Definition of the concept
From a pedagogical point of view, orphanhood is a negative social phenomenon that characterizes the lifestyle of minor children who have lost parental care for one reason or another.
Orphans typology
The following groups of orphans can be distinguished:
1. orphans themselves: minor children, whose parents have died;
2. “disenfranchised”: children of parents deprived of parental rights;
3. “refuseniks”: children of parents who have renounced parental rights;
4. boarding school orphans: children who are brought up in a boarding school far from their parents, so that parents practically do not participate in their upbringing;
5. conditional home orphans: the child lives with his parents, but they have no time for the child.
Reasons for orphanhood
The reasons for orphanhood include: the deterioration of the material situation of the population, its socio-economic stratification, ethnic conflicts, the emergence of refugees, urbanization, the crisis state of the education and upbringing systems. All these factors are characteristic for many countries and have a destructive effect on the family, as a result of which not only the birth rate decreases, but the number of single-parent families, there are homeless children, outcast children, refugee children. An orphan child lives in a world of relationships between people, in which everyone plays not one, but many roles.
There is an increase in the social disorganization of families, material and housing difficulties of parents, unemployment of parents, unhealthy relationships between them, and the weakness of moral principles.
Among the unfavorable factors of orphanhood, a significant place is occupied by an increase in the number of single-parent families.
The next factor is the premature mortality of the population, most often due to unnatural reasons. Moreover, this kind of mortality has increased dramatically over the past few years.
The incapacity of parents is increasing, including due to mental illness. At present, about 2.8 thousand women in Russia give birth at the age of 15 each year; 13 thousand - at 16; 36.7 thousand at 17 years old. The proportion of children whose mothers have not reached the age of majority averages 3.8% of the total number of births. In the group of single-parent families with underage mothers, there is a high level of maternal deprivation; about 1% of all newborns become orphans in the first days of life due to the abandonment of them by mothers in maternity hospitals.
Reasons for psychological differences in orphans
Orphans have both common features that are inherent in all children and have some differences.
There are several factors that make the personality traits of orphans different from those of other children.
Firstly, the bulk of the children concentrated in our boarding schools have an undeniably negative heredity, in particular, hereditary burden of alcoholism, and in recent years, drug addiction; there is a constant increase in the number of orphans suffering from congenital mental and neurological pathology. It is the "abandoned" children who often have congenital physical and mental abnormalities, as a result of conception by partners in a state of intoxication or the use of various damaging agents by the expectant mother to terminate pregnancy. In addition, children who are placed in and orphanages are overloaded with psychopathological heredity, primarily mental retardation and schizophrenia.
Secondly, the very gestation of unwanted pregnancy by potential “refuseniks” (abandoning newborns in maternity hospitals) is harmful. The stressful effect of carrying such a pregnancy leads to distortions of the vital interaction during intrauterine development between the mother and the child, to the disruption of sensory, metabolic, humoral connections between them. The majority of future "otkazniks" during pregnancy have mental disorders: hysterical reactions, depressive conditions, psychovegetative disorders, exacerbation of mental, somatic chronic diseases. An important pathogenic factor is behavioral disorders associated with mental disorders of such pregnant women: hyperactivity, unsuccessful attempts to terminate a pregnancy, abuse of smoking, alcohol, drugs, etc.
The third pathogenic factor, which manifests itself in older orphans, is a complex of social, pedagogical and psychological harm in the former parental families. Among the forms of improper upbringing, neglect and hypo-care are typical of social orphanhood. Most families where children are deprived of parental care are characterized by flagrant social ill-being: low material standards, poor nutrition, parents' drunkenness, their immoral lifestyle, scandals and fights in the family, as well as living with seriously mentally ill relatives.
An acute problem in such families is the problem of child abuse (physical, sexual, emotional abuse). Children from these families are deprived of parental love, are malnourished, do not attend organized children's groups, are subjected to torture, which leads to their leaving home.
The fourth factor is that exogenous pathogenic agents (infectious, toxic, traumatic) can lead to disruption of the formation and development of the brain in the prenatal, natural or early postnatal period. Among them, a significant place is occupied by intrauterine infections... Viral infections transmitted by the mother during pregnancy, especially in her first trimester, are of great importance. The most pronounced pathological defect is observed in rubella of pregnant women and mumps. Dangerous for the unborn child are diseases of the mother during pregnancy, measles, infectious hepatitis, chickenpox, polio, flu. Latent and chronic infections of the mother can lead to intrauterine damage to the fetal brain and the occurrence of mental retardation, as well as multiple malformations: toxoplasmosis, cytomegaly, syphilis, etc.
The fifth factor is the quality of the educational process in the relevant institutions, such as: mental and individual characteristics of the child are not taken into account; educators use the power of the child's dependence on their mood, attention, authority to control his behavior; there is no understanding that the health and development of a child depends not only on proper nutrition, daily routine, etc., but also on psychological comfort; in orphanages, strict regulation and monotony of the way of life, the lack of freedom of choice in behavior, etc., remain.
The sixth factor is mental deprivation, that is, a mental state that has arisen as a result of certain conditions in which the subject does not have the opportunity to satisfy a number of his basic psychosocial needs sufficiently and for a sufficiently long time. The deprivation situation in a child is the special conditions of the child's life, manifested in the impossibility or difficulty in meeting his basic psychosocial needs.
The seventh factor is attachment disorder. Affection can be defined as close, warm, emotional and psychological, stable over time, the relationship of an individual with people, based on love, relationships between human beings. Such connections are formed throughout a person's life with different persons: parents, relatives, sexual partners, friends, etc., and bring joy and satisfaction, are the basis of normal mental development.

