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Secondary school No. 1 – Report on work with troubled Teens and dysfunctional families



Someone, sometime, must answer

Exposing the truth, the truth of the opening,

What is difficult children?

Here he sets before us, look,

Tightened the spring, he despaired,

Like a wall with no doors and no Windows.

Here they are, these main truths:

Late notice late… take into account…

No! Not difficult children are born!

Just in time they did not help.

S. Dawidowicz)

To “hard” usually refers to those children that have shown some variance in moral development, the presence of fixed negative forms of behaviour, indiscipline. Difficult children do not learn, rarely and casually do their homework, often miss school. Not behave in lessons, often fight. Many of them are repeaters. Their upbringing in the family usually do little. They grow by themselves. Often forced to steal, beg. Aggressive, angry, almost familiar with the shadow side of life. Early start to smoke, drink alcohol, succumb to drug addiction. Growing up, slipping into organized groups, commit theft, robbery and even murder.

Children often reflect the lifestyle of the fathers and mothers. Among the causes of “difficult” teenagers, are the following:

· lack of targeted educational work with children from an early age;

· ignorance of their interests and needs;

· political, socio-economic and environmental instability;

· the growing influence of pseudo;

· adverse domestic relations;

· lack of control over the behavior of children, neglect, inattention to children;

· excessive connivance of, or the severity of the punishment for misconduct;

· the employment of parents in the sphere of public production and private


· “epidemic” of divorce;

· loss of emotional contact with children.

Educational neglect is part of the total social abandonment. If you put the question this way: it was only family and school in antisocial behavior of children, the answer will be negative; I blame the society that does not provide opportunities for the normal functioning of social institutions.

Difficult children are always running the kids who didn’t pay attention, did not take timely measures to correct their behavior. In the category of difficult get the students out of the normal process of training and education, which do not have a right relationship with the teacher, who did not find their place in the team and socially acceptable ways it will be approved.

To are difficult and unruly students. Their violent activity, tireless energy sometimes do not find a reasonable solution and appear in the pranks, mischief, misconduct. Bad example for the comrades, sloth, idleness, neglect, contribute to the development of nedystsyplynyrovannoy. To overcome it you need to switch the activity and energy of children to interesting things exciting, to send their initiative in the right direction.

If the child is not in full force, lazy, modernized – it is too difficult. In normal and healthy children would have a normal desire, the need, the habit of labour.

Social and educational neglect of children develops in the indifferent, inattentive attitudes of others, parents, teachers, and the public. This indifference children are deeply worried about how his loneliness, uselessness, isolation, rejection. There is a feeling of protest against the entire world, adults, team. The child is looking for new forms of self-affirmation, and typically selects those that are unethical and even illegal.

Most of his life in the period from 7 to 17 years a child spends in school. The system of the school should be directed at the prevention of antisocial behavior, correction difficult personality of the child, assist him in the assertion.

Pedagogically neglected children can be classified according to various criteria:

The system works with “difficult” students.

At the first stage of work with “difficult” teenagers pedagogical diagnosis helps to find out the cause of trodeposition, educational opportunities family and school, adverse conditions, typical and unique in the spiritual world of a teenager and the level of educational neglect, a positive quality that should be rehabilitated.

The second stage is connected with the rehabilitation process, which involves the use of methods of education and rehabilitation. Each method of re-education under certain conditions, enter into relationship with relevant methods of education: convince effectively with the work of the class teacher on the formation of beliefs, the kinks associated with training activities, “reconstruction” character – criticism and self-criticism in the team. The leading basis for the effectiveness of specific methods of re-education to inculcate in the team, vzaimoponimanie and self-education.

In the third stage of individual work on the basis of a set level of education the student is projected the development of value orientations, personal properties and qualities of the student. Designing personality development is based on a comparison of the existing level of education of a student with perfect and is in the process of drafting the separate and individual programs of education and self-education of the adolescent. Work with the personality of the individual student also implies knowledge of the teacher of the level of politeness of the entire class, as the person most clearly manifested in the collective relations, shared endeavours.

In the fourth stage continues the individual work that allows you to define the system of educational influences taking into account the level of development of a particular student, his capabilities, abilities, character, temperament, maintenance of personal relationships and needs. For this stage is characterized by the use of common methods of education, although the selection and relatively specific personality consistent with its individual characteristics and its development program. However, the widely used methods of individual pedagogical impact: the demand perspective, public opinion, evaluation and self-appraisal, rewards and punishments.

The final, fifth stage of individual work with difficult teenagers is correcting. Correction is a way of pedagogical influence on personality, contributing to the correction of its development, the strengthening of positive or overcoming negative qualities. Correction provides an opportunity to clarify or revise a collective or group educational program, characteristics of students, and is also used to choose methods and forms of activity. It completes the individualization of the educational process and builds on its results. The most effective methods and techniques of correction are observation and self-observation, analysis and evaluation, self-assessment and reassessment, monitoring, and self-control. All of these methods and techniques are used in combination with light of the results of individual work with students.

Thus, the scheme of the process is the following:

The system of the school.

The work of the teaching staff.

The interaction of the school with the subjects of prevention.

School on prevention of neglect and offences closely collaborates with external entities to prevent:

*annually prepared and implemented joint plans with the police officers;

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