As part of our research, we analyzed the activities of the State budgetary institution social service “Alexandrovsky Comprehensive Center for Social Services to the Population” (356300, Aleksandrovskoye village, Moskovskaya St., 4), and came to the conclusion that it was necessary to develop a program to support parents raising a disabled child.
One of the urgent tasks of modern Russian society is to provide social and educational assistance to families with children with disabilities disabilities health (HIV). With the steady increase in the number of such children, attention to each of them is necessary. This requires the pedagogical community to develop relationships between the educational system and the family.
Modern practical pedagogy, however, does not pay enough attention to the problems of working with families with such children.
The birth of a child with developmental disabilities is always stressful for the family. A disabled child is limited in freedom and social significance. He has a very high degree of dependence on his family, and limited skills for interacting in society. The problem of raising and developing a “special” child becomes overwhelming for the family, parents find themselves in psychological difficult situation: They experience pain, grief, guilt, and often fall into despair. Such families need comprehensive social and pedagogical support. Working with a family with a sick or disabled child should be approached from a humanistic perspective, parents should be oriented toward proactively preparing the child for life, developing the child’s ability to think in terms of the future, and forming positive prospects for his development.
It is no coincidence that quite a lot of attention is paid to working with parents of children with disabilities. For such children, whose contact with the outside world is narrowed, the role of the family increases immeasurably. The family has significant opportunities in solving certain issues: raising children, including them in social and labor spheres, and developing children with disabilities as active members of society. But numerous studies (G.L. Aksarina, N.Yu. Ivanova, V.N. Kasatkin, N.L. Kovalenko, A.G. Rumyantsev, etc.) indicate that the appearance of a child with disabilities in a family violates the established family functioning: the psychological climate of the family and marital relationships are changing.
Purpose of the program: creating conditions for overcoming the social isolation of disabled children and their socialization in a family environment.
1. Implementation of the socialization strategy and social integration disabled children in the family and society on the basis of an individual integrated approach, including the formation of a system of creative rehabilitation of disabled children and other forms of self-realization, the development of family recreation and health programs.
2. Strengthening the resource potential of families raising children with disabilities and their social rehabilitation competence, creating positive motivation for the education of new social connections, as well as promoting the creation of mutual support networks for parents of children with disabilities.
3. Formation of a unified resource methodological and educational space, increasing the professional potential of specialists engaged in the provision of social services disabled children.
4. Strengthening coordination and improving operational efficiency government agencies, public associations and mutual support groups for families. raising children with disabilities, to improve the situation of children with disabilities and their social inclusion.
5. Formation of a tolerant attitude towards disabled children in society, popularization of ideas to promote their social inclusion.
The main goal of the social service implementing this program should be to ensure the implementation of social rehabilitation of minors with disabilities, as well as providing assistance to the families in which these children are being raised.
The structure of the social service includes:
Medical service, which includes a pediatrician, a physiotherapist, a psychiatrist, a nurse, a massage nurse and a physiotherapy nurse;
Social pedagogical service, which includes: social educators, educators, teacher-psychologist, pedagogue additional education, speech therapist, speech pathologist, physical education instructor.
The program provides the following forms of work with families with health problems:
Pedagogical patronage (social and pedagogical services at home);
Short-term groups for disabled children with comprehensive rehabilitation (medical and pedagogical);
Family rehabilitation groups “Saturday living rooms”, the main goal of which is to create conditions for solving intrafamily problems and educating parents in order to enhance the process of socialization and adaptation to modern society;
Organization of circle work, creative workshops and clubs.
Training and education of parents together with interested organizations.
The program is built on principles:
1. Personality-oriented approach to children and parents, where accounting is at the center personal characteristics child, family; providing comfortable, safe conditions.
2. Humane-personal - comprehensive respect and love for the child, for each family member, faith in them, the formation of a positive “I-concept” of each child, his/her self-image (it is necessary to hear words of approval and support, to experience a situation of success) .
3. The principle of complexity - social and pedagogical support is considered in a comprehensive manner, in close interaction of all specialists.
4. The principle of the activity approach - assistance is carried out taking into account the leading type of activity of the child (in play activities), in addition, it is also necessary to focus on the type of activity that is personally significant for the child.
Estimated progress of the program:
1. Implementation of a strategy for the socialization and social integration of disabled children in the family and society based on an individual integrated approach, including the formation of a system of creative rehabilitation of disabled children and other forms of their self-realization, the development of family recreation and health programs.
Family social support social service support includes telephone consultations, observation of the child’s development, periodic invitations to undergo rehabilitation courses, participation in events and promotions of the institution, including:
Social and pedagogical patronage of families raising children with severe disabilities and who are unable to attend the center (or children early age) involves social workers conducting developmental classes with disabled children with severe health problems (who do not attend kindergartens or schools due to their illness or age) at home 2 times a week for 2 classes of different directions, with mandatory training of parents in independent skills pedagogical work on the development of their children.
Correctional classes in an institution with children are carried out as in a group setting day stay minors, and along individual development routes. Depending on the needs of the children, it is necessary to organize:
Classes on social and everyday adaptation in a day care group for children who do not attend preschool institutions and require clear instructions for action.
Depending on the existing problems, individual correctional classes are conducted by a defectologist, speech therapist or educational psychologist.
Subgroup classes in music and physical education are mandatory for everyone; individual physical therapy classes are also held separately in accordance with doctor’s prescriptions.
By medical indications It is necessary to consult doctors (pediatrician, physiotherapist, psychiatrist) regarding the appointment of rehabilitation measures and medical procedures: medical massage, physiotherapy (phototherapy, magnetotherapy, electrotherapy, inhalations). As well as individual physical education classes; herbal medicine and vitaminization courses.