Psychological characteristics of orphans
For children who left parental families with social, pedagogical and psychological hazards, there are signs of sensory and social deprivation, mental retardation in more than two-thirds of cases, signs of brain dysfunction with neurological disorders, enuresis, impaired cognitive activity, disinhibition, emotional instability, pathological fantasy, with severe neurotic reactions.
Orphans and children left without parental care usually show significant deviations in the intellectual sphere. The level of general education, as a rule, is low, exceptions may be only those areas in which the child has a special interest. As noted, this is due to irregular school attendance; low intellectual level of the majority of parents; lack of motivation for successful studies, etc. As a result, orphans and children deprived of parental care, in most cases, in terms of the level of intellectual development lag behind their peers from ordinary families.
The separation of a child from his parents contributes to the development of so-called deprivation mental disorders, which are all the more difficult, the earlier the child is separated from the mother, the longer the factor of this separation affects him.
In the early childhood deprivation leads to impairment early development(lag in general and speech development, insufficient development of fine motor skills and facial expressions), later emotional disturbances appear in the form of general coherence in the manifestation of feelings with a frequent tendency to fear and anxiety, behavioral deviations (frequent reactions of active and passive protest and refusal, lack of a sense of distance in communication, or, conversely, contact difficulties).
The type of personality that is formed in conditions of maternal deprivation is called unemotional. Such a child is distinguished by the lethargy of emotional behavior, the inability to enter into meaningful relationships with both peers and adults. The violation of emotional contacts leads to the fact that he feels weaker than others, he develops low self-esteem, a feeling of inferiority. The main experience of such children is the "apparent hostility of the world towards him."
Psychological problems are often determined by a lack of parental affection and love, early deprivation of informal communication with adults. This factor, as you know, leaves an imprint on the entire subsequent period of personality formation. Underdevelopment due to such a deprivation of identification mechanisms becomes the cause of emotional coldness, aggressiveness and, at the same time, increased vulnerability of the pupil orphanage... Some of the pupils have psychological problems of the opposite plan, when, after an emotionally warm family childhood, they find themselves without parental care in a state institution. Such children constantly experience a state of frustration and are prone to neurotic breakdowns.
Orphans with attachment disorders may experience various forms of mental pathology associated with unsatisfactory interpersonal relationships both at the early and at later stages of development. Those who, in childhood, lacked parental attention and warmth, are much more likely to observe the phenomena of psychophysiological and psychosomatic disorders, neurotic disorders, difficulties in communication, mental activity or learning.
Children who are brought up outside the family from birth have profound personal deviations. As a result of the change in the number of people who care for the child and to whom he becomes attached, the child develops a disinterest in social relationships. The image of an adult is not associated with either warmth or love. In this case, trust in the outside world is not formed.
Attachment disorders are also attributed to various forms emotional disorders such as anxiety, anger, depression, emotional dislike. Deep disturbances in relationships in the mother-child dyad are an important factor in the formation of borderline personality disorder, characterized by a blurred identity, inconsistency in interpersonal relationships, poor emotional control and impulsiveness, and a tendency to violent breakdowns.
Children who have attachment problems have a different value system. A child who has experienced separation from or loss of parents, removal from the family, multiple moves from one institution to another, from one relative to another, equates separation with intimacy. To protect himself from the pain that a child experiences when interacting with adults, he tries to overcome this pain, creating a barrier between himself and the caregiver and any adult. In this case, if adults take the usual disciplinary measures towards the child (for example, withdrawal, inattention, deprivation of praise, etc.), then they achieve what the child wants - the opportunity to avoid emotional closeness, which is not in the interests of the child's development and his mental state.
Children who have a violation of attachment, in the expectation that they will necessarily be rejected, deliberately provoke adults with their behavior to such actions, often this is what happens: convincing the child that he was wrong, the adult will definitely reject him for bad behavior.
Many children who have suffered emotional trauma associated with separation, rejection by their loved ones, believe that they do not deserve to be paid attention to, someone interested in their affairs. The development of an inferiority complex associated with the placement of a child in institutions of social and psychological-pedagogical assistance and support strengthens their confidence that they are not worthy of anything, even a reward for good behavior does not make them happy.
Children whose parents cared for them grow up to be confident people who know how to trust others who are able to help. Conversely, children whose parents did not pay enough attention to them become very restless and insecure. Childhood rejection and humiliation from parents can lead to anxiety in the child. This, in turn, will form in the child a low threshold for demonstrating attachment behavior (tears, the desire to constantly be near someone). This behavior will be carried over into adulthood and will result in a strong unconscious need for love and support. Its continuation can be suicide attempts, self-torture, anorexia, hypochondria.
Research and practical experience of child psychologists, working with orphans and children left without parental care, show that the psychological characteristics of such children and adolescents can also include:
1. Decreased activity or, on the contrary, hyperactivity. These qualities can develop in connection with the special atmosphere in a socially disadvantaged family, when a child is either “intimidated” at home or, on the contrary, has lost touch with his parents and is formed in a “street” environment, where such activity is necessary for successful “survival”. Often, hyperactivity is accompanied by a tendency to lie and all sorts of fantasies. Such a quality has a noticeable effect on his behavior in society and in both cases can lead to isolation and all sorts of defiant, inappropriate actions, up to criminal ones. In any case, this indicates his low adaptation to normal social life.
2. Decreased communication skills. They are closely related to the previous characteristic and, as a rule, are expressed in isolation, especially in relation to adults and peers from ordinary families. Sometimes the opposite phenomenon is observed: swagger, the desire to "shock" the interlocutor, to attract attention and show their originality and dissimilarity to others. Such communication manners also indicate a low level of socialization. In orphans, difficulties in communicating with peers are due to a low level of communication skills, inadequate emotional reactions, situational behavior, and inability to constructively solve a problem.
3. Low emotional stability. It usually indicates psychological trauma and is expressed in increased resentment, sharp, sometimes hysterical reaction to the most harmless external "stimuli" Low emotional stability, like the previous characteristics, significantly complicates the child's communication with the outside world. In a difficult situation, the child's behavior is unpredictable.
The development of emotional distress can occur in different cases - the experience of failure, aversion to certain food, in a situation of strict regulation. In a state of fatigue or with a general weakening of the body, children react to any little things with outbursts of irritability. Aggressiveness, the desire to blame others, the inability and unwillingness to admit their guilt, that is, in essence, the dominance of defensive forms of behavior in conflict situations and the inability to constructively resolve the conflict are striking. Instead of the ability to cope with a difficult situation oneself, there is a tendency to an affective response, resentment, shifting responsibility onto others.
Thus, in the conditions of an orphanage, children may experience emotionally determined instability, inconsistency; increased excitability of affects; strong acuteness of sympathies and antipathies towards people; impulsiveness of actions; anger; fearfulness, excessive fears (phobias); pessimism and unreasonable gaiety; indifference, indifference. Especially clearly these features of emotional states are revealed in children with mental underdevelopment.
Children from the orphanage are more aggressive towards others. Their responses contain more accusations, reproaches, such children have a tendency to deny their guilt and blame others, that is, in fact, defensive forms of behavior in conflict situations dominate, which does not contribute to success in resolving conflicts in communication with adults and peers ...
Their hostility is directed at both children and adults - this is obviously the result of deprivation (of children from an orphanage) of parental love, emotional warmth, and maternal care. Against the background of aggressiveness and anxiety, the formation of the personality of such a child proceeds.
The following features of the emotional development of orphans are also determined: low mood background; poor range of emotions; tendency to change moods; monotony and stereotype of emotional manifestations; emotional superficiality, which smooths out negative experiences and contributes to their rapid forgetting; inadequacy of the forms of emotional response to approval and remark; increased tendency to fear, instability in emotional contacts, etc.
4. Inadequate attitude to the outside world and to oneself, displacement of the most important generally accepted value priorities. In this case, the child develops a distorted idea of ​​the external world and of his place and status in this world and in the immediate social environment. As a rule, the outside world is perceived as completely indifferent or even hostile to the child (except, perhaps, a small group of peers with a similar fate), which contributes to the development of appropriate behavioral stereotypes. In this case, distrust of others is formed, sometimes a sharply negative and even contemptuous attitude towards them, with the exception of members of “their own” informal peer group. Self-esteem in such a situation can be different. It is sharply underestimated when a child feels like an outcast and feels his own "inferiority" in relation to the majority of his peers. The opposite situation can also be observed, when self-esteem is unjustifiably overestimated. In this case, the child, and especially the adolescent, feels his “superiority” over those around him, since he has already acquired negative social experience and “knows life” better than other, ordinary people. "
5. Low efficiency, including in relation to study. This quality is closely related to emotional instability and mental trauma experienced. In addition, for purely social reasons, many children from disadvantaged families do not regularly attend school and do not acquire skills for classes and the desire to learn in general. Likewise, the lack of systematic labor education, which is often observed in socially disadvantaged families, not only hinders the acquisition of basic skills in housework, but also sharply devalues ​​work as a need for a person as a whole.
6. Low linguistic qualities (the ability to formulate one's thoughts orally and in writing, vocabulary, literacy level, etc.). Linguistic qualities are not developed in orphans and children deprived of parental care. This is due to the factors listed above. Their parents' vocabulary is usually poor, but it includes a lot of slang and obscene words and expressions that are quickly absorbed by children, especially at an early age. The same is observed in the process of communication with peers from an informal group, when the use of a special "teenage" jargon is a means of self-identification.
Inmates of the orphanage have limited life experience. The main source of information is the educator. Movies with super-powerful characters and non-standard situations do not give children an adequate idea of ​​the real situations in which they will find themselves in life.
In orphanages, children have a poorly formed picture of the world and do not develop a system of views corresponding to a high level of personality development. When the most important needs of the child are not met, he experiences persistent emotional disadvantage, expressed in the expectation of constant failure. Such Children are not sure of the correctness of their own behavior, their decisions: “they are afraid of everything,” “very vulnerable,” “suspicious,” “hypersensitive,” etc.
The incompleteness of emotional life in orphanages causes various mental disorders and disorders of social adaptation in a child at an older age: for some, this is a tendency to a decrease in activity, leading to apathy and a greater interest in things than in people; in others, hyperactivity with withdrawal into asocial and criminal activities; many have a tendency to behave defiantly in society, trying to attract the attention of adults, while failing to create strong emotional attachments. For students of auxiliary boarding schools, antisocial tendencies are characteristic, which greatly complicate their social adaptation.
In addition to the above, children brought up in a closed children's institution are characterized by a pronounced dominance of desires associated with everyday life, learning, and the fulfillment of regime moments. Orphans are characterized by infantilism, delayed self-determination, ignorance and rejection of oneself as a person, inability to consciously choose their own destiny.
In addition to the above, pupils of orphanages have peculiarities of their internal position: weak orientation towards the future, impoverishment of emotional manifestations, simplified and impoverished content of the image of oneself, reduced attitude towards oneself, lack of selectivity, partiality in relation to adults, peers and the objective world, impulsive behavior , situational thinking and behavior. These features of the child's personality, arising at an early age, do not disappear, but acquire a new quality and are aggravated in the future.
Very often, children from socially disadvantaged families also have a lack of normal concepts of personal hygiene and basic self-service skills. This is due not only to the alcoholism of the parents, but also to the distortion of ideas about the normal lifestyle of a person in general. In addition, following the rules of personal hygiene requires some effort and habit. Apathy, strong-willed and physical, which is often noted in such children, interferes with their systemic concern for their own health and appearance.
Adolescence is one of the transitional and critical periods of ontogenesis. This special status of age is associated with a change in the social situation of the development of adolescents, in their desire to join the world of adults, the orientation of behavior towards the norms and values ​​of this world. A teenager who is brought up in an orphanage has more difficulty going through this stage. He begins to be embarrassed that he is from an orphanage, he tries to separate from a group of children, to the cinema or to the store, go one by one or 2-3 teenagers. As rarely as possible, he begins to mention that he is from an orphanage. All this affects the overall development of the child.
V adolescence the peculiarities of the mental development of inmates of orphanages are manifested primarily in the system of their relationships with the people around them, which are associated with stable and definite personality traits of such children. By the age of 10-11, adolescents establish an attitude towards adults and peers, based on their practical usefulness for the child, form “the ability not to go deep into attachments,” superficial feelings, dependency, complications in the formation of self-awareness, and more. In the communication of such children, there is intrusiveness and the need for love and attention. The manifestation of feelings is characterized, on the one hand, by poverty, on the other, by an acute affective coloration. They are characterized by explosions of emotions - stormy joy, anger, lack of deep, stable feelings.
Among adolescents among orphans, tobacco smoking, alcoholism, and substance abuse are most widespread. Also, these are deviations in the emotional-volitional sphere, which is an inadequate emotional response to various events, affects of inadequacy, as well as unmotivated states of sadness, melancholy, apathy, anger, inability to control their emotional state, imbalance in the processes of excitation and inhibition, indifference towards to others, lack of feelings of love and affection.
The image of the family in the minds of orphans
In children living in residential institutions, there is not just a lag in development or underdevelopment of personal neoplasms, but the formation of fundamentally different mechanisms by which the child adapts to life in them. This happens not only as a result of a violation of emotional and communicative ties with the mother and relatives, but also because life in a residential institution does not require the child to perform the functions that he performs or should perform in the family.
Firstly, it is difficult for orphans of an orphanage to master social roles - this is part of the process of socialization of the individual, an indispensable condition for a person to "grow" into a society of their own kind. For orphans, ideas about a particular social role are often distorted, which means that the assimilation of a particular role by a child, a teenager left without parental care is difficult and requires individual pedagogical influence. It is especially difficult for an orphan child to master the role of a family man.
It is especially difficult for an orphan child to master the role of a family man. The family remains unshakable in the value structure of orphans. At the same time, the desire to have loved ones, the need for a family and the creation of the ideal of a family are more pronounced in orphans than in children brought up under normal conditions.
The absence or insufficient experience of life in the family contributes to the idealization of family relationships, the image of a family man. This ideal is often vague, not filled with specific everyday details. In the ideas of orphans, two models of the family are most often formed: positive and negative. The positive model of the family is associated with the joyful emotional state of the child, the expectation of the holiday; the child idealizes his life experience of upbringing in a family, often cannot concretize his worldview, his understanding of a positive family model. Despite the fact that 90% of children are orphans with living parents, that these parents voluntarily or on the basis of a court decision do not raise their children, some of the graduates retain their attitude towards their parents and want to return to their family.
Some orphans develop a negative family model, in which they put a very specific content, a specific image of what qualities a husband, wife, mother, father should not possess; what should not be their relationship, their relationship to children. Most often, this group of orphans rejects would-be parents and expresses a desire not to be like them in any way. There is also a group of children who feel sorry for their unlucky mothers and dream, becoming adults, to help them get on their feet and improve.
Despite the trouble in the family, the immorality of the parents, the voluntary abandonment of the child, children often yearn for living parents, yearn for the family. These children often run away to their parents, and then return back to the orphanage, but at the same time they carefully keep family relics (photographs, personal household items, toys, letters). Many children make attempts to find their families and relatives when their address is unknown.
Specificity of communication of orphans in orphanages
In a children's institution, an orphan child communicates with the same group of peers. He has no choice, like a pupil of an ordinary educational institution. Belonging to it becomes unconditional, and the relationship between children develops according to the type of kinship - as between brothers and sisters.
On the one hand, such relationships can be viewed as a factor contributing to emotional stability and security. On the other hand, such contacts do not contribute to the development of communication skills with peers, the ability to establish equal relationships with an unfamiliar child, and to adequately assess their qualities necessary for friendly communication.
One must not overlook the fact that children spontaneously develop an orphanage “we”. This is a special psychological education, they divide the whole world into "theirs" and "strangers". They have a special normative attitude towards all "strangers" and towards "friends", orphans, which most often does not correspond to social norms.
In orphanages, the child constantly communicates with the same group of peers, and he himself cannot prefer any other group to it. Belonging to a certain group of peers becomes, as it were, unconditional, this leads to the fact that relations between peers are not formed as friends, friends, but as kindred. Such unconditionality in communication with peers in orphanage, can be considered as a positive factor contributing to emotional stability, security; on the other hand, such contacts do not contribute to the development of communication skills with peers. A child brought up in an orphanage is forced to adapt to all children living in an orphanage. His contacts with them are superficial, nervous and hasty: he simultaneously demands attention to himself and rejects it, turning to aggression or passive alienation. Needing love and attention, he does not know how to respond to it in the right way.
Education in an isolated environment of an orphanage leads to the formation of a group specific subculture of a low level. Its representative is characterized by poor comprehension of his life experience, passivity, intuitiveness of his actions, lack of individual life guidelines and values. Therefore, he is not independent and needs a group as a support for making decisions.
Orphans can allow negative forms of relationships in relation to each other are the result of an unfulfilled need for love and recognition, which leads to emotional instability of the child's position. It is important to understand this, and then you can explain the facts of abuse of orphans with peers or younger ones.

