Problems of post-boarding support for orphans. Models of post-boarding support for orphans and children without parental care, as well as persons from among them. Post-boarding support for orphans laws

<*>Karpeev O.V. Legal regulation of post-boarding school maintenance (problem statement, methods of solution).

Karpeev Oleg Vladimirovich, applicant for the Department of Civil Law and Process, Faculty of Law, Ulyanovsk State University.

The article examines the relevance of legal regulation of social relations arising in the field of post-boarding support for graduates of educational organizations for orphans, children without parental care, and persons from among orphans and children without parental care. The complexity of legal regulation of the activities of entities whose legal status changes in the process of this activity is noted. Methods for solving the problem posed are proposed: conducting a systematic study with the construction of a pragmatic functional model of this type of activity, followed by modeling of social relations on its basis, and then modeling of legal norms.

Key words: post-boarding support, graduates of educational organizations for orphans, legal regulation of social adaptation, legal regulation of post-boarding support.

The article considers topicality of legal regulation of public relations arising in the sphere of post boarding school maintenance of graduates of educational organizations for orphans, children left without parental care and persons from orphans and children left without parental care. The author notes the difficulty of legal regulation of activities of subjects, whose legal status changes in the process of such activity; proposes methods of solution of the stated problem: carrying out of systematic research with building of pragmatic functional model of this type of activities, with further modeling of public relations on its basis, and then modeling of legal norms.

Key words: post boarding school maintenance, graduates of educational organizations for orphans, legal regulation of social adaptation, legal regulation of post boarding school maintenance.

Currently, solving the problem of social adaptation of graduates of educational organizations is of particular relevance.<1>for orphans, children left without parental care, as well as persons from among orphans and children left without parental care (hereinafter referred to as orphans).

<1>This article uses the term used in the Family Code of the Russian Federation - “organization for orphans and children left without parental care.” Federal Law No. 159-FZ of December 21, 1996 “On additional guarantees for social support of orphans and children without parental care” uses the term “institutions for orphans and children without parental care,” which is more broad and includes not only “educational institutions”, but also “social service institutions”, “health care institutions” and other institutions.

The Ministry of Education and Science of the Russian Federation notes the particular difficulty of the period when graduates of educational organizations for orphans (hereinafter referred to as graduates) enter an independent life, which is associated with great difficulties and does not always proceed successfully: “A graduate, entering adulthood, faces a number of problems: provision housing, job search, organization of everyday life, food, leisure, interaction with the wider society"<2>.

<2>Letter of the Ministry of Education and Science of the Russian Federation dated March 1, 1011 N 06-369 “On the direction of recommendations” // SPS “ConsultantPlus”.

The authors of the above-mentioned letter point out as a particular problem the formation of “a special socio-psychological status among pupils of educational institutions for orphans, which is characterized by the presence of dependent attitudes, a low level of work motivation, legal literacy, an increased level of victimization, and vulnerability to various forms of exploitation.”

As a result, graduates often cannot take advantage of the social benefits and guarantees provided, protect their own rights, establish contact with people around them, become victims of violent crimes, fraudulent actions that lead to loss of property (primarily housing), and are involved in antisocial acts and illegal activities.<3>.

<3>See: letter of the Ministry of Labor and Social Development of the Russian Federation dated April 1, 2008 N 2372-РХ // SPS "Garant".

The presence of this problem has long been recognized in the field of pedagogy, sociology and psychology.<4>. Her research in these branches of scientific knowledge ends with the development of appropriate proposals and recommendations. The practical implementation of these proposals and recommendations faces the lack of a legal basis and the practical difficulty of implementing social adaptation measures during the period when orphans leave the educational organization<5>.

<4>See: Lebedev O.E., Mayorov A.N., Chepurnykh E.E., Zolotukhina V.I., Family G.V. Socialization and education of social orphans. Adaptation of graduates of boarding schools for children left without parental care. Report / Ed. A.N. Mayorova. M.: Intellect Center, 2002.
<5>See: Allamyarova N.V., Alekseeva V.M. Legal aspects of social orphanhood // Medical law. 2011. N 2 / SPS "ConsultantPlus".

After a graduate of an educational organization for orphans leaves it, until he reaches adulthood or emancipation in accordance with paragraph 4 of Art. 155.1 of the Family Code of the Russian Federation, the fulfillment of the duties of his guardian or trustee is assigned to the guardianship and trusteeship authorities at the place of his residence (stay).

The practical difficulty of implementing this power is a well-known fact and is noted throughout Russia as a whole.

Assistance in the life and activities of graduates from the guardianship and trusteeship authorities, carried out within the framework of the powers granted by the current legislation, cannot be considered exhaustive and sufficient.

This is due to the limited powers granted, their focus mainly on providing for primary needs<6>and for a limited period of time (until reaching adulthood or emancipation), as well as a limited staffing of the guardianship and trusteeship bodies.

<6>See: Ibid.

The above leads to the conclusion that in modern Russia the system of guardianship and trusteeship bodies is ineffective in ensuring the interests of graduates.

Solving this problem by increasing the staffing levels of guardianship and trusteeship bodies with the assignment of additional powers to them to carry out the social adaptation of graduates seems ineffective from both economic and functional points of view.

In connection with the above, the inevitable conclusion follows about the need to implement the task of social adaptation of graduates by creating a system that provides additional assistance to this category of citizens.

This system should function in conjunction with, but outside of the guardianship and trusteeship authorities, while maintaining the function of control over its activities by these authorities.

The features of this system should be: high efficiency; adaptability to changing requirements depending on the quantitative and qualitative composition of graduates; individuality of application in relation to a specific graduate.

The creation of this system determines the relevance of the legal regulation of public relations in the field of social adaptation of graduates. A certain complexity of regulatory regulation of this type of activity is complemented by a change in the legal status of graduates established by the legislation of the Russian Federation, in connection with their maturation.

The need to adopt a normative act implementing such regulation requires a study of social relations in the field of social adaptation of orphans, children without parental care, and persons from among them using a systematic method.

As noted by O.S. Razumov, “the importance and necessity of a systematic approach in a post-industrial society is determined by integration, integrity, organic interconnection and interaction of the constituent spheres of life...”<7>.

<7>Razumov O.S., Blagodatskikh V.A. System knowledge: concept, methodology, practice. M.: Finance and Statistics, 2006. P. 7.

System research involves the following operations: detection of system elements; identifying the properties and qualities of each element; analysis of connections, relationships and dependencies of system elements; generalization of elements in their qualitative interaction; knowledge of the functional purpose, role and effectiveness of the interaction of the system in each of its parts on the environment and the reverse influence of the environment on the system<8>.

<8>See: Morozov S.Yu. System of transport organizational contracts. M.: Norma, 2011. pp. 99 - 100.