For each child, it is necessary to draw up an individual development route and program of activities, which are agreed upon with the parents. In turn, parents receive homework and individual consultations on the dynamics of child development.
1.2. To implement the principle of integration of disabled children, we propose to organize a club “ Healthy child" Goal: prevention of diseases in children and promotion of a healthy family lifestyle.
We assume that in the process physical activity health, educational and educational tasks will be effectively solved. Through a system of special exercises and games, children will become familiar with the signs of health (correct posture, gait), and learn to protect themselves from germs. The knowledge gained will allow special children to engage in physical exercises more consciously and more fully, and to independently use the means of physical education in life.
Organized motor activity is associated with a clear focus on results (games - dramatization, sports and outdoor games, games - relay races). Children will be able to evaluate their “I” by the direct efforts they make to achieve their goal. And in connection with the development of self-esteem, such personal qualities as self-respect, conscience, and pride will develop. Complex actions demonstrate the will of a disabled child to overcome obstacles in achieving a set goal. Outdoor and sports games are especially valuable in this regard. physical exercise, based on prolonged and repeated repetition of monotonous motor actions, their implementation requires volitional efforts to overcome gradually growing physical and emotional stress. Thus, classes in the “Healthy Child” club will be important factor influencing the formation of the personality of a disabled child and his socialization in society.
In order to assist the family in the development of a disabled child, it is possible to organize a club “Game is a serious matter.” Target: development of children's abilities through play activities.
Meetings at the club are held according to the program for children with disabilities and healthy children. Joint activities teach children to communicate with peers and other adults, develop the ability to cooperate with each other, forming a sense of partnership. Theatrical activities (role-playing songs, nursery rhymes, imitation of the movements and voices of birds and animals) stimulate figurative and playful manifestations, develop the sphere of feelings, awaken empathy, compassion, and develop the ability to put oneself in the place of another person. As a result, children will learn to interact with each other as play partners; children will be more attentive to each other, friendly, and learn polite form communication, will develop aesthetic taste.
We also offer a project for a creative workshop “Very Skillful Hands” - to teach children various types of creativity: weaving from foil, designing from paper, drawing in unconventional ways, modeling from clay and painting on ceramics, which will contribute to the development creativity children through productive and applied activities. Additional feature workout fine motor skills through the creation of a variety of crafts, will allow children to develop and discover new abilities.
The creative workshop “Musical Living Room” provides an opportunity for a disabled child to realize his potential, promoting the development of creative abilities.
1.3. Great importance in organizing work on the social integration of disabled children in the family and society, attention is paid to organizing holidays and cultural and leisure events.
Participation in festive and leisure activities not only helps to create a festive and joyful mood among the participants, but also helps to activate their internal resources. The sociocultural program is a psychological training - communication, emotional, motivational, physical. Participation in such programs will be another step for children with disabilities on the path to adaptation, acceptance of themselves and the difficulties of the world in which they live and act.
2. Strengthening the resource potential of families raising children with disabilities and their social rehabilitation competencies, creating positive motivation for the formation of new social connections, as well as promoting the creation of networks of mutual support for parents of children with disabilities:
2.1. The program provides for diagnostics and implementation advisory assistance parents with children with disabilities in their upbringing and development. An individual work route can be developed for each family, along which support will be provided.
2.2. For parents with disabled children, the “Happy Parent” project can be implemented, the main purpose which is to create conditions for solving intra-family problems and educating parents in order to enhance the process of socialization and adaptation of a disabled child to modern society.
This project involves conducting joint classes with parents and children to develop various productive communication skills, creative types activities, as well as a system of group and individual consultations for parents on educational issues.
One of the directions of this project is the organization of joint creative and leisure activities of children and adults, which contributes to the development of positive relationships between children and adults and creates the necessary conditions for the successful development of a child in the environment.
As a result, parents will gain new knowledge and master practical skills for joint activities with the child, the opportunity to relieve tension and excessive anxiety associated with parental “failure”, the opportunity to exchange parenting experiences, and establish trusting relationships in the group.
In general, it can be noted that this rehabilitation work includes a system of social, pedagogical and therapeutic interventions aimed at fully or partially restoring the optimal personal and social status, developmental disorders and health of a child experiencing difficulties in the family, in education, in their microsocial environment.
Expected Results
1. The program helps strengthen the resource potential of families raising children with disabilities (the desire to take care of the child increases), and their social rehabilitation competencies (parents learn how to interact with the child), the formation of positive motivation for the formation of new social connections (the circle of contacts expands)
2. There will be an increase in the level of communication skills, strengthening the resource potential of families raising children with disabilities, and motivation to form new social connections.
3. The level of parental competence in matters of upbringing and development of children, their recreation and health improvement will increase.
4. The program will help improve the level of communication skills, increase interest in various types of creativity, strengthen the resource potential of families raising children with disabilities, and motivate them to form new social connections.
Thus, our proposed program will contribute to effective social and pedagogical support for families raising a disabled child.
The “Nadezhda” communication club for parents of disabled children has been operating at the Afanasyevsk regional organization of VOI since February 25, 2008. During the existence of the communication club, the act of
The “Nadezhda” communication club for parents of disabled children has been operating at the Afanasyevsk regional organization of VOI since February 25, 2008. During the existence of the communication club, the activity of its participants has noticeably increased. Parents are more courageous in defending the rights of children that affect their treatment and medical and social examination.
Organizations of the society of disabled people from neighboring areas became interested in the experience of the “Nadezhda” communication club. In 2012 in the village. In Afanasyevo, an inter-district gathering of parents of disabled children took place, in which representatives of two neighboring districts took part. The gathering was also held in the format of the “Nadezhda” communication club. The guests were pleased with the meeting.
