Why do you need foster family support? The purpose of working with blood relatives
| Introduction………………………………………………………………………………………... | |
| Organization of work to support foster families……………………………. | |
| Features of organizing individual support for a foster family.... | |
| Psychological support for a foster family……………………………………... | |
| 1. Forms and methods of psychological support for foster families……………… | |
| 2. Factors influencing a child’s adaptation in a foster family………... | |
| 3. Stages of adaptation of a child in a foster family……………………………………………………….. | |
| 3.1. “Idealized expectations”……………………………………………………….. | |
| 3.2. “Attitudinal conflicts”………………………………………………………………………………... | |
| 3.3. “Getting used to”………………………………………………………………………………... | |
| 3.4. “Stabilization of relations”……………………………………………………………… | |
| 4. Features of adaptation of children of different ages in a foster family…………………. | |
| 5. Features of adaptation in a family with adopted and natural children……….. | |
| Appendix 1. Model of the foster family support service………………………... | |
| Appendix 2. The act of visiting a foster family as part of socio-psychological support……………………………………………………………………………………. | |
| Appendix 3. Questionnaire-interview with natural children of adoptive parents……………... | |
| Appendix 4.Planning and creation of self-help groups………………………….. | |
| Appendix 5.Organization of the work of self-help groups…………………………………….. | |
| Appendix 6. Club of foster families “Besedka”…………………………………………... | |
| Appendix 7. Didactic material For group work with foster parents (games and exercises)……………………………………………………………………………….. | |
| Appendix 8. Examples practical classes with foster families……………... | |
| Bibliography…………………………………………………………. |
Introduction
Currently, the Komi Republic is pursuing an active policy to develop family forms of placement for orphans and children left without parental care, as a result of which the number of foster and guardianship families is increasing. In this regard, there is a need to create effective system psychological, pedagogical and medical-social support for foster families. Currently, there is no such service in the republic; its functions are performed by specialists from the departments for social protection of the population. Therefore, problems become urgent proper organization the process of supporting a foster family, professionalizing a foster parent. It is necessary to create an effective consistent algorithm for the organization and functioning of a foster family as an effective institution for the socialization of orphans and children left without parental care, to determine criteria for the effectiveness of organizing a foster family, to create an effective system of its support for the timely prevention of conflict situations, secondary orphanhood, to determine mechanisms for increasing professional competence of the foster parent, to create a new infrastructure that provides support for all types of foster families. The main condition for the effective organization of support for adoptive families is the systematic interaction of all interested departments and institutions with mandatory analysis accumulated practical experience in the field.
A well-thought-out, reasonably organized life of an adopted child in a psychologically healthy foster family with a clearly defined space for communication and a variety of activities ensures the successful adaptation of the child in a family of this category. Such a support system is necessary at all stages of a family’s existence, starting from the moment of creation (formation, development) and ending with the child’s graduation. independent life.
The purpose of this manual is to provide methodological assistance to specialists working with foster families in creating, developing and improving a support system for foster families.
Psychological support for foster families
Idealized Expectations"
The first stage of adaptation begins from the moment the child first crosses the threshold of a new home and lasts about 2 months. It is sometimes called " honeymoon", since the main characteristic of this stage is anticipatory attachment to each other. All family members, as a rule, strive to please each other. Parents want to warm the child, give him all the accumulated love, so that he can feel good in the family. The child, as best he can, also tries to maintain a good attitude towards himself and gladly does everything that adults suggest. Little children immediately begin to call adults dad and mom. But this does not mean at all that they have already fallen in love - they only want to fall in love with their new parents. The entire period is colored by interest in each other, there are idealized expectations from both the child and the parents.
The first days of life in a family pass differently for different children. Here a lot depends on the age of the child and on his character traits. Experience plays a big role past life. If the child lived in a biological family before being placed in a foster family, there will be the same problems. A child who has lived his short life in an orphanage and then in an orphanage will react differently to new conditions. Everyone’s first reactions and well-being will be different. Someone will be in an elevated, excited state and strive to look and touch everything, and if someone is nearby, they will ask to show and tell about what is around. Under the influence of new impressions, overexcitement, fussiness, and a desire to frolic may occur. And someone in a new environment will be scared, will cling to an adult, trying to shield (protect themselves) from the surging stream of impressions. Someone will quickly glance at objects and things, fearing to touch them. Having received one thing from the hands of an adult, he will press it to himself or hide it in a secluded place, for fear of losing it.
In many ways, this stage is characterized by the contradictory internal experiences of both parents and child. On the one hand, it is joy and inspiration from the fact that long-awaited event finally happened. On the other hand, there is anxiety and uncertainty about how the relationship will develop further. Because of this contradiction, a child, starting to live in a family, often behaves inappropriately and is in a feverishly excited state. Children are fussy, restless, cannot concentrate on something for a long time, and grab onto a lot. During this period, many new people appear in front of the child, whom he is not able to remember, so he may forget where mom and dad are, he will not immediately say what their names are, he will confuse names, family relations, often ask: “What is your name?”, “What is this?” And this is not because he has a bad memory or is not smart enough. This happens because his brain is not yet able to remember and assimilate the mass of new information that has fallen upon him, or because he really needs to communicate once again, to confirm that these are indeed his new parents.
Most likely, the child will react differently to family members. Someone will not give preference to anyone and will treat both dad and mom the same. However, most often the child first gives preference to one person. Some will prefer dad and will pay little attention to mom, while others, on the contrary, will cling to a woman out of habit, and some will be drawn to grandma. It can be difficult for an adult to understand why this happens, and children cannot explain their feelings. Perhaps he liked the external signs (smile, eyes, hairstyle, clothes) or the woman’s appearance reminded her of a nanny from orphanage. The attention of the curious will focus on the man, because he lacked male care in the orphanage, and with such preference he makes up for the resulting deficit. And for some, during their stay in the institution, women have become more familiar and closer, while men are frightening.
Beginning foster parents are faced with problems that are often completely different from those they expected to see. Adults really want the addiction process to go as smoothly as possible. In reality, every new family experiences periods of doubt, ups and downs, worries and worries. We have to change the original plans to one degree or another. No one can predict in advance what surprises may arise.
From the life of a foster family
“It would seem that the adoption has taken place, a good deed has been done, hurray! No such luck! In the first days, I sinfully often had the thought that the child was worse off with me than before, otherwise why would he throw tantrums. I deprived him of his usual environment, patterns of behavior, forced him to change, raised my voice, spanked him (I confess, this happened too). I get tired of him, unlike the teachers who work every other day for three days and are more patient with the children. I feed him worse, otherwise, why does he eat so selectively, very little and dry food, hardly agrees to go to bed for a quiet hour, rejects any offers. If a firmer “no” is heard, then he throws hysterics, spits, shows figs, sits on the floor, sways and hits the back of his head against the wall. It seemed to me that I couldn’t control the situation, I gave up, I didn’t know what to do. It seemed that it would always be like this, and that instead of giving a happy childhood to an orphan, I ruined the lives of all my relatives. And the orphan, it turns out, doesn’t need everything I wanted to offer him, because he has his own life, his own priorities and needs that I am unable to satisfy. Instead of affection, he has pinches and bites; instead of communication, he has mooing and sharp gestures.”
So some adoptive parents They begin to feel helpless or saddened by the fact that they have a child in their family that is completely different from what they imagined; they find themselves unprepared for the problems that arise and do not know how to cope with them. What can a psychologist advise foster parents in the first months of a child’s life in a family?
First meeting with a child
Very often, when the time comes to meet the child in person, future foster parents are left alone with their expectations and anxieties. The process of psychological and pedagogical preparation has already been completed, the candidates selected a child based on personal data and received a referral to an orphanage. Most often, no one accompanies candidates on their trip; upon arrival, they turn to the administration of the institution. Therefore, the task of the psychologist at the last stage of psychological and pedagogical training of candidates is to draw up a plan for future acquaintance with the child, discuss possible difficulties and ways to overcome them. Many candidates are confident that they will be able to choose a child only in person, “as their heart dictates.” See the child, look into his eyes, listen to mother's heart- these are natural desires future parents. However, quite often this simplicity is apparent, and it can lead to serious psychological problems both potential parents and the child.
In mass practice, there are no specific rules for organizing a meeting with a child. In each specific case, the issue is resolved on the spot by the head of the institution where the child is located. Some directors of orphanages bring candidates to the group, without focusing the children’s attention on this, and give them the opportunity to look at the selected child in a natural setting. Then, in the office, they introduce the personal file in detail, give a description of the child, and answer questions from future parents. Some managers do the opposite: first they introduce them to the documents, and then to the child in a natural setting. Or the child, under a plausible pretext, is invited to a special room or office, where an employee talks with the child on various topics and asks him to carry out assignments. After the children leave, candidates make a choice, or are given time to think. It also happens that a teacher or social worker immediately brings candidates to the group and introduces them to the child with the words “These are your future mom and dad”...
How can future parents prepare to meet their child? Firstly, it is necessary to recommend to future parents arrange a meeting in advance with the head of the orphanage or orphanage, in order to discuss important points. With an official referral, candidates will be allowed into the institution at any time, but it is better that the specialists working with the child are on site and free, so as not to end up in a situation where candidates are standing in the corridor, preparing for a conversation, and the guard is already leading the child by the hand .
It is advisable that candidates first become familiar with all the information relating to the child before meeting him or her in person. Of course, this will require a lot of time, but it will help to more competently build a direct acquaintance with the child, taking into account his personal characteristics. There are cases when parents meet a child and literally fall in love with him, and then learn some details about his health or biography that force them to write a refusal. To avoid such situations, it is better to obtain all the necessary information in advance.
When familiarizing themselves with the child’s personal data, his medical record and characteristics, future parents need to clearly understand how this or that characteristic of the child will be reflected in the foster family. It is even possible that after reviewing all the information regarding the child, candidates will refuse an immediate meeting. It is important for a psychologist to prepare them for such a turn of events, to explain that this is natural and correct reaction, that it is better to weigh everything again and evaluate it in a calm atmosphere, and then make the final decision about meeting the child.
Once the decision has been made to meet the child, it is better initially observe him from the side, for example, during a group walk. At this moment, candidates can decide whether they like this child’s appearance and see how he behaves in a familiar environment. Perhaps you will immediately have a desire to communicate with your child in person, but it may also be the case that you have already appearance The child will have an irrational desire to say “no” and a refusal to get to know him.
Direct acquaintance It is better to spend time with your child in an environment that is familiar to him, where he feels calm and confident. It is important to remember that children can behave differently when they first meet, and sometimes completely unexpectedly for others. This depends, first of all, on the characteristics of their nervous system and character traits. Emotionally responsive children willingly meet adults halfway; some rush to them shouting “Mom! Dad!”, hug and kiss them. Emotionally “squeezed”, phlegmatic children huddle in fear, do not let go of the hand of the accompanying person, smile shyly, take timid steps towards the new parents holding out their hands to them. Such children have great difficulty parting with their familiar surroundings, cry, and are reluctant to make contact with new people.
The child’s behavior at the first meeting with the future parent largely depends on age. Children up to school age They make good contact and are really looking forward to meeting you. Children of primary school age may be less confident in the situation, but they also quickly respond to interest from adults and agree to go for a walk or go on a visit. Teenagers behave most warily and even, at times, aggressively.
