The concept of socio-pedagogical activity. Socio-pedagogical system: concept, types Socially pedagogical activity as a system

Social and pedagogical activity as a system of comprehensive support for the development of a child with disabilities is a versatile, socially significant and pedagogically oriented activity of social institutions of a correctional and compensatory orientation to solve the educational and social problems of children with limited life potential in a particular microsociety.

The development of socio-pedagogical activity as a system is based on new approaches to the organizational and content mechanisms for the implementation of social policy. The modern period of development of civil society in Russia is characterized by political transformations in the field of human rights protection, aimed at protecting and strengthening health, free development and education in accordance with individual capabilities.

End of XX century marked a rubicon in the change of social and pedagogical consciousness - from the "culture of utility" to the "culture of dignity" (A.G. Asmolov), to the recognition of the unconditional value for society of any human personality, regardless of the degree of its return.

The procedural approach to considering the social status of a person in the structure of society has been replaced by a personal one.

The most significant achievement in this area is the change in attitude towards a person who develops in conditions of insufficiency (mental, physical, intellectual).

The idea of ​​the social usefulness of a disabled person for society, which previously lay in the rationale for the entire system of social security, education and training of people with disabilities in health and ability to work, is currently being transformed into the idea of ​​dignity and self-worth of a person who has equal rights with everyone to realize their interests and needs.

The problem of the formation of a new philosophy of attitude towards persons with developmental disabilities, their civil rights is at the intersection of various branches of scientific knowledge. However, an integrating role in the development of the theory and practice of comprehensive social assistance and support for the free development of a “special” child by means of education belongs to scientific knowledge from the field of pedagogy, or rather, an integrative combination of two scientific and pedagogical branches - social and special pedagogy. Integration processes in science, which has unified methodological principles, unified psychological and pedagogical approaches to the processes of socialization and social adaptation, similar pedagogical technologies and research methods, reveal much greater opportunities for the most effective construction of social and pedagogical practice.

The organization of socio-pedagogical activities for social support of the free development of a "special" child is the restoration of the child's rights to inherit the cultural and historical experience of mankind. The inheritance of social experience by the younger generation (any child) is carried out only by means of education and in the field of education. In human culture, in every society there is a specially created educational space, which includes traditions and scientifically based approaches to the education, upbringing and socialization of children both in family conditions and in specially organized educational institutions. These are the so-called social institutions that make up an exclusive social space that represents an individual world for each individual and has a decisive influence on the result of his socialization.

Deviations in development (impairment of intelligence, speech, sensory, motor, mental spheres) lead to a limitation of a person's communication capabilities, and as a result, to the emergence of significant problems in the process of socialization. The emerging personality is threatened with “falling out” of this socially and culturally conditioned space, which breaks the connection with society, culture as a source of development (L.

S. Vygotsky).

Therefore, the organization of socio-pedagogical activity in conditions of developmental disorders acquires a specific corrective-compensatory character and is a powerful adaptive factor. The special needs of a child with developmental disabilities in the process of socialization determine the mechanisms for organizing social and pedagogical activities by building an educational space with the help of “detours” (L. S. Vygotsky): 21.

the earliest possible start of a targeted correctional and pedagogical process (from the moment the violation in the development of the child is determined); 22.

putting forward special tasks for the prevention of secondary developmental disorders, overcoming the "social dislocation" (for example, expanding communication opportunities by teaching non-verbal means of communication: empathy, gesture speech); 23.

the use of special forms of organization of the socio-pedagogical environment (creation of a special infrastructure, provision of technical means of rehabilitation, etc.); 24.

expanding the boundaries of the educational space beyond the educational institution; 25.

organization of accompanying the child in the educational space at all stages of life, the prolongation of this process beyond the school age; 26.

the active position of the family in the process of socialization of the child, the inclusion of family members in social and pedagogical activities and their special education.

An important aspect of socio-pedagogical activity is social rehabilitation, which is understood as the process of restoring the basic social functions of the individual.

An indicator of the effective organization of socio-pedagogical activities in the field of social institutions of a correctional-compensatory orientation is considered to be social integration - the full, equal inclusion of a given person in all necessary spheres of social life, a worthy social status, the achievement of the possibility of a full-fledged independent life and self-realization in society.

Socio-pedagogical activity, like any activity, has its own structure, each element of which is organically connected and interacts with others, but performs its own special functions. Such structures are called complete systems. Socio-pedagogical activity is an integral system.

Its structure consists of elements that make up a single complex, but at the same time are independent components. These are the subject, content, management, object and the means, functions and goals that bind them into a single whole. The sequence of listing the components is not random: any activity is performed in the direction from the subject to the object. The object is the main link of the system, which determines the essence and nature of the activity. Therefore, the characterization of socio-pedagogical activity must begin with the justification of the object.

More on the topic Topic 1. Socio-pedagogical activity as a means of social integration of persons with disabilities in health and ability to work 1.1. Organization of socio-pedagogical activity as a system of comprehensive support for the development of a child in conditions of insufficiency (physical, mental, intellectual):

1. Topic 2. The current stage of development of socio-pedagogical activities for the comprehensive support of persons with special needs in Western countries
2. CHAPTER 3. HISTORICAL ANALYSIS OF THE FORMATION AND DEVELOPMENT OF SOCIO-EDUCATIONAL ACTIVITIES AS A SUPPORT SYSTEM FOR PERSONS WITH DEVELOPMENTAL DEFECTS (DOMESTIC AND FOREIGN EXPERIENCE)

System

Pedagogical system

Scientific Management

social exercising Varieties of social ex Control

Internal management Management (traditional)

Principle

Building an organization management structure It is a function of management - organization. The structure of the organization reflects the division of work adopted in it between departments, groups and people, and the management structure creates coordination mechanisms that ensure the effective achievement of the overall goals and objectives of the organization.

Organizational structure- the composition of its divisions, as well as individual managers and their regular information relationships on the joint implementation of management activities. The organizational structure is aimed at establishing clear relationships between the divisions of the company, the distribution of rights and responsibilities between them. Elements: both individual workers and special units. Types of organizational structures: Linear - at the head of each structural unit is a leader - a single leader; The functional structure, the performance of individual functions on specific issues is assigned to specialists (marketing department, accounting, etc.), and the overall task of managing the organization is divided, starting from the middle level, according to the functional criterion. The matrix structure is built on the basis of the principle of double subordination of performers: on the one hand, directly to the head of the unit, on the other hand, to the head of the program, who is endowed with the necessary powers and is responsible for the timing and quality.

Socio-pedagogical system- the system is open, non-equilibrium, largely self-organizing (synergetics is a science that studies self-organizing systems), take into account the natural properties of the emerging system, its internal qualities, the history of its development.

In accordance with this view, management should be carried out, firstly, by the system as a whole; secondly, by each of its components separately, taking into account its originality and with an eye on the system as an integrity that includes it; thirdly, as management of the interaction of components that ensure the personal development of students.

Development management can be carried out in two ways - revolutionary and evolutionary. The first one was named by A.S. Makarenko the “explosion method” (as a rule, it is caused by emergency circumstances). With an evolutionary path, well-posed objective information about the state and functioning of the system, the desire of teachers and student activists for constant creative search. The evolutionary path gradually complicates: the goals are enriched. The content of activities becomes more diverse, relations become more subtle, connections and organizational, managerial processes become more branched.

End in itself- the personality of a developing person included in the educational system. This means that it is necessary to manage the process of interaction and mutual influence of the system and the individual.

Shamova T.I., Davydenko T.M., Shibanova G.N. Management of educational systems

goal setting- the main function of the manager, the stage of managerial activity and a component of its structure. goal setting- the choice of the purpose of the functioning of the organization. It is recognized as a defining role in the management activities and overall functioning of the organization, but is considered as part of the planning function. Goal-setting in its content and role in management is precisely a managerial function. In the course of follow-up, the formulation of new goals takes place if the ineffectiveness of the original ones is found. At the same time, goal-setting is a consequence of other managerial functions, and not the first stage of management. Leader's duty- setting goals for the performers, which is also included in the process of the functioning of the organization. The goal-setting function is a complex and time-consuming process that has specific patterns that are not characteristic of other managerial functions. The goal determines the general direction of the organization's activities, its structure and composition, regulates the links between its components, integrates them into a coherent system. It is also the basis of strategic decisions and planning in the organization. The overall image of the organization depends on the nature of the objectives. Mission- this is the foundation for the subsequent implementation of the goal-setting function.

Consider in comparison the job responsibilities of a social teacher, presented in his tariff-qualification characteristics, and the content of managerial functions of a manager, allocated by P.I. Tretyakov. Thus, the duties of a social educator include:

1. The study of the characteristics of the surrounding microenvironment, living conditions;

2. Definition of tasks for the activities of teachers and students to achieve goals;

3. Participation in the development and approval of projects and programs; determination of forms, methods of socio-pedagogical work, ways of solving personal and social problems of pupils; organizing the implementation of projects and programs;

4. Implementation of a set of measures for the upbringing, education, development and social protection of children in institutions and at the place of residence; organization of various types of socially valuable activities for children and adults, events aimed at the development of social initiatives; implementation of measures for social protection and realization of the rights and freedoms of the individual; work on employment, patronage, provision of housing, benefits, pensions, registration of savings deposits, use of securities of orphans and children left without parental care; interaction with teachers, parents (persons replacing them), specialists of social services, family and youth employment services, with charitable organizations in terms of organizing assistance to children in need of guardianship and guardianship, with disabilities, deviant behavior, as well as those who have fallen into extreme situations;

5. The study of personality traits; identification of interests and needs, difficulties and problems, conflict situations, deviations in the behavior of children

6. Mediation between the personality of the wards and the institution, family, environment, specialists from various social services, departments and administrative bodies; assistance in establishing humane, morally healthy relations in the social environment; assistance in creating an environment of psychological comfort and safety of pupils, care for the protection of their life and health; timely provision of social and pedagogical assistance and support to children.

The management functions of a manager include:

1. Information and analytical - self-analysis of their own management activities; analysis of information about the state and development of the educational process, the level of upbringing of students, information about them;

2. Motivational-targeted - goal selection; definition of strategic and tactical tasks; motivation of teachers and students to achieve the goal; transformation of motives into motives-goals;

3. Planning and prognostic - development of programs to achieve the goal, complex target planning;

4. Organizational and executive - activities to form and regulate a certain structure of organized interactions through a set of methods and means necessary to effectively achieve the goal;

5. Control and diagnostic - establishing the compliance of the functioning and development of the system of educational work on a diagnostic basis with national requirements, standards;

6. Regulatory and corrective - making adjustments using operational methods, means and influences in the process of managing the pedagogical system to maintain it at a programmed level, maintaining one or another level of organization of the system in a given situation

Management styles

Management style- this is the way in which the head manages the employees subordinate to him, as well as the pattern of behavior of the head, independent of the specific management situation. 1. Oriented to the task to be completed, while the leader: condemns insufficient work; encourages slow-working employees to put in more effort; emphasizes the volume of work; guides with an iron hand; draws attention to the fact that its employees work with full dedication; encourages employees

by pushing and manipulating to more effort; requires more performance from low-performing employees.