In February 2015, “Nadezhda” again invited parents of disabled children and young disabled people from four neighboring districts to a rally, the topic of discussion at which was “Sociocultural rehabilitation of disabled children and interaction of public organizations with local governments.” An exchange of work experience took place. Special attention was paid to hippotherapy in the rehabilitation of children with disabilities. The participants of the rally mastered the practical skills of such therapy at the Vyatskaya Horse camp site in the village of Sherdynyata, Afanasyevsky district.
Working with parents of disabled children is not limited to social club activities. Mothers, fathers, grandfathers and grandmothers take part in all activities carried out with children. This plays an important educational role. Together with their parents, disabled children were taken to the Vyatskaya Horse camp site, where a festive Maslenitsa performance was organized for them with games, fun, pancakes and tea. After which all the guests of the holiday had the opportunity to ride on horseback and in sleds, downhill on ice skates and “cheesecakes”. The event ended with the burning of an effigy of Maslenitsa.
Every year, together with their children, family members participate in the “Spring Week of Kindness.” It is usually timed to coincide with the main thing Orthodox holiday- Easter. When visiting families where children do not go to kindergarten, school or are studying remotely, an initiative group consisting of the chairman of the RO and representatives of youth organizations in the area identifies the problems of families raising children with disabilities. In particular, the families of the Russians, Tebenkovs and Nekrasovs need improved living conditions. The first two families decided to build housing on their own and submitted an application to the regional Program for the allocation of land for construction on a par with large families. The Nekrasov family's parents promised to help them improve their living conditions. All children receive gifts from the RO upon visiting. As part of the Week of Kindness in 2014, children and their parents went on an excursion to the Afanasyevsky RAIPO bakery, saw the entire production cycle of bakery products, and tasted freshly baked bread. In 2015, children together with their parents participated in an event dedicated to International Day books.
The trip of disabled children and parents accompanying wheelchair users to the “Fairy Tale Reserve” of the Flying Ship active recreation center was memorable. Funds for transport were provided by the “Good Deeds of the Kirovo-Chepetsk Chemical Plant” foundation, and the event itself was held by the employees of the Central Administrative District on a charitable basis. Before leaving home, the children also visited the Alexander Park in Kirov on the rides.
The festive event for children and their parents traditionally took place on Knowledge Day. Gifts for all schoolchildren were generated using funds from the regional educational institution and donations from the Afanasyevsky RAIPO.
In April 2014, the regional organization received a desktop sport game"Giaccolo." Both children and their parents became interested in it. Any joint event is always accompanied by competitions in this game.
Many parents strive to develop the creative abilities of children with disabilities. This is evidenced by regional exhibitions of children's drawings and photographs, and participation in regional creative festivals and competitions. Thus, Veronica Balakireva presented her works at the Faculty of Chemical Technologies and at a drawing competition under the auspices of the Commissioner for Human Rights in Kirov region. Active participants of the “Nadezhda” club Elena Leonidovna Kudasheva, together with Larisa Vasilievna Cheraneva, participated in the regional celebration “The Light of Mother’s Love” dedicated to Mother’s Day.
With the invitation of parents, a children's holiday was held as part of the Day of Persons with Disabilities, prepared by the staff of the Center for Culture and Leisure of the village. Afanasyevo. Everyone celebrated the New Year together. Children who distinguished themselves in studies, sports and creativity received memorable and sweet gifts.
Materials about the most significant events in the Nadezhda club, with children and parents, were published on the website of the district administration and in the district newspaper Prizyv.
The Nadezhda communication club is becoming increasingly popular among parents of disabled children. Not only residents of the district center gather to participate in it, but also come from other settlements Afanasyevsky district. Participants raise a variety of questions, the answers to which they want to hear in the Communication Club. The parents' association, founded seven years ago, is still in demand today, and therefore continues to live and operate.
In modern socio-economic conditions, problems have become significantly worse social adaptation and rehabilitation of persons with special needs. Despite the many proposed forms of education and upbringing of children with disabilities, a family raising a disabled child faces difficulties in solving pedagogical, socio-psychological and legal problems.
A family cannot raise a child in isolation from other educational institutions, since a child with disabilities attends preschool, school, various centers and other educational institutions.
A family with a child with special needs is a family where disintegration occurs family relations. A child’s illness often changes the entire habitual way of life in the family. Uneven, conflictual relationships arise between spouses and other family members. Also, the appearance of a disabled child in a family can cause parents to strive for isolation from society.
Parents find it difficult to determine their role in new difficult conditions; they do not always know how to create conditions that allow the child to develop, learn and self-realize normally. Many families are unable to change the current situation on their own. It is difficult for a parent who is not included in the correction and habilitation process to change the existing stereotypes of their interaction with the child, which slows down the process of correction and habilitation itself. By providing timely psychological and pedagogical assistance, the chances of successful adaptation of disabled children and their families to public life and strengthening the moral and psychological climate in such families increase.
Therefore, in the activities of any educational institution where disabled children are raised and educated, it is necessary to develop cooperation between specialists and parents, intensify forms of work on interaction between the educational institution and the family, and improve the system of comprehensive psychological and pedagogical support.
For professionals and educators, establishing collaborative relationships with parents and interacting with families involves a change in perspective professional activity, gives a feeling of demand for one’s own activities, awakens resources for creativity, searching for new forms of work, choosing a methodological approach, and increases the efficiency and effectiveness of activities.
For parents raising children with disabilities, cooperation with a teacher expands the understanding of their own competence, gives confidence in their abilities, promotes understanding of their capabilities and the compensatory capabilities of the child, active participation in the learning and upbringing process, and helps the parent and child adequately interact with each other.
