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Standards of various levels establish criteria and indicators that ensure the quality of work processes in an enterprise (including a small one), answering the question - what needs to be done correctly. However, the standards do not answer the second question of quality assurance - how to do it right, when, where and to whom. These questions are answered by documents of a different level and structure. These documents are called Standard Operating Procedures. They are developed and applied at the enterprise itself.

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Standard operating (working) procedures (SOP / SOP / StandardOperationProcedures) is a documented set of instructions or step-by-step actions that must be carried out in order to perform this or that work. SOP makes the work process and its results consistent, consistent, predictable and reproducible. Undoubtedly, the advantages achieved by applying SOPs are: a clear distribution of tasks by competence, quality assurance and a logical sequence of actions, SOPs are useful for training new staff, serve as a reference for checking for compliance, and enable staff to work clearly in the absence of guidance. SOP is a document that records the procedures applied in the enterprise and reflects its policy.

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In fact, each SOP should contain answers to 3 questions:

1. who? - participates in the implementation, fulfills its requirements, and what? - what resources are needed for its implementation; 2. where? - in which subdivision, branch of the company, the requirements of the SOP should be met; 3. when? - in what time period it is necessary to meet the requirements of the SOP, in what sequence and under what circumstances.

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In general, SOPs should be concise, clear, specific, preferably presented in tabular form or in the form of diagrams and algorithms with a minimum amount of text. SOPs are also applied at enterprises with an implemented quality management system in accordance with international standards ISO 9001:2008. The formation and widespread use of clear, concise, correct and detailed Standard Operating Procedures that meet modern business development can become a guarantee of clear work, a logical sequence of actions and one of the effective elements of the production quality management system (service provision).

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1. General Provisions. 1.1. Standard operating procedures (SOPs) are the main type of laboratory QMS working documents. 1.2. SOPs contain information about the specifics of the work to be performed. 1.3. SOPs are developed for each key operation within the laboratory's core, support, and management processes. 1.4. SOPs are created by the most qualified laboratory personnel in the field. 1.5. SOPs are agreed on the principle of "pull" quality by those employees who will use the results of the work performed according to the SOP. 1.6. SOPs are agreed by those responsible for the QMS of the laboratory. 1.7. SOPs of laboratory units are agreed with the head(s) of the laboratories to which the unit belongs. 1.8. SOPs are updated at least once every three years. The core SOPs are updated once a year. 1.9. SOPs of laboratory units are created taking into account the principles of good laboratory practice. 1.10. In the form of an SOP, any document is drawn up that regulates in detail the implementation of specific works, operations, procedures. That is, a synonym for SOP is: instruction, work instruction, etc. An exception is instructions on safety and labor protection, which are created and executed in accordance with the current legislation of the Republic of Kazakhstan

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4. The title page of the SOP should contain: 4.1. Title of SOP 4.2. SOP identifier (code) 4.3. Name and position of SOP developer 4.4. Name and position of the person who approved the SOP 4.5. Name and position of employees who approved the SOP (if applicable) 4.6. Development date 4.7. Date of approval / entry into force 4.8. Signatures of all specified persons 4.9. Stamp of the institution 4.10. Mailing list 4.11. Below is the title page of the Establishment's SOP:

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SOP SOP name alphanumeric identifier Agreed:

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5. The standard operating procedure should contain the following sections: 5.1. Purpose and scope In this section, it is necessary to indicate in general terms the purpose of the SOP, the units (processes / employees, etc.) for which this SOP is mandatory for application. 5.2. Normative references Indicate all normative documents used in the creation of the SOP, incl. federal laws, technical regulations, standardization documents, departmental documents, orders, instructions, etc. It is important that if an SOP is created without the use of external regulatory documents, then the laboratory will be required to prove its compliance with legal requirements. 5.3. Terms and definitions Indicate the specific terms used in the SOP and define them 5.4. Abbreviations used Explain all abbreviations and abbreviations used in the SOP 5.5. Equipment/Tools Used Specify what equipment/tools are required to complete the SOP. In addition to a simple listing, it is recommended to indicate the technical and other requirements for the equipment / tools used

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5.6. Requirements for environmental conditions Indicate the environmental parameters necessary for the correct performance of work 5.7. List of Records Specify the records that should occur during the implementation of the SOP. In the appendix to the SOP it is useful to give the forms of records and the rules for their maintenance 5.8. Responsibility Indicate those responsible for the performance of work 5.10. Qualification of executors Indicate the requirements for the qualification of personnel admitted to work with SOP 5.11. Execution procedure Describe in detail the sequence of steps to implement the work. As part of the procedure, it is necessary to reflect both general requirements for medical laboratories and unique requirements for this laboratory. 5.12. Actions upon detection of non-conformities Specify the rules for the behavior of personnel when non-conformities, failures, etc. are detected. 5.13. Applications