Sometimes parents are lost, they don’t know how to meet each other, start communication, or what to talk about. It often happens that children themselves take the initiative. You can give parents the following: Recommendations for communicating with your child in the first minutes of meeting you:
Be sure to address your child by name;
Install eye contact with baby;
Do not talk to the child “from top to bottom”; if necessary, it is better to squat down;
In a calm and confident tone, ask the child how old he is, what he likes to do, etc.;
Ask your child to give you a tour of the group or orphanage;
Do not rush into showing affection; you should not immediately hug the child, kiss him, call him your “sunshine,” etc.
In some cases, toys, books, sweets, walking together, etc. help.
It is also necessary to remember that for a child, meeting future parents inevitably has the character of an assessment. At any age, children understand quite well why strangers get to know children. Older children often perceive such a meeting as a kind of “exam”: whether they will like them or not. Even kids feel the “solemnity of the moment” - from the atmosphere, the behavior of the staff, individual words and phrases, meaningful glances.
“A man and a woman, a young married couple, timidly entered the orphanage. They came to meet six-year-old Sasha. It was felt that the candidates were worried. Future dad somehow awkwardly held a large winding machine in his hands, not knowing what to do with it. Suddenly the door opened, Sasha rushed in and saw strangers has stopped. Then the boy approached the man, pulled him by the arms: “Dad, have you come for me?” - and froze in anticipation of an answer, eyes wide open. Having received an affirmative answer, he turned around, shouted as he ran: “I’ll be there now,” and disappeared. Five minutes later he rushed back, holding his things in his hands, took a breath and blurted out: “I’m ready, let’s go.”
Parents must decide for themselves how to behave in such situations. If they are confident in their decision, then you can immediately hug the baby and say that soon everyone will go home together. If not, it is important not to get confused, explain your presence in the orphanage in simple and accessible words and gently redirect the baby’s attention.
The question arises: isn’t it better to immediately inform the child that these are his future parents, limiting himself to one meeting within the walls of the orphanage? This is often done nowadays. It is generally accepted that the first meeting is a criterion for the success of selecting a child, and if contact has taken place, then you can safely draw up the documents. This point of view is quite common among future surrogate parents. Of course, this is a personal matter for each person, but it is advisable to guide parents to at least two or three meetings with the child. Foreign adoption and guardianship experts argue that before a final decision is made, several meetings are necessary, during which the future parents and the child can get to know and get used to each other better. The decision to select a child is the most serious in the entire process of creating a substitute family, and it cannot be made only on the basis of emotions, even such as sympathy and compassion.
The psychologist must prepare future foster parents for the fact that the first meeting with a particular child may be unsuccessful and they decide to abandon him. Maybe the child actually turned out to be completely different from the one in the photograph, his behavior may be shocking, or a banal but insurmountable physiological incompatibility may be revealed. A similar situation, when parents decide to refuse the child’s candidacy, especially if they have already met, can cause a strong feeling of guilt and their own inadequacy: “Here he is an orphan, and we are leaving him in an orphanage, and it is not known whether there will be parents for him.” It’s one thing to learn statistics about the “growth” of orphans and quite another to see this “growth” in people’s faces. Guilt leads to serious psychological consequences, up to refusing the decision to be surrogate parents.
And it also happens that future parents still decide to take the child, although they understand that it will be very difficult for them, and this is not the kind of baby they wanted. But they hope that time will help them get used to each other and it doesn’t matter which child, “if he endures it, he will fall in love.” Such stories can have a happy ending - with difficulty, but still a successful family. Or maybe it’s tragic, when the child is returned (and this is a very serious trauma, almost equal in strength to the grief that the child has already experienced as an orphan) or the whole life of the family does not turn out well, right up to the collapse of the entire family union.
Thus, The main tasks of a psychologist accompanying a foster family at the stage of meeting the child, are:
Development, together with foster parents, of an algorithm for getting to know the child;
Orientation of parents to several meetings with the child in the institution;
Studying and correcting the expectations of foster parents regarding the first contact with the child;
Emotional support throughout the dating process;
Psychological preparation of foster parents for possible refusal from the child's candidacy.
First days life together
The tedious collection of documents is behind us, the child has been introduced, the final decision has been made, and the parents bring happy child home. It happens that it seems to foster parents that all the main difficulties are behind them, and just life lies ahead. In fact, all the difficulties are still ahead. Often, in the first days at home, a child behaves completely differently than when meeting in an orphanage, in some ways even strange and incomprehensible. But this is quite understandable.
The fact is that in almost all children's orphanages, due to the peculiarities of their organization, a continuous method of education is applied to children, which suppresses the child's individuality and develops the habit of strict norms and rules. Another factor is the practical complete absence in such institutions of men and, accordingly, the experience of children communicating with them. A sharp change in routine, expansion of the circle of contacts, and separation from the usual environment can provoke anxiety, sleep disturbances, appetite disorders, the appearance of motor disorders and inadequate reactions to the actions and words of adults.
In the first days of a child’s stay in the family, a lot is laid and determined. It is important to guide parents to simply be close to the child, observe, gradually adjusting him to the rhythm and way of life that is established in the family. The first step is to allow the child to get comfortable in a new room, take him around the house, tell him where whose room and things are. You should definitely show the child his room or corner, a place at the table, explain what belongs to him personally (bed, toys, clothes) and what is common.
When observing a child, it is important for parents to determine for themselves level of development of everyday and cultural skills- what he can do, what he talks about, what he is interested in, who he is drawn to. Perhaps he doesn’t know how to make the bed, brush his teeth, or wash the dishes. In an orphanage, children are taught quite early to use a spoon, drink from a cup, ask to go to the potty, and neatly fold their clothes. However, all this is done en masse, in a “conveyor belt”, so quite often parents discover that their children do not comply with elementary rules hygiene, do not know how to use it correctly toilet paper, toothbrush, wash your feet at night, etc. A rather serious problem for foster parents is the belief that the child should already be able to do all this. It is important for the psychologist to convince them that substitute parents can teach the child all this. The most important “weapons” of the first days are explanation, praise and encouragement. It is advisable to talk about what you can do, that everything will be fine, that you love him very much.
An example from the life of a foster family
“We brought our daughter yesterday, she is 10 months old. I decided to gather all my relatives this weekend and let them take a look. If they want, let them accept us and the child; if they don’t, let them leave.”
Naturally, relatives and friends may be eager to meet the child, and the parents themselves want to quickly introduce their new son or daughter to others. However, at first it is better to recommend to parents limit visits to loved ones and acquaintances. The psychologist must explain to the parents that the child is already in stressful situation, they are still strangers to him and it’s better not to force him to get used to all the aunts, uncles and just acquaintances. He will still have time to get to know everyone, now the main thing is that he gets used to surrogate parents.
Nervousness, high anxiety and other symptoms in children in the first days of their stay in the family are quite understandable. Placement in a family is a strong stress for a child’s weakened nervous system, and he can react to it in his own way. A child of any age can become aggressive or shy, capricious or irritable, stubborn or flexible. Everything depends on him individual characteristics. It is important to prepare substitute parents for the fact that the child may experience an exacerbation of existing chronic diseases, your health will sharply deteriorate. There is no need to be afraid of this or accuse the orphanage staff of hiding information; foster parents should know that this is a natural reaction of the body to stress. At the same time, you can’t leave everything to chance; it’s better to establish contact with your local pediatrician in advance.
There are situations when the child suddenly asks to be returned to the orphanage.
An example from the life of a foster family
“The boy has been living with us for a week now. He seems to like it - he actively talks to us, calls me mom, and doesn’t leave a single step. And this evening I went into the bedroom with a bag in which they brought things from the orphanage, and so politely asked: “Please take me back.”
Most often, foster parents are afraid similar situation, they begin to worry and ask the child what he didn’t like, why he feels bad, etc. A psychologist should prepare parents for such behavior; this is a natural defensive reaction to stress. The child, frightened by the unfamiliar environment, asks to be returned to the familiar, comfortable and safe atmosphere of the orphanage, he knows everything and everyone there, and feels confident. In this situation, it is important for parents to support their adopted child, reassure him, and gently distract his attention to something positive. It’s good if parents have a photo of the orphanage or some thing the child loves. It’s better not to throw away old clothes and toys right away, because this is part of the child’s past. By depriving him of all these “unnecessary, old” things, parents deprive the child of the last connections with the world he is familiar with, thereby increasing the feeling of anxiety and tension. Gradually, when the child gets used to the new home, he will give up these things.
New environment, new people around, new rules of life - all this causes stress in the child, as well as bewilderment and anxiety on the part of the parents. What kind of help does a child need first when he/she crosses the threshold of a new home?? Parents are recommended:
Help reduce anxiety and stress;
Help the child form a positive emotional connection with the new family;
Help in mastering everyday space, developing self-service skills;
Provide good nutrition;
Organize communication with new children and adults;
Help you adapt to school or kindergarten.
Regime moments. In order to reduce the child’s level of tension and anxiety in the first days cohabitation, it is advisable to adhere to the lifestyle that was adopted in the orphanage. Most likely, the child lived according to a strict daily routine, all his activities were regulated by the minute. It is important to explain to parents that following a daily routine does not mean that it is necessary to turn the house into a soldier's barracks. It’s just that the child’s body is accustomed to functioning in a certain mode, especially when it comes to diet, sleep, and wakefulness. By following the child's usual daily routine for the first time, parents will help him feel more confident - he will know when things happen. On the other hand, adherence to this regime will allow parents to better know the needs of their child and subsequently change the daily routine so that the child feels most comfortable: move the time of falling asleep or waking up, add another meal in the middle of the day, etc.
Nutrition. It often happens that foster parents strive to “fatten” the child and provide him with all the necessary vitamins and microelements. The desire is quite natural and laudable, but one must approach its implementation very carefully.
Firstly, the child’s body may be weakened, and unusual foods, even very healthy ones, can cause indigestion or an allergic reaction.
Secondly, the child may refuse to eat unfamiliar foods. It is necessary to direct foster parents to ensure that they under no circumstances force the child to “eat well”, this will only increase his stressful state. It is better to calmly offer your child to eat or try something, leaving him the right to refuse. Gradually, when the child gets used to the environment and to the new parents, he will calmly begin to eat all the necessary foods. It is also important that parents give the child the right to ask for food whenever he wants from the beginning. Often a child, even feeling hungry, does not dare to approach the foster parents because he is not used to such behavior in the orphanage. On the other hand, it is necessary to initially observe the measure and prevent the child from overeating.
Thirdly, you should not immediately start feeding your child various “goodies” - sweets, pastries, chocolates and cakes. Of course, he has not seen all this before and his parents will want to give him a try. A child who is unaccustomed to so many sweets may develop an allergy or diathesis.