The program includes activities aimed at supporting families raising children with disabilities, developing a system of psychological and pedagogical support for children with disabilities and their parents in the conditions of the State Educational Institution for Children's Social Welfare, and the active use in the activities of specialists of new forms of work on interaction with families and cooperation with parents .
PROGRAM PASSPORT
Purpose of the program– ensuring interaction between an educational institution and a family raising a disabled child with multiple disabilities, involving parents in the correctional, habilitation and educational process.
Program objectives:
- training parents in corrective and developmental interaction with the child;
- formation of an effective parental position,
- providing timely psychological and informational assistance to families raising a disabled child;
- developing parents' interest in personal development the child based on his compensatory capabilities,
- formation of a positive image of the child, his future through changing the level of parental aspirations.
Target group– parents raising disabled children with multiple disabilities aged 4 to 12 years.
Implementation deadlines:
- 18 hours with a frequency of classes 1-2 times a month.
- Lesson duration: 3 hours.
Forms and methods of work:
- The number of participants in the group is no more than 5-7 people.
- During the implementation of the program, individual and group forms of work with all participants in the educational process are used.
- The forms of work vary depending on the type of family upbringing, the type of educational institution, the length of time the child stays there, the conditions of detention, and the nature and degree of the child’s developmental disorders.
- Practical classes are organized with each family individually, together with parents and disabled children.
- Working methods: seminar, lecture, group training, practical training in groups and individually.
Expected results of the program:
- Awareness of the role of the family and its influence on the formation of the personality of a child with disabilities.
- Creating conditions to ensure the psychological safety of families raising a child with special needs.
- Increasing the level of knowledge about the state of development and health of children with disabilities, real opportunities and mechanisms of their adaptation in society.
- Mastering the skills of correctional and developmental interaction with a child.
- Formation of emotional acceptance of the individuality of a child with disabilities and changes in the level of parental aspirations.
Basic requirements for program implementation:
The goals of parental education and enlightenment in an educational institution are significant and varied. It is they who determine the special role of parents as the main allies in an educational institution, among other subjects of the educational process.
Interaction with parents is a very special type of pedagogical activity, requiring special psychological knowledge, tact, and tolerance. The education of parents is characterized by a certain sequence, gradual development of knowledge, stages, which determines the specifics of the forms of work of parental comprehensive education, and the characteristics of the contingent of students, and the forms of classes conducted.
Education and enlightenment of parents of disabled children is focused on current problems in the life of a child with multiple disabilities, on the psychological safety (safe family, safe school or kindergarten, social environment) of the family and its interaction with the educational institution.
It should be taken into account that the greatest effect is achieved when training is combined with solving practical problems of raising children with special needs, taking into account their individual characteristics and capabilities.
To successfully organize training, we need specialists and teachers who will carry out this work. Specialists of various profiles take part in the implementation of the program: educational psychologists, speech pathologists, speech therapists, medical specialists, social educators, who will help expand the knowledge of parents in certain issues of social adaptation, integration, and development of disabled children with multiple disabilities.
EDUCATIONAL AND THEMATIC PLAN FOR PARENTAL EDUCATION
| № p/p | Event theme | Number of hours | Organizational form | Objectives of the event |
| 1. | Organization of psychological, medical and pedagogical support in an educational institution. | 3 | Seminar | Increasing the level of parental competence in matters of teaching and raising children, developing a common view of the educational institution and the family on the essence of the process of psychological, medical and pedagogical support in order to create optimal conditions for the development of the child’s personality. |
| 2. | Family and its role in the development and upbringing of a child with disabilities | 2 | Lecture | Getting to know psychological climate in families raising disabled children. Adequate assessment of the role of the family and its influence on the formation of the personality of a child with disabilities. |
| 3. | Adults and children Annex 1 | 3 | Group training (1 lesson) |
Awareness of the differences between the inner world of a child and an adult, perception, emotional experiences. Motives, needs, behavior. Acquiring skills in analyzing the causes of a child’s behavior based on the child’s own perspective. Group cohesion. |
| 4. | Features of family education of children with developmental disorders and ways to overcome them | 2 | Lecture | Acquaintance with family opportunities in raising children with intellectual disabilities. |
| 5. | Communication with a child Appendix 2 | 3 | Group training (1 lesson) |
Introduction of the concept of “acceptance”. Familiarization with the characteristics of accepting and non-accepting behavior of parents. Improving the emotional state of participants. |
| 6. | Show me Love Appendix 3 | 3 | Group training (1 lesson) |
Formation of ideas about unconditional acceptance as the main condition for satisfying the child’s need for love. Developing Expression Skills negative emotions to the child. |
| 7. | Methods of pedagogical influence on a child in the family | 1 | Individual consultation | |
| 8. | Organization of assistance to families raising disabled children | 2 | Round table | Increasing parental competence in legal and legal matters |
| 9. | Training “Parental effectiveness” | 9 | Group training (3classes) |
Formation of trusting relationships. Awareness of the parental position and goals of education. Introducing parents to forms of child control, expanding ideas about discipline. Formation of the ability to regulate control functions in accordance with the areas of control over the child. Providing emotional support to parents. |
| "I am a parent" Appendix 4 | ||||
| Appendix 5 | ||||
| "A happy family"Appendix 6 | ||||
| 10. | Thematic workshop “Parenting skills class” | 10 | Practical lesson (5 lessons) |
Increasing the general pedagogical competence of parents ( legal representatives), formation of practical skills in the development, training and education of disabled children. |
| “Formation of motor skills and self-care skills in children with disabilities” | ||||
| “Development of the communicative sphere in disabled children” | ||||
| “Formation of mental processes in children with disabilities” | ||||
| “Formation of play activity in children” | ||||
| "Formation educational motivation in children up to school age» |
Throughout all classes, program participants are provided with information and methodological materials and reminders for consolidating and studying the material independently.
