Social-pedagogical process and ways to improve it. Textbook: Social pedagogy

The professional activity of a social worker is a system of successive stages - a certain process.

The following issues need to be considered:

1) the concept, essence and content of the socio-pedagogical process;

2) general characteristics of the main components of the socio-pedagogical process.

The concept of "process" comes from Lat. processus - passage, progress. In the scientific literature, it is understood as a sequential change of states, a close connection between naturally following stages of development, representing a continuous unified movement.

In modern pedagogical literature there is a concept of "pedagogical process". However, there is no single approach to understanding its essence. The most typical are:

a) specially organized, targeted interaction between teachers and students to solve developmental and educational problems (V.A. Slastenin);

b) a set of sequential actions of a teacher and student (educator and pupil) for the purpose of education, development and formation of the latter’s personality (T.A. Stefanovskaya).

The expression “pedagogical process” was introduced by P.F. Kapterev (1849--1922). He also revealed its essence and content in his work “The Pedagogical Process” (1904). By the pedagogical process he understood “the comprehensive improvement of the individual on the basis of his organic self-development and, to the best of his ability, in accordance with the social ideal” and distinguished the internal and external socio-pedagogical process. The internal pedagogical process, according to Kapterev, is “a process of human self-development, determined by the properties of the organism and the environment. The process will take place with necessity: the organism, according to its inherent laws, will revive and process impressions, and act under their influence. The whole process will be original creative in nature, carried out according to organic necessity, and not according to instructions from the outside.”

The internal pedagogical process may reflect:

a) a general picture of human development. In this case, it (the process) serves as a model of how the social and pedagogical development of a person should occur;

b) the uniqueness of the development of a person belonging to a typical group, for example, the formation and upbringing of a person with hearing problems, vision problems, deviations in mental development, etc.;

c) development, training and education of a specific person, his properties, qualities, taking into account his individuality.

The external pedagogical (educational) process, according to Kapterev, represents the transfer from the older generation to the younger of what the older generation owns, what it acquired, experienced, experienced and what it received ready-made from its ancestors, from earlier generations. And since everything the most valuable acquisitions of humanity, previously living and now living, are combined in one word “culture”, then the educational process with outside can be understood as a transmitter of culture from the older generation to the younger, from previously living humanity to the living one." Such an approach to understanding the external pedagogical process in a broad sense reflects the general trend in the development of any society.

In relation to a person, the external pedagogical process can be considered as:

a) the process of education (correction of education, re-education, correction) of a person in general; solving a particular pedagogical problem. This is the technological side of educational activity;

b) the process of solving a private educational problem in working with a certain category of people, for example, with children who have deviations in mental development, education, etc. In this case, it reflects a special technological process of educational activity;

c) the process of educating a specific person, solving a specific educational problem - the implementation of a private technology of educational work.

There is a close connection and interdependence between the internal and external pedagogical processes relating to a particular person, representing the holistic nature of the pedagogical process.

Social and pedagogical process is the interaction between a social worker and a client aimed at solving the latter’s social problem using pedagogical means in special or natural environmental conditions. Its goal, in relation to an individual, is directed influence, support, motivation, assistance, allowing him (this person) to solve his social problem. It also reveals internal and external components in their interrelation and interdependence.

The foregoing allows us to define the socio-pedagogical process as a consistent natural development (qualitative change) of the corresponding socio-pedagogical phenomenon (socialization of a person, social qualities of the individual, etc.) and the resulting purposeful sequence of actions (social and pedagogical activity) of the social worker, his interaction with the client , ensuring the achievement of a certain socio-pedagogical goal (external process).

Thus, it also represents the unity and interdependence of internal and external processes. At the same time, the external is strictly consistent with the internal (its needs, capabilities, dynamics of change) and ensures its most appropriate development. It plays the most important role - the most optimal and fullest realization of the potential of the internal pedagogical process.

The system-forming factor of the socio-pedagogical process is its goal (social ideal) and the corresponding socio-pedagogical activity determined by it. Its main unit is the socio-pedagogical task and methods for solving it.

General characteristics of the main components of the socio-pedagogical process. Internal socio-pedagogical process. Any process consists of stages (stages, periods) of its development (change). Practice shows that their signs can be age-related, qualitative or quantitative changes in personality that occur in the corresponding socio-pedagogical phenomenon. Qualitative changes are often characterized as stages (time periods).

Stage and stage are often used interchangeably. Stages (stages, periods) are determined depending on what is studied in the process of education, development, under what conditions, for what time. In each of them, the most characteristic (typical) possible qualitative changes (manifestations) are identified, which make it possible to distinguish one stage from another and evaluate their originality.

In broad terms, this is, for example, the process of social development of a person throughout his life. In this case, the stages represent the uniqueness of age periods and the corresponding social statuses of a person - child, schoolchild, student, etc. The internal socio-pedagogical process allows us to see the characteristics of a person’s social development and behavior at each age stage. Modern developmental psychology and pedagogy have identified specific stages ( age development) and identified the features of human development, its qualitative and quantitative characteristics on each of them. This knowledge helps the social worker to assess in detail the course of a person’s social development, to navigate in determining the purpose and nature of social and pedagogical activity in relation to him in given conditions.

External socio-pedagogical process. The effectiveness of realizing internal capabilities is largely determined by the external socio-pedagogical process. To what extent does it provide the necessary favorable conditions, stimulates expedient or restrains negative development, due to which the potential of the internal socio-pedagogical process is most fully realized. Knowledge of the essence of the external socio-pedagogical process and the ability to use it in relation to oneself, one’s professional activity very important for a social worker.

In its essence, the external socio-pedagogical process is a purposeful sequence of actions of a social teacher (subject), determined by the need to ensure the predictable development of the internal socio-pedagogical process of the object. It helps to most optimally achieve a specific goal of a specialist’s professional activity.

When considering the content of the socio-pedagogical process, two approaches are distinguished: structural and functional. Structural determines its component composition, which can be conditional or functional in nature. This approach is important for studying and analyzing the nature of activities to achieve a certain goal. Functional determines the characteristics of the professional activity of a particular specialist at each stage (substage). It is important in the process of searching for the most optimal option for a social worker to work with a specific person (group), as well as for assessing its effectiveness. In terms of component composition, the functional approach differs from the structural approach by highlighting each stage (substage) according to its purpose, as well as the presence of a subject and an object.

The subject of the external socio-pedagogical process is a social worker. The subject's position in professional activity is largely determined by his training and social experience.

Subject and object determine the uniqueness of the socio-pedagogical process. The social and pedagogical activity of the subject is carried out in accordance with his professional purpose, which determines the main goal of the specialist’s work - as its ideal result. It may or may not coincide with the real one. The real goal is determined by the object of social work.

The external socio-pedagogical process also includes certain stages (substages) of activity. Each of them has its own functional purpose, content and sequence of implementation actions. Its main stages include the following (structural approach):

1st - preparatory;

2nd -- direct activity (the process of implementing the chosen educational technology);

3rd - effective.

In the literature, a functional approach is more common when identifying stages, for example: diagnostic and prognostic, technology selection, direct preparation, implementation, evaluation and performance.

Preparatory stage includes substages that determine its content. These include: identifying the features of the internal socio-pedagogical process, the goals of socio-pedagogical activity and the method of achieving it. Essentially, we are talking about a substage, which consists of:

Diagnostics and identification of the individuality of the object.

Social and pedagogical activities are targeted. It is focused on a specific person. Depending on the social problems of the object (child, teenager, youth, mature person, etc.), as well as its individual capabilities, including compensatory ones, or limitations (physical, physiological, psychological), the uniqueness of everyday social behavior it is possible to carry out substantive forecasting of activities. Diagnostics involves identifying:

a) individual deviations of a person and the social problems that arise in connection with this;

b) individual characteristics, the client’s capabilities, his positive potential, creating opportunities for self-realization;

c) characteristics of a person’s position, his attitude to self-realization, (personal) capabilities in achieving a certain degree, activity in working on himself, attitude towards a social worker;

d) environmental conditions in which the client lives and has the opportunity for self-realization.

When a social worker interacts with a person with special needs, diagnosis often requires the participation of several specialists: medical workers, psychologists, social educators. This approach allows you to obtain a more complete diagnosis of the client, on the basis of which you can:

a) create a socio-pedagogical profile of the client;

b) formulate its main socio-pedagogical problems;

* indications;

* warnings, the main purpose of which is “do no harm”;

* tips for building the most optimal interaction with the client and his environment.

The studied factors make it possible to identify a person’s individuality (individual characteristics, capabilities) and move on to the next substage.

Social and pedagogical forecasting. Taking into account knowledge of a person, the patterns of his development (patterns of development of qualities, personality traits), a social worker has the ability to make pedagogical forecasts. In essence, we are talking about knowledge of the internal socio-pedagogical process and the ability to predict the dynamics of its manifestation.

Subject socio-pedagogical forecasting consists of two blocks of problems associated with internal and external socio-pedagogical processes:

a) forecasting the dynamics, direction and intensity of changes in phenomena caused by the internal socio-pedagogical process, namely:

* direction and possible dynamics of the client’s internal position in relation to self-solution of the problem;

* the possibility of a holistic (general) or partial change in the client’s internal position;

b) forecasting problems caused by the external socio-pedagogical process, namely:

* the ability of a social worker to provide an optimal and targeted change in the client’s position and activity in relation to independently solving his problem;

* the ability of a social worker to ensure the achievement of the predicted goal;

* compliance of conditions, capabilities of the social worker and the client in achieving the predicted goal.

Forecasting is based, on the one hand, on the availability of sufficient complete information about the client’s personality needed by the social worker, on the other hand, on the personal experience and intuition of the subject of social work.

At the beginning of his professional activity, a specialist (social worker) mainly uses teaching aids, data from special research on the possibilities of solving the client’s social problems depending on his individuality and, in accordance with the recommendations in a specific situation, predicts what options for working technologies may be. Over time, gaining experience in working with different categories (or with one of the categories) of people, testing various technologies, he acquires the appropriate skills, develops pedagogical intuition and gets the opportunity to more confidently predict the prospects of his client and his social and pedagogical activities.

Based on a personal understanding of his social purpose in working with a client, knowledge of his individual characteristics, his own capabilities, and working conditions, a social worker determines the goals and objectives of his activities (external socio-pedagogical process). This is the next substage of the socio-pedagogical process, which can be called goal setting.

Target socio-pedagogical process is what a social worker should strive for in interaction with a client. The goal, in essence, is the social ideal that the social worker wants to approach when working with this client. In accordance with the goal, the tasks that need to be solved to achieve it are determined.

Next comes the substage of identifying the content and method of implementation of the external socio-pedagogical process. This sub-stage includes: Socio-pedagogical modeling. It refers to the empirical creation of an ideal model purposeful activities on the implementation of a specific technology that ensures the achievement of a certain goal, taking into account the capabilities of the environment and the personal experience of the social worker. Modeling is of a general or specific nature: achieving a general goal, solving a particular problem. Its main purpose is to help the social worker choose the most optimal option for educational technology, which can allow him to achieve the optimal result in a given situation.

Technology selection-- the next substage of the socio-pedagogical process. Technology is one of the ways to achieve a certain goal, established on the basis of previous experience or identified and justified. To select (develop) technology, a social worker needs to know:

Social problems of the client and the reasons for their occurrence;

Individual characteristics of the client: deviations, position and opportunities;

The goal (what to strive for, what to expect) and the main tasks that should be solved in the process of achieving it;

Conditions for implementing the technology (in a specialized center, at home);

Forms of technology implementation (in stationary settings; at home; in a social service center);

Your capabilities in using this or that technology;

Temporary opportunities for technology implementation.

For each socio-pedagogical problem there may be several technologies. In the future, technology banks on various social problems will be created in specialized social work centers. Each technology is focused on a specific category of clients and the problem being solved. It includes: a description of the variant of social and pedagogical activity to solve it; recommendations for implementation, basic requirements for the personality, professional training and activities of a social worker.

Depending on the client, his social problems, the personal experience of the social worker, and environmental conditions, one of the technologies is selected. Its implementation is carried out by a social worker through an individual methodology. There is only one technology, but there are many methods for its practical implementation.

Next, you need to determine how to implement it. This requires socio-pedagogical forecasting. It allows you to draw up a draft of a possible implementation of the selected technology. If the technology includes a description of the implementation method, then there is no need for design. Having chosen the most optimal method of implementation, proceed to the next substage.

Planning his activities-- the next substage of the preparatory stage. It provides for the development of an implementation schedule by time, place and type of activity (nature of activity). Planning helps to realize the plan, ensuring the complexity and intensity of activities.

As a rule, the implementation of technology requires certain methodological support - material preparation. We are talking about preparing all the methodological and didactic material necessary for high-quality and pedagogically appropriate activities to achieve the goal.

Technology testing. It is necessary due to the fact that social work is carried out with an individual or group that requires individualization of technology. Approbation helps to identify individual adjustments to the technology, on the basis of which its clarification and adjustment is made. Here, adaptation of both the subject and the client of the socio-pedagogical process in joint activities takes place, which is the most important factor in the effectiveness of technology implementation.