Socio-psychological problems of graduates of orphanages

One of the main problems of graduates of orphanages is the social and psychological lack of adaptation of graduates of orphanages. They are characterized by infantilism, delayed self-determination, ignorance and rejection of oneself as a person; inability to consciously choose one's own destiny and, as a result, dependency, lack of understanding of the material side of life, property issues, economics, even on a purely personal scale; difficulties in communication where this communication is arbitrary, where the ability to build relationships is required; being overwhelmed by negative experiences, negative values ​​and patterns of behavior.
Among the many problems of entering the life of society among orphans, the inability to live independently, to make personal plans, and their family dominates. This category of children, due to their special social status, is often more susceptible to negative impact social processes, such as consumer attitude to life, antisocial behavior, drug addiction, etc.
The gap between their ideas about life and reality is manifested in the absence of the ability to navigate in the modern situation, to change their behavior and requests depending on the circumstances, in the inability to work, etc. Most orphans cannot successfully adapt in life, are unable to solve many problems that they have to deal with on a daily basis without adult support. They experience great difficulties in finding a job, obtaining housing, arranging their life, drawing up and maintaining a budget, defending their legal rights.
Another difficult problem for graduates is labor adaptation. Having spent his whole life or most of it under the conditions of state support, a young person often does not perceive work as a means of subsistence, and therefore is not in tune with this important type of life.
The lack of systematic work in orphanages to develop the child's own activity, his needs leads to passivity and consumerism. Against this background, the need for work and individual professional self-realization is not formed. As a result, the issue of employment of a graduate is one of the most difficult.
Of course, these children are far from being angels. Accustomed to stewing in a crowd, a common fund, acting according to their own unwritten laws, they, having gained independence, continue to adhere to the same concepts. Yes, and total care, life on everything that is ready turns, alas, into social dependency. As a result, they don’t know the price of money, they don’t know how to protect their own and others’s, to take care of themselves, to clean, to wash. And just imagine: such an "alien" gets into a communal apartment, brings there the same friends and comrades. Of course, scandals and quarrels are inevitable.
But the most important danger lies in wait when all obstacles are behind. For a young man who has become a homeowner, criminal structures, and simply shameless people arrange a real hunt. Under the onslaught of fraudsters, 40% of orphanages sell, donate their rooms, lose the latter, and end up with nothing.
As a result, up to 30% of graduates of orphanages go to criminal structures, 15% of girls go to the panel or to dubious entertainment establishments, 10% end up in prison. These are data from the prosecutor's office; Note that every third of the law enforcement agencies that come into the field of view does not have a roof over their heads, and in fact they have all the rights to it.
Orphans who have served their sentences in places of imprisonment face a whole range of problems. They cannot get a job, do not have housing, registration, documents, specialty.
The desperate situation in which graduates from orphanages who have returned from places of imprisonment find themselves is engendered by the indifferent attitude of society towards them, which creates all the conditions for a relapse. So, the existing provision on the discharge of a convicted person from the place of registration turns for many orphanages who do not have relatives living with them, a complete loss of housing for an indefinite period. After his release, such a homeless person, who has lost his residence permit, is practically unable to find a job without outside help.
The motivation to change behavior in such children is low, since the environment has formed an optimal style of behavior for them, and a one-sided change in this style can have uncontrollable consequences for them. All this contributes to the orientation of young people towards an asocial and criminal lifestyle, or, conversely, makes them the first victims of various types of crimes.
Criminalization of inmates of an orphanage
The conditions for raising children in an orphanage are such that they contain prerequisites for the criminalization of children.
Firstly, this is a lack of experience of emotionally close ties with people, which leads to an inability to sympathize, put oneself in the place of another and treat another person as a value in itself, leads to the experience of one's own insignificance, uselessness, and neglect of one's own destiny.
Secondly, upbringing in an artificial, isolated environment distorts normal property relations, the spectrum of temptations and dangers in life, creates specific “boarding norms
life, leads to confusion of the concepts of "mine-someone else's", "took-stole", "protection-violence", "guilt-innocence."
Thirdly, the limitation of the pupil's own activity due to the regulation of life in a boarding institution leads to a delay in the formation of his I - the subject of comprehending his life experience, regulation of his needs, relationships and life activity.
For adolescents in orphanages, the experience is characteristic that fate has treated them unfairly, that they have not received much from life that they are entitled to by right.
According to law enforcement agencies, teenagers who grew up without parental care commit the following crimes: robbery; theft of personal property; rape, most often gang rape; murder.
Behind these crimes is the meaning of taking away and appropriating something belonging to another, and the habit of solving problems only by force.
It is also significant that criminal behavior is the only field in which these young people have had success. Success is one of the most important incentives for activity. The conditions of imprisonment only aggravate the situation: the same limited environment, the same disciplinary and functional ties, the same forced living in a closed group, the same psychological experience of one's own insignificance. Therefore, relapses are natural.
The unfulfilled need for love and recognition, the emotional instability of the child's position opens the door for him to delinquency. Children intuitively understand: they can only rely on themselves, and therefore they assert themselves by all available means: they violate norms, are daring, superior over others, etc. This speaks of a demonstration of the need for independence.
As already mentioned, pedagogical neglect is characteristic of orphans. These are, in particular, deviations in consciousness, which are characterized by a misunderstanding of basic life concepts, moral-ethical, political, economic and other categories, which can manifest itself in deviations in behavior, namely: immoral and illegal behavior. The most common offenses are hooliganism, theft of personal and public property, and offenses related to sexual promiscuity. Other types of violations are added to this list: fights, extortion, threats, etc.
Among the reasons for the criminal behavior of graduates of boarding schools, in addition to the social and pedagogical neglect associated with the former parental family and the orphanage, important role their mental pathology plays: organic or procedural, congenital or acquired.

Let's start with the fact that when choosing the forms, types and types of work with orphans, one should start from their characteristic psychological characteristics and problems. It should be noted that it is difficult to give recommendations, since there are no psychological and pedagogical technologies for working with orphans of the age of interest to us. How exactly to work, what technology to choose, often, it is necessary to determine independently in the process of work. This is one of the main difficulties in working with orphans. So.
1. In relation to this group of children, the same tactics and strategies apply as in relation to adolescent children. However, it is more difficult to use the appropriate methods due to the psychological characteristics of orphans described above.
2. If the child lives in a dormitory of an educational institution, the teacher should pay attention to the formation of self-service skills. This can be done through direct observation, as well as by placing the child in an appropriate situation, in which the child will show what he is capable of and what not.
3. It is necessary to carry out activities, conversations focused on the following aspects: the ability to rationally use money, independently repair clothes, the ability to cook the simplest dishes.
4. You should also conduct educational activities that will relate to the following: legal literacy (not only rights, but also responsibilities), where you can turn in case of certain problems (social services, administration, etc.), providing relevant information about possible consequences of certain (illegal, in particular) actions.
5. In order to expand the picture of the world, it is necessary to organize outdoor events of a sporting nature, cultural and educational, etc.
6. An important aspect is the involvement of orphans in associations of additional education in accordance with their interests and inclinations.
7. It is necessary to create situations in which orphans can interact with each other, such as: board games, communication games, sports games, celebrations (birthdays, in particular).
8. When working with orphans, it is necessary to set the situation in such a way that the child can show maximum independence when performing a particular task. This will contribute to the development of independence and responsibility.
9. To carry out activities of a psycho-corrective nature, focused on working with emotions, on the development of communicative qualities.
10. It should be remembered that many positive changes will occur when orphans are included in various activities.

List of used literature.

1. Volkova G.A. Psychological and pedagogical correction of the development and upbringing of orphans. - SPb .: KARO, 2007 .-- 384 p.
2. Orphans: counseling and developmental diagnostics / Ed. E.A. Strebeleva; Ed. E.A. Strebeleva. - M .: Polygraph service, 1998 .-- p. 329.
3. Koneva O.B. Psychological features of social and emotional disorders of the personality of orphans // Journal “Bulletin of the South Ural State University. Series: Psychology ", 2009, No. 6, p. 59-65
4. Kussainov A.Zh., Abdykarimov B.A., Akhmetov K.A., Ismailov A.Zh., Kemikina T.N. Psychological support for the development and upbringing of orphans: Toolkit for psychologists and teachers - Astana: EAGI, 2008. - 200 p.
5. Magomedova A.N. Psychological characteristics of orphans // Journal "World of Science, Culture, Education", 2014, no. 3, p. 27-29.
6. Parishioners A.M., Tolstykh A.M. Psychology of orphanhood. 3rd edition. - SPb .: Peter, 2007 .-- 416 p .: ill.
7. Tatarenko D.D., Shulga T.I. Psychological characteristics of adolescents-orphans who have no experience of socialization in the family // Electronic journal "Psychological Science and Education", 2013, No. 2, pp.203-211.
8. Khoroshko L.V. Psychological and pedagogical characteristics of children brought up in boarding-type institutions // Journal of Humanities, 2012, no. 2, p. 30-35.
9. Shipitsyna L.M. Psychology of orphans; Publishing house of St. Petersburg. University, 2005 .-- 628 p.
Developed by: Zarubin Alexander Leonidovich, Sakhalin Mining College

With the normal development of communication (from 3 to 6 years), three forms of communication are replaced, each of which is characterized by its own content of needs. In the younger preschool age, as well as in the early, the situational-business form of communication is the leading one. The child perceives the adult as a play partner and emphasizes, first of all, his business qualities.

By about the age of five, non-situational-cognitive motives of communication develop. Interest in the world around us is no longer limited to the sensitive properties of objects, but extends to more essential, although not directly given properties of things and their interconnections. However, the limited experience and capabilities of the child do not allow him to independently understand the patterns and interconnections of the world around him. In order to understand and assimilate all this, a child needs an adult. An adult acquires a new quality - he becomes a source of new knowledge and ideas about the world. Along with the cognitive motives of communication in preschool age, there is a need for respect for the adult, for his positive assessment of the knowledge and skills of the child. This need manifests itself in affective reactions to the remarks and censures of an adult.

The highest achievement of communicative activity in preschool childhood is a non-situational and personal form of communication, which develops by the end of preschool age. The interests of older preschoolers are no longer limited to surrounding objects and phenomena, but extends to the world of people, their actions, human qualities, and relationships. A distinctive feature of communication at this stage is the desire for mutual understanding and empathy with an adult, the need for them. Non-situational personal communication is carried out on the basis of personal motives - an adult is interesting not only as a partner in a game or a source of information, but also as a carrier of individual qualities.

These are the main stages in the development of communication between preschoolers and adults, which are observed in children living in a family. The results of classes with preschoolers with family children showed that by the age of 6, all indicators of the activity of children in a situation of extra-situational-personal conversation significantly increase. For preschoolers 3-5 years old, the situation of joint play is most attractive, and children 4 years 6 months - 5 years 6 months prefer extra-situational-cognitive communication with an adult. Moreover, with age, not only does the number of statements by children increase, but also their content changes - children move from a statement of events and direct appeals to an adult to judgments, inferences, cognitive issues, expression of their attitude, and the like.

Pupils of the orphanage behave in a completely different way in the same situation and communicate with an adult in a different way than children from a kindergarten: they often and persistently turn to an adult, strive to grab his attention, cuddle up to him, fight for the right to hold hands. This kind of behavior is inherent in both younger and older preschoolers, that is, children clearly experience a heightened need for the attention and kindness of an adult.

Preschool children are characterized by more complex forms of the need for communication (cooperation, respect, empathy). But among the pupils of the orphanage, the need for attention and goodwill remains dominant throughout the preschool age.

An adult's question about what the child wants to do with him more - to play, read or talk - usually causes bewilderment: children are embarrassed, silent or answer “I don’t know”. For the bulk of preschoolers, this question turns out to be too difficult.

During joint play, that is, in a situation simulating situational-business communication, the children felt the most relaxed. At the same time, the desire for cooperation and for joint activities with adults is practically not expressed.

Initiative statements or actions included in the game are found only in isolated cases. The play actions of children are carried out either independently of the adult, or under his guidance. The need for cooperation, the desire and ability to do something together with an adult is practically not observed in preschoolers of the orphanage.

During the reading and discussion of the book (non-situational-cognitive communication), the pupils of the orphanage also do not show cognitive activity. They do not ask a single cognitive question addressed to an adult, and not a single extra-situational-cognitive statement. In an orphanage, cognitive conversations with preschoolers turn into passive perception of information, which tires them: after 5-6 minutes, the children begin to be distracted, and then willingly agree to stop the conversation.

Thus, in preschoolers, including those with HIV infection, who grow up outside the family, not a single form of behavior known and typical for preschoolers is found. At the same time, a clear interest in adults, proactive actions directed to him, heightened sensitivity to his attention and assessments indicate that children have an acute need for the attention and kindness of an adult, which is characteristic of a situational-personal form of communication. The motives prompting children to communicate correspond to this need and are personal in nature: the child is attracted by the adult himself, regardless of the level of his competence or ability to establish joint activities... Children willingly accept any appeal from an adult, but all contacts with him are reduced to finding his attention and location.

At preschool age, children intensively form and develop experience of communication with peers. If communication with an adult in children living in a family is much richer and more diverse, then the possibility of communication with peers in children growing up in a family and an orphanage is approximately the same. As studies show, full-fledged communication with a peer at preschool age is of great importance for the mental and personal development of a child.

But it should be noted that the contacts of children in the orphanage are less pronounced than in kindergarten... Preschoolers from kindergarten turn to their peers for a variety of reasons. Children cannot experience curiosity, delight, joy, resentment alone and will certainly involve their peers in their experiences.