2. Person-oriented, in which the focus is on employees with their needs and expectations.

3. Authoritarian management style. With this style of management, all production activities are organized by the head without the participation of subordinates. This style of management can be used in solving current problems and implies a large distance in education between the leader and subordinate, as well as material motivation of employees.

4. Corporate management style. With a corporate style of management, production activities are organized in the interaction of a manager and a subordinate. This management style can be used when the creative content of the work prevails and assumes an approximately equal level of education of the manager and subordinates, as well as non-material incentives for the employee.

5. Managing the method of delegation of authority. Such management is a technique in which competences and responsibility for actions are transferred, as far as possible, to employees who make and implement decisions. The burden is removed from the manager, the employees' own initiative is supported, their labor motivation and readiness to bear responsibility are strengthened. In addition, employees must be given the confidence to make decisions on their own responsibility.

Travin V.V. Styles of management and leadership. - M.: Enlightenment, 1998. -94p.

Planning and predictive function of management and ways of its implementation

Planning and forecasting function- the basis of management and the most important stage of the management cycle. Forecasting and planning - activities for the optimal choice of ideal and real goals and the development of programs to achieve them. A systematic approach to forecasting and planning provides a combination of long-term forecasting and current planning, consistency of forecasts and plans at all levels of professional training management. Principles: unity of target setting and implementation conditions; unity of long-term and short-term planning; implementation of the principle of combining state and public principles in the development of forecasts and plans; ensuring the integrated nature of forecasting and planning; stability and flexibility of planning based on forecasts.

One of the effective ways to improve this type of activity is the introduction of complex-targeted planning (or complex-targeted programs). The target program is compiled by the company's management for the implementation of urgent problems that require immediate solutions. The core of the target program is the general goal, decomposed into tasks, communicated to each department and executor. The structure of a comprehensive targeted program should include: a brief description of the state of the problem, its place and role in the strategic plan; general purpose; a system of tasks (subgoals) communicated to the performers; indicators characterizing the success of achieving the goal; deadlines, performers; information support for managing the process of solving problems; monitoring the progress of the program; current and final analysis; regulation, definition of zones of the nearest and perspective development of school in the conditions of profile training; development of an optimal model for the organization of specialized training, its scientific and methodological support; forecasting the results of educational and managerial activities; designing areas of urgent and long-term prospects for resource support for specialized education.

Planning conditions: an objective assessment of the level of work of a preschool institution at the time of planning;

a clear presentation of the results, the level of work that should be achieved by the end of the planning period;

the choice of the best ways, means, methods that will help achieve the goals, and therefore, get the planned result.

In the process of developing the plan, it is refined and adjusted depending on objective conditions. However, the number of such amendments can be reduced to a minimum if the principles of scientific character, optimality, comprehensiveness, prospects, collegiality, and taking into account the personal qualities of the participants are taken into account when forming the plan.

27. Fundamentals of team management in a socio-pedagogical institution.

Speaking about the management of the teaching staff further, we will mean the management system, that is, apply a systematic approach to the theoretical understanding of management activities.

Under the management system, we mean a set of coordinated, interconnected activities aimed at achieving a significant goal of the organization. These activities include management functions, the implementation of principles and the application of effective management methods.

There are several control functions educational institutions. Lazarev V.S. distinguishes among them planning, organization, leadership and control. To these main functions Slastenin V.A. adds pedagogical analysis, goal-setting, regulation. Summarizing the views of these teachers, we will reveal the following functions of managing the teaching staff: analysis, goal setting and planning, organization, leadership, control and regulation.

The main management functions are “relatively separate areas of management activity”.

The function of pedagogical analysis in its modern sense was introduced and developed in the theory of intraschool management by Yu.A. Konarzhevsky. Pedagogical analysis occupies a special place in the structure of the management cycle: it begins and ends with any management cycle, consisting of successively interconnected functions.

The effectiveness of managerial activity is largely determined by how school leaders master the methodology of pedagogical analysis, how deeply they can investigate the established facts, and identify the most characteristic dependencies. An untimely or unprofessional analysis in the activities of a school principal leads, at the stage of developing a goal and forming tasks, to vagueness, vagueness, and sometimes to the groundlessness of the decisions made. Ignorance of the true state of affairs in a teaching or student team creates difficulties in establishing the correct system of relationships in the process of regulating and correcting the pedagogical process. In the theory and practice of intraschool management, Yu.A. Konarzhevsky and T.I. Shamova identified the main types of pedagogical analysis depending on its content: parametric, thematic, final.

Parametric analysis is aimed at studying daily information about the course and results of the educational process, identifying the causes that violate it. As a rule, based on the results of parametric analysis, amendments and changes are made to the course of regulation of the integral pedagogical process. The subject of parametric analysis is the study of current academic performance, discipline in classes and at school per day and per week, attendance at lessons and extracurricular activities, the sanitary condition of the school, and compliance with the class schedule.

The main content of the parametric analysis conducted by the headmaster and his deputies is attendance at lessons and extracurricular activities. Fixing the results of parametric analysis, their systematization and comprehension prepare a thematic pedagogical analysis. Parametric analysis is not just a statement of facts, but their comparison, generalization, search for the causes of their occurrence and prediction of possible consequences. The results of such an analysis and the decisions taken on their basis require prompt implementation.

Thematic analysis is aimed at studying more stable, recurring dependencies, trends in the course and results of the pedagogical process. In the content of the thematic analysis, a systematic approach to the study of classroom and extracurricular activities is manifested to a greater extent. If the subject of parametric analysis can be a separate lesson or an extracurricular activity, then the subject of thematic analysis is already a system of extracurricular work, etc. A school principal or head teacher can get the most complete picture of a teacher's work only by analyzing a number of lessons and classes, thus gaining an idea of ​​the teacher's work system. The content of the thematic analysis consists of such complex problems as the optimal combination of teaching methods, the formation of a system of students' knowledge; the system of work of teachers, class teachers in the education of moral, aesthetic, physical, intellectual culture, etc.; the system of work of the teacher to improve the level of pedagogical culture; the activities of the teaching staff in the formation of an innovative environment at school, etc.

Socio-pedagogical system: concept, types.

There are two main approaches to its formation: 1) an indication of its integrity as an essential feature of any system; 2) understanding of the system as a set of elements together with the relationships between them.

System- Purposeful integrity of interconnected elements, which has new integrative properties that are absent from each of them, associated with the external environment. A certain commonality of elements functioning according to its inherent goals (Yu.K. Babansky)

Systems in which pedagogical processes take place are defined as pedagogical systems that have certain elements or objects and their relationships or structures and functions.

Pedagogical system- socially conditioned integrity of the participants in the pedagogical process interacting on the basis of cooperation between themselves, the environment and its spiritual and material values, aimed at the formation and development of the individual. This is “a relatively stable set of elements, an organizational connection of people, their spheres of action, the order in which functions are performed, spatial and temporal connections, relationships, methods of interaction and the structure of activities in the interests of achieving certain educational goals and results, solving the planned cultural and developmental tasks of upbringing and human learning."

According to their characteristics, pedagogical systems are real (by origin), social (by substantive), complex (by the level of complexity), open (by the nature of interaction with the external environment), dynamic (by the basis of variability), probabilistic (by the method of determination), purposeful (by the presence of goals), self-governing (by the basis of controllability) character. Under the condition of purposefulness and dynamism, they still have developing properties, which is manifested in their constant variability. Pedagogical systems are open, because information processes take place between them and the surrounding reality. (Types of social-pedagogical system: system of images. Strpany, the process of education, training, which proceeded within the system of education, any educational institution.

Basic concepts of scientific management.

Scientific Management- a set of principles of workplace management, causing the separation of mental labor from manual labor, the division of tasks, dequalification, strict control over the workforce and incentive wage payments. The birthplace of scientific management is the USA in the 1890s. His main inspiration is F.W. Taylor, which is why "Taylorism" and "scientific management" are often used interchangeably.

Management has a technical-cybernetic meaning, a directed impact on a particular system with 2 different goals. Goal 1 - maintaining the characteristics of the control object constant, the result of such control is the preservation of the structure and functions at a given level. Goal 2 is a directed change in internal or external characteristics, the result of such control will be a change in the internal properties of the object (partial or complete).

social exercising. - the process of interaction of control over the community of people in a particular sector of human life. Objects of influence of the 3rd type - another person, a group of people, on oneself. Varieties of social ex. is the pedagogical department. Management is an activity aimed at making decisions, organizing, controlling, regulating the object of management, analyzing, summing up on the basis of reliable information. Control- this is a naturally arising in the process of evolution a field of activity related to the maintenance and management of the system. In the main Ex. There is managerial activity. The subject of ex. d-ti-person. The subject of management is any, incl. machine or biological system.

Management (Shakurov) is the regulated state of the system in order to obtain a result. Pedagogical management - activities aimed at maintaining and developing social-ped. systems. Internal management- purposeful, conscious interaction of participants in a holistic pedagogical process based on the knowledge of its objective laws in order to achieve an optimal result. Management (traditional)- impact on the object of management, but with the development of management, management began to be understood as interaction (2 subjects). Management is a special kind of management activity. In the West, it was associated with commercial activities, but over time this concept has also been transferred to social systems. Management (from the point of view of social)- the ability to achieve a permanent goal and results, using the work, intellect and motives of the behavior of other people; - the science of management, the art of managing people; - this is a group of people who are managers of the organization, i.e. manadgement Department. Management is only a part of the management system, it is aimed only at organizing the work of people.

Principle- the starting position that guides the head in the implementation of functions (democratization of the gumm-ii ped system; consistency and integrity of management; rational combination of centralization and decentralization in management; collegiality and one-man management; completeness of information, objectivity in managing systems ).

The system of activity of a social pedagogue, as A.V. Mudrik, IN AND. Zagvyazinsky, V. Bocharova, is a consistent set of various types of pedagogical activity [Mudrik]. It is shown in diagram 1.

Scheme 1. The system of activity of a social pedagogue

The sphere of application of social pedagogy is the social systems of state, municipal, public and private (charitable) activities, where social and pedagogical mechanisms of interaction collide, helping the spiritual, moral, physical, mental and social development of the individual in his living space.

