Solving problem situations in social work. Methodological recommendations for the implementation of practical exercises with students in the discipline theory and methods of social work Tasks for social work

1. What concept fits the definition of "The state of society in which a significant part of its members, knowing about the existence of the norms that oblige them, treat them negatively or indifferently"?

a) anarchy;

b) stagnation;

c) anomie.

2.What are the components, according to the point of view widespread in Russia, that social work combines in itself (indicate all correct answers):

a) academic discipline;

b) structure;

d) type of practical activity;

3. Insert the missing words.

By conviction Russian specialists in the narrow sense of the word, social work is .... that helps people or organizations .... difficulties (personal, social and situational), but not only, and also to overcome them through support, protection, correction, ... .. In a broad sense, social work can be defined as…. activities aimed at solving social problems ...., strata and groups, as well as creating conditions conducive to .... or improving the ability of people to .... functioning.

a) rehabilitation;

b) realize;

c) restoration;

d) activity;

e) social;

f) individuals;

4... The category of psychological and pedagogical principles of social work includes:

a) humanism, justice, altruism;

b) historicism, social conditioning, social significance;

c) modality, empathy, attraction, trust.

5. Please indicate compliance.

a) the principles of social work as a science;

b) the principles of social work as a practical activity.

determinism;

reflection;

social justice;

4) democracy;

development;

6) confidentiality.

6. A special way of understanding the feelings of another person, which consists in empathizing with his emotional state, in penetrating into his empathy, is defined as _________________.

7. Providing social workers with a facilitating function is necessary to implement the principle:

a) democracy;

b) self-help;

c) confidentiality;

d) social justice.

8. Among the listed functions, select the one that does not belong to the functions of the state as a subject of social work:

a) social support of the client;

b) the revival of private charity;

c) social protection of the population.

9. "Case Study" literally means:

a) the method for determining the degree of customer satisfaction;

b) the method of encouragement;

c) case study method.

10. Which of the following principles does not apply to the principles of social policy?

a) the principle of social justice;

b) the principle of social partnership;

c) the principle of confidentiality;

d) the principle of individual social responsibility.

11In the activities of a social work specialist, fundraising for the needs of a client is a type of:

a) intermediary assistance;

b) material assistance;

c) Answers A and B are correct;

d) there is no correct answer.

12. To provide a specific type of service that meets the interests of the members of the association, such an organizational and legal form of public associations can be created, such as:

a) social movement;

b) public organization;

c) body of public initiative;

d) public institution.

13. The educational assistance of a specialist in social work differs from the educational activity of a teacher in that:

a) is determined not by educational standards, but by the difficult life situation of the client;

b) is carried out not in an educational, but in a rehabilitation institution;

c) other forms of training are used;

d) other teaching methods are used.

14. An expression of an active employment policy is such a form of assistance as:

a) provision of information and intermediary services;

b) payment of unemployment benefits;

c) retraining of unemployed citizens;

d) all answers are correct.

15. On what issues is counseling provided in social service establishments?

a) social and social and medical support of life;

b) psychological and pedagogical assistance;

c) social and legal protection;

d) for all of the above.

16. On what principles is social service based in the Russian Federation:

1) targeting, 2) accessibility, 3) voluntariness, 4) humanity, 5) the priority of providing social services to minors in difficult life situations; 6) confidentiality, 7) preventive focus; 8) gratuitousness:

a) except for (3) and (5);

b) items (1), (2), (3), (4), (5), (6), (7);

c) items (1), (2), (4), (6), (7), (8);

d) items (2), (3), (4), (5).

17. What is anomie?

a) the state of a drunk person;

b) the state of society, when most of its members have a negative or neutral attitude to existing values ​​and norms;

c) the condition of weakened pregnant women;

d) the condition of the disabled.

18. Who first founded the vocational school of social learning in France:

a) Mary Richmond;

b) Jeannette Schwerin;

c) Alice Solomon;

d) Maria Gaheri.

19 .Types of assistance provided by a social educator:

a) intermediary

b) material

c) psychological

d) educational

e) there is no right answer

20. Types of assistance provided by a social worker:

a) intermediary

b) material

c) psychological

d) educational

e) there is no right answer

21. Types of assistance provided by the teacher:

a) intermediary

b) material

c) psychological

d) educational

e) there is no right answer.

22. The use of such a form of work as client patronage contributes to the implementation of the principle:

a) targeted approach;

b) availability;

c) all of the above.

23. One of the signs of a person's household maladjustment is: a) inability to self-service; b) deviations in behavior; c) lack of housing.

24... Charity means the provision by individuals or organizations of gratuitous assistance to people in need or social groups (strata) of the population.

a) in a broad sense;

b) in the narrow sense

25.The function of social work is:

a) diagnostic;

b) professional - preparatory;

c) medical; d) economic forecasting

26... The criterion of humanism is currently recognized:

a) the good, the value of a person as a person;

b) a combination of morality and culture;

c) absolute freedom;

d) the presence of a liberal arts education

27. The ability to experience, empathize with another person is called:

a) observation;

b) discernment;

c) empathy;

d) attentiveness

28. The system of actions aimed at restoring a person's rights, status, health, legal capacity is called:

a) social re-adaptation;

b) resocialization;

c) social rehabilitation;

d) reorganization

29. Elimination of the causes, conditions, factors causing socially unfavorable deviations is:

a) rehabilitation;

b) social prevention;

c) social correction;

d) social protection

30. Working with specific deviations directed at a person is:

a) social prevention;

b) social rehabilitation;

c) social correction;

d) identification

31. The term "tolerance" means:

a) dislike;

b) tolerance;

c) stability;

d) exclusivity

32. Socio - economic methods of social work include:

a) the establishment of benefits, lump-sum benefits;

b) regulation;

c) informing;

d) punishment

33. Organizational and administrative methods of social work include:

a) rationing;

b) informing;

c) encouragement;

d) order

34. Psychological - pedagogical methods of social work include:

a) the method of criticism and self-criticism;

b) observation method;

c) instructing

35. Social rehabilitation:

a) a system of measures aimed at restoring and compensating for the impaired functions of a person's status;

b) active in social and economic support;

c) a form of social protection of the population aimed at maintaining decent living conditions;

d) protection from social risks through comprehensive assistance to a person from the state;

36. Methods used in practical social work:

a) methods of analysis and synthesis;

b) methods of scientific abstraction;

c) methods of induction and deduction;

d) socio - economic

37. Socio - economic methods used in the practice of social work:

a) introduction of a system of minimum social and economic guarantees;

b) rationing;

c) instruction;

d) modeling

38. What is social work at the macro level:

a) a set of measures to improve the human environment;

b) development of rules, norms of behavior;

v ) formation of state social policy;

d) social work is not used at the macro level.

39 . What are the signs of a difficult life situation:

a) lack of livelihood;

b) the possibilities of normal social functioning are violated

rationing the client;

c) social actors cannot cope with the situation themselves;

d) customers need third-party support

40 . What are the problems of human life that determine the need for social work:

a) a state of health that does not allow to independently solve life problems;

b) lack of time and funds to organize their leisure time;

c) old age;

d) deviant behavior

41. What does targeted social assistance mean?:

a) provision of social assistance at home (by addresses);

b) provision of inpatient care (at a specific address);

c) helping an individual or a group of individuals with similar problems;

d) the allocation of certain funds to a specific person.

42. How the principle of customer centrism is understood:

a) full focus on the problems of a particular client;

b) recognition of the priority of the client's rights in all cases that

do not contradict the interests of others and do not violate their rights;

c) comprehensive social assistance;

d) concentration of all resources on solving one problem

43. What does social adaptation as a technology of social work mean?:

a) helping a person to integrate into society;

b) setting the boundaries of acceptable behavior for a person;

c) protection and restoration of human rights;

d) providing social medical services

44. Social rehabilitation as a type of social assistance implies:

a) restoration of the physical capabilities of the client;

b) restoration of the client's mental capabilities;

v ) restoration of the client's social capabilities ;

d) replenishment of the lost economic resources of the client

45. General classification of levels of social work includes:

a) individual level;

b) the level of the workforce;

c) group level;

d) societal level

46. At the individual level, social assistance is provided, on-

example, in cases:

a) if a person has become a victim of violence;

b) loss of working capacity (disability);

c) alienation;

d) job loss.

47. On what basis is social work carried out in a group

level:

a ) if there is a similar or common problem among group members;

b) provided that the members of the group themselves cannot solve the problem;

c) in the event of a threat to physical or mental health, one

a member of the group;

d) if all members of the group agree to receive social assistance.

48. What social group situations most often require the intervention of a social worker?:

b) youth public organizations and movements;

c) street or yard teenage party;

d) peer groups in schools (classes at school)

49. Social work methods are classified:

a) by directions and forms of social work;

b) by the time of impact on the situation;

c) for objects of social work;

d) by subjects of social work

95. According to the objects of social work, methods are distinguished:

a) teamwork;

b) individual work;

c) social work with a group;

d) social work in the community (community).

50. The individual work method includes:

a) aid planning;

b) carrying out rehabilitation;

c) social therapy;

d) diagnosis

51. Group methods of social work include:

a) reflexology;

b) referentometry;

c) sociometry;

d) group discussion

52. To the list of methods of social work in the community(community)

include:

a) social diagnostics;

b) development of the system of territorial administration;

c) social forecasting;

d) modification of social behavior.

53. The use of life path research methods involves:

a) the study of individual development from birth to death;

b) paying special attention to critical periods in life;

c) analysis of life crises;

d) longitudinal research

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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 professional communication social worker
• 2.1 Techniques and means of weakening thinking stereotypes in professional communication of a social worker
• 2.1.1 The concepts of "problem situation" and "problem"
• 2.1.2 Difference between formal, dialectical and content-genetic logics. Thinking in approaches of three logics
• 2.1.3 Description of the problematization technology
• 2.2 Using problematization technology to weaken thought patterns 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 discussion and discussion, but also specific large-scale actions, is biomedical research. The unprecedented rapid development of institutions, structures and mechanisms of ethical regulation in this area prompts 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.

A special emphasis in the activities of a social worker is placed on understanding what the client thinks, what is his personal situation, which requires a certain strategy and tactics, as well as 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, an assessment of the latter's influence on solving the problems of the individual's life.

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 possibilities 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, the interaction of a social worker and a client is taking into account the individual experience, psychological makeup, and the uniqueness of the personality 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, unique, individuality.

Basically, a person's mental activity is carried out in the "autopilot" mode on the basis of his existing stereotypes of thinking, as programs of this activity. How do such stereotypes of thinking develop? they are formed mostly spontaneously, starting from the earliest childhood. Communicating with people, every child learns from childhood the norms and rules of thinking. Just as a person learns to speak in contact with other people, he also learns to think. People are brought up in certain political, moral, aesthetic and other spheres of society that shape 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 the skills of logical thinking are primarily 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 of 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 influence of the totality of all factors, a person may experience difficulties (up to a complete inability) in changing the planned program of activity in conditions requiring its restructuring, i.e. rigidity of thinking. When solving problems, it is necessary to skillfully dispose of cash means of work, without referring to the grounds for the formation of the funds themselves. But when a problem situation arises, the available means of getting out of the difficulty are not enough (or they seem inadequate); a revision of the available "inventory" is required. Thus, a problem situation is required to “loosen” the rigidity.

Contradiction: there is a practical need to introduce problematization technology into the activities of a social worker, which weakens mental stereotypes, but approaches to the use of 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 professional communication between a social worker and a client in a problem situation.

Subject - the technology of problematization, used to weaken mental stereotypes, as a means of solving client problems in social work.

The goal is to study the possibilities of using the technology of problematization in social work to resolve the client's problems through finding and forming new algorithms for activity.

1. Give an essential characteristic 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 stereotyped thinking of the client.

3. Determine the technology of weakening the client's thinking stereotypes, which provides the ability to build new algorithms for solving a problem situation.