Pupils of the orphanage show less interest in their peers in similar situations. This suggests that the need for communication with peers in children growing up in orphanages is less intense than in preschoolers living in a family. They have practically no role-playing interaction in the game. Even being included in any common plot (family, holiday, and so on), children act on their own behalf, and not on behalf of the role-playing character. In terms of the operational composition, such an activity resembles a role-playing game, but in terms of its subjective, psychological content, it differs significantly.

Thus, we can conclude that the two spheres of communication - with an adult and with a peer - are closely related: a lack of communication with an adult leads to the impoverishment of relations between peers, the communication of a child with an adult largely determines the nature of his contacts with other children. By itself, such an opportunity for communication with a peer, which children have in an orphanage, does not lead to the development of meaningful and emotional contacts of preschoolers. Communication between children does not arise and does not develop without the participation of an adult. Only an adult can teach children the ability to see the subjective qualities of another child, contribute to deepening and enriching contacts of preschoolers. Children living in a deficit of communication with adults have their own characteristics. They differ from their peers also by their involuntary nature, that is, by their inability to control their behavior. They cannot find the means of controlling behavior on their own that would allow them to restrain impulsive movements and control their own actions.

Observations of the behavior of preschoolers in an orphanage indicate its situationality, increased dependence on the subject environment. They are characterized by the inability to concentrate on any activity, to plan their actions, motor disinhibition, impulsivity. In the classroom, preschoolers from the orphanage are much more often distracted by the surrounding objects than their peers in kindergarten (4 times), constantly break the rules in didactic games, in free play they switch from one subject to another, do not keep the plot of the game. This means that children growing up outside the family have a poor command of their behavior and lag behind in terms of the development of arbitrariness.

^ Socio-psychological characteristics of orphans of primary school age

The study of indicators of mental development of children of primary school age (grades 1-4) shows that in closed institutions, children are found mainly at an average and low level of mental development. Only in isolated cases is the presence of children noted, the general level of development of which is higher. Studying the peculiarities of the mental development of children with HIV infection of this age, as well as of older children, is a task for the future.

In these institutions there is a very large group of children with a low level of mental development - the level of "risk".

Pupils in the first and fourth grades show uneven development of various mental functions. The noted "disharmony" is clearly manifested in the study of the intellectual sphere. In terms of the level of development of such elements of logical thinking as systematization and conceptual classification, children brought up outside the family are practically not inferior to their "home" peers, while the logical operation of reversibility, diagnosed by tests, is formed much worse in them than in seven-year-olds from mass schools and even six-year-olds from ordinary kindergartens. The development of children from boarding schools is also at a much lower level. visual-figurative thinking.

A necessary condition for the formation of thinking at an age is the richness and variety of the child's sensory experience.

It can be assumed that it is the scarcity, limitedness, of specific sensory experience in children brought up outside the family, in children's institutions, in conditions conducive to the emergence of the repeatedly described phenomena of "hospitalism" that negatively affects the formation of visual-figurative thinking, reversibility operations, and also affects peculiarities of perception, which is manifested in the primitiveness of the drawing.

For psychology, the position that, forming in activity, any form of thinking requires the practice of solving problems for its development, is indisputable, problem situations etc. Such a practice, which is rich in a child brought up in a family, is extremely poor in an orphanage.

The limited practice of solving problems, the poverty of concrete-sensory experience lead to schematic, abstract, rationality of the child's thinking, when the development of the formal aspects of the intellect (classification, systematization) replaces the figurative, concrete, creative knowledge of the world.

Against the background of a low level of visual-figurative and some elements of logical thinking, the classification forms of thinking among the pupils of the orphanage turn out to be dominant.

This is very important, since in psychology there is evidence that the path of development of thinking according to the classification type is, in a certain sense, a dead-end, which prevents the formation of the creative side of thinking. In those cases when in preschool and primary school age a classification type of thinking develops in children as dominant, it becomes very stable and manifests itself throughout school childhood in the way of assimilating knowledge, in the features of cognitive activity.

The characteristics of readiness for schooling are not limited to the peculiarities of intellectual development. Of great importance is the development of voluntary self-regulation of behavior, due to which the child can independently perform certain tasks in accordance with certain requirements. For the successful implementation of educational activities, it is necessary that the requirements initially put forward by the teacher in the future appear as requirements that the student himself makes for his own actions. This presupposes a fairly high degree of self-control actions formation, the presence of a detailed “internal action plan”. In comparing the level of development of this side to readiness for school education among pupils of a boarding school and children from a family, the following features of voluntary self-regulation were revealed in the former. Orphans cope well with those tasks in which it is enough only to consistently follow the direct and elementary instructions of an adult. Their actions are of a step-by-step nature: execution and self-control follow directly the teacher's instructions. In those cases when the rule for completing the task is rather complicated and is not introduced step by step, but is formed before the start of the activity, and even more so when the child must focus on several such rules, the effectiveness of the tasks performed by the pupils of the boarding school becomes unsatisfactory. The latter testifies to a comparatively lower level of development of self-regulation of behavior in this group of children than in their peers from ordinary schools. This is primarily due to the lack of formation of mechanisms for mediating actions by an internal plan in the first-graders of the orphanage.

At first glance, the underdevelopment of arbitrary behavior in boarding school pupils is paradoxical. It is believed that deficiencies in the development and independence, arbitrary behavior of children are caused by overprotection, excessive care on the part of the surrounding adults. Children who, like pupils of a boarding school, live in closed institutions from an early age, grow up, rather, in conditions of hypo-care, a lack of communication with adults. In such conditions, forcing them to be independent, one should, it would seem, expect a relatively high level of development in children of the ability to organize themselves, plan their behavior, etc. However, such elements of the development of arbitrariness, junior schoolchildren from the orphanage are formed to a much lesser extent than their peers in the family. Thus, the limited, predominantly group communication of children with adults does not really provide the child with independence: a solid daily routine, constant instructions from adults - all this deprives children of the need to independently plan, implement and control their behavior and, on the contrary, forms the habit of step-by-step implementation of other people's instructions ... A child brought up in a family, on the one hand, naturally finds himself in a less harsh situation of demands and control, and on the other hand, by participating in a complex and varied activity with adults (putting together a constructor with his grandfather, helping his mother prepare food), he learns not only to perform individual operations, but masters quite complex programs of planning, organization of activities, control. In the family, the assimilation of all these complex elements of activity, the development of an internal plan of action does not take place in a situation of special education, but is naturally included in the context of activities that are attractive to the child. Pupils of boarding schools are usually deprived of such a variety of interactions with adults in various activities, as a result of which such central elements of voluntary regulation of behavior as planning, self-control, etc., are insufficiently formed in them.

Play becomes the most important source of the development of arbitrary behavior in preschool age, and play with rules, role play is developed in them to a very small extent, i.e. and this source of the development of arbitrariness turns out to be impoverished among the pupils of the orphanage.

The sphere of communication with adult children, as mentioned above, characterizes the intense needs of communication. Against the background of the desire to communicate with adults and at the same time increased dependence on adults, the aggressiveness of younger schoolchildren towards adults is especially noteworthy. This not only confirms the frustration of the need to communicate with adults, but also speaks of the inability to take responsibility for the communication process, for how relationships develop in it, and also demonstrates a consumer attitude towards adults, a tendency to wait or even demand solutions to their problems from others.

Aggressive, rude answers that the pupils of the boarding school address to adults and indicate that the distance in communication has not been formed. The formation of adequate forms of behavior of a child in relation to an adult is facilitated by the normal course of the process of identification with parents, which in this case is disturbed.

The paradox of the situation lies in the fact that younger schoolchildren in an orphanage strive to be obedient, disciplined as much as possible, trying to please an adult. After all, if in a family a child feels loved, good value for others practically regardless of his behavior, then in a boarding-type children's institution a positive attitude of an adult should, as a rule, be earned by the child fulfilling his requirements, exemplary behavior, and good grades. The need for a positive attitude of an adult is faced with deep frustration in the need for intimate and personal communication with him, which, combined with the lack of adequate forms of communication with adults, creates an extremely complex, contradictory picture of this communication.

Thus, in the characteristics of the behavior of children of primary school age who are brought up outside the family, a certain specificity is revealed, which should be defined not as a simple lag in mental development, but as a qualitatively different nature of its course.

In residential institutions, a certain type of deviation is formed, which is characterized by underdevelopment of internal mechanisms of mediation, the formation of which just creates the possibility of transition from reactive situational to active, free behavior. This underdevelopment of the internal mechanisms of mediation of the pupils of the orphanage is compensated by the formation of protective formations, the location of arbitrary behavior - an orientation towards external control instead of the ability to cope with a difficult situation oneself - a tendency towards an affective response, resentment, shifting to responsibility on others.

^ Socio-psychological characteristics of adolescent orphans

Adolescence is the last period of stay of most children in a residential institution. In the future, they enter into an independent life. Pupils are often not ready to be deprived of their usual care and lifestyle. That is why the issues of personal and social maturity of a 14-15 year old graduate of a boarding school (orphanage) are of paramount importance.

Adolescence, difficult, critical, for any person, is fraught with special dangers for children in orphanages. The areas of development of self-awareness, time perspective and professional self-determination, the formation of psychosexual identity are key for the formation of personality in this difficult period, and on the other hand, they are most vulnerable in conditions of upbringing outside of the positive family influence. It is on them that the main work should be focused on overcoming the negative consequences of being in residential institutions and on preparing adolescents for adult life outside its walls.

For pupils of orphanages, the development of all aspects of I (self-image, attitude towards oneself, self-image, self-esteem) differs significantly from the development of these aspects in children from a family. Czech researchers I. Langiejer, Z. Matejček see one of the serious consequences in the deprivation of the need for parental love, in the lack of self-confidence in children in children's institutions. Arising in the early stages of ontogenesis, self-doubt becomes a stable formation, a characteristic of a pupil of an orphanage.

To study the image of the Self, the method of free descriptions is used. The student is offered the topics “I, as I seem to myself”, “I, as I seem to others”. The first description is "direct self-portrait", the second is "mirror self-portrait". The content of the self-image is described through a system of categories - groups of statements about the spheres of reality, various aspects of their own inner life, which a person uses in self-description.

Only one category Relationship with people around is significant both for pupils of a mass school and for pupils of a boarding school. In other cases, among children living and brought up in different conditions, different categories are distinguished as significant: in a boarding school - Behavior, Appearance, Attitude towards peers of the opposite sex, in a regular school - Skills, Interests, Abilities and Self-esteem, personality quality.

Two groups of statements - describing oneself as a friend and one's ability to understand other people - are significantly expressed in schoolchildren and are almost not represented in boarding school pupils. That is. The significance of these particular aspects of communication for the image of the I depends to the greatest extent on whether the teenager is in a family or in a boarding school.

It is strange that children from the boarding school write very little about themselves as a friend: since they live in a situation of emotional deficit, one would expect, rather, the opposite effect - an increase. This indicates insufficient attention of adolescents from the boarding school to the intimate and personal side of communication with peers, although increased attention to the side of communication is one of the critical characteristics adolescence. In the group of boarding school pupils, the discussed aspect of communication turns out to be undeveloped, which may be partly due to the special conditions of communication between these children and their peers. At school, peer relationships are selective.

In the boarding school, they are constantly in a situation of compulsory communication with a rather narrow group of peers, therefore selectivity for them fades into the background, giving way to the perception of contacts with peers as stable inevitable, such that the teenager himself cannot change of his own free will.

The indication of interests, hobby, skill in the "self-portrait" indicates that this area is of paramount importance. It is through this that he will define himself, find his own difference from others. For schoolchildren, this sphere occupies an essential place in the image of the I, for pupils, this sphere is on the periphery. This deserves special attention, since it is known that the development of interests, an increase in their personal significance is an essential characteristic of older adolescence, directly related to the need for professional and life self-determination. Insufficient expression of ideas about their own skills, interests in the self-image of boarding school pupils may precede the normal course of the process of self-determination, which is important for the formation of personality.