Second phase-- main -- direct activity to implement the selected technology using a set of methods, tools, and techniques. The process has its own substages and planned results, which differ in certain qualitative and quantitative indicators. It is for the sake of these sub-stages that all previous activities are carried out.

At the second stage, there is not only the active implementation of the technology, but also its further individualization. It ends with the achievement, to one degree or another, of the set goal.

Third stage-- effective -- assessment and analysis of the results obtained and determination of subsequent prospects. It includes sub-steps:

a) preliminary assessment of the effectiveness of the activity process. In order to make a final conclusion about the effectiveness of the external socio-pedagogical process, it is necessary to understand to what extent a person can realize himself in the natural environment of life. To do this, it is necessary to give a person the opportunity to adapt to a new environment and realize himself;

b) adaptation in natural conditions of self-realization. The onset of this substage most often depends on the results of rehabilitation, re-education, correction in specialized educational institutions or at home, in isolation from the environment of communication with peers. Thoughtful, well-organized adaptation helps not only to consolidate the results obtained, but also to evaluate the effectiveness of the entire process, which allows it to be considered the final operation;

c) general assessment of the external socio-pedagogical process and its effectiveness;

d) general (final) conclusions regarding the implementation of the socio-pedagogical process.

For each external socio-pedagogical process, there are certain environmental conditions that ensure its most optimal course (practical implementation) and the achievement of a rational result.

Ways to improve the effectiveness of a social worker. The internal socio-pedagogical process is determined by the following factors that determine the appropriate ways to improve it:

a) the client’s internal (individual) capabilities for appropriate adaptation and rehabilitation;

b) the client’s activity, stimulating his activity in independently solving his problems. This factor emphasizes the exclusive role of the client himself. He acts not as a passive factor, but as an active self-creator;

c) the effectiveness of the external socio-pedagogical process, which is directly focused on interaction with the internal one and aimed at ensuring its most complete implementation;

d) the environmental conditions in which the client lives and self-realizes.

They either stimulate or restrain the self-realization of the client’s internal socio-pedagogical process.

The external socio-pedagogical process is determined primarily by the substages that make it up. The main way to enhance its effectiveness is to increase the effectiveness of each stage, including:

Improving the quality of diagnostics of the client’s individuality;

Qualitative and most complete socio-pedagogical characteristics of the client;

The ability to competently predict the dynamics, direction and intensity of changes in the phenomenon under study and problems caused by the external socio-pedagogical process;

Enough precise definition socio-pedagogical (socio-pedagogical) problem (problems) and on the basis of it (them) - the target setting of the external socio-pedagogical process; tasks to ensure the most optimal achievement of the goal;

The ability to carry out social and pedagogical modeling of the activity process, necessary for choosing the optimal technology;

Selection of the most optimal technology and method of its implementation;

Ensuring the quality of preparation for the implementation of the activity process (the most optimal course of the external socio-pedagogical process);

Ensuring the quality of implementation of the external socio-pedagogical process, taking into account the observed dynamics and the possibilities for its improvement;

Ensuring the client’s adaptation after completion of implementation activities, assisting and supporting him in self-realization.

Thus, the most optimal interaction of internal and external socio-pedagogical processes and the most complete realization of their capabilities are achieved.

In social pedagogy, a socio-pedagogical process is distinguished. It is understood as the dynamics of development of the corresponding social phenomenon or the established sequence of actions (pedagogical activities) of a social worker, interactions between the teacher and the student, ensuring the achievement of a certain social and pedagogical goal.

Any socio-pedagogical process includes stages (stages, periods) of its development (changes). Practice shows that their signs can be age-related, qualitative or quantitative changes occurring in the corresponding socio-pedagogical phenomenon. Stages (stages, periods) are determined depending on what is studied, brought up, developed, under what conditions, for what time. At each stage, the most characteristic (typical) possible qualitative changes (manifestations) are identified, which make it possible to distinguish the uniqueness of one stage from another.

In theoretical and practical terms, certain criteria are needed for assessing what has undergone a qualitative change at this stage of the socio-pedagogical process, as well as technologies for identifying them. In theory, the criteria and their indicators make it possible to assess the dynamics of the stage under study and the entire socio-pedagogical process. In the practical activities of a social worker, they indicate the conformity of development to the norm or the manifestation of a peculiar deviation.

Let us consider the content of the socio-pedagogical process as the development (change) of some characteristic social phenomenon, the social development of man as a whole.

In broad terms, the socio-pedagogical process is, for example, the process of social development of a person throughout his life. Such a socio-pedagogical process allows us to see the features of social development and manifestations of a person at each stage of his age development. Modern developmental psychology and pedagogy have identified the features of human development throughout his life, highlighting certain stages (stages of age-related development), their qualitative and quantitative characteristics. This knowledge helps the social worker determine the goals and nature of his actions in the social environment in relation to a specific person, depending on his age.

In a narrow sense, the socio-pedagogical process as a change (development) of one or another quality, characteristics of a person, his individual capabilities is the result of self-development, self-improvement, as well as the targeted influence of a social teacher in relation to him, the influence of the social environment on him.

Knowledge of the content and features of the development process of a certain personality quality allows a specialist to foresee the features of its dynamics and, focusing on it, organize and implement their activities.

In its essence, the socio-pedagogical process is a purposeful sequence of actions of a social worker (subject), ensuring the most optimal achievement of a certain socio-pedagogical goal in social development (development correction), education (re-education, correction),

mastering skills in self-service, training, and professional training of the facility.

This process has a certain structure: it includes a subject and an object, stages, substages of social and pedagogical activity. Each stage has its own components. There are certain environmental conditions that ensure its most optimal course (practical implementation) and the achievement of an optimal result.

Every process is carried out by a specific specialist (group of specialists) - a subject. This specialist implements those consistent activities that allow him to achieve effectiveness in achieving his goal.

The subject of the process is either a trained specialist, or a relative, or some third party (group) in relation to the person to whom his (their) activity is directed. The person himself acts as a subject in relation to himself in the implementation of self-development and self-education.

The position of the subject in education is determined, first of all, by his preparation and social experience. In social terms, this position is largely characterized by the social order of a given society, in other words, the guideline for a social educator is the social experience that he has acquired, the social values ​​he has acquired and recognized in society, and national culture. The society, nation, state in which he grew up and was brought up, orient the subject in the direction of his upcoming social and pedagogical activity.

The second leading component that determines the content and direction of the process is the object of education, its individual characteristics, capabilities, social problems, and attitude towards the subject of education.

Introduction

Chapter 1. Theoretical foundations of social pedagogy as a science

1.1 Concept, principles, history of social pedagogy

1.2 Methods of social pedagogy

Chapter 2. Activities of a social teacher

2.1 Social and pedagogical technologies

2 Social-pedagogical process and ways to improve it

3 Analysis of the activities of a social teacher

Conclusion

Literature

social pedagogy rehabilitation correctional

Introduction

Relevanceresearch. Today there is practically no social groups population who felt socially protected and prosperous. And first of all, this concerns children and youth. This creates an extremely high demand for specialists who can professionally assess the problem and help solve it, diagnose and predict the social development of society.

The importance of studying social pedagogy is determined by the fact that in the present information age, the age high technology The confrontation between man and environment, the interaction between personality and environment, has especially intensified, and active socialization of the individual is taking place. It includes family, civic, religious and legal education. This purposeful influence on a person is social education, a multi-level process of assimilation of knowledge, norms of behavior, relationships in society, as a result of which the individual becomes a full member of society. Social pedagogy examines the process of education, the sociology of personality in theoretical and applied aspects. It examines deviations or conformities of human behavior under the influence of the environment, what is usually referred to as the socialization of the individual.

Purpose of the study- study of the theoretical foundations of social pedagogy.

Tasks:

1.Summarize the scientific literature on social pedagogy.

2.Based on literature data, analyze the main aspects studied by social pedagogy.

Object of study- social pedagogy as a science.

Subject of study- theoretical foundations of social pedagogy.

Hypothesis- knowledge of the theoretical foundations of social pedagogy is an important component of the training of a social teacher as a specialist to work in a general education institution.

Research method: analysis of scientific literature on the problem under consideration.

Methodological basisof this work are the works of the authors Andreeva G.M., Bocharova V.G., Vasilkova Yu.V., Mardakhaev L.V., Mudrik A.V., Nikitin V.A.

Theoretical significanceThis research consists of studying the picture of socio-pedagogical reality, mastering theoretical knowledge to the extent necessary and sufficient for the implementation of professional activities as a social teacher, and developing the ability to predict and solve problems arising in the field of social education.

Practical significanceresearch is that the theoretical foundations of social pedagogy are a branch of knowledge, by studying which you can learn, firstly, about what is inevitable will happen or may happen in the life of a person of one age or another in one or another circumstance. Secondly, how can favorable conditions be created for human development, to prevent “failures” in the process of his socialization. And thirdly, how can decreasethe effect of the influence of those unfavorable circumstances in which a person finds himself, the effect of the undesirable that happens in the process of socialization of a person.

Chapter 1. Theoretical foundations of social pedagogy as a science

.1 Concept, principles, history of social pedagogy

The term “pedagogy” comes from two Greek words: pais, paidos - child, child, ago - vedu, which means “leading child”, or “schoolmaster”. According to legend, in Ancient Greece slave owners specifically appointed a slave to take their children to school. They called him paidagog. Subsequently, teachers began to be called people who were involved in teaching and raising children. From this word comes the name of science - pedagogy.

The word “social” (from Latin socialis) means social, associated with the life and relationships of people in society. In this sense, we are talking not just about the social development and education of a person, but about his orientation towards social values, norms and rules of society (the living environment) in which he will live and realize himself as an individual. Parents, their substitutes, and educators initially guide the child through life, helping him to assimilate the social experience of his living environment, culture, develop as a person, and acquire the ability and willingness to realize himself in life.

Social pedagogy studies problems associated with the directed activities of the subject of education (parent, person, substitute, educator, etc.), which contributes to guiding a person, starting from the moment of birth, through the stages of social development and his further formation as a citizen of a particular society.

This is carried out in accordance with established traditions, customs, culture and social experience of life in the environment in which a person lives and where he will have to realize himself as an individual as he develops socially.

According to A.V. Mudrika, social pedagogy is “a branch of pedagogy that considers the social education of all age groups and social categories of people, in organizations specially created for this purpose.”

According to V.D. Semenov, “Social pedagogy, or environmental pedagogy, is a scientific discipline that integrates the scientific achievements of related sciences and implements them in the practice of public education.”

Social pedagogy should be considered from the perspective of: a) the state and the environment of human activity; b) social education; c) a person as a social unit; d) personal position of a person’s activity in social self-improvement.

Social pedagogy is the scientific and practical activity of the state, state and public institutions to form an ideology and ensure the education of the younger generation. It is aimed at a social and pedagogical assessment of the legislative creativity of the state, the activities of state institutions, public organizations, movements and parties, means mass media on influencing the masses, educating the younger generation.

Social pedagogy is the theory and practice of social formation and further improvement of individuals and social groups in the process of socialization. Social pedagogy as a theory is a system of concepts, statements, laws and patterns that reveal the process of social formation of an individual, social management of a group (mass), taking into account the influence of environmental factors on them, formulated in a set of teachings and concepts and confirmed by social and pedagogical practice. It allows us to understand the nature of the social formation of personality, group management, the problems of social deviations in them, the possibilities of preventing and overcoming them.

Social pedagogy as a practice is the directed activity (activity experience) of a subject (social teacher; person carrying out social pedagogical activities) in diagnosing and predicting social development, correction and education, re-education of a person or group. It is also a targeted activity to control the masses, various groups, mobilize them for certain actions, and restrain activity in the interests of achieving certain political and other goals.

Social pedagogy as an academic discipline is a component of the special (professional) training of a social teacher, social worker, specialist in special psychology, correctional and rehabilitation pedagogy. It consists of main sections and subsections, including the content of environmental pedagogy and social pedagogy of the individual. Each of the subsections has its own content and is considered in conjunction with the others.

TO methodological foundations social pedagogy in a broad sense should include theoretical, conceptual provisions, knowledge that is carried out in relation to social pedagogy methodological function. They are developed by such sciences as philosophy, social philosophy, pedagogy, psychology, social psychology, social work, ethnography, sociology, medicine, etc. In a narrow sense, these are goals, principles of construction, forms of organization of methods of scientific knowledge of socio-pedagogical reality.

Main categories of social pedagogy- these are the most general and fundamental concepts that reflect its main components. These include: socio-pedagogical process, socio-pedagogical activity, social development, social education, social adaptation and maladaptation, socialization, social rehabilitation, socio-pedagogical correction, re-education, correction, etc. The essence of the categories is discussed in the relevant chapters of the manual.

Purpose (goal) of social pedagogy- contribute to the social formation of an individual, a group, taking into account its originality and the socio-culture of the state (society) in which it will live. Distinctiveness refers to that which distinguishes one person (group) from another (other). It can manifest itself in age differences, volitional characteristics, individual capabilities (for example, people with special needs, disabilities).

Subject of social pedagogy- a socio-pedagogical process that determines the principles, forms, methods of researching practical activities and the conditions for implementation.

