Methodology for primary diagnosis and identification of children at risk (,)
Instructions: “You are asked a series of questions regarding various aspects of your life. If you answer each question honestly and thoughtfully, you will have the opportunity to get to know yourself better.
There are no right or wrong answers here. Answer each question as follows: if you agree, answer “yes”; if you disagree, answer “no”. If you do not live with your parents, then answer the question about family, meaning the people you live with.
Answer as quickly as possible, don’t hesitate.”
1. Do you think that people can be trusted?
2. Do you make friends easily?
3. Does it happen that your parents object to the friends you date?
4. Do you often get nervous?
5. Are you usually the center of attention in the company of your peers?
6. Don't you like being criticized?
7. Do you sometimes get so irritated that you start throwing objects?
8. Do you often have the feeling that you are not understood?
9. Do you sometimes feel like people are talking bad about you behind your back?
10. Do you have many close friends?
11. Are you embarrassed to ask people for help?
12. Do you like to break established rules?
13. Are you always provided with everything you need at home?
14. Are you afraid to be alone in the dark?
15. Are you always confident in yourself?
16. Do you usually flinch at an unusual sound?
17. Does it happen that when you are alone, your mood improves?
18. Does it seem to you that your friends have a happier family than you?
19. Do you feel unhappy because of the lack of money in your family?
20. Does it happen that you get angry at everyone?
21. Do you often feel defenseless?
22. Is it difficult for you to answer in front of the whole class at school?
23. Do you have friends whom you can’t stand at all?
24. Can you hit a person?
25. Do you sometimes forgive people?
26. Do your parents often punish you?
27. Have you ever had a strong desire to run away from home?
28. Do you often feel unhappy?
29. Do you get angry easily?
30. Would you dare to grab a running horse by the bridle?
31. Are you a timid and shy person?
32. Do you ever have the feeling that you are not loved enough in your family?
33. Do you often make mistakes?
34. Do you often have a cheerful and carefree mood?
35. Do your acquaintances and friends love you?
36. Does it happen that your parents do not understand you and seem like strangers to you?
37. When you fail, do you ever have the desire to run away somewhere far away and not return?
38. Does it ever happen that one of your parents made you feel afraid?
39. Do you sometimes envy the happiness of others?
40. Are there people you really hate?
41. Do you fight often?
42. Is it easy for you to sit still?
43. Do you willingly answer at the blackboard at school?
44. Does it ever happen that you are so upset that you can’t sleep for a long time?
45. Do you often swear?
46. Could you sail a sailboat without training?
47. Do you often have quarrels in your family?
48. Do you always do things your own way?
49. Do you often think that you are somehow worse than others?
50. Is it easy for you to cheer up your friends?
Key to the questionnaire
Evaluation of results
Processing the results
Students' answers are checked against the key. The number of matches of answers with the key on each scale is counted. The total score for each of the 5 scales reflects the degree of its severity.
Interpretation of results
1. Family relationships.
High scores indicate a violation of intrafamily relationships, which may be due to:
- tense situation in the family; parental hostility; unreasonable restrictions and demands of discipline without a sense of parental love; fear of parents, etc.
2. Aggressiveness.
High scores indicate increased hostility, cockiness, and rudeness.
3. Distrust of people.
High scores indicate a strong distrust of other people, suspicion and hostility.
4. Diffidence.
High scores indicate high anxiety and lack of self-confidence.
5. Character accentuations.
The risk group includes the following types of character accentuation:
Hyperthymic type. He is almost always in a good mood, energetic, active, does not like discipline, and is irritable.
Hysterical type. Shows increased self-love, thirst for attention from others, and is unreliable in human relationships.
Schizoid type. Characterized by isolation and inability to understand the state of other people, often withdraws into himself.
Emotionally labile type. Characterized by unpredictable mood swings.
Sections: School psychological service
In the general system of pedagogical conditions that ensure the prevention of socio-emotional problems in adolescents, an important place is occupied by the timely identification of children and adolescents at risk. The problem of effective diagnosis, aimed at solving, rather than stating the presence of socio-emotional problems, remains relevant.
M. S. Polyansky identifies a number of requirements that diagnostic support tools must meet:
1. Focus on identifying positive development factors and finding ways to solve the problem.
2. Simplicity, accessibility, speed of processing. For teachers of the first level of support, especially valuable are those techniques that allow you to quickly and effectively identify ways to solve a problem.
3. Diagnostic tools must ensure a safe research procedure from the point of view of the possibility of disclosing information, observing the principle of priority of the interests of the child (adolescent).
