Kholostova E.I. Workshop on social work - file n1.doc. Test tasks for the section "Social work with various categories of clients" Practical task for social work

Department of Education of the City of Moscow

State budgetary professional educational institution

Moscow State College of Technology and Law

TO PRACTICAL CLASSES

FOR STUDENTS

"Organization of ensuring the activities of institutions of social security bodies"

"Law and organization of social security"

Moscow 2014

Developer:

Rodionova Yulia Viktorovna

Explanatory note

The main types of training sessions, along with others, include practical exercises aimed at confirming theoretical positions and developing educational and professional practical skills and abilities, which are an important part in the professional training of future specialists.

The implementation by students of practical classes in the discipline "Organization of the provision of activities of institutions of social security bodies" is aimed at:

Generalization, systematization, deepening, consolidation of the received theoretical knowledge on specific topics of this discipline;

Formation of skills to apply the acquired knowledge of theory in practice, the implementation of the unity of intellectual and practical activities;

Development of intellectual skills of future specialists;

The development in solving the tasks set of such professionally significant qualities as independence, responsibility, accuracy, creative initiative.

Practical work in this discipline for the specialty "Law and organization of social security" is compiled taking into account the requirements of the State Educational Standard for the level of training of college students in this specialty. By discipline, students should have an idea of the legal phenomena presented in the following legal institutions: social work with people in difficult life situations, the work of social service institutions with elderly citizens and the disabled, the organization of work on the placement of orphans in temporary shelters, the organization of social work on placement of the homeless in temporary shelters, organizing the work of bodies providing medical care to citizens, organizing the work of bodies providing citizens with unemployment benefits, organizing the work of territorial and local bodies of the PFR, scientific organization of labor, interaction of social protection bodies with public organizations, etc. Modern a specialist must be aware of his role and place in modern society, be capable of systemic activity in a professional situation. The branch “Organization of support for the activities of institutions of social security bodies” contributes to the formation of the status of future specialists.

The content of practical work contributes to the formation of professionally significant qualities. Practical work is aimed at the unity of intellectual and practical activities and includes tasks aimed at analyzing, comparing, identifying, systematizing material, etc. In the process of performing practical work, theoretical knowledge is generalized and deepened, the ability and willingness to use theoretical knowledge in practice are developed.

The duration of the practical lesson is 2 academic hours.

Practical work "Difficult life situation".

Target: generalize the essence of the categories of persons in a difficult life situation.

Tasks:

Reflection of the specifics of the situation of categories of persons in a difficult life situation.

Progress:

Make a table of six columns dedicated to the categories of persons in a difficult life situation;
The following categories of persons in difficult life situations are selected for consideration in the table: orphans, homeless people, homeless people, survivors of abuse in the family, single people.

Table example:

Regulatory source protecting the interests of categories of persons	Body protecting the interests of categories of persons	Measures taken by the state and competent authorities	Proposals for the introduction of other measures to protect the interests of categories of persons

Submit a report to the teacher on the work done in the form of a completed table.

Used Books: normative-legal acts, Internet information system.

Practical work of the Federal Law "On the basics of social services for the population in the Russian Federation."

Target:

Tasks:

Analyze the basic concepts and principles of federal law;

Evaluate the essence of the chapters of the Federal Law.

Progress:

Answer the questions, analyzing the Federal Law "On the basics of social services for the population in the Russian Federation":

1) Outgoing data of the document (adopted by the State Duma, signed by the President, No. FZ);

2) List of amending documents indicating the last change (date and number of the Federal Law);

3) Specify the concepts used in the Federal Law. Analyze these concepts (do not write a description);

4) List and characterize the principles of social services;

5) Indicate the number of chapters, articles in the Federal Law (a name is written for each chapter, the number of articles is indicated within each chapter);

6) Assess the significance of each chapter of the Federal Law (analyze the need for the existence of each of the chapters of the Federal Law in the Federal Law, the essence of each of the presented chapters. What role does it play in the Federal Law).

Used Books: Consultant Plus, Guarantor.

Practical work of the Federal Law "On the subsistence minimum in the Russian Federation."

Target: assess the cost of living.

Tasks:

- analyze the Federal Law “On the subsistence minimum in the Russian Federation of 24.10. 97 No. 134-FZ;

Consider the cost of living in the Russian Federation, the regional cost of living, the cost of living in the Moscow Region.

Progress:

Draw a table:

	Living wage per capita	For the working population	For pensioners	For kids
I quarter
II quarter
III quarter
IV quarter

Find through the Consultant Plus regulations that establish the cost of living in the Russian Federation in the I quarter, II III IV quarters of 2013. Specify the size of the living wage by filling out the table.
Draw a table:

Living wage in the Russian Federation for the II quarter of 2014

Find through the Consultant Plus the normative act establishing the living wage in the Russian Federation in the II quarter of 2014. Indicate the name of this normative act, the body issuing the act, the date of the normative act. Specify the size of the living wage by filling out the table.
Calculate the amount between the subsistence level II quarter 2013. and the second quarter of 2014

Used Books: Consultant Plus, Guarantor.

Practical work "On the minimum wage."

Target: analyze the structure of the federal law.

Tasks:

- evaluate the significance of articles of the federal law;

Assess the essence of the minimum wage.

Progress:

Answer the questions, analyzing the Federal Law "On the minimum wage":

1) Outgoing data of the document (adopted by the State Duma, approved by the Federation Council, signed by the President, No. FZ);

2) When does the President sign and promulgate the Federal Law? Has the deadline been met?

3) How is the Federal Law approved by the Federation Council?

4) List of amending documents indicating the last change (date and number of the Federal Law, date and number of the Resolution of the Constitutional Court of the Russian Federation)4

5) Indicate the number of articles in the Federal Law;

6) Indicate the size of the minimum wage (federal, regional, Moscow). Is the minimum wage established from January 1, 2014 sufficient? Approximately distribute the minimum wage to the most necessary needs of a person. Draw a conclusion about the size of the minimum wage.

Used Books: Consultant Plus, Guarantor.

Practical work "Juveniles in need of social rehabilitation."

Target: analyze the work of social shelters.

Tasks:

Illuminate the structure of social shelters;

To identify the main goals and objectives of the structural units of social shelters;

Analyze the Decree of the Ministry of Labor of the Russian Federation of March 29, 2002 No. No. 25 "On approval of the Recommendations on the organization of the activities of specialized institutions for minors in need of social rehabilitation";

Assess the significance of the charter of the social shelter.

Progress:

Analyze the structure of the social shelter discussed in the lecture material;
Add structural divisions to the presented social shelter model. Prescribe the goals and objectives of the presented structural units;
Analyze the Decree of the Ministry of Labor of the Russian Federation of March 29. 2002 No. 25. Answer questions on this Decree:

1) What Decree was in force before the Decree of the Ministry of Labor of the Russian Federation of March 29. 2002 No. 25 (indicate initial data)?

2) Indicate the name and year of adoption of the oldest legal act on the basis of which the Recommendations were adopted?

3) What types of assistance do institutions provide to minors?

4) For how many children can an institution be created in a city (district)?

5) What needs to be done after minors are enrolled in the institution by order of the director as pupils?

6) What applies to institutions?

7) How many minors are established in the rehabilitation group?

8) What structural divisions can include a social rehabilitation center for minors?

9) For children of what age is the social shelter intended for temporary residence and social rehabilitation?

10) Is the list of departments existing in the institution exhaustive?

Try to spell out the key provisions of the charter of your social shelter for minors.
Submit a report to the teacher on the work done.

Used Books: Consultant Plus, Guarantor.

Practical work "Faces of the Homeless".

Target: analyze the status of homeless people.

Tasks:

Characterize the HOME;

Identify and evaluate the level of social assistance provided to homeless people;

Make proposals for providing social assistance to homeless people.

Progress:

Give a definition of the person of the HOME, using the lecture material, the information source of the Internet, own ideas about the persons of this category;
Imagine that you have organized a shelter for homeless people. How to make your business successful? Analyze and answer a series of questions:

1) At the expense of what funds should your shelter be held back (we will take insufficient funding from the state as a basis)?

2) How many homeless people are in the shelter (justify your figure)?

3) What kind of activities should be carried out in the shelter in order to socially adapt the homeless people (indicate the activities and explain each activity)?

4) Think about and justify what age categories of homeless people need priority social assistance?

Submit a report to the teacher on the work done.

Used Books: lecture material, information source Internet.

Practical work "Activity of pension funds".

Target: to analyze the essence of regulatory legal acts on pension funds of the Russian Federation.

Tasks:

Analyze the structure of legal acts;

Progress:

Describe the Regulations on the Pension Fund of the Russian Federation (Russia):

1) highlight the list of amending documents (name of the act, date, number, edition);

2) the number of the resolution of the Supreme Court of the Russian Federation;

3) the number of paragraphs of the Regulations on the Pension Fund of the Russian Federation (Russia);

Analyze the Regulations on the Pension Fund of the Russian Federation (Russia) and answer the questions:

1) How many FIU branch managers are on the FIU board?

2) Where is the FIU located?

3) Is the FIU and its funds owned?

4) How do farmers and lawyers relate to FIU funds?

5) Authorized FIUs in districts and cities may not be insured?

6) What institution is the FIU?

7) PFR funds are directed to the payment of benefits for caring for a child at what age?

8) What information enterprises, organizations, institutions, banks may not provide to the authorized PFR in regions and cities, the Audit Commission of the PFR?

9) Is the Bank of Russia related to the work of the PFR board?

Analyze the Federal Law "On Non-State Pension Funds" dated May 7, 1998. No. 75-FZ and complete the following tasks:

1) A version of the Federal Law has been prepared with amendments that have not entered into force. When will these changes take effect?

2) What is the last legal act included in the list of amending documents (date, number, name)?

3) Compile a crossword puzzle based on the basic concepts of the Federal Law (horizontal, vertical, fill in the crossword puzzle, compose questions for the crossword puzzle using the basic concepts of the Federal Law).

Used Books: Consultant Plus, Guarantor.

Practical work "Work experience and retirement."

Target: to analyze the essence of normative-legal acts on pensions.

Tasks:

Analyze the structure of legal acts;

Identify the basic concepts of legal acts.

Progress:

analyze the Federal Law "On labor pensions in the Russian Federation" dated 12/17/2001. No. 173-FZ. You complete the following tasks (answer the questions):

1) When will this Federal Law not apply? On the basis of which regulatory legal act the Federal Law will not be applied (indicate the name, date, number)?

2) Indicate the legal status of the regulatory legal acts that make up the list of amending documents.

3) Indicate the number and title of chapters of the Federal Law.

4) Make a crossword puzzle on the basic concepts of federal law (horizontal, vertical, crossword puzzle is filled in, questions are made for the crossword puzzle).

Analyze the basic concepts of the Federal Law "On Compulsory Pension Insurance in the Russian Federation" dated 12/15/2001. No. 167-FZ and fill in the table, correlating the concepts of the Federal Law and their characteristics (part of the characteristics of the definition):

definition
1. compulsory pension insurance	…are under the control of the insurer for compulsory pension insurance.
2. compulsory insurance coverage	insurance premiums for compulsory pension insurance.
3. means of compulsory pension insurance	... which are paid to the Pension Fund of the Russian Federation and whose personal target indicator ...
4. budget of the Pension Fund of the Russian Federation	... the amount of money, which is defined as the product of the minimum wage ...
5. obligatory payments	part of insurance premiums for compulsory pension insurance intended for…
6. insurance premiums for compulsory pension insurance	... a system of legal, economic and organizational measures created by the state ...
7. insurance year cost	…to form the funds of the insured person and accounted for…
8. solidary part of the tariff, insurance premiums	form of education and expenditure of funds for the purpose of ...
9. individual part of the insurance premium rate	… upon the occurrence of an insured event through the payment of a labor pension, social benefits for burial…

Table to fill:

definition	Definition characteristic (part of definition characteristic)

Used Books: Consultant Plus, Guarantor.

Practical work "Maternity capital".

Target: analyze the Federal Law "On additional measures of state support for families with children" dated 29.12.2006. No. 256-FZ.

Tasks:

Assess the importance of maternity capital for persons who have a legal basis for receiving maternity capital, for disposing of maternity (family) capital funds;

Estimate the size of maternity (family) capital.