An example from the life of a foster family
“The boy is settling in well, we are trying to make it easier for him to transition from his old habits to new ones. He has developed neatness skills, he knows and knows a lot about children's games, and he does not fight. But we had problems with food almost from the first days. At the orphanage they told me that the boy had a good appetite. But when he started coming home to visit, I didn’t feed him, but fed him sweets (cookies, fruits, juices, candies). I'm afraid this has given him the wrong idea that this is what he should eat at home. For a month now he has not eaten normally (soup, porridge, noodles, mashed potatoes, cutlets, fish, etc., which is what we eat). He also refuses milk, kefir, cottage cheese, even sweets. He eats cheese, black bread, crackers, and that’s what keeps him alive. He grew by 1.5 cm and lost weight. Often asks for sweets. His lunch consists of bread with cheese, and then candy for dessert, and for an afternoon snack - cookies and juice. However, in recent days he began to demand exclusively sweets. Since it was his birthday, we let him eat as much as he wanted, in the hope that he would get a stomach ache and understand that it was wrong. His stomach, of course, didn’t hurt, but the problem remains.”
Thus, it is very important for a psychologist to convey to parents from the first days that moderation and gradualism for a child are much more important than measures to compensate for his deprivation in something. Preventing problems is much easier than getting rid of them later.
Fourthly, there are cases when children begin to steal food from their parents, hide it under the bed, etc. In this case, you should not focus the child’s attention on this fact, scold him for crumbs, etc., it is much more important to give him confidence that there will always be food for him in his new home. The psychologist should explain that this is a completely natural reaction that will pass over time.
Purchasing a new wardrobe. The principle of moderation is also important when parents strive to quickly dress their child in beautiful or fashionable clothes, give him good toys, etc. The main thing here is also not to rush. It is not necessary to update your child’s entire wardrobe in one day, and even more so, it is not recommended to take him shopping all day.
An example from the life of a foster family
“Today I decided to update my adopted daughter’s wardrobe. I say: “Get ready, we’ll go to the market, we’ll buy you new, fashionable clothes and a doll.” And she fell to the floor and burst into tears. Only later did I find out that her own mother often forced her to sit at the market all day long, selling seeds.”
A child may be afraid of stores and may not want to part with his usual clothes, because this is a piece of the safe world he knows. The first thing parents need to do is buy the most necessary items of clothing and one or two toys. Gradually, over the course of a month, it will be possible to buy everything the child or parents want.
Pity for the child. Often, surrogate parents make a serious mistake, following the child’s lead, thinking: “He didn’t have this, let him ask (do) what he wants. He’ll still have time to learn discipline, etc.” This is a serious omission in building relationships with a child; he immediately feels weak and begins to abuse it. In addition, it is important to remember that it is now that the child becomes familiar with the established rules in the family. If the surrogate parents initially make some concessions (you don’t have to put away your toys today, don’t eat tasteless soup, get up later, etc.), then the child perceives them as the norm accepted in the family. After a certain time, the parents decide to tighten the requirements for the child - “he should have gotten used to it by now.” And then hysterics begin, stamping feet, screaming, etc. Parents begin to be surprised at the child’s disobedience and stubbornness - after all, he was only affectionate and sweet. But in fact, this is the child’s reaction to an unexpected change in the system of requirements - yesterday it was still possible, he got used to it, but now suddenly it is no longer possible. Similar behavior parents only aggravate possible conflicts. It is important for a psychologist to guide foster parents to establish a reasonable system of rules and restrictions in the family from the very beginning. Of course, they should be within the child’s power, appropriate to his age, and truly be significant for the life of the family. A child of any age understands and accepts a system of reasonable requirements a little earlier or a little later.
Electronic journal “Psychological Science and Education” www.psyedu.ru / ISSN: 2074-5885 / E-mail: [email protected] 2010, № 5
Psychological support for families with an adopted child: concept, innovative technologies
V. N. Oslon,
Candidate of Psychological Sciences, Head of the Laboratory of Psychological and Social Problems of Prevention of Neglect and Orphanhood, Moscow City Psychological and Pedagogical University
Annotation:
The article presents the author's concept of psychological support for a foster family, which was developed on the basis of the results obtained in a long-term interdisciplinary multidimensional empirical study of the formation and development of a family with an adopted child and the practice of psychological assistance to various subjects of the family life of orphans and children without parental care. It takes into account the specifics and dynamics of the processes of formation and development family system, integrating a child with deprivation disorders in development, as well as the characteristics of its social contexts. The essence of the “ecological” and “continuum” directions in the psychological support of the foster family is revealed. Innovative support technologies developed within the framework of the “Orphans” project of the MSUPE Innovative Educational Program are given.
Keywords: substitute family, psychological support, technology.
Today, when Russia is actively pursuing a policy of deinstitutionalization of orphans, the issue of building a system of psychological support for foster families, regardless of the form of family life, on the basis of empirical data, scientifically based concepts and effective technologies, is more pressing than ever. The concept of psychological support for a foster family presented below is the author’s version of the answer to the request formulated by society. It was developed on the basis of the results obtained in a long-term interdisciplinary multidimensional empirical study of the formation and development of a family with an adopted child and the practice of psychological assistance to various subjects of family life of orphans and children without parental care. On its basis, appropriate support technologies have been created and implemented in the practice of providing assistance to foster families.
Basic provisions of the concept and targets of psychological support
First of all, it is advisable to explain what we mean by the concepts of “replacement family” and “psychological support of a substitute family.”
We consider the foster family as a special type of family system, the result of combining the base family and the adopted child into a new systemic whole, which has its own patterns of formation and development, and psychological support as prolonged social and psychological assistance at difficult stages of its formation and development in various social contexts. The subject here is the socio-psychological conditions for the effectiveness of substitute family care. Such support begins at the stage of family self-determination and decision on the issue of accepting a child, preparing the family and child for adoption, continues throughout the entire reception and ends at the stage of the child leaving the family. As the basic principles of psychological support, we consider compliance with the needs of the family and reliance on its resources.
Our concept is based on an analysis of empirical data obtained during the study of the patterns of formation and development of a family with an adopted child, regardless of the form of family life. The methodological basis of the concept is a systematic approach.
In the psychological support of a foster family, we distinguish two main directions, which can roughly be called: “ecological” and “continuum”.
1. Within the framework of the “ecological direction”1, support is carried out at various levels of the system of “living environments” (social contexts) of the foster family (according to W. Bronffenbrenner):
1) at the macrosystem level, where the most important target is the psychological readiness of society to accept substitute family care as the main form of life for orphans;
2) at the exosystem level, where the main target is a supportive environment for foster families in the territory of their residence;
3) at the mesosystem level, where the targets of psychological support include the interaction of the foster family and its immediate environment. The task of support is to update family support resources, create a favorable social context around substitute family care in the immediate environment;
4) at the microsystem level, where the targets of support include restructuring of the family system, parental (maternal) attitude, mutual identification, specific parental competencies, deprivation disorders in the development of an adopted child.
Including a foster child makes significant changes in family functioning:
its external and internal boundaries change;
the level of intimacy between its members;
new coalitions are formed;
there is a redistribution of family roles;
new rules of interaction and relationships are being developed, etc.
The family, like any system, begins to resist change. This often leads to the “exhaustion” of resources and the formation of “systemic defenses” that prevent the inclusion of an adopted child in the family. The behavior of the family as a system in the process of change also becomes a target of support.
One of the conditions for integrating a child into a new family is the formation of realistic expectations and demands of the members of the base family and the adopted child towards each other. Each side is usually filled with fantasies about the “ideal parent” and the “ideal child.” Disappointment often creates the ground for rejection and the formation of fears of mutual destruction. There is a danger that the child will get stuck in the role of an identified client and that the functions of the disabling environment will be assigned to the family. In this case, the targets of psychological support are mutual expectations and fears. Foster parents are taught the ability to observe the child’s behavior and think about him as a real person with his needs and capabilities.
Maintaining a balance in the family between dependence and autonomy of its members is an important condition for the integration of an adopted child. The consequence of an imbalance is hypo- or hyperprotection in education. As the research results show, foster families are more likely to be overprotective. Often a child is accepted into a family in an “empty nest” or “expecting an empty nest” situation. Parents’ fear of not being able to cope with raising a child and being left in an “empty nest” provokes anxiety and over-controlling behavior. A child, experiencing an unconscious desire to merge with an adult, due to the characteristics of “orphan” development, reinforces this anxiety with his behavior, which leads to conflicts, and possibly to more serious disruptions in interaction. The target of support in such a situation is the controlling behavior of parents, as well as their skills of “containing” anxiety.
The most important target of psychological support is the specific parental competencies of foster parents. A feature of their formation, as shown by the results of our research, is the impossibility of transferring already formed parental competencies when raising one child to raising another. This requires the inclusion of the family in the support system when accepting each new child.
The formation of “mutual identification” in a foster family can be considered as the most important psychological condition for positive changes in the mental development of children and compensation for their socialization disorders. The results of our study show that the lack of identification with the adopted child provokes disappointment in adoption and abandonment of the child among foster parents. It was also established here that the leading component of identification of a family with an adopted child is identification by behavior and habits. This component is interconnected with the main changes that occur in the child and the base family during the admission process, and has a time continuum of formation. This makes him the most resourceful target when organizing psychological support. As part of the psychological support of the family, with the help of special exercises and role-playing games aimed at reflecting and accessible reflection of each other’s feelings, states, and behavior, conditions are created for bringing together emotional reactions and building an “identification field” in the family.
The most important goal of accompaniment is the formation of a positive attitude towards the adopted child in the surrogate mother. As the results of our study showed, substitute mothers (compared to biological ones) have limited opportunities to obtain a sufficient level of positive emotions in interaction with the child. They show “psychological deafness” to many signals coming from the child.
Particular attention should be paid to the increased need among foster mothers for a positive expressive response from the child to them, on the one hand, and the deficiency of these signals in adopted children, on the other. As practice has shown, the use of specialized methods for stimulating an expressive response, “mirroring” reactions in the mother-child dyad, makes it possible to activate this communication channel, which significantly eliminates difficulties and reduces the time for the formation of attachment in both the substitute mother and the child.
Foster mothers fulfill their role in relation to the adopted child, as a rule, at a much older age than biological ones. They often do not have a partner (3 times more often than biological mothers) who could share the responsibilities of raising a child with them, and are less oriented towards accepting help with a higher level of dissatisfaction with its quantity and quality. For them in to a greater extent than for biological mothers, the following is characteristic:
“shift” of the child’s independent value to values determined by the need to level out one’s own “existential fears”;
the desire to “replace” their unsatisfactory emotional relationships with significant other extremely close relationships with the adopted child;
“mixing” of parental roles: maternal and paternal (even if there is a spouse), parental and grandparental within the same family;
mystification of the child’s image and one’s own “rescue mission”;
anxiety about the futility of one’s own efforts to raise a child, etc.
Deprivation disorders in the development of an adopted child also become the target of psychological support.
2. “Continuum” direction. In the continuum of the process of accepting a child, support is systemic and prolonged. It is carried out at quite difficult stages of the formation and development of a family as a substitute. These include:
1) selection of family and child;
2) preparing the family and child for the admission procedure;
3) functioning of the family as a substitute;
4) “exit” of the ward from the family.
In accordance with the needs of the family, support can be provided within the framework of the technology of socio-psychological patronage, coaching, rehabilitation leisure, etc.
At each stage of formation of a foster family, support has certain tasks:
at the 1st stage – selection of a “sufficiently resourced” family for the child;
on the 2nd - preparing them for life together, helping to create a psychological space for an adopted child in the family;
on the 3rd – integration of the adopted child into a foster family and other social institutions, prevention of crisis situations and assistance in overcoming them, support for the child’s identification with the biological family, if this does not contradict his interests, preparation for independent life.