Based on the above reasoning, we can conclude that the study of the rules of logical thinking does not unambiguously 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 thinking, which, having gone into the subconscious, were then applied in the "autopilot" mode as soon as there was a need for them.

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

The emergence of these structures is due to several factors, consisting in the features, which 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 lies a value orientation towards 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 unpleasant sensations, which forms the motive for avoiding the situation of uncertainty. Hence, a lack of interest in changing the nature of a 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 - the 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 the researchers: Andriyako L. Ya., Ivanov F.E., Semenov I.N., Stepanov S.Yu., Grigorieva S.I., Uznadze D.N., Kholostova E.I., Dementyeva 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 ... Stereotyped thinking as an obstacle in solving problem situations by a social worker

1.1 Specificity 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 revival. The origins of social work as a philanthropic activity lie in the field of morality and religion. Emerson Andrewuss 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 to the sick, the poor and the sire.

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, a group from enjoying their rights. The main function of the institution of social work is to promote the realization 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 worldview humanistic system.

Humanism is a system of beliefs that recognizes the value of a person as an individual, 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 as the desired norm of relations between people.

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

The first Christian social school for women appeared in Germany in 1905. Over the next four years, 13 other social schools began operating, where girls from bourgeois families studied the profession of trustee of a charitable institution. During the First World War, the baton of caring for the victims of the war in Germany passed from independent charitable organizations to the state. After the war, all social security was consolidated into a charitable institution. In the early 1920s, independent charitable unions merged into the Imperial Society of major independent philanthropic unions. In the mid-1920s, state social welfare bodies emerged in large German cities, which still exist today. Structurally, social security was divided into a charitable department (the city department of social security) and the city health department and the youth affairs 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 implementation of the ideas of Mary Helen Richmond (USA) Dictionary - Guide to Social Work / Ed. E. I. Kholostovoy. - M .: Jurist, 1997 .-- S. 357. In 1898, on the initiative of M. Richmond, the first national school of applied philanthropy (now the Department of Social Work at Columbia University) began its activity. In her next book, Social Diagnoses, published in 1917, Richmond presented in more detail her method of social work, which later became known as the individual method of social work. At about the same time, the first schools for the training of professional social workers appeared. Richmond books are becoming essential tools for educational institutions USA and Europe.

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

1. 2-year training on the basis of secondary education with obtaining 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 assignment of 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 National Association of Social Workers in the United States (NASP) accepts only bachelors of social work.

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

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

There is no single model for training social workers in the UK and Northern Ireland, where relevant training programs are included in university, polytechnic and college courses. Currently, the programs provide for four-year courses for bachelor's degrees, 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 this complex British education system for social workers is the certification process, both of the trainees and of the courses themselves, by the Central Council for Learning and Training for Social Work.

The new model of study in Canada provides for three or four years of university studies. Upon completion of the course, an opportunity is given to obtain a Bachelor's degree in Social Work. This is followed by a program of more in-depth studies - from 12 to 18 months - with obtaining a master's degree. There are schools that offer a two-year master's degree program that does 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 Guide to Social Work Education Rao V., Kendal K.A. World Guide to Social Work Education. - N.Y .: Council on Social Work Education, IASSW. (1974, 1984, 1994), which contains information about all the major schools of social work in the countries 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 "Social work" contributes to the implementation of social changes in society, the solution of problems of human relationships and the strengthening of human freedom and his right to a dignified 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 many-sided, complex interactions of people. Its mission is to empower all people to use their full potential, enrich their lives and prevent its destruction. Professional social work focuses on problem solving and change. Social workers are agents of change, both in society and in life. an individual, families, communities.

Social work as a type of activity is, in essence, communicative. Communicative interaction, understood in the broad sense of the word, is interconnection, the semantic aspect of interaction. The main goal of interaction is to optimize the mechanisms of social functioning of an individual or social group, which assumes:

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

Creation of conditions in which the client can maximize his capabilities;

Adaptation or rehabilitation of a person in society.

Objects of social work - various contingents of persons with pronounced social problems (socially maladapted persons, disabled people, lonely elderly people, orphans, large and social families, persons affected by natural disasters, AIDS patients, etc.). Therefore, a social worker needs to be able to find “ mutual language»With different groups of people.

The competence of a higher-level specialist (social worker with higher education) is to obtain complete information O social status population, the creation of a data bank - a social map of the region Fundamentals of social work: Textbook. / Resp. ed. P.D. Pavlenok. - 2nd ed., Rev. and add. - M .: INFRA-M, 2003 .-- p. 124-138. ...

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

1. Medical-oriented functions:

Organization of medical care and patient care;

Provision of 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 protection 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 trusteeship;

Participation in conducting social and hygienic monitoring;

Participation in the creation of a rehabilitation social infrastructure for the 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, benefits and other types of social protection;

Assisting clients in solving social, household and housing problems, receiving 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;

Medical and social examination;

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

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

Assistance in preventing the spread of HIV infection and providing social protection to those infected and their families;

Social and legal consulting;

Organization of therapeutic communities for self and mutual assistance of a rehabilitation, psychological, pedagogical, social and 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 in related professions in solving client problems. Technologies of social work: Textbook / Under total. 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 the fundamental basis that contributes to the preservation and strengthening of health and the solution of social problems.

Knowledge of the legal framework for social and medical work is necessary for every social worker for two reasons. First, all of its activities are governed by data regulations... Second, direct functional responsibility social worker is to conduct social and legal counseling of clients. A social worker should not only know, but also skillfully apply in his practice legal acts concerning social problems.

Social workers are members of a special, delicate and humane profession. Their professional mission is to coordinate the personal and public interests of clients, to harmonize these relations. They act as a mediator 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 structured taking into account the economic, political, legal and social contexts and based on moral values, principles and rules.

Everyone has the right to self-realization and is obliged to contribute to the well-being of society; in his activities, the social worker is guided by the principle of social justice; social worker respects fundamental human rights and acts in accordance with the UN Declaration of Human Rights, others 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 using 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 their right to realize their 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 social needs of a person;

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 treatment and protection in accordance with the law.

Specificity 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, of course, can do this with knowledge of the rules of logical thinking. But precisely 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, a person's mental activity is carried out in the "autopilot" mode on the basis of his existing stereotypes of thinking, as programs of this activity. How do such stereotypes of thinking develop? They are formed mostly spontaneously, starting from the earliest childhood. Communicating with people, every child learns from childhood the norms and rules of thinking. Just as a person learns to speak in contact with other people, he also learns to think. People are brought up in certain political, moral, aesthetic and other spheres of society that shape 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 the skills of logical thinking are primarily 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 in communication with him are represented by his relatives. At this stage, it is precisely the "photographing" of these forms and ways of thinking that takes place without critical awareness. The child absorbs them like a sponge. We can say that these forms and methods of reasoning, not 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 methods of thinking of the child are as logically correct as possible, if it is low, then in many respects 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 logosphere. educational institutions... In these logospheres, the logical culture of thinking can also be different, although in general it is much higher than in an average family, for most people their thinking stereotypes are generally formed by the end of their studies in educational institutions. And only for people professionally engaged in intellectual activity, the development of a logical culture continues for the rest of their working life. The logospheres of their professional teams and their own intellectual activity determine the further formation of thinking stereotypes.

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 thinking process. Zhuravlev V.N. Consciousness, subconsciousness and logical culture of thinking. Culture. Education. Spirituality: Materials of the All-Russian scientific-practical conference dedicated to the 60th anniversary of the Biysk State Pedagogical Institute (September 23-24) 1999: V. 2 hours Part 1. Biysk: Research Center BiGPI, 1999.. That is why a person often cannot give himself an answer to the question of 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 what 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 mode of "manual" control 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 above reasoning, it can be concluded that the study of the rules of logical thinking does not unambiguously 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 applied in the "autopilot" mode as soon as there was a need for them.

It is known that building anew is much easier than rebuilding something. If in the subconscious of a person there are incorrect 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, first of all, on the logosphere of that social group and, in general, the social environment in which a person lives. In order not to come 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 family's logosphere. But it is quite possible to organize the logosphere of educational institutions and purposefully use it to create stereotypes of students' thinking. Ideas on this issue have already been expressed in the article by V.M. Zhuravlev. 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 stereotypes of a person 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, which largely determine the goals and activities to achieve them.

Mentality is an extremely essential 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 (20.12.2001), said that a priori it was possible to assume the presence of at least two vectors of the Russian mentality: quietism (the overvalue of peace: to achieve nothing, nothing to reject ) and utopianism (communist, liberal or other).

Any mentality is characterized by the picture of the world created by it (and at the same time ensuring its stability). 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 sociocultural subjectivity is the dominant mode of consciousness (type of mentality). There are four such states of the human spirit in the history of civilization (social phylogenesis) and the formation of the individual psyche (ontogeny).

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

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

The mentality of the 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 solitary consciousness enters, does 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-asserting consciousness is the vector of freedom (irrespective of the freedom of self-manifestation).

Convergent consciousness is characterized by a polycentric, non-planar picture of the world, where “I” is one of its many poles. Such "I" realizes itself not in role-playing and not in an act of self-affirmation, but in a "dialogue of consent". For self-actualization, it needs an unpersonalized “friend”. The breadth of the convergent picture of the world depends on the plurality 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-voluntary self-restraint 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 life, in their value orientations and stereotypes of behavior.
The first vector lies at the foundation of the conformist, apassionary consciousness of the patriarchal type.

The second is characteristic of the "great-power", totalitarian mentality with role-based personality identification.

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

The fourth is inherent in the dialogized (as opposed to the first three purely monological) 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 a pure form. In the aspect of synchronicity, the modes of consciousness appear as levels that structure the activity of each mental “I”. Every act of individual thinking takes place at one or another of these levels, it 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 his personal and general historical life in his spiritual being can be dominated by various tendencies. The configurations of these tendencies constitute the mentality of this society.

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

But often the same person is inherent in certain specific situations, different mental reactions, different stereotypes of mental artifact. For example, a highly scientific mentality may not exclude a primitive mentality manifested at the everyday level of human activity. Although it can be clearly stated that 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. All the more characteristic is a rather large difference in mental reactions inherent in a particular social group or society as a whole. 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 level of meaning that is revealed, the level of understanding.

Mentality is a semantic matrix that predetermines the semantic reactions of certain subjects. Mentality manifests itself as the semantic axiomaticity of the pre-established semantic orientations of potential activity. Mentality is a system of contextual verbal stereotypes of thinking. Thinking and mental reactions contain the value relations embedded in them, the corresponding semantic orientations of activity. Mentality is a logical-semantic structuring 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, and its role in the formation of stereotypical and mental reactions is indicated.

State social policy also contributes to the formation of stereotypical thinking and behavior. That is, an increased number of state functions exceeds the possibilities for their implementation; a large number of overlapping benefits; dependency of citizens Roic V. Social policy of the times abandoned paternalism and dependency. // Man and Labor. - 1997. - No. 2. - S. 62-65. ...

The distribution system that existed in our state also left its mark: a citizen could not use his thinking abilities in search of work and worries about 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 human perception is deeply subordinated to society. Its norms that set boundaries. We consider the smell to be disgusting only because we have been taught to think of it as such from early childhood. That is, we see, hear, feel - perceive what we have been taught to perceive. Even if it is part of the whole or distorted, and not a real reflection. Social policy - the origins of the crisis and the 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 has its pros and cons that 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 sharply reduce the response time and not think about everyday, repetitive actions and situations, and even accelerate the process of cognition. All this saves our efforts and time, our life is greatly simplified, the mastered algorithms for opening the door, tying laces, studying objects, talking on common topics with met neighbors, etc.