Progress:

Specify the list of amending documents in relation to the Federal Law "On additional measures of state support for families with children" dated 12/29/2006. No. 256-FZ. When compiling a list of amending documents, the name of the Federal Law, date, number, edition are indicated.
Specify the period of validity of the Federal Law.
Indicate the grounds when a man acquires the right to receive maternity (family) capital on the basis of the Federal Law.
Make a table of the size of maternity (family) capital by years from 2007. to 2014

of the year	amount of maternity capital, rub.

Calculate the difference between the size of maternity (family) capital in 2007. and 2014 State this difference. Has the amount of maternity (family) capital increased adequately since 2007? for 2014? Justify your point of view.

Which of the directions for disposing of maternity (family) capital is the most optimal? Analyze the relevant articles of the Federal Law and argue your position.

Used Books: Information system Internet, Consultant Plus, Guarantor.

Practical work "Social work".

Target: analyze the essence of social work.

Tasks:

Reveal the positive side of social work;

Assess the place, the role of a social worker in social work.

Progress:

Analyze lecture material: “The concept of NOT. The role and place of NOT in the field of social protection of the population. Goals and objectives of the NOT in the field of social protection of the population”, “Training of workers”;
Answer the questions:

1) The importance of the social work of social services in modern society;

2) Make a personal portrait of the ideal social worker;

3) Describe the positive and negative components of social work;

4) How to interest a young specialist who graduated from an educational institution, to devote his professional life to social work?

5) Are you ready to devote your professional life to social work? Argument your position.

Used Books: lecture material: “the concept of NOT. The role and place of NOT in the field of social protection of the population. Goals and objectives of the NOT in the field of social protection of the population”, “Training of workers”.

USED BOOKS

Regulations:

Federal Law "On the basics of social services for the population in the Russian Federation" dated December 10, 1995 No. 195-FZ.
Federal Law “On the subsistence minimum in the Russian Federation of October 24. 97 No. 134-FZ.
Federal Law "On the minimum wage" dated June 19, 2000 No. 82-FZ.
Federal Law No. 122-FZ dated August 2, 1995, “On Social Services for Elderly Citizens and the Disabled.”
Federal Law "On the basics of the system for the prevention of neglect and juvenile delinquency" dated 24.06.99 No. 120-FZ.
Federal Law "On non-state pension funds" dated May 7, 1998 No. 75-FZ.
Federal Law "On labor pensions in the Russian Federation" dated December 17, 2001 No. 173-FZ.
Federal Law "On Compulsory Pension Insurance in the Russian Federation" dated December 15, 2001 No. 167-FZ.
Federal Law "On additional measures of state support for families with children" dated December 29, 2006 No. 256-FZ.

10. Decree of the Ministry of Labor of the Russian Federation “On approval of the Recommendations on the organization of the activities of specialized institutions for minors in need of social rehabilitation” dated March 29, 2002 No. 25.

11. Decree of the Supreme Council of the Russian Federation of December 27, 1991 No. 2122-1.

Educational literature:

Main:

V.P. Galaganov Organization of work of social security bodies in the Russian Federation, M.: KNORUS, 2012. -152 p. - (Secondary vocational education).
V.P. Galaganov Social security law: textbook, M.: KNORUS, 2010. -512 p. - (Secondary vocational education).
I.V. Grigoriev Law of social security: a short course of lectures, M.: Yurayt, 2013.-203 p.

Additional:

E.G. Tuchkova Social Security Law of Russia. Practicum: textbook, M.: Prospekt, 2011. -192 p.
E.G. Tuchkova Social security in Russia at the turn of the third millennium and theoretical problems of social security law // State and law at the turn of the century, M .: 2001.

Internet resources:

Official website of the Consultant Plus company, access form - http://www.consultant.ru /
Information and legal portal "Garant", access form -

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INTRODUCTION

ChapterI

1.3 Difficulties in solving the client's problem situation due to stereotyped thinking

ChapterII. The technology of problematization, contributing to the weakening of mental stereotypes, and its role in the professional communication of a social worker

2.1 Techniques and means of weakening mental stereotypes in the professional communication of a social worker
2.1.1 The concepts of "problem situation" and "problem"
2.1.2 The difference between formal, dialectical and content-genetic logics. Thinking in the approaches of three logics
2.1.3 Description of problematization technology
2.2 Using problematization technology to weaken mental stereotypes in social work

CONCLUSION
LIST OF USED LITERATURE
INTRODUCTION

One of the areas of modern science, in which ethical problems are not only the object of discussions and discussions, but also specific large-scale actions, is biomedical research. The unprecedented rapid development of institutions, structures and mechanisms of ethical regulation in this area encourages in many ways to re-evaluate the relationship between science and ethics, as well as the possibilities of their interaction.

In the system of general medical and ethical knowledge, there are three areas related to human health and life: environmental ethics, bioethics, biomedical ethics.

Particular emphasis in the activities of a social worker is placed on understanding what the client thinks, what is his personal situation that requires a certain strategy and tactics, and what is the uniqueness of a person, his personal experience, socio-psychological characteristics. No less important is the certain influence of social experience, the events of an individual's life on his psychological appearance, the evolution of this appearance, the assessment of the influence of the latter on solving the problems of the life of the individual.

At the same time, the social worker is obliged to take into account his own mental characteristics and the dynamics of the development of relations with the client, the possibility of contacts with people from his environment, the dynamics and nature of their interdependence with the ward. Of fundamental importance in this context of relations, interaction between a social worker and a client is the consideration of individual experience, psychological make-up, and the uniqueness of the person who is being helped.

A personal approach to a person as a principle of social work focuses on a person as a person, a unique individual.

Basically, the mental activity of a person is carried out in the “autopilot” mode based on the stereotypes of thinking that have developed in him, as programs for this activity. How do such stereotypes of thinking develop? they are formed mainly spontaneously, starting from early childhood. Communicating with people, every child from childhood learns the norms and rules of thinking. Just as a person learns to speak in contacts with other people, he also learns to think. People are brought up in certain political, moral, aesthetic and other spheres of the life of society, which form their views and beliefs. In the same way, they are brought up in a certain logosphere (i.e., the intellectual, mental atmosphere of a certain social group or social environment), under the influence of which, first of all, the skills of logical thinking are formed. The main social environments in which a person is formed can be considered a family, educational institutions and professional teams. Consequently, the logospheres of these social "incubators" ensure the formation and development of a person's logical culture.

The stereotypes of thinking formed in this way are deposited in the subconscious of a person. It is the subconscious, on the basis of these stereotypes of activity programs, that controls the process of thinking. That is why a person often cannot give himself an answer to the question why in this case he reasoned in this way, in another case differently, and in general, one gets the impression that thinking proceeds by itself.

As a result of the impact of the totality of all factors, a person may experience difficulties (up to complete inability) to change the intended program of activity in conditions that require its restructuring, i.e. rigidity of thought. When solving problems, it is necessary to skillfully manage the available means of work, without resorting to the foundations for the formation of the means themselves. But when a problematic situation arises, the available means of getting out of the difficulty turn out to be insufficient (or they seem inadequate); revision of the available "inventory" is required. Thus, for the “loosening” of rigidity, the presence of a problematic situation is required.

Contradiction: there is a practical need to introduce problematization technology into the activities of a social worker that weakens mental stereotypes, but approaches to using this technology in professional communication have not been developed.

Problem: what are the possibilities of problematization technology (weakening mental stereotypes) in social work in order to increase the efficiency of solving client problems by a social worker.

The object is the professional communication of a social worker with a client in a problem situation.

The subject is a technology of problematization used to weaken mental stereotypes, as a means of resolving a client's problem in social work.

The goal is to study the possibilities of using problematization technology in social work to solve client problems through finding and developing new activity algorithms.

1. Give an essential description of the professional communication of a social worker with a client in a problem situation (what problems arise, etc.)

2. To identify the problems of professional communication of a social worker in connection with the stereotypical thinking of the client.

3. Determine the technology for weakening the mental stereotypes of the client, which provides the ability to build new algorithms of activity in resolving the problem situation.

Based on the reasoning, we can conclude that the study of the rules of logical thinking does not unequivocally lead to an increase in the logical culture of thinking, since knowledge of these rules does not mean their automatic application, it is necessary that these rules (with their repeated conscious use) lead to the development of correct stereotypes thoughts that, having gone into the subconscious, were then applied in the "autopilot" mode, as soon as they were needed.

Thus, we can say that mental structures of a conservative type have been formed in the human mind, which cannot be corrected under the conditions of a task type of learning.

The emergence of these structures is due to several factors, which are features that can be conditionally divided into several groups. These are the features:

1. Education.

2. Education.

3. State social policy.

4. Human psyche.

5. Mentality (this factor can be called dominant, since it affects the organization of the other four).

In formulating the hypothesis, we proceed from the following premise: stereotyped thinking is a bad habit. The structure of a habit is a rigid, unchanging sequence of actions, in fact, an algorithm.

Behind this is a value orientation to a guaranteed result. The guarantee and predictability of the result increases the level of comfort and reduces the level of anxiety in the process of achieving it. Any deviation from predictability and certainty, on the contrary, increases the level of anxiety and causes discomfort, which forms the motive for avoiding a situation of uncertainty. Hence, the lack of interest in changing the nature of habitual action.

The contradiction arises due to such a change in the nature of a person's life situation, when he can no longer ensure a satisfactory level of his existence, using the usual means. In this case, either frustration sets in - a person is "jammed" and he is not able to independently get out into a constructive channel, or he begins to look for more adequate means of his activity, that is, he is forced to develop.

The theoretical foundations of this work are the results of researchers: Andriyako L Ya., Ivanov F.E., Semenov I. N., Stepanov S. Yu., Grigorieva S. I., Uznadze D. N., Kholostova E. I., Dementieva N.F. and etc.

The practical significance of the study lies in the fact that this work can be used by social workers and other professionals in working with clients.

Chapter I . Stereotypical thinking as an obstacle in solving problem situations by a social worker

1.1 Specifics of professional communication in social work

The deep meaning of social work, its core lies in compassion, sympathy and love for a person, the desire to awaken in him the strength for rebirth. The origins of social work as a philanthropic activity lie in the field of morality and religion. Emerson Andrews said, "The mother of philanthropy is religion."

In all religions, common humanistic principles are professed, such as love for one's neighbor, compassion, charity, sympathy and help for the sick, the poor and the orphans.

Along with charity and compassion, the socio-philosophical sources of social work are the concepts of humanism and human rights. Social work in the modern sense is an activity to ensure the social and economic rights of a person, family, group or to compensate for social, physical or mental damage that prevents an individual or group from enjoying their rights. The main function of the institute of social work is to promote the implementation and observance of human rights. A person is in the center of interests of social work, which is the main factor of its existence, the basic value of its ideological humanistic system.

Humanism is a system of views that recognizes the value of a person as a person, his right to freedom, happiness, development and manifestation of his abilities, considering human rights as a criterion for assessing social institutions, and the principles of equality, justice, humanity - the desired norm of relations between people.

The realization that social work needs its own personnel, that specially trained people with professional qualities, knowledge and skills are needed to carry out work with those in need, led to the opening of social schools.

In Germany, in 1905, the first Christian social women's school appeared. Over the next four years, 13 other social schools began to operate, where girls from bourgeois families studied the profession of a trustee of a charitable institution. During the First World War, the baton of caring for the victims of the war in Germany passed from charitable independent organizations to the state. After the war, all social security was consolidated into a charitable department. In the early 1920s, independent charitable unions united into the Imperial Community of the main independent charitable unions. In the mid-1920s, state social security bodies arose in large German cities, which exist to this day. Structurally, social security was divided into a charitable department (the city department of social security) and the city health department and the youth department.

In America, the emergence of social work as a professional activity dates back to the end of the 19th century. and is directly related to the embodiment of the ideas of Mary Helen Richmond (USA) Dictionary - a guide to social work / Ed. E. I. Kholostova. - M.: Lawyer, 1997. - S. 357. . In 1898, on the initiative of M. Richmond, the first national school of applied philanthropy began its activity (now the Faculty of Social Work at Columbia University). In her next book, Social Diagnosis, published in 1917, Richmond presented in more detail her method of social work, which later became known as the individual method of social work. Around the same time, the first schools for the training of professional social workers appeared. Richmond's books are becoming the most important aids for educational institutions in the US and Europe.