So, the characteristics of the self-image of adolescents growing up in the family and outside the family, differing in a number of essential parameters, the main ones of which are:

1) orientation towards one's own personal characteristics (mass school) - orientation towards the external environment, towards adaptation (boarding school);

2) the intensive formation of the image of the I in the direction of adulthood, the system of its own values ​​associated with it from the 7th to the 9th grade (mass school) - the stability of these sides of the image of the I in the specified period (boarding school);

3) a pronounced severity of the actual adolescent characteristics(mass school) - inconsistency of some aspects of the self image with age characteristics (boarding school).

The point is not that the self-image develops more slowly under these conditions, it is important that it develops in a slightly different way, in a different way than in adolescents growing up in a family.

Another major psychological neoplasm of adolescence is the future orientation. His study sheds light, on the one hand, on the broader problem of the formation of the temporal perspective of a personality as its most essential characteristic, and on the other, on the process of professional self-determination - a relatively narrower, but extremely practically significant moment of personal development at this age.

Psychological introspection of professional self-determination indicates that the process is carried out in different ways in boarding schools and in a mass school. The essence of the difference lies in the fact that in an ordinary school, at the beginning, some ideal ideas about their future profession are formed, which subsequently (in the 7th - 8th grade) are replaced quite realistically, and in a number of cases there are rather complex, contradictory relations between the two. The pupils of the boarding school develop realistic ideas about their future specialty early, therefore, their attitude to its choice is, as a rule, consistent.

In this case, the absence of inconsistency in the professional definition cannot be assessed positively. A teenager from a mass school, choosing an "earthly" profession that is more appropriate to his abilities and the objective circumstances of life, renounces his childhood hopes and dreams, and commits an act of conscious self-restraint, which is necessary for professional self-determination. For a pupil of an orphanage, this act is performed by others: professional self-determination is conditioned by the system of social education (orphanages and boarding schools are rigidly connected only with a few secondary specialized educational institutions, studying in which pupils can be fully supported by the state). In essence, the act of professional self-determination turns into a professional definition for the inmates of the boarding school. But since professional self-determination at a given age is the most important component of personal self-determination, it is obvious how adversely this can affect the entire course of personality formation.

A professional perspective can only be fully articulated as part of a holistic time perspective for the future. This includes the motives for communicating with other people (the desire to have friends, to marry), and the motives associated with the development of their own personality, their own I. These groups of motives of the time perspective are also much less pronounced in the children of the orphanage. They are presented insignificantly and refer only to the period of actual life activity and the very near future.

Another area of ​​personality mental development is the formation of psychosexual identity. In adolescence, in the period of human maturation, this area occupies a special place. It was at this time that problems related to gender, psychosexual behavior and development, the formation of a system of certain needs, motives, value orientations that characterize a person's ideas about himself as a man or a woman, that is, everything that makes up the main content of the concept of "psychosexual identity" , come to the fore in the formation of the personality of children of this age.

A person's awareness and experience of his gender identity presupposes that he has formed samples, standards of male and female images, models of muscularity and femininity.

The increased value of the family and the lack of experience of life in it contribute to the idealization by the pupils of the boarding school of family relationships, the image of a family man. Their positive model is largely vague, not filled with specific everyday details, although not very emotionally saturated. At the same time, there is another standard - a negative, concrete image of what these relationships should not be, what qualities should not be possessed by a husband, father, mother, wife. The collision of two images gives rise to a conflicting system of requirements: idealized and indefinite, on the one hand, and extremely low, limited by the implementation of elementary norms of behavior, on the other. The conflict system of demands, which, moreover, refers to only one side of the relationship - the family one - can negatively affect the formation of adequate ideas about femininity - masculinity and, ultimately, distort the normal process of the formation of psychosexual identity.

Schoolchildren from a family evaluate men and women more versatile, their ideas about the family, about relationships in it are quite real and filled with specific content.

3.8. Algorithm of social and psychological work with orphans and children left without parental care of preschool and school age, including those with HIV infection

Over the past twenty years, a competency model has been developed and tested at the Pedagogical Institute (in the Netherlands). We can talk about competence if a person has a sufficient amount of skills with the help of which he can adequately perform the tasks facing him in everyday life. In the formation of tasks that are important for children and adolescents, the concept of "age tasks" is introduced (tasks facing children at each stage of development, due to age characteristics). The social competence model is used in the practice of diagnostics and rehabilitation of orphans, including those with HIV infection.

The concept of “age-related tasks” is based on the idea that a person's life path can be divided into different stages or phases. In the Netherlands, the following division into age stages is used: infancy and pre-school period; period of primary education (4 - 12 years); adolescence (12 - 21/25 years old); parenting period with young children; period of growth of children; the stage when children leave the house; end of career; old age. Each stage (stage) is characterized by a certain topic, which corresponds to specific age tasks.

The more concretely the tasks facing the child are named, the easier it is for a social worker, psychologist, educator to observe and formulate the skills and abilities that children, adolescents and parents already possess, and to highlight those that are still missing, and, therefore, they need to be learned.

The age tasks given below were formulated by us on the basis of publications of the following authors: Achenbach (1990), Waters, Sroufe (1983), Masten, Braswell (1991), Selman (1980) and De Geus (1995).

Age objectives for children 4 - 12 years old:

Asking a question, making an appointment with a peer, asking for help, not interfering with another (4 - 6 years old);

Plan your actions taking into account the interests of others, the ability to consult (6 - 8 years);

Have your own opinion, form judgments taking into account the opinions of others, maintain relationships (8 - 10 years);

2. Independence - the growth of independence in relation to parents (educators):

Ability to occupy oneself, development of independence (4 - 6 years);

Have your own opinion, take into account the interests of others, reckon with others (6 - 8 years old);

Cope with their own affairs on their own, seek help from adults in case of difficulty (8-10 years old);

Fill your free time on your own, plan your leisure time (10 -12 years).

3. Study - in primary school to acquire the skills and knowledge necessary for functioning in society:

Work in the lesson with other children and be active (4 - 6 years old);

Acquire knowledge, skills and abilities of studying in elementary school (6 - 8 years old);

Study diligently, apply strength, patience to master knowledge, be able to study independently (10 - 12 years).

4. Friendship - establishing and maintaining friendly contacts with peers:

Find a friend (s) among children of their own and of the opposite sex (4 - 6 years old);

Support friendly relations, be able to be friends, take into account the opinion of another, be able to share with another, sympathize with another (6-8 years old).

Solve conflicts on your own, have a permanent "best" friend (8-10 years);

Maintain friendship, be able to be friends with girls and boys (10 - 12 years old).

5. Household responsibilities - taking on some of the responsibility for running a household and in relation to brothers and sisters:

Clean up your belongings and toys (4-6 years old);

Help with household chores (take care of animals in the country, etc.), take care of the younger and other family members (6 - 8 years old);

Allocation of permanent household duties, work assignments (going to the store, washing dishes, etc.) (8-10 years);

Help in the country and at home (cleaning, washing, etc.) (10 - 12 years old).

6. Use of elementary infrastructures - the ability to independently use the basic means of infrastructure, such as public transport, monetary system, means of communication, means for spending free time:

Turn on and off the TV, tape recorder, turntable (4 - 6 years old);

Use money, public transport, telephone, know the value of money (6-8 years);

Independent use of the infrastructure (8 - 10 years);

Have the necessary skills to use the infrastructure (10-12 years).

7. Safety and health - the ability to make choices that ensure your own safety and health safety:

Be careful on the street, do not put yourself in danger, be careful in contact with adults (4 - 8 years old);

Be able to make a choice (8-10 years old);

Anticipate possible consequences their actions and their behavior in terms of danger (10 -12 years).

Age tasks for adolescents (13 years old - 21 years old):

1. Liberation from dependence, the acquisition of autonomy - the ability to become less dependent on parents and determine their place in the family and among relatives in changing relationships:

Be able to build conflict-free relationships, negotiate with parents (13-15 years old);

Find your place in the family, define your relationships with relatives and parents, be able to solve problems without conflicts (16 - 18 years old).

2. Health and appearance - the teenager should take care of good physical condition, appearance, good nutrition and avoid unnecessary risks:

To independently monitor your weight, physical condition and development (13-15 years old);

Lead a healthy lifestyle, stop on time if you have bad habits (16 - 18 years old).

3. Free time - to arrange interesting events, to fully spend time free from duties:

To be able to choose necessary, useful things that bring pleasure for free time (13 -15 years old);

Fully spend free time (16-18 years old).

Social competence is seen as a state of equilibrium. We are talking about the presence of competence if the individual has the skills sufficient to implement the tasks facing him in everyday life (SLOT, 1988).

If age-related tasks are too difficult or there are too many of them at one point in time, the balance may be disturbed - and then the person functions incompetently. The same happens if he has an insufficient number of skills and abilities.

Competence is presented as a balance between age-related tasks and the availability of the necessary skills. It simultaneously depicts both factors that positively affect this balance (flexibility and protective properties), and those. Which can negatively affect and disturb the balance (stressful situations and pathology).

Tasks are what a person faces in everyday contact with society. We are talking about a variety of tasks facing children, including those with HIV infection, in accordance with age: to study well at school, wash themselves, communicate with other children, put away toys after play, resolve conflicts with other children, communicate with parents, endure their absence, loss, etc.

Skills are forms of behavior required to perform specific tasks, skills enable a person to perform specific tasks. The person has cognitive, social and practical skills.

Behavior is everything that a person does, thinks and feels.

The term flexibility denotes the individual qualities of a person that help him successfully, adapt, despite the risks and failures. For example: self-confidence (feeling that difficulties are surmountable).

Protective factors are aspects of an individual's environment that protect him from risk and failure (Werner, 1994; De Wit et al., 1995.). For example: support from loved ones (good relationships).

By pathology we mean a type of behavior that is not accepted in this culture, accompanied by the following phenomena: suffering (for example, fear, pain or grief in the person himself or in others).

Stressful situations are situations from which it is difficult for a person to find a way out and which negatively affect his functioning. This can be the loss of a loved one, divorce and remarriage of parents, chronic diseases, natural disasters and disasters.

^ 3.9. Algorithm of psychological and pedagogical diagnostics of orphans and children with HIV infection

Psychological and pedagogical diagnostics is based on the following principles:

Complexity of diagnosis, interaction of different specialists in the course of studying a child;

Integrity of diagnosis: the relationship and interdependence of the individual aspects of the child's organization (intellectual, emotional-volitional, motivational, behavioral).

Diagnostics based on the competency model. By diagnostics, we mean the formulation and verification of a diagnosis. A diagnosis is an assumption about a child's problem, made on the basis of conversations, observations, specialized research and other information (dossier, etc.). On the basis of the diagnosis, the most appropriate form of assistance is established, corresponding to the needs of the adolescent and the family.

Competence model-based diagnostics means that the collection and analysis of information and goal setting are focused on the six elements that define the competence model (skills and abilities, protective factors, flexibility, problems, stressors, pathology).

1. Analysis of pathology / problem behavior. There are different possibilities for this analysis. You can follow the diagnostic instructions and the list of complaints. Sometimes there are dossier materials and / or the child is asked questions about the nature, severity and frequency of complaints, about his problems, about the time when the problems began. It is important to gain an understanding of the environmental factors that played a role in the development of undesirable / inappropriate (disapproved) behavior and the evasion of desirable / adequate (approved) behavior.

2. Analysis of stressful situations. Here it is necessary to distinguish between situations that are objectively stressful, and situations that are perceived as stressful subjectively insofar as they lead to strong feelings and leave quite significant consequences on the human body and psyche.

3. Analysis of tasks and skills. Questions arising in the analysis of tasks and skills: a) does a person take on tasks characteristic of the age period in which he is; b) whether the tasks are too difficult for him; c) whether this person has sufficient skills to complete the tasks.

Experience has shown that with the help of a conversation that is sufficiently structured and supplemented with observations, it is usually possible to understand well what the child's problem is. Along with this, there are various auxiliary techniques, the use of which provides the basis for building situations and problems of the child.

The analysis of tasks and skills can be supplemented with the following indicators:

Environmental factors that determine the deviation from the fulfillment of their task, or, conversely, facilitate its implementation;

The skills that a person uses in performing a certain task, find out the ability to use these skills to perform other tasks. In this case, these skills could be called the “strong point” of the person. Listing strengths significantly increases motivation.