In the case of destructive development of the family and refusal to accept the child, the main task of psychological support becomes the rehabilitation of the child, selection of the optimal form of living arrangement, and assistance in integration into the new system.
In the continuum of the process of implementing substitute family care, families go through certain stages of formation and development. Family systems are in constant motion: the patterns of the base family and the child are “grinding in”, children are growing, the development tasks of the family system and its needs are changing. All these changes in the functioning and behavior of the family are targets of psychological support.
Technologies of psychological support for foster families
Within the framework of the “Orphans” project, several innovative technologies for supporting foster families, and educational programs for training specialists in supporting foster families and adopted children were developed and implemented into the activities of institutions for orphans and children without parental care. In particular, these include:
1) technology of “Level-level psychological support for foster families” (V. N. Oslon);
2) “Rehabilitation room” (N.V. Vladimirova), etc.
In general, this is a complex of interrelated and interdependent measures represented by different technologies: psychodiagnostic, psychotherapeutic, rehabilitation, psychological counseling, information, etc. All of them are united by a single goal, subject of activity, a certain sequence, object and subjects of support.
Let's take a closer look at each of the above technologies.
Within the framework of the first technology2, at each stage of formation of a substitute family, levels of assistance are allocated in accordance with the leading needs that exist here. At each level, support tasks are determined, specific technologies, forms of organization and volume of assistance are selected (“Level-by-level psychological support substitute family" (V.N. Oslon)).
Thus, at the stages of selecting a substitute family and child and preparing them for the admission procedure, three levels of support are distinguished: basic, basic and therapeutic.
At a basic level, the leading need of the family is assistance in self-determination. Any family that has expressed a desire to adopt a child becomes a consumer of services. She is provided with diagnostic services for her capacity for admission and orientation training. As part of the basic training, the family “try on” the role of a substitute for the first time, adjust their expectations from the reception, clarify their motivation, etc. The course lasts no more than 12 hours.
2. At the basic level, the leading need of the family becomes preparation for the changes caused by the adoption of a child. The base family and the future adopted child become consumers of services. A potential foster family undergoes basic training (at least 36 hours) and also receives counseling services (individual and group counseling). The main training is aimed at updating family resources, creating a “psychological” niche for an adopted child, developing specific parental competencies, etc., as well as forming a psychological support group for the family. After completing the basic training, the base family and the future adopted child undergo joint training (at least 12 hours). The main target is the conditions for mutual identification of family and child.
This level of training is the final level for most families. For those who require additional training, therapeutic level services are provided.
3. At the therapeutic level, two categories of families receive services.
The first category is families who have experienced serious psychological trauma that may have a negative impact on admission. The task of psychological support for this level is to end the trauma situation and master self-help methods for stress.
The second category is families accepting children with disabilities or serious behavioral disorders who need psychological and medical rehabilitation. Family members undergo specialized training to develop the necessary competencies in the field of child rehabilitation.
At the stage of integration of an adopted child into a foster family and other social institutions, three levels of support are also distinguished: basic, crisis, emergency.
1. At a basic level, the leading need is psychological support. All foster families in the territory served by specialists (district, administrative district, city) become consumers of services. The main forms of organization of support at the basic level include the “School of Education”, “ Parents Club", "Pedagogical living room". The main activities of psychologists are public lectures, psychological support groups, individual consultations, trainings, etc. Psychological support at this level makes it possible to provide an opportunity for the vast majority of foster parents to obtain basic psychological knowledge in the field of development and upbringing of adopted children, and for the children themselves - psychological support and assistance in difficult
interaction situations. An equally important task is the creation and updating of social support network resources in the territory of residence. Support activities at a basic level are aimed at preventing a crisis.
2. At the crisis level, the leading need becomes help in resolving the family situation. Social and psychological patronage is used as the main technology for working with families. Here families receive services for diagnosing their family situation, individual, group and family counseling. On average, the amount of work for these types of services does not exceed 24 hours.
3. At the emergency level, the leading needs depend on the situation in the family. This may include assistance in restoring the attachment between foster parents and the adopted child, as well as assistance in resolving the issue of termination of admission.
As part of psychological support, families are provided with the following services:
crisis psychological counseling;
psychological examination when canceling guardianship, adoption;
emergency psychological counseling via hotline;
family psychotherapy;
rehabilitation group for returned children.
Rehabilitation room technology (N.V. Vladimirova) is used to prepare a child who has experienced violence and cruel treatment, to placement in a foster family. It assumes the presence of a closed rehabilitation space, equipped with toys and specially selected play materials. Help is aimed at ending the trauma situation, restoring the child’s psychological health, updating attachment relationships and including a new family in the psychological space. The work of a specialist is a “health-improving interaction” between a child and a psychologist using “transitional objects” (mainly toys). Within this room, the psychologist, providing the child with the opportunity to respond to the emotions overwhelming him (pain, sadness, hatred, aggression), reducing the affective tension of traumatic experiences, helps to revive lost trust in an adult and motivate him to further build positive relationships with his new family.
All of the above shows that the concept of psychological support for foster families developed within the framework of the “Orphans” project and the innovative technologies created on its basis to help the family and child at difficult stages of admission make it possible to ensure integrity and consistency, unity and continuity in such work.
Literature
1. Oslon V. N. Formation of “mutual identification” of a family and an adopted child in conditions of substitute family care // Other childhood. M., 2009.
2. Bronfenbrenner U. The ecology of human development. Harvard University Press, 1979.
Department for support of foster families and
post-boarding care
1. Department structure
1. The composition and staffing of the department is approved by the director of the Center, based on the conditions and characteristics of the activity, upon the recommendation of the deputy director for social work in agreement with the head of the department.
2. The structure of the department includes the following services:
support service for foster families;
post-institutional care service.
3. The department includes the following groups of specialists:
Head of department;
Social educators;
Psychologists (to work with foster families with the possibility of attracting orphans and children without parental care to work with them);
Social work specialists.
2. Goals, activities and tasks of the department
2.1. The purpose of the department is to provide public services:
“Accompaniment of families (foster, guardianship and trusteeships) who have adopted a child (children) for upbringing.”
“Implementation of post-boarding care.”
As part of the implementation of the state service “Support of families (foster, guardianship and trusteeships) who have accepted a child (children) for upbringing,” the department performs the following tasks:
Providing comprehensive professional advisory, legal, psychological, pedagogical, and social assistance to a family that has adopted a child (children) for upbringing;
Creating optimal conditions for the development and socialization of a child placed in a family for upbringing;
Preventing repeated child abandonment and providing timely assistance child and family for the purpose of further development of the child in the family;
Organization and implementation of effective substitute family care;
Family support is based on the principles:
Respecting the family's rights to autonomy, recognizing the value and uniqueness of its experience;
Meeting the needs of the family;
Targeting, legality, confidentiality, preventiveness, professional competence;
Ensuring equal opportunities to receive and access family support services.
2.3. As part of the implementation of the state service: “Implementation of post-boarding care”, assistance is provided to graduates - orphans and children left without parental care, persons from among orphans and children left without parental care, aged 18 to 23 years, in the implementation post-boarding care on the basis of a post-boarding care agreement.
The main goals of post-boarding care are:
Decrease in the number of graduates of organizations for orphans and children left without parental care, as well as persons from among them, aged 18 to 23 years, who did not receive vocational education who are not engaged in labor activities and have committed offenses;
Providing individual support for graduates in the process of post-boarding adaptation.
The main tasks of post-boarding care:
Assistance to graduates in obtaining education, employment, adaptation to society, organizing leisure activities, assistance in the implementation and protection of their personal, housing, property, and other rights and legitimate interests;
providing assistance to graduates in obtaining education, employment, adaptation to society, and organizing leisure activities; assistance in the implementation and protection of their personal, housing, property, and other rights and legitimate interests;
Providing advisory, socio-legal and socio-pedagogical assistance to graduates;
Supporting graduates in solving problems of self-sufficiency, realizing opportunities to overcome difficult life situations;
Assisting graduates in the implementation of social guarantees;
Organization of an individual process of supporting graduates during post-boarding adaptation;
Carrying out diagnostics and correction of the process of post-boarding adaptation.
3. Branch management
3.1. The department is headed by a head, appointed and dismissed by order of the director.
3.2. The head of the department organizes the work of the department, monitors compliance with internal labor regulations, ensures labor protection, determines the functional responsibilities of employees, and controls their work.
3.3. The head of the department makes proposals to the management of the Center on the selection and placement of personnel in the department.
3.4. The head of the department plans the work of the department taking into account the activities of the Center.
3.5. The head of the department interacts with authorized bodies in the field of guardianship and trusteeship of the city of Moscow and other institutions dealing with problems social protection orphans and children left without parental care.
3.6. The head of the department participates in the development of methodological recommendations, manuals and provides methodological and practical help department employees.
3.7. The head of the department takes care of organizing workplaces and creating optimally comfortable conditions for department employees for the purpose of effective and efficient work.
3.8. The head of the department makes his proposals on bonuses for department employees to the Deputy Director for Social Work.
3.9. The head of the department develops the Regulations on the department and job descriptions of employees.
state government educational institution of the Rostov region
for orphans and children left without parental care,
orphanage No. 2 in Shakhty
Compiled by:
Zamula A.A. – educational psychologist
EXPLANATORY NOTE
International experience shows that raising children without parental care in a foster family makes it possible to achieve a higher level of adaptability of the child in society than in a state institution, and allows you to create the most comfortable environment for the formation and development of his personality.
Therefore, today the family form of placement for children left without parental care is becoming a priority. This is due to the fact that raising the younger generation has always been and remains the main function of the family, and the development of the child is organically integrated into its life activities.
Family is the most favorable environment for the development of a healthy personality, since it has serious advantages in the socialization of the individual due to the special psychological atmosphere of love and tenderness, care and respect, understanding and support. The sensitive and attentive attitude of adults towards a child allows us to promptly identify his abilities and support the formation of interests and inclinations.
Family device provides the child with the right to live and be brought up in a family, helps prevent deprivation and social maladaptation of children that occurs during a long stay in an orphanage, provides them with the opportunity to form attachment and socio-psychological skills necessary for creating their own family and raising children, thereby preventing secondary orphanhood.
The basis of the Program of socio-psychological support for host families “Let's be family” within the framework of the work on the life support of pupils of the State Educational Institution of Orphanage No. 2 in Shakhty was based on methodological recommendations for specialists in guardianship and trusteeship, authorized organizations for training candidates for adoptive parents, guardians, trustees, foster parents, developed by specialists from the State Educational Institution RO for children in need of psychological, pedagogical and medical and social assistance “Regional Center for Psychological and Pedagogical Rehabilitation and Correction.”
The “Let's Be Family” program allows you to plan work to prepare and support the pupils of the orphanage No. 2 in Shakhty for life in a host family and can be used both in working with children who have specific prospects of being accepted into the family, and with other pupils of the institution. In the second case, the program is more focused on developing positive ideas about family life and readiness to start a family in the future.
The program of support for the host family “Let's be family” is designed for three years and solves the following goals and objectives for the life of the pupils of the State Budget Educational Institution RO orphanage No. 2g. Mines:
PROGRAM GOALS:
Promotion parental competence host parents.