Currently, in the Russian Federation there are no federal regulations that provide comprehensive regulation of legal relations in the above-mentioned area. It cannot be said that the current federal legislation completely ignores the problems of orphans; regulations on the provision of “additional” and “separate” benefits or rights for this category of citizens are numerous. However, when analyzing the situation as a whole, it is necessary to note the fragmented, inconsistent, unsystematic nature of the legal regulation of this area at the federal level.

The consequence of this is the lack of a mature approach to posing the problem of social adaptation of graduates in legal science, the lack of strictly scientific developments of legal definitions in relation to the complex regulation of these social relations.

Meanwhile, the requirements of practice turned out to be so urgent that they forced legislators in certain regions of the Russian Federation to begin independent rule-making.

An analysis of Russian regional legislation leads to the conclusion that at present, a unified system of legal regulation of the social adaptation of graduates has not yet been established; one can also note the lack of uniform terminology and the difference in approaches in defining the basic concepts used in regional regulations.

A number of constituent entities of the Russian Federation have adopted laws or regulations at the regional level regulating the organization of work on the social adaptation of graduates according to the so-called post-boarding school patronage (post-boarding support)<9>.

<9>

In addition, the laws of individual constituent entities of the Russian Federation entrust the guardianship and trusteeship authorities with powers for post-boarding care.

This power of the guardianship and trusteeship authorities is not provided for by the current federal legislation, but, according to regional legislators, it does not contradict it<10>.

<10>An analysis of the rule of law enshrined in Part 2 of Art. leads to this conclusion. 8 of the Federal Law of April 24, 2008 N 48-FZ “On Guardianship and Trusteeship”, in accordance with which the laws of the constituent entities of the Russian Federation may provide for other powers of the guardianship and trusteeship authorities along with those established by the above-mentioned federal law.

This option provides for the establishment of a special type of patronage over graduates both under the age of 18 and at the age of 18 and older, established on the basis of an agreement, on a reimbursable basis, financed from the regional budget.

Regional legislation establishes the requirements for such a “post-boarding educator” (trustee), and also limits the number of graduates under the care of one trustee.

The disadvantages of this system include the lack of possibility of providing a wide range of qualified, comprehensive, specialized assistance to graduates, since a foster carer cannot be a specialist in all areas at once, and the lack of unity of organizational and methodological leadership<11>activities of the post-boarding teacher, which suggests a lack of continuity in the process of social adaptation.

<11>This conclusion follows from the analysis of regional regulations, but this can only mean that the implementation of such guidance is not reflected in a legislative act at the regional level, but is actually being implemented.

In some regions of Russia, the organization of work on the social adaptation of graduates is carried out with the creation of services and centers for social adaptation.

These services and centers can function as legal entities - specialized institutions, the main activity of which is the organization of social adaptation of graduates, as well as structural divisions of educational organizations for orphans.

The main activities of such institutions or structural units are providing graduates with advisory, legal, psychological, socio-pedagogical and other assistance, providing them, if necessary, with the possibility of temporary residence, assisting them in obtaining education and employment, protecting rights and legitimate interests.

This option for organizing the social adaptation of graduates ensures the continuity of the process of social adaptation, as well as the complexity and qualifications of the assistance provided. As a disadvantage of this model, we can note the high cost of its creation at the initial stage, due to the need to allocate premises for the functioning of the institution, office equipment, furniture, formation of personnel, etc.

As a rule, this disadvantage is significantly mitigated by the formation of such an institution (center or service) on the basis of an educational organization for orphans being liquidated or reorganized, with the transfer of all (or part) of the material and technical base to the newly created institution. The issue of personnel formation is addressed in a similar way, for example, in the State Report “On the Situation of Children in the Russian Federation” for 2010, which notes the presence in many educational organizations for orphans of “post-boarding blocks, dormitories, social hotels, post-boarding adaptation centers”<12>.

<12>In 2010, the presence of post-boarding blocks was noted in 101 institutions, which is 7% of the total number. See: Ministry of Health and Social Development of the Russian Federation. State report on the situation of children in the Russian Federation // SPS "ConsultantPlus".

It should be noted that the Ministry of Education of the Russian Federation recommends starting targeted work "to prepare orphans for future life in society, to overcome the so-called graduation crisis associated with the transition of graduates of institutions for orphans from a regulated life in an institution to independent choice and decision-making"<13>, long before graduation, almost from the first day of orphans’ admission to the educational organization.

<13>See: letter of the Ministry of Education and Science of the Russian Federation dated March 1, 1011 N 06-369 “On the direction of recommendations” // SPS “ConsultantPlus”.

We believe that the process of social adaptation of orphans and children without parental care, as a set of measures aimed at developing in orphans the skills of behavior in society, the ability to self-control and self-service, it is advisable to begin from the moment they reach 14 years of age. At an earlier age, these activities are also necessary, but the expediency of starting the normatively regulated process of social adaptation precisely from the age of 14 in the conditions of an educational organization for orphans is due to the developmental characteristics of the majority of pupils (the majority of pupils are developmentally delayed and by the age of 14 have development level corresponding to 10 - 12 years). In addition, it is by the age of 14 that the necessary level of self-awareness is formed, which is characterized by the ability to build a “plan for the future” and an interest in receiving vocational education.

The analysis was aimed at identifying the elements of the system of social adaptation of graduates in the broad sense of the word. The concept of “social adaptation of orphans, children without parental care, and persons from among them” in relation to the concept of “post-boarding support for graduates” is broader and correlates as a genus with a species, including the entire scope of the latter.

As a result of the analysis, we can identify the following potentially existing elements of the system of social adaptation of orphans, which can be included in the post-boarding support system.

Social adaptation at the stage of a child’s stay in an educational organization.

This element refers to post-boarding school support for graduates as preparatory and is not included in it in the strict sense of the term “post-boarding school”, i.e. “carried out after staying in a boarding school”, meaning by boarding all educational organizations for orphans, including orphanages, etc.

However, for the purpose of social adaptation, taking into account the special importance of this stage, it seems appropriate to include this element in the system of post-boarding support with appropriate legal regulation<14>.

<14>Organizational issues of post-boarding support in educational organizations for orphans are the subject of close attention of government agencies. See, for example: telegram of the Ministry of Health and Social Development of the Russian Federation dated July 5, 2011 N 18-2/10/2-6484 // SPS "Garant".

Social adaptation at the stage from graduation from an educational organization until the graduate reaches adulthood or emancipation.

This element directly relates to post-boarding support, is characterized by a transition to living conditions in the “broad society”, at the same time, the graduate does not yet have full legal capacity and needs special attention, since at this stage the problems of “adolescence” characteristic of for all teenagers.

Social adaptation of graduates of educational organizations under the age of 23<15>.

<15>The upper age limit - 23 years - is determined by the approach reflected in Art. 1 of the Federal Law of December 21, 1996 N 159-FZ "On additional guarantees for orphans and children left without parental care."

This element is characterized by the presence of full legal capacity of a citizen, at the same time, practice shows that the “social maturation” of such citizens, unfortunately, lags behind “physiological adulthood.” At the same time, post-boarding support at this stage is possible only if there is a citizen’s application to establish such support.