In 1927, the Association of Schools of Social Work was formed, and in the late 1930s social work training was incorporated into the university system. Now in America there is a 4-level continuous training system for social workers:

1. 2-year training on the basis of secondary education with the qualification of a technical and social assistant;

2. 2-year study at a college, university (400 hours of practice and the main course of social work) with the qualification Bachelor of Social Work (BSW);

3. 2-year study at the university (theoretical course and field practice) with the award of the degree of Master of Social Work (MSW);

4. defense of the degree of Doctor of Social Work (DSW).

The US National Association of Social Workers (NASW) accepts only bachelors of social work into its ranks.

In Germany in the early 1970s, new legislation made it possible to transform schools of social work into colleges. Along with specialized educational institutions, education in social work can be obtained at universities.

Similarly, new legislation in Italy and Greece has changed the status of previously independent private schools. The most significant change has taken place in the Nordic countries, where schools of social work have become fully integrated into higher university education.

There is no single template for the training of social workers in the UK and Northern Ireland, where relevant training programs are included in the courses of universities, polytechnics and colleges. Currently, the programs provide for four-year courses for the title of bachelor, one-year postgraduate studies, two-year courses for those who have not completed the full course of the university. Graduates receive qualification diplomas and certificates. Common to all of this complex British system of social work education is the process of attestation, both of the trainees and the courses themselves, by the Central Council for the Education and Training of Personnel for Social Work.

The new model of education in Canada provides for three or four years of university studies. Upon completion of the course, the opportunity to obtain a bachelor's degree in social work is provided. This is followed by a program of more advanced studies - from 12 to 18 months - leading to a master's degree. There are schools that offer a two-year master's degree program that do not require a bachelor's degree. In French Canada, a new type of educational institution has been created - general education colleges with a professional bias, after 2 years of study in which graduates either go to university or start practical work.

The International Association of Schools of Social Work has published the World Handbook of Social Work Education Rao V., Kendal K.A. World Guide to Social Work Education. - N.Y.: Council on Social Work Education, IASSW. (in 1974, 1984, 1994), which contains information about all the major schools of social work in the countries that are members of this association. It has 450 members from 68 countries. The International Association of Schools of Social Work has been given the status of an advisory body by UNESCO, UNICEF, the Council of Europe and the Organization of American States.

The profession of "Social work" contributes to the implementation of social changes in society, solving problems of human relationships and strengthening human freedom and his right to a decent life. Using theories of human behavior and social systems, social work is included in the process at the stage when people interact with the environment. The principles of respect for human rights and social justice are fundamental to social work.

Social work in its various forms addresses the multilateral, complex interaction of people. Its mission is to enable all people to use their full potential, enrich their lives and prevent their destruction. Professional social work focuses on problem solving and change. Social workers are carriers of change both in society and in the life of an individual, family, community.

Social work as a kind of activity is, in essence, communicative. Communicative interaction, understood in the broad sense of the word, is a relationship, a semantic aspect of interaction. The main goal of interaction is the optimization of the mechanisms of social functioning of an individual or a social group, which involves:

Increasing the degree of independence of the client, his ability to control his life and more effectively resolve emerging problems;

Creation of conditions in which the client can show his capabilities to the maximum extent;

Adaptation or rehabilitation of a person in society.

The objects of social work are various contingents of people with pronounced social problems (socially maladjusted people, the disabled, lonely elderly, orphans, large and social families, people affected by natural disasters, AIDS patients, etc.). Therefore, a social worker needs to be able to find a "common language" with different groups of people.

The competence of a specialist of the highest level (a social worker with a higher education) is to obtain complete information about the social situation of the population, to create a data bank - a social map of the region. Fundamentals of Social Work: A Textbook. / Rev. ed. P.D. Peacock. - 2nd ed., corrected. and additional - M.: INFRA-M, 2003. - p.124-138. .

The functions performed by social workers are divided into three groups:

1. Health-oriented features:

Organization of medical care and patient care;

Providing medical and social assistance to the family;

Medical and social patronage of various groups;

Provision of medical and social assistance to chronic patients;

Organization of palliative care for the dying;

Prevention of recurrence of the underlying disease, disability, mortality (secondary and tertiary prevention);

Sanitary and hygienic education;

Informing the client about his rights to medical and social assistance and the procedure for its provision, taking into account the specifics of the problems.

2. Socially oriented functions:

Ensuring social protection of the rights of citizens in matters of health care and the provision of medical and social assistance;

Representing the interests of persons in need of social assistance in government bodies;

Assistance in the prevention of socially dangerous actions;

Registration of guardianship and guardianship;

Participation in social and hygienic monitoring;

Participation in the creation of a rehabilitation social infrastructure for needy categories of the population;

Providing clients with access to information on health issues, the state of the environment, the quality of food raw materials and food products;

Informing clients about benefits, allowances and other types of social protection;

Assistance to clients in solving social and housing problems, obtaining pensions, benefits and payments;

Family counseling and family psychocorrection;

Psychotherapy, mental self-regulation;

Communication training, social skills training, etc.

3. Integrative functions:

Comprehensive assessment of the client's social status;

Assistance in the implementation of preventive measures for socially dependent disorders of somatic, mental and reproductive health at the individual, group and territorial levels;

Formation of attitudes of the client, group, population for a healthy lifestyle;

Family planning;

Conducting medical and social expertise;

Implementation of medical, social and professional rehabilitation of disabled people;

Conducting social work in psychiatry, narcology, oncology, geriatrics, surgery and other areas of clinical medicine;

Contribute to the prevention of the spread of HIV infection and ensure social protection of those infected and their families;

Social and legal consulting;

Organization of therapeutic communities of self-help and mutual assistance of a rehabilitation, psychological-pedagogical, social-legal nature;

Participation in the development of comprehensive programs of social assistance to needy groups of the population at different levels;

Ensuring continuity in the interaction of specialists of related professions in solving customer problems Technologies of social work: Textbook / Ed. ed. Prof. E.I. Single. - M.: INFRA-M, 2003. - p.121-144. .

The key to the success of a social worker is that in his professional activities for social protection and support of the population, he is not limited to the tasks and capabilities of one department, but is guided simultaneously by medical and social regulatory requirements as a fundamental basis that contributes to the preservation and promotion of health and the solution of social problems.

Knowledge of the legal framework of social and medical work is necessary for every social worker for two reasons. Firstly, all its activities are regulated by these regulations. Secondly, the direct functional duty of a social worker is to provide social and legal counseling to clients. A social worker must not only know, but also skillfully apply in his practice legal acts relating to social problems.

Social workers are representatives of a special, delicate and humane profession. Their professional purpose is to harmonize personal and public interests of clients, harmonization of these relations. They act as an intermediary in the interaction of the individual, family and society, providing this interaction through the social development of the client and the transformation of society. Their activities are built taking into account the economic, political, legislative and social contexts and on the basis of moral values, principles and rules.

Every person has the right to self-realization and is obliged to contribute to the welfare of society; in their activities, the social worker is guided by the principle of social justice; the social worker respects basic human rights and acts in accordance with the UN Declaration of Human Rights, other international conventions in this area.

The social worker should minimize the use of legal coercion in resolving client issues; social work is incompatible with direct or indirect support of individuals, power structures that use terrorism, torture and other actions aimed at oppressing people. Social workers adhere to the code of ethics adopted by their professional association.

Social workers recognize the value of each person and his right to realize his abilities, to decent living conditions and well-being, to a free choice of life position, provided that the rights of one person do not interfere with the realization of the interests and rights of other people or groups.

Social justice and humanism are the values of social work. They suggest:

Fair and equitable distribution of resources to meet basic human social needs;

Creation and observance of equal guaranteed opportunities to use the potential of state and public social services, organizations and associations;

Ensuring equal rights and opportunities for their implementation in the treatment and protection in accordance with the law.

The specifics of clients - most often a social worker has to solve the problems of people who think at the level of mentality.

In some cases, a person can control thinking, partly his own, but to a greater extent someone else's. And he certainly can do this if he has knowledge of the rules of logical thinking. But it is in individual cases, and not constantly. The fact is that a person carries out his thinking in two modes, as it were: in the “manual” mode and in the “autopilot” mode. Basically, the mental activity of a person is carried out in the “autopilot” mode based on the stereotypes of thinking that have developed in him, as programs for this activity. How do such stereotypes of thinking develop? They are formed mainly spontaneously, starting from early childhood. Communicating with people, every child from childhood learns the norms and rules of thinking. Just as a person learns to speak in contacts with other people, he also learns to think. People are brought up in certain political, moral, aesthetic and other spheres of the life of society, which form their views and beliefs. In the same way, they are brought up in a certain logosphere (i.e., the intellectual, mental atmosphere of a certain social group or social environment), under the influence of which, first of all, the skills of logical thinking are formed. The main social environments in which a person is formed can be considered a family, educational institutions and professional teams. Consequently, the logospheres of these social "incubators" ensure the formation and development of a person's logical culture.

The initial, initial logosphere for a child is the logosphere of his family. From the family, the child "photographs" ready-made forms and ways of thinking, which his relatives represent in communication with him. At this stage, it is precisely the “photographing” of these forms and ways of thinking without their critical awareness. A child absorbs them like a sponge. We can say that these forms and methods of reasoning, without being realized by the child, immediately fall into his subconscious and settle in him in the form of ready-made stereotypes of thinking.

These forms and ways of thinking that have settled in the subconscious can be both logically correct (meeting the requirements of the laws of thinking) and logically incorrect (formed in violation of these laws). It depends on what the sphere of the child's relatives was. If the logical culture of thinking of relatives is high, then the form and ways of thinking of the child are as logically correct as possible, if it is low, then in many respects they are logically incorrect. And accordingly, the stereotypes of the child's thinking are the same. As the child grows up, the formation of his forms and ways of thinking is influenced by the logospheres of other social environments and, above all, the logospheres of educational institutions. In these logospheres, the logical culture of thinking can also be different, although in general it is much higher than in the average family; for most people, their thinking stereotypes are generally formed by the end of their education in educational institutions. And only among people professionally engaged in intellectual activity, the development of logical culture continues for the rest of their working lives. The logospheres of their professional teams and their own intellectual activity determine the further formation of stereotypes of thinking.

The stereotypes of thinking formed in this way are deposited in the subconscious of a person. It is the subconscious, on the basis of these stereotypes of activity programs, that controls the process of thinking Zhuravlev V.N. Consciousness, subconsciousness and logical culture of thinking. Culture. Education. Spirituality: Proceedings of the All-Russian scientific and practical conference dedicated to the 60th anniversary of the Biysk State Pedagogical Institute (September 23-24), 1999: V. 2 hours. Part 1. Biysk: SIC BiGPI, 1999. . That is why a person often cannot give himself an answer to the question why in this case he reasoned in this way, in another case differently, and in general, one gets the impression that thinking proceeds by itself.

Consciousness turns on when the result is not the one that was expected, and, therefore, there is a need for a conscious logical assessment of one's own or someone else's mental activity. Thinking is carried out in the "manual" control mode and in the case when a person solves any problem situations atypical for his thinking based on the conscious use of the rules of logical discussion.

Based on the reasoning, we can conclude that the study of the rules of logical thinking does not unequivocally lead to an increase in the logical culture of thinking, since knowledge of these rules does not mean their automatic application, it is necessary that these rules (with their repeated conscious use) lead to the development of correct thinking stereotypes , which, having gone into the subconscious, were then used in the "autopilot" mode, as soon as they were needed.

It is known that building anew is much easier than rebuilding something. If in the subconscious of a person there are wrong stereotypes of thinking, then it is not at all easy to remake them. What stereotypes will appear in the subconscious depends on many factors, and, above all, on the logosphere of that social group and, in general, the social environment in which a person lives. In order not to engage in a serious restructuring of stereotypes of thinking, it is necessary that the logospheres responsible for their formation be developed. It is quite difficult to influence the logosphere of the family. But it is quite possible to organize the logosphere of educational institutions and purposefully use students' thinking to create stereotypes. Ideas on this issue have already been expressed in the article by Zhuravlev V.M. Their essence lies in the need to develop a concept of end-to-end logical education, starting with preschool education and ending with higher education.