Preparing a child for placement in a host family.
Social and psychological support for host families.
PROGRAM OBJECTIVES:
Helping candidates assess the strengths and weaknesses of their educational position;
Predicting possible ways of constructive interaction with an adopted child due to incompetent parental behavior;
Formation of responsibility for the successful adaptation of the adopted child into his own family;
Monitoring the priority of the interests of the adopted child at all stages of family life;
Development of effective ways for a child to communicate with adoptive parents, other family members, and society;
Psychological and pedagogical assistance to a foster child in experiencing adaptation crises in a foster family;
Assistance in establishing positive parent-child relationships;
Psychological, pedagogical and socio-legal education of host parents;
Prevention of abandonment of children adopted into families.
PREDICTED RESULTS:
For family
Optimization of parent-child relationships;
Level up family culture.
For parents
Formation of constructive behavior skills;
Awareness of parental roles and responsibilities;
Improving parental effectiveness;
Unconditional acceptance of the child.
For a child
Willingness to have positive contacts with adults;
Mastering the skills of cooperation and effective interaction;
Formation of a positive image of the family;
Gaining experience of acceptance and support;
Solution current problems development.
DIRECTIONS AND CONTENT OF ACTIVITY
Carried out by the medical staff of the orphanage.
Medical aspects of child care depending on the age, health and development of the child.
The influence of genetic inheritance on the health and behavior of a child.
Social and pedagogical support
It is carried out by the administration of the orphanage, a social teacher, teacher educators, as well as additional education teachers.
Organization different levels interactions;
Organizing meetings between the child and the host parents;
Discussion of the characteristics of a child in social institution with host parents: deprivation, attachment, identity, past experience child, immediate environment;
Social and legal advice on the legal status of the child, as well as his life history, the presence or absence of relatives and the possibility of contact with them;
Social patronage of the host family.
Psychological and pedagogical support
Carried out by a teacher-psychologist at an orphanage.
Diagnosis of the social situation of development, namely the child’s relationships with loved ones, parents, teachers, with clarification of the reasons for the current socio-psychological atmosphere;
Diagnosis of the level of social development of the child;
Identification of models of family interaction, style of parent-child relationships in the host family;
Education of the host family: socio-psychological characteristics of the family in different stages development, challenges facing families in crisis periods, age-psychological characteristics of personality development, the possibility of receiving additional help from other specialists;
Consulting on problems of the adaptation process for the child and the host family.
Individual lessons with a teacher-psychologist on the role of the family in meeting the developmental needs of the child.
Remote psychological and pedagogical support of the host family and the child after the student’s life arrangement.
STAGES OF WORK OF THE SOCIAL AND PSYCHOLOGICAL SUPPORT SERVICE
FOSTER FAMILIES
| Medical support unit |
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| Goal of the work | Efficiency |
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| Formation of parental responsibility for the life and health of adopted children | Medical aspect of child care depending on age, gender and health status | Features of physical and neuropsychic development children left without parental care. Hygienic requirements for child care and catering requirements. Features of child sex education. Prevention of bad habits, formation healthy image child's life. | Help in understanding personal responsibility for the life and health of adopted children |
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| Increase the level of knowledge about organizing a healthy lifestyle for children in the family | Organizing a healthy lifestyle for a child in the family | Medical aspect of the definition of health. Active image life as a consequence of the psycho-physical development of children. Rational daily routine. | Expanding the range of ideas among host parents about medical aspect definitions of health |
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| Social and pedagogical support unit |
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| Education on legal and judicial issues | Consulting on the issue social patronage host family | Rights and responsibilities of a foster family. Ways of further interaction and possible control by the social service of the orphanage | Formation of ideas among host parents about the rights and responsibilities of a foster family, about ways of further interaction and possible control by the social service of the orphanage |
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| Increasing the socio-legal competence of host parents | Rights, duties and social and legal responsibilities of adoptive parents | Guardian's report on the storage and use of the minor's property ward and the management of such property. Agreement on further cooperation between the socio-psychological service of the orphanage and the host parents | Expanding the range of ideas about the rights of minors ward, about the responsibilities of the host parents. Preparation of contract |
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| Formation of an adequate understanding of the personal characteristics, behavioral characteristics and social environment of the adopted child | Conversation between host parents and supervisor or teacher-educator about the pupil and his social environment | The curator or teacher-educator shares his experience in understanding the weaknesses and strengths of the child’s character, his adaptive capabilities, the characteristics of communication with adults and peers, and ways of interacting with him. | Assistance in forming ideas among host parents about the pedagogical position in relation to the minor ward. |
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| Psychological and pedagogical support block |
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| Help in assessing the strengths and weaknesses of your educational position. Choosing effective educational techniques | Psychological diagnostics families | Identification of patterns of family interaction, style of parent-child relationships in the host family | Determining the level of readiness of adoptive parents to meet the developmental needs of a minor ward. |
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| Development of effective ways of communication between host parents and adopted children | Communication competence training | Host parents and the adopted child jointly participate in games to develop conflict resistance, exercises for emotional acceptance of each other, etc. Training helps create positive psychological climate in the family, forming trusting relationships and increasing the child’s adaptive capabilities | Increasing communicative competence among adoptive parents and forming trusting relationships with adopted children. |
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| Prevention of maladjustment to a new life situation | Interactive game “Me and my new family” | Individual lesson in the format of interactive technologies with an adopted child | Prevention of destructive patterns of interaction in the host family. |
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| Formation of an adequate idea of problem areas about child development, possible ways of correction and personal development | Consulting host parents based on the results of a study of the current emotional and personal development of the adopted child. Psychological and pedagogical recommendations | At the request of the orphanage administration, a psychologist conducts a preliminary diagnosis to study the current emotional and personal development of the adopted child in order to identify problem areas of development, as well as identify adaptation resources and problems of emotional deprivation. Recommendations are made for host parents and a conversation is held with them. | Expanding ideas about the psychological and pedagogical development of a minor ward, his resources and adaptive capabilities. Drawing up a further plan for interaction with the orphanage psychologist (individual meetings, online meetings) |
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SUPPORT AND PARTRONANCE OF CHILDREN TRANSFERRED TO CITIZENS' FAMILIES BY THE SOCIAL AND PSYCHOLOGICAL SUPPORT OF FOSTER FAMILIES SERVICE
SCOU RO CHILDREN'S HOME No. 2, MINES
Accompaniment of guardianship/adoptive and other foster families is carried out by specialists from the Accompanying Service throughout the entire period of the child’s stay in the family, since difficulties associated with the adaptation of the child and parents age crises child, as well as the consequences of the child’s negative life experiences in previous years, can arise at different stages of the child’s development during the period of adaptation to a new family. It is at this moment that adoptive parents and guardians begin to need psychological, pedagogical and professional support.
The main conditions for maintaining the integrity of any family are satisfaction with relationships and provision of basic needs for security, love and acceptance for its members. To ensure these conditions in guardianship, foster and other foster families, it is necessary:
Presentation of clear and realistic requirements for the child under guardianship on the part of the substitute parent and other adult family members (the presence of transparent and enforceable family rules and norms);
Compliance by the child under guardianship with family rules and norms;
Satisfaction of the substitute parent with the school performance of the supervised child;
An opportunity for the child under care to feel safe in the territory where the family lives and in relationships within the family;
The foster parent and other members of the foster family show respect for the personality of the child under guardianship, as well as for him in relation to his parents;
The presence of an opportunity for the child under care to receive psychological support in the family or in the immediate environment (the presence of a warm, trusting relationship with another person);
The ability of family members to constructively resolve conflicts that arise, including with the involvement of external resources.
Host families living in the territory assigned to the service in the city of Shakhty, Rostov region);
Implementation of the project (according to the service standard) - for families in need of a range of specialist services or in crisis;
Parents Club;
Festive events.
2. Host centers to which students of our institution are transferred
Individual consultations by phone and in person;
Requests to the POiP at the family’s place of residence;
Visits to families (in emergency cases).
3. Families who applied independently:
Individual consultations by phone and in person;
Involvement in club activities and participation in events.
Working with blood family
Each person is connected by invisible threads with his relatives. When a rupture occurs, a “gap” appears, which “gapes”, hurts for a very, very long time, and the consequences of this can appear even after many years. Therefore, this “gap” must be patched, repaired, i.e. restore family ties. Better - with the same “threads”, the same material. Then the “patch” is not so noticeable and looks organic. As experience shows, this is why, in families of blood relatives, children’s adaptation occurs most painlessly and quickly.
The purpose of working with blood relatives:
Maintaining family ties (the child’s awareness of his own “I”, his roots - increasing self-confidence and self-confidence)
To activate blood relatives, to involve them in issues of raising children, to develop a trajectory for their further development
Placement of children in a family of blood relatives with subsequent support (if possible and the necessary conditions are available and as a result of work in the previous 2 areas)
Directions:
Drawing up kinship charts for children;
Individual meetings, conversations;
Support on recovery issues parental rights;
Organizing meetings with children in the institution;
Guest mode
The procedure for working with blood relatives of pupils.
1. Work with the student’s personal file, identifying relatives indicated in the documents.
2. Conversation with the child, conducting a survey “What do I know about my relatives.”
3. Comparison of information obtained from documents and personal conversations with the child.
4. Filling out the form for information about the pupil’s blood relatives.
5. Selecting from the entire list of blood relatives those who could become a candidate for placing a pupil in his family (including a guest one).
6. Contact relatives (by phone, send a letter or transmit information through intermediaries) in order to invite them to a meeting.
7. Meeting with relatives of service specialists (in difficult cases, organizing a meeting with the director), discussing the possibility of placing a child in their family.
If “yes”, file a petition with the guardianship and trusteeship authorities.
If “no,” placement with another host family. If a family of relatives does not want to take a child, but is categorically against placing him in any family, they are sent to the guardianship and trusteeship authorities to make a decision: either they give permission to place him in a host family, or they give a written ban on the placement.
8. Organizing a meeting-acquaintance between blood relatives and candidates in order to discuss the prospects for their further interaction.
9. Service specialists ensure communication with blood relatives in the event of a child being placed in a host family.
Preparing children for family and support after placement in foster family Preparing children for a family is one of the most important areas of work. Practice shows that a significant part of the return of children from families occurs precisely because the children are unprepared to live in new conditions. Forms of work:
Intra-group activities (carried out by educators, social pedagogue, educational psychologist, deputy director for educational resources and other specialists involved in this work):
Conversations with children on the topic “Family” (group-wide and individual, each teacher thinks through the topic taking into account the age and individual capabilities and needs of the children. The support service has proposed a tentative topic for such conversations (see Appendix 1);
“Family tea parties” (in an informal setting, an analysis of some issues that concern children, an exchange of life experiences through the possible invitation of family members of the teacher or through the invitation of other persons - the director, head teacher, doctor, janitor, etc., possibly with members of their families);
Role-playing and interactive games (acting out various family and life situations);
Questionnaires, questionnaires and other express diagnostic techniques to identify the characteristics of family relationships;
Activities carried out by the service
Questioning children;
Round tables with kids;
Consulting on issues of interest to children;
Various competitions (competition of service emblems, anthem, family stories, etc.)