4. Analysis of flexibility and protective factors. The analysis of the social competence model described above often provides a lot of material related to protective factors. Still, getting a good idea of ​​flexibility and protective factors is not easy. This is also due to the fact that the person seeking help often thinks in other categories. Sometimes it is easier for him to explain what hurts him, what he feels, feels, than to verbalize the reasons for everything that happens to him. It turns out that sometimes he does not even really know whether the protective action of some person or authority affects him.

It is important for the competency model to include perspective life path... Genograms, life lines, on which the most important life events are marked up to the present day, can also be used as aids. Getting to know the life path often teaches not only information about tasks and skills, but also facts that can shed light on stressful situations, protective factors, flexibility and pathology.

5. Competence analysis is a very important aid in helping children, adolescents and parents. It enables them to exploit their strengths. Below is the sequence of the analysis (for convenience, we will talk about a teenager).

1) During the reception (collection of information) period, regularly ask the teenager (and informants from his environment) about his life (school, sports, free time, family), what he can do well, what he is strong in, what he can be proud of.

2) Observe the child, if possible, in a large number different situations to get an idea of ​​his skills: what environmental factors play a role in the development of undesirable / inappropriate behavior and in the evasion of desirable / adequate behavior.

3) Do - first of all for yourself - an analysis of the competence, for this, divide the sheet of paper vertically into two parts: on the left side, write down as many strengths of the teenager as possible (skills, flexibility, social support, opportunities to provide it, etc.) ), on the right - the problems that a teenager has to face (too difficult tasks, pathology, stress factors).

4) Focus the competency analysis on one or more tasks that show problems or work on (depending on the purpose of this training).

At the same time, it is necessary to pay attention to what subtasks the teenager is facing at the moment, use the following questions: what subtasks are added to them in a possible new housing / work situation, what skills the teenager showed in relation to these subtasks, what are his strengths side, what skills the teenager has not yet shown in relation to these subtasks, what recommendations for action can be derived from this, what already existing skills, as well as flexibility and (or) social support, can be used in this case.

As you analyze the balance between tasks and skills in a given task in more detail, keep an overview of your adolescent's strengths. The adolescent's strengths in relation to one responsibility can be used in solving problems related to other responsibilities.

The analysis of competence can be supplemented with questions related to pathology, flexibility, stress and protective factors:

What pathology and / or stress factors the teenager is facing now;

What effect does this have on the overall workload and on individual tasks;

Are there factors to help you cope with all of this? What kind;

What protective factors or aspects of flexibility can be activated; for what tasks it is essential.

A psychologist of institutions for children of a "risk group" must first of all be able to very skillfully diagnose a child's personal development and determine what is a blocker of a child's mental development or the work of mental processes, since practically little can be done without removing the reason blocking the activity of the psyche. As the experience of working in orphanages, orphanages, crisis centers shows, a psychologist should be able to carry out a comprehensive diagnosis of a child's personal development. Such diagnostics are carried out for quite a long time, sometimes up to three months. But until the block that impedes the activity of the psyche is identified, the use of various methods and techniques for working with children turns out to be futile. It may be impossible to help the child without destroying the traumatic block, or it may take a long time until the reaction to the trauma becomes calmer.

All this changes the direction of the psychologist's activity. First, the psychologist, together with other specialists (doctors (including a specialist in HIV infection), teachers, social workers), conducts a comprehensive diagnosis of the child. After a consultation of specialists, the final diagnosis is made, taking into account the traumatic block.

Based on the data obtained as a result of diagnostics, a brief description of the child is drawn up, indicating what prevents him from developing normally and behaving without pathologies. Then, based on this analysis, an individual rehabilitation program is drawn up for each pupil. If there are several children with similar problems, then you can make a program for a small subgroup or group and work with several children.

^ 3.10. Social correction and rehabilitation of orphans and children left without parental care, including children with HIV infection

In recent years, psychologists have appeared in all educational institutions, including orphanages, orphanages, boarding schools, crisis centers, family education centers, etc. Analysis of the literature shows that the methodological support of the activity of a psychologist in preschool educational institutions and in schools has been developed and published. The problem of providing psychological assistance to children in a difficult crisis situation, outside the family, in orphanages, and HIV-positive turned out to be less developed.

The problem of rendering assistance to children of the "risk group" has been little studied today, which requires advanced training of psychologists, the development of special psychological methods and technologies, substantiation of the construction of rehabilitation and psychocorrectional programs.

To work with orphans, including HIV-positive children, two types of psychological assistance can be distinguished: 1) the work of a psychologist in institutions of social and pedagogical support (shelters, orphanages, crisis centers, boarding schools, etc.); 2) attracting highly qualified specialists on specific problems of children or areas of work, centers, services, consultations, etc.

A psychologist who works directly with children in each particular institution should first of all rely on the age characteristics of children and neoplasms characteristic of each age period of the child's development. The mental development of a child occurs most favorably in each age period, when the type of activity and social situation coincide development. If this does not happen, then it can be predicted that the development has taken on a problematic nature and can go on an irreversible path, lead to pathological forms of behavior. At the same time, the child's psyche is flexible, plastic, and the possibility of compensation. With certain types of rehabilitation and psychocorrectional work, it is possible to partially compensate for certain aspects of mental development and help the child master the skills of social competence, which allow him to adapt to cultural types of behavior.

Psychologists of institutions that bring up children with HIV infection who find themselves without parents note that it can be very difficult to find suitable methods for working with such children. The available practical materials often cannot be used to work with children, while children cannot cope with the proposed tasks that children from families do well. Often, children who grew up in conditions of social deprivation (a long stay in specialized departments of medical institutions) do not understand the meaning of the proposed tasks, they are not interesting to them, they do not have intellectual skills in solving tasks, they do not get pleasure from the work done, and, as a rule, such the work turns out to be ineffective.

But we can highlight the most effective types and forms of work with children from 3 to 18 years old, which can underlie the preparation of rehabilitation and psychocorrectional programs.

The first form is game therapy, i.e. the use of all kinds of games. These can be games in the images of a game based on literary works, on an impromptu dialogue, on a combination of retelling and staging, etc.

The use of imagery in play has a number of psychological benefits. Firstly, the most favorable conditions are created for the personal growth of the child, the attitude to his “I” changes, the level of self-acceptance rises. This is facilitated by the limitation of the transfer of emotional experiences of the child associated with low self-esteem, self-doubt, anxiety about oneself, tension decreases, the acuteness of feelings is stopped.

A psychologist should know that the use of play as a therapeutic tool goes on for two reasons: a) play can be used as a tool for studying a child (classical psychoanalytic technique, in which desire is repressed, one action is replaced by another, lack of attention, slip of the tongue, stumbling, etc.) .d.); b) free repetition of the traumatic situation - "obsessive behavior".

We see that play serves to uncover and heal distortions in a child's development. Game therapy is valuable because it casts a shadow on the subconscious and allows you to see what the child associates with trauma, problem, past experience in play, which prevents him from living normally. There are five characteristics that define play as a therapeutic agent.

1. Play is a natural environment for a child's self-expression.

2. What the child does during play symbolizes his emotions and fears.

3. Unconsciously, the child expresses with emotions in the game what he can then realize, he better understands his emotions and copes with them.

4. The game helps to build a good relationship between the child and the psychologist and his behavior will be spontaneous.

5. The game allows the psychologist to learn more about the history of the child's life. To work with children, a psychologist can use free play and directive (guided) play. In free play, the psychologist offers children different play material, thereby provoking regressive, realistic and aggressive types of play. Regressive play involves a return to less mature forms of behavior (for example, a child turns into a very small child, asks to be taken in his arms, lisps, crawls, takes a pacifier, etc.). Realistic play depends on the objective situation in which the child finds himself, and not on the needs and desires of the child. For example, a child wants to play what he saw and experienced at home: a search, drunkenness, a fight, violence. And he is offered to play what he sees in this institution: a circus performance, theatrical performance, birthday, holiday, etc. Aggressive game is a game of war, flood, violence, murder.

In their games, children living in institutions of social and pedagogical support constantly return to the experienced stressful situations and will go through them until they get used to what they have experienced. Gradually, the experiences will become less acute and strong, and children will be able to transfer their experiences to other objects. But for this, the psychologist must teach children ways of new behavior and other experiences.

It is important for a psychologist to carry out rehabilitation work using elements of game therapy or using different types of games. To carry out rehabilitation work, it is good to include structured play material in the program developed by him, which provokes children to express their own desires, master social skills, and learn ways of behavior. For this, it is effective to use human figures symbolizing the family, cars, objects and dolls, sets of toys, etc. For example, family figures, cars, bedding provoke a desire to take care of someone; weapon - promotes the expression of aggression; telephone, train, cars - the use of communicative actions.

When organizing games with children, the psychologist observes what the child is ignoring: what toys, what color and what shape, and also fixes the child's inability to play with a certain toy.

The use in the work of a psychologist of various types of games and specially developed programs of rehabilitation and psychocorrection with the use of games is very valuable, since an unknown form of overcoming traumatic experiences is manifested in play. This form manifests itself when the integration of awareness and experience is successful, through it mental stress is relieved, the ability to perceive new impressions is formed and the transfer of children's fantasy to topics not related to violence, experienced trauma, which can contribute to the development of self-confidence, self-affirmation " I ", increase self-esteem, trust in adults around the child. The use of games in work with this contingent of children is only a stage in the process of rehabilitation and correction of the child's personality.

The second method is art therapy.

This method is based on the use of art as a symbolic activity. The application of this method has two mechanisms of psychological corrective action. The first is aimed at the influence of art through the symbolic function of reconstructing a conflicting traumatic situation and finding a way out through re-constructing this situation. The second is associated with the nature of the aesthetic reaction, which allows us to change the reaction of living negative affect in relation to the formation of a positive affect that brings pleasure. When working with children, the psychologist, using game therapy, supplements it with art therapy methods. There are several types of art therapy: drawing, art-based, bibliotherapy, drama therapy and music therapy.

As a therapy by means of art. Psychologists can apply applied arts. You can recommend assignments on a specific topic with a given material: drawings, modeling, applique, origami, etc. The psychologist offers children tasks on an arbitrary topic with an independent choice of material. As one of the options, it is recommended to use existing works of art (paintings, sculptures, illustrations, calendars) for their analysis and interpretation.

The indications for the use of drawing therapy are: difficulties in emotional development, actual stress, depression, decreased emotional tone, impulsivity of emotional reactions; emotional deprivation of children, the child's experiences of emotional rejection and feelings of loneliness; the presence of conflicting interpersonal situations, dissatisfaction with the intra-family situation, increased anxiety, fears, phobic reactions; negative "I-concept", low, disharmonious, distorted self-esteem, low degree of self-acceptance.

Psychologists can use the following types of tasks and exercises in their work with children at risk:

1) subject-thematic type - drawing on free and given themes. Examples of such tasks are drawings "My family", "I am at school", "My new house"," My favorite pastime "," I am now "," I am in the future ", etc .;

2) figurative - symbolic type - the image of a child in the form of images. Topics can be: "Good", "Evil", "Happiness", "Joy", "Anger", "Fear", etc .;

3) exercises for the development of imaginative perception - "Drawing by points", "Magic spots", "Draw a drawing", they are based on the principle of projection;

4) games-exercises with visual material for children of primary preschool age - experimenting with paints, paper, pencils, plasticine, chalk, etc. "Drawing with fingers and toes", "Destruction-building", "Overlapping color spots" etc.;

5) tasks for joint activities - writing fairy tales, stories using drawing. Methods of sequential alternating drawing such as "Magic Pictures" are used - one starts, the other child continues, and so on.

Music therapy allows you to work with children experiencing fear, anxiety, anxiety, For example: when presented with calm music that causes pleasant sensations, the child is instructed to think about objects that cause him fear, anxiety, etc.