All elements must be interconnected by general organizational and methodological guidance, allowing for a consistent, systematic, comprehensive solution to emerging problems in optimal time ranges, which ensures the achievement of the integrative properties of the system. An element providing general organizational and methodological guidance must be a separate element of the system, and not be an integral part of one of the elements.

To solve this problem, we will apply the system modeling method and build a pragmatic functional model of social adaptation of orphans as a type of activity that describes the sequence of system actions to achieve an integrative property, in this case, achieving the effect of adequate social adaptation.

On the basis of this model, we will build a structural and functional model of post-boarding support on the scale of the Russian Federation, providing for the introduction of self-regulation of activities<16>, or in a simplified version and without the introduction of self-regulation - for a subject of the Russian Federation<17>.

<16>The introduction of self-regulation of the activities of post-boarding support subjects seems to be a matter of the future.
<17>The author of this article in no way insists on the absolute truth of the proposed model, but, on the contrary, emphasizes the need to adapt it to the conditions of a specific subject of the Russian Federation.

Having accepted this hypothetical (ideal) model as true, we will carry out modeling of the legal regulation of possible social relations.

As a rule, to solve a given problem it is necessary to find out the functional purpose, role and effectiveness of the interaction of the system in each of its parts on the environment and the reverse influence of the environment on the system, but in this case it is impossible to talk about the interaction of the system with the environment due to the fact that the system exists only as a hypothetical model.

To resolve this contradiction, it is proposed to search for an analogue of the model that exists in reality. To do this, it is necessary to conduct a study of the characteristic features of social relations to be resolved. Having identified these characteristic features, compare them with the known characteristic features of social relations already regulated by law, then analyze the legal regulation of such “similar” social relations in order to identify components that can be used to regulate the social relations that interest us. At the same time, it is quite acceptable to use an interdisciplinary method of legal research, which is a reflection of a general interdisciplinary approach that combines “elements of other methods of legal research - comparative legal and systemic”<18>.

<18>Chelyshev M.Yu. Fundamentals of the doctrine of interbranch relations of civil law. Kazan: Kazan State Publishing House. Univ., 2008. P. 144.

As an “incomplete analogue”, it is proposed to adopt a set of norms regulating social relations in the field of insolvency (bankruptcy).

The choice of an analogue is due to the similarity of features characterizing these social relations, in particular:

the presence of public interest in the legal regulation of these types of activities, combined with high variability in the behavior of subjects, which determines the use of the appropriate method of legal regulation;
consistency, stage-by-stage nature of these types of activities, combined with the evolution of the legal status of subjects and objects of activity and, as a consequence, the focus of legal regulation on establishing a procedure;
the ineffectiveness of the direct participation of the state as a subject of emerging social relations;
the need for the activity to be carried out by a qualified entity;
the need for state control over the implementation of this activity;
delegation of the execution of certain management functions to a subject that is not part of the structure of government bodies, operating on the principles of self-regulation (or an authorized organization - for a subject of the Russian Federation).

The presentation of modeled legal norms using the rules of legal technology and highlighting the general and specific makes it possible to formulate a draft federal law or a law of a constituent entity of the Russian Federation regulating public relations in the field of post-boarding support for graduates of educational organizations for orphans, children without parental care, and persons from their numbers.

The results of the simulation deserve consideration in a separate article.

Forms and methods of post-boarding support

graduates of institutions for orphans and children,

left without parental care.

Children left without parental care are a special category of children who find themselves in a difficult life situation. They do not have parents, or their parents are deprived of parental rights: they avoid raising their children and protecting their interests.

About 15,000 children leave orphanages every year. According to the forecasts of the General Prosecutor's Office of the Russian Federation, within a few years after graduation, 5,000 of them will become unemployed, 6,000 will become homeless, 3,000 will have a criminal record and 1,500 will commit suicide.

A graduate of an orphanage is faced with the acute problem of inclusion in society. He is simply faced with the fact of radical changes, a new social environment to which he is forced to adapt. Representatives of this social group experience difficulties in professional self-determination, in marriage, in establishing professional and friendly relationships, a significant part of them join the ranks of offenders.

Unfortunately, government agencies still do not have a system of organized assistance to orphans after leaving the orphanage. The organizational structure of educational institutions for orphans needs to create new forms.

In the Yaroslavl region there are 22 educational institutions for orphans and children left without parental care, in which 750 people are educated.

Decree of the Government of the Yaroslavl Region No. 313-p dated April 12, 2012. the procedure for the formation of post-boarding support services for orphans and children left without parental care was approved and areas of work were determined (consulting, provision of social and psychological assistance, provision of temporary accommodation services). In accordance with this regulatory document, post-boarding support services operate on the basis of 5 orphanages in the Yaroslavl region.

Since January 1, 2013, on the basis of the State Budgetary Institution of Yaroslavl Administrative Okrug of the special (correctional) general education boarding school No. 6, on the basis of the Order of the Department of Education of the Yaroslavl Region, a post-boarding support service “Assistance” has been created. There is a department of social and psychological assistance. Service specialists accompany orphans and children without parental care, aged 18 to 23 years, living in the city of Yaroslavl.

The purpose of the service is to organize and ensure social adaptation of orphans and children without parental care who find themselves in difficult life situations, providing them with social assistance in realizing their rights and legitimate interests.

Service specialists have created a model of support for graduates of boarding institutions and foster families, which includes three areas of work:

1. Information and analytical:

creation of a data bank on persons from among orphans and children left without parental care;
analysis of professional and personal development of graduates;
maintaining graduate support cards;
tracking the results of graduate support.

2. Social and psychological:

protection of personal, housing, property rights and interests of persons from among orphans and children left without parental care;
providing advice on vocational guidance, vocational education and employment;
increasing the psychological stability of orphans and children without parental care;
solving social and domestic issues for orphans and children left without parental care;
rehabilitation activities for orphans and children without parental care who are in difficult life situations.

3. Organizational and methodological:

organizing activities aimed at supporting orphans and children without parental care;
organization of theoretical seminars to train teachers in socio-legal and psychological-pedagogical assistance to orphans and children without parental care;
development of methodological materials for organizing individual support and support for orphans and children left without parental care in the process of socialization.

Work with graduates begins with collecting information and compiling a database. For this purpose, communication is carried out with institutions for orphans and children without parental care, as well as with vocational education institutions. The information obtained is used to expand and develop the content of the database, which is compiled in Microsoft Office Access.

Working with the database allows you to:

get convenient access to graduate data (replenishment, analysis, data correction);
make samples according to various parameters;
carry out monitoring of the living conditions of orphans and children left without parental care.

As of May 1, 2015, the database contains information about 585 graduates: aged 18 to 23 years – 398 people, under 18 years old – 85 people, over 23 years old – 102 people.