Events within the entire orphanage (conducted by the service together with a music worker, teacher-organizer, psychologist)
Family holidays;
Sports relay races with the participation of host families and candidate families;
Psychological training on the formation positive image families.
Adoption of a child into a family as a blood child. The child becomes a relative - a daughter/son with all the ensuing rights and responsibilities. Adoption is the preferred form of placement. For parents, the highest degree of responsibility for the fate of the child and his full development.
Peculiarities:
Allows the child to feel like a full member of the family.
All relations and rights of inheritance are preserved, including upon leaving the minor age.
The ability to assign the child the surname of the adoptive parent, change the first name, patronymic and, in some cases, date of birth.
It takes longer to register than guardianship because adoption is approved by a civil court.
The state does not provide any assistance after adoption, with the exception of providing postnatal leave and payments in connection with the birth of a child in the event that an infant under 3 months is adopted.
Guardianship authorities exercise annual control over the adoptive family for at least three years after adoption.
The most stringent requirements are imposed on candidates for adoptive parents, their financial situation, earnings, housing in comparison with other forms of placement.
Not every child deprived of parental care can be adopted.
Adoption of a child into a family as a foster child for the purpose of his maintenance, upbringing and education, as well as to protect his rights and interests. Guardianship is established over children under 14 years of age, and guardianship over children from 14 to 18 years of age. The child retains his last name, first name, patronymic, and the blood parents are not released from the obligation to take part in the maintenance of their child. The guardian has almost all the rights of a parent in matters of upbringing, education, maintenance of the child, and responsibility for the child.
Peculiarities:
Guardianship is established by decision of the head of local government, which is why it is processed faster than adoption, because no trial required.
The child under guardianship is paid funds for his maintenance; the guardianship authorities assist the guardian in organizing education, recreation and treatment for the ward.
When the ward turns 18 years old, he is allocated housing, or he is put on a preferential queue if he does not have housing assigned to him.
Less stringent requirements for a candidate guardian in terms of income, living conditions; a certificate of no criminal record is required.
The child has the status of being raised and at an older age may feel that he does not fully belong to the family of the guardian.
It is possible that the guardianship authority will intervene or an applicant may appear to adopt the child (an extremely rare case).
There is no secret in placing a child under guardianship and contacts with the child’s blood relatives are possible.
Changing a child's last name is difficult; changing the date of birth is impossible.
The form of raising a child (children) in a family (at home) with a “foster parent” - a teacher. Such a family replaces the child’s stay in an orphanage or shelter with home education and is created on the basis of an agreement between the adoptive parent (parents) and the guardianship authorities. In relation to the child, the adoptive parents are his guardians. Usually, children who cannot be transferred for adoption or guardianship are transferred to a foster family, for example, to raise 2-3 or more children (brothers, sisters) in one family. The period of placement of a child in such a family is determined by the contract and may vary. Foster families can raise from one to 8 children.
Peculiarities:
It is possible to transfer children who do not have adoption status, children removed from large families or convicted parents and, otherwise, condemned to live in an orphanage.
Less stringent requirements for candidates compared to adoption.
Paid per child monthly payment for his maintenance, benefits are provided for transport services, housing, and assistance is provided in organizing education, recreation and treatment for the ward. Targeted funds are paid for repairs, purchase of furniture and other benefits provided for by regional laws.
When an adopted child turns 18, he is allocated housing if he does not have one.
Constant control and reporting to the guardianship authorities for education and expenditure of funds.
It’s more difficult to register because It is required to draw up an agreement on the transfer of the child to foster care (agreement on the provision of paid services).
There may be difficulties when registering a child living in another area or city because... payments to the foster family are made from the local budget.
Contacts with the child’s blood parents and relatives are possible.
A form of raising a child (children) in a professional foster family under the terms of a tripartite agreement between the guardianship and trusteeship authority, an institution for orphans and a foster carer. Children who temporarily need a substitute family or need to create special conditions for supporting and accompanying the child in the family are placed under foster care. The main goal of this form of arrangement is to socialize the child, to give him the necessary experience of living in a family, and to replace his stay in an orphanage. Foster care is often used as a transitional form to guardianship and/or adoption. The period for placing a child under foster care may vary and depends on the situation. Responsibility is divided between the foster carer, the institution, the child’s parents and territorial guardianship authorities.
Peculiarities:
The ability to place in the family of a foster carer a child who is temporarily in need of a host family, or who does not have a status that allows him to be placed under permanent care or adoption and, otherwise, is doomed to end up in a shelter or orphanage.
Less stringent requirements for candidates than for adoption, but more stringent than for guardianship.
Maintenance is paid for the child, and benefits for transportation and housing are provided. Upon turning 18 years old, the patron is allocated housing if he does not have one.
The parties to the agreement, representing the state, organize education, recreation and treatment of the patron, provide assistance in education, and in solving complex problems. Targeted funds are paid for repairs, purchase of furniture, etc.
Work according to the plans established by the foster care institution, constant monitoring and reporting on upbringing, and the expenditure of funds paid for the maintenance of the child.
Contacts with the child’s parents and relatives are, as a rule, mandatory and their regulations are determined by agreement of the parties.
This form is not yet used everywhere, but only in certain regions, and each region has its own characteristics.
Mentoring (guest mode, weekend family)
A form of assistance to a child, without registering his permanent residence in the family. On weekends, holidays or vacations, the child, as a guest, visits and lives for a short time in the mentor’s family. This form helps the child to go beyond the boundaries created by the system of the educational institution, to feel how the family functions: to understand family roles, gain skills in housekeeping and communication with adults and other children in family circle.
Mentoring gives the child the opportunity to receive moral support and assistance not only while he is visiting the mentor, but also while he is in the institution and in his future independent life, because Usually, close contact of emotional intimacy arises between them, correspondence and telephone contacts are established, thus the child has a “relative” and a friend, which makes the child not so lonely, increases the child’s self-esteem and the level of his hierarchy among children in the institution. Often mentors help children with treatment, provision and choice of clothing, vocational guidance, and give useful tips how to act in certain situations.
Peculiarities:
As a rule, registration is simpler and does not require a full medical examination and collection of a bunch of certificates.
It is possible to take a child (children) removed from large families or convicted parents, older teenagers, for whom it is extremely difficult to find permanent family and, otherwise, doomed to live in an orphanage.
If mentoring is supposed to be transitional stage before guardianship or adoption, this is a good way for the child and family to take a closer look at each other, allowing them to understand whether the right decision has been made.
When switching to permanent forms of the device, it will be easier to survive the adaptation, because The child already has experience of living in a family.
Not a legally established form. There are no approved norms, rules, or required list of documents - all requirements are established by the state guardian of the child - the director of the child care institution. The director is not obliged to allow you to take the child.
It is highly undesirable, and often impossible, to take children under 7-8 years of age to visit, because they don’t understand why they are taken and returned, they don’t yet understand that there can be not only parents, but also “relatives”.
Work on the temporary transfer of children to families of citizens
It is known that even the best institution cannot provide an orphan child with full mental development, successful socialization during the transition to independent life. It is also known that graduates of orphanages face serious problems when creating their own families; their children often also become orphans.
A person can avoid these problems if he gains experience of life and upbringing in a family. This is what guest mode is for. Living with a family, even for a short period of time, can provide much more for a child’s development than years spent in a government institution.
Guest family:
promotes the maintenance of blood relationships;
important in the future of placement in host families for permanent residence.
Guest mode is a form of assistance to a child without registering him for permanent residence in the family. On weekends, holidays or vacations, the child visits and lives with the family for a short time as a guest. This form helps the child to go beyond the boundaries created by the educational institution system, to feel how the family functions, to understand the roles of family members, to gain skills in housekeeping and communication with adults and other children in the family circle.
Regulations on the procedure for leaving children to relatives and other persons on weekends and holidays, in the evening and at night, as well as during the holidays
The procedure for the release of children to relatives and other persons on weekends, holidays and during vacations is determined on the basis of the Decree of the Government of the Russian Federation of May 19, 2009 No. 432 “On the temporary transfer of children in organizations for orphans and children without parental care , to families of citizens permanently residing in the territory Russian Federation».
Temporary transfer of children to families of citizens is carried out with the consent of the child on the basis of a personal application of the citizen, to which are attached following documents:
A copy of a passport or other identification document (with presentation of the original);
Consent of adults living together with a citizen, as well as minors who have reached the age of 10 years of his family members, to the temporary transfer of a child (children) to the citizen’s family, expressed in writing;
Temporary transfer of a child to a family of citizens permanently residing on the territory of the Russian Federation is carried out for a period of no more than one month.
In the presence of exceptional circumstances, including during summer holidays, the period for the temporary transfer of a child to a family may be extended with the consent of the guardianship and trusteeship authority. For this purpose, the institution submits a request to the guardianship and trusteeship authorities, in which it indicates the circumstances under which it is necessary to extend the child’s stay in the family. Wherein continuous term The child's temporary stay in the family cannot exceed three months.
For the period of stay in the family, food is provided to the child in accordance with established standards. When temporarily transferring a child (children) to a family, a citizen is issued:
A copy of the order on the temporary transfer of a child (children) to a citizen’s family, certified by the head of an organization for orphans and children without parental care;
A copy of the child’s birth certificate, certified in accordance with the established legal procedure, or a passport of a child over 14 years of age;
A copy of the mandatory policy medical education child(ren);
Copies of other documents, necessary for the child(children) during the period of his temporary stay in the family of a citizen;
To monitor the conditions of stay of pupils in the family, the institution within 24 hours informs the guardianship and trusteeship authorities at the place of residence of the family that a pupil of the institution has left for their territory.
For relatives and candidates for substitute parents who want to take their child to visit on vacations, weekends and holidays.
A citizen who wishes to obtain a conclusion from the guardianship and trusteeship authority on the possibility of temporarily transferring a child (children) to his family, submits to the guardianship and trusteeship authority at his place of residence a corresponding application in a form approved by the Ministry of Education and Science of the Russian Federation, and the following documents:
A certificate from the internal affairs authorities confirming that the citizen has no criminal record for an intentional crime against the life and health of citizens;
An extract from the house (apartment) register or other document containing information about adult and minor members of his family living with the citizen;
A certificate from a medical treatment institution confirming that the citizen does not have a disease (open infectious diseases or mental illnesses, patients with drug addiction, substance abuse, alcoholism), or a medical report in form 164/u-96 (medical report based on the results of an examination of a citizen who wishes to ( her) adopt, take custody (guardianship) of a child or become a foster parent, issued by a medical institution.
A citizen who wishes to temporarily accept a child (children) into his family submits the following documents to the orphanage:
Application for the temporary transfer of a child (children) to your family;
A copy of a passport or other identification document (with presentation of the original);
The conclusion of the guardianship and trusteeship authority at the citizen’s place of residence on the possibility of temporarily transferring a child (children) to the citizen’s family or the citizen’s conclusion on the citizen’s ability to be an adoptive parent, guardian or trustee, issued by this body in the prescribed manner;
Consent of adults living together with a citizen, as well as minors who have reached the age of 10 years of his family members, to the temporary transfer of a child (children) to the citizen’s family, expressed in writing.
What to do:
1. Before accepting a child for a visit:
Listen to the briefing, which outlines the purpose and content of the child’s stay in the guest family.