The arsenal set of human stereotypes is significantly influenced by the mentality that determines the organization of social life and everyday life, a set of social norms, as well as the general cultural and educational level, since the mentality determines the content, forms, methods and consequences of upbringing and education, the result of which is a set of life values and attitudes that largely determine the goals and activities to achieve them.

Mentality is an extremely significant characteristic of any society, since as a sociocultural subject a person belongs not so much to the objective world as to the intersubjective picture of the world created by this or that mentality. Valery Tyupa in his report "Diagnostics of the mental crisis" at a seminar at the Higher School of Economics (December 20, 2001) said that a priori it was possible to assume the existence of at least two vectors of the Russian mentality: quietism (the supervalue of peace: achieve nothing, reject nothing ) and utopianism (communist, liberal or other).

Any mentality is characterized by its created (and at the same time ensuring its stability) picture of the world. The systems of values, mental and behavioral stereotypes that are relevant for the subject of culture are inscribed in this picture of the world.

The basic characteristic of any socio-cultural subjectivity is the dominant mode of consciousness (type of mentality). The history of civilization (social phylogenesis) and the formation of the individual psyche (ontogenesis) know four such states of the human spirit.

With the dominance of the swarm mode of WE-consciousness in the mentality, the picture of the world is decentered. The world-forming relation here is the relation of “one's own” and “alien” (and not the center/periphery). The mental vector of value reactions and behavioral stereotypes of such consciousness is the vector of rest.

In a mentality with an authoritarian (role) dominant, the picture of the world is extracentric. Identifying itself with a role in the world order, "I" is located at a greater or lesser distance from its center - in the gap between the center and the "edge" of the world, beyond which marginality unacceptable to this mentality begins. The mental vector in this case is the vector of power (the order provided by power relations).

The mentality of a solitary I-consciousness creates an introcentric picture of the world: the “I” contemplates the world from the position of the center, and all other components of the picture of the world are relevant only to the extent of their correlation with this position. If the actual social relations into which the subject of a solitary consciousness enters do not contribute to the realization of his "Napoleonic" claims to a central location in the world, he finds himself in a position of internal (and often external) marginality to the world of "others". The mental vector of such a self-affirming consciousness is the vector of freedom (irrespective freedom of self-manifestations).

Convergent consciousness is characterized by a polycentric, non-planar picture of the world, where "I" is one of its many poles. Such an “I” realizes itself not in role-playing performance and not in an act of self-affirmation, but in a “consent dialogue”. For self-actualization, it needs a non-impersonal “friend of itself”. The breadth of the convergent picture of the world depends on the multiplicity of "their others" (not merging into a "reference group" of swarm or authoritarian consciousnesses) and, in principle, can be infinite. The mental vector of value and behavioral convergence is the vector of responsibility (non-role self-restriction of personal freedom that does not encroach on the freedom of "others").

There is every reason to believe that in latent or reduced, vague forms, they are also fundamentally significant in people's organization of their daily lives, in their value orientations and stereotypes of behavior.
The first vector underlies the conformist, apassionary consciousness of the patriarchal type.

The second is typical for the “superpower”, totalitarian mentality with role-based identification of the individual.

The third vector is distinguished by the autonomous consciousness of the liberalist type, characteristic of self-affirming individuals.

The fourth is inherent in the dialogized (in contrast to the first three purely monologic) mentality of unity with other social subjects, but without losing one's own identity, without dissolving "I" into "we".

In the practical life of everyday consciousness, none of the listed mental types appears in its pure form. In the aspect of synchrony, the modes of consciousness appear as levels that structure the activity of each mental "I". Every act of individual thinking takes place on one or another of these levels, corresponds to one or another vector of spirituality. A person of modern (dynamic) societies, as a rule, has not a constant, but a variable mentality: in different epochs and in different situations of his personal and general historical life, various tendencies can prevail in his spiritual being. The configurations of these tendencies constitute the mentality of a given society.

One of the most important aspects of the term "mentality" is the designation of a certain quality of the mind, the characteristics of human thinking and activity. The semantic complexity of objects actually manifested in the verbal mentality of the existing culture determines the important characteristics of cultural consciousness.

But often one and the same person has different mental reactions, different stereotypes of mental artifactuality in certain specific situations. For example, a highly scientific mentality may not exclude the primitive mentality manifested at the ordinary, everyday level of human activity. Although it can be clearly seen that the complex algorithms of scientific mentality create complex stereotypes of thinking, much more complex than those mental algorithms of activity that are necessary in everyday life. Moreover, a rather large difference in mental reactions inherent in a particular social group or society as a whole is characteristic. In the latter case, the range of difference in mental reactions can be so striking that it leads to the need for a paradoxical understanding of these internal contradictions of a particular mental culture.

The semantic interpretation of mentality makes it possible to establish the interdependence between certain stereotypes of thinking and the revealed level of meaning, the level of understanding.

Mentality is a semantic matrix that predetermines the semantic reactions of certain subjects. Mentality manifests itself as a semantic axiomaticity of pre-established semantic orientations of potential activity. Mentality is a system of contextual verbal stereotypes of thinking. Thinking and mental reactions contain evaluative relations inherent in them, the semantic orientations of activity corresponding to them. Mentality is the logical-semantic structuredness of consciousness, which determines the range of possible mental reactions. Mentality is a system of verbally fixed semantic orientations within the limits represented by the boundaries of the speculative space of meaning.

Thus, the significance of the influence of mentality on the formation of rigid structures of human thinking becomes obvious, its role in the formation of stereotyped and mental reactions is indicated.

Also, the state social policy contributes to the formation of stereotypical thinking and behavior. That is, an increased number of state functions exceeding the possibilities for their implementation; a large number of overlapping benefits; dependency of citizens Roik V. The social policy of the times refused paternalism and dependency. // Man and labor. - 1997. - No. 2. - S. 62-65. .

The distributive system that existed in our state also left its mark: a citizen could not use his mental abilities in search of work and worries for his tomorrow.

Excessive control over the "morality" of behavior had the same result. Freed from the need to think, a person conformally followed a number of social norms set by the state, "acquiring an algorithm of behavior."

Even the perception of a person is deeply subordinated to society. His norms that set boundaries. We consider the smell disgusting only because we were taught to consider it as such from early childhood. That is, we see, hear, feel - we perceive what we have been taught to perceive. Even if it is part of a whole or distorted, and not a real reflection Social policy - the origins of the crisis and ways to overcome it. // Man and labor. - 1995. - No. 9. - S. 42-44. .

Thus, we can see that human thinking has many prerequisites for rigidity, which have their pluses and minuses, which can be worked with for development.

1.2 Features of human thinking that contribute to the emergence of stereotypes

Stereotypes are generated by life itself, which means that they are a necessity determined by its conditions. The presence of a stereotype plays a significant role in a person's assessment of the world around him, since it allows you to drastically reduce the response time and not think about everyday, repetitive actions and situations, and even speed up the process of cognition. All this saves our time and energy, our life is greatly simplified, the mastered algorithms for opening a door, tying shoelaces, studying objects, talking on general topics with neighbors we meet, etc.

The term "social stereotype" was first introduced by the American journalist W. Lippman in 1922, and for him this term contained a negative connotation associated with the falsity and inaccuracy of the "ideas used by propaganda" Psychology. Dictionary. / Under the general. ed. A.V. Petrova, M.G. Yaroshevsky. - M.: Politizdat, 1990 S. 384-385. . In a broader sense, “a stereotype is a relatively stable and simplified image of a social object (a group, a person, an event, a phenomenon, etc.) that develops under conditions of information deficiency as a result of generalizing the individual’s personal experience and often preconceived notions accepted in society, which are used as a well-known "abbreviation" when interacting with this object.

“The stereotype does not always meet the requirement of accuracy and differentiation of the subject's perception of social reality. Arising in conditions of limited information about the perceived object, a social stereotype can turn out to be false and play a conservative, and sometimes reactionary role, form an erroneous knowledge of people, and seriously deform the process of interpersonal interaction "Stefanenko T. G. Social stereotypes and interpersonal relations // Communication and optimization of joint activities. - M., 1987. - S. 249-250. .

It is necessary to realize that our life takes place in constantly changing conditions, our time requires decisive and atypical actions, often without giving time to think about them. In such situations, we use the usual algorithms, and the need is non-standard, non-stereotypical, creative solutions and the understanding that the stereotypical reaction was good and useful yesterday, but today or tomorrow it may turn out to be irrelevant and inadequate; perhaps it is worth abandoning it, since the definition of the truth or falsity of a stereotype should be based on an analysis of a specific situation.

“Any stereotype that is true in one case, in another, may turn out to be completely false or to a lesser extent correspond to objective reality and, therefore, not effective for solving the tasks of orienting a person in the world around him. Since its foundation acts as a secondary one in relation to the goals and objectives of the new classification” Psychology. Dictionary. / Under the general. Ed. A.V. Petrov, M.G. Yaroshevsky. - M.: Politizdat, 1990. S. 384-385. .

Substantially related to social stereotypes are a number of phenomena that occur in the process of interpersonal perception - halo effects, primacy, novelty, the phenomenon of implicit personality theory, etc. - reflecting a certain tendency for the individual to perceive a social object as homogeneously and consistently as possible. In a broader sense, all these effects can be considered as a manifestation of a special process that accompanies perception - stereotyping.

This is the perception, classification and evaluation of social objects (events) based on certain ideas - social stereotypes. Stereotyping is one of the most important characteristics of intergroup and interpersonal perception and “reflects schematization, affective coloring, characteristic of this form of social perception as a whole. From a psychological point of view, stereotyping is the process of attributing similar characteristics to all members of a social group or community without sufficient awareness of the possible differences between them.

Based on elementary general psychological mechanisms associated with the ordering and selection of information, stereotyping acts as a complex socio-psychological phenomenon that performs a number of functions, the most important of which are: maintaining the identification of an individual and a group, justifying possible negative attitudes towards other groups, etc. » Psychology. Dictionary. / Under the general. Ed. A.V. Petrov, M.G. Yaroshevsky. - M.: Politizdat, 1990. S. 384-385. .

“To study social stereotypes and motives and as a theoretical basis for explaining the mechanisms of perception, the concept of “hypotheses of theories of perception” is used Kleiberg Yu.A. Social norms and deviations. - Kemerovo, 1991. S. 46-49. . According to this concept, individuals perceive social objects in the light of certain hypotheses about possible causal relationships of social processes and phenomena and interpret them in accordance with these subjective assumptions. Thus, perception itself is understood and interpreted as a constant process of testing hypotheses, which can be seen as naive theories of everyday thinking. They can be (and most often are) subjective, protecting the individual from uncertainty in case of lack of information.

Quite widely, for example, there are opinions that women have less ability in technical sciences than men, that teachers like to “read morality”, and “student life is carefree”. Social prejudices can be widely spread both among certain segments of the population, professional groups and structures, and in themselves, and social comparison by external signs can contribute to their constant promotion.

To explain the process of the emergence and change of social stereotypes, the concept of social attitude, which is close to the hypotheses of theories of perception, is widely used. (W.Thomas, F. Znanetsky, D.N. Uznadze Uznadze D.N. Installation theory. Edited by Sh.A. Nadirashvili and V.K. Tsaava. - Moscow-Voronezh, 1997.). By setting is meant a relatively stable organization of knowledge, norms and values of the individual, formed under the influence of learning processes and the media, which causes an appropriate attitude to social phenomena (facts or processes) of the surrounding reality and has a guiding effect on human behavior.

There are three main aspects in attitudes: the first one is cognitive. This means that some minimum of information about a social phenomenon is needed to form an attitude. The more information, the higher the likelihood of forming a stable opinion. The second aspect is emotional, that is, it forms an emotional attitude towards the installation object. Often it is an expression of a subjective positive or negative assessment of a social phenomenon. The third aspect is motivational, which implies readiness or predisposition to carry out certain activities.

Attitudes can manifest themselves both in the form of expressing one's opinion, attitude, assessment, and in the form of actual behavior in relation to the object of installation. One can also observe the discrepancy between the attitudes of the individual and the actual activity of the individual. This is due to the large number of situational factors that influence the personality. The real behavior of the individual in this case is the resultant between the attitudes of the individual and the impact of social reality on it.

