring the state of the neglect system and preventing antisocial behavior of students at the State Budgetary Educational Institution LSIT, St. Petersburg | 2014-2015 | Deputy Director for Educational Work, Social Pedagogue. |
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Creation of a unified information space that ensures effective interaction of all subjects of prevention in an educational institution. | 2014-2015 | Administration of GBPOU LSIT |
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Improving documentation support for activities to prevent neglect and antisocial behavior in educational institutions. | 2014-2015 | Administration of GBPOU LSIT |
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Diagnosis of the prevalence of negative phenomena among students at the lyceum | 2014 | Administration of GBPOU LSIT, social teacher, educational psychologist |
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| 2014-2015 | Administration of GBPOU LSIT |
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Conducting meetings of the pedagogical council, meetings with the director on issues of program implementation. | 2014-2015 | Administration of GBPOU LSIT |
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Drawing up and implementation of plans for joint activities with bodies and institutions of the system for the prevention of neglect and juvenile delinquency. | 2014-2015 | Administration of GBPOU LSIT |
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Organization of the activities of the Prevention Council as a body coordinating the activities of prevention subjects within an educational institution. | 2014-2015 | Administration of GBPOU LSIT, members of the Prevention Council |
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Development and introduction within an educational institution of criteria for assessing the effectiveness of the system for preventing neglect and antisocial behavior. | 2014 | Administration of GBPOU LSIT |
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Development and monitoring of program implementation issues | 2014-2015 | Administration of GBPOU LSIT, social teacher, master of industrial training, educator. |
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Organization and coordination of the activities of the Prevention Council of the State Budgetary Educational Institution LSIT. | 2014-2015 | Administration of GBPOU LSIT |
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Organization of activities of mentors of minor students registered with ODN and KDN | 2014-2015 | Deputy director for educational work, social teacher, together with representatives of interested bodies and institutions of the system for the prevention of neglect and juvenile delinquency. |
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Organization of extracurricular employment for students of the State Budgetary Educational Institution LSIT, including those registered within the lyceum and registered with the ODN, KDNiZP within the framework of the Federal State Educational Standard. | 2014-2015 | Administration of GBPOU LSIT |
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Monitoring the drug situation in an educational institution. | 2014-2015 | Deputy director for educational work, master of industrial training, teacher. |
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Development and implementation of an effective model of psychological and pedagogical support for students of the State Budgetary Educational Institution LSIT, including those registered within the lyceum and registered with the ODN. | 2014-2015 | Administration of GBPOU LSIT, teacher psychologist |
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Development and implementation of a system of identification and preventive work in an educational institution with families where parents do not fulfill the responsibilities of raising, maintaining and educating children. | 2014-2015 | Administration of GBPOU LSIT |
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Information and explanatory work with participants in the educational process |
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Conducting a survey among participants in the educational process on the prevention of neglect and antisocial behavior, students of the lyceum. | 2014-2015 | Deputy director for educational work, social teacher, master of industrial training, teacher. |
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Conducting meetings pedagogical councils on the prevention of neglect and antisocial behavior among lyceum students. | 2014-2015 | Administration of GBPOU LSIT |
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Organization of explanatory work with participants in the educational process in terms of increasing their legal literacy | 2014-2015 | Administration of GBPOU LSIT, social teacher, master of industrial training, educator with the involvement of employees of bodies and institutions of the system for the prevention of neglect and juvenile delinquency. |
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Creation of information stands dedicated to the prevention of neglect and antisocial behavior of students. | 2012-2014 | Administration of GBPOU LSIT, social teacher |
Resources
- The regulatory framework governing issues related to the implementation of the program.
- Attracting budgetary and extra-budgetary funds.
- The personnel composition of the project participants is characterized by the following level of qualifications - administration representatives, industrial training masters, educators, social educators, educational psychologists.
- Material and technical base of GBPOU LSIT.
Organizational mechanisms for program management
The organizational mechanism of project management includes the stages of planning, direct management and monitoring of program implementation.
Planning stageis to develop and include in the annual work plan of the educational institution issues related to the implementation of the program, which is within the competence of the administration of the State Budgetary Educational Institution LSIT.
Direct management and control behind the move The implementation of the program is carried out through the inspection and control activities of the administration of the State Budgetary Educational Institution LSIT and daily management activities. The results of control are heard at meetings with the administration of the State Budgetary Educational Institution LSIT and are reflected in the relevant documentation.
To coordinate activities and monitor the effectiveness of the project, a coordinator is appointed from among the administration of the State Budgetary Educational Institution LSIT, whomakes proposals for adjusting its individual provisions, reports to the administration of the State Budgetary Educational Institution LSIT on the implementation of the program, and analyzes its implementation. The functions of the program coordinator include the development of the necessary reporting documentation.
Socio-economic effectiveness of the program.
The most important quantitative indicator characterizing the socio-economic effectiveness of the program is the number of lyceum students who have committed crimes, administrative offenses, and socially dangerous acts.
Possible risks during the implementation of the program.
The following factors may affect the effectiveness of the program:
- further personnel and structural reorganization of bodies and institutions of the system for the prevention of neglect and juvenile delinquency, affecting the effectiveness of interdepartmental interaction.
Proposed compensation
- make timely adjustments to the content of individual points of the program, the conditions for its implementation, and the practical activities of participants, depending on the results obtained, based on data from systematic monitoring of the progress of work.