Contents of social pedagogyis determined by its functions, each of which represents one of its directions, reflecting its content. Functions (from Latin functio - departure, activity) - responsibility, range of activity, purpose. Functionssocial pedagogy help to understand its content. These include:

Cognitive- research into the practice of pedagogical activity by its authorized representatives (social educators; persons performing social and pedagogical activities) or specially trained people (researchers, graduate students, doctoral students).

Scientific- study of the patterns of social development, socialization of a person, the influence of environmental factors on him, development of a theoretical framework that substantiates social and pedagogical phenomena.

Diagnostic(evaluative) - diagnostics of the social in an individual, the social identity of a group, the implementation of a socio-pedagogical assessment (examination) of documents, the activities of institutions, individual specialists, as well as factors of society, the processes occurring in it.

Prognostic- determination of prospects (immediate and long-term) for the development of socio-pedagogical processes in the environment, the manifestation of a person in it, his individuality, as well as the possibilities of expedient influence on them (the environment and the person).

Explanatory- description of social and pedagogical phenomena, conditions of their existence and possibilities of transformation.

Adaptive- activities aimed at stimulating the adaptation of a person to the environment or the environment to a person, taking into account his individuality (originality).

Transformative- social pedagogy is designed to change pedagogical realities, pedagogical relationships, the educational process, and its content.

Correctional- directed activities of specialists to correct the process of social development and education of children and adolescents, the process of educational activities of parents and educators.

Rehabilitation- directed activities of specialists to restore a person’s individual capabilities for development, education, and professional activity.

Mobilization- directed activity of specialists to intensify the efforts of a person or group for certain actions and actions.

Preventive(protective-preventive) - the directed activity of specialists to prevent and overcome various social deviations in the emerging personality or group.

Educational- research of content, methodology and provision of training for the social sphere.

Management- directed activities of specialists in managing the process of social formation of personality, social and pedagogical phenomena in a team, group.

Tasks of pedagogy. They are divided into general - theoretical, practical and private - according to branches of practical activity. There are quite a lot of such tasks. They should be considered according to the main blocks that make up social pedagogy as a whole, and for each of them in areas - theoretical, practical and educational.

Objectives of sociopedagogy:

implementation of social and pedagogical assessment (examination) of the activities of the state, public organizations, movements, parties, as well as institutions and groups;

study of the influence of environmental factors on a growing individual and group;

the use of environmental factors in the social development and education of a person, when solving certain social and pedagogical problems;

study of the influence of individual factors (for example, family, mass communications) on personality, etc.

Objectives of social education:

research into problems of content and ways to ensure the most optimal social education of various groups of the population, certain categories of people, and individuals;

research into the problems of social education of the individual in the context of family, educational and special institutions;

studying the experience of social education in various types families, institutions;

studying foreign experience social education and its adaptation to domestic conditions, etc.

Objectives of studying man as a social unit:

study of the characteristics of social development, socialization of a person as an individual;

identifying the causes of social deviations in the process of human development and education, possibilities for their prevention and overcoming, etc.

Objectives of studying a person’s personal position and activity in social self-improvement:

identifying the role of a person in social self-improvement;

research into the possibilities of enhancing human social self-improvement at various age stages, etc.

Basic principles of social pedagogy.The problem of principles in social pedagogy is associated with the development of theoretical and methodological foundations. It allows you to determine the main, basic provisions that influence the effectiveness of the socio-pedagogical process.

The word "principle" (from the Latin principium) means the beginning, the basis that determines a given phenomenon. Often a principle is identified with a rule. The principle is a generic concept, i.e. more general, and the rule - specific, i.e. more private. In scope, the rule is narrower than the principle. It follows from it and reflects the particular provisions of a certain principle, the method of its application in a specific situation. In terms of their form of expression in pedagogy, rules have the character of recommendations. The principle contains many rules, but their totality does not yet constitute a principle, just as the totality of phenomena does not yet determine their essence. A principle is understood as an initial principle that is more or less common to a given phenomenon. A rule is a certain norm expressing the mandatory nature of a specialist’s activities. The principle is a reflection of a certain pattern, the conditions for its manifestation or the result of everyday observations of practical activity and the conclusions arising from them.

They are divided into:

principles of social pedagogy as a science. They are of a general methodological nature and are inherent in the scientific discipline. Such principles include: the starting point of science, which is identical to law; the most general provision, which is based on groups of laws; private manifestation of the law. These include scientific character, objectivity, historicism, connection with practice, etc.;

principles of social pedagogy as a practice (principles that determine the organization and actual social-pedagogical activities). They reflect the initial, basic provisions, the implementation of which contributes to high organization and ensuring the effectiveness of social and pedagogical activities. They are most often identified with the principles of social pedagogy;

principles of educational activities for training specialists in the social sphere. These are the principles of higher education pedagogy. They are of a general nature, reflect the laws of higher education, and their requirements must be taken into account when training highly qualified specialists.

The principles also have an objective nature: their peculiarity lies in the fact that if a social teacher takes into account their requirements, then the probability of obtaining a sufficiently high result is very high. In practice, a specialist, from personal experience or from the experience of others, often independently masters many (and sometimes only some typical) recommendations that reflect the principles of social and pedagogical activity, and this helps him in his work. In this case, they appear in the form of norms and rules that determine the practical activities of a specialist. Studying the principles of social pedagogy allows a specialist in the process of mastering a profession to accept those recommendations that should become natural for him in practical work.

It would be inappropriate to reveal the theoretical foundations of social pedagogy without considering it stories.

The time of the emergence of social pedagogy (the turn of the 19th - 20th centuries) is largely arbitrary. Usually its creation is associated with Paul Natorp, who considered the main tasks of pedagogy to be the identification of those social conditions that are most favorable for the upbringing of a person. Natorp understands education as primarily the education of the will. Will in its general form - in the form of activity or an active direction of consciousness, which is, as it were, the center of mental life.

However, even the ancient Greek thinkers Democritus; Protagoras, Socrates, Plato, Aristotle noted the close dependence of education on state policy. French materialists of the 18th century emphasized the importance of education for social transformation, and utopian socialists not only theoretically substantiated this idea, but also carried out the first social and pedagogical experiment in history. On the close dependence of education on social interests Russian revolutionary democrats also pointed out the ruling classes.

Social pedagogy arose in opposition to those trends that existed in pedagogy, whose supporters asserted the independence of education from politics and the life of society (J. J. Rousseau, G. Spencer, S. Hall, L. Tolstoy, etc.). Despite the existence of differences in their concepts, what is common to all is the statement that education is determined by the psychological characteristics of the developing child and should not depend on the politics or ideology of any classes. These ideas were expressed most clearly by representatives of experimental pedagogy: Meiman, V. Lai and A.P. Nechaev.

Scientific understanding of social nature and social function education was given by K. Marx and F. Engels. The classics of Marxism showed the social determinism of education and rejected utopian claims to resolve all social contradictions with its help. At the same time, they deeply criticized the idea that the spiritual world of man is a passive circumstance of life. By transforming nature and society through his activities, man also transforms his psyche. Education becomes a great force if it is aimed at solving problems posed by life itself, by the course of history.

In the first post-October years, Soviet pedagogy was developed in close connection with Marxist sociology. However, the scientific relationship between pedagogy and sociology was not immediately found. During the formation of Soviet pedagogy they fought extreme points vision. V.N. Shulgin and

M.V. Krupenin tried to reduce pedagogy to sociology and politics; supporters of “free education” completely ignored their connection and derived the laws of education from the psychology of the child. Both points of view were sharply criticized. Soviet pedagogy, which recognizes that the problem of Soviet school education cannot be derived either from biology, or from psychology, or from any other provisions outside the Soviet public life and Soviet political history, cannot be reduced to either sociology or politics, because it has its own subject and its own tasks.

Soviet teachers clearly distinguish between education as a specially organized activity and the social formation of personality, which occurs under the influence of a lifetime. Marxist pedagogy believes that there is no area of ​​education and upbringing that was not in one way or another connected with the life of society and that therefore all pedagogy is “social.” That is why the creation of social pedagogy as a special branch pedagogical science not legal. At the same time, there are border areas of knowledge between pedagogy and sociology, which are studied by special branches of pedagogical science - comparative pedagogy and sociology.

In the pedagogical sphere in the 60s and 70s in the countries of the USSR, attempts were made to introduce specialists focused on social and pedagogical work (organizers of extracurricular and out-of-school educational work in schools, teachers-organizers of housing and communal services, employees of out-of-school institutions, dormitories, clubs, rooms schoolchild, etc.). Gradually, the idea of ​​purposefully creating social and pedagogical experience was formed and approved, the idea of ​​integration and an interdepartmental approach to social activities developed, and the nature of the school’s interaction with other institutions changed. However, development continued to be hampered by the lack of professionally trained personnel and the lack of a scientific approach to solving practical problems.

In the 90s appeared new level development of social pedagogy, associated with the state solution of the problem, the creation of a system of social services with an extensive infrastructure for their staffing, the introduction of the institute of social pedagogy, and the beginning of the training of specialists in educational institutions.

The formation of the Institute of Social Pedagogy required the solution of two main tasks:

1.formation of the sphere of professional activity of social educators ( Legislative basis practical activities in social sphere, a network of institutions and services providing social and pedagogical assistance to children, identifying categories of citizens who receive social and pedagogical assistance).

2.creation of a system for training specialists for this area (State educational standard of higher vocational education for the training of such specialists, requirements for basic professional educational programs and conditions for their implementation, teaching load standards, general requirements for the mandatory minimum content and level of training of graduates, qualification characteristics of a social teacher).

Science is a synthesis of theory and practice. The practical aspect of pedagogical science is understood as the content of pedagogical activity. “We are especially clearly convinced,” notes G.E. Zhurakivsky, “that if the theory of pedagogical activity is a science, then pedagogical activity itself ... is an art.”

The practical aspect of socio-pedagogical science is socio-pedagogical activity.

Philosophers (M.S. Kagan, A.V. Margulis, etc.), sociologists (I.S. Kon, N.F. Naumova, etc.), psychologists (L.I. Bozhovich, L. S. Vygotsky, O.M. Leontiev, A.V. Petrovsky, etc.) and teachers (G.I. Shchukina, etc.).

M.A. devoted his works to the issues of determining the content, methodology and technology of educational activities. Galaguzova, V.E. Gmurman, Yu.V. Vasilkova, L.S. Vygotsky, I.D. Zvereva, A.Y. Kapskaya, L.G. Kuznets, O.M. Leontyev, A.S. Makarenko, A.O. Malko, L.I. Mischik, S.G. Khlebik and other scientists.

Any activity, including social and pedagogical activity, has its own structure, each element of which is organically connected and interacts with others: the subject; an object; a motive that turns into a goal; an action that meets the formulated objectives and means (that is, according to O.M. Leontiev’s definition, operations). "These units human activity, - further notes O.M. Leontiev, - and form its macrostructure."

The term “subject” first appeared in the works of ancient philosophers, and only in the late 20s. XX century began to be used in domestic socio-pedagogical science. IN philosophical literature The subject is understood as the organizer of practical activity, which is aimed at an object. The leading subjects of social work are “social educators”, “social workers” and “social work specialists”.

The concept of "social worker" arose in foreign socio-pedagogical science at the end of the 19th century, and the “social teacher” - in the 20s. XX century.

In Russia, the first social schools were founded in St. Petersburg in 1911 at the Psychoneurological Institute. But during this period, as evidenced by the analysis of the works of famous teachers (P.P. Blonsky, A.B. Zalkind, O.G. Kalashnikov, S.T. Shatsky and some others), in the domestic socio-pedagogical science the terms “social teacher” " and "social worker" have not yet been used, unlike the foreign one. A.B. Zalkind called them "public educators."

The question of the relationship between the concepts of “social teacher” and “social worker” has not yet been fully clarified. For example, V.G. Bocharova identifies these terms.

According to the definition of most scientists (I.D. Zvereva, B.P. Bitinas, A.Y. Kapskaya, L.I. Kataeva, L.G. Kuznets, S.R. Khlebik, etc.) between a social teacher and a social worker There is a fundamental difference: the concept of “social worker” is much broader in comparison with the term “social teacher”. Social educators include people who have special pedagogical education and carry out their activities primarily in schools and other educational institutions, that is, we are talking about a specialist who works with children and youth.

And a social worker, in addition to direct teaching activities, can professionally engage in work in any other social sphere (in social security departments, in military units, in production, job exchanges, etc.) and perform broader functions (assistance, protection, rehabilitation , security, etc.).

1.2 Methods of social pedagogy

Having become acquainted with the features of this social pedagogy, having studied the content of social pedagogical activity, the future social teacher faces the problem: how, in what way, to help the child become an individual, how to prevent deviant behavior. Methods and technologies provide answers to these and many other questions.

First, let’s look at the essence of the concepts “methodology” and “technology”. The methodology itself general view is a set of methods, techniques and means of expediently carrying out any work.