The current boundary of social and pedagogical mechanisms G.V. Mukhametzyanova defines role structures. Then the content of the training of a social teacher is determined by the main directions of his activity: “assistance in the formation and improvement of educational systems in an environment that promotes the development and social self-realization of the individual; interaction for this purpose with the educating forces of the environment, their diagnosis; organization of various types of socio-cultural activities of children and adults on the principles of creativity, amateur performance; the formation of a system of values ​​on this basis” [Muzametzyanov]. Thus, the object of social pedagogy is social relations, the subject of social pedagogy is the pedagogical aspect of these relations, i.e. education of a person in society, or social education [Nikitin], and a social teacher is called upon to organize the optimal pedagogical interaction of the individual and the environment.

The concept of social education is interpreted in different ways. We adhere to the following definition: “Social education is a purposeful process of mastering a certain system of knowledge, norms, values, attitudes, behaviors that allow a person to function as a full member of society, community, group” [Mudrik].

Social education is aimed at creating conditions for the physical, mental and social development of a person, adapting a person to the established orders and norms of social behavior, creating public institutions for the protection of the family and childhood with their special assistance in the reasonable and successful self-organization of a person’s life in a family, school, and microenvironment , education of people in different spheres of life (household, cultural, labor, civil).

Scientists (A.V. Mudrik, P. Natorp, V.I. Andreev) call the main principles of social education the principles of natural conformity, cultural conformity, democracy, humanism, orientation to universal values, integration [Netorp].

Modern pedagogy proceeds from the fact that the process of education is not a direct impact on the pupil (as was traditionally believed), but the social interaction of various subjects: individual (concrete people), group (microgroups and teams) and social institutions of education. This interaction, in which the upbringing of a person takes place, can be represented as a set of "chains" (see diagram 2).

Scheme 2. Education as social interaction

In some chains, the interaction is direct, in others it is indirect. The content and nature of the interaction of society, groups and individuals in the process of education are determined by social values, ideology and social psychology. Modern forms of interaction require equality, democracy, freedom and are incompatible with authoritarianism in education. They are formed on the basis of cooperation, which involves:

A special target setting of the teacher for a personal approach;

Joint life of adults and children;

Collective organization of activities, when the team acts as a guarantor of the manifestation of the capabilities of each individual;

Dialogic interaction (in the process of exchanging intellectual, moral, emotional, social values);

Empathy in interpersonal relationships.

The content of cooperation between an adult and a child is their co-existence, co-participation, co-knowledge, co-creation. Event- this is a significant phenomenon in human life, and the compatibility (co-existence) of what is happening for people. In the space of the child-adult community, any activity (playing, cognitive, transformative, communicative) becomes developing. Emotional effective involvement in the affairs of another person, active help, sympathy, empathy is the co-participation of an adult and a child, contributing to the child's awareness of his independence, understanding himself as a person, self-realization [Zagvyazinsky].

Self-realization is considered as a holistic process of self-improvement, dialectically combining self-change and self-formation throughout a person’s life path, this is the practical implementation of inclinations, abilities, talents and character traits through one or another sphere of social activity for the benefit of oneself, the team and society as a whole [ Bityanova].

One of the central concepts of social pedagogy is "socialization of the individual", which in its most general form is interpreted as a process of human development in interaction with the world around him. Socialization(lat. so-cius - comrade, companion, accomplice) - a two-way process: on the one hand, a person learns a system of knowledge, norms and values ​​that allow him to function as a full member of society; on the other hand, he is not only enriched by social experience, but also actively reproduces the system of social ties, realizes himself as a person, and influences the life circumstances of the people around him. Socialization includes not only conscious, controlled, purposeful influences (education in the broad sense of the word), but also spontaneous, spontaneous processes that in one way or another affect the formation of personality [Bityanov].

Socialization is the active inclusion of people in the life of the community on the democratic principles of joint activity, it is the process of granting them ever greater rights and expanding responsibilities. It is in this real involvement that the reproduction of socio-cultural images and norms of social life and their improvement take place.

Factors of socialization, according to A.V. Mudrik can conditionally be combined into three groups [Mudrik]:

- macro factors, which are the conditions for the socialization of all or very many people: space, planet, world, country, society, state;

- mesofactors, influencing the socialization of large groups of people distinguished by nationality (ethnos as a factor of socialization) or by the type of settlement in which they live (village, town, city), as well as by belonging to the audience of certain mass media (radio, cinema , television, etc.);

Microfactors that directly interact with a person: this is the family, peer society, school, educational institutions, etc.

The activity of a social pedagogue in educational institutions (schools, lyceums, gymnasiums, technical schools, colleges, etc.) is an intermediary in the system of interaction between the child and society, the teaching staff, the community of children and adults that make up the immediate environment. At the same time, the priority (especially in modern conditions) is the sphere of human relations in the family and school. A feature of the activity of a social pedagogue is that it creates, organizes a favorable social environment; turns the child into an active transformer of this environment and an educator of his own personality (V.A. Sukhomlinsky, L.I. Bozhovich, S.L. Rubinshtein); stimulates social value orientations in the need-motivational sphere of personality, consciousness and self-awareness. (B.M. Teploe, L.Yu. Gordin); takes into account the process of the emergence and functioning of the qualitative features of the personality - specific for certain age stages of "mental neoplasms" of the leading activity (Z. Freud, E. Erickson, K. Jung, D.B. Elkonin); assists the child in the main stages of his socialization: adaptation, individualization, integration (A.G. Asmolov, A.V. Petrovsky).

When analyzing such a multidimensional reality as the work of a social pedagogue, one can rely on the basic categories of psychology (activity, communication, personality) that make up the process of his work [Markov] (Appendix 2).

In general, the work of a social pedagogue is also determined by its results: those positive changes that arise under the influence of his work. The process and result of the work of a social pedagogue are a reflection of his professional competence.

Competence can be viewed as the ability to establish a connection between knowledge and action, the ability to solve emerging problems, the main characteristics of which are presented by us in the following table

Table 1. The main characteristics of the competence of a social pedagogue

Taking as a basis the above characteristics of the features of the activity of a social pedagogue, we can approach the definition of his professional module.

The semantic meaning of the term "professional module" is associated with the international word "module" (Latin "meodulus"), the main meaning of which is a functional unit. The principle of modularity determines the approach to the organization of professional activity: the selection of goals, content, forms and methods of activity focused on a specific client, group, situation, and correlation with the results achieved. The professional module allows you to condense the content-information space, set an individual pace of work and achieve a certain technology of the pedagogical process.

The goal of the activity of a social pedagogue is expressed in the humanization of the socio-cultural habitat, increasing the efficiency of the process of socialization, education and development of children, adolescents, young men, as well as providing competent pedagogical assistance to the adult population.

The work process of a social pedagogue is presented as a professional and pedagogical activity of a specialist aimed at promoting the development of children and adolescents through educational and corrective work with them in various societies (family, educational institutions, children's reception centers, penitentiary institutions, special vocational schools).

The main characteristics of socio-pedagogical activity make it possible to determine the subsystems of the professional module - the goal and objectives, the labor process, the result of labor - and to single out the components of the readiness of a social teacher: professional orientation, competence, self-realization, which are also complex structures consisting of elements (Scheme 3).

Scheme 3. Professional module of a social teacher

The result of labor is expressed in indicators of social adaptation, in the state of health, socially transforming processes, psychological and pedagogical correction, in indicators of personality development.

The modular approach, based on the principles of dynamism and flexibility, parity and awareness in the socio-pedagogical process, combines the goals and objectives that express the essence, process and result of the work of a social teacher.

Thus, the social teacher performs the most difficult tasks of developing the personality of the pupil, carries out his support at all stages of school age.

The stated characteristics of the professional module of a social pedagogue make it possible to fill its activities with content in accordance with the age stages of a child’s development (a social pedagogue of primary school childhood, adolescence, adolescence), and consider the social pedagogue himself responsible for harmonizing relations and humanizing the environment of each age stage.

Taking the child's age as a functional unit of the module, let's imagine the social pedagogue's communication system as follows (Scheme 4).

Scheme of social educator communication

The social teacher of each specific professional module specializes in problems of a certain age (physiological, social) and society.

To carry out such activities, it is necessary to know not only the most important parameters of the microsocial environment, but also the characteristics of the student himself. The totality of these features is displayed in the student's socio-pedagogical passport (see Appendix No. 1) [Social pedagogue, p. 3-17].

The main directions of socio-pedagogical work in an educational institution are determined primarily by the problems that arise in the process of teaching and raising children, without the resolution of which it is difficult to achieve good results. Although the areas of work are fixed in the qualification characteristics of a social pedagogue, in practice their circle is much wider. This is due to the need for cooperation of all those who educate and educate the child: teachers, class teacher, administration, parents, close relatives, and sometimes others, persons involved in education by position or out of a sense of human solidarity [Berezina].

In modern conditions, in the work of various social structures, the main areas of social work have been determined, which the social teacher is also involved in:

Assistance to the family in problems related to education, upbringing, childcare;

Helping the child to eliminate the causes that negatively affect his academic performance and attendance at the institution;

Involvement of children, parents, the public in the organization and conduct of social and educational events, actions;

Recognition, diagnosis and resolution of conflicts, problems, difficult life situations affecting the interests of the child, in the early stages of development in order to prevent serious consequences;

Individual and group counseling for children, parents, teachers, administration on issues of resolving problem situations, conflicts, relieving stress, raising children in a family, etc.;

Identification of requests, needs of children and development of measures to help specific students with the involvement of specialists from relevant institutions and organizations;

Assistance to teachers in resolving conflicts with children, in identifying problems in educational work and determining measures to overcome them;

Design, development of plans and programs in various areas of activity of an educational institution;

Propaganda and clarification of the rights of children, families, teachers;

Solving practical issues of providing educational work outside the schedule of training sessions.

It is possible to distribute the duties of social educators according to the profile of activity (health protection and hygiene, prevention of school and social maladaptation, cultural and leisure activities, pedagogical education and work with parents, guardianship and guardianship, etc.), by classes, groups of classes, parallels, according to the type of “family social pedagogue” (for 25-50 families), etc. It is important that regardless of the number of staff units of social pedagogues (there are different options in educational institutions of the country), all the main areas of social and pedagogical work are covered.

The social pedagogue of an educational institution is, first of all, a teacher, and secondly, a social worker proper. Therefore, traditional methods of upbringing and educational work are relevant for him: persuasion, clarification, advice, reliance on a positive example, the use of public opinion and progressive traditions of the institution, society, ethnic group, pedagogical stimulation of the activity of the individual in solving emerging problems, the use of such powerful socio-pedagogical tools education, as work, sports, play, charitable activities, psychological and pedagogical education and counseling, a pedagogical council of specialists for a comprehensive diagnosis of a child’s problem, as well as methods and functions of organizational and pedagogical activities (diagnosing, designing, planning, coordinating, analyzing, current, intermediate and final control, instruction, etc.).

