Model of psychological and pedagogical re-socialization of families with children who have experienced violence

Abstract

The protection of children from cruelty and the prevention of crimes against them is an extremely important, socially significant and urgent task, the solution of which is interdisciplinary. Employees of the law enforcement system, guardianship and guardianship authorities, representatives of the social and pedagogical communities, employees of medical and psychological services should be involved in the activities to prevent violence. However, most often, efforts to create an effective system for the prevention and suppression of violence against children, providing assistance to victims of abuse who break through obstacles, are among the following:: departmental limitations and interdepartmental disunity, subjectivism in the choice of non-governmental organizations for cooperation, the lack of unified methodological and systematic approaches in the organization of preventive work; ignoring the preventive orientation in working with children and families; the lack of legislative norms and law enforcement practices for the protection and rehabilitation of victims, which is aggravated by legal illiteracy and distrust of the population to law enforcement agencies, low material incomes that do not allow you to apply for qualified legal assistance; lack of education in teaching, police, social, medical workers skills to communicate with the victim, which leads to the concealment or silence of the facts of violence, especially in the absence of personal interest of an adult in punishing the offender and rehabilitating the victim of domestic violence; the lack of an effective and reasonably organized rehabilitation system. Based on the historical and pedagogical analysis, the leading positions of the variable concepts of psychological and pedagogical re-socialization of families with children who have experienced violence are revealed. The author's model of psychological and pedagogical re-socialization of families from the social risk group, including those with child victims of violence, is presented, the features of which are associated with: 1) reliance on system-activity, personality-oriented approaches; 2) using the leading theoretical provisions of family pedagogy, technologies of resocialization of children who have suffered violence, laws of harmonization of a person and society, socio-pedagogical support of the individual in the process of socialization and self-realization, etc. and the principles of correctional and pedagogical activity; 4) orientation of the content and technological component to the individual characteristics of the family and the child, the psycho-emotional state of each group member; the use of a certain algorithm of a set of interactive methods of interaction, art therapy in the framework of individual, group and collective modes; 5) the use of psychological and pedagogical monitoring, revealing the formation of child-parent relations, moral ideas, aimed at identifying the level of anxiety and aggression, the development of communication skills and social adaptation.