At the level of personality, the formation of new attitudes towards new objects and the change (strengthening or weakening) of existing old ones are constantly taking place. If the first problem of the formation of new attitudes is relatively easy to solve with the help of individual influence, then the solution of the second problem - changing the already formed ones - is quite problematic and complex, since an attempt to change attitudes, on the one hand, affects the value-normative structure of the individual and violates the achieved internal balance. , and on the other hand, sometimes requires significant intellectual efforts and costs.

In the analysis of mechanisms for changing attitudes, the concept of cognitive dissonance (L. Festinger) is often used, which suggests that if new information contradicts our knowledge of reality, then the individual begins to experience discomfort from the uncertainty that has arisen and shows a desire to reduce it. At the same time, as the theory suggests, a person chooses the most “favorable” way for himself to reduce (weaken, neutralize) dissonance, which most successfully suppresses the tension that has arisen. And only in extreme cases does a person radically change his opinion about social phenomena, and hence his attitude towards them.

It is very difficult for people who are active, aggressive, prone to dominance over others to change their views. More malleable people are emotional, with a rich and lively imagination; with low self-esteem, timid, distrustful of their own opinion, fearful of negative sanctions; with a high level of conformity; tired, therefore, more indifferent.

To reduce the effect of inconsistency, discord, a person will try to use the strategy that will allow her to avoid psychological and social dissonance.

Unfortunately, in the practice of education in our country, the strategy that is called creative is not used as often as we would like. Actions based on this strategy are creative. Its essence is such actions, thanks to which a person acquires some new desirable features that he did not have before.

The concept of creative activity in the field of education consists, therefore, in such an improvement in the system of education for prevention and correction, in which it actually forms the creative properties of the individual better.

However, such a system of education cannot be created only as a result of administrative orders. Creative, creative education can arise only if creativity is recognized as a priority value, both in the entire social system and in the system of education and upbringing.

The desire for continuous development, the use of the potential of opportunities should be the goal and result of the social and individual functioning of each person.

Before a person learns to act creatively, it is necessary to develop in him the ability to think creatively. And for this you need to find out under what conditions creative, non-standard thinking is formed and under what - rigid, stereotypical.

Thinking differs from other mental processes in that it is almost always associated with the presence of a problem situation, a task that needs to be solved, and an active change in the conditions in which the task is given.

Features dominating in creative thinking tried to formulate J. Gilford:

1. Originality, non-triviality, unusual ideas expressed, a pronounced desire for novelty. A creative person almost always and everywhere seeks to find his own solution, different from others.

Topic 1. Technologization of social work

(practical lesson - 4 hours)

Issues for discussion:

Objective prerequisites for the technologization of social space and the reasons for the technologization of social activity.

What is the specificity of social technologies? Essence and types of social technologies.

The concept of "technology of social work": essence, content, principles. What are the features of social work technologies?

The main purpose of social technologies.

Principles and grounds for classifications of social technologies and technologies of social work.

Characteristics of approaches to the classifications of social technologies and technologies of social work (Compare different approaches).

Practical tasks.

2. Make a table of different types of social technologies.

Message:

On the example of one of the countries to characterize the technology of social work. When describing, open the questions:

Factors influencing the development of social work practice;

Forms and methods of social work with various groups of the population. (Country - optional: Germany, Great Britain, Denmark, USA, Sweden, etc.).

Basic concepts of the topic: macrotechnologies of social work, mesotechnologies of social work, microtechnologies of social work, social technologies, technology, technology of social work, difficult life situation, human resources.

Literature:

Fundamentals of social work: textbook / otv. ed. P. D. Pavlenok. - M. : INFRA-M, 2006. - S. 185-198.

Social work: theory and practice: Proc. allowance / Resp. ed. d.h.s. prof. E. I. Kholostova, Doctor of History, prof. A. I. Sorvina. - M. : INFRA-M, 2004. - Chapter VII.

Technology of social work: Proc. allowance for students. higher textbook institutions / Ed. I. G. Zainysheva. – M.: Humanit. ed. Center VLADOS, 2002. - Chapters I, III.

Technology of social work in various spheres of life: textbook / ed. P. D. Pavlenka. - M. : Dashkov i K, 2007. - S. 11-16.

Firsov, M. V. Technology of social work: Proc. manual for universities / M. V. Firsov - Ed. 2nd. - M. : Academic Project, 2009. - Topics 2, 3.

Kholostova, E. I. Social work: study guide / E. I. Kholostova. – M.: Dashkov i K, 2008 – S. 459-474.

Topic 2. Technological process in social work

(practical lesson - 2 hours)

Issues for discussion:

Technology of social work as a process. Principles of problem solving in social work.

Aspects of technologization in social work.

The structure of the technological process.

Procedural stages of the technological process.

Manufacturability and creativity in social work.

Practical task:

1. Make a dictionary of the main concepts of the topic.

2. Study the schemes of cognitive, structural, functional and resource models of social work technology. Analyze them, determine the general, special, single. [See: Firsov M.V. Technology of social work. Scheme 2 (p. 80), scheme 3 (p. 87), scheme 4 (p. 93), scheme 5 (p. 99)].

Basic concepts of the topic: algorithm, tools, methods of social work, methods of intervention, methods of social work, methods of expert evaluation, operation, social problem, social contradiction.

Literature:

Pavlenok, P. D. Theory, history and methods of social work: Textbook. - 7th ed., add. – M. : Dashkov i K°, 2007. – 476 p.

Social work: theory and practice: Proc. allowance / Resp. ed. d.h.s., prof. E. I. Kholostova, Doctor of History, prof. A. S. Sorvina. – M.: INFRA-M, 2004. – 427 p.

Technology of social work: Proc. allowance for students. higher textbook institutions / Ed. I. G. Zainysheva. – M.: VLADOS, 202. – 240 p.

Firsov, M. V. Technology of social work: textbook. manual for universities / M. V. Firsov. - M .: Academic Project, 2009. - Topics 4.

Kholostova, E. I. Social work: textbook. Allowance / E. I. Kholostova. - M. : Dashkov i K, 2008. - S. 466-474.

Institute. A.P. Gaidar"

Miticheva T.I.

to practical and laboratory classes in the discipline

"Technology of social work"

Course, 7 semester

Part 2

UDC 371.9(075.8)

BBK 74.66 i 73

Published by decision of the editorial and publishing council

Arzamas Pedagogical Institute named after A.P. Gaidar"

A 44 Miticheva T.I.

Guidelines for practical and laboratory classes on the course "Technology of social work" are based on the State Educational Standard of Higher Professional Education of 2005. They include plans for practical and laboratory classes, objectives of the lesson, tasks for independent work of students, a list of necessary literature, recommendations for studying topics. Designed for students of pedagogical universities studying in the specialty 0350500 - "Social work".

UDC 371.9(075.8)

BBK 74.66 i 73

pedagogical institute

named after A.P. Gaidar, 2009

class number	The name of the topic of the lesson	page
Introduction
Practice #1-2
Lab #1	Technology of pension provision: organizational and legal forms of social security
Practice #3-4	Social services for the population
Lab #2
Practice #5	Social protection and social assistance to different groups of the population
Lab #3
Practice #6	Problems of protecting the elderly and disabled
Lab #4
Practice #7
Lab #5
Practice #8
Lab #6	Technology of working with migrants: state migration policy (regional aspect)
Practice #9	Technology for helping the homeless: prevention of vagrancy
Lab #7	Technology of social support for the unemployed
Practice #10	Social protection of children
Practice #11	Social work with neglected children and adolescents
Practice #12	Social work with youth
Practice #13	Social support for single people
Practice #14	Protection of social projects
Glossary of basic terms
Questions for the exam
Approximate topics of essays and term papers

Introduction

The course "Technology of social work" is aimed at preparing a future specialist for mastering the theoretical and practical knowledge of the subject. Basic goal teaching the discipline "Technology of social work" is the formation of professionalism among future social work specialists, based on knowledge of the essence of social processes, their influence on human life, in order to change and prevent various situations.

The graduate must be able solve problems that correspond to the qualifications of a social work specialist:

Apply the acquired knowledge about the ways, methods and forms of work in practice;

· to choose the most optimal forms of assistance to people;

Determine the effectiveness of the measures taken in the process of providing assistance to clients.

As a result of studying the course "Technology of social work"

student should know:

The specifics of social technologies;

The essence and content of the social technological process,

its main components;

Stages of the technological cycle of social work and

the sequence of their implementation;

General methods and techniques used in social work;

Private technologies for working with certain groups of people and

individual people experiencing life difficulties;

student must be able:

Apply the acquired knowledge about the ways, methods and forms of work

on practice;

Choose the most optimal forms of assistance to people;

Determine the effectiveness of the measures taken in the process of providing assistance to clients.

In the course of studying the course, the student acquires the skills of social work with various categories of the population in need of social assistance; learn to evaluate the degree of effectiveness of design activities; uses technological knowledge in order to successfully build targeted software; masters the technologies of predictive research, design work.

The study of the discipline is carried out in the third (6th semester) and fourth year (7th semester) and is designed for two semesters. At the end of the training, an exam is provided on the main theoretical and practical problems of the course. The study of this discipline is carried out after studying the courses of the general foundations of pedagogy, social pedagogy, pedagogical technologies, socio-psychological training, theory and methods of education. Forms of organization of education: lectures, practical, laboratory classes, independent work of students.

PLANS OF PRACTICAL AND LABORATORY LESSONS

On the course "Technology of social work"

4 course, 7 semester

Practical lesson number 1.

Topic: Social security and social insurance technology

(4 hours)

Plan:

1. Concept, essence, functions of social security.

2. Organizational and legal forms of social security.

3. Principles and financing of social security.

4. Technology for the provision of social insurance benefits.

5. The concept and types of benefits.

6. Technology for providing benefits to citizens with children.

1. Based on the analysis of the literature of various textbooks, manuals, dictionaries, expand the concepts of "social security", "social insurance" given by various scientists. Record these definitions in the terminological dictionary of the workbook.

2. Fill in the table "Essence of social security", reflecting in it its main functions and their characteristics:

3. Make a list of articles published on this topic in scientific journals (“Socium”, “Social and Political Journal”, “Social Protection”, “Social Work”, etc.) and annotation for one of them. Place the selected article in a methodical piggy bank on a landscape sheet

4. Prepare presentations on the topic "Social security of the population", "Social insurance of the population".

Ø Technology for providing benefits for temporary disability;

Ø Technology for the provision of medical services under the system of compulsory medical insurance.

Main literature:

1. Hare, O.V. Technology of social work. - Vladivostok: Publishing House of the Far Eastern University, 2004. - 88 p. - P.5-38. (electronic version of the book).

2. Experience of social work within the framework of the implementation of the concept of independent life in the activities of a non-governmental organization: a digest of methodological materials for the 10th anniversary of the founding of social work in the Russian Federation and the activities of the Moscow City Club of the Disabled. - St. Petersburg: "Contacts-1", 2001. -192 p.

3. Poddubnaya, T.N. Handbook of a social teacher: protection of childhood in the Russian Federation / T.N. Poddubnaya, A.O. Poddubny; scientific Ed. R.M. Chumichev. -Rostovn / D: Phoenix, 2005. - 473 p.

Additional literature:

1. Vakhmyanina, T.A. Social protection of the family, women and children in the Nizhny Novgorod region: from the experience of the committee on family, women and children. - Nizhny Novgorod: Nizhny Novgorod Humanitarian Center, 1999. - 64 p.

3. Labor and social law of Russia: textbook for students of educational institutions / Ed. L.N. Anisimov. -M.: Publishing house VLADOS-PRES, 2001. - 432 p.

Laboratory lesson number 1.

Practice #3-4

Laboratory lesson number 2.

Topic: Legal support of social protection of childhood and motherhood in the Russian Federation

(2 hours)

Plan:

1. To complete the task, break into microgroups. In the workbook, using educational literature, prepare a thesis summary on the following issues under study:

Ø 1 microgroup - the powers of the State Duma Committee on Women, Family and Youth Affairs;

Ø 2 microgroup - the powers of local governments in the field of social protection of childhood;

Ø 3 microgroup - the powers of guardianship and guardianship authorities.