The term "social stereotype" was first introduced by the American journalist W. Lippmann in 1922, and for him this term contained a negative connotation associated with the falsity and inaccuracy of "ideas used by propaganda" Psychology. Dictionary. / Under total. 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 (group, person, event, phenomenon, etc.) that develops in conditions of a lack of information as a result of generalization of the individual's personal experience and often preconceived notions adopted in society, which use as a well-known "shorthand" 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 perform a conservative and sometimes reactionary role, forming erroneous knowledge of people, and seriously deforming 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 necessity 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; maybe it is worth abandoning it, since the determination of the truth or falsity of a stereotype should be based on an analysis of a specific situation.

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

A number of phenomena that take place in the process of interpersonal perception are substantively related to social stereotypes - the effects of halo, primacy, novelty, the phenomenon of the implicit theory of personality, etc. - reflecting a certain tendency towards an individual's perception of a social object as uniformly 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 assessment 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 the schematization, affective coloration inherent in 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 the 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 total. 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. Kleyberg 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, in accordance with these subjective assumptions, interpret them. Thus, perception itself is understood and interpreted as an ongoing process of testing hypotheses that can be viewed as naive theories of everyday thinking. They can be (and most often have) a subjective nature, protecting the person from uncertainty in the event of a lack of information.

Quite widely, for example, there is a widespread opinion that women have less ability in technical sciences than men, that teachers like to "read morality", and "student life is carefree." Social prejudice can be widespread both among certain segments of the population, professional groups and structures, as well as in themselves, and social comparison on external signs can contribute to their constant advancement.

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. The theory of installation. Edited by Sh.A. Nadirashvili and V. K. Tsaava. - Moscow-Voronezh, 1997.). By the attitude 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 directing effect on human behavior.

In attitudes, three main aspects are distinguished: the first is cognitive. This means that a 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, an emotional attitude to the object of the installation is formed in it. It is often an expression of a subjective positive or negative assessment of a social phenomenon. The third aspect is motivational, which implies a willingness 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 the attitude. One can also observe the discrepancy between the attitudes of the personality and the real activity of the personality. This is due to the large number of situational factors that influence the personality. The real behavior of the personality in this case is the resultant between the attitudes of the personality and the impact of social reality on it.

At the personality level, new attitudes are constantly being formed in relation to new objects and a change (strengthening or weakening) of existing old ones. 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 difficult, since an attempt to change attitudes, on the one hand, affects the value-normative structure of the personality and violates the achieved internal balance , on the other hand, sometimes requires significant intellectual effort and expense.

In the analysis of the 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 unpleasant sensations from the resulting uncertainty 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 therefore his attitude towards them.

It is very difficult for people who are active, aggressive, inclined to dominate others, to change their views. More flexible people are emotional, with a rich and vivid imagination; with low self-esteem, timid, distrustful of their own opinion, fearing negative authorization; with high level conformism; tired, therefore, more indifferent.

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

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

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

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 education and training system.

Striving for continuous development, using the potential of opportunities should become 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 his ability to think creatively. And for this it is necessary to find out under what conditions creative, non-standard thinking is formed and under what conditions - rigid, stereotyped.

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.