PROGRAM SUMMARY
Event 1.Practice-oriented seminar “Organization of psychological, medical and pedagogical support in an educational institution”
- Presentation of the program.
- The concept of “psychological-medical-pedagogical support”. Three-level system of assistance to families raising children with disabilities in the Murmansk region. Basic principles, goals and objectives of psychological, medical and pedagogical support in the context of the educational correctional and developmental process. Guaranteeing the rights of parents raising disabled children with multiple impairments to organize individual psychological, medical and pedagogical support within the framework of the educational process.
- Questioning parents to determine the level of civil legal competence as part of the implementation of the educational correctional and developmental process.
- Family and educational institution are partners in the upbringing and development of a child.
- Type Information educational institutions and forms of correctional and developmental education.
Event 2. Round table on the topic “Family and its role in the development and upbringing of a child”
- Types of family upbringing and their influence on the formation of a child’s personality.
- The main periods of family development and the functions of family members.
- Psychological safety(safe family, safe school, social environment) - a necessary condition normal development child.
Event 3.Group training “Adults and children”
- Warm-up “Flower of Mood”.
- Development and adoption of group rules.
- Exercise “Getting to know the family.”
- Independent work with the “Inner World” questionnaire form.
- Information block.
- Exercise “Understand the child’s feelings.”
- Exercise “I-message”.
- Reflection, feedback.
- Homework.
Event 4. Lecture on the topic “Features of family education of children with developmental disorders and ways to overcome them”
- Family capabilities in the development of children with intellectual disabilities.
- Indicators of success of correctional pedagogical work.
- Family education of preschool children with intellectual disabilities (mental education, labor education, emotional and personal development, physical education)
- Family education of school-age children with intellectual disabilities.
- Questions and assignments.
Activity 5.Group training “Communication with a child”
- Greeting "Compliment".
- Discussion of homework.
- Information block.
- Exercise "Active listening".
- Exercise “Nobody knows that...”.
- Creative work"Portrait of my child."
- Reflection of feelings.
- Homework.
Activity 6. Group training “Show me love”
- Greetings.
- Discussion of homework.
- Information block.
- Psycho-gymnastic exercise “Convey the emotion.”
- Exercise "Seekers".
- Exercise “I like about you...”.
- Reflection.
Activity 8.Round table on the topic “Organization of assistance to families raising disabled children”
- Information block on legal and legal aspects.
- Parent survey.
- Discussion on the main problems of disability.
- The role of public associations of parents of disabled children.
Activity 9.Group training “Parental effectiveness”
Lesson No. 1 "I am a parent"
- Greeting "Getting acquainted with hands."
- Exercise "Pantomime".
- Group work “Educational goals”.
- Exercise "Parent-child".
- Exercise “The Blind Man and the Guide”.
- Exercise “Age regression”.
- Exercise “Dialogue of the sides of my Self.”
- Homework.
- Lesson reflection.
Lesson No. 2 “Learning to demand and control”
- Association warm-up.
- Exercise “Unclench your fist.”
- Discussion of homework.
- Information block.
- Work in pairs “Control zones”.
- Exercise “Parental requirements”.
- Exercise “Analysis of mother-child communication.”
- Exercise “Damaged phone”.
- Homework.
- Reflection.
Lesson No. 3 "A happy family"
- Exercise "Eraser".
- Exercise "Hello"
- Exercise “Positive and negative qualities child."
- Exercise “I am a child.”
- Exercise “Non-evaluative perception”.
- Exercise “I care...”
- Exercise “I-statement”.
- Exercise “Pass the signal.”
- Art therapy “My child”.
- Musical relaxation.
- Work on subgroups “Rights of parents and children.”
- Lesson reflection. Parting.
Event 10.Thematic workshop “Parenting skills class”(5 lessons)
- “Formation of motor skills and self-care skills in children with disabilities.”
- “Development of the communicative sphere in disabled children.”
- “Formation of mental processes in children with disabilities.”
- “Formation of play activity in children.”
- “Formation of educational motivation in preschool children.”
LITERATURE:
- Psychological assistance to parents in raising children with developmental disorders / Manual for educational psychologists. – Moscow “Vlados”, 2008.
- Isaev D.N. Psychology of a sick child: Lectures. – St. Petersburg: Publishing House PPMI, 1993.
- Developing communication skills in children with moderate to severe mental retardation/ Manual for teachers - St. Petersburg, Soyuz Publishing House, 2004.
- N.S. Efimova. Psychology of mutual understanding / Psychological workshop - Moscow, St. Petersburg, Voronezh, Minsk, 2004.
- Maller A.R. New in providing assistance to disabled children - Defectology No. 1, 1996.
- Smirnova E.R. Tolerance as a principle of attitude towards children with disabilities / Bulletin of psychosocial and correctional rehabilitation work No. 2, 1997.
- Schmidt V.R. Psychological assistance to parents and children: training programs - Moscow, Creative Center "Sfera", 2007.
- Markovskaya I.M. Parent-child interaction training. Goals, objectives and basic principles - St. Petersburg, “Rech”, 2005.
- Burmistrova E.V. Family with " A special child": psychological and social assistance / Bulletin practical psychology Education No. 4 (17), October-December 2008.
The family is the most significant factor in the socialization of a child and its influence in this regard exceeds the influence of all other social institutions. The role of the family increases immeasurably if a disabled child grows up in it. In accordance with the terminology legislated in Russian Federation, disabled person - a person with a health impairment with a persistent disorder of body functions, caused by diseases, consequences of injuries or defects, leading to limitation of life activity and necessitating his social protection. Persons under the age of 18 are assigned the category “disabled child”.