2. Fix in the workbook the main legal documents, state social standards governing the social protection of childhood and motherhood.

3. Presentation of messages on the subject under study. After listening to the main theses of the speeches, express your point of view on these issues.

Tasks for independent work:

1. In the methodical piggy bank, select 3-4 legal documents (laws, acts, resolutions) on the social protection of motherhood and childhood.

2. In a workbook, write out the regulatory framework for the functioning of family social services (Poddubnaya T.N. Handbook of a social teacher: childhood protection in the Russian Federation / T.N. Poddubnaya, A.O. Poddubny; scientific editor R.M. Chumieva . - Rostov n / D: Phoenix, 2005. - 473 pp. - pp. 238-240)

3. Fill in the table "The concept, institutional features and functions of the social services of the family" (Poddubnaya T.N. Handbook of a social teacher: protection of childhood in the Russian Federation / T.N. Poddubnaya, A.O. Poddubny; scientific ed. R.M. Chumieva - Rostov n / D: Phoenix, 2005. - 473 pp. - pp. 240-247):

4. Prepare a presentation on the topic "Regulatory support for the social protection of childhood and motherhood in the Russian Federation."

5. Prepare a message on one of the suggested topics:

Ø Protection of motherhood and childhood in the Russian Federation;

Ø Modern system of social protection of childhood in the Russian Federation: general characteristics.

Ø Social services of the family in the system of social protection of childhood.

Main literature:

Additional literature:

1. Poddubnaya T.N. Handbook of a social teacher: protection of childhood in the Russian Federation / T.N. Poddubnaya, A.O. Poddubny; scientific Ed. R.M. Chumieva. - Rostov n / D: Phoenix, 2005. - 473 p. - S. 238-240, 240-247, p. 49-60, 66-73, 73-78, 145-157.

Practice #5

Topic: Social protection and social assistance to various groups of the population

(2 hours)

Plan:

1. Expand the basic concepts of "Social protection", "Social support", "Social assistance", "Social services", "Social service client".

2. Features of different population groups.

3. "Risk groups" and social work.

Tasks for independent work of students:

1. In the terminological dictionary, write down the basic concepts of the topic under consideration “social assistance”, “social support”, “social services”, “social service client”.

2. In the methodical piggy bank of a social worker, select a selection of articles (2-3) from the periodical press, reflecting the issues of social protection and support for the population in Russia. Analyze your chosen article.

3. In the workbook, fill in the table "Features of different population groups":

4. Prepare a presentation on the topic: "Social protection and social assistance to various groups of the population."

5. Prepare a message on one of the suggested topics:

Ø Social and pedagogical support for children and adolescents;

Ø Methodology of individual socio-pedagogical assistance to the client;

Ø Social assistance and support of the population in Russia.

Main literature:

1. Fundamentals of social work: Textbook / Ed. ed. P.D. Peacock. - 3rd ed., Rev. and additional - M.: INFRA - M, 2006. - 560 p.

2. Timakov, S.O. Information technology in social work: Textbook. - Tomsk: Tomsk Interuniversity Center for Distance Education, 2003. - 51 p.

Additional literature:

2. Guryanova, M.P. Socio-pedagogical support of the rural population. -M.: Publishing house ASOPiR RF, 2003. -184 p. - S. 141-143.

3. Zinovieva, V.I. History of social work: textbook. In 2 parts. - Tomsk: Tomsk State University of Control Systems and Radiomechanics, 2003. - Part 1. - S. 81-88.

4. Oliferenko L.Ya. Socio-pedagogical support for children at risk: Proc. allowance. - M.: YPK PRNO, 2004. - p. 52

5. Firsov, M.V. History of social work in Russia: a textbook for students of higher educational institutions. -M.: Humanitarian publishing center VLADOS, 2001. - 256 p. - S. 181-186.

1. Fundamentals of social work. - With. 223-232.

2. Social work Russian Encyclopedic Dictionary, p. 134-135, 161-162, 165-166, 181-182.

3. Dictionary-reference book on social work. - p. 10-11, 26-27, 103-109, 315-318.

4. Reference manual on social work. - p. 91-106.

Laboratory lesson number 3.

Topic: Low-income groups of the population as an object of social work

(2 hours)

Plan.

1. Organize a discussion in the group: "What are the reasons for the low-income citizens in modern Russia." Complete the table in your workbook:

2. What do you think the indicators of the material well-being of people testify to.

3. Expand the content of the state measures for the social protection of low-income citizens of Russia. Write down in your workbook a list of legal documents on the work of a social worker with low-income groups of the population.

4. Develop a program for the social worker to help solve the problem of poverty:

Ø 1 microgroup - for large families;

Ø 2nd microgroup - to families-pensioners;

Ø 3 microgroup - single mothers (single fathers);

Ø 4 microgroup - for lonely people.

Choose the technologies of work of a social worker with these categories of the population. Submit the program and defend the project.

Tasks for independent work of students:

1. In the terminological dictionary, write down the concept of "poor", give its definition, write down the composition of the categories of the poor.

2. In the methodical piggy bank of a social worker, prepare legal documents relating to the social protection of low-income strata of the population.

3. Prepare a presentation on the topic "Social protection of low-income segments of the population."

4. Prepare a presentation on the topic "The meaning and content of charitable activities in the social support of low-income groups of the population."

Main literature:

1. Pavlenok P.D., Rudneva M.Ya. Technologies of social work with different groups of the population: Textbook / Ed. Prof. P.D. Pavlenka. – M.: INFRA-M, 2009. – 272 p. – S. 258-265.

Additional literature:

Fundamentals of social work. - p. 280-290.
Social work Russian Encyclopedic Dictionary.- p. 150.
Dictionary-reference book on social work.- p. 10-11, 24-25, 53-56, 118-119. 182-185, 244-245, 252-255.
Theory and methods of social work. - p. 197-217.

Practice #6

Topic: Problems of social protection of the elderly and disabled

(2 hours)

Plan:

1. Organization of medical and social services for the elderly and disabled.

2. The current state and prospects for the development of the system of social assistance to the elderly and disabled.

3. The specifics of social work with the elderly and the disabled.

Tasks for independent work of students:

1. Using dictionaries, reference and teaching aids, define the concepts of "elderly people", "disabled people". Record these concepts in the terminological dictionary of the workbook.

2. In the methodical piggy bank of a social worker, fix the legal documents regulating state support for the elderly and the disabled.

3. In a workbook, outline the main provisions of the law "On social services for the elderly and disabled." Analyze the legal framework for the protection of this category of the population.

4. Prepare a presentation on the topic "Social protection of the elderly and disabled."

5. From the periodical press, make a selection of articles that reveal the problems of the elderly and the disabled.

6. Prepare a message on one of the suggested topics:

Ø Features of social services at home;

Ø Social protection of the elderly and disabled.

Main literature:

1. Belyaeva, L.A. Social work with various categories of people: Textbook. - Tomsk: Tomsk Interuniversity Center for Distance Education, 2003. - 186p.

2. Svetkina, G. Care for the disabled: the Samara version. // Social work - autumn - 2001, p. 17-29.

3. Timakov, S.O. Information technology in social work: Textbook. - Tomsk: Tomsk interuniversity. distance education center, 2003.– 51p.

Additional literature:

1. International policy towards the elderly.// Social work.-autumn-2001. S.9-11.

2. The experience of social work in the framework of the implementation of the concept of independent life in the activities of a non-governmental organization: Digest of methodological materials for the 10th anniversary of the founding of social work in the Russian Federation and the activities of the Moscow City Club of the Disabled. - St. Petersburg: "Contacts-1", 2001. - 192p. .

3. Organization and methods of carrying out the stage of rehabilitation of disabled people on the basis of municipal centers for social protection of the population: A manual. - Nizhny Novgorod: Publishing house of the Nizhny Novgorod State Medical Academy, 1999. - 76p.

4. Kholostova, E. An elderly person in society. // Social work. - Oser-2001, pp. 28-33.

Laboratory lesson number 4.

Topic: Rehabilitation as a technology of social work: methods of working with people with disabilities

(2 hours)

Plan:

1. On the basis of the studied material on the topic in the workbook, write down the main directions of social and rehabilitation activities. List the rehabilitation technologies used in working with disabled people.

2. Discuss in the group the article “Social protection of children with disabilities”.

3. Divided into microgroups, perform the following tasks:

Ø 1 microgroup - develop a methodology for the rehabilitation work of a social worker with children with disabilities;

Ø 2 microgroup - develop a methodology for the rehabilitation work of a social worker with disabled parents.

Discuss the results of your work.

Tasks for independent work of students:

1. On individual cards, reflect the algorithm for the implementation of rehabilitation work with people with disabilities.

2. Outline the article on the proposed topic (see Poddubnaya T.N. Handbook of a social teacher: childhood protection in the Russian Federation / T.N. Poddubnaya, A.O. Poddubny; scientific editor R.M. Chumicheva. - Rostov n / D: Phoenix, 2005. - p. 166):

Ø Social protection of children with disabilities;

3. Draw up on individual album cards the tactics of a social worker when interacting with the parents of a disabled child (see T.N. Poddubnaya, Handbook of a social teacher: protection of childhood in the Russian Federation / T.N. Poddubnaya, A.O. Poddubny; scientific ed. R. M. Chumicheva. - Rostov n / D: Phoenix, 2005. - p. 191).

4. Outline the article “Rehabilitation technologies as an important component of the innovative activity of the social service center” (f. Social worker, No. 2. - P. 7.).

5. Prepare a presentation on the topic "Methods and technologies for the rehabilitation of people with disabilities."

6. Prepare a report on one of the proposed topics (L.I. Akatov Social rehabilitation of children with disabilities. Psychological foundations: textbook for students of higher educational institutions. -M .: VLADOS Humanitarian Publishing Center, 2003. - 368 p. )

Ø Adaptation of children with disabilities in the social environment;

Ø Problems of integration of children with disabilities;

Ø Problems of organizing life and raising a disabled child in the family.

Main literature:

1. Akatov L.I. Social rehabilitation of children with disabilities. Psychological foundations: textbook. allowance for students of higher educational institutions. - M.: Humanitarian publishing center VLADOS, 2003. - 368 p.

2. Belyaeva, L.A. Social work with various categories of people: Textbook. - Tomsk: Tomsk Interuniversity Center for Distance Education, 2003. - 186p.

3. Svetkina, G. Care for the disabled: the Samara version. // Social work - autumn - 2001, p. 17-29.

4. Timakov, S.O. Information technology in social work: Textbook. - Tomsk: Tomsk interuniversity. distance education center, 2003.– 51p.

Additional literature:

1. International policy towards the elderly.// Social work. -autumn-2001. S.9-11, 34.

2. Experience of social work within the framework of the implementation of the concept of independent life in the activities of a non-governmental organization: Digest of methodological materials for the 10th anniversary of the founding of social work in the Russian Federation and the activities of the Moscow City Club of the Disabled. - St. Petersburg: "Contacts-1", 2001.- 192p.

4. Rehabilitation technologies as an important component of the innovative activity of the social service center. -g. Social worker, No. 2. - P.7.

5. Kholostova, E. An elderly person in society. // Social work. - Oser-2001, pp. 28-33.

Practical lesson number 7.

Topic: Family as an object of social work

(2 hours)

Plan:

1. Family, its main functions, typology. classification.

2. Social problems of modern families, solutions.

3. Features of social protection of families.

4. Technologies of social work with the family.

Tasks for independent work of students:

1. In the workbook in the form of a diagram, reflect the typology of the family, their characteristics.

2. Having studied the theoretical material of the topic under study, draw up a table:

3. In the methodical piggy bank of a social worker, select articles from the periodical press that reflect the social problems of modern families. Analyze one of them, write ways to solve these problems by a social worker.

4. Prepare presentations on the topic "Family as an object of social work"; "Family, basic functions, typology, classification".

5. Prepare a message on one of the suggested topics:

Ø Family as a factor in education;

Ø State policy on assistance to families;

Ø Student family: characteristics, problems;

Ø Methods and technologies of social work with the family.

Main literature:

Additional literature:

2. Pavlenok P.D., Rudneva M.Ya. Technologies of social work with different groups of the population: Textbook / Ed. Prof. P.D. Pavlenka. – M.: INFRA-M, 2009. – 272 p. - 97-159.