A certain time in the activities of a social teacher, especially at the initial stage, is the study of the psychological, medical and pedagogical characteristics of the personality of students and the social microenvironment, living conditions. In the process of studying (diagnostics, research), interests and needs, difficulties and problems, conflict situations, deviations in behavior, typology of families, their sociocultural and pedagogical portrait, etc. are revealed. Therefore, diagnostic methods occupy a significant place in the methodological baggage of a social teacher: tests, questionnaires , questionnaires, etc.

It is quite obvious that the social pedagogue's diagnostic tools include both sociological and psychological methods. Also of great interest are various reports, certificates, tables, documents, medical records of students and other things that are always available in any educational institution. Specific methods of social work are also used, such as the method of social biography of the family, personality, as well as the social history of the microdistrict, diagnostics of the social environment.

In a situation where “everyone knows everything” and therefore are skeptical about the research of a social pedagogue, it turns out to be necessary to enlist the support of fellow teachers, psychologists, municipal workers, law enforcement officers, and finally, parents and students themselves. To do this, any study begins with a preliminary justification of its necessity, tasks, forecast regarding the results, drawing up a schedule, regulatory execution in the form of an order or instruction from the head of the institution, briefings and information messages, explaining to participants their rights and purpose of the study. It is appropriate to recall here that explanations and communication of results may be complete or incomplete, but must always be truthful.

In the process of research, a social educator can receive completely confidential information, so his actions are determined by professional duty and an ethical code [Vulfov].

The social educator organizes and conducts consultations on issues of rights and obligations, available benefits and allowances, offers possible solutions to the problems of participants in the educational process, provides social assistance and support, using the full range of available legal opportunities and means. Revealing problems and difficulties in the sphere of family, communication and relations of people, the social pedagogue differentiates the identified problems and “brings” social workers, specialists of various profiles and departmental subordination to their solution. Establishing contact with the family, encourages her to participate in joint problem solving, helps people use their own resources, the reserve capacity of the municipality to overcome difficulties.

The social pedagogue performs an intermediary function in establishing connections and contacts between the family and specialists - psychologists, social workers, doctors, lawyers, representatives of authorities and the public. This requires well-established connections of a social pedagogue with various social services of the microdistrict, district, city, institutions and public associations, good knowledge of the structures and terms of reference of administrative bodies, their location and telephone numbers. Only under these conditions is it possible to provide truly effective assistance to children in need of guardianship and guardianship, employment, treatment, recreation, financial assistance, psycho-correction, patronage, housing, benefits, pensions and other types of social assistance. A social pedagogue draws up savings deposits, resolves issues related to the use of property and securities of students - orphans and children left without parental care, acts as a representative of an educational institution and a particular student or employee in judicial and administrative instances, provides emergency assistance to those in a difficult situation. At the same time, the social pedagogue independently determines the tasks, forms, methods of social and pedagogical work, ways to solve personal and social problems, measures of social protection and social assistance, the realization of the rights and freedoms of citizens.

An important place in the activities of a social teacher is occupied by the stimulation and development of socially valuable activities of students and adults, support for social initiatives, events, actions, social projects and programs.

Pedagogical support for social initiatives of children and adults, creating conditions for their independent choice, stimulating it, developing readiness and ability to act on the basis of constant creative search and the ability to get out of a choice situation without stress in modern conditions is an urgent task in the educational work of educational institutions experiencing a shortage new forms and methods. This is all the more important because the problem of the effectiveness of education, the correspondence of the main directions and priorities of educational work to the nature of childhood, family, national and Russian socio-cultural traditions has arisen “in full growth”.

Social initiative is understood as an activity aimed at transforming the socio-cultural environment in the interests of harmonizing the social field of the child, taking into account the historical and cultural experience and the current state of the theory in the practice of social and pedagogical work, generating new content, methods, forms and technologies of working with children, youth, families communities, exclusive groups, society.

The socially significant activity of children is caring for the sick, the disabled and the poor; charity events for peers and the elderly; work in social protection services; improvement of the city, village, yard; protection of nature and cultural monuments; conducting games and creative activities with children, i.e. everything that contributes to the personal and professional self-determination of a teenager, introduces him to the values ​​of the volunteer movement in the social sphere.

The authors of the social initiative are individuals, collectives, institutions and associations of all types and types, state and municipal governments, other legal entities of all forms of ownership. A teenager should go through a school of such social participation, when from simple involvement in socially valuable initiatives being implemented, he goes the way to social creativity and organization of practical affairs and events, development and implementation of projects that significantly change attitudes and lifestyle, value orientations and motivation of his life and life. the people around him. It is the development of a socially active personality that is the bonding idea that allows you to combine the efforts of different people, organizations, institutions and departments concerned about the future of Russia.

The main goal of the activity of a social pedagogue in terms of supporting social initiatives of children and adults is the civic development of children, their spiritual, moral and patriotic education through the creation of an integrative, interdepartmental model of pedagogical support for children and youth public associations in an educational institution, on its basis or in a microdistrict. To do this, the social educator does a lot of work on:

Explanation of state policy in the field of children's and youth movement, assistance in programming and designing the activities of children's and youth public associations through regularly organized methodological seminars, gatherings and shifts;

Organization of active cooperation of public associations with state structures, sponsors, non-governmental organizations, mass media;

Development and implementation of a system of activities that provide new content for extracurricular educational work with students of general education schools and vocational schools;

Creation of an effective system of material and financial, organizational, legal, scientific, methodological and other support for the socially significant activities of public associations in educational institutions; ensuring budgetary financing of the organization and coordination of the children's and youth movement;

Establishing and developing contacts with children's and youth public associations, including through the organization of international and domestic exchanges of representatives of the children's and youth movement;

Solving issues of employment of children and youth, providing assistance in the independent organization of leisure and entertainment;

Creation of a system for training leaders of children's and youth public associations;

Promoting youth entrepreneurship;

Improving the system of aesthetic education of children, developing professional and amateur artistic creativity of young people;

Support of talented youth, creatively capable children in the realization of their own artistic and creative nature [Zakatova].

The social pedagogue himself develops and brings to their adoption and implementation socio-pedagogical projects and programs and provides methodological and organizational assistance to initiative groups of the public, children and adults in this difficult matter. It should be noted that programming is one of the most difficult types of professional activity of any specialist, an indicator of his highest qualification and skill. Despite the fact that programming is not specifically taught in educational institutions, the possession of these special skills and abilities is absolutely necessary, therefore, a social pedagogue must develop them himself directly in practice.

Contributing to the development of social initiatives of children and adults, the social educator uses various moral and material means to stimulate their initiatives, achieves public recognition of significant innovations, and their implementation in life. Taking into account the realities of a market economy, it involves commercial structures, enterprises in innovative activities, financing social and educational projects. Promotes the development of family-neighborly forms of cooperation, interschool, inter-industrial forms of business cooperation in the interests of social improvement and cultural renewal of living conditions.

All of these factors determine the field of activity of a social pedagogue and make it possible to determine his functional duties in a general education school, based on the tasks ahead.

As you know, the school is traditionally characterized by three main areas of work - management, participation in the upbringing of children and the organization of the educational environment. In accordance with these areas, the activities of any specialist of the school are built, with an emphasis on one of them, depending on the professional specifics. Therefore, in the activities of a social pedagogue, three aspects can be distinguished:

participation in management;

participation in the educational process;

participation in the organization of the environment for raising a child.

Each of these aspects determines specific areas of work of a social educator.

The social educator participates in school management in three main areas.

Administration consulting. Activities as an advisor to the administration include:

conducting sociological and socio-psychological research both in pedagogical and children's groups, and among parents. The results of such studies ensure the adoption of more thoughtful and reasonable management decisions;

participation in conflict resolution. Practice shows that the level of conflict in the interaction of the school with parents and children very often exceeds the desired level, and in most cases conflicts are due to a lack of understanding of the social causes of tension.

Methodical work. It is part of the direct duties of any specialist in the teaching staff. As part of this activity, the social educator:

conducts classes with teachers, in which he must teach them methods of sociometric control over the interpersonal atmosphere in the classroom, help in diagnosing risk factors (alienated, pushed out, boycotted), promote the effective distribution of roles in the team of students in order to compensate for the negative effects of the social element, etc. ;

participates in the work of councils.

Out-of-school interaction. This area of ​​activity of a social pedagogue includes:

participation on behalf of the school in the work of local authorities and self-government on issues of social development and solving socio-pedagogical problems, in the development and discussion of regional and local social programs and projects, etc .;

interaction with governing bodies and institutions of education, social protection, health care, commissions for minors, etc. to solve specific social and pedagogical problems;

cooperation with public and other organizations that can assist in solving certain socio-pedagogical problems.

Participation in the educational process involves two main areas:

Intraschool monitoring. It ensures the identification and diagnosis of socio-pedagogical problems and includes:

current monitoring of the general situation in the school, classroom groups, groups of students, the relationship between teachers, students, parents, etc.;

analysis and forecasting of specific problematic socio-pedagogical situations.

Socio-pedagogical rehabilitation. This direction is the leading one in the activity of a social pedagogue. It requires individual work with a specific student, where the social pedagogue is expected to achieve the greatest success achieved by personal efforts. And this is understandable, because no matter how much you carry out activities in favor of maladjusted, "problem" children, the real indicators of labor are made up of living children's destinies. This direction is implemented in different types of activities:

socio-pedagogical support is carried out in cooperation with local governments and various departments that have the necessary powers for the placement of the child and the means to support him, as well as with the public, which has funds and volunteers at its disposal. Together, this makes it possible to remove minors from a difficult or dangerous situation, place them in a shelter, transfer them to another family or boarding school, if you need to act decisively, and if hope for improving the situation in the family is not lost, include parents in the rehabilitation programs of various social institutions, centers and so on.;

social control, which implements the function of the school as one of the subjects of the system for the prevention of child neglect and delinquency, is carried out in cooperation with the commission for minors and the protection of their rights (with institutions subordinate to it). This direction of activity implies a certain positive influence on the part of the school on the microdistrict adjacent to it, opposition to subcultures of marginal orientation, which are increasingly involving minors in their sphere. Of course, such activity requires special skills from the social pedagogue, often personal courage, but most importantly, the readiness to stand up for the interests of the student in counteracting the social elements, from which it is impossible to fence off guards at the entrance to the school. Therefore, a specialist has to master special methods of work, forms of cooperation with authoritative forces of society and the state, without whose support he will not be able to solve such complex problems;

pedagogical rehabilitation is a social support within the educational process. It involves, on the one hand, raising funds for extracurricular activities with children, and, on the other hand, improving the socio-psychological status of an unsuccessful student. At the same time, the social educator, in fact, acts as a protector of the child's personality from an indifferently repulsive environment, since children, as you know, do not like losers. He symbolizes the humanism of the collective, acts as the patron of the alienated and repressed. Acting at the intersection of spontaneous and organized forces in the primary educational team, the social pedagogue, with his authority and skill, eases the pressure on the weak and introduces the losers to the fact that K.D. Ushinsky called the corporate spirit of a particular educational institution;

psychoprophylaxis aimed at identifying students whose school maladjustment is caused by their limited health. Such children should be registered separately, especially in cases where the question arises of transferring them to a correction class. Obviously, in this case, cooperation with the school psychologist or pediatrician is mandatory. The task of a social pedagogue in working with this category of children is to take them under control in a timely manner, adopt and approve a plan of rehabilitation measures, monitor its implementation in order to do everything possible to prevent the child from being transferred to a correctional class.