In addition to information about the date of birth, residential address and professional education of the graduate, data that facilitates the provision of prompt assistance, such as a support network and risk factors, is indicated. The contact information contains not only the telephone number and address of actual residence, but also the address on a social network and an email address (e-mail).

Contact with the graduate is carried out in the following ways:

through social networks;
when specialists travel to the actual address of residence;
at meetings and conferences;
through the graduate’s immediate environment (friends, relatives, neighbors).

Each person who contacts the post-boarding support service is assigned a specialist from among the staff. Determining the type of support and drawing up an individual support program is carried out on the basis of an analysis of the problems of socialization of the graduate.

Types of support:

operational support (if the actions taken to solve problems are urgent, urgent in nature, as an emergency response to sudden, acute problems of a graduate);
active support (everyday psychological, pedagogical and legal assistance). This support does not include a range of issues that require an early solution and, unlike operational support, is used in a stable living environment for the graduate;
active surveillance is used in the presence of normal living conditions, permanent employment, etc. The difference between this type of support and others lies in a more “calm” form of participation in the life of the graduate.

In accordance with the type of support, specific forms and methods of work necessary to achieve the task are determined.

The most popular consultations are from specialists: social pedagogue, educational psychologist, legal adviser.

In the event of an unforeseen life situation, there are several ways to contact the Assistance service: online (via an official group on a social network, via Skype), by telephone helpline, during a personal visit (individual and group requests are possible).

The work of specialists in the rapid response team to a graduate’s difficult life situation is also in demand. The group includes a social pedagogue and an educational psychologist who are capable of resolving conflict situations between the graduate and his immediate environment on the spot and providing qualified assistance.

Visits from specialists provide an objective assessment of the social and living conditions of independent living.

In order to solve the problems of graduates, there is also interdepartmental interaction with various organizations: the Pension Fund, migration services, bailiff services, organizations in the housing and communal services sector, etc.

The work carried out is recorded in the individual graduate support program, and its result is an integral part of monitoring the life conditions of orphans and children without parental care.

Monitoring of living conditions is carried out using two forms of information collection: through direct contact with the graduate and through indirect contact.

To obtain information directly from graduates, methods are used: questionnaires and conversation.

Through indirect contact with the graduate’s immediate environment, information is collected and the results of the implementation of individual support programs are analyzed.

Another source of information is tracking activity on a social network. As a result of a study conducted by specialists of the post-boarding support service, the information and statuses indicated on personal pages in 87% of cases correspond to real data.

Working on a social network is actively used by specialists and produces positive results. Graduates spend almost all their free time on social networks. There they chat with friends, watch videos, listen to music. They feel comfortable using the social network; it has a familiar interface, which makes it easy to use.

The group contains information about the rights and responsibilities of graduates of boarding institutions, comments on laws, photos from meetings of service specialists with graduates, from events of the post-boarding support service “Assistance”, articles on health, psychological comfort, and promotion of a healthy lifestyle.

Using the group’s contacts, you can write a message to specialists. Graduates like to communicate with specialists via the Internet. As of May 1, 2015, the group consisted of 136 people, more than 250 people communicate with specialists through the social network.

Taken together, all of the above information is confirmation that a specialized group for graduates on a social network should be in demand, and online consultations with specialists from the Assistance service give a positive result.

Specialists of the post-boarding support service, using these forms and methods of post-boarding support, achieve positive results: there is a positive dynamics of social adaptation of orphans and children left without parental care who find themselves in a difficult life situation, social assistance is provided in the implementation of their rights and legitimate interests.

The work of specialists from the post-boarding support service “Assistance” is a necessary and in-demand tool for organizing and ensuring social adaptation of orphans and children left without parental care who find themselves in difficult life situations, providing them with social assistance in realizing their rights and legitimate interests .

Beginning independent adult life is a difficult time for any young person. Inexperience gives rise to mistakes that can affect the rest of your life. At this time, it is very important to have a loved one who you can turn to in a difficult situation, who will support and suggest the right way out. Orphans and graduates of orphanages have to enter adulthood earlier than a child from a family. The largest number of children are released from orphanages at the age of 15-16 years. Their life experience is very small, and they often completely lack the skills necessary for independent living: children do not know how to arrange their lives, manage money, or organize their own leisure time.

Leaving the orphanage, these young people, essentially still children, find themselves unprepared for life and begin to have problems:

lead a dependent lifestyle;

suffer from alcohol addiction;

commit offenses and become involved in criminal activities.

This is due to the fact that most graduates of institutions for orphans and children left without parental care are not sufficiently adapted to independent life. Therefore, it is necessary, at least for the first time (2-3 years) after leaving the orphanage, to provide pupils with support in the form of post-boarding support, which will help them successfully adapt to a new social environment, build a constructive strategy for independent living, create new and strong social contacts, both with close circles and with government agencies.

The program is designed for 3 years, for the entire adaptation period of orphanage graduates.

The post-boarding adaptation program for orphanage graduates is based on five sections:

Socio-pedagogical diagnostics (determining the social status of a graduate)

Social and pedagogical consultation

Social and preventive work

Social education

Protecting the rights and interests of graduates

The program provides for the use of frontal, group and individual forms of work with students.

The goal of the program is to organize individual support and support for orphanage graduates for successful socialization and integration into society.

Program objectives:

To facilitate the adaptation of orphanage graduates to living and learning conditions in educational institutions of primary vocational education and secondary vocational education.

Influence the development of professionally important qualities of an orphanage graduate.

To create conditions for the successful socialization of a graduate of an orphanage after graduating from an educational institution.

Methodological basis of the program

Personal-activity approach to the organization of the educational process, ensuring the development of the individual’s capabilities in activity (L.S. Vygotsky, A.N. Leontyev, M.M. Potashnik, S.L. Rubinshtein, V.V. Serikov, etc.);

Conceptual ideas of the environmental approach to the construction of the educational process in an educational institution, explaining the socialization of the individual through the environment that surrounds him (V.A. Karakovsky, L.I. Novikova, N.L. Selivanova, Yu.S. Manuylov, M.V. .Shakurova, etc.).

The theoretical basis of the program was:

Humanistic ideas of upbringing and education, which determine the understanding of man as a unique, open system, capable of change and development in the process of interaction (S.A. Amonashvili, A.S. Makarenko, I.P. Volkov, I.P. Ilyin, etc. );

Theoretical provisions in the field of development and education of orphans in boarding institutions (M.I. Lisina, V.S. Mukhina, A.M. Prikhozhan, N.N. Tolstykh, T.I. Shulga, etc.);

Theoretical provisions of developmental psychology about neoplasms of adolescence and youth (L.I. Bozhovich, L.S. Vygotsky, I.S. Kon, etc.), including in orphans (E.V. Nekrasova, I.P. .Krokhin, T.I. Yufereva, etc.);

Provisions on the active influence of the social environment on personality development (A.V. Mudrik, A.Ya. Oliferenko, S.A. Raschetina, M.V. Firsov, etc.);

Conceptual provisions that reveal the essence and specificity of social and pedagogical activity (L.A. Belyaeva, Yu.V. Vasilkova, M.A. Galaguzova, F.A. Mustaeva, V.A. Nikitin, A.Ya. Oliferenko, L. K. Sidorova and others);

Research on the social adaptation of pupils and graduates of orphanages (L.M. Zagrebelnaya, O.Yu. Italyankina, K.R. Melkonyan, G.V. Semya, I.I. Shevchenko, L.M. Shipitsyna, etc.).