J. Guilford tried to formulate the features dominating in creative thinking:

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

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Ministry of Education and Science of the Khabarovsk Territory Regional State Autonomous Educational Institution Khabarovsk Technological College Department of Primary Professional Education I.N. Sokolova THE BASES OF THE THEORY OF SOCIAL WORK PRACTICUM Khabarovsk, 2013 "BASICS OF THE THEORY OF SOCIAL WORK" Workshop Author: Sokolova I.N. - teacher of special disciplines Annotation: The workshop on the discipline "Fundamentals of the theory of social work" is intended both for work in the classroom and for independent control of knowledge. The proposed manual contains test papers on various topics of the discipline, practical tasks (filling out tables, working with text, solving situations, etc.) The workshop is intended for teachers, masters of industrial training, as well as students - for self-training and self-control. Address: KGAOU SPO "Khabarovsk Technological College", Department of primary vocational education, Khabarovsk, Vostochnoye shosse, 2a tel. 27-56-70 Introduction "Guide to life and work" Answers-reflections encourage a person to analyze his actions, deeds, thoughts, feelings; develop value orientation, motivation - the desire to become better. 1. Who am I (if mine future profession - Social worker)? 2. What am I (my professional needs, interests and abilities; personal characteristics (pronounced personality traits, positive and negative character traits, etc.)? 3. My mission on Earth, in society? 4. Where am I (why am I 4.1. Educational institution - my role and state; my rights, responsibilities, opportunities. 4.2. Social work as an academic subject. What sections are interesting? 4.3. Map of my preferences (subjects of special interest). 5. Social work as a subject. professional activity My future profession 5.1 What is interesting to me? 5.2 What do I like? 5.3 What does not suit me? 6. Image of my professional future: plan, program, map-forecast of professional movement (growth) 7. Who are those , others, what is next to me? 7.1. I am a person who creates problems or is able to solve them, helping others in this? 7.2. How to coexist and cooperate. 7.3. To whom and what to correspond and sympathize? 8. The degree of my tolerance (tolerance) ; yes (to whom? what ?), no (to whom?, why?), I want (what?), I love (what? whom?), do (what?) 9. Life path (strategy) of my personality (life scenario, faith, hope, love in my life). Topic 1. Development of social work in Russia and abroad Social work: definition, essence, content 1 task. Define the concepts: Social work - ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________. Social work as a discipline - _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Social work as a science - _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Social work as a practical activity - _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2 task. Complete the missing element in the diagram. Topic: Historical models of social work Assignment. Fill in the table "Historical models of social work" Textbook "Theory and methods of social work", pp. 7 - 14 № n / p Model name Essence Forms of social assistance 1. Archetypal model 2. Philanthropic model 3. Community charity model 4. Social welfare model 5. Community charity model 6. Social services model Topic. Social work IX-1917 1 task. Answer the following questions. 1. List the main forms of mutual assistance and mutual support in Ancient Russia _________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. What is the peculiarity of parish charity in the 16th-17th centuries? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. Based on the knowledge from the course of history, describe the reformatory activities of Peter the Great in the making state system social contempt .___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2 task. Textbook "Theory and Methods of Social Work". Read the text on pages 35-36 "Experience in solving social problems of children without parental care" and answer the questions. 1. What was the name government agency Soviet power, which dealt with the mass epidemic? 2. What measures were taken by the Soviet government to combat mass orphanhood and homelessness? 3. What is the role of the Save the Children League? 4. In 1921, the Extraordinary Commission for the Improvement of Children's Lives was established. Who headed it? What was her main task? What was the result of the work of the Extraordinary Commission? Topic: Social work in Russian Federation 1 task. Textbook "Theory and Methods of Social Work". Read the text on pages 47-50 "The Role of the Third Sector in Solving Social Problems" Read the text and complete the following activities. 1. Fill in the table "Main institutions of modern civil society" Name of the sector Main content 2. In August 1995, a law "On charitable activities and charitable organizations" appeared in Russia. What legal relationship is regulated by this law? What is the definition of the law of charitable activities? 3. Fill in the table "Charitable activities" Purposes of charitable activitiesWho has the right to implement charitable activities Forms of organizations implementing charitable activities Participants of charitable activities Test work Topics: Social work, definition, essence, content. Development of social work in Russia. Option 1 1. Professional activity aimed at helping people, social groups and communities to overcome personal and social difficulties through support, protection, correction and rehabilitation. A. social protection B. social work C. social security 2. Social work as a type of social activity is aimed at: A. harmonization of personal and social relations B. formation of personal and professional qualities of the future social worker C. activation of the potential of the individual's own capabilities when solving complex and life problems. 3. One of the founders of professional social work is: A. Catherine II B. Sh. Ramon V. Mary Helen Richmond 4. What stages did M. Richmond highlight in the individual work of a social worker with a client. A. Identifying the person in need of help B. Obtaining information C. Researching the states of social deviations D. Suggestions for improvement E. Treatment 5. What relationships dominate in social work? A. Subject-Subjective Relations B. Subject-Objective Relations C. Object-Subjective Relations D. Object-Objective Relations 6. The first experience of social assistance in Russia is described in the work "Public Charity", the author of which is: A. T. Shanin B S. Soloviev VA Stog GV Gasoline 7. The period of state support falls on: A. 1917-1991. B. early 1990s to the present V. late XIX - early XX centuries. 8. At the heart of social work in Russia is A. mercy B. charity C. charity G. Toloka 9. Which of the Russian tsars (princes) introduced an article in the law code on the need to take care of those who are "possessed by a demon and devoid of reason." A. Vladimir Svyatoslavovich B. Ivan the Terrible V. Aleksey Mikhailovich G. Peter I 10. In what year the educational institutions named after St. Catherine A. 1802 B. 1902 B. 1917 Option 2 1. The purpose of social work as academic discipline is: A. promoting social adaptation and the implementation of the subjectivity of the individual and the group in accordance with social norms and values ​​of society in different spatio-temporal situations; B formation of personal and professional qualities of a future social worker C. harmonization of personal and social relations 2. Who introduced such medical terms as "diagnosis", "client", "treatment" into the theory of social work? A. Sh. Ramon B. T. Shanin V. M. Richmond G. A. Stog 3. The period of social work falls on: A. 1917-1991. B. early 1990s to the present V. late XIX - early XX centuries. 4. How the ancient Slavs took care of orphans: A. orphans were adopted within the tribal community B. worldly assistance, i.e. the child moved from house to house to feed V. help was provided with food, land was allocated 5. What conditions were needed for benefactors of the period of princely and church-monastery support: A. love of poverty B. mercy C. nobility 6. By 1862, the system in Russia institutions of social assistance included: A. hospitals B. institutions of charity C. educational institutions D. institutes of boarders D. home care of poor patients (free treatment at home). 7. Who is the founder of the newspaper "Russian invalid" A.F. B. P. Rtischev Pomian-Pesarovius V.F. Odoevsky G. F.I. Haas 8. Where and when do special schools for the deaf appear A. in 1806 in St. Petersburg B. in 1807 in Moscow V. in 1808 in Ekaterenburg 9. Who in Soviet times was involved in helping the disabled at home, the elderly, the sick, social patronage. A. social workers B. health workers C. Red Cross organizations 10. Professional activities aimed at helping people, social groups and communities to overcome personal and social difficulties through support, protection, correction and rehabilitation. A. social protection B. social work C. social security Topic 2. Principles, goals, objectives and methods of social work 1 task. Fill in the chart "Levels of social work" Macro level Meso level Micro level 2 task. Give examples of the implementation of the principles of social work. * The principle of self-reliance * The principle of confidentiality * The principle of tolerance 3 task. Textbook "Theory and Methods of Social Work". P. 84 - 91. Fill in the table. Group of methodsTypes of methodsMain contentExamples or methodsGeneral scientific theoretical Method of analysis and synthesisMethod of induction and deductionMethod of ascending from simple to complexQuantitative methodsQuantitative methodsPrivate special scientific methodsSociological methodsPedagogical methodsPsychological methodsIndividual specific methods work 1 option 1. General scientific theoretical methods in social work include: a. Analysis and synthesis method b. The method of climbing from easy to difficult c. Consistency of qualitative and quantitative analysis d. Statistical method e. Observation 2. The statistical method allows: a. Development from simple social processes to complex b. Find repetitive or common features in complex phenomena to identify common patterns c. Using mathematical procedures to check empirical hypotheses and establish the reliability of the data obtained 3. Private methods include: a. Interview, questionnaire, method of expert assessments b. Methods of forming consciousness, methods of approval and condemnation c. Psychological counseling methods d. Establishing Benefits 4. Find the Match a. Sociological methods 1. psychodiagnostic methods b. Pedagogical methods 2. psychological and pedagogical c. psychological 3. case-stage 4. methods of forming consciousness 5. Socio-economic methods include: a. In kind and monetary form b. Moral encouragement c. Establishment of benefits d. Organizational and administrative e. Psychoprophylaxis f. Patronage, consumer services Option 2 1. The most common methods of professional activity of social workers are: a. Sociological b. Psychological c. Administrative d. Pedagogical 2. The typology method makes it possible to: a. Possibility of broader and deeper approach and appropriate orientation for professional activity b. Influence the material, moral, national, family and other social interests and needs of the client c. Focus on a comprehensive study of the problem situation 3. The specific groups of social worker methods include: a. Psychological-pedagogical, socio-economic, administrative b. Sociological, pedagogical, psychological c. Method of analysis and synthesis, method of induction and deduction, unity of qualitative and quantitative analysis d. Group work, community work, bibliographic method 4. Find a match. a. Socio-economic methods 1. sociometry b. Administrative methods 2. rationing c. Psychological and pedagogical 3. patronage 4. social therapy 5. Practical methods include: a. individual social work b. social work with a group with. social work in the community e. method of psychodiagnostics f. method of approval and condemnation f. organization of social support networks Topic: Principles, goals, objectives and methods of social work Card number 1 1. Professional activity aimed at helping people, social groups and communities to overcome personal and social difficulties through support, protection, correction and rehabilitation, as well as by changing or reforming certain elements of the social system. A. social work B. social protection C. social security 2. The main goals of social work include: A. increasing the degree of independence of the client B. adaptation or readaptation of people in society C. creating conditions for an individual so that he can live with dignity 3 At the macro level, social work is expressed in: A. assistance to a person, family and various groups of people in need B. restoration or preservation of social and psychological ties of the individual with society C. assistance in creating decent conditions for human life in society 4. The essence of the biographical method is: A in the study of the personal documents of the client B. in the development of a formal model of social relations between the social subject and social research C. in the acquisition of new knowledge 5. Socio-political principles of social work include: A. unity of the state approach B. socio-technological competence of personnel C. democratism of the content of social policy D. a comprehensive analysis of the assessment of the living conditions of clients 6. The principle of tolerance is due to the fact that A. information available to a social worker should not be disclosed B. every person in need of help must receive it C. recognition of the priority of the client's rights in all cases. 7. The object of social work can be: A. a specific person B. family C. microraion D. social worker D. researchers 8. A professionally educated specialist in the field of social activity, who meets the requirements and nature of the work performed in social services and is inclined in his personal qualities for the provision of social services. A. social worker B. social work specialist C. social educator Card number 2 1. Professional activities aimed at helping people, social groups and communities to overcome personal and social difficulties through support, protection, correction and rehabilitation, as well as through change or reforming individual elements of the social system. A. social work B. social protection C. social security 2. The principle of social responsiveness implies: A. exclusion of discrimination in the provision of social assistance B. the need to take action on the identified social problems B. recognition of the priority of the client's rights 3. The principle of confidentiality is related to the fact that: A. information available to a social worker should not be disclosed B. every person in need of help should receive it C. recognition of the priority of the client's rights in all cases. 4. The method of complex psychosocial modeling involves: A. study of the subjective aspects of social life B. study of family history C. development of a formal model of social relations between social subjects and social research. 5. At the micro level, social work is built on the basis of: A. client's requests and is aimed at restoring or maintaining the social ties of the individual with society, a group or an individual. B. improving the living environment of people C. identifying categories of citizens in need of assistance. 6. The main goals of social work include: A. creating conditions for an individual so that he can live with dignity and respect from others B. increasing the degree of independence of the client C. adaptation or re-adaptation of people in society 7. A set of technologies, research and therapeutic procedures, modes of activity. A. methods of social work B. methods of social work C. principles of social work 8. The subjects of social work include: A. social worker B. specialists in social work C. social educators D. trade unions D. sphere of education Topic: Objects, subjects, areas of application of social work 1 task. Make a diagram "Objects and subjects of social work" 2 task. Textbook "Theory and Methods of Social Work". P. 54-57. Fill out the table "Main areas of social work" Sphere of social work Areas of work Activities specific to this areaHealthcareArmed forcesProductionEducationCulture 3 task. Let's say you are a college graduate coming in for an interview. You were asked the question "Why did you decide to become a social worker." You need to answer this question by making arguments in favor of the profession. 4 task. Make a profile of a social worker. Topic: Social worker etiquette Test work 1. The principles of etiquette include A. the principle of humanism B. the principle of unity C. the principle of expediency of actions D. the principle of the beauty of behavior D. the principle of tolerance E. the principle of taking into account folk customs and traditions 2. The principle of humanism presupposes: A respect for a person, recognition of the dignity of his personality B. creative application rules of conduct for specific situations C. correspondence of the behavior and appearance of a person, manner of communication to the spiritual qualities of the individual 3. What should a social worker say when introducing himself to his client? A. last name, first name, patronymic B. last name, first name, patronymic and position C. last name, first name, patronymic, organization name 4. Did the social worker do the right thing? A. S.R. gladly accepted his client's invitation to dine B.S.R. politely declined the invitation to dinner, not forgetting to thank for the invitation. V.S.R., called his client at 8 am in order to clarify what he needed to buy. 5. It is necessary to wait for an answer to the call in continuation: A. 3-4 beeps B. 5-7 beeps C. 8-9 beeps 6. The telephone conversation should be: A. 3 minutes B. 4 minutes C. 5 minutes D. 7 minutes 7. When preparing for the meeting with the sponsor, the social worker should prepare: A. A plan of the interview B. A preliminary cost estimate and an explanatory note C. A thank you letter 8. What should the social worker do first when he visits his client at a medical facility for the first time? A. introduce yourself to the attending physician and get all the necessary information about the client's condition B. focus on the client's well-being and tactfully help him to fulfill the doctor's recommendations C. talk with the client and support him in this situation Topic 3 Social policy of the state. Legal Foundations of Social Work Textbook "Theory and Methods of Social Work". P. 145 - 169 Questions to the topic "Social policy of the state" 1. What is social policy? 2. List the specific historical conditions of social policy. 3. What is the object of social policy? Make a diagram "Social sphere" 4. List the indicators characterizing the level of development of the social sphere. 5. What is an integral indicator of the productivity of the functioning of the social sphere? What does it include. 6. Principles of social policy. 7. What are the functions and mechanisms of social policy? 8. List the basic goals of social policy. 9. List the types of social policy. Make a table "Types of social policy". 10. The main function of social work in Russian practice. 11. What is a welfare state? 12. Tasks of the welfare state. 13. The main parameters of the welfare state. 14. Principles of the welfare state (3-4 principles) 15. What is the social model of the Russian state? 16. What are the social transformations at the territorial level? 17. What are priority national projects? List them. 2 task. Make a crossword puzzle on the topic "Legal foundations of social work" Topic 4. Technology of social work Topic: The concept of social technologies and their classification Test work Option 1 1. A system of knowledge about the methods and means of processing and qualitative transformation of the object. A. technology in social sphere B. technology C. social product 2. Find the correspondence: A. Routine1. in scale B. innovative 2. according to the degree of novelty V. informational3. in terms of G. global 3. Theoretical substantiation and general description of certain methods of action is called: A. process B. method C. methodological approach C. technology 4. The analytical part of social technology includes: A. collection of information, its analysis and formulation social diagnosis B. establishment of connections by a specialist with the object and the environment C. drawing up and implementation of a therapeutic action plan D. analysis of results and correction of the plan 5. Private technologies of social work include: A. technologies of working with families B. social work in the field of health care C. social design D. social prophylactic medical examination E. social work with the elderly and disabled 6. The process of adapting people to the rules, the system of norms and values ​​is a metatechnology of social work that unites its directions, types and forms is called: A. social technology B. social rehabilitation C social therapy G. social adaptation 7. Socio-economic methods are aimed at: A. assistance in improving the welfare of objects of work B. normalization of the behavior of individuals and social groups during microsocial work C. to improve the objects of social work G. to identify trends in social development, goals and objectives of creating social programs. 8. Sociocultural methods include: A. Individual work B. Club work C. Discussions on vital issues D. Health improvement and physiotherapy exercises E. Educational work in the media E. Cultural work 9. Where are the methods of mediation and conflict resolution used? A. when working with individuals, families, organizations. B. in macrosocial work with social categories in need of health maintenance. V. in social and preventive work with the population of G. in individual and group work. 10. Managing the behavior of an individual is: A. group social work B. individual social work C. microsocial work D. macrosocial work Option 2 1. A method of organizing activities in this area, aimed at achieving the goals and objectives. A. social technology B. technology C. method D. process 2. Find a match: A. regional1. By the degree of novelty B. administrative and managerial 2. By the scale B. demographic 3. according to the content of G. intellectual 4. by types 3. Change (dynamics) of the state of an object under the influence of external or internal factors. A. method B. technology C. process D. methodological approach 4. The conditions of technologization of practical activity in the social sphere include: A. the object must have signs of the social system B. the features of its structure and functioning must be highlighted C. the possibility of reproduction and the repeatability of operations , procedures, or indicators in the new conditions of G. the possibility of formalizing really occurring processes and presenting them in the form of certain operations, procedures, indicators. E. there are no correct answers E. all answers are correct 5. What is the name of the procedural stage of the technological process, in which a plan of therapeutic actions is drawn up and implemented. A. Analytical part B. Implementation C. Social therapy D. Analysis of results and correction of the plan 6. Technologies of social work are divided according to operational goals and objectives and by the nature of the therapeutic work. These include: A. social prevention B social work with the elderly C. social design D. social habilitation 7. A specialized area of ​​social work, where mentoring is used, which develops the creative potential and psychological training of future specialists. A. the resolution of social conflicts B. macrosocial work C. group social work D. the formation of personality and behavior of specialists in social work. 8. Socio-economic methods include: A. organization of self-employment B. club work C. social partnership D. assistance to the work of municipalities D. economic support for families with children. 9. Where are sociological methods used? A. in social design B. in working with children, families, adolescents and youth C. in maintaining the health of disabled people, people of the elderly and senile age 10. What is the name of the technology, which is the meetings of a specialist used in practical social work with people who need information useful in order to navigate in a difficult situation for them. A. social counseling B. social clinical examination C. social design D. social forecasting Topic: Technological process in various areas of social work 1 task. Fill in the tables: Stage 1. Social diagnostics is ... (p. 243) Stages of the analytical part Their characteristics Information gathering Definition and methods Taking anamnesis Compiling an epicrisis Social background analysis Formulating a social diagnosis Classifying social diagnoses Information of interest to a specialist Range of questions in individual work with a client A circle of questions in group work 244 p. 245 Stage 2. Implementation is ... (p. 247) Stage 3. Social therapy is ... (p. 248) - What does the intervention involve. - fill in the table "Basic methodological approaches to intervention" pages 248-254. Approach Characteristic Examples Fill in the table "Methods of therapeutic influence in microsocial work" pp. 255-256 Method The essence of the method 2 task. Resolve these situations. Situation 1 An elderly woman of 67 years old applied to the department of social protection. She has a small pension (12 thousand rubles). Children don't help. Script the interview (conversation) with this woman. Prepare an individual plan for working with her. What social work methods will you use? Situation 2 A man, 74 years old, disabled - a wheelchair user. The wife died, the son went abroad, having previously concluded an agreement with the social service center to provide his father with a social worker. But, the man refused the services of a social worker, citing the fact that he copes with everything himself. What should be the actions of a social worker in this situation. What methods can be used in this situation. Make a plan for individual work with this client. Situation 3 Your clients are an elderly childless couple. Their problem is a limited social circle. Think over a plan for working with this pair. 3 Quest. Make an algorithm for the actions of a social worker with: A. an elderly person experiencing grief B. refugees Topic: Technologies in social work Option 1 1. The set and procedure for applying methods, techniques, means of resolving social problems is called ... A. technology B. social technology C. method D. process 2. In the very general view in the technological process, the main procedural stages are distinguished. Check them out. A. analytical part B. implementation C. social therapy D. analysis of results and correction of the plan D. all answers are correct E. no correct answers 3. Individual social work includes: A. management of the individual's behavior B. management of the behavior of social groups C. the use of socio-psychological methods of therapy and the principle of mimicry (maximum consideration and use of opinions, habits and preferences of objects of work) D. activities to structure territorial communities, the population of local territories both at the federal and regional levels, and at the level of municipalities, rural settlements, city quarters, based on the interests and capabilities of the population. 4. Private social technologies of social work include: A. social patronage B. social design C. social work with disabled people D. social work with the elderly D. social forecasting E. social work in organizations. 5. Add the stages of the analytical part of social diagnostics. 1) collecting information 2) compiling anamnesis 3) compiling an epicrisis 4) ___________________________________ 5) ___________________________________ 6. What methods can be used to collect information about the client? (2-3 methods) ___________________________________________________________________________________________________________________________________________________ 7. The "setting treatment" method is used for: A. old people, elderly couples B. children, adolescents C. small social groups of children D. people suffering from chronic mental illness or disorders D. alcoholics, people in depression 8. Voluntary clients of social services are ... A. individuals who other services are involved, involving specialists in social work to change the social attitudes of their wards. B. individuals who consciously apply to social services C. individuals who apply to social services through intermediaries 9. Activities aimed at the formation of new and mobilization of existing resources of social, mental and physical development of a person, including the formation and development personality traits and skills that allow to function adequately in a social environment are ... A. social habilitation B. social rehabilitation C. social counseling 10. Make an algorithm (order) of the social worker's actions when using the projective interview method. Option 2 1. Social technology, as a rule, has two forms. Check them out. A. a project that describes the process and methods of social work B. carrying out activities in accordance with the created project C. changing the state of the subject 2. Work with the population, including with social risk categories, using socio-cultural methods, social counseling and patronage is called : A. social prevention B. social habilitation C. social rehabilitation D. social forecasting 3. Sociological methods include: A. organization of self-employment B. collection and analysis of information in social diagnostics C. planning method 4. What information is of interest to a specialist in social work in group work? A. who is the client, his demographic characteristics B. what difficulties and opportunities for interactions in the group C. who makes decisions, what measures are used for this, how does this affect the achievement of the goals of the entire group and its individual members D. what are the goals recognized by the client, could form the basis of social work with him 5. An open action, which is performed not by a specialist personally, but by a commission consisting of a psychologist, a lawyer, a social worker from the relevant social service, a therapist, and, if necessary, a psychiatrist is ... A. observation of behavioral characteristics B. interrogation C. examination of social conditions and social status of the object 6. Add the methodological directions of the method "development of communication skills" 1) development of the social field 2) joint direction in the group 3) simulation of situations 4) ______________________________________ 5) ______________________________________ 7 The "Faith therapy" method is used when working with: A. elderly people B. mental and patients, alcoholics B. teenagers 8. What methods are used by specialists in group social work (2-3 methods) ____________________________________________________________________________________________________________________________________________________. 9. Social patronage provides: A. medical and social assistance B. social and psychological assistance C. social assistance D. social and legal assistance D. there are no correct answers E. all answers are correct (A-D) 10. Make an algorithm (order) of actions of a social worker with an aggressive client.