Participation in the organization of the environment for raising a child includes the following three mandatory areas of work of a social pedagogue.

Accompanying the child in the family. Interaction with the family requires extraordinary tact, special delicacy and caution from the social pedagogue. At the same time, he cannot ignore the facts when an unfavorable intra-family situation negatively affects the child's personality. At the same time, often the behavior of parents is not of an antisocial nature, and therefore does not give grounds for the intervention of law enforcement agencies. In this case, the school, whether it wants it or not, has to take the initiative under circumstances that are not obvious, which is always troublesome and difficult, but necessary when thinking about children. Here, the supporters of the social pedagogue are bodies and institutions whose activities are aimed at protecting the rights of the child.

Working with the social environment of the child. It requires from the school in general, and from the social pedagogue in particular, first of all, initiative. After all, teachers often spend a lot of time and energy fighting conflicts that have arisen in the environment and are only transferred to the walls of the educational institution. Moreover, the destruction of the infrastructure of courtyard associations, which gravitated towards the school as a center of culture and education, made the school look like a fortress that had gone into a dead defense. And since the unknown breeds anxiety, the prejudice against the "street" embraces and colors the entire social environment with a tinge of hostility. Interest in the informal life of students is an absolutely necessary quality of a school; its loss is unnatural, and everyone understands this.

Participation in the work of the parent committee. Interaction with public self-government bodies of the school - the parent committee, the board of trustees, etc. - is part of the tasks of the social teacher in many areas of his work. Particular attention should be paid to new trends that have not yet become traditional in school practice. Thus, councils on family problems created under parental committees or councils of trustees can play an important positive role in socio-pedagogical work. Such an association of parents from among authoritative representatives of the public does not have administrative powers, but is extremely effective in moral terms. Such associations can also be involved in working with teachers when an arbitrator is needed to resolve the conflict.

Thus, the social teacher at school has a very wide range of activities.

It provides the following specific services to students and their parents:

Helps in the adaptation of children when entering school, the transition from primary to secondary and from secondary school to adulthood;

Prevents conflicts that may arise in the children's team for various reasons, helps to resolve the conflict situation at an early stage and prevent the development of more serious problems; helps students develop problem-solving and stress management skills; teaches them social skills, etc.;

Acts as an intermediary between the school and the family: helps parents and teachers understand the interests and needs of children in education and find ways to meet them at school, determine individual educational programs for children who need it (for example, teaching children at home);

Serves as a link between parents and the school staff, encourages parents to take part in school life, informs the administration and staff of the school about the wishes of the family;

Helps students overcome barriers that prevent them from attending school and doing well in class;

Prevents and reduces the negative impact of risk factors on the lives of children.

In addition, together with the school staff, the social teacher:

Participates in teachers' councils, parent meetings and other meetings dedicated to school life;

Conducts consultations with teachers and school staff on various socio-pedagogical issues in order to help improve the living conditions of students in the school and its environment;

Organizes cooperation with teachers and other specialists (school psychologist, speech pathologist, doctor, etc.) in the development of individual strategies and tactics for helping maladjusted children;

Assists in the evaluation and analysis of disciplinary offenses of students, etc.

Today's schoolchildren face many social, economic, personal problems that negatively affect the process of their social and civic development. The school staff must comprehensively solve the problems of the student, in which an important role is assigned to the social teacher [galaguzova].

social pedagogue education

Socio-pedagogical activity can be considered as the purposeful work of a professional in the social education of a person in a particular society with the aim of its successful social adaptation.

Social and pedagogical activity is implemented in the form of a complex of preventive, rehabilitation, correctional and developmental measures, as well as through the pedagogically expedient organization of various spheres of life of the wards.

The main principles of socio-pedagogical activity include:

• -individual approach;
• -reliance on the positive aspects of the personality of the ward;
• - objectivity of the approach to the ward;
• - confidentiality.

To penetrate into the essence of socio-pedagogical activity, let us turn to the analysis of its structure:

In a broad sense, the goal of socio-pedagogical activity is the expected positive changes in a person (or group of people) that have occurred as a result of the implementation of a specially prepared and systematically carried out system of actions of specialists. In a narrow sense, the goal of the professional activity of a social pedagogue is to provide the ward with comprehensive socio-psychological and pedagogical assistance, create favorable conditions for personal growth, and protect the rights of the ward in his living space.

In the socio-pedagogical process, not only the goal itself is important, but also how it is defined and developed. In this case, we can talk about the process of goal-setting. In pedagogical science, goal-setting is characterized as a three-component education, including:

• setting and substantiation of goals;
• determining ways to achieve them;
• designing the expected result.

Goal setting can be successful if it is carried out taking into account the following requirements;

• diagnostics (promotion, justification and adjustment of goals based on a constant study of the needs and capabilities of participants in the socio-pedagogical process);
• realism (promotion and justification of goals, taking into account the possibilities of a particular situation);
• Continuity (promotion and justification of interrelated goals at each stage of socio-pedagogical activity);
• Efficiency (monitoring the results of achieving the goal);
• Identity (acceptance of the goal at the emotional and rational levels by all participants in the socio-pedagogical process).

In practice, the social pedagogue most often has to solve the problems of an organic combination of the individual goals of the ward and the group goals of his immediate environment; consistency of goals in organizing the interaction of children, parents, teachers, specialists of various profiles at a particular stage of work.

Conventionally, goal-setting in the work of a social pedagogue can be represented by the following stages:

• Diagnosis of the initial situation in which the participants in the socio-pedagogical process are;
• modeling the goals of the forthcoming activity and possible results;
• organization of joint goal-setting activities of teachers, specialists of various profiles, children, parents;
• clarification of goals, making adjustments to the original plans, taking into account new information about the causes, features of the problem situation;
• drawing up a program of socio-pedagogical actions to achieve goals, determining the ways (ways) of its implementation.

Thus, goal-setting in professional activity is a multi-level mental process, including the most complex operations (analysis, synthesis, forecasting), occurring explicitly or implicitly at every stage, in every link of socio-pedagogical work.

One of the real practical problems facing the social pedagogue is the definition of not only the goals, but also the tasks of professional activity.

The tasks of socio-pedagogical activity determine the immediate prospects for resolving specific problems of social life. One goal can be achieved through the implementation of tasks in several areas (prevention, rehabilitation, human rights, etc.). Among the tasks of the professional activity of a social pedagogue, the following can be distinguished:

• creation of conditions for the preservation, strengthening of the physical, mental, moral, social health of the ward;
• Formation and development of moral qualities, socially significant orientations, attitudes in the life self-determination of the ward;
• prevention, elimination of direct and indirect desocializing influences of the microsociety on the development of the child;
• creation of favorable conditions in the micro-society for the development of abilities, the realization of the capabilities of the ward;
• · implementation of a system of preventive and rehabilitation measures aimed at optimizing the process of social adaptation of the ward.

• · systematic study of the individual characteristics of the personality of the ward, socio-pedagogical influences of the microenvironment;
• Establishment of professional (personal-business) contact, interaction with a person (group) in need of help;
• · socio-pedagogical management of ways to activate the independence of the individual in the process of its self-realization;
• social and pedagogical guardianship and mediation;
• · socio-pedagogical support of the individual in critical, crisis, problem situations.

The main objects of socio-pedagogical activity are children and young people who need help in the process of their socialization. This category includes children with intellectual, pedagogical, psychological, social deviations from the norm that have arisen as a result of a lack of full-fledged social education, as well as a fairly large number of children with physical, mental, intellectual developmental disorders (blind, deaf and dumb, children with cerebral palsy - cerebral palsy, mentally retarded, etc.). All these children require special care of society.

The subject of socio-pedagogical activity is multidimensional, there are three levels of involvement in the solution of the child's social problems of institutions, organizations, specialists:

• *leaders (social educators, social workers, socio-pedagogical centers of the system of social protection of children and adolescents, public authorities);
• * related (institutions, organizations and specialists in healthcare, internal affairs, social protection, sports, culture, public organizations);
• *indirectly influencing the implementation by leading institutions, organizations and specialists of the tasks of social assistance to children and adolescents (financial and economic organizations, food and light industry institutions, etc.)

The result is the development of students: their personal, individual perfection, their formation as individuals.

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teacher observation group social

Introduction

Chapter 1. Professional characteristics of the activity of a social pedagogue

1.1 Structure of socio-pedagogical activity

1.2 Functions of a social educator

Chapter 2. Methods of socio-pedagogical activity

Conclusion

List of used literature

INTRODUCTION

The sphere of activity of a social educator is the society as the closest environment of the individual, human relations, socio-cultural conditions of development. What kind of society do we have? In the last ten years, such social problems as need and poverty, alcoholism and drug addiction, unemployment, vagrancy and social orphanhood, crime and cruel behavior have flourished. I'm not talking about national conflicts and terrorism, environmental and man-made disasters.

It must be admitted that in modern Russia there is a social bottom. However, not everything is determined by material well-being. Loss of value orientations plays a big role here. The environment inclines its conforming representatives to quickly solve their problems by various asocial, sometimes simply criminal methods. Entire segments of the population fall to the social bottom: the disabled, single mothers, refugees, the unemployed, those with many children.

The family as a whole is currently experiencing a crisis, and after all, value norms and rules, love, care, sympathy, and responsibility are cultivated in the family. Working with a problem family is a priority direction in the activity of a social pedagogue.

Russian society is in dire need of social specialists who will professionally help relieve tension associated with a sharp stratification of the population along social, spiritual, national and religious lines, but (here's a paradox!) The prestige of social professions is still low in our country, including due to wages. That is why random people are in such positions.

The main directions of socio-pedagogical work in an educational institution are determined by the problems that arise in the process of teaching and raising children.

Although the areas of work are listed in the qualification characteristics, but in practice their circle is much wider. The social educator should be the main mediator between the child and those around him: teachers, class teacher, administration, representatives of the police, courts, other departments, and sometimes parents or guardians.

The goals of the activity of a social pedagogue are to promote the self-development of the individual, the organization of preventive work and the protection of the rights of the child.

The goal is to consider social groups that need social and pedagogical rehabilitation.

The object of this study is the activity of a social pedagogue, and the subject of the study is the methods of social groups in need of socio-pedagogical rehabilitation.

To achieve this goal, the following tasks were set.