Laboratory lesson number 5.

Topic: Peculiarities of working with families of the "risk group": social security and social services for families

(2 hours)

Plan:

1. In the terminological dictionary, write down the definition of the concept of “families of the “risk group””. Write down the categories of families that relate to this concept of “families of the “risk group””.

2. Fill in the table “Families of the “risk group”” (see Poddubnaya T.N. Handbook of a social teacher: child protection in the Russian Federation / T.N. Poddubnaya, A.O. Poddubny; scientific editor R.M. Chumicheva. - Rostov n / D: Phoenix, 2005. - p. 166):

3. Divided into microgroups, complete creative tasks - prepare materials on the legal framework for family protection (the concept and categories of families, family problems, social benefits for families):

Ø 1 microgroup - on social protection of children from large families;

Ø 2 microgroup - on social protection of children with disabilities;

Ø 3 microgroup - on social protection of orphans and children left without parental care;

Ø 4 microgroup - on social protection of children from single-parent families.

4. Working in microgroups on the above tasks, analyze the social situations of these categories of families, select specific social technologies for solving these situations, and find ways to solve them. Make a plan for the work of a social worker with these categories of families on the problem.

5. Develop a "Social Family Passport".

Tasks for independent work of students:

1. In the methodical piggy bank of a social worker, select legal documents for working with various categories of families (laws, regulations, social benefits and benefits, regulations for the social protection of various categories of families, etc.).

2. Using periodicals (newspapers, magazines) on individual cards, prepare social situations that arise in life with different categories of families.

3. Prepare a presentation on the topic "Using social technologies in working with families."

4. In the workbook, draw up the scheme "Algorithm for studying the family."

5. In the methodical piggy bank of a social worker, make a selection of diagnostic material from the “risk group” family, identifying the shortcomings of family education.

Main literature:

1. Pavlenok P.D., Rudneva M.Ya. Technologies of social work with different groups of the population: Textbook / Ed. Prof. P.D. Pavlenka. – M.: INFRA-M, 2009. – 272 p. - 97-159.

2. Poddubnaya T.N. Handbook of a social teacher: protection of childhood in the Russian Federation / T.N. Poddubnaya, A.O. Poddubny; scientific Ed. R.M. Chumichev. - Rostov n / a: Phoenix, 2005. - p. 166-221.

3. Firsov M.V. Technology of social work: textbook for universities / M.V. Firsov. - M.: Academic Project, 2007. - 432 p. - S. 306-339.

Additional literature:

1. Technologies of social work: Textbook / Ed. ed. E.I. Single. - M.: INFRA - M, 2001. - 400 p. - S. 245-264.

2. Sheptenko, P.A., Voronina, G.A. Methods and technology of work of a social teacher [Text]: a textbook for students of higher pedagogical educational institutions. / P.A. Sheptenko, G.A. Voronin; ed. V.A. Slastenin. - M.: Publishing Center "Academy", 2001. - 208 p. -FROM. 60-70.

Practical lesson number 8.

Topic: " Social work with migrants»

(2 hours)

Plan:

1. Social work with refugees.

2. Social work with internally displaced persons.

3. Social problems of migrants: solutions.

4. Regulatory framework.

Tasks for independent work of students:

1. In the terminological dictionary, write down the definition of the concepts "migrant", "refugee", "displaced persons".

2. In the social worker's methodical piggy bank, make a selection of legal documents on working with refugees, internally displaced persons.

3. Prepare a presentation "Regulatory framework for a social worker working with refugees and internally displaced persons".

4. Prepare a message on the topic "Social problems of migrants: solutions"

Main literature:

Additional literature:

Technology of social work: Proc. allowance for students of higher education. textbook institutions / Ed. I.G. Zainyshev. – M.: Humanit. ed. center VLADOS, 2000. -p. 169-180.
Technologies of social work: Textbook / Ed. ed. E.I. Single. - M.: INFRA - M, 2001. - 400 p. -FROM. 363-375
Laws of the Russian Federation "On refugees", "On forced migrants" // Rossiyskaya Gazeta, 1993, March 20; 1997, 3 July.
Fundamentals of social work. - p.253-262
Social work Russian Encyclopedic Dictionary.- p.138-139.
Dictionary-reference book on social work. - pp. 25-26, 115-116, 133-134, 173-182.
Theory and methodology of social work. - part 1, pp. 285-297.

Lab #6

Topic: Technology of working with migrants: state migration policy

(2 hours)

Plan.

1. In the workbook, based on the material studied, fill out the table:

2. Develop and defend the project of the Federal Migration Service, where you will reflect the main directions, the main tasks of migration policy, and cooperation with various organizations.

3. In the workbook, draw up a scheme of interaction of a social worker on issues of work with families of refugees, internally displaced persons.

Tasks for independent work of students:

1. In the methodical piggy bank of a social worker, select materials on the main provisions of the Federal Migration Service (1992)

2. From the periodical press, make a selection of articles on the issues of population migration, the problems of migrants, refugees, internally displaced persons. Analyze this article.

3. Prepare a presentation "Technology of social work with migrants".

Main literature:

Additional literature:

1. Technology of social work: Proc. allowance for students of higher education. textbook institutions / Ed. I.G. Zainyshev. – M.: Humanit. ed. center VLADOS, 2000. -p. 169-180.

2. Technologies of social work: Textbook / Ed. ed. E.I. Single. - M.: INFRA - M, 2001. - 400 p. -FROM. 363-375

3. Laws of the Russian Federation "On refugees", "On forced migrants" // Rossiyskaya Gazeta, 1993, March 20; 1997, 3 July.

4. Fundamentals of social work. - p.253-262

Tasks for independent work of students:

Practice #9

Topic: "Technology for helping the homeless: prevention of vagrancy"

(2 hours)

Plan.

1. The main causes of homelessness and vagrancy.

2. The main directions of the social policy of the Russian Federation in relation to vagrancy and homelessness.

3. Organization of the work of social institutions for the homeless.

4. Forms and methods of working with persons who are homeless.

Tasks for independent work of students:

1. In the terminological dictionary, write down the basic concept of "persons without a fixed place of residence." Write out a list of categories of citizens related to "persons without a fixed place of residence."

2. Fill in the table "Causes of homelessness and vagrancy" in the workbook:

№	Causes of homelessness and vagrancy

3. In the methodical piggy bank of a social worker, select legal documents for working with homeless persons.

4. From the periodical press, select articles relating to the problems and solutions of homeless people. Design an article on landscape sheets, analyze, find ways to solve the problem.

5. Prepare a presentation on the topic "Technology for helping the homeless: the prevention of vagrancy."

6. Prepare a report on the topic "Forms and methods of social work with homeless people."

Main literature:

Additional literature:

1. Technology of social work: Proc. allowance for students of higher education. textbook institutions / Ed. I.G. Zainyshev. – M.: Humanit. ed. center VLADOS, 2000. -p. 159-169.

2. Pavlenok P.D., Rudneva M.Ya. Technologies of social work with different groups of the population: Textbook / Ed. Prof. P.D. Pavlenka. – M.: INFRA-M, 2009. – 272 p. - With. 233-242.

Lab #7

Topic: "Technology of social support for the unemployed"

(2 hours)

Plan.

1. Working in microgroups, develop a project for social support for the unemployed

Tasks for independent work of students:

1. In the terminological dictionary, write down the definition of "unemployed"

Practice #10

Practice #11

Course, 7 semester

Technical and art editor S.P. Nikonov

Computer layout T.I. Miticheva

Ministry of Education of the Nizhny Novgorod Region

State budgetary professional educational institution

Perevozsky Construction College

Guidelines

on assignments

in practical classes

according to MDK 04.03 "Technology of social work in social protection institutions"

For specialty 39.02.01 Social work

Compiled by Dudina Svetlana Alexandrovna

Perevoz

2015

Compiled by: Dudina S.A.

Guidelines for the organization of practical classes on MDK 04.03 "Technology of social work in social protection institutions" / Perevozsky build. college; Comp.: S.A. Dudin. - Transportation, 2015. -16 p.

These guidelines are designed to help teachers and students. The methodological development contains instructions for the implementation of practical work MDK 04.03 "Technology of social work in social protection institutions." Designed for students of the specialty 39.02.01 Social work

Reviewer: Telnova N.A. - Lecturer GBPOU "Perevozsky Construction College"

college, 2015

Considered at the meeting of the department

Social and legal direction

Department head

_________________________ __________

Approved at the meeting

methodological council

Protocol No. ____ "____" _______ 20____

FULL NAME.

Introduction……………………………………………………………………………….………..….4

The purpose and objectives of mastering the module …………………………………………………….…….……5

Competences of the student, formed as a result of mastering the MDK 04.03 "Technology of social work in social protection institutions"……….……….…..6

Algorithm for performing practical tasks …..…………………………………..…………8

Topic: "Compiling a tree of the concepts of "Social Protection" and "Social Security" ..11

Topic: “Implementation of organizational and managerial activities”………………....11

Topic: "Comparative analysis of organizational management systems"…………………… 11

Topic: “Analysis of the activities of the regional system of executive power in the field of social protection of the population”………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Topic: “Solving practical situations on the topic “State executive authorities in the system of social protection”……………………………………...12

Topic: “Analysis of regional characteristics of the activities of territorial institutions of social protection of the population”…………………………………………………………………………………….....12

Topic: “Solution of practical situations”……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Topic: “Compilation of a professiogram of social work specialists, heads of structural subdivisions of social protection institutions”……………………………………………………………………………………… …13

Topic: “Compilation of algorithms for the provision of social assistance to various categories of citizens”……………………………………………..……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Topic: “Organization of social work in rural areas”…………………………..14

Introduction

Guidelines for conducting practical exercises on MDK 04.03in the specialty of secondary vocational education (hereinafter SVE) 39.02.01 Social work (in-depth training) .

Practical classes are conducted with students who already have theoretical training on the relevant topic, section. The main goal of organizing and conducting practical classes is the formation of general and professional competencies in the main type of activity. Methodological instructions provide for the implementation of practical tasks by students in group and individual form, in the process of organizing practical classes, seminars, trainings and business games. The results of practical classes are the material for the portfolio of students in the professional module and can be submitted for defense at the qualification exam.

2. The purpose and objectives of the development of MDK

The purpose of mastering the MDT is the development of relevant competencies in the main type of activityTechnology of social work in social protection institutions .

In order to master the specified type of professional activity and the relevant professional competencies, the student in the course of mastering the MDT must:

have practical experience:

- implementation of organizational and managerial activities in the social sphere, taking into account the specifics of the assistance provided;

be able to:

Apply various forms, methods and technologies for the implementation of social work in accordance with the specifics of professional activity;

To carry out the organization of social work in various fields;

To carry out organizational and managerial activities on interdepartmental interaction of specialists and institutions of different systems;

Determine the scope of activities of specialists necessary to solve specific problems of providing assistance and support to the client;

know:

- the essence and characteristics of various spheres of human life;

Features and content of social work in various fields;

The specifics of the specialist's activities necessary to solve specific problems of providing assistance and support to the client;

Technology of organizational activity of a specialist;

Legal aspects of social work in various fields;

The content of social work in solving problems of clients in various fields;

Features of the organization of social work in various fields.

3. Competences of the student, formed as a result of mastering the MDT

The MDT process is aimed at the formation of the following competencies in accordance withFSES SPO program in the specialty 39.02.01 Social work

The code

Name of learning outcome

PC 4.1.

Carry out organizational and managerial activities in accordance with the specifics of the direction of social work.

PC 4.2.

Use various forms, methods and technologies of social work in professional activities.

PC 4.3.

Determine the specifics and scope of activities, as well as the range of necessary specialists to solve specific problems of providing assistance and support to the client.

PC 4.4.

Interact with specialists and institutions of other systems (interdepartmental interaction).

OK 1.

Understand the essence and social significance of your future profession, show a steady interest in it.

OK 2.

Organize their own activities, determine the methods and ways of performing professional tasks, evaluate their effectiveness and quality.

OK 3.

Solve problems, assess risks and make decisions in non-standard situations.

OK 4.

Search, analyze and evaluate information necessary for setting and solving professional problems, professional and personal development.

OK 5.

Use information and communication technologies to improve professional activities.

OK 6.