Institute named after A.P. Gaidar "

Miticheva T.I.

to practical and laboratory studies in the discipline

"Technology of social work"

Course, 7 semester

Part 2

UDC 371.9 (075.8)

BBK 74.66 i 73

Reprinted by the decision of the Editorial and Publishing Council

Arzamas Pedagogical Institute named after A.P. Gaidar "

A 44 Miticheva T.I.

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

UDC 371.9 (075.8)

BBK 74.66 i 73

© Miticheva T.I .., 2009

© Arzamas State

pedagogical institute

named after A.P. Gaidar, 2009

Lesson number	Name of the topic of the lesson	pp
Introduction
Practical lesson number 1-2
Laboratory lesson number 1	Pension technology: organizational and legal forms of social security
Practical lesson number 3-4	Social services for the population
Laboratory lesson number 2
Practical lesson number 5	Social protection and social assistance for different groups of the population
Laboratory lesson number 3
Practical lesson number 6	Protection issues for the elderly and disabled
Laboratory lesson number 4
Practical lesson number 7
Laboratory lesson number 5
Practical lesson number 8
Laboratory lesson number 6	Technology of working with migrants: state migration policy (regional aspect)
Practical lesson number 9	Homeless Assistance Technology: Vagrant Prevention
Laboratory lesson number 7	Technology of social support for the unemployed
Practical lesson number 10	Social protection of children
Practical lesson number 11	Social work with neglected children and adolescents
Practical lesson number 12	Social work with youth
Practical lesson number 13	Social support for single people
Practical lesson number 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 the development of theoretical and practical knowledge of the subject. Basic aim teaching the discipline "Technology of social work" is the formation of professionalism among future specialists in social work, based on knowledge about the essence of social processes, their impact on human life, in order to change and prevent various situations.

A graduate must be able to solve problems corresponding to the qualifications of a social work specialist:

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

· Choose the most optimal forms of assistance to people;

· To 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:

Specificity 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 difficulties in life;

the student must be able to:

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

on practice;

Choose the most optimal forms of helping 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 assess the degree of effectiveness of design activities; uses technological knowledge in order to successfully build target software; masters the technologies of predictive research, design work.

The study of the discipline is carried out in the third (6 semester) and fourth year (7 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 on the general foundations of pedagogy, social pedagogy, pedagogical technologies, socio-psychological training, theory and methods of education. Forms of training organization: lectures, practical, laboratory classes, independent work of students.

PRACTICAL AND LABORATORY EXERCISE PLANS

On the course "Technology of social work"

4 course, 7 semester

Practical lesson number 1.

Theme: Social Security and Social Security 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 providing benefits for social insurance services.

5. Concept and types of benefits.

6. Technology of granting benefits to citizens with children.

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

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

3. Make a list of articles published on the topic in scientific journals("Socium", "Socio-political journal", "Social protection", "Social work", etc.) and an annotation on one of them. Place the selected article in the methodical piggy bank on the album sheet

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

Ø Technology of granting benefits for temporary incapacity for work;

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

Main literature:

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

2. Experience of social work in 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 Disabled People. - SPb: "Contacts-1", 2001. –192 p.

3. Poddubnaya, T.N. Reference book 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 families, women and children in the Nizhny Novgorod region: from the experience of the committee for family, women and children. - N. Novgorod: Nizhny Novgorod Humanitarian Center, 1999. - 64 p.

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

Laboratory lesson No. 1.

Practical lesson number 3-4

Laboratory lesson No. 2.

Theme: Regulatory support for social protection of childhood and motherhood in the Russian Federation

(2 hours)

Plan:

1. To complete the task, break up into microgroups. In the workbook, using the educational literature, prepare a thesis summary on the following studied questions:

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

Ø 2 microgroup - powers of local self-government bodies in the field of social protection of children;

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

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

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

Self-study assignments:

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

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

3. Fill in the table "Concept, institutional features and functions of family social services" (T.N. Chumiev. - Rostov n / D: Phoenix, 2005 .-- 473 p. - S. 240-247):

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

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

Ø Protection of mothers and children in the Russian Federation;

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

Practical lesson number 5

Theme: 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 groups of the population.

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 methodological box of a social worker, select a selection of articles (2-3) from periodicals, reflecting the issues of social protection and support of 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 for various groups of the population."

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

Ø Social and pedagogical support for children and adolescents;

Ø Methodology of individual social and pedagogical assistance to the client;

Ø Social assistance and support for the population in Russia.

Main literature:

1. Fundamentals of social work: Textbook / Otv. ed. P.D. Pavlenok. - 3rd ed., Rev. and add. - M .: INFRA - M, 2006 .-- 560 p.

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

Additional literature:

1. Vakhmyanina, T.A. Social protection of families, women and children in the Nizhny Novgorod region: from the experience of the committee for family, women and children. - N. Novgorod: Nizhny Novgorod Humanitarian Center, 1999. - 64 p. - S. 30.

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

3. Zinoviev, V.I. The History of Social Work: A Study Guide. In 2 parts. - Tomsk: Tomsk State University control systems and radio mechanics, 2003. - part 1. - S. 81-88.

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

5. Firsov, M.V. The 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. Basics 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 book on social work. - p. 91-106.

Laboratory lesson number 3.

Theme: 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 of citizens in modern Russia". In your workbook, fill in the table:

2. What do you think the indicators of material security of people testify to.

3. Expand the content of state measures for social protection of low-income citizens of Russia. Write down in your workbook a list of regulations 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 micro-group - for large families;

Ø 2 microgroup - to retired families;

Ø 3 microgroup - single mothers (single fathers);

Ø 4 micro-group - for lonely people.

Select the technology of work of a social worker with these categories of the population. Present 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 methodological box of a social worker, prepare legal and regulatory documents concerning social protection of low-income groups of the population.

3. Prepare a presentation on the topic “Social protection of the poor”.

4. Prepare a message on the topic "The meaning and content of charitable activities in 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:

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

Practical lesson number 6

Theme: 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 development prospects of the social assistance system for the elderly and disabled.

3. Specificity of social work with the elderly and disabled.

Tasks for independent work of students:

1. Using dictionaries, reference and teaching aids, give a definition of the concepts of "elderly", "disabled". Record these concepts in the vocabulary of the workbook.

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

3. In the workbook, outline the main provisions of the law "On social services for senior citizens and the 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 periodicals, make a selection of articles that reveal the problems of the elderly and disabled.

6. Prepare a message on one of the proposed 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 different categories of people: Textbook. - Tomsk: Tomsk interuniversity center of distance education, 2003. - 186p.

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

3. Timakov, S.O. Information technologies in social work: Textbook. - Tomsk: Tomsk interuniversity. Center for Distance Education, 2003.– 51p.

Additional literature:

1. International policy in relation to older people. // Social work.-autumn-2001. S.9-11.

2. 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 Disabled People. - SPb .: "Contacts-1", 2001. - 192s ...

3. Organization and methodology for the stage of rehabilitation of disabled people on the basis of municipal centers for social protection of the population: Manual. - N. 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 No. 4.

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

(2 hours)

Plan:

1. Based on the studied material on the topic, write down the main directions of social rehabilitation activities in your workbook. List the rehabilitation technologies used in working with people with disabilities.

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

3. Having broken up into microgroups, the following tasks should be completed:

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

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 disabled people.

2. Outline the article on the proposed topic (see T.N. Poddubnaya. Reference book of a social teacher: protection of childhood 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. Fill out on individual album cards the tactics of a social worker when interacting with the parents of a disabled child (see T.N. R.M. Chumicheva. - Rostov n / a: Phoenix, 2005. - p. 191).

4. Outline the article "Rehabilitation technologies as an important component of innovation activities center of social services "(female social worker, No. 2. - P.7.).

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

6. Prepare a message on one of the proposed topics (LI Akatov Social rehabilitation of children with disabilities. Psychological foundations: textbook for students of higher educational institutions. –M .: Humanitarian publishing center VLADOS, 2003. - 368 p. )

Ø Adaptation of disabled children in the social environment;

Ø Problems of integration of children with disabilities;

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

Main literature:

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

2. Belyaeva, L.A. Social work with different categories of people: Textbook. - Tomsk: Tomsk interuniversity center of distance education, 2003. - 186p.

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

4. Timakov, S.O. Information technologies in social work: Textbook. - Tomsk: Tomsk interuniversity. Center for Distance Education, 2003.– 51p.

Additional literature:

1. International policy towards older people. // Social work. –Autumn – 2001. Pp. 9-11, 34.

2. 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 teaching materials for the 10th anniversary of the founding of social work in the Russian Federation and the activities of the Moscow City Club of Disabled People. - SPb .: "Contacts-1", 2001. - 192s.