In the first chapter, conduct a theoretical analysis of the professional characteristics of the activities of a social educator, determine the structure of social and pedagogical activities and the functions of a social educator.

In the second chapter, to analyze the methods of social - pedagogical activity, both in individual and in group cases.

CHAPTER 1.PROFESSIONAL CHARACTERISTICS OF THE ACTIVITY OF A SOCIAL TEACHER

1.1 structure socially- pedagogical activity

Socio-pedagogical activity can be considered as the purposeful work of a professional in the social education of a person in a particular society with the aim of its successful social adaptation.

Social and pedagogical activity is implemented in the form of a complex of preventive, rehabilitation, correctional and developmental activities, as well as through the pedagogically expedient organization of various spheres of life of the wards.

The main principles of social and pedagogical activity include:

Individual approach;

Reliance on the positive aspects of the personality of the ward;

Objectivity of the approach to the ward;

Confidentiality.

In a broad sense, the goal of socio-pedagogical activity is the expected positive changes in a person (or group of people) that have occurred as a result of the implementation of a specially prepared and systematically carried out system of actions of specialists. In a narrow sense, the goal of the professional activity of a social pedagogue is to provide the ward with comprehensive socio-psychological and pedagogical assistance, create favorable conditions for personal growth, and protect the rights of the ward in his living space. Theory of social work / Under. ed. E.I. Kholostova. - M., 2009

In the socio-pedagogical process, not only the goal itself is important, but also how it is defined and developed. In this case, we can talk about the process of goal-setting. In pedagogical science, goal-setting is characterized as a three-component education, including:

setting and substantiation of goals;

determining ways to achieve them;

designing the expected result.

Goal setting can be successful if it is carried out taking into account the following requirements;

diagnostics (promotion, justification and adjustment of goals based on a constant study of the needs and capabilities of participants in the socio-pedagogical process);

realism (promotion and justification of goals, taking into account the possibilities of a particular situation);

Continuity (promotion and justification of interrelated goals at each stage of social and pedagogical activity);

Efficiency (monitoring the results of achieving the goal);

Identity (acceptance of the goal at the emotional and rational levels by all participants in the socio-pedagogical process).

In practice, the social pedagogue most often has to solve the problems of an organic combination of the individual goals of the ward and the group goals of his immediate environment; consistency of goals in organizing the interaction of children, parents, teachers, specialists of various profiles at a particular stage of work. Mironova T.K. To the question of the definition of the concept of "social protection" // Labor Law, 2008. - No. 3.

Conventionally, goal-setting in the work of a social pedagogue can be represented by the following stages:

Diagnosis of the initial situation in which the participants in the socio-pedagogical process are;

modeling the goals of the forthcoming activity and possible results;

organization of joint goal-setting activities of teachers, specialists of various profiles, children, parents;

clarification of goals, making adjustments to the original plans, taking into account new information about the causes, features of the problem situation;

drawing up a program of socio-pedagogical actions to achieve goals, determining the ways (ways) of its implementation.

Thus, goal-setting in professional activity is a multi-level mental process, including the most complex operations (analysis, synthesis, forecasting), occurring explicitly or implicitly at every stage, in every link of socio-pedagogical work.

One of the real practical problems facing the social pedagogue is the definition of not only the goals, but also the tasks of professional activity.

The tasks of socio-pedagogical activity determine the immediate prospects for resolving specific problems of social life. One goal can be achieved through the implementation of tasks in several areas (prevention, rehabilitation, human rights, etc.). Among the tasks of the professional activity of a social pedagogue, the following can be distinguished:

creation of conditions for the preservation, strengthening of the physical, mental, moral, social health of the ward;

Formation and development of moral qualities, socially significant orientations, attitudes in the life self-determination of the ward;

prevention, elimination of direct and indirect desocializing influences of the microsociety on the development of the child;

creation of favorable conditions in the micro-society for the development of abilities, the realization of the capabilities of the ward;

· implementation of a system of preventive and rehabilitation measures aimed at optimizing the process of social adaptation of the ward.

· systematic study of the individual characteristics of the personality of the ward, socio-pedagogical influences of the microenvironment;

Establishment of professional (personal-business) contact, interaction with a person (group) in need of help;

· socio-pedagogical management of ways to activate the independence of the individual in the process of its self-realization;

social and pedagogical guardianship and mediation;

· socio-pedagogical support of the individual in critical, crisis, problem situations.

The main objects of socio-pedagogical activity are children and young people who need help in the process of their socialization. This category includes children with intellectual, pedagogical, psychological, social deviations from the norm that have arisen as a result of a lack of full-fledged social education, as well as a fairly large number of children with physical, mental, intellectual developmental disorders (blind, deaf and dumb, children with cerebral palsy - cerebral palsy, mentally retarded, etc.). All these children require special care of society. Grigoryeva I.A., Kelasyev V.N. The development of social work in Russia and the possibility of improving vocational education // Grigoryeva I.A., Kelasyev V.N. Theory and practice of social work: Textbook. - St. Petersburg: Publishing House of St. Petersburg State University, 2004. - S. 313-315. (Grigorieva)

The subject of social and pedagogical activity is multidimensional, there are three levels of involvement in the solution of social problems of the child of institutions, organizations, specialists:

Leaders (social teachers, social workers, social and pedagogical centers of the system of social protection of children and adolescents, public authorities);

Related (institutions, organizations and specialists in healthcare, internal affairs, social protection, sports, culture, public organizations);

Having an indirect impact on the implementation by leading institutions, organizations and specialists of the tasks of social assistance to children and adolescents (financial and economic organizations, food and light industry institutions, etc.)

The result is the development of students: their personal, individual perfection, their formation as individuals.

1.2 Functions of a social educator

A social pedagogue, providing social and pedagogical assistance to children, adolescents, adults, implements the following functions.

Analytical and diagnostic function:

Makes a "social diagnosis", studies, realistically assesses the characteristics of the social microenvironment, the degree and direction of the influence of the environment on the personality, the social status of the child, adolescent, client in various fields of activity and communication, determines and analyzes social factors, their direction and influence on the personality; reveals individual psychological, personal characteristics, dignity of the personality of the child (teenager ...), his "problem field";

Studies and realistically evaluates the features of the child's activities and learning;

Establishes the causes of deviant behavior of children (adolescents);

Studying the family and family education, the causes of the social disadvantage of the family (if any);

Helps to identify especially gifted children;

Reveals the nature of relations between people in society;

Identifies the features of the influence of the environment on the socialization of the individual, its positive opportunities, negative influences in order to further predict and design the activities of all subjects of social education to provide comprehensive socio-psychological and pedagogical professional assistance to the client (child, adult) in his personal development, successful self-realization in the process socialization;

Having identified problems in the process of diagnosing, he “brings” specialists of various profiles to solve them.

Predictive function:

Predicts and projects the process of social development of the microsociety, the activities of social education institutions;

Plans his own socio-pedagogical activities based on a deep analysis of the result of previous activities;

Builds a tree of goals of professional activity and adequate executing and managing programs;

Having comprehensively studied the client, the social educator predicts and projects the process of social development of the individual in a particular micro-society;

Based on the analysis of the social and pedagogical situation, it programs and predicts the process of education and development of the individual, the activities of all subjects of social education, assists in the self-development and self-education of the individual, determines the prospects for the development of the individual in the process of socialization.

Organizational and communicative function:

Promotes the inclusion of subjects of educational activities, the public, the population of the microdistrict in the process of social education of the younger generation in joint work and leisure, business and personal contacts, focuses information on the impacts (positive and negative) on the pupil of social and pedagogical institutions, organizations, establishes contacts between them on attitude towards this pupil and his family;

Assists in matters of employment, vocational guidance and adaptation;

Forms a democratic system of relationships in the children's and adolescent environment, as well as in the relations of children, adolescents and adults;

Builds relationships with pupils on the basis of dialogue, cooperation; contributes to the inclusion of voluntary assistants, the population of the microdistrict in social and pedagogical work, joint work and recreation.

Security and protective function:

Uses the whole range of legal norms aimed at protecting the rights and interests of children, adolescents, youth associations;

Promotes the application of measures of state coercion and the implementation of legal responsibility in relation to persons who allow direct or indirect illegal influences on children;

Interacts with social protection and assistance bodies, departments of internal affairs, etc.

Psychotherapeutic function:

Takes care of the mental balance of the individual, her feelings, experiences;

Establishes trusting relationships with a child, teenager, adult;

It has a verbal and non-verbal impact on the emotions and self-awareness of the child (adult);

Assists in resolving interpersonal conflicts, removing depression;

Organizes a child (adult) a situation of success;

Assists in changing a person's attitude to life, to the social environment, to himself.

Social and preventive function:

Organizes a system of preventive measures to prevent deviant (deviant) behavior and criminal (delinquent) behavior of children and adolescents;

Influences the formation of moral and legal stability;

Organizes a system of measures for the social improvement of the family, timely provides social, legal and other assistance to families and children of social risk groups;

Organizes the prevention and overcoming of negative influences on children from society.

Correction function:

Carries out the correction of all educational influences exerted on pupils both by the family and the social environment, including the informal one;

Enhances or focuses positive influences and neutralizes or switches negative influences;

Carries out self-assessment of schoolchildren, if necessary - correction of the child's status in a team, peer group, helps to get rid of habits that are detrimental to health.

Coordinating and organizational function:

Organizes socially significant activities of children and adolescents in an open microenvironment, influences the reasonable organization of leisure;

Includes children in various types of educational activities, taking into account psychological and pedagogical requirements;

Organizes collective creative activity of children together with the adult population;

Coordinates the activities of all subjects of social education;

interacts with the bodies of social protection and assistance;

Acts as a participant in joint activities, not separating himself from the pupils and at the same time remaining a leader.

The function of socio-pedagogical support and assistance:

Provides qualified social, psychological and pedagogical support and assistance to the child in self-development, self-knowledge, self-esteem, self-affirmation, self-organization, self-rehabilitation, self-realization;

Establishes a trusting relationship with the child (client);

Prevents (resolves) conflict situations in relationships with parents, peers, teachers;

Predicts the accompaniment of a child (teenager), taking into account the social situation of the development of the personality and its social environment;

Strengthens the positive state of the child (cheerfulness, confidence, stability, self-control, determination, activity, stress resistance);

Creates a "success situation" in the various activities of the client.

Rehabilitation function:

Organizes a system of measures for the socio-pedagogical rehabilitation and support of persons (primarily minors) who have returned from places of detention, special institutions, as well as persons for various reasons (illness, disability, drug addiction, sexual aggression, imprisonment, stress, etc.). ) experiencing socio-economic, professional and other difficulties in the system of social, family, and other relations, causing various forms of social maladaptation. Morozov, V.V. Anthology of rehabilitation and pedagogical experience / V.V. Morozov. - M.: Academic project; Korolev: Paradigm, 2005. - 288 p.