The interaction of the class teacher, teachers, service staff (support center) ensures the effectiveness of identifying and supporting students at social risk, that is, students who are in unfavorable social conditions (family problems, academic failure, migration, etc.) influenced by negative social development factors. These children and adolescents may develop social-emotional problems if Tiers 1 and 2 of care do not provide the necessary help and support. One of the most commonly used tools currently used to identify such adolescents is a social portrait of the class, which is compiled by a social teacher together with the class teacher. The class teacher can inform the support service employee (social teacher or educational psychologist) about the problems of students personally or in the process of filling out a questionnaire, which is offered to him at least once every quarter.
After identifying a “risk group,” the class teacher and support service staff begin collecting additional information about the characteristics of the social conditions of those students who require special attention from teachers and support service staff.
The collection and analysis of information in order to identify social-emotional and other problems in students ends with the development of an individual support program. Approximate information collection scheme:
- conversation with teachers and the class teacher;
- conversation with parents;
- study of developmental features;
- collecting health information together with a medical service employee;
- studying data on a teenager’s academic performance, analyzing educational problems;
- studying the characteristics of the class team (sociometric research, observation, conversations with teachers and the class teacher, analysis of the class support map);
- analysis of the social portrait of the class;
- Questioning of parents (questionnaire “Features of family education”).
An important condition for effective work to identify “at-risk” adolescents is the timely contact of the class teacher or teacher with support specialists in the following cases:
- the teenager has serious behavioral problems (refusal to comply with established norms and rules, aggressive behavior...);
- the appearance of manifestations of a depressive state in adolescents (withdrawal, “withdrawal,” emotional “outbursts,” etc.);
- students missing lessons and school days without good reason;
- their use or suspected use of alcoholic beverages and other drugs;
- crisis situation in the family;
- a sharp deterioration in health;
- in other cases, when deteriorating social conditions pose a threat to the adolescent's emotional well-being.
Based on the analysis of the information received, a social teacher, psychologist and class teacher jointly develop a plan for individual support for a “at-risk” teenager.
Identification of adolescents with social-emotional problems is carried out in the process of systematically conducted mass diagnostics or as a result of receiving a signal about the problem from the teenager himself, a teacher, or parents; other representatives of the immediate environment.
As noted above, help to a teenager in solving social-emotional problems is provided at different levels, the first of which is his immediate environment: parents, class teacher, classmates and teachers. The next level of assistance will be support specially organized at the educational institution (PPMS center, support service in collaboration with teachers and the class teacher). But in some cases there is a need to provide a teenager with specialized assistance outside of school. The accompanying teacher, who maintains constant contact with various institutions providing assistance to children and their parents, is a mediator in such cases. Accompanying teacher It is necessary to maintain contact with the child’s immediate environment. In his work to help students, he interacts with all the specialists of the center or comprehensive support service, primarily the social pedagogue and educational psychologist, teachers, medical services and representatives of the administration.
An individual support program for a teenager at social risk may include:
- interaction between a teacher and a teenager, aimed at developing social-emotional competence, which presupposes the ability to adequately relate to oneself and other people, the ability to manage one’s feelings, understand and respect the feelings of others;
- organizing a teenager’s leisure time (assistance in leisure self-determination, finding a circle, section, etc.);
- assistance in overcoming learning difficulties;
- assistance in choosing an educational route and professional self-determination;
- family support (information support, counseling);
- organizing and providing free meals at school;
- contacting district city social services to provide various types of material and social assistance;
- protection of the rights of adolescents, including protection from abuse by parents and members of their immediate environment.
Let us note that the development of social-emotional competence is an important condition for the prevention of social-emotional problems, one of the most important tasks of pedagogical interaction. The development of social-emotional competence occurs at three levels:
- at the cognitive level, an understanding and idea of oneself, of others, and of people’s relationships is formed;
- at the emotional level, the ability for self-regulation and awareness of one’s own feelings and the feelings of other people develops;
- at the behavioral level, social interaction skills are formed and developed.
Individual support for a teenager at risk can be carried out by a support specialist in collaboration with the teacher (class teacher) or directly by the teacher, class teacher with the advisory support of support specialists.
Interaction with all specialists of the PPMS center, medical service, with class teachers, teachers, deputy directors for organizational and pedagogical work and other school employees ensures the effectiveness of the work of the social teacher in identifying and supporting students at “potential” and “real” social risk groups
What do we mean by “potential risk group”?
The “risk group” may include students who are in social conditions that are unfavorable or not favorable enough for their development. These children may develop serious social-emotional problems if the necessary support is not provided at Level 1 of care.
What do we mean by “risk group”?
Students with fairly serious socio-emotional and behavioral problems that require special attention from teachers, parents, staff of the PPMS center and other child care institutions are part of the “risk group”.
Interaction with class teachers, teachers and deputy directors for organizational and pedagogical work ensures the effectiveness of the social teacher’s work in identifying and supporting students at “potential” and “real” social risk groups
What do we mean by “potential risk group”?