Find out information about the child's health status.
Be sure to take a copy of the medical insurance policy certified by the director of the institution and a copy of the order.
Find out information about your child’s school performance, and also take homework(If you want to).
Familiarize yourself with the list of things that the child takes with him, check whether everything corresponds to the list. Make your own adjustments if necessary.
2. Upon the child’s return from the guest family:
Give the teachers the things your child took with him.
Share your impressions of your child’s stay in your family with educators or specialists from the Family Placement Service. Tell us the positive and negative points - this will allow you to better carry out correctional work with the child and prepare him for next trip to your family.
If you are taking a relative from an orphanage to visit, pay attention to the following aspects:
Tell him the history of your family and extended family (which includes the child), its traditions, family legends. Many children from the orphanage do not know most of their relatives, they forget some events from their past life, help him recreate them. It is very important for a child to realize that he has “roots.” For example, this can be done by drawing up a family tree. For clarity, you can show photographs and also help your child create an album with photographs of your family members.
Tell your child about your family values, what you do on weekends, how you celebrate holidays, what role each member of your family plays. For example, who washes the dishes, takes out the trash, goes to the grocery store, etc. Ask what responsibilities your child would like to take on over time.
Introduce your child to family friends, neighbors, and peers in the yard. This is necessary so that the child develops new social connections and expands his circle of friends and acquaintances.
4. Pay attention to how the child studies, motivate him to study. Tell him about your family's professions. For example, who was the great-grandfather, who is the grandfather, aunt, uncle, etc. working now? Perhaps by doing this you will indirectly help the child to self-determine in choosing his future profession.
5. Have a conversation with your child about the prospects for his future stay in your family. Whether he will be placed under guardianship or not, be sure to discuss the reasons with him, emphasize that you will still be in constant contact with him, that he will come to visit you (discuss the frequency of his visits to your family).
Don't spoil your child! Everything should be in moderation. The task of the guest family is not only to give the child affection and warmth, to gain a positive experience of communicating with relatives, but also to provide the opportunity to acquire new skills and abilities.
Limit your child's games on the computer, as this is not always good for him.
Keep an eye on the child’s surroundings, with whom he communicates and walks, in order to prevent him from getting into antisocial company. Be careful in these matters! And in case of any suspicions, report them to service specialists or teachers of the group in which the child is being raised in order to jointly decide what measures need to be taken.
Try to adhere to the daily routine according to which the child lives in the orphanage, so as not to throw off his biological clock. Otherwise, the child will have to constantly readjust, and sooner or later this may result in a breakdown (emotionally, in behavior or in educational activities).
Remember that at first the information told to you by the child must be checked, since children from orphanages are prone to lies.
Emphasize the importance of the child’s presence in your family, so that he feels that he is part of it, that he is needed, and feels the warmth of home.
LITERATURE:
Basyuk B.S. Model of organizing a social and psychological support service in an orphanage: theoretical and practical aspect. M., 2001.
Belicheva S.A. Social and pedagogical methods for assessing the social development of maladjusted adolescents // Bulletin of psychosocial and correctional rehabilitation work. 1995. No. 1.
Education and development of children in an orphanage / Ed.-comp. N.P. Ivanova. M., 1996.
Civil Code of the Russian Federation // Complete collection of codes of the Russian Federation. M., 2002. Art. 31-33, 36, 39-40.
Goloshchapova O.A. Mishakova D.F. Advice for parents Methodological recommendations for adoptive parents. Novosibirsk 2011
Goncharova O. The law stands for the protection of orphans. Social pedagogy in Russia p. 23 – 26 No. 4 Modern education 2011
Denisova L.D., Cheremshina O.N., Emotional disorders in children, S.P. 2011
Dzyuma A. Ethnic socialization of young children. Social pedagogy in Russia p. 49-52 No. 1 Modern education 2011
Zhizhnyakov S. Pedagogy of family in Russian history. Social pedagogy in Russia p. 53-64 No. 5 Modern education 2011
Mukhina V.S., Age-related psychology: phenomenology of development, childhood, adolescence., M. "Academy", 1992.
Ministry of Social Development of the Novosibirsk Region State Budgetary Institution "Center for the Development of Family Forms of Placement for Children Without Parental Care" Work with candidates for adoptive parents until the child is accepted into the family. Recommendations for specialists of foster family support services. Novosibirsk 2011.
Ministry of Social Development of the Novosibirsk Region State Budgetary Institution "Center for the Development of Family Forms of Placement for Children Without Parental Care" Recommendations for monitoring the upbringing of children in foster families. Assessing the effectiveness of support services for foster families. Novosibirsk 2011.
Orlov V.B. The legislative framework substitute family. Social pedagogy in Russia p. 22-32 No. 6 Modern education 2011
Ovsyannikova A.S. Features of adolescents' reference relations: what parents know about them. Social pedagogy in Russia p. 60-67 No. 6 Modern education 2011
Ovcharova R. The main components of the concept of “parenthood”. Social pedagogy in Russia p. 82 – 88 No. 4 Modern education 2011
On the basics of the system for preventing neglect and juvenile delinquency. the federal law No. 120-FZ, June 24, 1999
Reprintseva G.I. Specifics of development of children in the first year of life. Social pedagogy in Russia p. 33-46 No. 6 Modern education 2011
Savina N. Defects in the socialization of adolescents lead to crime. Social pedagogy in Russia p. 27-32 No. 5 Modern education 2011
Family Code of the Russian Federation. Art. 11 - 13, 18, 20, 21.
Sukhomlinsky V.A. Parental pedagogy. Novosibirsk, 1985
Stepanov P. Teenagers. Social pedagogy p. 75-82 No. 4 Public education 2006
Tumusov F.S. Russia begins with family. Social pedagogy in Russia p. 3-11 No. 6 Modern education 2011
Shneider L.B., Rogach M.S. Parenting in questions and answers. Social pedagogy in Russia p. 68 – 73 No. 6, p. 19-25 No. 5 Modern education 2011
Schneider L. Family in society, society in the family. Social pedagogy in Russia p. 65-72 No. 1 Modern education 2011
Schneider L. Specificity of family educational influence. Social pedagogy in Russia p. 75-82 No. 3 Modern education 2011
Tsurpal E.A., Work with candidates for adoptive parents until the child is accepted into the family, Novosib, 2011.
Lectures by professors of medicine: O.A. Pechora, A.G. Grachevoy, L.G. Golubeva.
Periodicals: Magazines “Schoolchildren’s Health” for 2009, 2011.
APPLICATION
Individual plan
blood parent (full name)
Goal of the work: assistance on restoration of parental rights
| Types of jobs | Who is the work being done with? | Lesson topics | responsible | ||
| Working with blood family | Organizing meetings with my son; Creating a guest mode; | Social teacher; Educational psychologist; Pupil's curator | |||
| Psychological support, counseling | With family, relatives of the child, pupil | Educational psychologist | |||
| FULL NAME. parents, blood family | Consulting on restoration of parental rights; Presentation of materials in court | Social teacher | June July |
||
| Family device | Family and relatives of the pupil (Last name, first name of the child). | Social teacher; Educational psychologist; Pupil's curator | July August |
||
| Family and relatives of the pupil (Last name, first name of the child). | Requests to POiP at the place of residence | Social teacher; Pupil's curator | quarterly |
Individual plan
socio-psychological support
host parent (full name)
Goal of the work: help to improve parental effectiveness
| Types of jobs | Who is the work being done with? | Lesson topics | responsible | ||
| Working with a foster family | Family and relatives of the pupil (Last name, first name of the child). | Organizing meetings with my son; Creating a guest mode; Round tables with support service on current issues | Social teacher; Educational psychologist; Pupil's curator | ||
| Psychological support, counseling | With the family, relatives of the child, pupil (Last name, first name of the child). | Diagnosis of the psycho-emotional state of the pupil; Conversations with mother and relatives on the formation of family values; Training on developing a positive family image | Educational psychologist | ||
| Social support, consulting | Host parent, her family | Consulting on creating a foster family. | Social teacher | June July |
|
| Family device | Family and relatives of the pupil (Last name, first name of the child). | Drawing up a mutual assistance agreement between the parties Consulting on problems of child upbringing and development (telephone and remote mode) | Social teacher; Educational psychologist; Pupil's curator | July August |
|
| Monitoring compliance with the priority interests of the child in the family | Family and relatives of the pupil (Last name, first name of the child). | Social teacher; Pupil's curator |
Professional support for foster families is one of the most important stages in the work of specialists working with a child placed in a family and members of this family. Purpose of support : help foster families overcome moments of crisis occurring in the family, ensure the stability of the child’s residence in the family and prevent the return of children to government institutions, or the child’s refusal to live in this family. According to the support plan; Upon request (at the request of the guardianship and trusteeship department or the adoptive parent, guardian or adoptive parent); Depends on a situation. In the process of interaction with the family, the following methods and forms of work are used:: collecting information about the family, exits of specialists at the place of residence, preventative conversations, socio-psychological diagnostics, Psychological and pedagogical support for foster families is aimed at ensuring effective interaction between children and foster parents, promoting self-determination, self-affirmation, and self-development. It is advisable to conduct it in two directions: “adult” and “child”. When accompanying families, the following principles are taken into account: 2. Continuity of support, according to an individual plan for working with the family. 3. Complexity, which involves the work of various specialists. 4. Confidentiality (none of the problems should be brought to the attention of the street community of the village) Algorithm for supporting foster families. 1. Acquaintance, identification of the problem. Primary survey, interviewing members of foster families. Diagnostics of cognitive, motivational, emotional-volitional, psychodynamic and characterological characteristics of wards, analysis of family education . 2. Drawing up a family’s personal file: an individual support plan, social card substitute family. Events, classes, consultations. Work with pedagogical literature, development of written recommendations and reminders. 4. The social teacher goes to a foster family or educational institution. Studying the possibilities of society (conversation with the class teacher, school teachers, kindergarten teachers, close relatives of the ward). Study of the created conditions for the development of the ward. Coordination of individual support plans with foster parents. 5. Drawing up an analytical report based on the results of visiting a foster family. Analysis of family living conditions, health and safety, social adaptation. Assessing the comfort of a foster family: emotional development of the ward, assessment of family relationships. Recommendations for foster parents. 6. Intermediate diagnostics on previously identified problems, analysis of family education. Carrying out diagnostics with the client. 7. Individual counseling for members of foster families. 8. Final diagnosis and monitoring of the foster family. Conducting final monitoring of the upbringing, education and development of a child in a foster family. Assessing the success of a child’s upbringing, education and development. The level of professionalism of foster parents. For each accompanied family, an individual work card with the family is created, which reflects: general information about the family, individual plan family support, monitoring of the child’s health and development, monitoring results, all diagnostics, questionnaires, recommendations for parents and children, reports on work with this family. At the stage professional support carried out: visits to families, educational institutions where children study. TO working together need to involve class teacher and social teachers of those educational institutions where children from foster families in your locality study. In order to be aware of all his problems, successes, failures, meet in person, talk on the phone, which allows you to find a way out of the current situation and push the child to show independence in solving problems that are relevant to his development. And this is especially important for guardians (grandparents) who cannot always contact the educational institution, communicate with the curator, class teacher. Necessary MONTHLY visiting a child, either in a family or in an educational institution, regardless of the length of time the child is in the family, i.e., for example, March - visiting a family, April - visiting a kindergarten, May visiting a family, etc. It often happens that when a child lives in a family, unforeseen situations may arise that require the direct intervention of specialists, and several visits to one family may occur in a month. A family visit should last not 20 or 40 minutes, but more than 2 hours. The longer you stay in a family, the greater your chances of getting to know them better. When visiting a family, recommendations are given from specialists in the upbringing and development of the child, and, if necessary, assistance is provided on problems faced by both the child and the foster parents. past period, since parents do not always contact us when a problem or conflict arises. It should be noted that specialists assigned to the family need to build relationships with the child and family in such a way that the family does not perceive them as representatives of controlling organizations, but as a “friend” of the family who wants to help them. But at the same time, it is necessary not to cross the fine line into “familiarity”; the family must still adequately respond to the advice, comments, and recommendations of specialists. The interest of the specialists themselves in helping the family is one of the important conditions for supporting the family. In addition to visiting the family at the stage of a problem or conflict in the family, it is advisable to have weekly telephone conversations between the social educator and the family on the issue of conflict resolution. The help of specialists is needed at various periods of a family’s life. For example, during