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6. Development of an alphanumeric identifier. It is useful to provide each document with a unique alphanumeric code. An example of coding a standard operating procedure: XXX YYY CCC ZZ GGGG XXX is the abbreviated name of the document YYY is the department code CCC is the department code within the department (if any) ZZ is the serial number within the department GGGG is the year of updating SOP LB-003-01-2012 “Procedure acceptance of biomaterial" Standard operating procedure of the laboratory of biochemical research "Procedure for acceptance of biomaterial"

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7. Maintaining a register of internal documents It is necessary to maintain a register of SOPs. Ideally, the laboratory should have an electronic document management system integrated with the LIS. If this is not the case, the registry can be maintained in excel or any similar program.

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8. Train staff on how to use SOPs The main mistake that laboratories make can be described as follows. A lot of effort is spent on writing SOPs, after which SOPs are placed in a beautiful folder on the manager’s desk (sometimes SOPs “reach” employees’ workplaces, and even signatures appear on them that employees are “familiarized” with them). At the same time, there is no serious training in working with SOPs. And this is 90% of all work with SOPs. Writing an SOP is not enough. It is important to teach employees how to work with them. Personnel training in the developed (new) and modified SOPs is carried out prior to their approval. Training is provided by the SOP developer. If the SOP describes a new procedure, or if changes are made to an existing procedure, training is provided to obtain an objective assessment of the applicability of the requirements of the SOP and its conformity with requirements and practice. Training is provided for those employees whose job responsibilities include performing the activities described in the SOP. The training period depends on the type of SOP. The organization of training is carried out after the preparation of the SOP by the developer and upon completion of the initial verification of the SOP by the head of the laboratory within 3-5 working days. Based on the results of the training, recommendations are made to optimize the processes and / or the text of the SOP (if any), which the developer corrects and introduces into the final version of the SOP. If the SOP simply describes a well-known and well-established job, then training is provided for new employees who enter the laboratory. A training log is maintained, which indicates which employees have been trained in a particular SOP and are allowed to work.

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Strengthening the educational function of the educational institution necessitates the improvement of the forms and methods of interaction between the school and the family, teachers and parents. A non-standard approach on the part of the teacher is necessary for those families and those parents who cause particular anxiety and concern.

The general criterion for such families is the deformation or complete destruction of the educational function of the family. The origins of the deformation: 1. in a distorted understanding of the goals of education; 2. in the deformed nature of parental authority and methods of education; 3. conflict marital and child-parent relationships; 4. antisocial lifestyle of the family.

PEDAGOGICALLY FAMILY FAMILY. / As a rule, she is engaged in raising children, but she is characterized by unlawful approaches to education, helplessness in building relationships with children. The main goal of the educational efforts of parents is to achieve obedience to children. / CONFLICT FAMILY. / parents are focused on protracted conflicts with each other, difficult moral and psychological atmosphere for all family members, involuntary venting of nervous tension on the child, setting the child against each other / ASOCIAL FAMILY A) parents do not have a permanent job, there is no family life, there is no care for children (The main thing is not to interfere). Cruelty, lack of proper care, indifferently detached style of attitude towards children - as a result of the reproduction of negative experience. B) children are brought up in an intolerable environment of drunken brawls, sexual unbridledness, deprived of elementary care, neglected, physically exhausted.

The principles of organizing preventive and corrective work with problem families: 1. The principle of timeliness / early detection / 2. The principle of humanism / the willingness of teachers to help the child and his family / 3. The principle of an individual approach / taking into account the social, psychological, functional characteristics of the family / 4. The principle of stimulating the family to self-help / activating the family's own internal resources to change lifestyle / 5. the principle of complexity / combining the efforts of all social. services/

A teacher trying to establish contact with a family is often faced with an open display of wariness, a demonstration of the family's right to be closed, and often with rudeness. The class teacher can prevent many conflicts if, without ambition, he will carefully consider the problems of the family, he will be able to win over his parents, establish contact, even if the partners do not cause sympathy, and it is difficult for him to accept their manner of communication and accept their position. Stage I For the first conversation, it is important to select positive information, because it will help communication. For conversations with parents, it is important to choose topics that will not give rise to conflict with you / about the future of the child, about his health, about the difficulties of today's life, etc. / Stage II. Clarification of the essence of family problems. The teacher will inevitably come across negative information related to the way of life of parents, the methods of their upbringing, etc. However, communication should not be based on accusations. The problematic tone of the conversation is the teacher's concern about the current situation, hope and faith in the possibility of changing the situation. III stage. Assessment of the situation. Getting the family out of a difficult situation. Identification of the family's own resources, encouragement to seek solutions.