The principles on which the program is implemented

The principle of humanism

The principle of democratization of relations

The principle of an individual personal approach

The principle of conformity with nature

The principle of creativity and freedom

The principle of freedom and choice

Operating principle

The principle of cultural conformity

The principle of complexity and integrity

The principle of science.

The principle of systematicity and consistency

The principle of multidisciplinarity

The program is based on socio-pedagogical technologies:

Technology of humane-personal approach - Sh.A. Amonashvili

Technology of pedagogical support - O.S. Gazman

Social and pedagogical technologies of working with graduates of orphanages and boarding schools - N.V. Vladimirova, H. Spaniard

Technology of individual support for graduates of orphanages - V.A. Grigorieva, M.Yu. Kuzmicheva.

Working methods used in the program:

Theoretical methods: analysis of scientific literature, analysis of documentation (educational plans, personal files of students), modeling the process of social and pedagogical activity, classification of pedagogical facts and their generalization;

Methods of collecting and processing information (observation, conversation, questioning, psychological testing, analysis of activity products, methods of graphical data processing);

Practical methods: socio-psychological counseling, support, methods of socio-psychological assistance (training business game, confidential dialogue, role-playing);

Method of sociological research on the adaptation of graduates;

Methods of education: (methods of forming consciousness, organizing and stimulating activities);

Working techniques used in the program:

self-disclosure;

beliefs;

establishing logical relationships;

resolving problems of choice and problematic situations;

identifying the social “I”;

training in information retrieval.

The program consists of 5 sections.

SECTION 1. Socio-pedagogical diagnostics (determining the social status of a graduate)

Goal: determining a plan for primary adaptation to new conditions.

diagnosing the graduate's needs for further care and support that have arisen in connection with a violation of his socialization;

diagnostics of the social situation (the presence of conditions conducive to adaptation - education, work, leisure opportunities, etc., necessary for adaptation to new conditions of independent living);

studying the level of development of social behavior (deviations from social norms and rules);

diagnosis of deviations in social behavior and the causes that cause them;

studying the characteristics of social adaptation of pupils to determine those requiring development and special formation of socially necessary skills, including interpersonal interaction skills;

Annex 1.

SECTION 2. Social and pedagogical consultation

Goal: to assist graduates with problems associated with socialization disorders.

Individual counseling - providing assistance in difficult situations, work on planning and organizing life activities, developing the necessary knowledge, skills and abilities related to integration into society.

providing assistance in difficult situations;

together with the graduate, drawing up individual development plans, including the development of necessary skills;

work on the reconstruction or creation of a supportive social environment, a “social network” (drawing up an individual plan for the reconstruction of a “social network”);

drawing up, together with the graduate, a plan for correcting his deviations in social behavior;

providing assistance in professional identification and employment.

SECTION 3. Social and preventive work

Goal: preventing possible violations in the social adaptation of graduates and creating conditions for full personal development.

consultations with other specialists on the creation of conditions that favorably influence the development of the graduate’s ability to adapt;

working together with the graduate and his entourage (with the involvement of other specialists) to create a new “social network”, if one does not exist;

optimizing the interaction of graduates with the environment;

social and legal education of graduates;

prevention of bad habits (alcoholism, drug addiction, etc.);

prevention of interpersonal conflicts.

Appendix 2.

SECTION 4. Social education

Goal: special professional assistance to the graduate in his socialization.

work on the correction and development of social competence, everyday skills (group and individual forms);

correction of various deviations in behavior (aggression, auto-aggression, etc.);

correction of problems associated with bad habits (alcoholism, drug addiction, etc.);

correction of problems associated with interpersonal conflicts;

work on the reconstruction and maintenance of the “social network”.

SECTION 5. Protection of the rights and interests of graduates

Goal: protection of the rights and interests of graduates; representation of graduates’ interests in human rights and administrative bodies.

resolving issues related to the availability of documents necessary for living arrangements;

assistance in matters related to the protection of rights and interests;

representation in human rights and administrative bodies;

assistance in choosing a profession and finding employment;

providing assistance in obtaining housing and living arrangements.

Expected Result

1. Sufficient social and personal potential of graduates for independent life and successful integration in modern society;

2. Professional self-realization of orphanage graduates;

3. Creation of a post-boarding support service for orphanage graduates;

4. Obtaining data on problems and violations of adaptation of graduates, the possibility of their prompt use

5. Accumulation of a statistical database characterizing the post-boarding life of graduates.

Models of post-boarding support for orphans and children without parental care, as well as persons from among them.

, 4th year, 2016

Scientific supervisor – Ph.D., Associate Professor of the Department of Sociology and Social Work of PetrSU,

Annotation: This article examines models of post-boarding support that are currently used in the Russian system of social support for orphans and children without parental care. Also, the article presents the results of a study on the topic “Regional models of post-boarding support for orphans and children, OBPR of the Republic of Karelia and the Murmansk region.”

Keywords: post-boarding support, model of post-boarding support, regional model of post-boarding support.

Statistical data indicate that in recent years in the Russian Federation and in its individual constituent entities there has been an annual decrease in the total number of orphans and children left without parental care, as well as those living in educational institutions. However, the number of graduates in the Russian Federation annually is about 15 thousand.

Growing up in an orphanage, pupils receive a specific upbringing that prevents them from developing the skills that an ordinary person needs in a social environment. While a child is in an institution, problems of socialization and social adaptation are latent, that is, they do not have a direct impact on the process of his growing up. However, after graduation - in the post-boarding period, they begin to acquire an open character.

All problems of graduates can be divided into two groups: public, which include large economic costs for education, a high level of deviance among former graduates and the so-called “secondary orphanhood”, and individual, peculiar to the graduates themselves, associated with the characteristics of their personal development, - retardation in physical and intellectual development, disturbances in the emotional-volitional sphere and behavior, self-doubt, low self-esteem, distrust of the outside world, consumerist attitude to life, psychological infantilism.

Considering the whole range of problems that graduates face during the post-boarding period, it is advisable to provide students with comprehensive support through post-boarding support, which will help them successfully adapt to the conditions of the social environment.

In modern legislation, post-boarding support for graduates of organizations for orphans and children left without parental care is defined as a set of measures implemented on the basis of interdepartmental interaction and aimed at assisting persons of this category in obtaining education, employment, protection and enforcement of housing rights, acquiring adaptation skills in society, organizing leisure time, as well as ensuring physical, mental, moral and spiritual development.