The relevance of considering club activities as a form of support for families raising a disabled child is due to the following:
Firstly, the annual increase in the country's level of disability among the child population. Thus, according to the Federal State Statistics Service, a total of 582 thousand children with disabilities under the age of 18 were registered as of January 1, 2014. A year later, as of January 1, 2015, there were 590 thousand disabled children, and as of January 1, 2016, 613 thousand children with certain health problems and persistent disorders of body functions. That is, over two years in Russia, rates of childhood disability increased by 5.32%. Of course, it is much more difficult for such children to realize themselves as equal citizens of the country - to get an education and make a professional choice, to be independent. On the one hand, disabled children are directly dependent on certain measures of state social policy, and on the other hand, on the help of relatives who not only provide care, but also satisfy their needs.
Secondly, families raising disabled children (there are about 400 thousand of them in the country in 2016) face many diverse difficulties (medical, legal, economic, psychological, pedagogical, etc.) and are among the most socially vulnerable social group. Their income is not high, and their needs for medical and social services much higher than the average statistical family raising healthy baby. Thus, in 2016, the average pension in the country for a disabled child registered in the system of the Pension Fund of the Russian Federation was 12,339 rubles, and the average monthly cash payments for disabled children from funds federal budget Russian Federation - 1765 rubles.
Thirdly, in order to adapt and rehabilitate families with a disabled child, various forms of support and social assistance are being created today. One of these forms is the organization of club associations.
Club activities with a disabled child and his family are one of the forms of sociocultural activities organized within the framework of a voluntary association of children and parents who have common interests, needs and problems that are solved in free time, both in the process of informal communication and specially organized group and individual interaction with specialists implementing training programs and programs of correctional and rehabilitation assistance.
Clubs have become widespread since the mid-20th century. They, as a rule, were organized with the participation of specialists of various profiles (social worker, psychologist, social teacher). The specialist delegates his functions to the group, and the group member presents his case, which the group discusses, helping him to rationally understand its essence, and thus, in the process of group work, the client’s problem was removed. As the club movement developed, the practice of activities and working methods expanded.
Today the club, as an association of families raising a child with special needs, more often sets itself the following tasks:
Providing mutual support;
Exchange of life experiences;
Information exchange;
Exchange of individual ways to get out of difficult life situations;
Jointly obtaining information and assistance from specialists on typical issues of concern to group members;
Participants’ awareness and protection of their rights and interests;
Attracting the attention of society and government agencies to their problems;
Formation of positive motivation of parents for the rehabilitation of disabled children.
Any activity for its implementation must be attractive. Club activities are attractive for parents with disabled children due to the following features: 1) free participation in club events is possible, i.e. the parent himself can choose the event, the form of participation (to attend with or without the child); 2) variety of activities; 3) the similarity of family problems, which leads to open and non-judgmental discussion and communication; 4) psychological support both from specialists and Club members; 5) obtaining new information on a specific request; 6) children's development (communication skills, creativity, etc.).
Currently in the Russian Federation there are more than 300 clubs for families raising a disabled child. IN major cities There are several clubs in Russia that are ready to help families raising a disabled child. Each club can approximately reach about 50 families who need support.
However, despite having certain experience and practical developments in this area, specialists social sphere Many questions remain related to the mechanism for organizing this type of activity.
From the point of view of the authors of the article, it is most advisable to organize a Club on the basis of the social protection department of each district of the city. In this case, targeted assistance to each family is possible. A social work specialist can take on an organizing function.
The purpose of the Club may be to provide informational, psychological, advisory assistance to parents raising disabled children in their families, permission, how personal problems, and problems of relationships within the family.
It is reasonable to divide the work on organizing the Club into several stages:
The preparatory stage is necessary for selecting specialists interested in the work; attracting families raising children with disabilities; developing an action plan;
The educational stage is aimed at developing educational competence in parents through expanding the range of their pedagogical and defectological knowledge and ideas. It may include such forms of work as lectures, seminars, individual consultations with the involvement of teachers, defectologists and speech therapists;
The psychological stage is necessary to optimize and harmonize parent-child relationships in a family raising a disabled child, and to develop the creative abilities of family members. Its content may include socio-psychological trainings, consultations, joint creative activities of parents and children, play activities, dramatization games, festive events, etc. with the involvement of a psychologist, music worker, social teacher and social worker;
The social stage will help parents obtain legal literacy and social protection for both disabled children and the families raising them. At this stage, it is possible to use such forms of work as round tables, parent evenings, etc. with the involvement of a lawyer and a social work specialist.
When implementing club activities, it is necessary to organize information support. This will make it possible to attract unreached families with disabled children, as well as develop a tolerant attitude of society towards this social group. Throughout its activities, it is possible to post articles, recommendations and other information related to the Club’s topics in the media and on the Club’s website.
Thus, club activities with a family raising a disabled child provide an opportunity to receive help for families who find themselves in difficult situations. After all, how much parents feel responsible for the path of their child, how much they understand his real problems, depends on both the possibility of positive dynamics in the condition of a child with disabilities, and simply a fuller and happier life for his family.
In the Sukhinichi district of the Kaluga region there is a social rehabilitation center for minors “Rays of Hope”. A parent club “The Connecting Thread” has been created at the Center. The Center's specialists and some active parents decided to unite. The purpose of the association was to jointly resolve pressing issues, celebrate holidays, conduct cultural leisure and support each other in Hard time. Such unification into a group, on the one hand, was a simple matter, because all parents were brought together by a common problem - a sick child. On the other hand, many parents were in a state of depression, some families isolated themselves from society, embarrassed to show people their “different” child, and there were families with whom friends stopped communicating. Thus, isolation, isolation from the whole world and a state of hopelessness, loss of something important in life became the causes of intrapersonal disorders and partial loss of communication skills. Experts identified communication training as the most appropriate form of work, which is carried out at the first stage of working with parents at the beginning of the school year.