3. Organization and methodology for the stage of rehabilitation of disabled people on the basis of municipal centers for social protection of the population: Manual. - N. Novgorod: Publishing house of the Nizhny Novgorod State Medical Academy, 1999.– 76p. - S. 9, 57-61.

4. Rehabilitation technologies as an important component of the innovation activities of the center of social services. - J. 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.

Theme: The 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 families.

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 studied topic, draw up a table:

3. In the methodological piggy bank of a social worker, select articles from periodicals that reflect the social problems of modern families. Analyze one of them, write the ways of solving 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 proposed topics:

Ø Family as a factor in upbringing;

Ø State policy on assisting 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 No. 5.

Theme: Specifics of working with families at risk: social security and social services for families

(2 hours)

Plan:

1. In the terminological dictionary, write down the definition of “at-risk families”. Write down the categories of families that belong to this concept of "at-risk families."

2. Fill in the table “Families of“ risk groups ”" (see T.N. - Rostov n / a: Phoenix, 2005 .-- p. 166):

3. Divide into microgroups, complete creative tasks - prepare materials on the legal framework for family protection (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, sort out the social situations of these categories of families, select specific social technologies to solve these situations, find ways to solve them. Make a planning of the work of a social worker with these categories of families on the problem.

5. Develop a “Social passport of the family”.

Tasks for independent work of students:

1. In the methodological piggy bank of a social worker, select the regulatory documents for working with various categories of families (laws, regulations, social benefits and benefits, regulatory documents 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 technology in family work”.

4. In the workbook draw up the scheme "Algorithm for the study of the family."

5. In the methodological piggy bank of the social worker, make a selection of diagnostic material from the family of the "risk group", to identify 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. Reference book 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 / Under total. ed. E.I. Single. - M .: INFRA - M, 2001 .-- 400 p. - S. 245-264.

2. Sheptenko, P.A., Voronina, G.A. Methodology 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. -WITH. 60- 70.

Practical lesson number 8.

Theme: " 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 definitions of the concepts "migrant", "refugee", "displaced persons".

2. In the methodological box of a social worker, make a selection of legal documents on work with refugees and internally displaced persons.

3. Prepare a presentation “Legal and regulatory framework of a social worker for work with refugees and displaced persons”.

4. Prepare a report on the topic "Social problems of migrants: ways of solving"

Main literature:

Additional literature:

1. Social work technology: Textbook. manual for students of higher. study. institutions / Ed. I.G. Zainysheva. - M .: Humanit. ed. center VLADOS, 2000. –p. 169-180.
2. Social work technologies: Textbook / Under total. ed. E.I. Single. - M .: INFRA - M, 2001 .-- 400 p. -WITH. 363-375
3. Laws of the Russian Federation "On Refugees", "On Forced Migrants" // Rossiyskaya Gazeta, 1993, March 20; 1997, July 3.
4. Fundamentals of social work.- p. 253-262
5. Social work Russian Encyclopedic Dictionary. - p. 138-139.
6. Dictionary-reference book on social work. - pp. 25-26, 115-116, 133-134, 173-182.
7. Theory and methodology of social work.- Part 1, pp. 285-297.

Laboratory lesson number 6

Theme: Technology of working with migrants: state migration policy

(2 hours)

Plan.

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

2. Develop and defend the project of the Federal Migration Service, which reflects the main directions, the main tasks of migration policy, cooperation with various organizations.

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

Tasks for independent work of students:

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

2. From periodicals make a selection of articles on population migration, problems of migrants, refugees, forced migrants. Analyze this article.

3. Prepare a presentation “Technology of social work with migrants”.

Main literature:

Additional literature:

1. Technology of social work: Textbook. manual for students of higher. study. institutions / Ed. I.G. Zainysheva. - M .: Humanit. ed. center VLADOS, 2000. –p. 169-180.

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

3. Laws of the Russian Federation "On Refugees", "On Forced Migrants" // Rossiyskaya Gazeta, 1993, March 20; 1997, July 3.

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

Tasks for independent work of students:

Practical lesson number 9

Theme: "Technology for assisting the homeless: prevention of vagrancy"

(2 hours)

Plan.

1. The main reasons for homelessness and vagrancy.

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

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

4. Forms and methods of working with homeless people.

Tasks for independent work of students:

1. Write down the basic concept of “homeless person” in the terminological dictionary. Write down a list of categories of citizens belonging to "persons without a fixed abode."

2. Fill in the table "Reasons for homelessness and vagrancy" in the workbook:

№	Reasons for homelessness and vagrancy

3. In the methodological piggy bank of a social worker, select the regulatory documents for working with homeless people.

4. From the periodicals, pick up articles concerning the problems and solutions to the people of the homeless. Submit your article to album sheets, analyze, find ways to solve the problem.

5. Prepare a presentation on “Technology for Assisting the Homeless: Preventing Vagrancy”.

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

Main literature:

Additional literature:

1. Technology of social work: Textbook. manual for students of higher. study. institutions / Ed. I.G. Zainysheva. - 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.

Laboratory lesson number 7

Theme: "Technology of social support for the unemployed"

(2 hours)

Plan.

1. Working in micro-groups, develop a project for social support of the unemployed

Tasks for independent work of students:

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

Practical lesson number 10

Practical lesson number 11

Course, 7 semester

Technical and art editor S.P. Nikonov

Computer layout T.I. Miticheva

(Document)

Dudkin A.S. Technologies of Social Work with Family and Children (Document)

E. I. Kholostova Social Work Technology (Document)

Kholostova E.I., Dementyeva N.F. Social Rehabilitation (Document)

S. S. Novikova, A. V. Soloviev Sociological and Psychological Research Methods in Social Work (Document)

Guslyakova L.G., Kholostova E.I. Fundamentals of Social Work Theory (Document)

n1.doc

Publishing and Trade Corporation "Dashkov and K °"
E. I. Kholostova

PRACTICE

SOCIAL

WORK
Second edition

Moscow, 2008

Kholostova E.I. Practicum on social work. -

X73 2nd ed. - M .: Publishing and trade corporation "Dashkov and K °", 2008. - 296 p..
ISBN 978-5-91131-424-8
The workshop meets the requirements of the State Educational Standard higher education in the specialty "Social work". It examines the main issues in theory, technology, management of social work with various categories of the population. It can be used in practical and seminar classes for students.

For students of humanitarian universities, teachers who train and retrain specialists in this area, as well as for specialists in the social sphere.

ISBN 978-5-91131-424-8 © E. I. Kholostova, 2007
Content

Foreword ......................................... 4

I. Workshop on Social Technology ......................................... 5

P. Workshop on Social Technology

work with children and adolescents ......................................... 30

1. 
   Workshop on overcoming stress ......................................... 80
2. 
   Workshop for working with the elderly ......................................... 109

V. The rights of persons with disabilities in the field of education ......................................... 124

Vi. Workshop on knowledge of the regulatory framework .........................................149

Literature ......................................... 294

Foreword

__________________________________________________________________
The workshop is designed to deepen knowledge in the theory and practice of social work.

The specificity of a specialist in social work is not only the development of normative legislative framework, scientific and methodological materials and workflow in the field of management, but also direct work with various categories of the population. Moreover, working with each of them requires special techniques and technologies, an individual approach and special skills in applying knowledge in practice.

The book examines options for various methods and models for working with children, families, the elderly, persons with disabilities, as well as tests for knowledge of the legal framework in the field of social protection and social services for the population, various situational tasks are given.

It is known that the received theoretical knowledge without the skills of applying them in practice will not bring the desired result and self-satisfaction, so we hope that this workshop will be useful in mastering curriculum in the specialty "Social work".

I. Workshop on Social Technology

_____________________________________________________________________________

1. 
   Using the co-counseling method

Co-counseling is a system of procedures that promotes relaxation and the process of personality reassessment. Here we must create a safe place where the woman must feel fully supported and accepted.

We need to help express emotions and motivate the woman to take courage to accept alternatives to paterns. We propose to accept the client completely and without evaluation. Always be on the client side. To overcome the feeling of guilt, it is useful for clients to return from the present more often to the past, where there are connections with the mother, many of which often interfere with growing up. The task of the consultant is to help them go through the stage of separation from their mother, to allow themselves to "be".

During the consultation, it is possible that anger has been previously suppressed, directed against the situation or towards people. This anger in women is often directed against themselves. It is known that anger turned on oneself leads to depression and neurosis.

Consider the formation of distress and their consequences for a person. In the earliest years of our lives, we experience distress for the first time, after which it is repeated many times.

It can be physical distress, which includes illness, trauma pain, loss of consciousness, anesthesia, severe discomfort, sedation, cold, hunger, and finally, just the process of birth. It can also be emotional distress associated with severe loss, fear, humiliation, boredom, etc. During trauma - physical or emotional - our flexible human intelligence stops working.

We are well aware of the expressions describing the state of a person: "From fear, I do not understand anything." "She was distraught with pain", "In a rage, he did not control himself", "After the news of death, I walked like a daze", "Better take a rest, otherwise you are so upset that you will still make mistakes."

Each of these expressions is an unusually accurate description of a particular case of a general phenomenon - during times of distress, we cannot think rationally. However, the temporary failure of the intellect is only the beginning of all troubles. This is followed by something more serious and significant.

A person experiencing distress, incapable of thinking, continues to receive a huge amount of information that comes through the organs of hearing, sight, touch, etc.

This information that comes in during distress is remembered in a completely different way, not in the same way as the usual information that we receive during non-distress experiences is remembered. After all, information from positive experience becomes useful information that can be used to "more intelligently" behave next time. It should be noted that the usual memorization of information occurs in such a way that later we can use this information (from positive experience) either in separate pieces, or all together, at will.

Information about distressing experiences cannot be requested in separate parts. It comes as a whole in the form of a monolith, not subjected to analysis and not understood. This mishandling of information can be compared to a record - a very detailed and meticulous, complete record of what happened during the distress experience.

It can be imagined that information about visual, sound, tactile, gustatory, temperature spatial and other images, together with feelings of distress and inability to think, are recorded simultaneously through all channels on one plate. This information about the negative experience remains in memory and has two important consequences.

The first consequence is quantitative. There is a general decrease in the ability to think flexible, the ability to adequately respond to environment and events accompanying the person. Usually, these consequences make themselves felt with age, as the experience of distress accumulates.

We can say that this occurs in "middle age", which occurs at different times for different people. But people themselves accurately track the onset of this time and define it in different ways, which is expressed in such expressions as: "I am losing my grip", "I do not have my former impudence", "I am not the same as before", "Such an impression that in recent years all my vital energy has been taken away. "

In these phrases, a quantitative assessment sounds, and it indicates that a person is aware of the loss of his ability to cope with the situations of the world around him. This is the first consequence, quantitative, which is usually not noted at a young age.

The second consequence is paid attention to in youth, but it is not understood. This second type of consequence is easier to understand if one considers the memory of distress as a record. In carrying this record of distressing experience, we are, as it were, carrying a trap mine.

When we are confronted with a new situation that is reasonably similar to the recorded distress experience, we reluctantly react to it by trying to relive the experience. We can say that with a strong enough reminder of the old negative experience, we turn into something that resembles a live automatic turntable.

The new situation plays the role of the one who presses the button. Sometimes a record of an old, unpleasant experience bounces off the holder onto the disk spinning in our head. At this moment, the record plays in us.

The person now in the grip of recording old distressing experiences says inappropriate things, acts helplessly, is unable to cope with the situation, and at the same time experiences terrible feelings that have nothing to do with the present.

This is unreasonable behavior that is not at all like the creative, talented behavior of a thinking person. All that is needed to enable the recording of the old distress experience is for the given situation to be sufficiently similar to the old one in a sufficient number of signs. So that it has enough similar smells, voices, colors, characters. If this condition is present, the restimulated recording plays out a sense of distress that the person is unable to separate from the real experience.

The experienced situation seems to us distressing and affects us as such, despite the fact that in its true content it is completely harmless.