Many parents find it difficult to change their manner, tone, style of communication with children in a short time. Therefore, it is worth conducting trainings with them to correct communication. In working with a conflict family, the leading role belongs to the psychologist and psychotherapist, but the class teacher has a special role - the role of coordinator.

Experience shows that due to the consistent work of all school specialists and various state and public structures, the social degradation of asocial families can be weakened, which will make it possible to avoid the deprivation of parental rights and the complete rejection of the child from the family.

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Presentation - Algorithm for working with socially disadvantaged families

The text of this presentation

Algorithm for working with families of "social risk groups"

A “healthy family” means a family that is not subject to destructive mental, psychological and social influence and is able to reproduce a healthy generation. Distinctive features of a healthy family (World Health Organization): The presence of both parents who are in a registered marriage, children brought up on the basis of the continuity of generations; Spiritual and moral well-being; Medical well being; Social welfare; Material well-being; Absence of chronic (insoluble) family conflicts; Satisfaction with marriage, relationships in it; A unified approach to the upbringing of children by parents, grandparents; Healthy family lifestyle.

A family in a socially dangerous situation is a family that has children in a socially dangerous situation, as well as a family where parents or other legal representatives of minors do not fulfill their duties for their upbringing, education and (or) maintenance and (or) negatively influence their behavior or abuse them; (FZ "On the fundamentals of the system for the prevention of neglect and juvenile delinquency" edition of 01.12.2004 N 150-FZ)

An educational institution is one of the subjects of interdepartmental interaction along with social protection authorities, guardianship authorities, commissions for minors, medical institutions, etc. (FZ of June 24, 1999 N 120-FZ "On the basics of the system for the prevention of neglect and juvenile delinquency") lies with the specialists of preschool institutions and is one of the most significant conditions for the effectiveness of correctional work, social, psychological and pedagogical support.

Thus, in preschool institutions, social work is carried out with disadvantaged families, which includes social-pedagogical, socio-psychological, social-organizational-coordinating and informational assistance. The work is built in stages, in several steps: STEP 1. Organizational. STEP 2. Diagnostic. STEP 3. Problematic. STEP 4. Activity. STEP 5. Monitoring. STEP 6. Reflective.

STEP 1. Organizational
Study of regulatory documentation (drawing up a list of federal legislation, its mandatory availability in printed or electronic form, as well as on the website of the institution); Drawing up, on the basis of regulatory documentation, local acts within the educational institution (regulations, orders, etc.): Regulations on the Council for the Prevention of Preschool Educational Institutions; Regulations on the Commissioner for the Protection of the Rights of Participants in the Educational Process; Regulations on the establishment and deregistration of the Prevention Council, etc. Selection and appointment of the Commissioner for the Protection of the Rights of Participants in the Educational Process, the creation of the Preschool Prevention Council.
1. Creation of a regulatory framework

the Constitution of the Russian Federation; Family Code of the Russian Federation (03/01/1996) (Art. 54,55,56,57,58,60,61,62,63,64,65,68,69,121,122); Civil Code of the Russian Federation; Criminal Code of the Russian Federation dated 13.06.1996 No. 63-FZ p. 156; Federal Law of the Russian Federation of December 29, 2012 No. 273-FZ "On Education in the Russian Federation" (as amended on July 13, 2015) Federal Law of July 24, 1998 No. 124-FZ "On Basic Guarantees of the Rights of the Child in the Russian Federation "(Edition of 02.07.2013 No. 185-FZ) Family Code of the Russian Federation of December 29, 1995 N 223-FZ (edition of 13.07.2015) Federal Law of July 25, 2002 N 115-FZ "On the legal status of foreign citizens in the Russian Federation" (as amended on July 13, 2015 N 230-FZ) Federal Law of May 31, 2002 N 62-FZ "On Citizenship of the Russian Federation" (as amended on December 31, 2014) Federal Law of June 24, 1999 N 120-FZ "On the fundamentals of the system for the prevention of neglect and juvenile delinquency" (as amended on July 13, 2015) Federal Law of November 21, 2011 N 323-FZ "On the Fundamentals of Protecting the Health of Citizens in the Russian Federation" (as amended on September 30, 2015 N 273-FZ) Federal Law of December 21, 1996 N 159-FZ "On Additional Guarantees for social support for orphans and children left without parental care" (as amended on December 31, 2014 N 500-FZ) Federal Law of May 19, 1995 N 81-FZ "On state benefits to citizens with children" (as amended on 06.04. 2015 N 68-FZ) Federal Law of April 24, 2008 N 48-FZ "On guardianship and guardianship" (as amended on December 22, 2014 N 432-FZ), etc.
List of legal documents:

STEP 1. Organizational
2. Selection of diagnostic tools
3. Development of guidelines
The concept of "dysfunctional family", types of dysfunctional families and their characteristics. Classification of families in a difficult social situation. Factors of social risk of families. Signs of the appearance and behavior of a child brought up in a situation where parents neglect their duties. Signs of physical violence Algorithm for identifying a dysfunctional family and methods of working with these families. Forms and methods of work with dysfunctional families. Correctional and developmental work with children from dysfunctional families. Development of the program "Features of the work of a teacher-psychologist with socially disadvantaged families", etc.
Parents and teachers can familiarize themselves with methodological recommendations and other necessary documentation by examining the Social Support stand

STEP 2. Diagnostic
determination of family status and diagnostic minimum; study of the causes of family dysfunction
The organization of diagnostic work with families of the "social risk group" should be carried out: with the maximum use of the potential of the family on the basis of voluntary cooperation in compliance with ethical principles.

STEP 2. Diagnostic
1. Diagnosis of child-parent relationships
Diagnostic methods Diagnostic methods Diagnostic methods Diagnostic methods
Survey (questionnaire/interview) Biographical method Testing, projective and other methods Participant observation
Questionnaire for parents “Do you know your child” Test-questionnaire “Typical family condition” Collection of information about the family in order to create a data bank on the families of pupils, study of documents (medical records, data received from the KPDN, department of child protection, etc. ) Projective test of Edmiller E.G. "Family cyclogram" Methodology "Social portrait of the family" Visiting the child's family, observing parent-child relationships by group teachers, etc.
Summary of data based on the results of the survey Filling in registration cards, an individual support card, compiling a social passport of the institution, etc. Protocols of methods Drawing up acts of family visits, observation diary, etc.

STEP 2. Diagnostic
2. Diagnosis of the mental state of the child
Diagnostic methods Diagnostic methods
Testing, projective and other methods Participant observation
Methodology "Family Drawing" Luscher test Visiting the child's family, observing the child in the preschool educational institution in different situations (in the classroom, in sensitive moments, etc.)
Protocols of methods Drawing up acts of family visits, observation diary, etc.

STEP 3. Problematic
1. Identifying and posing the problem
2. Defining the scope of specialists
Distribution of specialists in accordance with their duties and qualifications to provide the necessary assistance Drawing up an individual route for accompanying the family and the child
On the basis of the Lists of families of the “social risk group”, the members of the Prevention Council make a joint decision on registering a family in need of social support and accompaniment for intra-gardening. Determining areas of work with a particular family, based on the data of the diagnostic stage.

1 Development of regulatory and legal documentation regulating preventive work with the family Head of preschool educational institution
2 Control over the quality of execution of ongoing preventive work with families in a socially dangerous situation Head of preschool educational institution
3 Interaction with bodies and institutions of the system for the prevention of neglect and juvenile delinquency Authorized person, head
4 Supervising the activities of specialists working with “risk families” Authorized
5 Acquaintance of teachers with the regulatory and legal framework on the problem of protecting the rights of children, raising the level of pedagogical skills in this area through various forms of work Authorized
6 Maintaining the necessary records (individual support card, family record card, etc.). Registration within the preschool educational institution and submission for deregistration Authorized
7 Propaganda of legal knowledge among the parents of pupils, involving them in the activities of the preschool educational institution Authorized, senior educator
8 Development and dissemination of leaflets for parents; design of poster information Authorized, senior educator
9 Diagnostics of pupils, families. Speaking at parent meetings, holding seminars, consultations. Educational psychologist

The distribution of the functional responsibilities of the employees of the preschool educational institution in relation to pupils and their families who are in a socially dangerous situation.
№ Functional responsibilities Responsible
11 Control over visits to preschool children without good reason. Supervision of parents' attendance at parent-teacher conferences. Visiting families at home. daily examination and conversation with children from disadvantaged families; Collection of information about families for a social passport. (Lists of dysfunctional, low-income, large families.) Involvement of parents in the activities of the group and preschool educational institutions. educators
12 Carrying out a medical examination of the child to exclude ill-treatment; Participation in family visits; Ensuring timely medical examination of pupils. Nurse
13 Organization of raids on dysfunctional families Commissioner, educators
14 Ensuring the accounting and analysis of information on the activities of preschool educational institutions in the field of prevention of neglect and delinquency of pupils. Commissioner, members of the JV Commission
15 Participation in the activities of the Council for work with dysfunctional families. The entire teaching staff of the DOE
16 Organization of joint activities with the parents of pupils (sports events, creative workshops, logo training, game training, meetings in the family club "Colorful Game", etc.). The entire teaching staff of the DOE
17 Preparation of minutes of the meeting of the Prevention Council, keeping a journal Secretary of the SP

Interaction of specialists in work with families of “social risk groups”
Child at risk

Deputy Head of VMR
Psychologist
medical worker
Prevention Council
Head of preschool educational institution
OPDN
KpDN
Authorized OOP
Parent, legal representative
Head of preschool educational institution
Child at risk
Senior caregiver

STEP 4. Activity
Systematic correctional and developmental work on the basis of a compiled individual route (plan) for accompanying a family and a child
Who conducts (responsible) Form of work Purpose Summary Timing
Working with a child Working with a child Working with a child Working with a child Working with a child

Working with parents Working with parents Working with parents Working with parents Working with parents

An approximate form of a plan for supporting the family of a pupil of group No. __ "___________" __________________ / full name of the child / by specialists of the preschool educational institution.