The social educator performs an educational function:

Use in the educational process of the means and capabilities of society, the educational potential of the microenvironment, the potential of the individual himself as an active subject of the educational process;

Organization and conduct of educational events (cases) for the purpose of upbringing, education, personal development;

Ensuring a targeted influence on the behavior, activities of the client of all social institutions.

CHAPTER 2. METHODS OF SOCIAL AND PEDAGOGICAL ACTIVITY

Pedagogical sociology uses methods of theoretical research common to all sciences: analysis, synthesis, comparison, unification of generalization, and so on.

The methods of modeling and expert assessments are becoming more and more widely used. As an interdisciplinary science, social pedagogy makes extensive use of empirical methods used both in pedagogy and sociology. But if in pedagogy questioning, interviewing, content analysis are additional, then in social pedagogy they are the main ones. Since research in this area is mainly socio-pedagogical, the experimental methods of psychological and pedagogical observation allow a deeper understanding of the observed phenomena.

Conducting sociological and pedagogical research is subject to a certain strategy, which is embodied in the program. The research strategy determines the approach of theoretical study, as well as ways to generalize the data obtained. Such a holistic research project approach requires a comprehensive consideration of the main points of the study. The key issues of such consideration should be the solution of methodological issues of collecting empirical material, the logic of interpreting the data obtained.

Sociological and pedagogical research is aimed at finding new, more progressive and effective solutions to problems in the context of the transformation of the society of education and upbringing of the individual. Therefore, formulating the concept of "problem", it should be noted that its essence lies in the gap between the actual and the desired in an objectively existing contradiction.

To conduct a socio-pedagogical research, you need to know the methods of collecting primary information, their advantages and disadvantages, as well as the research technology. There are cases when incompetent people conduct research, and numerous violations of the research procedure are allowed. Therefore, the purpose of our study is to study and generalize the methods of socio-pedagogical activity. We see our task in paying attention to the main developments of social science requirements and rules that allow us to take into account the possibility of errors in sociological research when interpreting the material.

The concept of "method" was used in the ancient world as a synonym for "teaching". The method is a system of cognitive and transformative means, techniques, principles and approaches that a particular science can use to understand its subject.

In pedagogy, psychology also acts as a means of implementing the psychological knowledge of the subject of science in specific conditions, using specific research methods and with respect to the specific characteristics of the subject being studied. Thus, the method in psychology should be considered at two levels:

1. as a scientific method in pedagogy in the systematic determination of its content and

2. as a specific means of socio-pedagogical research, the content of which is determined by the subject of a particular study and the situation of the implementation of this study.

There are universal and special methods of socio-pedagogical research. Research methods used not only in social pedagogy, but also in other areas of scientific knowledge are called universal: both in related content and not. Universal methods include observation, experiment, conversation, questioning. Special methods are methods that are used only in social research or in similar scientific cognitive acts.

Thus, testing is used both in psychology and pedagogy, and sociometry is also used in sociology. Functionally, the differentiation of research methods occurs on the basis of the content of cognitive and transformative actions implemented by the researcher in the course of professional interaction with the subject of research. Structurally, this differentiation corresponds to the stages of research, at each of which a peculiar functional combination of the types of cognitive and transformative actions of the researcher takes place. Allocate as follows:

1. methods of theoretical study of the subject;

2. methods of empirical study of the subject;

3. methods of analysis, interpretation and interpretation of theoretical and empirical research data.

Quite often, in real psychological research, they use a method, technique and technique that combine elements of theorization, empirical knowledge and analysis of the data obtained in their procedure. Such synthesized methods simplify the research methodology and make the research process more compact and more informative in a conventional unit of time. Therefore, the presented functional differentiation of research methods is rather conditional, but it makes it possible to distinguish between the structural and functional components of the research cycle in order to form a clear idea of ​​the course of the scientific cognitive act.

Methods of theoretical research, or methods of theorizing, ensuring the implementation of the theoretical cognitive actions of a psychologist regarding the subject of his research.

Empirical research methods provide a researcher's research interaction with real, actual manifestations of the essence of the subject of research, the definition of its meaningful characteristics and features in a variety of empirical data.

Methods of analysis, interpretation and interpretation of the data of theoretical and empirical research allow scientifically substantiating the objectivity of the study, differentiating the meaningful manifestations of the essence of the subject of research with their typological characteristics, determining and presenting the research effect of a perfect cognitive act.

Sociology cannot exist if it is not a source of empirical information of various kinds.

The most important feature of empirical sociological research is that specific methods of collecting information are used that allow for a qualitative analysis of social problems.

The analysis of a social problem often gives rise to a researcher's need to involve certain social facts that make it possible to confirm hypothetically assumed patterns, development trends, and mechanisms for determining the phenomenon under study. Social facts can be recorded in documents, in various phenomena of social life, in the works of scientific predecessors. However, when the necessary data are not enough, they are hidden, or the author is not able to obtain them from the sources of information available to him, there is a need to conduct social empirical research.

Within the framework of empirical sociology, a fairly wide arsenal of methods for collecting primary information has been accumulated, many of which are being improved and modernized. Since social pedagogy closely interacts with other sciences: pedagogy, sociology, psychology, philosophy and cultural studies, it introduces the methods of these sciences into its arsenal. Together, it is necessary to adapt these methods of the object, the subject of pedagogical sociology.

The traditional methods of the social sciences, used by social pedagogy, include observations, a survey, the study of documents, a socio-pedagogical experiment, testing, modeling, sociometric and referentometric procedures for determining a rating, and others.

The method of observation is one of the tried and tested methods used by the natural and social sciences. It can be used alone or in combination with other methods.

Observation as a method involves purposeful, according to a previously developed plan, fixing such phenomena that are of interest to the researcher of practical activity. Unlike interviews and questionnaires, observation does not depend on the ability, knowledge or willingness of a person to give reliable answers. It does not require active cooperation of the researcher with himself, and therefore does not meet with refusals. Finally, it reflects reality more objectively, because it is much more difficult to behave unusually than to give an unusual answer. This method is widely used in the study of various phenomena of social life, in particular, in the study of the psychological mutual influence of people in the process of collective discussion of problems at a meeting during discussions. With it, you can study the impact on the audience of lectures, conversations, performances. Observation allows you to get interesting information about a person: the manner of her behavior, the nature of relationships with other people, the features of his communication.

When using observation as one of the main empirical methods of socio-pedagogical research, it is necessary to ensure:

1. a clear definition of the purpose of observation and its coordination with the purpose of the study;

2. motivated choice of object, subject and situation;

3. selection of appropriate methods of observation according to a certain scheme;

4. systematic observation according to a certain scheme;

5. checking the results of observation for their validity and reliability.

The tasks of observation can be a preliminary study of the object, the formulation of a hypothesis, its verification, and the refinement of the results obtained using other methods. The objects of observation, depending on the purpose and objectives of the study, are individuals in various situations of communication, large or small groups, communities.

The subject of observation is the verbal and non-verbal acts of behavior of an individual, a group or several groups in a certain social environment and situation.

To facilitate the process of observation, sociologists use a checklist of objects and facts of the social situation that should be kept in mind.

For example, when studying the educational process, such control objects are:

1. Subjects of the educational process: students and teachers, their brief description.

2. Forms of interaction between objects. Means of influence. Types of social activities of children.

3. Relationships between subjects in each group. Consequences of established relationships.

4. Incentives and motives for the activities of the subjects of education and upbringing.

5. Repeatability of certain phenomena.

6. Deviation from usual behavior.

7. Contradictions in words and deeds.

8. Individual characteristics of teachers and children.

9. The place of the child in the team.

10. Significant mistakes in the educational process.

The method of observation is determined by the task, the object, the situation and the nature of the interaction between the observer and the object of observation.

Distinguish included and not included, open and hidden, natural and laboratory observation.

Participant observation means that the experimenter himself becomes a member of the group that is the object of research. A prerequisite for such observation is that the experimenter is an equal member of the group for other individuals.

Significantly more often, non-included observation is used - observation "from the outside", when the researcher does not belong to the group members. This is an independent research technique for clarifying and concretizing hypotheses, determining the methods of the main study.

Depending on the position of the researcher-observer relative to the object, there are open and covert observations. The most common is open observation, when the subjects are aware that they are being observed. Covert surveillance assumes that subjects are unaware that someone is watching their activities. In this case, special recording devices can be used: tape recorders, video cameras.

The features of the organization of the experiment determine the form of observation: natural observation is used when studying real social processes and phenomena, and laboratory observation is used to study phenomena in experimental conditions.

The problem of choosing the units of observation is also important. It can only be solved separately for each specific case, provided that the subject of the study is taken into account. The units of observation can be, for example, the number of requests to a colleague for help, and during a cultural event - laughter, applause.

One of the variants of the observation method is the description of significant situations. Its essence lies in the fact that in order to understand personal or group characteristics, it can be extremely important how a person or group behaves in unusual situations, how they react to them, find ways to solve problems and conflicts that led to such situations. This method is effective in studying the characteristics of the team and the relationship of its members. Ignatov V.G., Baturin L.A., Butov V.I., Mashchenko Yu.A. and other Economics of the social sphere. - M: March, 2005.

The method of observation in comparison with other methods of social psychology has a number of advantages. In particular, it makes it possible to fix events at the moment of their occurrence, as well as to obtain information about the actions of individuals, regardless of their attitudes towards the “desired” behavior.

However, despite its widespread use, the method of observation also has some disadvantages. Among them are the following:

The influence of the subjective factor on the interpretation of the results of observation can be influenced by the personal attitudes, experience, emotional state of the researcher;

The results of observation are also affected by the fact that the subjects know that they are being observed, and this leads to changes in behavior;

low reliability (long-term participant observation leads to the adaptation of the researcher to the group, resulting in a decrease in the objectivity of observation);

limited scope (all social phenomena can be studied using this method);

Significant time investment.

The course and research effect of applying the method of self-observation largely depends on the skillful and deft actions of the researcher, who organizes and ensures the research process from the beginning to its logical end. Hare O.V. Economic bases of social work. - Vladivostok: Publishing House of the Far Eastern University, 2003.

Polling is an extremely common method of educational psychology. This is a method of collecting primary information based on a direct conversation, interview or indirect - a questionnaire on the socio-pedagogical interaction between the researcher and the respondent.

The survey method is universal. It allows the researcher to obtain a large amount of information in a short period of time. The advantage of this method is also the ease of application and data processing. An important positive of mass surveys is that the researcher can interview a large number of residents of remote areas and obtain data that is easy to compare and analyze. Mass surveys of students, teachers, and parents make it possible to identify certain attitudes and judgments of subjects of education. However, the organization and conduct of mass surveys should be approached very carefully. We must not forget that as a result of surveys, we do not receive objective data in its pure form, but only the point of view of the respondents about them.