Being at the mercy of the restimulated recording of distress, the person speaks nonsense, makes mistakes and blunders, experiences terrible feelings that are logically completely unrelated to what is really happening.

1. 
   Bibliotherapy as a method of psychological influence

We consider bibliotherapeutic work to be one of the important components of art therapy. The bibliotherapy technique is second only to drawing and is the most developed; it is often used in psychiatry. There are many techniques used in Bibliotherapy, among which it is productive that people compose themselves. The therapy uses the writing of poems, sagas, writing prose, fairy tales, melodramas.

In prose, forms such as writing fairy tales and dramatic works work best. A fairy tale is always an access to archetypal moments followed by diagnostics. But for this, the psychologist must possess psychoanalytic methods for interpretation and correct diagnosis.

In the process of Bibliotherapy, the law works: "The main character of the work is the author's" I ", not only the desired, but also the real".

We use poetry in our work. Poems affect both consciousness and emotions, they have their own rhythm and size. Apparently, thinking that takes on this rhythm changes the coarse energy.

When working with poetry, a strict ban on rhyme is introduced. Under this condition, the verses are obtained by everyone. Of course , working with poetry requires training in a therapy group. But at the same time, this work gives a lot in the quality of diagnostics, as well as strong results in short-term work. We work with three variants of poetry writing schemes.

Option one

Rondo is an easier job.

Consists of 8 lines. In this work, the client clearly explains that there is some feature that he "so wants to get rid of."

The client is asked to fill in the lines sequentially.

1. 
   I line - write the very trait or characteristic of a person (the shorter, the better);
2. 
   I string - name the reason for this characteristic;
3. 
   I string - how this trait manifests itself in life;
4. 
   I line - repetition of the 1st line;
5. 
   i string - what do you achieve with this trait;
6. 
   I am line - what else do you achieve;
7. 
   I am line - repetition of the 2nd line;
8. 
   I am string - repetition 1st line.

For example:

I'm vulnerable

Because I'm a woman.

It hurts me easily.

I'm vulnerable.

It teaches you to be strong.

Makes you win.

Because I'm a woman.

I'm vulnerable.

As you can see, reframing is taking place.
Option two

The second scheme works well when meeting a client for the first time (for example, during an interview). This is where speech markers are involved. The presenter attentively listens to the client's speech, highlights three words, then asks him to write these three words in a column, and then, as briefly as possible, decipher in nominative sentences. The words highlighted by the psychologist must be subject.

For example:

1. The pain catches by surprise
Driven by the warmth of fate
Fear of being late
Continuing the interview, it is necessary to give this task with the same markers up to four times. In this case, the markers themselves are rearranged. Each time, different characteristics are written.
2. Fear of not having time to die
Pain is part of life
Driven into a dead end

3. Depression makes you find a way out

Fear stimulates action

Pain burns all the rubbish

The last stage of the work - the presenter offers to write one sentence in which all three words are used. Psychological work itself is underway with this proposal.

For example:

The pain heals the persecution, the fear blesses on the way.
The pain lurked like a black bird, without wings, she is afraid to think that it is possible to see.
Option three

White poetry is the most successful option for us, but also the most difficult. The verses don't rhyme here. The work can be carried out both individually and in groups. This work usually takes up to two hours for the group. The task is given line by line. And then, when we receive ready-made poems (in the case of working with a group), the poems are read out. This work can be carried out at the middle stage, when a trusting relationship has already developed in the group.
The very scheme of the poem looks like this.

First line:

The client is invited to remember some state that he does not like and which he would not like to experience anymore (it interferes in life). Then it is proposed to designate this state in one word.
Second line:

Write 2 words that describe (explain) this state. Words can be any part of speech, and prepositions are not counted.

Third line:

write 3 words. Words should describe the actions (s) that a person usually does when he gets into this state.
Fourth line:

write 4 words that will define the feelings that arise as a result of the previous action.
Fifth line:

Repetition of the first - 1 word. For example:
Depression

Emptiness and anxiety

I do not want to do anything

Loneliness, tiredness, guilt

Depression
Then the work itself begins with the poem. This is analytical work, like unraveling a tangle. Much depends on the experience and intuition of the psychologist. But there are rules to follow. The poem fully reflects the client's problem, usually associated with a situation. It is clear that we are dealing with frozen patterns of behavior. Therefore, it is very important to pay attention to the third line, which reports on the actions usually performed in stressful situations. It is clear that our clients are under the pressure of accumulated stress. Therefore, the facilitator's task in this work is to understand patterns of behavior and help clients see them. Then carefully grope for ways out together, suggesting at the same time changing the actions in the poem, and from changing the action to go to changing the sensation in the poem; over and over again offer to read your poem aloud and help to come to a new state. At the same time, all the lines are gradually changed. Often in the process of work we come to a completely different problem, often different from the one stated at first. It is difficult for the client to pronounce out loud actions that, as a rule, are not performed. So, for women, decisive and aggressive actions are very difficult. And for clients prone to depression, it seems almost impossible to do anything other than inaction. Working in a group speeds up the process. The group sympathizes, supports, empathizes. Often, work can be suspended due to tears or anger, and then we work on this state, returning later to the verses.
It is important to help the client feel a sense of play and security from what they really want to do. This is a very exciting process, which leads to the fact that you can make you feel new sensations from the situation. For example,in the example, we'll start by asking:
Host: What would you like?

Client: Do not experience this state. Change it.

Q: What do you want to change?

Kl .: I want to deal with him better.

Q: When emptiness and anxiety arises, can you change them at will?

Kl .: No.

Q: What kind of action: "I don't want to do anything"?

Kl .: Can be replaced with: "I play on the computer", "I watch TV stupidly";

Q: Is that what you usually do?

Kl .: Yes, often.

Q: Is it possible to change the howl of feelings in four lines on my own initiative?

Kl .: No, I don’t think so.

Q: Which of these five lines can be really changed? What would you like to do that you usually don't? Maybe: I bring myself to people? Are you satisfied with such a line?
A proposal for a replacement version usually comes from the presenter only after some search for a version with a client and with strong resistance. You should not press very hard and insist on your own. If you see resistance to work, you can offer your own examples. As a rule, the client agrees on one of the examples.

Kl .: This phrase provokes resistance.

Q: What hurts the ear?

Kl .: If you change the 3rd line; then the 4th also changes.

Q: What is changing?

Kl .: Irritation, fatigue, aggression, depression.

Q: Do you experience depression when there is aggression and irritation?

Kl .: Rather, not depression, but guilt.

Q: Which sounds better: "depression" or "guilt"?

Kl .: More habitual "wine".

Q: If we leave the word "wine", then is it possible to write a poem with the word "wine"?

Explaining Guilt, Aggression, Powerlessness

Like a feeling Talking to a friend

By phone.
What feelings Calmness, fatigue,

Does it lead? a sense of support.
Is this the same tiredness? No, another one.
That there is a pleasant loneliness

As a result?
This state is more pleasant

Than depression and guilt?

Is there any- I don't know.

Some way to help

Change depression

Pleasant loneliness?
(Try it mechanically: if you knew this other way, what word would you like to get at the end of the poem?
Harmony

Now we need to formally make a change from depression to harmony. You can go from the end, but you need to go from harmony.
Depression

Emptiness, anxiety

My husband and I are preparing dinner

Support, security, satisfaction, satiety.

Harmony

Does harmony fit in here? Yes.

How are you feeling? Strange, but better.
Then you can go to ensure that the whole poem sounds in a new way. And his name will be harmony. Here you need to find out what harmony is for the person with whom you are working, when the feeling of harmony was experienced for the first time and the last time, what feelings were experienced at the same time. What happens in the client's life if the desired state is achieved. And all the time, the leader should pay attention to the state in the client's body. If it's cold, then where, what is it like. Try to emphasize the client's feelings on pleasant sensations. If relief, then where in the body, in the form of what, what it looks like and when the person usually experiences it.

The thing is that our clients have been living in crisis situations for many years. Many of them are depressed, and therefore working with actions that they do not take, which is typical for depressed clients, has a healing effect. Most often we have to deal with the problems of fear, unwillingness to Live, anxiety, helplessness, an insatiable need for love. Our task as specialists is to give them the opportunity to see and articulate in the process of work new ways of solving the problem, to make women feel that it is in their power to control their lives and feelings. After such work, a feeling of strength and stability appears. New desires arise, and not just new desires, but also an understanding of what you really want. The fears that women are filled with are paralyzing and create a feeling of hopelessness even in simple situations. Many problems exist only in our heads. Reality is often not as dire as we think it is.

Sometimes the result of such work is a decision to act, and new actions lead to previously impossible results.

Our poems, undergoing metamorphosis, change exactly the opposite: from the poem "death" we get "life", "fear" changes to "love", "helplessness" - to "courage".

1. 
   " Guide to life and work "

Reflection responses encourage a person to analyze his actions, deeds, thoughts, feelings; develop value orientation, motivation - the desire to become better.

1. 
   Who am I (if my future profession is a social worker)?
2. 
   What am I (my professional needs, interests and abilities; personality traits (pronounced personality traits, positive and negative character traits, etc.)?
3. 
   My mission on Earth, in society?
4. 
   Where I am ( why me here)?

Educational institution (place of work) - my role and condition; my rights, obligations, opportunities.

1. 
   Social work as an academic subject. What sections are interesting?
2. 
   My preferences map (items of particular interest).

5. Social work as a professional activity.
My future (present) profession.

1. 
   What is interesting to me about it?
2. 
   What do you like?
3. 
   What does not suit you?

1. 
   The image of my professional future: plan, program, forecast map of the professional movement (growth).

1. 
   Who are the others who are next to me?

1. 
   I AM- a person who creates problems or is able to solve them by helping others in this?

1. 
   How to coexist and collaborate.
2. 
   To whom and what to correspond and sympathize with?

1. 
   The degree of my tolerance (tolerance); yes (to whom? what?), no (to whom? what?), I want (what?), I love (what? whom?), I do (what?).
2. 
   Life path (strategy) of my personality (life scenario, faith, hope, love in my life).

When conducting a special course - a special practice, it is important to provide for and take into account the following methodological positions. First, we consider the integrity and continuity of the professional and personal development of a specialist as a process that accompanies a person along the entire professional and labor "route" of his life. The systemic and holistic approach used in the study unites all the links of professional education, professional development of a specialist in social work into a single continuous "chain" (V. A. Slastenin). This contributes to the maximum stimulation of the active state of all the main structural components of the personality of a social worker in their interaction and combination. Secondly, the professional development of an individual is a complex evolutionary, dynamic process of familiarizing himself with the profession, carried out on the basis of objective living conditions, during which he qualitatively improves as a professional and active individual.

The process of professional development is revealed as the gradual acquisition of professionally significant characteristics and the mastery of social and professional knowledge, technologies, role functions. And finally:

• 
  professional development cannot take place in isolation from overall development a person, therefore it includes all the components of the holistic development of a personality;
• 
  this process has a number of stages, the grounds for distinguishing them can be very different. But each stage should be characterized by the unity and sufficiency of personality traits that keep the period within the boundaries of qualitative definiteness;
• 
  the formation of a person as a professional is closely related to his development as a person. Personal space is wider than professional and significantly affects it. A person's personality usually has a positive impact on the choice of profession, on the course professional adaptation, professional self-realization, stimulates professional skills and creativity;
• 
  personality can also hinder the formation of a professional in a person;
• 
  the professional qualities of the individual, as they form and develop, begin to exert the opposite (positive or negative) influence on the personality;
• 
  professional development of a social worker is a process of counter movement of society and the individual; it is characterized by the unity of social order and human needs in the creation of social life as unique;
• 
  the content of professional development as a socio-pedagogical phenomenon includes the unity and struggle of contradictions of needs, motives, processes of external influence and interiorization, interaction and mutual assistance, which ensures the full achievement of the professionalism of the individual and activity;
• 
  professional development of a specialist depends both on a number of factors of a subjective nature (for example, inclinations, opportunities, abilities, value orientations, motivational readiness, etc.), and on objective (for example, the importance of the profession in society, its legal and social status, etc. .);
• 
  the professional development of the future social worker appears as an organic unity of the external and internal world of the individual, objective and subjective factors, and continuous professional education acts as a means, a condition for this interaction, a basis for achieving high professionalism of a person and activity.