These are those students who are in social conditions that are unfavorable or not sufficiently favorable for their development. These children may develop social-emotional problems if the necessary supports are not provided at Levels 1 and 2 of care.
After identifying a “potential risk group,” the teacher can fill out the “CHARACTERISTICS OF FAMILY EDUCATION” questionnaire in order to obtain more complete information about those students who require special attention from accompanying teachers.
QUESTIONNAIRE FOR STUDYING THE FEATURES OF FAMILY EDUCATION
| 1. | Date of completion | |
| 2. | Full Name | |
| 3. | Number of children in the family | |
| 4. | Number of family members | |
| 5. | Is there a daily routine for the child at home? | |
| 6. | State of health of the child (presence of chronic diseases, etc.) | |
| 7. | Bad habits of the child (if any) | |
| 8. | Who does the child spend most of his time at home with? The more often you are at home? | |
| 9. | What is the affectionate name for a child at home? | |
| 10. | Are hardening procedures or other health-improving activities carried out at home? | |
| 11. | Does your child go out after school? | |
| 12. | What does your child do after school and on weekends? Does he attend clubs, sports clubs, etc.? | |
| 13. | How do parents most often react to their child’s unwanted behavior? | |
| 14. | Are there any prohibitions in the family for a child? Which? | |
| 15. | How much time does the child spend? for execution. house. tasks? | |
| 16. | Does he get help with this? If yes, which one and who? |
Using the questionnaire data, the social teacher, psychologist and class teacher jointly develop an individual support plan.
What do we mean by “risk group”?
Students with fairly serious social-emotional and behavioral problems that require special attention from teachers and parents are part of the “risk group.”
The task facing the social teacher and class teacher is to prevent the child from falling into the “risk group” and to monitor the “potential risk group”.
One of the tools for solving this problem is the social portrait of the class, which is compiled by the social teacher together with the class teacher.
Social portrait ___class, cl. supervisor _________________
As a rule, a social portrait is drawn up for a newly formed class (1st, 5th, etc.)
When making such a cross-section of the class, the social teacher and class teacher must remember to comply with ethical standards. Information obtained when compiling a social portrait of a class must be strictly confidential.
Another important condition for preventing a child (teenager) from falling into a “risk group” is the constant contact of teachers with support service specialists and timely appeal from the class teacher in cases:
- The appearance of serious behavioral problems (complete non-acceptance of norms and rules, aggression, etc.)
- The presence of serious socio-emotional problems (withdrawal, “withdrawal”, emotional “outbursts”, etc.)
- Students missing lessons and school days without good reason;
- Use or possible use of alcoholic beverages, surfactants and other drugs
- Crisis situations in the family
- A sharp deterioration in health
- In other cases, when the class teacher considers it necessary to contact.
The class teacher can report the students’ problems to the social pedagogue or psychologist either directly or by answering the questions of a traditional questionnaire attached to the progress report.
We present to your attention a sample of this questionnaire:
QUESTIONNAIRE “IDENTIFYING THE PROBLEM FIELD”
Class: ______, class teacher: ____________________________
1. Students who have missed lessons and school days (indicate the names and number of absences:
2. Students who have problems:
a) in the educational field (please indicate the subjects and the expected cause of learning difficulties):
____________________________________________________________________________
____________________________________________________________________________
b) social-emotional:
c) in the social sphere:
3. Families not in contact with the school:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
“ ___” ____________200 __g. Classroom teacher:
The collection and analysis of information in order to identify students with social-emotional problems and develop an individual support program is implemented according to the following SCHEME:
Collection of information
Studying the individual support card and the Class support card;
- conversation with the class teacher;
- conversation with parents;
- collection of information about health status together with a medical service employee;
- work with students’ personal files;
- compilation and analysis of the social portrait of the class;
- filling out the questionnaire “Peculiarities of family education.”
Analysis of student problems, formulation of hypotheses
Social problems;
- problems in the emotional-volitional sphere;
- in development;
- personal;
- health problems;
- other.
Development of a plan (program) for individual support
Social help
- providing financial assistance;
- provision of free food;
- appeal to district city social services. services;
- other types of social assistance;
Direct support (by all specialists);
- indirect support (advisory), through interaction with the class teacher.
Implementation of the individual support plan
Monitoring the effectiveness of support
Correction of the support plan (if necessary)
Evaluation of the effectiveness of actions.
Potential "risk group"
Students at risk
The interaction of a social educator with various state and public social assistance organizations is a necessary condition for effective support for socially vulnerable families and children at social risk.