Bibliotherapy. The method of influencing the child, causing his feelings, feelings through reading books. To this end, the psychologist selects literary works that describe children's fears, forms of experiencing stressful situations, and a way out of a situation that is terrible for children. For this type of work, it can be recommended for children of different ages the use of the works of the classics of literature - L.N. Tolstoy, B. Zhitkov, V. Oseeva and others. Logotherapy is a method of speaking therapy, which differs from a heart-to-heart conversation aimed at establishing trust between an adult and a child. Logotherapy involves a conversation with a child aimed at verbalizing his emotional states, a verbal description of emotional experiences. Verbalization of experiences can cause a positive attitude towards the person who is talking to the child, a readiness for empathy, and recognition of the value of another person's personality. The child does not always show self-exploitation, i.e. a measure of involvement in the conversation. It can be defined as minimal, when the child is asked to answer a series of questions with a doll or use dolls, characters (Petrushka, Barbie, Malvina, Pinocchio, dog, tiger, etc.). Children can use their favorite image or toy for this purpose. The use of this method presupposes the emergence of self-congruence - the coincidence of the external verbal argumentation and the internal state of the child, leading to self-realization, when children focus on personal experiences, thoughts, feelings, desires.

Psychodrama, or drama therapy, is the use of puppet dramatization in the work of a psychologist. Adults (or older children) play a puppet show, “playing” conflict situations that are significant for the child, inviting him to look at this situation and see yourself in it. With children showing anxiety, fear, surviving stress, various types of trauma, the use of the biodrama method gives the greatest effect. Its essence is that children are preparing a performance, but all the characters in it are animals. Children distribute among themselves the roles of animals or animals and swim conflict and life situations on the example of animals. When acting out a play, performance or situation, children act and speak differently than using puppets. The experiences of children, realized through the images of animals, differ from human ones and at the same time help to understand the feelings of others.

Moritotherapy. The method by which the psychologist puts the child in a situation of the need to make a good impression on others. The psychologist invites the child to express his opinion about something, and then corrects his ability to express himself, give an assessment, accordingly take a pose, use facial expressions, gestures, intonation, etc. In other words, this method helps to educate the rules. good taste, comply with the norms and rules of the culture of the society in which the child is currently located. The psychologist can recommend to educators and social educators how to study the child to behave in a specific situation in which he finds himself. For example, how to behave at a party, how to tell about yourself, how to talk about what you do in your free time, etc.

Gestalt therapy. This method can be used by a psychologist for individual work with children, in heart-to-heart talks. It is carried out as a transformation of the child's story into action. For example, this type of work can serve as "Unfinished business", "I have a secret", "My dreams". The child tells the psychologist what he dreamed, and the psychologist asks to show what he dreamed with the help of movements, actions, material, toys, masks, plasticine, etc.

Behavioral psychotherapy is a systematic elimination of fears, bad habits, and unapproved behavior of individual children. This method is used in individual work with children or working with small subgroups. This method can be recommended for the psychologist to use to work to overcome fears. For this purpose, they use the viewing of transparencies, films, videos, which cause children to experience a feeling of fear until the fear diminishes. The psychologist can intensify the fear experiences in children until they take on comic forms. The result of this work will be the laughter of the psychologist and the child, humor, the joy of joint experiences, which are a kind of catharsis.

Thus, a psychologist, when working with inmates of orphanages, orphanages, crisis centers, boarding schools, social hotels, needs to think over various forms of classes and methods of their conduct. Very important point such work is the development of psychocorrectional and rehabilitation programs by a psychologist. It must be remembered that children who have experienced trauma and stress can be helped in two ways: by daily teaching the necessary skills of social competence and by removing barriers that interfere with normal mental development (with the invitation of specialists of different profiles - psychologists, psychotherapists, consultants, sex therapists, etc.) ...

The psychologist of institutions of social and pedagogical support should work not only with children, but also with all employees in close unity: with educators, social educators and social workers, teachers, doctors, leaders of circles, etc.

^ Determination of the effectiveness of the complex rehabilitation activities of the institution

Effectiveness can be measured by the following criteria:

1. 
   Health - stable clinical remission of the underlying disease, absence of severe complications and disability, positive dynamics of clinical, laboratory and instrumental signs of the disease, restoration of physical rates of physical, sexual, neuropsychological development, restoration or correction of external functions of vision, hearing, movement, etc. ., normalization of sleep, physiological functions, relief of seizures;
2. 
   Socio-psychological state: recovery or positive dynamics of the development of intelligence, cognitive ability, sociability, physiological balance of negative and positive emotions; the physiological level of tension of emotional tone, adequate self-esteem, the adequacy of claims, the formation of educational and work motivation, the formation of personal comfort;
3. 
   The success of the leading activity is a satisfactory assimilation of age educational programs at individual learning rates; identification and development of accumulations for certain forms of additional education.

Complex medical, social, psychological and pedagogical rehabilitation services are used to integrate the child into society. These services, performing their traditional, rather autonomous functions, with their effective coordination, ensure the fulfillment of an integrative goal.

Each service plans its activities and coordinates with each other.

^ Algorithm of interaction of social and educational service:

• 
  diagnostic (the study of psycho-pedagogical individual characteristics of the personality and its microenvironment, constants. And the definition of diviant behavior, to track the causes of conflicts);
• 
  predictive (forecasting the most effective formation of the zone of proximal development, modeling a promising development zone, including life plans, etc.)
• 
  organizational (organizing leisure, etc. activities);
• 
  coordination (mediation between the child's family and the educational institution, authorities, social assistance and social security ...);
• 
  advisory (consultation of all participants in the educational educational process);

^ INTERACTION OF PARTICIPANTS IN THE REHABILITATION AND EDUCATIONAL PROCESS IN EDUCATIONAL INSTITUTIONS

^ Honey. worker	Educator	Psychologist	Social Educator
Inspection: Establishment of carriage, concomitant diseases, disorders		1. Takes part in the preparation of the child's IPR	1. Takes part in the preparation of the child's IPR
Takes part in drawing up an individual rehabilitation plan (IPR) for a child	2. On the basis of standard (basic) educational programs, develops individual programs that take into account the peculiarities of the psycho-physical development of children		2. Teaches other professionals in psychosocial knowledge
Takes part in PMPk OU	3. Participation in PMPK		3. Creation of conditions for neuropsychic, physical and social rehabilitation of children: approaching home subject environment, creating a positive background, establishing a friendly attitude, equality between all children and adults
Educational activities among participants in the educational process (teachers, educators, psychologists, social. Teachers, the media)	4.Develops collaborative teaching methods for children, taking into account health-saving technologies		4. Acts as an intermediary in the system of interaction between the individual and society
	5. Involves children with HIV infection in collective activities		5. Studying age characteristics, abilities, world of interests, social circle, moral atmosphere, identifying positive and negative influences
	6. Raises qualifications in the direction of organizing the life of children with HIV infection in educational institutions	6. Eliminates communication deficits	6. Eliminates communication deficits
	7. Educational work among the participants of the educational process		7. Social legal support for children with HIV
	8. Shares experience with various stakeholders

The PMPK is collected at least 2 times a year (more often if necessary).

A prerequisite effective work is the monitoring of: 1) the implementation of the child's IPR (assessment of the implementation of the IPR and, if necessary, adjusting it), 2) the social adaptation of children to the living conditions in the micro-society and the community as a whole. Monitoring is carried out once a school year.

^ 3. 11. Stages of social rehabilitation of children with HIV infection

The process of social rehabilitation of HIV-positive children can be conditionally divided into 4 main stages:

Stage 1. Determination of the level of maladjustment of the child:

• 
  diagnostics (developmental level according to age);
• 
  close circle (social circle);
• 
  places where the child is;
• 
  the child's capabilities (compensatory and correctional): his rehabilitation potential in terms of further development;
• 
  social demand of the family and the expected result.

Stage 2. Specific steps and assistance:

• 
  inclusion of the child in rehabilitation activities;
• 
  work with the closest environment;
• 
  rendering (updating) the situation;
• 
  correction of family relationships;
• 
  joint work of specialists and families on the program of social adaptation of the child.

Stage 3. Integration.

• 
  expanding the circle of communication (creating an integrative environment) of the child;
• 
  increasing the level of social and psychological adaptability of the child and family to negative trends and impacts of society - preparing the family and the child for integration into child care institutions;
• 
  vocational guidance activities.

Stage 4. Support.

Interaction with health authorities,

Interaction with educational authorities,

Visiting specialists of psychological, medical and social centers.

We devoted the previous paragraph to an examination of the general laws of the development of the personality of a primary school student. But we are faced with the task of investigating the peculiarities of working with orphans. The purpose of this paragraph is to identify whether there are features of the development of an orphan child and how the tasks of the educator are concretized in connection with the above circumstances.

V Lately A lot of literature and periodicals (materials of the V.I.Lenin Children's Fund) are devoted to the problems of orphans, and when studying them, you come to two opposite conclusions:

children from orphanages and boarding schools are completely ordinary, do not differ from those growing up in families, and all the problems associated with them can be solved by improving their financial situation, involving bosses, creating normal conditions for education and upbringing.

there are practically no healthy children in orphanages and boarding schools, all pupils have somatic and mental illnesses, primarily due to severe heredity.

The problem of considering children who are brought up outside the family as healthy or sick is extremely complex and acute. However, both of these extreme positions, from the point of view of the authors of the book "Children without a Family" AM Prikhozhan Tolstykh N.N. Children without a family (Orphanage: worries and concerns of society). - M, 1990, they ignore a fundamentally important circumstance - the specificity of the mental or, more precisely, the psychological development of children in residential institutions, the specificity that is not determined by the criterion of "norm or pathology".

Studies carried out in many countries of the world indicate that outside the family, the development of a child follows a special path and that specific character traits and personality behavior are formed in him, about which it is impossible to say whether they are worse or better than that of an ordinary child, they are simply other. In modern psychology, this path of development is explained by the so-called deprivation conditions.

Deprivation is a term widely used today in psychology and medicine; it came to the Russian language from English (deprivation) and means "deprivation or limitation of opportunities to satisfy vital needs." To understand the essence of this term, it is important to refer to its etymology. The Latin root privare, which means "to separate", underlies the English, French, Spanish words, translated into Russian as "private, closed, separate"; hence the word "private" used in Russian. The prefix de in this case conveys an effort, downward movement, a decrease in the root value (by analogy with the word "depression" - "over-pressure"). Psychological Dictionary / Under total. Ed. A.V. Petrovsky, M.G. Yaroshevsky. M, 1990

Thus, speaking of deprivation, they mean such dissatisfaction of needs that occurs as a result of the separation of a person from the necessary sources of their satisfaction. Secession with detrimental effects. It is the psychological side of these consequences that is essential: whether a person's motor skills are limited, whether they are excommunicated from culture or from society, whether they are deprived from early childhood maternal love- the manifestation of deprivation is psychologically similar.

Anxiety, depression, fear, intellectual disorders - these are the most characteristic features of the so-called deprivation syndrome. Symptoms of mental deprivation can cover the entire spectrum of possible disorders: from slight oddities that do not go beyond the normal picture, to very gross lesions in the development of intelligence and personality.

Depending on what exactly a person is deprived of, they allocate different types deprivation - motor, sensory, informational, social, maternal and others.

Sensory deprivation is characteristic of children who were left without a family in early childhood, these are inmates of Baby Houses and Baby Houses.

Indifference, lack of a smile among children from orphanages, orphanages were noticed by many already from the very beginning of the activities of such institutions, the first of which date back to the 4th century AD (335 g Constantinople), and their rapid development in Europe dates back to about the 17th century. The dictum of a Spanish bishop, dating back to 1760, is well known: "In an orphanage, a child becomes sad and many die of sadness." However, as a scientific fact, the negative consequences of being in a closed children's institution began to be considered only at the beginning of the 20th century. These phenomena, first systematically described and analyzed by the American researcher R. Spitz (20, p. 35), were named by him as the phenomena of hospitalism.

The essence of the discovery made by R. Spitz was that in a closed children's institution a child suffers not only and not so much from poor nutrition or poor medical care, but from the specific conditions of such institutions, one of the essential points of which is a poor stimulating environment.