4. How to identify the professional competence of a social worker?
1 . Methodical competence - possession of special professional tools - technologies, methods of social work. 2 . Social competence- it means the social maturity of a specialist's personality, professional position, as well as his assertiveness, communication and self-efficacy. 3 . Organizational competence includes organizational skills, persistence, purposefulness, decision-making ability, self-organization of a social worker.

Of course, it is an indisputable fact that the success of a social worker depends on equal competence at all three levels. But it can equally be argued that they can exist in a disproportionate composition. According to the severity of one or another competence, social workers can be conditionally divided into the following groups:

1. With a pronounced methodological competence social worker can be called consultant. Rather, it is a teacher who knows how to create events. Most a suitable type of activity for him - from the category "man-man".

1. 
   With the leading social competence social worker can be called missionary, since leadership in his activities is dominated to a greater extent by personal experience, his activities are more likely to fit into the category of "person-community".
2. 
   A specialist with a predominant organizational competence can be calledfacilitator, most fully, in our opinion, the professional competence of such a social worker is manifested in activities related to the category of "person-group". Thanks to his skillful actions, the potential of each member of the group can be revealed to the maximum.

It should be noted that professional competence is not always fully represented in this or that social worker. Therefore, we cannot describe such social workers as professionals. Rather, they are pseudo-professionals who can be represented as representatives of the following groups:

1. 
   Lack of methodological competence - i.e. this specialist only has social and organizational competence. This is the most common social worker today. In connection with the urgent need for personnel in the social sphere and the impossibility of still adequately presenting graduated specialists in social work, the heads of social services are forced to recruit such non-professionals to work, who go to social work by the will of the heart or fleeing unemployment. The activities of such specialists are sometimes characterized by ill-considered, inconsistent and even sometimes complete illiteracy in the use of social technologies.
2. 
   Lack of social competence - most often these are students working in the social sphere, do not yet have sufficient life experience and practical skills. In our opinion, they are poorly represented in social work.

1. 
   Lack of organizational competence - social workers from this group are fairly well represented. Most often, they burn out at work and subsequently change the production area. This category of workers can be attributed to the category playing the game "Hunted Housewife", identified by E. Bern.
2. 
   Lack of social and organizational competence, those. only available methodological competence - this is an adviser, a methodologist, divorced from reality. Unfortunately, these are often social work teachers who came to the field to pursue pure science studies immediately after graduation.
3. 
   Lack of methodological and organizational competence , those. in stock social competence - this is a social work preacher. Most of these people are involved in the promotion of social work, most often they are just volunteers.
4. 
   Lack of methodological and social competence, i.e. there is only organizational competence T ness - it is an organizer whose main goal is to organize any activity without paying particular attention to its content. In social work, this category is represented by former military personnel, retired officers but still willing to work 1.

5. What is your creativity?
The questionnaire complements the topic of self-diagnosis, introspection, self-esteem, self-reflection of the individual.

Various games can be included in the special course - workshop:

• 
  protection against manipulation ("nickname", "frankness against manipulation", "list of claims", etc.);
• 
  developing pedagogical intuition ("psychological contact", "telepathy", "guess", etc.).

In reflexive-management technology, a significant role is played by the dialogical method based on the equality of communication partners, mutual cooperation.

Problem-thematic dialogues activate the position of the individual, the thinking and analytical activity of the participants in the special course. Let us give as an example some of the questions used in the dialogue "My profession - yesterday, today, tomorrow ...".

The conversation can begin with an understanding of some "familiar" terms: mass profession; scarce profession; prestigious profession; free profession; new profession; rare profession; wide profile profession; family profession; dying out profession; elite profession; piece profession; eternal profession.

Then the dialogue turns to the topic "Social work specialist in the future", "Your vision of this profession". You can offer to build a professiogram of your specialty (start with what should be the result of your work (social work) and what should not be). Or write a professional (psychological) portrait of a modern social worker.

The following questions spark discussion:

=> Who can we say about - an accomplished (failed) professional?

=> Does professional self-determination end at the time of choosing a profession?

=> under what conditions does a career coincide with real professional growth?

=> What type of career characterizes your personal professional path?

=> what is your understanding of the concept of "career" (in the wide and narrow sense of the word)?

=> Are there patterns of professional development common to all professions?

One of the essential methods and forms of a special course-special practice during the period of university and postgraduate education is professional training, contributing to the formation of a person's necessary professional qualities, abilities, replenishment of professional skills, etc.

When conducting professional training, techniques for changing the state of a person, widely described in the literature, can be used, characterized by the following principles:

=> "warming up", "defrosting" of a specialist, ensuring his openness, reducing unnecessary tension, overcoming personal resistance to changes;

=> labialization - a person's awareness of the inadequacy of his behavior in certain situations, dissatisfaction with previous forms of behavior, the creation of positive motivation for learning, changes, readiness to learn new things;

=> presentation of techniques, "techniques" of new professional behavior, possible alternatives;

=> "freezing" - the consolidation of new ways of activity, their integration into the personality 1.

The use of methods of individual and group psychocorrection is aimed at developing the communicative and organizational skills of students, social workers, their reflexive skills (the ability to analyze the state and behavior of the group and their own, the situation and themselves in it). These methods contribute to:

=> development and adjustment of the norms of personal behavior and interpersonal interaction;

=> developing the ability to respond flexibly to a situation, to quickly rebuild in different conditions and with different groups.

6. Self-confidence training.
Being confident means being able to identify and express your feelings, desires, needs and expectations; the ability to build relationships with other people; insist on the exercise of their rights, make and receive compliments, etc. Lists of basic rights that support self-confidence are drawn up. These include:

=> the right to be alone;

=> the right to be independent;

=> the right to success;

=> the right to be heard and taken seriously; => the right to get what you pay for; => the right to act in the manner of a confident person;

=> the right to refuse a request without feeling guilty and selfish;

=> the right to wear what you want;

=> the right to make mistakes and be responsible for them; => the right not to be assertive.

This group training contributes to greater freedom and independence of the person. The development of a person as a personality is professionally impossible without self-preservation, self-defense. This is especially true of the activities and personality of a social worker, who sometimes finds himself in a stressful - conflict situation, situation.

In this regard, an important component of the special course is professional training that teaches self-preservation, self-defense of a specialist. The purpose of this work is not only to increase the indicator of work efficiency, but also to develop and implement an individual-personal program of self-defense, self-preservation of a professional's personality, to promote creative professional longevity.

It is known that the training form of education requires the participants to be active, involved, fully immersed, taking into account the situation "here and now". Therefore, it is important to provide suitable working conditions for the participants.

Research shows that active methods, forms vocational training actualize the processes of self-knowledge, introspection, self-development of the individual. The idea of ​​novelty, surprise, opposition of different positions require from the student, the participant of course preparation, to rethink the assessments available in the arsenal and to form new technological actions and operations. (Yu.N. Emelyanov, N.V. Petrovskaya, E.V. Kuznetsova and others). This allows you to work out and evaluate possible options their behavior in certain situations. A similar idea is implemented, for example, in the technique socio-psychological training in the form of role-playing games M. Forweg 1. He believes that the special didactic and developing value of business and role-playing games is associated with the fact that a person best assimilates dynamic processes, and even more so if he is personally involved in them.

1. 
   Psychological game"Competitor"

(term by V.V. Kozlov)
Purpose of the game :

• 
  development and improvement of methods, forms, skills of consciously building contact in social activity and human behavior in new conditions;
• 
  development of the situation of partnership (competitive) interaction.

We believe that the theme of the game is relevant, in view of the fact that ethical difficulties often arise in the competitive interaction of colleagues, for example, in the profile of targeted social assistance, rehabilitation, correction of the population, as well as in the development of social support for a person that is general in terms of purpose.

The game is polyphonic in nature. Each player solves several problems at once, which also have some two-planes. The first plan (let's call it external) is the actual solution business tasks, manifestation of intellectual, organizational, professional abilities, competence.

In parallel, an internal plan develops, where the participant in the game deals with himself as a person. The player knows that the main goal of the game is "learning". In this regard, its internal goal is to, while participating in solving a production problem, any social problem, to show and develop self-government, the ability to control and correct their behavior and state.

The activity of a person, a participant in the game, is generated by an internal need for leadership, in achieving a goal.

Experts evaluate two scales: intellectual score and organizational score. An intellectual point is given to the participant who is the first to propose the correct answer in solving a particular problem (problem situation).

An organizational point is awarded to a participant who has proven himself as the organizational leader of the group, who conducts coordination work in solving this problem.

The use of business, role-playing, imitation and other games as one of the elements of personality-developing technologies allows us to highlight some of the pedagogical laws of this teaching method:

Designing and conducting a game - the creative process of interaction between the organizers and the participants in the game;

• 
  problematic, thematic and target orientation

games;

• 
  priority of dialogue, which has both a given and, at the same time, a "free" character of the speech discussion of the problem;
• 
  the possibility of modeling the content of professional activity, contributing to adequate conditions for the development of personality;
• 
  the performance of role-playing functions by the game participants: "leader", "ideologist", "organizer", "consultant", "censor", etc .;
• 
  "entry" of game ideas into reality. The significance of the transition from imitation of role-playing action to real life reflects the effectiveness and success of the game.

1. 
   Business game "Modeling of professional and ethical principles, norms of personality and activities of a social worker"

It can set a goal: to design a model of the basic principles, norms of personality and activities of a social worker and highlight the tasks:

• 
  development of professional self-awareness, reflection, the desire to be guided by the developed principles and norms in professional activity;
• 
  the formation of the ability and skill of group interaction, dialogue, discussion.

The leader of the game, "attuning" the participants to the thematic goal, objectives and content of the game, gives a brief statement:

• 
  the concept of "ethics" was introduced by the ancient Greek philosopher Aristotle as the name of the science of morality;
• 
  ethics in social work - a derivative of concern for the value of the individual;
• 
  professional ethics exists, first of all, in those professions, the object of which is a person;
• 
  ethical principles and norms play the role of starting points for the organization of practice, in particular social work as a professional activity, they are concretized in approaches, rules, recommendations for practice.

By expanding the dialogue in a group discussion (with the movement of the "interviewer" from one "respondent" to another), the participants in the game can be asked the following questions:

1. 
   What do you understand by the term "professional ethics"?
2. 
   What are the three main qualities of a social worker?
3. 
   What professional values ​​do you consider to be the main ones?
4. 
   What is your main ethical position (norm, principle) in your activity?
5. 
   What are the main types (criteria, indicators) of the social worker's behavior with the client?
6. 
   What, in your opinion, are the defining principles of a social worker?

A small period of time (5-7 minutes) is allocated for this task, during which it is necessary to obtain as much information as possible from the "respondent".

Roles change over time. After that, each participant, having received answers from five people to each of these questions, processes and summarizes this information.

As a result of this stage of the game, all participants formulate several brief statements for each indicated position. Then there is a unification in "circles-troupes" of five people and the participants in the game get additional time to discuss the prepared answers, highlighting the three most vivid and convincing formulations. At the end of the game, a general discussion is made, opposition to all the positions presented, and a general decision is made regarding recommendations on the problem under discussion.

Using a group discussion, the participants in the lesson develop a draft code of professional ethics for a social worker.

Thus, the use of reflexive-managerial technology in a special course - special practical work allows the process of professional and personal development to be carried out "purposefully", referring directly to the personality of students, students, working specialists, increasing their general and professional culture, professionalism of personality and activities.