STEP 4. Activity
The systematic work on social support for families of the “risk group” includes:
consultations for teachers and parents; developing and distributing leaflets for parents; design of poster information; group folders on the topic “Children's rights”, etc.; meetings of the Prevention Council with the invitation of parents from dysfunctional families; raids on dysfunctional families (frequency of raids according to the situation); cooperation with the municipality (guardianship authorities), KDN, police department, etc.; daily examination and conversation with children from disadvantaged families; joint activities with the parent community and the parent committee to identify dysfunctional families and provide them with all possible assistance; joint activities with the administration of the secondary school to transfer the necessary information about dysfunctional families of graduates of preschool educational institutions for the purpose of continuous social and pedagogical support; organization of joint activities with the parents of pupils (sports events, creative workshops, logo training, game training, meetings in the family club "Colorful Game", etc.).

STEP 4. Activity
Activities of the Prevention Council (SP) (according to the Regulations on the Prevention Council): The composition of the SP is approved by order of the head, it includes:
Meetings of the joint venture are held at least 3 times a year.
3. The parents of a minor child are invited to the JV (a Call is made, the parents sign on receipt of the Agenda to appear at the JV by a certain date).
4. The activities of the joint venture are documented in the following documents: Order on the establishment of the joint venture, Regulations, Journal of minutes of meetings, etc.

STEP 5. Monitoring
1. Track your results
2. Determination of further forms of work with the family
Carrying out control diagnostics Performing a qualitative and quantitative analysis of the results of the work performed, in order to identify its effectiveness.
Identification of changes in the functioning of the family after the work carried out. Determination of further forms of work with the family at risk, taking into account the pros and cons of previous work.

STEP 6. Reflective
1. Development of optimal ways to implement the problem
2. Correction of further support
It is carried out on the basis of an analysis of the effectiveness of the work performed
Organization of the activities of specialists for the implementation of more effective psychological and pedagogical support for the “risk group” family, taking into account the identified shortcomings in work based on strengths.

Formation of an information data bank
Diagnosis and classification of families at risk
Planning work with the involvement of specialists from preschool educational institutions
Providing special assistance to families at risk
Social information assistance
Social and legal assistance
Socio-economic assistance
Socio-psychological assistance
Medical and social assistance
Socio-pedagogical assistance
Benefit Information
Psychological and pedagogical education of parents
legal education
Legal education of children
Monitoring the observance of the rights of the child
Assistance in obtaining benefits
Control over the situation in the family
Involving parents in the life of the preschool educational institution
Health Diagnostics
Medical and social patronage
Psychological diagnostics and support
Creating a favorable microclimate in the family and preschool educational institutions
Participation in competitions and exhibitions
Individual counseling for parents
Corrective activities with children
Joint holidays and entertainment
Individual consultations of specialists of preschool educational institutions
family visit
Algorithm for working with families at risk in MBDOU No. 42

Thus, a folder is created for each child, which includes the following documents:
The act of examining the material and living situation of the family Agreement of the parents (legal representatives on intra-garden registration) Representation on intra-garden registration Family registration card Individual family accompaniment card Plan for supporting the family of the pupil by specialists of the preschool educational institution Psychological and pedagogical characteristics for the child (reflect family relationships) Acts of each family visits Letters to the KPDN and Child Protection authorities Observation diary for a family in a socially dangerous situation (for all registered children)

The folder “Activities of the preschool educational institution for working with families of the“ social risk category ”includes the following documents:
Regulatory framework Job description of the commissioner for the protection of the rights of participants in the educational process Regulations on the commissioner for the protection of the rights of participants in the educational process Order on the establishment of the Prevention Council (appointed authorized representative, composition, etc.) Commissioner for the protection of the rights of participants in the educational process Work plan of the Commissioner for the protection of the rights of participants in the educational process Work plan of the Prevention Council Social passport of the institution Observation diary Journal of appeals to the authorized Register of registration of minutes of the meeting of the Prevention Council, minutes of council meetings. Reports on the work of the Prevention Council, on the work of the Commissioner.