As L. S. Vygotsky said: “The problem of the method is the beginning and basis, the alpha and omega of the entire history of the child’s cultural development... truly rely on the method, understand its relationship to other methods, establish its strengths and weaknesses, understand it fundamental justification and developing the right attitude towards it means, to a certain extent, developing a correct and scientific approach to all further presentation the most important problems..." Therefore, it is necessary to understand the essence of the method, show their diversity, be able to distinguish between “method”, “technique” and “means” of work, and also see their interrelation and interdependence.

The essence of methods of social and pedagogical activity.

According to the philosophical definition, a method is a means of practical or theoretical mastery of reality, based on the essence and patterns of the object being studied. Social pedagogy is a branch of pedagogy, therefore, when determining methods of social and pedagogical activity, we will rely on traditional methods training and education used in pedagogy; on the other hand, we will take into account the specifics of social education and social training and the relationship between social pedagogy and social work.

It is also necessary to remember that in our field of vision there is a child and the environment around him. social environment, and the social teacher helps solve the child’s problems in the process of his socialization. A social teacher can work directly with a child or indirectly - through family, friends, children's team - influencing the child. He can solve some private, short-term problems, or he can work with the child for a long time. Using methods, a social teacher can have a targeted impact on the child’s consciousness, behavior, feelings, and also influence the social environment around him.

Methods are ways of interrelated activities of a social teacher and a child, which contribute to the accumulation of positive social experience that promotes the socialization or rehabilitation of the child. It should be noted that since social pedagogy is a young branch of pedagogical science and social pedagogical activity has recently emerged as an independent type of professional activity, it is too early to talk about a system of methods of social pedagogy. They are in their infancy. Therefore, while the social teacher in his practical work widely uses methods used in pedagogy, psychology and social work.

In addition to the method, in social and pedagogical activities, as in pedagogy, the concepts of “technique” and “means” are widely used. A technique is understood as a particular expression of a method, its specification, which is of a private, subordinate nature in relation to the method. The relationship between method and technique can be considered as the interaction of generic (method) and specific (technique) concepts. In fact, each method is implemented through a set of individual techniques that are accumulated by practice, generalized by theory and recommended for use by all specialists.

However, the techniques can be used by a social educator regardless of the methods. E. Sh. Natanzon identified the so-called “creative” and “inhibiting” techniques. He classifies constructive techniques as encouragement, attention, request, expression of grief, strengthening faith in the child’s own strengths, trust, etc. He classifies as inhibitory techniques such as command, hint, affectionate reproach, imaginary indifference, imaginary mistrust, manifestation of indignation. , condemnation, warning, explosion, etc.

The use of one or another technique by a social teacher depends on the specific socio-pedagogical situation, the motives of the child’s behavior, the ability to navigate the current situation, and the arsenal of techniques that he has in stock. However, the use of this or that technique depends not only on how well the social teacher masters the methodology, which techniques are preferable for him, which he masters perfectly, but also on the subjective characteristics of the specialist himself: what motives guides the social teacher, how sincere he is wants to help the child, how he addresses him, from his tone, posture, facial expressions, etc.

A means is a broader concept than a technique and a method, since the latter themselves, in certain circumstances, can act as means. Means are a set of material, emotional, intellectual and other conditions that are used by the social educator to achieve the goal. Means in themselves, in their essence, are not methods of activity, but become them only when they are used to achieve some goal. So, a game can be relaxation, entertainment, etc. However, if it is organized in such a way that it will serve to achieve a certain goal, for example, the formation of some social skills, then the game acts as a means of social and pedagogical activity. Nature, works of art, books, the media and much more can act as means of social and pedagogical activity. Sometimes these means do not depend on the social teacher, but he can use them in his professional activities, and the methods are the ways in which he will do this.

When distinguishing between these concepts, it should be remembered that in the real process of activity it is very difficult to draw a clear boundary between them, since methods are characterized by mobility and variability. In some situations, the method acts as an independent way to solve a problem, in others it is part of a technique that is used in different circumstances in different ways.

To carry out his professional activities, a social educator should master methods that, as shown above, consist of individual techniques. Methods, techniques and means are interconnected in such a way that methods and techniques can act as means in some cases. The means, in turn, can be very different, as indicated in the diagram by arrows pointing down.

The most widely used methods in socio-pedagogical activities are persuasion and exercise. The peculiarity of using these methods is that the social teacher deals with children who, for some reason, have not formed generally accepted norms and rules of behavior in society, or who have formed distorted concepts about these norms and corresponding forms of behavior.

Introducing to the norms of life accepted in a given society, morality, work, creating clear and accurate ideas about them, which ultimately form the beliefs of the individual, his life position, depend on knowledge and ideas about them. Deeds, actions, habits performed without awareness of their social significance can be random in nature; they have no effective force. Persuasion promotes transformation accepted standards in society into the motives of a child’s activities and behavior, which contributes to the formation of beliefs.

Convictions are the child’s firm confidence in the truth and justice of moral knowledge; they are the internal motivation of the individual to moral actions and deeds. A belief is an explanation and proof of the correctness or necessity of a certain behavior. In the process of persuasion, the social teacher influences the consciousness, feelings and will of the child. Conviction influences a child only through his internal sphere. Conviction acts as a form of regulation of relations between the child and society. The educational power of belief is determined by how the child internally perceives it. If a belief does not evoke a positive inner mood in the child, it loses its basic meaning and then is no different from authoritarian (commandative) methods of influencing the child.

For methods of persuasion to achieve their goal, it is necessary to take into account psychological characteristics children, their level of education, interests, personal experience. First of all, you can convince with a word, its power is great, therefore the ability to speak correctly, deeply in content, vividly and figuratively in form, the ability to convince a child of the correctness of his views is an integral part of the professional activity of a social teacher. When persuading, as mentioned above, the social teacher influences the consciousness, will and feelings of the child. However, the concepts of “persuasion” and “moralization” should not be confused when well-known truths are declared; and if they are also pronounced in a commanding tone, then the child stops listening to the adult or treats him aggressively.

The psychological characteristics of the perception of the content of speech should be such as to evoke in the child hope, pride, feelings of remorse for the act committed and other positive emotions.

The organic part of persuasion is a requirement, without which it is impossible to rebuild the child’s incorrectly formed ideas about the rules and norms of behavior accepted in society. Requirements can be different: unconditional, not allowing objections (you cannot steal, deceive, walk around dirty, unkempt, etc.), a softer demand in the form of an appeal (please do it; don’t do this, otherwise you will upset your family, etc. .). The requirements must be based on respect for the child’s personality, understanding of his state of mind, permeated with humanity, interest in the child’s fate, and the reasonableness of the proposed actions to carry them out; they must be put forward taking into account the motives and external circumstances that caused certain actions of the child. The requirement plays a supporting role in social and pedagogical activities. Its main function is to set a task for children, to bring to their consciousness the meaning of norms and rules of behavior, and also to determine the content of the upcoming activity.

Conviction can be realized through such methods known in pedagogy as a story, lecture, conversation, debate, and a positive example.

A story and a lecture are monological forms of the method, which are conducted by one person - a social teacher. Both methods are used to explain certain moral concepts to children. The story is used when working with younger children, it is short in time, based on bright, colorful examples, facts... The lecture, as a rule, reveals more complex moral concepts (humanism, patriotism, duty, good, evil, friendship, camaraderie, etc. .). The lecture is used for older children. The lecture is longer and uses storytelling as a technique.

Conversation and debate are dialogical forms of the method; when using them, the work of the children themselves plays an important role. Therefore, an important place in the use of these methods plays: the choice and relevance of the topic under discussion, reliance on the positive experience of children, and the positive emotional background of the conversation. Conversation is a question-and-answer method. The art of a social educator is manifested in what questions he proposes for discussion: these can be questions to reproduce certain facts and phenomena, clarify ethical concepts, compare and analyze specific forms of behavior, questions-problems that children must answer. When using a conversation, a specialist must be able to conduct it in such a way that not only he himself, but also the children ask questions.

For teenagers and young men, dispute is used - a method that promotes the formation of judgments. The dispute reveals different points of view of children on ethical concepts, inconsistency in the assessment of different forms of behavior. Therefore, it is necessary to teach children to give reasons for their views, to be able to listen to others, and to object to them. The role of the social teacher during the debate is externally reduced to its management: the operational direction of the debate, generalization and analysis of children’s statements, summing up. However, the positive outcome of the debate depends on the careful preparation of the social teacher for it: the choice of a debate topic that is understandable and close to the children, a careful selection of issues that will be proposed for discussion. There may be few such questions, but each of them should have different answers; it is necessary to agree in advance with the children on the topic of the debate, select appropriate literature with which the children become familiar before the debate, use various means, for example, videos, paintings, photographs, etc.

Ultimately, persuasion is an explanation and proof of the correctness and necessity of certain behavior. However, their effectiveness is determined by how well children have developed the skills and habits of moral behavior and what moral experience they have. K. D. Ushinsky wrote that thanks to a good habit, a person erects the moral edifice of his life higher and higher. If belief “programs” the child’s consciousness, then exercise forms skills, abilities and habits.

The child evaluates any phenomenon, actions of friends, adults through the prism of his experience. The concept of “experience of moral behavior” is broader and richer than the concept of “habits and skills of moral behavior”; it includes the intellectual, volitional, sensory and performing spheres of the individual, while habits concern only the performing side of the child’s behavior. In the formation of moral skills and habits, the main role is played by such a method as exercise. Exercises are necessary in order to ultimately develop in children moral behavior. Behavior is a broad concept; it consists of narrower ones - actions, and an action is expressed in action. Both actions, deeds, and behavior are evaluated in relation to the moral standards accepted in society. Moral standards are formed in children by persuasion; actions, deeds and behavior are formed through exercise.

The exercise method is associated with the formation of certain moral skills and habits in children.

The formation of skills and habits includes the following work methods: setting a task, explaining the rules for its implementation, arousing the need and desire to complete this task, practical demonstration (how to do it), organizing practical training, presenting requirements, reminding about the fulfillment of these requirements and monitoring their correctness execution. There is a certain distance between skill and habit. First, we form skills, then over a period of time we systematically consolidate them and ensure that the skills develop into a habit. “A habit,” wrote K. D. Ushinsky, “is rooted in the repetition of any action, repeating it until the reflective ability of the nervous system begins to be reflected in the action and until nervous system the inclination to this action will not be established.”

If the exercises are not performed systematically and the skill has not been developed into a habit, then restoring the skill is a more difficult task. Psychologist W. James makes a figurative comparison in this regard: each violation of a new habit can be compared to the fall of a ball on which we wind a thread; If it falls once, you will have to make many turns again to bring it back to its previous form.

The complexity of the work of a social teacher lies in the fact that the moral habits of the majority of children with whom he works are sometimes either not formed or they have bad habits. Thus, young tramps entering orphanages do not have basic hygiene skills. In literature and in the speeches of journalists, the word “Mowgli” is often found, but it does not refer to those children who grew up among animals - examples known to us, but to children of the street, basements, living in landfills, etc. They do not know how to brush their teeth or wash their face in the morning, take care of your clothes, etc. Therefore, for a social teacher in this case, the exercise method is one of the main ones. Another difficulty in working with such children is ingrained bad habits: smoking, drinking alcohol, swearing, being aggressive. In this case, the social teacher is actually engaged in re-educating children, introducing them to the norms and rules of society.

The effectiveness of using the exercise method increases if the social teacher resorts to such forms of organizing the exercise method as a game: creative, role-playing and other types of games. In this case, the social teacher uses the children’s desire for exciting goals (to conquer space, travel to distant countries, be fair in solving some problems, etc.). Play activities are always creative, and children, as a rule, add some new touches to the game. In a role-playing game, there is a certain moral model (the role of mother, father, protector, attractive profession, etc.) that the child wants to imitate. The value of the game lies in the fact that the child’s own needs become the norms that we want to teach him to follow. The game achieves its success under certain conditions: the idea of ​​the game must be understandable and accepted by children, children must be actively involved in drawing up the plot of the game, distributing roles, the social teacher must help enrich the content of the game, equip it with the necessary attributes, and help meet the interests of children during the game ; Children should be given the opportunity to repeat the game they like.

Among social and pedagogical methods, a special group consists of correction methods, these include encouragementAnd punishment. Attitudes towards these methods of education in different periods of the development of domestic pedagogical thought were different: from the need to use punishment (including physical punishment at school) to their complete denial.

Here are the opinions of some prominent teachers on this problem. Thus, A. S. Makarenko argued that it is necessary to punish, this is not only the right, but also the duty of the teacher. V. A. Sukhomlinsky believed that it is possible to educate children at school without punishment. A. S. Makarenko wrote that comments cannot be made in a calm, even voice; the student must feel the teacher’s indignation. V. A. Sukhomlinsky was convinced that the teacher’s word should, first of all, calm the child.

The entire history of social and pedagogical thought indicates that correction methods (reward and punishment) are the most complex ways of influencing a child’s personality. The Law of the Russian Federation “On Education” prohibits physical and mental violence against a child, otherwise the teacher is deprived of the right to be one. However, these methods are still widely used both in the activities of teachers and social educators. To use them in practical activities, it is necessary to have a good understanding of their nature.