Communication training helps to solve the following problems:
- getting participants to know each other;
- creating conditions for rapprochement and unification of group members;
- awareness of one’s own individuality, increased self-esteem;
- development of communication skills and abilities;
- reduction of emotional stress, optimization functional state.
Trainings are conducted in an atmosphere of trust, which allows for greater intensity compared to everyday communication. feedback between group members. Helps create a climate of trust special shape conducting classes in which the leader does not oppose himself to the group, but acts as one of the participants in group work.
When organizing psychocommunication training sessions, you must be guided by the following principles:
- activity of group members;
- research position;
- partnership communication;
- voluntary participation;
- providing participants complete information about the goals and methods of conducting the training;
- during training, taking all precautions against physical and mental injury.
In the first lesson, the rules by which the group works are developed. The rules are adopted by the whole group together with the psychologist at the very beginning of work. They are needed to create an environment where each participant can speak openly and express their feelings and views. Participants are not afraid to become the object of ridicule and criticism; are confident that everything personal that is discussed in class will not go beyond the group; receive information without preventing others from receiving it.
The main part of the lesson includes exercises aimed at revealing the problem and working it out, consolidating behavioral and communication skills. At this stage, participants are given the opportunity to try new techniques and behavior strategies in a safe environment. The psychologist’s task is to encourage participants’ attempts to practice acquired skills and to promote the development of trusting relationships. Each session includes relaxation exercises aimed at reducing tension and optimizing functional state. Such exercises are carried out to the accompaniment of classical music, sounds of nature, you can read a text to the music, influencing the figurative perception of the picture of the world (about the sea, forest, birds, etc.).
To evaluate the effectiveness of training, the following methods are used:
Discussing issues with personal statements. At the end of the training, each group member speaks out about what they learned new, what they liked or didn’t like, and what needs to be changed. In this case, the psychologist needs to take notes on the reviews, and then analyze them and draw conclusions.
Notes from a psychologist. During the training, the psychologist records how the group reacted to this or that information, whether everyone took part in the games, and whether everyone was comfortable.
Continued parental involvement in self-help groups. If at a communication training the group was formed as single organism, then this contributes to the effective work of parents in the self-help group.
Goals and objectives of the parent club "The Connecting Thread"
Goals:
- providing social support to parents of children with disabilities in matters of their rehabilitation, development and education;
- providing parents with psychological and legal assistance based at the Center.
Tasks:
- legal advice to parents;
- organization of joint leisure time for parents and children;
- training parents in methods of rehabilitation of children with disabilities at home;
- psychological trainings;
- organizing active family recreation in nature for parents and children with disabilities.
Club members:
- parents of children with disabilities living in the Sukhinichi district;
- Center specialists (teacher-psychologist, social educator).
Organization of club activities.
The club operates on the basis of a social rehabilitation center for minors.
Events for parents and children are held free of charge, once a month.
Forms of work of the club: psychological trainings, leisure activities, consultations with Center specialists, excursions, etc.
Results achieved:
- increasing the legal literacy of parents of children with disabilities;
- expanding the circle of communication between parents and children, overcoming social isolation, mutual assistance;
- overcoming stressful conditions by parents without harming mental and physical health;
- formation of an adequate attitude towards children with developmental disabilities;
- mastering the techniques of rehabilitation work with children at home;
- formation and organization of a healthy family lifestyle;
- organizing communication between children of different ages in order to enrich their social experience, as well as communication between their parents;
- instilling skills in organizing joint leisure time between parents and children.
The topics of classes with parents and the forms of their implementation are given in the table.
The results of the work done are positive.
The parent team rallied, mothers (mostly) and some fathers became more sociable, always ready to help a friend, mutual assistance, the emotional state of the parents noticeably improved, they began to communicate with each other by phone, meet in families, share experiences, addresses of medical and other institutions.
Lesson "Getting Acquainted"
Goals:
- introduce group members to each other;
- tell about the rules of the club;
- set up the group for further joint work.
First stage "Warming up"
Good afternoon, dear mothers. I'm very glad to see you! We are starting to work together. Our classes will be aimed at developing you as parents. Here we will communicate and play. You will be able to use all the knowledge that you gain as a result of our classes in communicating with your children. All our classes will take place in game form. And in any game there are rules. I would like to introduce you to them.
Thematic planning of the activities of the parent club "The Connecting Thread"
o Confidential communication style. By talking about ourselves, we hope for reciprocity.
Sincerity in communication. Everything you say must be true.
Confidentiality. No one can talk outside the group about what is happening in it.
The group supports each member with advice, a listening ear, and kind words.
And now I invite you to tell us about your thoughts and expectations related to the upcoming lesson, and the feelings with which you went to the first meeting.
1. Exercise "Name".
All participants sit in a circle. Everyone says his name, and then, using any letter of his name, names the quality inherent in his character.
2. Exercise "Interview".
Each participant takes turns talking about himself:
why were you given such a name, who named you that?
what does the name mean?
what are your hobbies?
name your life motto.
3. Exercise "Continue the phrase."
Participants are given cards with an unfinished sentence that needs to be continued:
I try to be alone when I feel...
I don't do housework when I...
I make offensive remarks if I...
I start eating a lot when I
I get upset when I...
It's very hard for me...
It makes me feel better if I...
I'm happy when I...
I get lost when...
I'm worried if I...
I worry when...
I still don't know...