Thank you for your attention!
Let's keep the child happy childhood!

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Work with families in a socially dangerous situation Prepared by: social teacher MBOU secondary school Gorbatov Dolgova I.A.

2 a family with children, where parents or legal representatives of minors do not fulfill their duties for their upbringing, education and maintenance, negatively influence their behavior or treat them cruelly. The potential risk can be realized in unfavorable economic and psychological conditions for raising children, conflicts, alcohol and drug addiction of family members, and abuse within it, especially in relation to children. A family in a socially dangerous situation, hereinafter referred to as "SOP"

Child abuse is the deliberate action (or inaction) of parents, caregivers and other persons that harms the physical or mental health of the child. 3

There are 4 main forms of child abuse and neglect of their interests: Physical; sexual (perversion); mental (emotional) violence; neglecting the basic needs of the child (moral cruelty). 4

5 deliberate infliction of bodily harm on a child, as well as any other use of physical force (causing pain, imprisonment, compulsion to use psychoactive substances, etc.), as a result of which harm is done to his physical or mental health, normal development is disturbed or a real risk is created for life. Physical abuse may take the form of inaction, where a child is deliberately left in a dangerous or inhospitable environment. Physical violence:

6 Sexual abuse: The involvement of a child by an adult in acts of a sexual nature through violence, threats, or through breach of trust (using a helpless state), which caused harm to his physical or mental health or disrupted the psychosexual development of the child.

7 Mental (emotional) abuse: Periodic or constant insults and humiliation of a child, threatening him, demonstrating a negative attitude towards him or rejecting him, which lead to persistent emotional or behavioral disorders. Mental abuse will also be a single exposure to severe psychic trauma resulting in post-traumatic stress disorder, as well as repeated exposure to less severe psychic trauma resulting in adjustment disorder.

8 Neglect of a Child's Basic Needs: The persistent or recurring failure by a parent or surrogate to meet their child's needs for development and care, food and shelter, medical care and safety, resulting in the child's health, developmental impairment, or injury . Lack of conditions for a normal life of the child, care for his health and development.

9 Identifying and recognizing both physical and other forms of violence is not an easy task, because the child may hide what is happening, not trusting adults, fearing punishment from parents who deny the use of force, fearing consequences and condemnation.

10 The main signs that should attract the attention of the teacher: The mental and physical development of the child does not correspond to his age. untidiness, untidiness; apathy or, conversely, the aggressiveness of the child. Fluctuating behavior: transition from a calm state to a sudden excitement (this behavior is often the reason for the disruption of contact with other children). Learning problems due to poor concentration. The refusal of the child to undress to hide the bruises and wounds on the body. Recurring complaints of malaise (headache, abdominal pain, etc.). Hostility or feeling of fear towards father or mother. A strong reaction of fear or disgust due to the physical proximity of a particular adult. Convulsive reaction to a raised hand (the child shrinks, as if afraid of a blow). Excessive desire for approval, caress of any adult, hypertrophied concern for everything and everyone. Demonstration of "adult" behavior, interest in sex issues.

11 What are the most characteristic features in the behavior of adults that would confirm your fears? in a conversation about a child, parents show wariness or indifference; they react coldly or very violently and emotionally to complaints about the behavior of their son (daughter); often change the local doctor, transfer the child from one institution to another.

12 What can an educator do if they suspect parents of child abuse? First of all, try to win his trust, observe his behavior, and it is advisable to record the observed deviations in a special diary. Visit the child at home, see in what conditions he lives, try to establish contacts with the family. Talk to guardians, close relatives, express your concern about his behavior. As a result of the actions taken, you can come to the following conclusions: your assumption is confirmed (not confirmed); the solution of the problem is urgent and requires the involvement of specialists.

13 Signs that require IMMEDIATELY informing the administration of the unsanitary condition of housing, non-observance of elementary hygiene rules, lack of sleeping places, bedding, clothes, food and other items in the house that meet the age needs of children and are necessary for caring for them; systematic drunkenness of parents, fights in the presence of a child, deprivation of his sleep; the child is kicked out of the house. Traces of beatings, torture and other physical impact; Traces of sexual violence; The neglected state of children (pediculosis, dystrophy, etc.); Absence of normal conditions for the existence of the child:

14 Algorithm for working with a dysfunctional family: First stage: study of the family and the problems existing in it. The second stage: an initial survey of the housing conditions of a dysfunctional (problem) family. The third stage: establishing contact with family members or its representative; study of personal characteristics of family members; assessment of the quality of relations in the family, the study of the causes of the family's troubles, its characteristics, goals, value orientations. The fourth stage: the formulation of the problem underlying the troubles of the family; drawing up a social map of the family. Fifth stage: setting tasks for the interaction of a teacher, specialists with a child / parent / family. Sixth stage: coordination activities with all interested organizations (department of guardianship and guardianship of the education department, inspection for minors, commission, etc.). The seventh stage: drawing up a program of work with a dysfunctional family, current and control visits to the family. Eighth stage: implementation of actions to improve the situation in the family. Ninth stage: performance evaluation. Tenth stage: feedback.