Depending on the features of the procedure, the following types of survey are distinguished:

1. group and individual

2. eye and correspondence

3. oral and written.

Group - this is a simultaneous survey of the entire group, and individual - involves the survey of each respondent. The main survey takes place in conditions of personal contact with the respondent, absentee - without personal contact with the respondent.

Among the oral survey methods, beida and interviews are the most used.

Conversation is a method of obtaining information in the help of verbal communication in the course of a free dialogue between the researcher and the subject on an undefined topic. In principle, the conversation is not limited in time and, in addition, there is a two-way relationship between the researcher and the respondent. The conversation is very often used by educators, but without any special methodical subtleties, and is approached in ordinary conversation. A correctly constructed and conducted interview in identical conditions provides much more material than a conversation, the data is much deeper, it is easier to process, analyze, generalize.

An interview is a method of obtaining the necessary information through a direct, purposeful conversation between the interviewer and the respondent. When conducting an interview, two-way communication is limited, the interviewer only records the answers of the respondents, maintaining a neutral position.

To successfully conduct a conversation or interview, it is necessary to create a friendly atmosphere. And here the introductory speech and the first questions of the researcher are of great importance, which should inspire confidence and desire to cooperate in the respondent. It is recommended to start the conversation with neutral questions, based on the achievement of consensus on the obvious facts.

Consider the common types of interviews that are used in the practice of socio-pedagogical research.

In a standardized interview, the wording of questions and their sequence are determined in advance, they are the same for all respondents.

The interviewer cannot arbitrarily reformulate the question or introduce new ones, as well as change their order.

The use of a standardized interview is advisable when it is necessary to interview a large number of people and then carry out statistical data processing. This type of interview is used as the main method of collecting primary information, for example, when studying public opinion.

The method of non-standardized interview, on the contrary, is characterized by a certain flexibility and varies widely. The interviewer, who is guided only by the general plan, has the right to formulate questions and change the order of the points of the plan in accordance with the specific situation.

Non-standard interviews are very rarely used as the main means of data collection. But in the early stages of the study, when a preliminary acquaintance with the issues under study is necessary, a non-standardized interview can be dispensed with.

Of great importance for conducting an oral survey is the ability to record information. The use of a tape recorder is undesirable because it constrains the respondent's actions and affects the sincerity of his answers.

The method of written survey is also widely used - questioning, which is carried out with the help of structurally organized questions. In this case, the researcher has the opportunity to simultaneously interview any number of people. Another advantage lies in the relatively easy statistical processing of the collected material.

However, the researcher should remember that compiling a questionnaire is a complex process and requires a certain level of professional training.

It is necessary to take into account the specifics of the written survey. The organization conducting the survey is indicated on the first page of the questionnaire. Next comes the introduction - an appeal to the respondent, where the objectives of the study are indicated, it is explained why the respondent should answer the questions of the questionnaire. At the end of the questionnaire form, gratitude is always expressed to the respondent. Platonova N.M., Nesterova G.F. Theory and methodology of social work. - M: Academy, 2010.

Before compiling the questionnaire, you need to think carefully about the form of the questions. Depending on the tasks to be solved, the question can be opened and closed. Questions are called closed if its wording contains a list of possible answers or a dichotomous form of answers (yes, no). Open-ended questions assume that the answers will be given by the respondent in a free form.

In addition, questions can be direct - formulated in a personal form and aimed at obtaining direct information. Indirect questions are expressed in an impersonal form and are used in the study of the intimate aspects of the life of the respondent.

When compiling a questionnaire, the following general rules should be observed:

The set of questions should be logically consistent with the main research problem and form a sequence organized in a certain way.

· The wording of the questions should be clear and concise, and the text of the question should be understandable to the respondent.

· Formulate the question in such a way as to ensure the veracity of the answers.

· Substantial questions are included in the questionnaire.

Before using the questionnaire, it should be checked for suitability for research purposes. To do this, a pilot study is carried out, during which the questions are clarified and, if necessary, reformulated. Survey results must be reliable and justified. One way to check the reliability of the questionnaire is to repeat the survey after a certain period of time.

Questioning, unlike other methods, requires a minimum research apparatus. The nature of the questionnaire materials is subject to quantitative analysis and is easy to process. However, questioning is always universal: sometimes it plays the main role in the study, sometimes it plays a secondary role, and sometimes it is generally inappropriate to conduct it.

The disadvantages of surveys are the difficulties that respondents experience when answering the question of the questionnaire. This is especially true for children. Each question requires a certain analysis and introspection, the latter is difficult even for an adult. These difficulties are directly related to the nature of the interviewer: the number, content, consistency and accuracy of the wording of the questions. Lavrentiev, Z.I. Anthropodynamic concept of rehabilitation / Z.I. Lavrentiev. - Novosibirsk: Svetlitsa, 2008. - 376 p.

None of the research methods is as misused by incompetent people as questionnaires, and none of them has caused so many unsuccessful research endeavors. A questionnaire survey can and should be carried out only when, by the nature of the study, it follows that other methods in this case, unprofitable and organic shortcomings of this technique, will not significantly affect the results. And as a prerequisite - a necessary addition to the survey by other research methods.

The method of individual social work is especially justified in determining prospects, in adapting to reality, overcoming stress, acquiring communication skills, in self-knowledge and self-acceptance.

The method of group social work was actively developed in the 70s. Of particular importance for the development of the method were the results of research into the theory of small groups (Ya. Kolominsky, R. Krichevsky, K. Rudestam, and others). The most important conclusions include the following:

A small group contributes to the exit from the role of “only a listener”;

In a small group, the knowledge of one's own point of view, one's own life experience, personal capabilities becomes real;

In a small group, feedback is possible, i.e., finding out how an individual affects others with his behavior and word;

A small group can become a tool for accumulating personal experience, a way to manage and verify what has been achieved.

The purpose of the group work method is to assist the client through the transfer of group experience for the development of his physical and spiritual strength, the formation of social behavior. The realization of this goal can be achieved either by organizing group activities and social activity of group members in achieving generally significant goals, or by expanding the scope of individual experience and self-awareness in intensive communication, or by including the group in productive creative activity.

The implementation of the method of group social work depends on the goals and objectives of the group. In the practice of social work, various groups are distinguished. For example, the category of socio-cultural groups includes recovery groups, skill recovery groups, educational groups, self-help groups. In addition, there are also therapeutic groups whose activities are aimed at resolving psychosomatic and existential problems.

Depending on the goals of the group, the position of a social worker may be different. If the group is focused on achieving any goals that are generally significant in a broad legal and civil context (for example, opening a sports ground in a microdistrict), then the social worker acts as an organizer and coordinator of the group's external relations. If the goal of the group is to expand the scope of self-awareness and individual experience through intensive and reflective communication (for example, training in communication skills), then in this case the social worker is a mediator of intra-group interaction.

The method of group social work does not have a certain “frozen” look; new original forms are currently emerging, such as the method of family therapy in the United States.

The method of community social work is based on the interaction of social services or a social worker with representatives of various social groups and organizations at the local, regional or national level. “Community” (community) is a complex socio-economic, cultural and historical system of a group community of people. The community performs a number of functions in relation to its members: socialization, mutual support, production and distribution of benefits, social control, i.e. Kholostova, E.I. Social rehabilitation / E.I. Kholostova, N.F. - M.: Dashkov i K., 2003. - 340 p.

All that is aimed at developing the life scenario of the community and the individual. Priority tasks of community social work:

1. the development of social ties in the local community and the organization of a system of mutual assistance and cooperation of a certain community of people;

2. development, implementation and evaluation of the effectiveness of various social programs and activity plans of various organizations related to the issues of social welfare of the population.

The implementation of these tasks is aimed at achieving the main goal - activating the development of the community and improving the model of its life.

Principles for implementing the method of community social work:

service availability;

Active cooperation between consumers and help services;

· interdepartmental approach;

support and development of new initiatives;

decentralization of control over the budget;

mobility.

To implement this method, a social worker has to perform a whole range of roles: a lawyer, a broker, an expert, a social guide, which in turn requires broad theoretical and practical training. Especially relevant are the skills of organizing and conducting sociological research and socio-psychological methods of work. Often, the solution of community problems requires the complex intervention of specialists - doctors, lawyers, psychologists, etc.

The relationship of factors influencing the behavior of the individual requires the integrated use of all groups of social work methods, especially since many methods intersect in practice, and the use of one of them requires the simultaneous use of others.

CONCLUSION

So, the choice of a specific method in social psychology is always determined by the general and special methodology and depends on the subject, the purpose of the study and the technical capabilities of the method itself.

In modern conditions of the formation and establishment of sovereign Ukraine, the sociological and political aspects of national revival acquire priority importance.

In recent years, the role of those branches of pedagogy that go beyond the scope of teaching, but, although indirectly connected, has increased.

Forms, methods and means are specific in comparison with school ones. Social pedagogy studies the student's personality in the context of the external conditions of his life and internal moral and psychological state, level of abilities, character traits.

The social educator should be able to:

1) provide socio-psychological support for the process of socialization of children. Provide assistance to families and educational institutions. A social teacher should be an intermediary between the family and the school, diagnose and predict the development of the individual.

The social educator does not study isolated individuals, but people in social conditions. Today, there are more and more cases when children become members of informal groups, take the path of crime. In order to prevent the negative impact of society, social educators in their work are increasingly turning to the methods of educational psychology, with the help of which they study relationships in the team, individual characteristics, relationships between children and parents, children and teachers.

In this case, you need to know all the methods, their advantages and disadvantages, and be sure to know the methodology for conducting socio-pedagogical research. There are cases when research is carried out by insufficiently knowledgeable persons in the field of sociology, and numerous violations of the research procedure are allowed. Therefore, when writing a term paper, special attention was paid to determining the basic rules and requirements, the observance of which ensures high efficiency and quality of work at each stage of the study.

So, in order to successfully conduct socio-pedagogical research, you need to know the basic developments of sociological science, the requirements and rules that allow you to take into account possible research errors when interpreting the material.

LIST OF USED LITERATURE

1. Averin A.N. State system of social protection of the population: textbook. - M.: RAGS, 2010.

2. Gordeeva, A.V. Rehabilitation pedagogy / A.V. Gordeeva. - M.: Academic project; Korolev: Paradigm, 2005. - 320 p.

3. Grigoryeva I.A., Kelasiev V.N. The development of social work in Russia and the possibility of improving vocational education // Grigoryeva I.A., Kelasyev V.N. Theory and practice of social work: Textbook. - St. Petersburg: Publishing House of St. Petersburg State University, 2004. - S. 313-315. (Grigorieva)

4. Zhukov V.I. Reforms in Russia - M.: Soyuz, 2007.

5. Hare O.V. Economic bases of social work. - Vladivostok: Publishing House of the Far Eastern University, 2003.

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