Rewards and punishments are aimed at one goal - to form certain moral qualities of the child’s behavior and character. But this goal is achieved in various ways: encouragement expresses approval of actions and actions, gives them a positive assessment, punishment condemns wrong actions and actions, gives them a negative assessment.

Correction methods are not always the costs of education. They are inevitable, since children tend to explore the boundaries of what is permitted, and therefore make mistakes and get lost. Therefore, it is necessary to use such techniques as persuasion, warning, replacement of interests, punishment. In fact, persuasion - a restructuring of consciousness, erroneous ideas, incorrect life plans cannot be simply eliminated from the child’s consciousness - they must be supplanted by moral views and ideas. Persuasion- This is a type of persuasion method.

Prevention is a very common technique that teachers and social educators use in their practical activities. Prevention is associated with predicting the child’s actions and preventing those that are negative.

Considering the above, we can give examples of classifications of social pedagogy methods. In the authors Andreeva G.M., Mardakhaev L.V., Mudrik A.V. one can find a division methods of social pedagogyinto 3 groups:

1.Research methods (observation, pedagogical experiment, survey, survey methods, conversation, interview, modeling, studying and summarizing best pedagogical experience, mathematical methods of data processing, such as ranking, scaling, etc.

2.Methods of education (methods of organizing activities; methods of stimulating activity, these include encouragement, punishment, “explosion”; methods of forming consciousness, such as pedagogical requirement, public opinion, exercise, method of organizing socially useful activities, using creative games, etc.).

.Methods of socio-psychological assistance (lecture, example, conversation, debate, story).

Vasilkova Yu.V. highlights the following methodssocial education:

1.(what they are aimed at) the formation of consciousness, emotions and feelings, socially acceptable behavior and activities, self-education of the individual;

2.(relationships between teacher and student) organization of activities, method of communication, care, self-realization and correction;

.(influence of the environment on the individual) communication, opinion, training, training, organization of activities, communication-dialogue, creation of a new environment: new activity, changing the meaning of life, relationships, activities, changing behavior, changing the situation, environment.

The methods of social and pedagogical activity discussed above are not used in isolation or apart from each other, but in close interrelation with each other.

Chapter 2. Activities of a social teacher

2.1 Social and pedagogical technologies

The concept of “socio-pedagogical technologies” is associated with such concepts as “pedagogical technologies” and “social technologies”.

The term "educational technologies" appeared in the United States initially as the term "technology in education", which then changed into "educational technologies" and, finally, into "pedagogical technologies". This transformation of the term reflected a substantive change in the concept itself.

The term “technology in education” appeared in the 40s in connection with the use of various technical means in school: tape recorders, players, etc. Since the mid-50s, the idea of ​​programmed learning associated with the development of special audiovisual means for these purposes has been implemented in education . During these same years, specialists in the field of programmed learning and audiovisual media united within the framework of a common direction - educational technologies. Since the mid-70s, educational technologies have been understood as the study, development and application of optimization principles educational process based on the latest achievements of science and technology. In the mid-80s, computer laboratories and display classes were actively introduced into school practice, and the number of pedagogical software tools increased. In the Encyclopedia of Pedagogical Tools, Communication and Technologies (London, 1978), P. Mitchell (USA) gives the following definition of pedagogical technology: “Pedagogical technology is an area of ​​research and practice (within the educational system), which has connections with all aspects of the organization of pedagogical systems to achieve specific potentially reproducible pedagogical results." Thus, pedagogical technology has its roots in two fundamentally different areas: on the one hand, these are technical sciences - the development and use of various technical means that help increase the efficiency of the educational process; on the other hand, the humanitarian field of knowledge is pedagogy (the theory of education and training), within the framework of which a certain specificity and reproducibility of the results of educational and educational activities are possible.

In our domestic experience, some approaches that anticipated the emergence of pedagogical technologies can be found in the works of A. S. Makarenko of the 20-30s, in which he said that the true development of pedagogical science is associated with its ability to “project personality”, that is, to set with complete certainty the qualities and properties of the individual that must be formed in the process of education. A. S. Makarenko wrote that “pedagogy... is obliged to project the qualities of a new typical person far ahead, it must overtake society in its human development.” At the same time, he noted that there must be a general education program and an individual adjustment to it, following the qualities of the individual, directing this personality into the most necessary form.

The domestic school has gone the way of introducing technical teaching aids into the school process, as well as using programmed training as a means of increasing the effectiveness of teaching. In fact, attention to pedagogical technologies both in education and in upbringing in our country has been increasing since the 60s due to the increasing flow of reports about original schools, individual methods, intensive courses that ensure sustainable results of training and upbringing.

The discussion about the essence of pedagogical technologies ended in the mid-80s. At this time, in pedagogical practice and the pedagogical press, the pedagogical technologies of Sh. A. Amonashvili (humane-personal technology), V. P. Bespalko (technology of programmed learning), S. N. Lysenkova (prospective-advanced learning) are widely discussed and recognized. and etc.; pedagogical education systems of V. A. Karakovsky, N. L. Selivanova, N. I. Shchurkova and others. The educational discipline "Pedagogical technologies" was included in the training program for professional teachers.

Currently, educational technologies in the broadest sense of the word are understood as systematic methods of planning, applying and evaluating all processes of teaching and educating students through the use of human and technical resources and the interaction between them to achieve learning effectiveness. The technological approach to pedagogy aims to structure the process of training and education in such a way that the achievement of the set goals is guaranteed.

Pedagogical technologies involve systemic analysis, selection, design and control of all manageable components of the pedagogical process in their interrelation with the aim of achieving pedagogical results. In relation to methodology, pedagogical technologies are a narrower concept, since methodology implies the choice of a specific technology.

The concept of “social technologies” arose in sociology and is also associated with the ability to program and reproduce results, which is inherent in the development of social processes. One of the varieties of social technologies are social work technologies, which are closest to socio-pedagogical technologies, since, as noted above, the activities of a social teacher and a social worker have much in common.

Social work technology is the practical activity of a social worker, which is characterized by a rational sequence of using various methods and means in order to achieve high-quality work results. The technology presupposes the presence of a specialist activity program, within the framework of which a specific client problem is solved, an algorithm of sequential operations to achieve a specific result, and criteria for assessing the success of the specialist’s activities.

Social-pedagogical technologies are the integration of social and pedagogical technologies.

The introduction of technology into the activities of a social teacher ensures savings in effort and money, allows for the scientific construction of social and pedagogical activities, and promotes efficiency in solving the problems facing a social teacher. Social pedagogical technologies make it possible to solve the entire wide range of problems of social pedagogy - diagnostics, social prevention, social adaptation and social rehabilitation.

2.2 Social-pedagogical process and ways to improve it

The professional activity of a social worker is a system of successive stages - a certain process.

The following issues need to be considered:

) concept, essence and content of the socio-pedagogical process;

) general characteristics of the main components of the socio-pedagogical process.

The concept of "process" comes from Lat. processus - passage, progress. In the scientific literature, it is understood as a sequential change of states, a close connection between naturally following stages of development, representing a continuous unified movement.

In modern pedagogical literature, the concept of “pedagogical process” takes place. However, there is no single approach to understanding its essence. The most typical are:

a) specially organized, targeted interaction between teachers and students to solve developmental and educational problems (V.A. Slastenin);

b) a set of sequential actions of a teacher and student (educator and pupil) for the purpose of education, development and formation of the latter’s personality (T.A. Stefanovskaya).

The expression “pedagogical process” was introduced by P.F. Kapterev (1849-1922). He also revealed its essence and content in his work “The Pedagogical Process” (1904). By the pedagogical process he understood “the comprehensive improvement of the individual on the basis of his organic self-development and, to the best of his ability, in accordance with the social ideal” and distinguished the internal and external socio-pedagogical process. The internal pedagogical process, according to Kapterev, is “a process of human self-development, determined by the properties of the organism and the environment. The process will be carried out with necessity: the organism, according to its inherent laws, will revive and process impressions, and act under their influence. The whole process will have an original creative nature, to be carried out according to organic necessity, and not according to instructions from the outside.”

The internal pedagogical process may reflect:

a) a general picture of human development. In this case, it (the process) serves as a model of how the social and pedagogical development of a person should occur;

b) the uniqueness of the development of a person belonging to a typical group, for example, the formation and upbringing of a person with hearing problems, vision problems, deviations in mental development, etc.;

c) development, training and education of a specific person, his properties, qualities, taking into account his individuality.

The external pedagogical (educational) process, according to Kapterev, represents the transfer from the older generation to the younger of what the older generation owns, what it acquired, experienced, experienced and what it received ready-made from its ancestors, from earlier generations. And since everything the most valuable acquisitions of humanity, previously living and now living, are united in one word “culture”, then the educational process from the outside can be understood as a transmitter of culture from the older generation to the younger, from previously living humanity to the currently living." This approach to understanding the external pedagogical process in a broad sense reflects the general trend in the development of any society.

In relation to a person, the external pedagogical process can be considered as:

a) the process of education (correction of education, re-education, correction) of a person in general; solving a particular pedagogical problem. This is the technological side of educational activity;

b) the process of solving a private educational problem in working with a certain category of people, for example, with children who have deviations in mental development, education, etc. In this case, it reflects a special technological process of educational activity;

c) the process of educating a specific person, solving a specific educational problem - the implementation of a private technology of educational work.

There is a close connection and interdependence between the internal and external pedagogical processes relating to a particular person, representing the holistic nature of the pedagogical process.

Social and pedagogical process- this is the interaction between a social worker and a client, aimed at solving the latter’s social problem using pedagogical means in special or natural environmental conditions. Its goal, in relation to an individual, is directed influence, support, motivation, assistance, allowing him (this person) to solve his social problem. It also reveals internal and external components in their interrelation and interdependence.

The foregoing allows us to define the socio-pedagogical process as a consistent natural development (qualitative change) of the corresponding socio-pedagogical phenomenon (socialization of a person, social qualities of the individual, etc.) and the resulting purposeful sequence of actions (social and pedagogical activity) of the social worker, his interaction with the client , ensuring the achievement of a certain socio-pedagogical goal (external process).

Thus, it also represents the unity and interdependence of internal and external processes. At the same time, the external is strictly consistent with the internal (its needs, capabilities, dynamics of change) and ensures its most appropriate development. It plays the most important role - the most optimal and fullest realization of the potential of the internal pedagogical process.

The system-forming factor of the socio-pedagogical process is its goal (social ideal) and the corresponding socio-pedagogical activity determined by it. Its main unit is the socio-pedagogical task and methods for solving it.

General characteristics of the main components of the socio-pedagogical process. Internal socio-pedagogical process.Any process consists of stages (stages, periods) of its development (change). Practice shows that their signs can be age-related, qualitative or quantitative changes in personality that occur in the corresponding socio-pedagogical phenomenon. Qualitative changes are often characterized as stages (time periods).

Stage and stage are often used interchangeably. Stages (stages, periods) are determined depending on what is studied in the process of education, development, under what conditions, for what time. In each of them, the most characteristic (typical) possible qualitative changes (manifestations) are identified, which make it possible to distinguish one stage from another and evaluate their originality.

In broad terms, this is, for example, the process of social development of a person throughout his life. In this case, the stages represent the uniqueness of age periods and the corresponding social statuses of a person - a child, a schoolchild, a student, etc. The internal socio-pedagogical process allows us to see the characteristics of a person’s social development and behavior at each age stage. Modern developmental psychology and pedagogy have identified specific stages (of age-related development) and identified the characteristics of human development, its qualitative and quantitative characteristics at each of them. This knowledge helps the social worker to assess in detail the course of a person’s social development, to navigate in determining the purpose and nature of social and pedagogical activity in relation to him in given conditions.

External socio-pedagogical process.The effectiveness of realizing internal capabilities is largely determined by the external socio-pedagogical process. To what extent does it provide the necessary favorable conditions, stimulate expedient or restrain negative development, due to which the potential of the internal socio-pedagogical process is most fully realized. Knowledge of the essence of the external socio-pedagogical process and the ability to use it in relation to oneself and one’s professional activities is very important for a social worker.

In its essence, the external socio-pedagogical process is a purposeful sequence of actions of a social teacher (subject), determined by the need to ensure the predictable development of the internal socio-pedagogical process of the object. It helps to most optimally achieve a specific goal of a specialist’s professional activity.

When considering the content of the socio-pedagogical process, two approaches are distinguished: structural and functional. Structural determines its component composition, which can be conditional or functional in nature. This approach is important for studying and analyzing the nature of activities to achieve a certain goal. Functional determines the characteristics of the professional activity of a particular specialist at each stage (substage). It is important in the process of searching for the most optimal option for a social worker to work with a specific person (group), as well as for assessing its effectiveness. In terms of component composition, the functional approach differs from the structural approach by highlighting each stage (substage) according to its purpose, as well as the presence of a subject and an object.

The subject of the external socio-pedagogical process is a social worker. The subject's position in professional activity is largely determined by his training and social experience.

Subject and object determine the uniqueness of the socio-pedagogical process. The social and pedagogical activity of the subject is carried out in accordance with his professional purpose, which determines the main goal of the specialist’s work - as its ideal result. It may or may not coincide with the real one. The real goal is determined by the object of social work.