The teacher should not take on the functions of educating, caring for children, replacing parents, as this gives rise to a passive dependent position of parents and other family members. A teacher working with a family at risk needs to focus on clear, specific goals. 15

16 The position of a teacher (specialist) working with a dysfunctional family: Unconditional, non-judgmental acceptance of a person. Focus on responsible behavior of the family. Updating resources, not finding errors. Using the main method of helping disadvantaged families - accompaniment. Contact between a teacher (specialist) and a child/parent/family representative based on respect, acceptance and attention to their life world.

Will you help me?

Our method of education is love, care, understanding. 19

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Organization of preventive work with families of students who are in a socially dangerous situation

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The life of any person begins with a family. Just as there are no perfectly similar people, so there are no completely identical families.

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The family is the subject of study of various social sciences. Each has its own definition of the term. From the point of view of sociology, this is a group of people connected by consanguinity and marriage. Legal science supplements this definition and says that a family is an association of several persons living together who are interconnected by legal relations, a certain range of duties that arise after marriage and entry into kinship. In pedagogy and psychology, it focuses on the personal relationships of family members and different generations, on the educational and social role of the older generation in the development of younger members of the social group. This concept is multifaceted. But each definition confirms that this is a small group, a cell of society in which people are interconnected by certain relationships.

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A FAMILY THAT IS IN A SOCIALLY DANGEROUS SITUATION is a family that has children in a socially dangerous situation, as well as a family where parents or other legal representatives of minors do not fulfill their duties for their upbringing, education and (or) maintenance and (or) negatively influence their behavior or ill-treat them (according to the Federal Law No. 120 of 06/24/1999 "On the fundamentals of the system for the prevention of neglect and juvenile delinquency")

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The main criteria in determining families in this category are the failure of parents to fulfill their obligations to provide for children (lack of necessary clothing for children, regular meals, non-compliance with sanitary and hygienic conditions); lack of conditions for raising children (lack of work for parents, housing, etc.); involvement of children in illegal activities (begging, prostitution, etc.); abuse of people by parents; lack of control over the upbringing and education of children (lack of communication with the school, parents' inattention to the child's progress); families in which children have committed a crime or offense.

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Types of families in a socially dangerous situation: conflict - the most common type (up to 60% of all families in the category), with a predominance of a confrontational style of relations; immoral - characterized by oblivion of all moral and ethnic norms; conflict and immoral families are united by the fact that the situation in them is directly dependent on intra-family relations, and the educational factor acquires the value of a derivative; pedagogically untenable - with a low level of general and lack of psychological and pedagogical culture; characterized not only by mistakes and defects in the upbringing of children, but also by an unwillingness to change and correct anything in the content and methods of upbringing: such a family consciously or unwittingly sets the child to disobey social norms and requirements, to confront the leader. asocial - in it, children from an early age are in an environment of disregard for generally accepted social and moral norms, they perceive the skills of deviant and illegal behavior.

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Any family can become a family in a socially dangerous situation, as there are a number of social problems: difficult material conditions, lack of jobs, conflicts between spouses and much more. Closer to this stage, of course, are families at risk.

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Families at risk are families whose members are vulnerable due to circumstances or may suffer damage from certain social impacts of a social nature.

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These families include: low-income; incomplete families; large families; single mothers; families with disabled children; parents suffering from a mental disorder, mental retardation; families with children under guardianship or guardianship. These families require a lot of attention from the school. And the task of specialists is to start preventive work with this category of families as early as possible so that they do not cross the line that will lead them to trouble.

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Signs of social distress in the student Tired, sleepy appearance Sanitary and hygienic neglect Tendency to fainting, dizziness due to constant malnutrition Immoderate appetite Growth retardation, lag in speech, motor development Attracting attention in any way Excessive need for affection Manifestation of aggression and impulsiveness, which are replaced by apathy and depression condition Relationship problems with peers Learning difficulties

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Signs of Physical Abuse in the Family Fearfulness of the child Thumb sucking, rocking Fear of going home Animal cruelty Seeking to hide the cause of injury

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Stages of work of MBOU "Tigilskaya secondary school" with a family in a socially dangerous situation (SOP). Stage 1. Early identification of families in the SOP and the formation of a data bank. Stage 2. The work of the class teacher to work with the family SOP. Stage 3. The family is considered by the Governing Council. Stage 4. School Council for the Prevention of Juvenile Delinquency. Stage 5 Registration of the family in the MBOU "Tigilskaya secondary school" and the organization of correctional and rehabilitation work to improve the situation in the family. Stage 6 Submission to the commission on juvenile affairs and protection of their rights. Notification of various services of the district involved in preventive work with families.