the adaptation period, constant and regular monitoring of the child’s adaptation to living in a foster family and in society is necessary. Since the adaptation process is one of the most critical and requires a particularly careful and careful approach to supporting the family on the part of social teachers. Specialists working with families are called upon to facilitate the adaptation period, smooth out rough edges of interaction, allow the substitute parent to safely express his surprise and indignation at the child, teach family members to express feelings in an adequate manner, and adjust expectations from the adopted child. Specialists need to remember that a child’s adaptation in a family is a two-way process: the child gets used to the family, learns its rules and norms of functioning, and the family, in turn, adapts, gets used to the child, changing its rules. Other problems arising in foster families are varied: school failure, decreased learning motivation theft, deviation in behavior, communication with peers, psychological trauma bad habits, delayed speech development, professional self-determination and others. You can find out the occurrence of the problem during a visit to the school, conversations with teachers and, of course, during a visit to the family. And it will be even better if the substitute parent comes to you and says, “Help, he constantly deceives.” When solving a problem, it is necessary to find out the cause and signs of the problem using diagnostics, interviews, and dialogue with both parents and the child. Provide advice to foster parents on ways to overcome the situation, and of course track the results. Social educators at at this stage It is advisable to conduct correctional and developmental classes, conversations with children, individual consultations with substitute parents, and interviews. When working with foster families, it is advisable to involve medical services, since children living in foster families require constant medical support. After all, it’s no secret that our children have several chronic diseases, their immunity is weakened, and they often suffer from colds. In the process of support, a special place is occupied by monitoring the development of a child placed in a foster family. Monitoring the development of a child in a family is carried out to determine the effectiveness of the functioning of a foster family and the dynamics of the development of a child placed in this family. Monitoring techniques are used depending on age and on identified problems or disorders in personal development. Health: - physical development of the child; - neuropsychic development; - chronic morbidity; - acute morbidity. Education: - school motivation; - personal development; - mental processes; - self-esteem; - emotional development. Social adaptation: - self-service skills; - appearance and behavior in society; - interpersonal relationships; - ability to communicate (with adults and peers); - observance of rights and responsibilities in the family. Social environment: - an atmosphere of understanding, acceptance and support for the child and family in the surrounding society. Based on the monitoring results, the effectiveness of the foster family’s activities is assessed. Children from foster families need to be involved in events and celebrations held in clubs in order to establish emotional connections, develop positive social well-being, and activate children. This includes the Maslenitsa holiday, New Year's holiday, Mother's Day, etc. The task of a social teacher working in the village is to involve the child in clubs that are organized in the club, perhaps even take him by the hand somewhere and monitor attendance. It is necessary to provide assistance to foster parents in placing the child on the school site, to a holiday camp, and possibly help in collecting documents. Carrying out comprehensive psychological and pedagogical support helps foster parents to promptly identify and solve emerging difficulties and problems with children. Very often, the cause of a family crisis lies in foster parents who did not pay attention to the upbringing of their wards in a timely manner, in their personal qualities (connivance) and in their attitude towards children (dependency, low intellectual capabilities). You have to line up A complex approach to solving the problems of the child and family, this will be a way of helping the child and family in overcoming developmental problems that are relevant to them. An indicator of the effectiveness of work to support foster families is that there is no return of children to boarding institutions. Accompanying foster families makes it possible to strengthen parents’ confidence in their educational influences, to promote the mobilization of their personal, spiritual, intellectual, and physical resources to overcome a crisis, to expand their range of acceptable and effective means for independently solving emerging problems and overcoming difficulties. Thus: social and pedagogical support is an important, necessary condition that ensures the effective integration of orphans and children left without parental care and transferred to foster care. Individual card for working with family. Adoptive parents: ___________________________________________________________________________________________________________________________ (full name, year of birth) Ward(s)_______________________________________________________________ ( Full name, year of birth, class, school, kindergarten) _________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________ Address___________________________________________________________________________________________________________________________________________________ Brief information about parents of adopted children:______________________ _______________________________________________________________________ (full name, year of birth, place of residence or location) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Family status: ______________________________________________________ Relatives of the person living together: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Individual child development (at the beginning of support) Health status:__________________________________________________________ The interests of the child, his inclinations, abilities: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Behavioral abilities and skills: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Emotional - volitional sphere: __________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Level of development of women's skills and education: _________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Monitoring child health and development: ( child promotion) Health status:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. Behavioral skills: ________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. Emotional - volitional sphere:_________________________________ ( the child’s relationship with other people, degree of trust) ________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Results of monitoring the health and development of the child: (at the end of the accompaniment) Health status:_____________________________________________(frequency of diseases, whether registered...) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. Educational activities:________________________________________________ (cognitive interest, mastering the school curriculum) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. Behavioral skills and abilities: ( the child’s level of communication, ability to build relationships ) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. Emotional - volitional sphere: ( level of formation of voluntary actions, emotional well-being) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ CONCLUSION: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Individual family support plan Problem:__________________________________________________________________________________________________________________________________________________________________________________________________________ Results of work by the end of the academic year: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Report on working with a substitute family. Full name of substitute parents: _____________________________________________________________ Ward(s)_______________________________________________________________ Target: ________________________________________________________________________________________________________________________________________ Problem: ____________________________________________________________________________________________________________________________________ (conversation, diagnosis, consultation, correctional and developmental work ) with substitute parents and wards.) _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Conclusion: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Recommendations: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ “___”__________200__g.________________________ _______________________ (specialist’s signature) (signature transcript) “___”______________201 g_______________________________________________ (guardian’s signature) (signature transcript) What should a substitute parent be like? When preparing citizens who want to become adoptive parents, escort service specialists are faced with the problems of candidates’ inability to assess their capabilities, overestimation of their personal qualities, and lack of knowledge psychological characteristics children - social orphans, inability to correctly assess emerging problems. When working with candidates for surrogate parents, problems such as their lack of criticality towards their own educational experience and rigidity of behavior (unwillingness to change their point of view) are identified. Very often, candidates think that children from orphanages want to go into foster families, but this is not so. Many children want to return to their birth family and often maintain relationships with their parents. The question arises: - Should the adoptive parent have some “special qualities” or special experience? First and foremost, it is very important that parents have a realistic view of what it is like to be an adopted child. It is necessary to offer literature on the problems of adopted children in advance, to communicate face-to-face with established adoptive parents. The experience of raising your own children is good, but having an adopted child has its own specifics, and people who do not have children of their own can also become excellent adoptive parents. Rather, personal qualities are important, such as patience and tolerance for differences . When people don’t get scared and don’t become aggressive if a child does something that is not entirely clear to them, that is incompatible with their way of life. The second important thing is that people should have a lot of energy . Children who have a deficit of parental love, developmental problems, or experienced stress require a lot of strength. And sometimes they express this need for support in not the most pleasant way. It is very important that people have enough basic physical and mental strength . Because if the load that a child brings exhausts people, irritates them, and provokes anger - this is the problem of adults, not the child. One more thing important quality - people must be resistant to aggression . If, from experience in communication, they know for themselves that the manifestation of aggression or cynicism unbalances them, it may become a reason to interrupt communication with another person, if an important condition for communication is the understanding of the other - in this case it may be impossible to live with an adopted child. After all, adopted children most often end up from a different environment than the people who want to take them into families. And like all traumatized children, they have a lot of pain and aggression. Parents need to take this into account. And yet, people who are prone to fall into soul-searching, fixated on one’s complex, varied feelings , it will be difficult with an adopted child. He will “jam” them into a stupor... But it also happens the other way around, some get better: in comparison with an adopted child, all far-fetched problems dissipate. Life puts everything in its place, people learn to think differently and become much simpler: feelings are strengthened, the mind becomes clearer. And they say later: thanks to the adopted child, we got rid of many of our own problems.
The arrival of a child in a family brings with it many changes, and it is psychologically difficult. Family members must have iron restraint and understanding that they will have to not only raise the child, but also re-educate him. If this is a baby, then the situation becomes a little simpler, but if the child is older and has an already formed character, then the spouses will have to be patient and try hard to re-educate him. After all, it is very likely that a child can sometimes be overly aggressive, greedy, cry often, etc. Therefore, one can even believe that the parents who took the child should have increased resistance to stress and a list of other qualities in which other parents may show weakness. An adopted child should always feel parents' love for him. After all, such children, despite their external toughness, are very vulnerable and sensitive. Even if adults have to watch the child's not very pleasant antics, and the parents are extremely angry with him, they need to show warm feelings even at such moments. keep calm. You need to understand that for a child to get from an orphanage to a family is a lot of stress. Therefore, you need to be prepared for the fact that the adaptation period can be very problematic. Also, adoptive parents must have the following quality: combination of tenderness and strength of character . Will foster parents be able to give maximum affection to adopted children, but at the same time not forget to insist on their decision when necessary. The child should not be afraid, but the child should have a sense of respect for adults. When, nevertheless, a new family member - a child - crosses the threshold of the house, the surrogate parents should not regret for a moment and doubt the correctness of what they did. After all, if a child feels that his parents have doubts about him, it will be very difficult for him from a psychological point of view. After all, as you know, children have the ability to feel everything very strongly, even better experienced psychologists. So parents’ beliefs on this matter should be firm and unshakable. Parents must have sufficient self-esteem. Another important skill that adoptive parents must master is empathy. Empathy is a person’s ability to understand and feel someone else’s pain, experience . Good parents must feel and understand their child. They need to constantly develop this quality in themselves. After all, such children, despite their young age, have experienced a lot in their lives, so they can be very withdrawn and experience all the emotions inside themselves. This will have a negative impact on themselves, as well as on the receiving parents. You need to be able to perceive and love a child for who he is. There is no need to show that parents are disappointed and expected something different. Being foster parents is very difficult, because there will be many obstacles along the way. Adults need to be patient and if you decide to do this, don’t regret it! After all, they do a good deed: they give family, comfort and peace to a baby who needs it so much outside the walls of orphanages... Popular in the category:
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For every family, adopting a child is a very responsible and 