The external socio-pedagogical process also includes certain stages (substages) of activity. Each of them has its own functional purpose, content and sequence of implementation actions. Its main stages include the following (structural approach):

1st - preparatory;

2nd - direct activity (the process of implementing the chosen pedagogical technology);

3rd - effective.

In the literature, a functional approach is more common when identifying stages, for example: diagnostic and prognostic, technology selection, direct preparation, implementation, evaluation and performance.

Preparatory stageincludes substages that determine its content. These include: identifying the features of the internal socio-pedagogical process, the goals of socio-pedagogical activity and the method of achieving it. Essentially, we are talking about a substage, which consists of:

Diagnostics and identification of the individuality of the object.

Social and pedagogical activities are targeted. It is focused on a specific person. Depending on the social problems of the object (child, teenager, youth, mature person, etc.), as well as its individual capabilities, including compensatory ones, or limitations (physical, physiological, psychological), the uniqueness of everyday social behavior, it is possible to meaningfully predict activity . Diagnostics involves identifying:

a) individual deviations of a person and the social problems that arise in connection with this;

b) individual characteristics, capabilities of the client, his positive potential, creating opportunities for self-realization;

c) characteristics of a person’s position, his attitude to self-realization, (personal) capabilities in achieving a certain degree, activity in working on himself, attitude towards a social worker;

d) environmental conditions in which the client lives and has the opportunity for self-realization.

a) create a socio-pedagogical profile of the client;

b) formulate its main socio-pedagogical problems;

indications;

warnings, the main purpose of which is “do no harm”;

tips for building the most optimal interaction with the client and his environment.

The studied factors make it possible to identify a person’s individuality (individual characteristics, capabilities) and move on to the next substage.

Social and pedagogical forecasting.Taking into account knowledge of a person, the patterns of his development (patterns of development of qualities, personality traits), a social worker has the ability to make pedagogical forecasts. In essence, we are talking about knowledge of the internal socio-pedagogical process and the ability to predict the dynamics of its manifestation.

Subjectsocio-pedagogical forecasting consists of two blocks of problems associated with internal and external socio-pedagogical processes:

a) forecasting the dynamics, direction and intensity of changes in phenomena caused by the internal socio-pedagogical process, namely:

the direction and possible dynamics of the client’s internal position in relation to self-solution of the problem;

the possibility of a complete (general) or partial change in the client’s internal position;

b) forecasting problems caused by the external socio-pedagogical process, namely:

the ability of a social worker to provide an optimal and targeted change in the client’s position and activity in relation to independently solving his problem;

the ability of the social worker to ensure the achievement of the predicted goal;

compliance of conditions, capabilities of the social worker and the client in achieving the predicted goal.

Forecasting is based, on the one hand, on the availability of sufficiently complete information about the client’s personality necessary for the social worker, and on the other hand, on the personal experience and intuition of the subject of social work.

At the beginning of his professional activity, a specialist (social worker) uses mainly textbooks, data from special studies on the possibilities of solving the client’s social problems depending on his individuality and, in accordance with the recommendations in a specific situation, predicts what options for working technologies may be. Over time, gaining experience in working with different categories (or with one of the categories) of people, testing various technologies, he acquires the appropriate skills, develops pedagogical intuition and gets the opportunity to more confidently predict the prospects of his client and his social and pedagogical activities.

Based on a personal understanding of his social purpose in working with a client, knowledge of his individual characteristics, his own capabilities, and working conditions, a social worker determines the goals and objectives of his activities (external socio-pedagogical process). This is the next substage of the socio-pedagogical process, which can be called goal setting.

Targetsocio-pedagogical process - this is what a social worker should strive for in interaction with a client. The goal, in essence, is the social ideal that the social worker wants to approach when working with this client. In accordance with the goal, the tasks that need to be solved to achieve it are determined.

Next comes the substage of identifying the content and method of implementation of the external socio-pedagogical process. This sub-stage includes: Socio-pedagogical modeling. It is understood as the empirical creation of an ideal model of targeted activity for the implementation of a specific technology that ensures the achievement of a certain goal, taking into account the capabilities of the environment and the personal experience of the social worker. Modeling is of a general or specific nature: achieving a general goal, solving a particular problem. Its main purpose is to help the social worker choose the most optimal option for educational technology, which can allow him to achieve the optimal result in a given situation.

Technology selection- the next substage of the socio-pedagogical process. Technology is one of the ways to achieve a certain goal, established on the basis of previous experience or identified and justified. To select (develop) technology, a social worker needs to know:

social problems of the client and the reasons for their occurrence;

individual characteristics of the client: deviations, position and opportunities;

the goal (what to strive for, what to expect) and the main tasks that should be solved in the process of achieving it;

conditions for implementing the technology (in a specialized center, at home);

forms of technology implementation (in stationary conditions; at home; in a social service center);

your capabilities in using this or that technology;

temporary opportunities for technology implementation.

For each socio-pedagogical problem there may be several technologies. In the future, technology banks on various social problems will be created in specialized social work centers. Each technology is focused on a specific category of clients and the problem being solved. It includes: a description of the variant of social and pedagogical activity to solve it; recommendations for implementation, basic requirements for the personality, professional training and activities of a social worker.

Depending on the client, his social problems, the personal experience of the social worker, and environmental conditions, one of the technologies is selected. Its implementation is carried out by a social worker through an individual methodology. There is only one technology, but there are many methods for its practical implementation.

Next, you need to determine how to implement it. This requires socio-pedagogical forecasting. It allows you to draw up a draft of a possible implementation of the selected technology. If the technology includes a description of the implementation method, then there is no need for design. Having chosen the most optimal method of implementation, proceed to the next substage.

Planninghis activities- the next substage of the preparatory stage. It provides for the development of an implementation schedule by time, place and type of activity (nature of activity). Planning helps to realize the plan, ensuring the complexity and intensity of activities.

As a rule, the implementation of technology requires certain methodological support - material preparation. We are talking about preparing all the methodological and didactic material necessary for high-quality and pedagogically appropriate activities to achieve the goal.

Technology testing. It is necessary due to the fact that social work is carried out with an individual or group that requires individualization of technology. Approbation helps to identify individual adjustments to the technology, on the basis of which its clarification and adjustment is made. Here, adaptation of both the subject and the client of the socio-pedagogical process in joint activities takes place, which is the most important factor in the effectiveness of technology implementation.

Second phase- main - direct activity to implement the selected technology using a set of methods, means, techniques. The process has its own substages and planned results, which differ in certain qualitative and quantitative indicators. It is for the sake of these sub-stages that all previous activities are carried out.

At the second stage, there is not only the active implementation of the technology, but also its further individualization. It ends with the achievement, to one degree or another, of the set goal.

Third stage- effective - assessment and analysis of the results obtained and determination of subsequent prospects. It includes sub-steps:

a) preliminary assessment of the effectiveness of the activity process. In order to make a final conclusion about the effectiveness of the external socio-pedagogical process, it is necessary to understand to what extent a person can realize himself in the natural environment of life. To do this, it is necessary to give a person the opportunity to adapt to a new environment and realize himself;

b) adaptation in natural conditions of self-realization. The onset of this substage most often depends on the results of rehabilitation, re-education, correction in specialized educational institutions or at home, in isolation from the environment of communication with peers. Thoughtful, well-organized adaptation helps not only to consolidate the results obtained, but also to evaluate the effectiveness of the entire process, which allows it to be considered the final operation;

c) general assessment of the external socio-pedagogical process and its effectiveness;

d) general (final) conclusions regarding the implementation of the socio-pedagogical process.

For each external socio-pedagogical process, there are certain environmental conditions that ensure its most optimal course (practical implementation) and the achievement of a rational result.

Ways to improve the effectiveness of a social worker. The internal socio-pedagogical process is determined by the following factors that determine the appropriate ways to improve it:

a) the client’s internal (individual) capabilities for appropriate adaptation and rehabilitation;

b) the client’s activity, stimulating his activity in independently solving his problems. This factor emphasizes the exclusive role of the client himself. He acts not as a passive factor, but as an active self-creator;

c) the effectiveness of the external socio-pedagogical process, which is directly focused on interaction with the internal one and aimed at ensuring its most complete implementation;

d) the environmental conditions in which the client lives and self-realizes.

They either stimulate or restrain the self-realization of the client’s internal socio-pedagogical process.

The external socio-pedagogical process is determined primarily by the substages that make it up. The main way to enhance its effectiveness is to increase the effectiveness of each stage, including:

improving the quality of diagnostics of the client’s individuality;

qualitative and most complete socio-pedagogical characteristics of the client;

the ability to competently predict the dynamics, direction and intensity of changes in the phenomenon under study and problems caused by the external socio-pedagogical process;

a fairly accurate definition of the socio-pedagogical (socio-pedagogical) problem (problems) and, based on it (them), the target setting of the external socio-pedagogical process; tasks to ensure the most optimal achievement of the goal;

the ability to carry out social and pedagogical modeling of the activity process necessary for choosing the optimal technology;

selection of the most optimal technology and method of its implementation;

ensuring the quality of preparation for the implementation of the activity process (the most optimal course of the external socio-pedagogical process);

ensuring the quality of implementation of the external socio-pedagogical process, taking into account the demonstrated dynamics and the possibilities for its improvement;

ensuring the client's adaptation after completion of implementation activities, assistance and support in self-realization.

Thus, the most optimal interaction of internal and external socio-pedagogical processes and the most complete realization of their capabilities are achieved.

2.3 Analysis of the activities of a social teacher

The activity of a social teacher, like any other type of social activity, has its own structure, thanks to which it can be gradually divided and consistently implemented. The main components of activity are goal setting, choice of methods of action and its tools, and evaluation of performance results.

Social and pedagogical activity begins with setting goals and objectivesthat the specialist needs to solve - to develop the child’s communication skills, which for some reason he lacks, to help the child adapt to a new environment, etc. The goal, in turn, will determine the content of the activity, methods of its implementation and forms of organization, which are interrelated between themselves.

The purpose of socio-pedagogical activity and its final results depend on how correctly the content is defined, what methods are chosen to achieve it and the form of organization of this activity. It is clear that content, methods and forms cannot exist independently of each other, their relationship is determined by the fact that the content influences the forms and methods, which in turn can adjust the content and forms; In addition, forms and methods are also interconnected.

The solution to any child’s problem that requires the intervention of a social teacher begins with diagnosing the problem, which includes the mandatory stage of collecting, analyzing and systematizing information on the basis of which one or another conclusion can be made. A feature of the work of a social teacher is that a child cannot always formulate the problem that arises for him and explain what caused it (a conflict with parents, a conflict with teachers, a conflict with a group of children, etc.), so the task of a social teacher is to to identify all the significant circumstances of the child’s situation and make a diagnosis.

Next stage- searching for ways to solve this problem. To do this, based on the diagnosis, a goal is set and, in accordance with it, specific activity tasks are identified. The tasks can be accomplished in two ways. First, such a problem can be solved in a known way, using already developed technologies, so the task of the social educator is to choose exactly the technology that will ensure a successful solution to the problem. To do this, a social teacher must be armed with knowledge about all existing social and pedagogical technologies, as well as the ability to choose the one that is necessary in a given particular case.

If he fails to do this (an exceptional case), then the social teacher must be able to draw up his own program for solving the problem, that is, independently develop the technology of his activities in this case. To do this, the social teacher needs to know what an individual program is, how it is compiled, how the characteristics of the child and the characteristics of his problem are taken into account, and much more.

In any case, these two branches lead to a solution to the problem. To do this, the social teacher, depending on what technology he uses, selects the appropriate methods (persuasion, exercise, etc.) and forms of organization (individual, group) of his activities, certain means that he uses in his work and which allow him to decide problem for the child.

At the end of the work, the social teacher must evaluate how correctly the child’s problem was solved. In this case, at least two cases are possible: the social teacher positively solves the child’s problem, and this is where his work with the child ends; the second case - the social teacher could not or only partially solved the child’s problem, then it is necessary to find out at what stage the mistakes were made: the stage of diagnosing, choosing a solution or determining methods and means. In this case, it is necessary to adjust its activities at each stage and repeat the solution to the problem.

It should be noted that a social teacher in his professional activities deals with a child in the process of his development, upbringing, and social formation. The social pedagogue’s focus is on the process of socialization and successful integration into society. The activities of a social teacher are focused on working with a person in a personal-environmental context, in his society, the surrounding microenvironment, in the sphere of communication with the priority of educational and health-improving tasks. A social teacher, by his professional appointment, is called upon to prevent a problem, promptly identify and eliminate the causes that give rise to it, provide preventive prevention of various kinds of negative phenomena (moral, physical, social), deviations in people’s behavior, their communication and, thus, improve the health of the environment their microenvironment. Therefore, he has to master various social roles and change them in practical activities, depending on the situation and the nature of the problem being solved.

The following are distinguished: functions of a social teacher.

Educational. It provides targeted pedagogical influence on the behavior and activities of children and adults, strives to fully use educational process means and capabilities of social institutions, the capabilities of the individual as an active subject of the educational process.