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Stage 1. Early identification of families in the SOP and the formation of a data bank. In order to early identify disadvantaged families living on the territory of MBOU "Tigilskaya secondary school", at the beginning of each academic year, a social teacher draws up a social passport of the school based on the social passport of the class, in which all families of the risk group are included. In the future, these families are always under close control. The most effective form of work with a family is an individual one. Individual forms of work include: conversations with parents, legal representatives, recommendations and consultations, family visits, questionnaires, diagnostics, identification and accounting.

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Stage 2. The work of the class teacher on working with the family SOP: provides communication between the educational institution and the family; establishes contact with parents (other legal representatives) of students; advises parents (other legal representatives) on the upbringing and education of children through specialists from the Tigilskaya secondary school; organizes in the classroom an educational space that is optimal for the development of the positive potential of each student; studies the individual characteristics of students and their dynamics; studies and analyzes the degree of satisfaction of the participants in the educational process of the life of the class team, educational institution. monitors the attendance of training sessions and the progress of each student; analyzes the conditions and causes of negative manifestations among students in the class and determines measures to support pedagogical assistance and support for families in this category.

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Stage 3. The family is considered at the Governing Council The class teacher talks about the results of the individual preventive work done with the SOP family.

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Stage 4. School Council for the Prevention of Juvenile Delinquency. The class teacher provides documentation for the family: an act of examining living conditions, a presentation on the family, a description of the minor, a report card and attendance, and information about the work done with the family.

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Stage 5 Statement on intra-school registration of the SOP family in the MBOU "Tigilskaya secondary school" and the organization of correctional and rehabilitation work to improve the situation in the family. The decision on intra-school registration is made in accordance with the regulation of the Council for the Prevention of Juvenile Delinquency in the MBOU Tigilskaya Secondary School.

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To eliminate problems in the family, the school conducts purposeful work with parents. The main task is to provide effective assistance to the family in matters of successful social adaptation of children and adolescents. During the work with the family, the following tasks are solved: to provide assistance to parents in solving problems that arise in the process of upbringing and education; to assist parents in the development of the individual characteristics of their child; coordinate the educational assistance of parents to their children; identify the educational opportunities of parents and involve them in the life of class groups; provide assistance to parents in solving emerging problems; study the way of life and traditions of the families of students; organize psychological and pedagogical education of parents; provide assistance in conflict resolution.

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In working with families, the main areas of work can be distinguished: checking the living conditions of the family; collecting information about the family, identifying the causes of trouble; drawing up a plan for working with the family; holding consultations, lectures for parents; providing them with socio-psychological, mediation and legal assistance; tracking the progress and attendance of students from disadvantaged families; organization of leisure activities for children from these categories of families outside school hours and during holidays; assistance in organizing the employment of adolescents during the summer holidays (from the age of 14).

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The main criterion for evaluating the effectiveness of individual preventive work with the family: improving the situation and quality of life of the child; elimination of the causes of trouble; expanding opportunities to protect the right to life, to a decent life, to health and education. Evaluation of the effectiveness of work with the family: the correspondence of family problems to the goals, objectives and areas of work that the social teacher has determined. An assessment of the positive dynamics of the situation may include the following indicators: the standard of living of the family has been brought to average levels (parents are trying to lead a normal life, the living situation in the family has improved); parents show concern for children; children attend a general education institution; decreased consumption of alcoholic beverages by parents; the family maintains contact with the educational institution; other significant adults (relatives, close acquaintances) appeared in the social environment, whose help the family accepts and is positively disposed to interact with them; the family positively accepts help and social contacts with patrons.

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Stage 6 Submission to the commission on juvenile affairs and protection of their rights. Notification of various services of the district involved in preventive work with families. Collaboration with specialists of these services.

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Conclusion Having considered the problem of families in a socially dangerous situation or in a difficult life situation, having studied the available literature, the specialists of the MBOU "Tigilskaya secondary school" selected the most effective forms and methods of work for their work. The most effective form of work with a family in a socially dangerous position or in a difficult life situation is an individual form. Help in working with the family is diagnostics, patronage, conversations, and the provision of psychological and pedagogical assistance. They also understood that no matter what kind of work is done with a family that is in a socially dangerous situation or in a difficult life situation, in order to obtain a positive result, it must be carried out in the system. The process must be continuous. The weakening of control over the lives of children from these families can lead to irreversible consequences, since most often children from such families are forced to take the path of delinquency and crime, sometimes for self-affirmation, and sometimes for survival, left alone with the cruel world around them.