SOCIAL-PEDAGOGICAL HELP TO A FAMILY

Candidate of pedagogical sciences R.S.Kasymova (Al-Farabi KazNU, Kazakhstan, Almaty)

Senior teacher A.Zh.Shoybekova (S. D. Asfendiyarov KAZNMU, Kazakhstan, Almaty)

One of forms of work of the social teacher with a family is a social patronage representing family visit at home with the diagnostic, control, adaptation and rehabilitation purposes, allowing to establish and maintain long relations with a family, in due time revealing its problem situations, rendering the immediate help.

Social patronage gives the chance to observe a family in its natural conditions that allows to reveal more information, than lies on a surface. Carrying out patronage demands observance of a number of ethical principles; principle of self-determination of a family, voluntariness of acceptance of the help, confidentiality therefore it is necessary to find opportunities to inform a family on the forthcoming visit and its purposes.

1) Diagnostic – acquaintance with living conditions, studying of risk factors (medical, social, household), problem research;

2) Control assessment condition of a family and children, analysis rehabilitation works, performance by parents of the recommendation;

3) Adaptation and rehabilitation – rendering the concrete educational, intermediary, psychological, pedagogical assistance.

Along with social patronage taking the main place in activity of the social teacher, it is possible to allocate consulting conversations, as one of a form of work of social patronage with a family.

Consultation on definition, is intended generally for assistance to almost healthy people experiencing difficulties at the solution of vital tasks.
The social teacher can use the most widespread forms a konsultirovniya: suggestion, belief, trainings и.т.д. Psychological trainings определябтся as the area of practical psychology focused on use of active methods of group work for the purpose of development of competence of communication.

Group methods give the chance to parents to exchange with each other experience, to ask questions and to seek to get support and approval in group, develops activity and confidence of parents.

Social and pedagogical monitoring of a family is scientifically reasonable system of perioichesky collecting, generalization and the analysis social information on processes in a family, acceptance on this basis of strategic solutions of tasks.

Basic principles of a monotoring: completeness, reliability of information, systemacity, efficiency, updating; comparability of obtained data which is provided with unity of the chosen positions when collecting and information analysis; combination of generalizing estimates and conclusions.

The essence of social and pedagogical monitoring of a family consists in complex use of all data sources on processes and events of family life, both having natural character, and received during specially organized research (poll, questioning, a method of estimates, psychological methods on identification of the intra family relations).

The family – difficult system, the social teacher takes into account подсиситемы in a family, the relation between individuals and subsystems.

Parental subsystem (mother -father). The social teacher concentrates vnimny on interaction of marriage couple as parents of the child, the norms of relationship accepted in a family; mother money, father children, style of the parental relation.

Educational potential of a family in many respects is defined by the contents and character of a funktsirovaniye of a parental subsystem. Mistakes, which допусукают parents, their distorted valuable installations, contradictions in systems of requirements and influence of a family on the child.

Subsystem (brothers -sister). The social teacher concentrates attention on the relations of children, features of a social role of each child, the division which has established in a family of duties between brothers sisters.

The relations between children in a family – irreplaceable experience of communication and interaction of long character when are obligatory distribution of duties, tolerance, ability to resolve and warn the conflicts, to divide care shown in relation to them and attention of adults, and many other things.

For the majority of children these relations for the long period gain character of the most significant. However the considerable potential of desotsializiruyushchy influence (the submission relation, a family hazing, moral and the psychological violence, competitive opposition and many other things) here is hidden. Subsystem (parents children). The social teacher seeks to define peculiar features of interaction between parents and children, borders of the power, freedom and the responsibility, Social педагогческая activity with a family will be effective, if it будетоснована on an integrated approach. He assumes studying and use of data of a demography (birth rate studying); sociology and social psychology (reasons of the family conflicts); pedagogics (vospitptelny function of a family); ethnographies (life, cultural features); stories and philosophies (historical forms of a family, marriage, problem of family happiness, debt); religions parents.

Any deformation of a family brings to a negative consequence and development of the identity of the teenager. It is possible to allocate two types of deformation of a family: structural and psikholgichesky.

Structural deformation of a family is no other than violation of its structural value that now contacts lack of one of parents.

Psychological deformation of a family is connected with violation of system of the interpersonal relations in it, and as with acceptance and realization in a family of system of negative values, asocial installations.become norm.
Now the increasing attention is paid to a factor of psychological deformation of a family. Numerous researches testifies that psychological deformation of a family, violation of system interpersonal the relation and values in it have the most powerful impact on negative development of the identity of the child, the teenager.

For the majority of young people parents, and especially mother, remain main emotsinalny close persons and in it age.