Diagnostic. He studies medical, psychological and age-related characteristics, a person’s abilities, delves into the world of his interests, social circle, living conditions, identifies positive and negative influences, problems.

Organizational. Organizes social and pedagogical activities of children and adults, their initiative, creativity; influences the content of leisure, assists in the issue of employment, career guidance and adaptation, carries out the interaction of medical, educational, cultural, sports, legal institutions in social and pedagogical work.

Prognostic. Participates in programming, forecasting and designing the process of social development of a specific microsociety, the activities of various institutions involved in social work.

Preventative and sociotherapeutic. Takes into account and puts into effect socio-legal, legal and psychological. mechanisms for preventing and overcoming negative influences; organizes the provision of sociotherapeutic assistance to those in need, ensures the protection of their rights.

Organizational and communicative. Promotes the inclusion of volunteer assistants in social and pedagogical work, business and personal contacts, concentrates information and establishes interaction in their work with children and families.

Security and protective. Uses the existing arsenal of legal norms to protect the rights and interests of the individual, promotes the use of measures of state coercion and the implementation of legal liability in relation to persons who allow direct or indirect illegal influence on the wards of a social teacher.

Officially installed spheres, where the position of social teacher was introduced:

education (preschool, educational institutions; boarding schools, general educationinstitutions for orphans and those left without parental care, etc.);

healthcare;

institutions of the social system protection of the population

institutions of the penitentiary system

Committee for Youth Affairs (yard children's clubs, children's art houses, youth hostels, rest homes for teenagers, educational youth centers).

ObjectsThe activities of the social teacher are children in need of social assistance and their families. Let's look at these two components.

The main purpose of a social teacher is the social protection of a child or adolescent, providing him with social or medical assistance, the ability to organize his education, his rehabilitation and adaptation. To solve these problems, the social teacher studies the child, his condition, the level of the crisis, and plans ways to overcome it.

Collaborating with the school, the social teacher helps parents and schoolchildren in normalizing relations, finds out the reasons for students not attending school, identifies families where children are abused, children who are lagging behind physically and mental development. To help the student and his family, he attracts a psychologist, lawyer, doctor, and police officers. Unlike a subject teacher, a social teacher is not in the classroom and at the teacher’s table, but in school club, in a section, in a group of different ages, where his help and assistance to the child is needed.

It identifies children in need of social assistance. This:

· Underachieving children who, due to their abilities, cannot learn school course;

· Children who experience stress either in a group of peers at school or in the family;

· Problematic schoolchildren who have become involved in alcohol or drugs are most often registered with the juvenile affairs commission;

· Gifted children.

Sometimes helping these children can only be to sort out their relationships with others. In another case, teach them to control their actions and be confident in themselves.

The social teacher becomes the organizer of the student’s extracurricular time and facilitates his enrollment in various sections, circles, and clubs. He also coordinates the work of the teaching staff with difficult children, with families, with the surrounding social microenvironment and the community of the neighborhood. Plays a major role in preparing and drawing up the school's social work plan. Special attention devotes time to children expelled from school, helping them get settled into another school and get used to the new team.

A social teacher identifies schoolchildren who are illegally employed at work during school hours, resolves the issue of their studies, and checks whether legal norms child labor. Controls the receipt of all social privileges by large families: free school breakfasts, purchase of clothing, transportation costs.

A social teacher is part of a team of specialists working with CRO classes. The joint efforts of specialists (teachers, psychologists, social educators, speech therapists and other specialists) working with children of this group are aimed at organizing such conditions for the education and upbringing of children that would contribute to their more effective adaptation to school life, intellectual development, and the development of mental processes etc. The specific goal of the work of a social teacher in KRO classes is to overcome the difficulties of teaching a child in a real social situation and return him to the normal process of development. The work of a social teacher with children of this category is directly aimed at creating conditions for the student’s effective adaptation to new living conditions, helping in solving problems of social interaction, and improving the climate interpersonal relationships in the family, with teachers, peers.

A social teacher actively works with difficult teenagers.

Difficult teenagers are pedagogically neglected children; they are physically healthy, but not brought up and not trained. They lag behind their peers in their studies, do not like to work, cannot do anything systematically, and cannot force themselves to do anything. They violate discipline at school, skip lessons, conflict with teachers, peers and parents, consider themselves failures, wander, drink, take drugs, and break laws.

The goal of a social teacher’s work with difficult teenagers is to create favorable conditions for their personal development (physical, social, spiritual, moral, intellectual), provide them with comprehensive socio-psychological assistance, as well as protect the child in their living space. A social teacher acts as an intermediary between a child and an adult, a child and his environment, and also as a mentor in direct communication with the child or his environment.

A social teacher, in accordance with his professional purpose, strives, if possible, to prevent problematic behavior, promptly identify and eliminate the causes that give rise to it, and provide preventive prevention of various kinds of negative phenomena (social, physical, social, etc.). A social educator does not wait for people to turn to him for help. In an ethical form, he himself “comes out” to contact the difficult teenager and his family.

Activities of a social teacher with a familyincludes three main components of social and pedagogical assistance: educational, psychological, mediation.

Let's consider each of the components sequentially. The educational component includes two areas of activity of a social teacher: assistance in training and education. Assistance in education is aimed at preventing emerging family problems and creating a pedagogical culture for parents.

The most typical mistakes in education include: insufficient understanding of the goals, methods, and objectives of education; lack of uniform requirements in education on the part of all family members; blind love for a child; excessive severity; shifting the care of education to educational institutions; parents' quarrels; lack of pedagogical tact in relationships with children; the use of physical punishment, etc. Therefore, the activities of the social teacher include extensive education of parents on the following range of issues:

pedagogical and socio-psychological preparation of parents for raising future children;

the role of parents in the formation of children adequate behavior in relation to peers;

relationships between different generations in the family, methods of pedagogical influence on children, the formation of positive relationships between children and adults;

raising children in a family, taking into account gender and age;

socio-psychological problems of raising “difficult” teenagers, problems of the negative impact of neglect and homelessness on the child’s psyche;

the essence of self-education and its organization, the role of the family in guiding the process of self-education of children and adolescents;

encouragement and punishment in raising children in the family;

the most common mistakes parents make in raising children;

features of raising children with disabilities in physical and mental development;

labor education in the family, helping a child choose a profession, problems of identifying and developing professional inclinations and inclinations of children;

organization of work, study, rest and leisure schedules for children in the family;

preparing preschool children for school;

moral, physical, aesthetic, sex education of children;

development of ideas about communication in childhood;

the causes and consequences of childhood alcoholism, substance abuse, drug addiction, prostitution, the role of parents in existing childhood pathology, the connection between children’s health and the antisocial addictions of their parents.

Along with the transfer of this kind of knowledge by parents, social teachers can also organize practical classes that help to significantly streamline the life of the family and increase its social status.

Assistance in education is carried out by a social teacher, first of all, with parents - through counseling them, as well as with the child through the creation of special educational situations to solve the problem of timely assistance to the family in order to strengthen it and most full use her educational potential.

If parents do not achieve positive results in their upbringing, then, consequently, the family has inadequate upbringing methods. When providing assistance to a family, a social educator needs to discuss with parents the methods of education used in their family and help determine the most adequate ones; the system of methods and techniques in the educational process suggested to parents must be transformed and embodied in real relationships that form an educational environment that is comfortable for all family members .

The psychological component of social and pedagogical assistance includes 2 components: social and psychological support and correction. The support is aimed at creating a favorable microclimate in the family during a short-term crisis. A social teacher can provide psychological support to families experiencing various types of stress if he has additional psychological education; in addition, this work can be performed by psychologists and psychotherapists. This work is most effective when assistance to the family is provided in a comprehensive manner: a social teacher identifies the problem by analyzing the family’s interpersonal relationships, the child’s position in the family, the family’s relationship with society; psychologist through psychological tests and other methods reveals those mental changes in each family member that lead to conflict; a psychiatrist or psychotherapist provides treatment.

Correction of interpersonal relationships occurs mainly when there is mental violence against a child in the family, leading to disruption of his neuropsychic and physical state. Until recently, this phenomenon was not given due attention. This type of violence includes intimidation, insult to a child, humiliation of his honor and dignity, and violation of trust.

The social teacher must adjust family relationships in such a way that everyone necessary measures to provide established order and family discipline was maintained through methods based on respect for the human dignity of the child, in accordance with the Convention on the Rights of the Child. Unlike psychotherapy, socio-psychological correction reveals conflicts within family relationships and relationships between family and society. The goal is to help family members learn how they interact with each other and then help them learn how to make those interactions more constructive.

The intermediary component of social and pedagogical assistance includes 3 components: assistance in organization, coordination and information.

Assistance in organizing is aimed at organizing family leisure, including: organizing exhibitions and sales of used items, charity auctions; interest clubs, organization of family holidays, competitions, courses in housekeeping, “dating clubs”, summer holidays, etc.

Assistance in coordination is aimed at activating various departments and services to jointly resolve the problem of a particular family and the situation of a particular child in it.

Such problems could be:

transfer of a child to a foster family. Ideally, a social teacher should conduct an examination of this family and the psychological climate in it. After the decision to transfer a child is made, it is necessary to regularly patronize this family, talk with the child and parents to make sure that the child is happy there. If a problem arises in the child’s adaptation to his new family, social educators should be involved in resolving it in order to provide full care for the child. If a child has real parents, the social teacher, in addition to interacting with the adoptive parents, must maintain contact with the true parents. The goal should be to enable the natural parents to prepare (if the family is well) for the return of the child. In addition, the purpose of socio-pedagogical activities is to help members of the biological family stay together during the period of growth and development of the child;

adoption of a child, which involves permanent care for children in need. It gives adoptive parents the rights that biological parents had. But in addition to rights, they are also endowed with responsibilities, the implementation of which must be monitored by a social teacher;

placement of children in shelters. A shelter, unlike an orphanage, is a place of temporary stay, so the child should stay there exactly as long as necessary to solve his main problems. During this period, social educators are obliged to find out information about the place of the child’s previous residence, the reasons for his neglect, to search for parents or persons replacing them, relatives, to inform them about his presence in the shelter, to promote the correction of relationships in the family, to facilitate the return of the child to the family, to help in employment and solving material and housing problems.

placing a child in institutional care, such as an orphanage, boarding school, forest school, family orphanages, which can be created by government services or private organizations that do not make a profit from it.

Information assistance is aimed at providing families with information on social protection issues. It is carried out in the form of counseling. Questions may relate to housing, family and marriage, labor, civil, pension legislation, the rights of children, women, disabled people, and problems that exist within the family.

This assistance is provided to any family member, including children who are being abused or neglected. Abuse means bodily harm, violence or overwork. Neglect implies neglect of child care, including nutrition and medical care. As a last resort, this type of assistance provides recommendations for deprivation of parental rights and transfer of the child to boarding schools.

However, this measure should be used in exceptional cases, since the family atmosphere is very important for the emotional health of the child. To help children stay in the family, social educators first observe what is happening at home, advise children and parents, inform parents about legal requirements, and use judicial sanctions as a means of motivating positive changes in the child's life.

To summarize the above, it is necessary to once again emphasize the complexity, diversity, and high practical significance of the activities of a social teacher. Its most important characteristic is its close relationship with the activities of class teachers, subject teachers and additional education teachers, psychologists, speech therapists, lawyers, medical and police officers.

Conclusion

In conclusion, I would like to note once again that in modern conditions The aggravation of economic, political and social problems requires social assistance for families and children, and the work of a social teacher has become in urgent demand. In this study, we examined the theoretical foundations of social pedagogy, which constitute the general professional training of a social worker.

Studying the theoretical foundations of any science is impossible without considering the history of the emergence of this science. The history of social pedagogy, as part of general pedagogy, explores the emergence and development of the practice of teaching and upbringing, various pedagogical theories and concepts, methods of teaching and upbringing in different times, studies the practice of social education of domestic teachers, analyzes their experience.

To summarize, it is necessary to say that the formulated hypothesis is correct: knowledge of the theoretical foundations of social pedagogy is an important component of the training of a social teacher as a specialist to work in a general education institution.

Literature

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2. Belicheva S.A. Service for social protection of family and childhood // Pedagogy. - 1992.- No. 7/8.

3. Bocharova V.G. The individual - family - community becomes the center of the social service system. // Social work. -1992. - No. 1.

4. Bocharova V.G. Pedagogy of social work. M., 1994.

5. Vasilkova Yu.V. "Lectures on social pedagogy." - M., 1998.

6. Vasilkova Yu.V. Social pedagogy: course of lectures: textbook. - M.: Publishing house. Center "Academy", 2008.

7. Galaguzova M.A., Galaguzova Yu.N., Shtinova G.N., Tishchenko E.Ya., Dyakonov B.P. Social pedagogy: course of lectures. Textbook. aid for students higher textbook establishments - M., Humanit. ed. VLADOS center, 2001.

8. Goryachev M.D. "Social pedagogy". - Samara, 1996.

9. Gurova V.G. Social pedagogy/Pedagogical encyclopedia. T. 4 Moscow 1968

10. Kolobov O.A. "Social pedagogy as a profession." Nizhny Novgorod. 1996.

Krivtsova S.V. and others. A teenager at the crossroads of eras. - M., 1997.