Along with sensory and motor, social de-privation is also distinguished.

Considering the importance of the level of personal maturity as a factor of tolerance to social isolation, it can be assumed that the younger the child, the more difficult social isolation will be for him. And the worst thing is that, with a few exceptions, even with the most selfless, patient and skillful care and upbringing, such children remained flawed for the rest of their lives.

Even in those cases when, thanks to the selfless work of teachers, the development of intelligence took place, serious violations of the personality and communication with other people persisted. At the first stages of "re-education", children experienced an obvious fear of people; later, the fear of people was replaced by inconstant and poorly differentiated relationships with them. In the communication of such children with others, importunity and an insatiable need for love and attention are striking. Manifestations of feelings are characterized, on the one hand, by poverty, and, on the other hand, by an acute affective coloration. These children are characterized by explosions of emotions - stormy joy, anger and the absence of deep stable feelings. It should also be noted that they are emotionally very vulnerable, even a small remark can cause an acute emotional reaction, not to mention situations that really require emotional tension of inner strength. Psychologists in such cases speak of low frustration tolerance.

The fence of an orphanage or boarding school became for these people a fence that fenced them off from society. He did not disappear even if the child ran away, and he remains when they marry him, entering adulthood.

Psychologists have noticed that the fence of the orphanage divides the world of orphans into "We" and "They". This sense of community that children have in a closed child care facility is indeed very important. Thanks to him, that feeling of security, security, "unconditional acceptance" arises, which usually gives a child a family, a home.

The importance of the feeling "We" as one of the most important life supports for children growing up outside the family, unfortunately, is rarely taken into account in the practice of their upbringing. Transitions from a child's home to a preschool orphanage, and from it to a boarding school, often destroy these children's groups, children end up in different institutions, lose touch with each other.

While preserving the feeling of "We" in children who are brought up outside the family, one cannot, however, become isolated on it. Preventing the possibility of the emergence of social deprivation, it is necessary to develop in every possible way the connections of pupils of closed children's institutions with the whole world around them.

In this chapter, we have covered the different types of mental deprivation.

Observing orphans of primary school age in the "Country of Seligeria" children's educational institution, we have collected interesting facts.

In orphans of primary school age, we observed neoplasms of the age indicated by us in paragraph 1.2. page 18. Thus, most of the children of the orphanage No. 2 in Moscow, of whom the camp detachment consisted, had formed norms of behavior, they were distinguished by a responsible attitude to labor affairs, high independence in organizing life and everyday life.

The modern living conditions of children in the orphanage, the attentive attitude of the staff, the upbringing of children in the orphanage from the age of 3, the unique work of the D / D No. 2 team influenced the fact that no traces of motor deprivation were observed. But sensory and social deprivation manifested itself: - children do poorly at school and do not like to talk about school. Therefore, in most children, we noticed compensatory motivation. These are secondary motives in relation to educational activity, allowing to establish themselves in another area - in sports, work, drawing. Kulagina I.Yu. Age-related psychology. - P.148 DOL they used for self-affirmation, trying to prove themselves in the most varied matters of the camp, which made us very happy.

The study of pedagogical and psychological literature on the problem of research, observations carried out over orphans D / D No. 2 in Moscow, vacationing in the camp "Country of Seligeria" made it possible to draw the following conclusions:

For orphans of primary school age, in general, all the features of the personal development of a child of a given age are natural.

At the same time, the child's development is complicated by sensory and social deprivation, which is a consequence of keeping the child in an orphanage.

This fact is especially evident in the predominance of compensatory motivation in the personality structure of orphans.

At the same time, the pedagogy of vacations is a combination of pedagogical strategies and technologies that ensure the child's freedom of self-determination and self-development in activities that are interesting for him and create the widest opportunities for acquiring vital social practical experience in living conditions in a children's community outside of home and school.

The children's camp as an educational space has a number of advantages over the school: mobility, the ability to build real humanistic relations between an adult and a child and within the children's community, it is easy to support everyone in the detachment, to protect if necessary: ​​such a group can perform a therapeutic function.

We have to admit that children who are brought up without parental care differ from their peers growing up in a family.

We will not judge whether the features of upbringing in children's institutions without parental care are good or bad, we only note that any system that forms a kind of community within itself receives people who find it difficult to live without this community in the future.

It is known that children are admitted to institutions not by sheer coincidence, but quite the opposite, and by the time they enter the institution, many of them, probably almost all, have received psychological trauma of varying severity. Do not forget that the stories of these children are often painted in terrible colors. Of course, this hardest experience, as well as the very fact of getting into and life in a children's institution, leaves an indelible mark on the child's soul and personality as a whole.

Often, when talking about the psychological characteristics of orphans, psychologists list a number of descriptive characteristics, such as:

· Postponed psychological trauma form deep neuropsychological disorders;

Delay in mental development (lag in the development of the psyche as a whole, or its individual functions: motor, sensory, emotional-volitional) as a consequence of the lack of stimuli for development.

· A tendency to pathological habits: the child sways, bites his nails, sucks his lip or fingers - due to the lack of normal communication with adults, children lose their innate potential for development;

· Often, inmates of orphanages are not able to relate themselves, the present, with themselves in the past and the future: they do not remember the individual past, the future is uncertain for them;

Crowding in all rooms leads to the need to constantly contact others, which creates emotional stress, anxiety and at the same time increases aggression;

· The unrealizable need for a certain living space, especially in isolation, leads to the fact that children from boarding schools in large cities master attics and basements (vagrancy);

· An essential feature of boarding school pupils is excessive sexual arousal (hypersexuality). The reason for this lies in the impossibility for children, socially unsettled, to use their energy positively. And also the inability to get the missing warmth and human closeness in other ways.

· A special problem is the phenomenon of “we” in the conditions of a boarding school. Here children develop a kind of identification with each other. The world is divided into two camps: "we" and "strangers".

· Due to the lack of close relationships and frequent frustrations, children have difficulty in socializing. Often, children raised in orphanages from a young age do not know how to create close relationships, all people are approximately equally strangers to them, and there are no special attachments to anyone.

· Contrary to the assumption that boarding school pupils are more independent than their peers at home, they were found to have serious defects in voluntary self-regulation of behavior, expressed in the inability to independently plan and control their actions.

· Low self-esteem. Feeling like second-class people is accompanied by feelings of guilt and shame. Among such children, there is a frequency of depression, feelings of loneliness, sleep disturbances, and suicide attempts.

· In a residential institution, there is an unconditional belonging to a group, a lack of choice.

· Children living on full state support have a dependent position (“we owe”, “give us”), there is no frugality and responsibility.

· Orphans are psychologically alienated from people, and this gives them the “right” to commit an offense.

· In a boarding school, adolescents develop an aggressive, ignoring or passive type of behavior and emotional response. An adequate loyal type of behavior is formed extremely rarely if the adolescent has inner strength and his value orientations direct him to identify with the ideal or with a real person happily met by him.

· Communication problem. A child growing up in a residential institution, among other defects, does not know how to communicate. It looks like an inability to find compromises and effective solutions to problems, as well as smooth out conflicts. These qualities characterize orphans as inflexible in communication and often have only two types of interaction in their minds: dominance or submission.

· Sometimes children can provoke adults into unusual behavior.

After listing some of the psychological characteristics of children, we suggest looking at further options for the life of graduates from orphanages:

Speaking about a successful arrangement in life, we do not mean success, good income, fame, a large and friendly family and other benefits of our society, we mean that he did not fall into the above-listed ranks of “lucky ones”.

1.4 Psychological characteristics of children - social orphans

Social orphans are children with parents, but left without their care. Unfortunately, in recent years, the number of such children and adolescents has been steadily increasing. The state takes care of them. Among the pupils of a state institution, only 5% do not have parents, 95% of them are parents for various reasons refused or were deprived of parental rights.

In our country, in recent decades, along with the existing orphanages and boarding schools, social rehabilitation centers, shelters for short-term and long-term stays, social hotels for street children, social and psychological assistance services for adolescents after they leave the boarding institution have appeared. Their specificity is determined by the special socio-psychological status of children - a crisis and a psychological state bordering on it, which is a consequence of betrayal of parents, experienced violence, school maladjustment, and being on the street in an asocial environment.

The tasks of these institutions include a lot:

· Relieve the severity of mental stress;

· To carry out the primary adaptation of the child to life in a socially healthy environment;

· Restore or compensate for lost social ties;

· Return the child to the usual forms of human life - play, study, work, communication.

In November 1989, the first version of the Convention on the Rights of the Child was developed and approved. In 1990, the World Declaration on the Survival, Protection and Development of Children was also adopted. Thus, the international community united to protect children, recognized the priority of their interests for the well-being and survival of humanity. Despite the efforts being made to understand the problems of childhood and their solution, the situation of children in Russia is a cause for concern; social orphanhood, juvenile delinquency, and an increase in the number of suicides among children continue to be serious problems. In our country, with a sharp decline in the birth rate, the number of "artificial" orphans does not decrease.

The Convention on the Rights of the Child says: "For the full and harmonious development of his personality, a child needs to grow up in a family environment, in an atmosphere of happiness, love and understanding." According to the UN Convention, every child has the right to a standard of living necessary for his physical life. Mental. Spiritual, moral and social development; the primary responsibility for ensuring this level rests with the family.

Most of the children who are social orphans end up in government institutions from disadvantaged families, where from an early age they were deprived of empathic communication, where they were mistreated. Many authors, including L.I. Bozhovich, V. Ya. Titarenko, I. V. Borisova, M. Zemskaya, Z. Mateinik, I.V. Dubrovina, M.I. Lisitsin, note that the family is the most important institution of the socialization of the individual, and intrafamily relations play a special role in the formation of the personality. L.S. Vygodsky considered. That communication with adults is the main way of manifesting a child's own activity. It is in the process of communicating with adults that the child learns and assimilates the rules of human relationships, accepts the norms, concepts and values ​​of society.

The breakdown of a family relationship is usually the direct cause of a child leaving home. If at home a child suffers from parental neglect and criminal abuse, going outside becomes his last resort.

When studying cases of social orphanhood, a complex combination of circumstances emerges, when a mother abandons her child, guided by her own considerations, and the father, at the same time, for his own reasons, does not want or cannot fulfill paternal responsibilities. As a result, the child remains completely defenseless. Special studies conducted under the leadership of V.I. Brutman, showed that abandoning motherhood is a complex and obscure phenomenon. It contains social, economic, moral, family, and most importantly, psychological and even psychiatric factors, which, unfortunately, have not yet been taken into account by anyone. At the state level, there is no system of social and psychological assistance to dysfunctional families, as well as pregnant women who find themselves in a crisis situation, which can push them to abandon a child.

Outside the family, the child develops specific character traits, behavior, personality, about which it is often impossible to say whether they are worse or better than that of an ordinary child - they are simply different. A.M. Parishioners and N.N. Tolstoy, who studied the formation of the personality of children brought up in orphanages, studied the formation of the image of the I, its content and the attitude of children towards themselves manifested in it. They consider the following as presumptive reasons for the formation of self-consciousness in such conditions of upbringing:

1. frequent turnover of adults in institutions, which breaks the continuity of the child's attitude and experience;

2. the pedagogical position of an adult, in which the child is the object of the caregiver's care and education, in contrast to the “event-driven” position of the adult in the family;

3. group approach to children and lack of emotional contact with adults, which entails undifferentiation and unawareness of the child's self;

4. strict regulation of all actions of the child in the institution, leaving no room for choice and responsibility.

Summarizing the results of the study of the mental development of children brought up outside the family, E.O. Smirnova, L.N. Galaguzova, T.V. Ermolova, S.Yu. Meshcheryakova, L.M. Tsaregorodtseva believe that to the already existing psychological characteristics, an additional number of features are added that distinguish pupils of children's homes from their peers from the family:

· Decreased curiosity;

Lag in the development of speech;

• delay in mastering object-related actions;

· Emotional insensitivity to the attitude of an adult;

· Lack of desire for independence;

Lack of tendency towards partnership in play activities, which leads to the unpreparedness of children for an independent life, they are not able to plan their future.

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