The concept of “model”, within the framework of the topic under study, implies both a set of components for organizing the activities of post-boarding support, and a separate procedural part of this activity. The model includes three blocks. The organizational block, within which preparatory activities are carried out for the opening of specialized centers for post-boarding adaptation, the formation of a management system and regulatory framework, as well as planning the support process itself and identifying a professional team of support specialists. The procedural block represents the technology of post-boarding support itself, that is, its main components: goals, objectives, activities, monitoring, etc. The control-resulting block includes the process of assessing and analyzing the results - the graduate’s level of readiness for independent life.

The regional model of post-boarding support is a comprehensive system of support for orphans and children left without parental care, as well as persons from among them, which includes a set of bodies and institutions of the region involved in the process of social adaptation, providing social assistance to graduates, including social measures support implemented in a single organizational and normative field. The regional model is built on the basis of the unity of three areas of activity: social and legal support for graduates; psychological and pedagogical support; analytical and information work.

Thus, the presence of a regional model can become an effective tool for solving the problem of post-boarding support, as it allows for the creation of a holistic system of support in the region.

Within the framework of this topic, a study was conducted on the topic “Regional models of post-boarding support in the Republic of Karelia and the Murmansk region.” These regions were chosen due to their territorial proximity, similar demographic situation, as well as the conditions and time frame for creating a graduate support system.

During the study, we conducted an expert interview with specialists from institutions providing social support to orphans and children without parental care, as well as a standardized interview with graduates of organizations for orphans and children without parental care in both regions. The sampling was carried out using the snowball method.

The criterion apparatus of our study was a study, according to which the regional model of post-boarding support should include the following elements: a regulatory framework governing the process of adaptation of graduates; organizational and management structure; the presence of comprehensive interdepartmental interaction; organizational models (forms) of post-boarding support; unified algorithm for the maintenance process; assessing the effectiveness of institutions, specialists and ongoing activities; as well as information, analytical and personnel support.

This study allows us to conclude that there is a regional model of post-boarding support in the Republics of Karelia and the Murmansk region. Statistical data and the results of interviews indicate their certain effectiveness.

The legal basis for the social adaptation of graduates is a number of legislative acts of the Russian Federation: the Civil Code, the Family Code, the Federal Law “On Basic Guarantees of the Rights of the Child in the Russian Federation” and “On Additional Guarantees for Social Support for Orphans and Children Without Parental Care” and etc.

Currently, more than a number of constituent entities of the Russian Federation have developed and adopted laws defining the procedure for organizing post-boarding support. Thus, in the Murmansk region in 2006. Law No. 000 “On Patronage” was adopted, which for the first time defined the concept of “post-boarding care”, its main tasks, conditions for implementation, as well as the job responsibilities of social service institutions participating in interdepartmental work on post-boarding care, etc.

The subjects of post-boarding support for orphans are representatives of state institutions (local governments, guardianship authorities, educational institutions, as well as institutions of other departments: social protection, Ministry of Internal Affairs, etc.); life support institutions (foster families, foster carers); representatives of public institutions of civil society (public associations, religious organizations, socially oriented non-profit organizations).

Tuk, in 2012-2013. In the Republic of Karelia, the Regional Public Organization “Social Rehabilitation and Support Service “Vozrozhdenie”” implemented the project “Towards Adult Life”. As a result, such models of post-boarding support as “Housing with medical and social services” and “Housing with mentor support” were formed. Under the first model, the graduate is provided with housing and the right to apply for any type of assistance that is available on the social services market, as well as from public organizations. The second model also includes the provision of housing, providing all conditions for the development of self-service skills, but under the supervision of a mentor.

In the Murmansk region, post-boarding support is actively carried out by the NOU “Center for the Development of Family Forms of Placement for Orphans and Children, OBPR”. The mission of the Center is to develop and implement projects and programs aimed at the successful adaptation of graduates to independent life by placing them in professional foster families.

Currently, various organizational models (forms) of post-boarding support for graduates are being implemented in the regions under study.

Thus, in the Murmansk region, five post-boarding adaptation centers were created on the basis of five orphanages, which, according to the expert, are not a continuation of the boarding school, but a place where graduates take steps into adulthood in conditions close to family ones.

In 2015, the KRBF “Mother’s Heart” implemented the “Step to Independent Living” project, within the framework of which, on the basis of the dormitory of the Petrozavodsk Motor Transport College, a “Social Apartment” was created to conduct social adaptation and rehabilitation programs for graduates. The result of this project was the work with 25 college students who successfully completed a course in learning skills for independent living.

In 2012, the “Youth House - SOS” was formed in Murmansk, which represents the final stage of supporting graduates of organizations for orphans and children, OBPR under the “Semi-Independent Living” program. This form helps children adapt to a full-fledged independent life without much difficulty.

Thus, the regions have accumulated some experience in support. However, regional models as integrated support systems in the Republic of Karelia and the Murmansk region are at the stage of formation. The study showed two interrelated problems that require solutions: interdepartmental interaction and the need for a coordination center for organizing post-boarding support. Such an interdepartmental approach will make it possible to build regional programs for the development of post-boarding care for orphans based on a deep analysis of the state of affairs in this area, taking into account the involvement of a wide range of specialists.

Bibliography

1.,., Interaction between subjects of post-boarding support for orphans. - Kaliningrad: Publishing House of the Russian State University named after. I. Kanta, 2010.

2. Current state and development trends of the regional system of social and pedagogical support for graduates of boarding schools. - Murmansk: Moscow State Pedagogical University Publishing House, 2010.

3. Post-boarding support for orphans: successful practices, technologies, regulatory support/Materials of the interregional scientific and practical conference. - Smolensk: - M.: Charitable Foundation for Social Assistance to Children “Spread Your Wings!” - 2010.

4. , Regional model of post-boarding support for orphans, children left without parental care, and persons from among them (on the example of the Republic of Khakassia) // Young scientist. - 2014. - No. 13.

6. Strategija razvitija vospitanija v Rossijskoj Federacii na period do 2025 goda. URL: https://rg.ru/2015/06/08/vospitanie-dok.html (data obrashhenija: 05/20/2017).

7. Federal"nyj gosudarstvennyj obrazovatel"nyj standart nachal"nogo obshhego obrazovanija obucha-jushhihsja s ogranichennymi vozmozhnostjami zdo-rov"ja. URL: http://www.garant.ru/products/ipo/prime/doc/71254376/ (data obrashhenija: 05.20.2017).

8. Furjaeva T.V. Anthropologicheskij podhod kak metodologicheskaja ramka sravnitel "nyh issledovanij // Pedagogika. 2015. No. 3. P. 22-28.

9. E.M. Safronova, L.S. Beylinson, N.V. Zolotykh, T.Yu. Shevchenko. Gratefulnessasa Life Principle: Essence and Diagnostics (Blagodarnost" kak zhiznennyj princip: sushhnost", diagnostika) // International Journal of Environmental and Science Education. 2016. Vol. 11. Iss. 16. URL: http://www. ijese.net/makale/1139 (data obrashhenija: 05.20.2017).