12.Kulichenko R.M. "Professional formation and development of the institute of social pedagogues in Russia." M., 1998.

13.Mardakhaev L.V. Social pedagogy: Textbook. - M.: Gardariki

14.Mudrik A.V. Social pedagogy: Textbook. for students ped. universities / Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2000.

15.Mudrik A.V. Socialization / Master. 1993 No. 3.

16.Nikitin V.A. Social pedagogy. M.: Vlados, 2002.

17. Social work in Russia: past and present. Ed. Badya. - M

Internal socio-pedagogical process. Any process consists of stages (stages, periods) of its development (change). Practice shows that their signs can be age-related, qualitative or quantitative changes in personality that occur in the corresponding socio-pedagogical phenomenon. Qualitative changes are often characterized as stages (time periods). Stage and stage are often used interchangeably.
Stages (stages, periods) are determined depending on what is studied in the process of education, development, under what conditions, for what time. In each of them, the most characteristic (typical) possible qualitative changes (manifestations) are identified, which make it possible to distinguish one stage from another and evaluate their originality.
In broad terms, this is, for example, the process of social development of a person throughout his life. In this case, the stages represent the uniqueness of age periods and the corresponding social statuses of a person - a child, a schoolchild, a student, etc. The internal socio-pedagogical process allows us to see the characteristics of a person’s social development and behavior at each age stage. Modern developmental psychology and pedagogy have identified specific stages (of age-related development) and identified the characteristics of human development, its qualitative and quantitative characteristics at each of them. This knowledge helps the social worker to assess in detail the course of a person’s social development, to navigate in determining the purpose and nature of social and pedagogical activity in relation to him in given conditions.
External socio-pedagogical process. The effectiveness of realizing internal capabilities is largely determined by the external socio-pedagogical process. To what extent does it provide the necessary favorable conditions, stimulate expedient or restrain negative development, due to which the potential of the internal socio-pedagogical process is most fully realized. Knowledge of the essence of the external socio-pedagogical process and the ability to use it in relation to oneself and one’s professional activities is very important for a social worker.
In its essence, an external socio-pedagogical process is a purposeful sequence of actions of a social teacher (subject), determined by the need to ensure the predictable development of the internal socio-pedagogical process of the object. It helps to most optimally achieve a specific goal of a specialist’s professional activity.
When considering the content of the socio-pedagogical process, two approaches are distinguished: structural and functional. Structural determines its component composition, which can be conditional or functional in nature. This approach is important for studying and analyzing the nature of activities to achieve a certain goal. Functional determines the characteristics of a professional
3 - 5887
nal activity of a specific specialist at each stage (sub-stage). It is important in the process of searching for the most optimal option for a social worker to work with a specific person (group), as well as for assessing its effectiveness. In terms of component composition, the functional approach differs from the structural approach by highlighting each stage (substage) according to its purpose, as well as the presence of a subject and an object.
The subject of the external socio-pedagogical process is a social worker. The subject's position in professional activity is largely determined by his training and social experience.
The content and direction of the external socio-pedagogical process are oriented towards a specific object of social work - elderly people, people with special needs, socially vulnerable people, etc., their individual characteristics, capabilities, social problems, attitude towards their problem, possibilities for solving it.
Subject and object determine the uniqueness of the socio-pedagogical process.
The social and pedagogical activity of the subject is carried out in accordance with his professional purpose, which determines the main goal of the specialist’s work - as its ideal result. It may or may not coincide with the real one. The real goal is determined by the object of social work.
The external socio-pedagogical process also includes certain stages (substages) of activity. Each of them has its own functional purpose, content and sequence of implementation actions. Its main stages include the following (structural approach):
1st - preparatory;
2nd - direct activity (the process of implementing the chosen pedagogical technology);
3rd - effective.
In the literature, a functional approach is more often used when distinguishing stages, for example: diagnostic-irognostic, technology selection, direct preparation, implementation, evaluation-effective.
The preparatory stage includes substages that determine its content. These include: identifying the features of the internal socio-pedagogical process, the goals of socio-pedagogical activity and the method of achieving it. Essentially, we are talking about a substage, which consists of: 1. Diagnostics and identification of the individuality of the object. Social and pedagogical activities are targeted. It is focused on a specific person. Depending on the social problems of the object (child, teenager, youth, mature person, etc.), as well as its individual capabilities, including compensatory ones, or limitations (physical, physiological, psychological), the uniqueness of everyday social behavior, it is possible to meaningfully predict activity . Diagnostics involves identifying:
a) individual deviations of a person and the social problems that arise in connection with this;
b) individual characteristics, capabilities of the client, his positive potential, creating opportunities for self-realization;
c) characteristics of a person’s position, his attitude to self-realization, possibilities (personal) in achieving a certain degree, activity in working on himself, attitude towards a social worker;
d) environmental conditions in which the client lives and has the opportunity for self-realization.
When a social worker interacts with a person with special needs, diagnosis often requires the participation of several specialists: medical workers, psychologists, social educators. This approach allows you to obtain a more complete diagnosis of the client, on the basis of which you can:
a) create a socio-pedagogical profile of the client;
b) formulate its main socio-pedagogical problems;
c) develop recommendations for the social worker in working with him:
indications;
warnings, the main purpose of which is “do no harm”;
tips for building the most optimal interaction with the client and his environment.
The studied factors make it possible to identify a person’s individuality (individual characteristics, capabilities) and move on to the next substage.
Social and pedagogical forecasting. Taking into account knowledge of a person, the patterns of his development (patterns of development of qualities, personality traits), a social worker has the ability to make pedagogical forecasts. In essence, we are talking about knowledge of the internal socio-pedagogical process and the ability to predict the dynamics of its manifestation.
The subject of socio-pedagogical forecasting is two blocks of problems associated with internal and external socio-pedagogical processes:
a) forecasting the dynamics, direction and intensity of changes in phenomena caused by the internal socio-pedagogical process, namely:
the direction and possible dynamics of the client’s internal position in relation to self-solution of the problem;
the possibility of a complete (general) or partial change in the client’s internal position;
b) forecasting problems caused by the external socio-pedagogical process, namely:
the ability of a social worker to provide an optimal and targeted change in the client’s position and activity in relation to independently solving his problem;
the ability of the social worker to ensure the achievement of the predicted goal;
compliance of conditions, capabilities of the social worker and the client in achieving the predicted goal.
Forecasting is based, on the one hand, on the availability of sufficiently complete information about the client’s personality necessary for the social worker, and on the other hand, on the personal experience and intuition of the subject of social work.
At the beginning of his professional activity, a specialist (social worker) uses mainly textbooks, data from special studies on the possibilities of solving the client’s social problems depending on his individuality and, in accordance with the recommendations in a specific situation, predicts what options for working technologies may be. Over time, gaining experience in working with different categories (or with one of the categories) of people, testing various technologies, he acquires the appropriate skills, develops pedagogical intuition and gets the opportunity to more confidently predict the prospects of his client and his social and pedagogical activities.
Based on a personal understanding of his social purpose in working with a client, knowledge of his individual characteristics, his own capabilities, and working conditions, a social worker determines the goals and objectives of his activities (external socio-pedagogical process). This is the next substage of the socio-pedagogical process, which can be called goal determination.
The goal of the social-pedagogical process is what a social worker should strive for in interaction with a client. The goal, in essence, is the social ideal that the social worker wants to approach when working with this client. .
In accordance with the goal, the tasks that need to be solved to achieve it are determined.
Next comes the substage of identifying the content and method of implementation of the external socio-pedagogical process. This sub-stage includes:
Socio-pedagogical modeling. It is understood as the empirical creation of an ideal model of purposeful activity for the implementation of a specific technology that ensures the achievement of a certain goal, taking into account the capabilities of the environment and the personal experience of the social worker. Modeling is of a general or specific nature: achieving a general goal, solving a particular problem. Its main purpose is to help the social worker choose the most optimal option for educational technology, which can allow him to achieve the optimal result in a given situation.
The choice of technology is the next substage of the socio-pedagogical process. Technology is one of the ways to achieve a certain goal, established on the basis of previous experience or identified and justified.
To select (develop) technology, a social worker needs to know:
social problems of the client and the reasons for their occurrence;
individual characteristics of the client: deviations, position and opportunities;
the goal (what to strive for, what to expect) and the main tasks that should be solved in the process of achieving it;
conditions for implementing the technology (in a specialized center, at home);
forms of technology implementation (in stationary conditions; at home; in a social service center);
your capabilities in using this or that technology;
temporary opportunities for technology implementation.
For each socio-pedagogical problem there may be several technologies. In the future, technology banks on various social problems will be created in specialized social work centers. Each technology is focused on a specific category of clients and the problem being solved. It includes: a description of the variant of social and pedagogical activity to solve it; recommendations for implementation, basic requirements for the personality, professional training and activities of a social worker.
Depending on the client, his social problems, the personal experience of the social worker, and environmental conditions, one of the technologies is selected. Its implementation is carried out by a social worker through an individual methodology. There is only one technology, but there are many methods for its practical implementation.
Next, you need to determine how to implement it. This requires socio-pedagogical forecasting. It allows you to draw up a draft of a possible implementation of the selected technology. If the technology includes a description of the implementation method, then there is no need for design. Having chosen the most optimal method of implementation, proceed to the next substage.
Planning your activities is the next substage of the preparatory stage. It provides for the development of an implementation schedule by time, place and type of activity (nature of activity). Planning helps to realize the plan, ensuring the complexity and intensity of activities.
As a rule, the implementation of technology requires certain methodological support - material preparation. We are talking about preparing all the methodological and didactic material necessary for high-quality and pedagogically appropriate activities to achieve the goal.
Approbation of technology. It is necessary due to the fact that social work is carried out with an individual or group that requires individualization of technology. Approbation helps to identify individual adjustments to the technology, on the basis of which its clarification and adjustment is made. Here, adaptation of both the subject and the client of the socio-pedagogical process in joint activities takes place, which is the most important factor in the effectiveness of technology implementation.
The second stage - the main one - is the direct activity to implement the chosen technology using a set of methods, means, and techniques. The process has its own substages and planned results, which differ in certain qualitative and quantitative indicators. It is for the sake of these sub-stages that all previous activities are carried out.
The second stage involves not only the active implementation of the technology, but also its further individualization.
It ends with the achievement, to one degree or another, of the set goal.
The third stage is productive - assessment and analysis of the results obtained and the determination of subsequent prospects. It includes sub-steps:
a) preliminary assessment of the effectiveness of the activity process. In order to make a final conclusion about the effectiveness of the external socio-pedagogical process, it is necessary to understand to what extent a person can realize himself in the natural environment of life. To do this, it is necessary to give a person the opportunity to adapt to a new environment and realize himself;
b) adaptation in natural conditions of self-realization. The onset of this substage most often depends on the results of rehabilitation, re-education, correction in specialized educational institutions or at home, in isolation from the environment of communication with peers. Thoughtful, well-organized adaptation helps not only to consolidate the results obtained, but also to evaluate the effectiveness of the entire process, which allows it to be considered the final operation;
c) general assessment of the external socio-pedagogical process and its effectiveness;
d) general (final) conclusions regarding the implementation of the socio-pedagogical process.
For each external socio-pedagogical process, there are certain environmental conditions that ensure its most optimal course (practical implementation) and the achievement of a rational result.
What are the ways to improve the effectiveness of a social worker?
The internal socio-pedagogical process is determined by the following factors that determine the appropriate ways to improve it:
a) the client’s internal (individual) capabilities for appropriate adaptation and rehabilitation;
b) the client’s activity, stimulating his activity in independently solving his problems. This factor emphasizes the exclusive role of the client himself. He acts not as a passive factor, but as an active self-creator;
c) the effectiveness of the external socio-pedagogical process, which is directly focused on interaction with the internal one and aimed at ensuring its most complete implementation;
d) the environmental conditions in which the client lives and self-realizes. They either stimulate or restrain the self-realization of the client’s internal socio-pedagogical process.
The external socio-pedagogical process is determined primarily by the substages that make it up. The main way to enhance its effectiveness is to increase the effectiveness of each stage, including:
improving the quality of diagnostics of the client’s individuality;
qualitative and most complete socio-pedagogical characteristics of the client;
the ability to competently predict the dynamics, direction and intensity of changes in the phenomenon under study and problems caused by the external socio-pedagogical process;
a fairly accurate definition of the socio-pedagogical (social-pedagogical) problem (problems) and, based on it (them), the target setting of the external socio-pedagogical process; tasks to ensure the most optimal achievement of the goal;
the ability to carry out social and pedagogical modeling of the activity process necessary for choosing the optimal technology;
selection of the most optimal technology and method of its implementation;
ensuring the quality of preparation for the implementation of the activity process (the most optimal course of the external socio-pedagogical process);
ensuring the quality of implementation of the external socio-pedagogical process, taking into account the demonstrated dynamics and the possibilities for its improvement;
ensuring the client's adaptation after completion of implementation activities, assistance and support in self-realization.
Thus, the most optimal interaction of internal and external socio-pedagogical processes and the most complete realization of their capabilities are achieved.

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