Work in a team and in a team, communicate effectively with colleagues, management, consumers.

OK 7.

Set goals, motivate the activities of subordinates, organize and control their work with the assumption of responsibility for the result of the tasks.

OK 8.

Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training.

OK 9.

Be ready to change technologies in professional activity.

OK 10.

Carefully treat the historical heritage and cultural traditions of the people, respect social, cultural and religious differences.

OK 11.

Be ready to take on moral obligations in relation to nature, society, and man.

OK 12.

Organize the workplace in compliance with the requirements of labor protection, industrial sanitation, infectious and fire safety.

OK 13.

Lead a healthy lifestyle, engage in physical culture and sports to improve health, achieve life and professional goals.

4. Algorithm for performing practical tasks

Algorithms for performing practical tasks

№ 1. Algorithm for compiling a "concept tree"

The concept works in the following way. All meanings are written out for the word under study from all dictionaries, and thus the first row of the "tree" is filled. From the first row, you need to highlight the meanings of the word that are of interest to you, the meanings of which must be written out again from the dictionaries - this is how the second row of the “tree” is built. And so on until satisfaction of interest in this concept.

To build a means of independent knowledge search, named by its author, prof. K.Ya. Vazina, the “tree of the concept”, it is necessary to define a word for research. Next, you should arm yourself with dictionaries: “The Explanatory Dictionary of the Living Great Russian Language” by V.I. Dahl (required!), Any explanatory dictionary, for example, “Explanatory Dictionary of the Russian Language” by S.I. Ozhegova and N.Yu. Shvedova, a dictionary of foreign words (if the word is of foreign origin), etymological, encyclopedic and other dictionaries, Internet resources.

Conclusion:

The conclusion should include answers to the following questions:

1. Why did you choose this particular word for the study (determining the purpose of the study)?

2. What new meanings of the word under study were obtained in the process of constructing the “concept tree”, how did they deepen, clarify, change your understanding of the word?

3. Are there contradictory, at first glance, mutually exclusive definitions in the "tree of concepts"? What might their presence indicate? How can they be "connected"?

4. Does the "tree of concept" include a value, worldview component? ways of active comprehension, development of the meaning of this concept?

5. What is your “new” understanding of the meaning of the word under study?

№2. Algorithm for performing educational and research work

Educational and research work on a specific topic has the following structure:

- Justification of the relevance of the topic. This section reflects your search - why this topic is really interesting, what is the purpose of your research, what methods and approaches you intend to implement. This section examines the current state of affairs in relation to the research problem, the scale and global nature of the theory of the issue, as well as the state of affairs in the practice of the topic.

- Content . A list consisting of an introduction, titles of items (paragraphs) of the study, conclusion, list of used literature and applications indicating their position on the pages in the work.

- Introduction. Here, the research program itself is reflected literally point by point, the goal and objectives of the research are set, research methods are determined, the object of research, its novelty and practical significance are described, and the content of the research is briefly discussed.

- Items (paragraphs) of the study. It reflects the purpose and objectives, methods and techniques for researching data processing tools. Pivot tables, graphs and charts are included. The results are analyzed and conclusions are drawn.

- Conclusion. "Answer to the introduction". Brief answers to the tasks set at the beginning of the study. The main conclusions of the study are noted.

- Bibliography. A numbered list of literary sources used in writing the work on the problem. Compiled in alphabetical order with the obligatory indication of the author, the title of the work, the city of publication, the name of the publisher, the year of publication and the number of pages.

Your work is ready! Now it remains only to protect the study, if necessary. And you will do this, since you yourself wrote it, and are accordingly very familiar with the content. Good luck!

№3. Algorithm for solving the situation

Based on what legal documents can this situation be resolved?

Play the situation (case)

Clarify the situation

Present solutions to situations.

№ 4. How to chart.

1. Read the proposed text and write down its title

2. Indicate with a pencil in the text the main sections that make up the text and give them names.

3. Swipe down arrows from the title of the text and sign next to each of them the names of sections of the text.

4. Complete the diagram with examples.

№ 5. How to fill in the table.

1. Read the table of contents titles.

2. Read the text of the textbook and using a pencil (or highlighting in the electronic version of UEMK), indicate in it the materials for each column.

3. Write in the appropriate columns of the table the indicated materials from the text in abbreviated form.

5. The content of practical tasks

Topic 3.1. The concept of the state system of social protection of the population.

Practical lesson No. 43 "Compilation of the tree of the concepts of "Social protection" and "Social security"

concept analysis "Social Protection" and "Social Security"

Exercise: compose of the concept tree "Social protection" and "Social security"

Type of control: report

Practical lesson No. 44 "Implementation of organizational and managerial activities"

Goals and objectives of the practical task: to analyze organizational and managerial aspects of activities in the system of social protection of the population

Exercise: educational and research work

Tasks:

1. Consider the theoretical problems of the study of organizational and managerial activities in social work;

2. Explore the nature and role of the social policy of the Russian state in the system of providing social protection

3. Show the most important strategic directions for improving the efficiency of organizational and managerial activities in the system of social protection.

Type of control: report

Practical lesson No. 45 "Comparative analysis of organizational management systems"

Goals and objectives of the practical task: Carry out organizational and managerial activities in accordance with the specifics of the direction of social work

Exercise: make an analysis of the main organizational management systems by filling out the table:

Types of organizational management structures

pros

Minuses

Linear

functional

matrix

Type of control: report

Practical lesson No. 46 "Analysis of the activities of the regional system of executive power in the field of social protection of the population"

Goals and objectives of the practical task: to analyze the features of the activities of the system of executive power in the field of social protection of the population of the Nizhny Novgorod region

Exercise: Fill in the table "Analysis of the activities of the executive power system in the field of social protection of the population of the Nizhny Novgorod region",using materials from the website of the Ministry of Social Policy of the Nizhny Novgorod Region:

Tasks of the body of social protection of the population of the subject of the Russian Federation

The main activities of the body of social protection of the population of the subject of the Russian Federation

Functions of the body of social protection of the population of the subject of the Russian Federation

Type of control: report

Practical lesson No. 47 “Solving practical situations on the topic “State executive authorities in the system of social protection”

Goals and objectives of the practical task:

Exercise:

Type of control: report

Practical lesson No. 48 "Analysis of regional features of the activities of territorial institutions of social protection of the population"

Goals and objectives of the practical task: analyze the features of the activities of territorial institutions of social protection

population

Exercise: Create a comparison table:

Office

social protection of the districts of the Nizhny Novgorod region

Managment structure

Main goals

Department of Social Protection of the Perevozsky District

Department of social protection of the area where you live

When compiling the table, it is recommended to use the website of the Ministry of Social Policy of the Nizhny Novgorod Region: http://www.minsocium.ru/ and websites of social protection departments of the Nizhny Novgorod region.

Type of control: report

Practical lesson No. 49 "Solving practical situations"

Goals and objectives of the practical task:

Exercise: Resolve situations (Collection of situations and cases on social work)

Type of control: report

Practical lesson No. 50 "Compilation of a professiogram of social work specialists, heads of structural divisions of institutions of social protection of the population"

Goals and objectives of the practical task:

Practical task : draw up a professional profile of a social work specialist according to the following scheme:

The main goals of social work as a professional activity

Main functions

Professional training requirements

Description of the labor process

Type of control: report

Practical lesson No. 51 "Compilation of algorithms for the provision of social assistance to various categories of citizens"

The objectives of the practical task: identification of personal difficulties in various categories of citizens

Z assignment: Develop an algorithm for interacting with clients (elderly and disabled people in difficult life situations, etc.), in accordance with the rules for providing social assistance

Methodological instructions for completing the task

Algorithm - this is a sequence of commands intended for the performer, as a result of which he must solve the task. The algorithm must be described in a formal language that excludes ambiguity of interpretation. The performer can be a human or a machine. The performer must be able to execute all the commands that make up the algorithm. The set of possible commands is finite and initially strictly specified. The actions performed by these commands are called elementary.

Work is carried out in microgroups

Task execution algorithm:

Simulate the situation

Make an algorithm of interaction with the client, in accordance with the principles of interaction between a social worker and a client (reference information)

Protection

Type of control: protection

Practical lesson No. 52 "Organization of social work in rural areas"

Goals and objectives of the practical task: to analyze the main directions

Exercise: make an analysis of the areas of social work in rural areas by filling out the table:

The main directions of social work in rural areas

Technology

social work in rural areas

Methods and forms of implementation

social work in rural areas

Type of control: report

1. Main sources: (subject to subsequent changes and additions)

Decree of the President of the Russian Federation of October 2, 1992 No. 1157 (as amended on July 1, 2014) “On additional measures of state support for disabled people”;

Federal Law "On labor pensions in the Russian Federation" dated 12/17/2001

Law of the Nizhny Novgorod Region dated May 5, 2005 No. 40-3 “On State Social Services for the Population”;

Vasilkova T.A. Fundamentals of andragogy [Text]: textbook / T.A. Vasilkov. – M.: KNORUS, 2011.

Non-Arevyan O.A. Social insurance [Text]; Textbook / O.A. Non-Arevyan. - M .: Publishing and Trade Corporation "Dashkov and K"; Rostov n/a: Science-Spectrum, 2011.-288 p.

Pavlenok P.D., Rudneva M.Ya. Technologies of social work with various population groups [Text]: Textbook./ Ed. prof. P.D. Peacock. - M., INFRA-M, 2011 . – 272 p. (Higher education)

Platonova N.M. Innovations in social work: Textbook for students. institutions of higher prof. education / N.M. Platonova, M.Yu. Platonov - M .: Publishing Center "Academy", 2011, 256 p. – (Ser. Baccalaureate)

Social rehabilitation: Textbook./Under the general editorship. N.Sh. Valeeva. - M., INFRA-M, 2012 - 320 p.

Social Work: Textbook / Ed. d.p.n., prof. N.F. Basov - 2nd edition, revised. and additional - M .: Publishing and Trade Corporation "Dashkov and K", 2011, 364 p.

Theory of social work: textbook / edited by Ph.D., prof. E.P. Agapova - M .: Publishing and Trade Corporation "Dashkov and K"; Rostov n/a: Science-Spectrum, 2011.-280 p.

Firsov M.V. Technologies of social work: Textbook for bachelors / M.V. Firsov, E.G. Studenova / -M., Yurayt Publishing House, 2012. - 557p.

Tsitkilov P.Ya. - M.: Textbook / P.Ya. Tsitkilov. - M .: Publishing and Trade Corporation "Dashkov and K"; Rostov n/a: Science-Spectrum, 2011.-280 p.

Technologies of social work in various spheres of life [Text] / ed. prof. P.D. Pavlenka: Textbook. - M .: Publishing and Trade Corporation "Dashkov and K", 2010. - 596s.ISBN5-94789-802-X

2. Magazines and newspapers

1. Russian medical journal

2. Help for the elderly and disabled

3. Social work

4. Social protection

5. Hope

3.Internet resources

1. Internet resource "Information Service on the Rehabilitation of the Disabled". Access form: http://www.rehabin.ru/

2. Internet resource "Information business portal". Access form: http://market-pages.ru

3. Internet resource "Information business portal". Access form: http://www.ref.by/refs

4. Internet resource "Technologies of social work in various fields". Access form: http://fictionbook.ru/

5. Internet resource "Invalid.Ru" - a social server for the disabled - Laws on the disabled" Access form: http://www.invalid.ru

Kholostova E.I. Workshop on social work - file n1.doc. Test tasks for the section "Social work with various categories of clients" Practical task for social work

Send your good work in the knowledge base is simple. Use the form below

Chapter I . Stereotypical thinking as an obstacle in solving problem situations by a social worker

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home > Sneakers > Kholostova E.I. Workshop on social work - file n1.doc. Test tasks for the section "Social work with various categories of clients" Practical task for social work

Kholostova E.I. Workshop on social work - file n1.doc. Test tasks for the section "Social work with various categories of clients" Practical task for social work

Send your good work in the knowledge base is simple. Use the form below

Chapter I . Stereotypical thinking as an obstacle in solving problem situations by a social worker

1.1 Specifics of professional communication in social work

1.2 Features of human thinking that contribute to the emergence of stereotypes

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Topic 1. Technologization of social work

Topic 2. Technological process in social work

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