I want it very much...
I think the most important thing...
I need to know that I...
4. Exercise: "Mountains".
Imagine a warm, sunny summer day. You are sitting on a mountain lawn covered with soft green grass. Your back rests on a stone heated by the sun. Majestic mountains rise around you. The air smells of sun-warmed grass. There is a light smell of flowers and rocks heated during the day. A light breeze ruffles your hair and gently touches your face. You look around, from where you stand you can see a mountain range stretching into the distance, beyond the horizon. The sun's ray glides smoothly along the slopes. Far ahead, almost out of earshot, the water of a mountain stream slowly falls from a stone ledge. There is amazing silence all around: you only hear the distant, barely audible noise water, the buzz of a bee over a flower, a lonely bird sings somewhere, the wind lightly rustles the grass. You feel how calm and serene this place breathes. Worries, anxieties and tension go away. Pleasant peace comes over you. You look up and see the sky above you, so clear, blue, bottomless, which can only be in the mountains. An eagle soars in the blue silence. Almost without moving his mighty wings, he seems to float in the boundless blue. You look at him and accidentally catch his eye. And now you are an eagle, and your body is light and weightless. You soar in the sky, looking at the earth from above, remembering every detail. And now you are on earth.
5. Exercise "Art therapy".
I suggest you display your thoughts and feelings on paper using paints and pencils.
Third stage. Completion
Lesson "How to deal with emotions"
Goals:
- teaching parents how to get out of stressful situations;
- reducing anxiety and fear of rejection;
- formation of a constructive position of the mother of a sick child, aimed at preserving and strengthening the family;
- correction of personality disorders and attitudes.
First stage "Warming up"
1. Greeting.
2. Reflection on the previous lesson. Thematic warm-up.
3. Exercise “I remember, I know...”
Parents describe the joyful events of married life.
The parents and psychologist then discuss the recordings. The psychologist gives the following instructions.
There are light and dark stripes in the life of spouses. There are no families that do not have joyful events in life. Joyful events may include family holidays, anticipation of the birth of a child, joint vacation trips, visits to theaters, exhibitions, etc. What is important here is not where the spouses were, but what kind of relationship arose between them at that time. A positive tone and depth of relationships are important. Memories of pleasant events warm the soul and help relieve sadness, melancholy, and feelings of dissatisfaction. Every time something sad or gloomy happens in your life, counteract the event with a pleasant memory. Use positive thoughts as an "antidote" to negative ones.
4. Exercise “Exactly today.”
Forming a positive attitude towards yourself and your family members: “As a mother, I should be able to stressful situation mentally build a barrier, a protective “wall” or place the child and yourself in an invisible case, armor, in order to separate from any irritated subject.”
Second phase. Main event
Third stage. Completion
1. Reflection of parents.
2. Summing up the day.
For the successful rehabilitation of a child with disabilities, the father must take part in his development and upbringing. Mom needs to be able to control her feelings and emotions, find an activity that will bring pleasure.
Lesson "Development and training of the ability to react constructively to negative reactions of the social environment"
Goals:
- learn how to manage your own emotional state;
- think constructively so as not to “get stuck” on negative experiences;
- find new alternative ways to overcome life's problems;
- show ways of positive thinking.
First stage "Warming up"
1. Greeting.
2. Exercise “Yes, of course, and also I...”.
Group members stand in two circles, the inner one
circle - facing the outside, in pairs. One of the couple gives the second a compliment, to which the second replies: “Yes, of course, and I also...” (completes the phrase). After which they change roles. When compliments have been exchanged, the inner circle takes a step to the right and thus the partner in the exercise changes.
Second phase. Main event
1. Exercise “I am on a piece of paper.”
Instructions for participants: Draw yourself from the outside, how you look on your “mental” screen. Nearby, draw a very beautiful Lady Luck in a long white dress. Now draw yourself again, always with a smile on your face, walking hand in hand or arm in arm with Lady Luck. What do you think we've done now? Attract good luck to yourself! The verbal code of good luck is very simple - you need to wish it to all people as often as possible.
2. Exercise "Response".
Participants sit in two rows opposite each other; from the first participant a critical or aggressive statement is formed to the person sitting opposite (either in a game or relating to a real situation that occurred during the training). The addressee must “process” the statement according to the rules “Is it important to you?..” and obtain consent from the aggressor. Next, the responder becomes the author of a critical or aggressive statement addressed to the next participant sitting opposite, the last one in the chain says a provocative phrase to the one who started the exercise. The basic principle is this: we must proceed from the consideration that the person is communicating some information about what he would like to avoid in the future, what is important to him, therefore, in response to criticism or aggression, it is useful to simply inform the person that he was heard. For example, the phrase: “Your child’s behavior is somewhat provocative!” Answer-question: “Is it important for you that children on the street behave within generally accepted boundaries?” Answer: "Yes." When a person says “yes,” the level of aggression decreases (and vice versa!). The task is not to increase the aggressive potential of the statement, but to extinguish it, translating it into a constructive discussion of the problem. This formula allows you to receive directly from a person confirmation of his interests and presentation of values.
"How to construct a phrase correctly?" It is necessary to understand what exactly inside a person caused him to react in this way. Talk about the general subject of the complaint. Speak only in positive words: any negative particles must be removed, no “no”! Negative-sounding words should be replaced with antonyms. For example, it is worth replacing the phrase “not to be sloppy” with the phrase “to be neat.” Talk not about yourself, but about people in general: not “Am I talking loudly?”, but “Were people correct when they reprimanded me?” etc.
Third stage. Completion
1. Reflection of parents.
2. Summing up the day: emotional self-control and constructive response in situations of confrontation are an indicator of confident behavior of parents.
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