Perechen" mul"tfil"mov

Neblagodarnyj kozlik. URL: https://www.youtube.com/watch?v=m_ssYePeR5A (data obrashhenija: 05/19/2017).

Pouchitel "nyj mul" tfil "m o tom, kak vazhno umet" byt" blagodarnym. URL: https:// www.youtube.com/watch?v=8v5YcLBfNQM (data obrashhenija: 05/19/2017).

Olen" i volk. . URL: https:// www.youtube.com/watch?v=BMn_Hoy-8M4 (data obrashhenija: 05/19/2017).

Blagodarnost". Detskaja ploshhadka. URL: https://www.youtube.com/watch?v=N-ca9bpy0aM (data obrashhenija: 05/19/2017).

Developing a sense of gratitude

as the way of "healing" disabled students

The article deals with the research results of re-garding the educational standards for students with disabilities and the analysis of the relevance of developing a sense of gratitude as the characteristics of moral education of a person. It specifies the essence of the phenomenon of "gratitude" as one of the learning results. The author describes the components and characteristics of its development, as well as the original diagnostic material. The experience in the design and implementation of the educational project "Animation as a means of developing a sense of gratitude" is proposed and described in the article.

Key words: education, gratitude, morality, sense, ability, diagnostics, design.

(The article was received by the editor on May 24, 2017)

I.A. PLOKHOVA, N.V. BIBIKOVA,

E.A. GRINEVA

(Ulyanovsk)

model of post-boarding support for orphans and children left without parental care

The need to develop a scientific and methodological basis for social support for orphans and children left without parental care is noted. A structural and functional model of post-boarding support for this category of children is presented. The author's subprogram "Op"Npe Club Navigator" was substantiated, which constituted the practical significance of the study and made it possible to ensure its effectiveness.

Key words: post-boarding support, graduates of boarding schools, model, approaches, components.

The issue of supporting various categories of the population at the present stage is a pressing topic due to the fact that the phenomenon of orphans and children left without parental care still remains widespread in civilized countries. This article examines one of the problems of the functioning of the support system - the scientific and methodological substantiation of post-boarding support for orphans and children left without parental care.

In the Russian social work system, a special culture of support and assistance is developing for graduates of a boarding school - accompaniment. The term “support” in psychology, social pedagogy, and social work is used both conceptually and in relation to practical activities to solve specific problems. Accompanying means walking alongside a person moving forward through difficulties. It is used in relation to someone who needs help, support in overcoming emerging (arising) difficulties (problems) in the process of self-realization and achieving vital goals. During human development, accompaniment ensures social interaction with others.

us people in a variety of personal and social situations.

The modern interpretation of the concept of “support” makes it possible to clarify the specifics of the relationship between graduates of orphanages and boarding schools and the subjects of their post-boarding support. As an analysis of the literature shows, most often support is understood as a set of actions by representatives of state and public institutions that ensure the entry of residents of boarding schools into social life. Post-boarding support is also considered as a form of education and provision of social assistance and support to orphans, children left without parental care, who are graduates of boarding schools, during full-time studies in educational institutions after completing vocational education until they reach the age of 23 at terms of the contract.

In the process of analysis, the following basic grounds for providing post-boarding support for graduates of orphanages were identified:

1) implementation of state guarantees to ensure the rights of adolescents to social adaptation in society;

2) the formation of a unified state system of post-boarding adaptation for orphanage graduates;

3) orientation of adaptation measures in the interests and benefit of the minor;

4) targeting of adaptation measures, taking into account the personal characteristics of graduates.

The process of organizing support is not a chaotic (from time to time) interaction of support subjects. This process has its own logic and time continuums. The core of the support process is the goal itself - the graduate’s adaptation in society, and the structural components are diagnostic, program-methodological, technological and organizational components. each of them is aimed at solving specific support problems.

The diagnostic component reflects the procedures that are necessary to build the support process. Experts rely on the results of monitoring studies showing which objective and subjective factors in a certain period influence the effectiveness of the support process.

sciences -

The technological component serves to ensure the manufacturability of the maintenance process. The presence of certain technologies suggests that a specialist has the opportunity to navigate the implementation of the support process, choosing technologies that determine the successful adaptation of the particular group of graduates he is caring for. This allows the specialist to evaluate the effectiveness of his efforts.

The organizational component is necessary to ensure interaction between all participants in the support process. The management structure of the support process gives an idea of the sustainability, resourcefulness, and dynamics of the support process.

The program and methodological component presupposes the scientific validity of the programs being implemented, the inclusion of new innovative technologies in the process of supporting, increasing the professionalism and competence of specialists working with graduates.

The technology of post-boarding support for orphans includes the following stages:

1) preparatory - all information about the graduate is collected, a map of the graduate’s social support network, and an individual support program are drawn up;

2) adaptation - provides assistance to graduates in resolving pressing issues related to housing, education, employment, provision of medical and legal assistance;

3) post-boarding support according to an individual program - the use of a differentiated approach with determination of the complexity of problems.

In the process of conducting the study, an attempt was made to clarify the essence and content of the concept of “post-boarding support.” Post-boarding support is support for orphans and children without parental care, which consists of building optimal social relationships; in providing assistance to this category of children in solving personal problems; in overcoming the difficulties of socialization during the acute adaptation period.

Post-boarding support for orphans is designed to create conditions that will

news of the Voronezh State Pedagogical University

actualizing the problem of finding the meaning of life and predicting life prospects, as well as the formation of competencies necessary for making a responsible decision and self-realization in accordance with it. It allows you to track the life of a pupil after leaving the orphanage, provide various assistance in solving current problems, thereby contributing to the development of personality.

in the practice of social work, attempts have been made repeatedly to develop and implement a model of post-boarding support for various spheres of life of graduates of orphanages. A model is understood as a phenomenon artificially created for study, similar to another phenomenon, the study of which is difficult or impossible. Models often act as analogues of the research objects being studied; they are similar to them, but not equivalent to them.

With the help of models, it will be much easier to overcome various difficulties that arise in the life path of orphanages. There are several models of support for graduates of boarding schools: post-boarding patronage; family patronage, family center model; inpatient departments, temporary stay centers, social hotels, etc.; preliminary preparation on the basis of an orphanage (boarding school) and subsequent support; support at institutions of primary and secondary vocational education; clubs for graduates of boarding schools; mixed model, involving a combination of elements from several models.

Thus, despite the variety of models of post-boarding support for graduates of boarding schools, all of them are united by the following features: firstly, the creation of a special socio-pedagogical, socio-psychological comfortable, socio-legal protective environment; secondly, ensuring the individuality of graduate support; thirdly, monitoring the graduate’s adaptation process and making the necessary adjustments.

There is still no universal model of post-boarding support for orphans and children left without parental care. This raises the need to create an effective model of post-boarding support for graduates. During the study

Therefore, we tried to create a structural and functional model of post-boarding support.

The model was tested on the basis of the regional state government educational institution for orphans and children left without parental care, the Ulyanovsk special (correctional) orphanage for children with disabilities “Gnezdyshko” - the Center for the development of family forms of placement and support families and children with the participation (hereinafter referred to as the Ulyanovsk orphanage "Gnezdyshko") orphans and children left without parental care.

Based on the analysis of the results of the diagnostic study, a holistic understanding of the phenomenon under study was obtained and a model of post-boarding support for orphans and children left without parental care was constructed (see Fig. 1 on p. 25). Let us consider and justify the components of the presented model.

The developed model of post-boarding support for orphans and children left without parental care includes the following components:

1) target;

2) theoretical and methodological;

3) organizational and technological;

5) effective.

1. The goal-setting component is the main and system-forming link of the model, meeting the needs of modern society and reflecting the social order. Defining the goal as the main component of the study is an important point, because it acts in relation to the other components of the model as a control authority that has an image of the future result. In this case, the development and implementation of a modern universal model of post-boarding support for orphans and children left without parental care.

The social order is determined by the need of society to develop a system of social adaptation and life arrangements for pupils after leaving the orphanage based on innovative forms.

pedagogical sciences

Rice. 1. Model of post-boarding support (compiled by the authors)

The creation of a model of post-boarding support for orphanage graduates was dictated by a social order for:

Successful socialization of graduates of state child support institutions;

Preventing duplication of social orphanhood among graduates of orphanages;

Their professional and personal self-determination, successful competition in the labor market.

Post-boarding support for orphans and children left without parental care in the Ulyanovsk orphanage "Gnezdyshko" was built on the basis of the implementation of the program of social adaptation and post-boarding support for graduates of the Ulyanovsk orphanage "Gnezdyshko" "Believe in yourself." The goal of the program is to ensure successful social adaptation and support for graduates of orphanages. The objectives of the program are to improve the system of social and pedagogical support for graduates of orphanages; ensuring their continuous professional support and successful social adaptation; providing a developmental environment for graduates; formation of legal literacy and psychological stability; interaction between the orphanage, guardianship and trusteeship authorities, and vocational education institutions to ensure the rights and social guarantees of graduates; development of forms of interaction and communication between graduates.

2. The next most important component in this process is the theoretical and methodological component of the model, which contains a systematic approach. This approach allows you to separate and carefully study each element of the system separately, analyze and compare them with each other, combining them into a coherent structure. The criteria for a systematic approach to solving this problem are:

Implementation of social and pedagogical support for persons under the age of 23 who were fully supported by the state until adulthood, within the framework of the state-public system of support for orphans and children without parental care;

Introduction of new models of post-boarding support for graduates of orphanages and boarding schools;

Providing comprehensive and systematic social and pedagogical assistance to graduates of educational institutions for orphans with the participation of state and public structures in this process.

The systems approach includes a number of other approaches.

The personal approach is understood as reliance on personal qualities. the orientation of the individual, his value orientations, life plans, formed attitudes, dominant motives of activity and behavior are considered. Neither age taken separately nor individual personality characteristics (character, temperament, will, etc.) make it possible to objectively assess the level of preparedness of graduates. value orientations, life plans, personality orientation are certainly related to age and individual characteristics. however, only the priority of the main personal characteristics leads to the correct accounting of these qualities.

The activity approach affirms the idea of activity as the basis, means and main condition for the development and formation of personality; orients the individual towards organizing creative work as the most effective transformation of the surrounding world; allows you to determine the most optimal conditions for personal development in the process of activity. In the activity approach, personality, its formation and development are considered from the standpoint of practical activity as a special form of human mental activity. According to the approach, the internal wealth of a person is determined by the variety of activities in which a person is actually involved, and the personal meaning with which he fills these types of activities.

The information approach should be considered as a complex system of information processing processes that can be carried out both sequentially and in parallel, both with and without the use of information and communication technologies.

The competency-based approach does not presuppose that a person acquires knowledge and skills that are separate from each other, but masters them in a complex, the formation of a personal responsible attitude towards the results of the activities performed (educational, search, project, etc.).

3. The organizational and technological component provides for a step-by-step theoretical

Rice. 2. Comparative diagnostics of levels (by blocks) before and after the experiment (compiled by the authors)

12 10 5 6 4 2 Comparative diagnostics

Social-psychological block Social-legal block Social-household block

N After 11 9 10

cical and graphical modeling in this work. At the preparatory stage, the theoretical aspects of post-boarding support for orphans and children without parental care were studied, as well as experience in post-boarding support; an analysis of models of post-boarding support and monitoring of a data bank of graduates was carried out; survey to collect and systematize information about the problems of graduates. During the organizational and activity stage, the “On line Club Navigator” subprogram of the “Believe in Yourself” program was implemented.

The analytical stage included an analysis of the research results, testing the effectiveness of the "On" line subprogram of the Navigator club. Changes in the studied indicative indicators - levels of legal literacy, psychological stability and social and everyday skills - were assessed.

During the research, work was carried out to improve legal literacy, psychological stability and social skills using Internet technologies. The following indicative indicators have been identified:

1) the level of legal literacy necessary to maintain or change the law

legal status, provision of legal assistance, protection of legal rights and interests;

2) the level of psychological stability, aimed at helping to improve mental state, restoring the ability to adapt in the environment of life;

3) the level of social and everyday skills aimed at maintaining or ensuring life activities in everyday life.

The “Online Club Navigator” subprogram of the “Believe in Yourself” program was presented on the Internet (on the social network “Vkontakte”). The subprogram is organized as a virtual group, which is currently functioning and is open in nature, i.e. anyone can join it and take part in its development and improvement, as well as in direct communication between participants.

The On"line Club provides two forms of communication: online and anonymous. A special application provides the opportunity to ask any question of interest anonymously. The obvious advantage of the application is that all group members can see the answers to questions, which means they can find something useful and interesting for yourself. On"line Club is a collection of structured, selected, useful information in the form of pictures, videos, audio files and short notes.

5. The results of targeted and systematic work are presented in the effective component in the form of a developed and implemented universal model of post-boarding support for orphans and children.

those left without parental care. To determine the effectiveness of the implemented subprogram, a control diagnostic was carried out, which revealed positive dynamics in increasing the level of legal literacy, psychological stability and social skills of graduates of the boarding school (see Fig. 2 on p. 27).

As the study showed, the developed and implemented model is important for solving social and psychological problems of post-boarding school support for orphans and children left without parental care, helps improve the quality of life and increase confidence in their future among graduates of boarding schools.

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Model of post-residential support of orphans and children without parental care

The article deals with the necessity of development of scientific and methodological basis of social support of orphans and children without parental care. The structural and functional model of post-residential support of this category of children is represented in the article. The authors describe the program "On line Club Navigator", which contributed to the significance of the practicality of the study and ensured its effectiveness.