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1 Methodology for primary diagnosis and identification of children at risk (M.I. Rozhkov, M.A. Kovalchuk) This material contains primary diagnostic methods for determining the characteristics of personality development, identifying risk factors and for using the results of the methods in constructing correctional work. The main principles of working with children are the principles of timely identification of children at risk, the principle of unity of diagnosis and correction, the principle of actively involving the immediate social environment in the correctional program. Instructions “You are asked a number of questions relating to various aspects of your life and the characteristics of your behavior. If you answer each question honestly and thoughtfully, you will have the opportunity to get to know yourself better. There are no right or wrong answers here, answer each question as follows: if you agree, answer “yes”, if you disagree, answer “no”. Work as quickly as possible, don’t hesitate.” 1. Do you think that people can be trusted? 2. Do you think that the only way to achieve something in life is to take care of yourself first? 3. Do you make friends easily? 4. Do you find it difficult to say “no” to people? 5. Do any of your parents often criticize you unfairly? 6. Does it happen that your parents object to the friends you date? 7. Do you often get nervous? 8. Do you have causeless mood swings? 9. Are you usually the center of attention among your peers? 10. Can you be friendly even with those you clearly don’t like? 11. Don't you like being criticized? 12. Can you be frank with close friends? 13. Do you sometimes get so irritated that you start throwing objects? 14. Are you capable of making rude jokes? 15. Do you often have the feeling that you are not understood? 16. Do you ever feel like people are talking bad about you behind your back? 17. Do you have many close friends? 18. Are you embarrassed to ask people for help? 19. Do you like to break established rules? 20. Do you sometimes have a desire to harm other people? 21. Do your parents annoy you? 22. Are you always provided with everything you need at home? 23. Are you always confident in yourself? 24. Do you usually flinch at an unusual sound? 25. Do you feel like your parents don’t understand you? 26. Do you experience your failures yourself? 27. Does it happen that when you are alone, your mood improves? 28. Does it seem to you that your friends have a happier family than you? 29. Do you feel unhappy because of the lack of money in your family? 30. Does it happen that you get angry at everyone? 31. Do you often feel defenseless? 32. Is it easy for you to get used to a new team? 33. Is it difficult for you to answer in front of the whole class at school? 34. Do you have friends whom you cannot stand at all?
2 35. Can you hit a person? 36. Do you sometimes threaten people? 37. Did your parents often punish you? 38. Have you ever had a strong desire to run away from home? 39. Do you think that your parents often treat you like a child? 40. Do you often feel unhappy? 41. Do you get angry easily? 42. Would you risk grabbing a running horse by the bridle? 43. Do you think that there are many stupid moral standards of behavior? 44. Do you suffer from timidity and shyness? 45. Have you ever felt like you weren’t loved enough in your family? 46. Do your parents live separately from you? 47. Do you often lose confidence in yourself because of your appearance? 48. Do you often have a cheerful and carefree mood? 49. Are you an active person? 50. Do your acquaintances and friends love you? 51. Does it happen that your parents do not understand you and seem like strangers to you? 52. When you fail, do you ever have the desire to run away somewhere far away and not return? 53. Has it ever happened that one of your parents made you feel afraid? 54. Do your parents criticize your appearance? 55. Do you sometimes envy the happiness of others? 56. Do you often feel lonely, even when you are among people? 57. Are there people you really hate? 58. Do you fight often? 59. Do you easily ask for help from another person? 60. Is it easy for you to sit still? 61. Do you willingly answer at the blackboard at school? 62. Does it ever happen that you are so upset that you can’t sleep for a long time? 63. How often have you discovered that your friend has deceived you? 64. Do you often swear? 65. Could you sail a sailboat without training? 66. Do you often have quarrels in your family? 67. Is one of your parents very nervous? 68. Do you often feel insignificant? 69. Does it bother you that people can guess your thoughts? 70. Do you always do things your own way? 71. Are your parents too strict with you? 72. Are you shy in the company of unfamiliar people? 73. Do you often think that you are somehow worse than others? 74. Is it easy for you to cheer up your friends?
3 Key Question indicator 1. Family relationships 5+; 6+; 21+; 22-; 25+; 28+; 29+; 37+; 38+;39+; 45+; 46+; 53+; 54+; 66+; 67+; Aggressiveness 13+; 14+; 19+;20+; 35+; 36+; 42+; 57+; 58+; 64+; Distrust of people 1-; 2+; 3 -;4 +;15+; 16+; 17-;18+; 34+; 43 +;44 +;59-; 63+; Self-doubt 7+; 8+; 23-; 24+; 30+; 31+; 32+; 33+; 40+; 41+; 47+; 55+; 56+; 68 +;69 +; Accentuations: hyperthymic hysterical schizoid emotionally labile 48+; 49+; 60-; ; 10+; 50+; ; 27+; 51+; ; 12+; 52+; 62+ Evaluation of results Indicator High scores (risk group) 1. Family relationships 8 or more points 2. Aggression 6 or more points 3. Distrust of people 7 or more points 4. Lack of self-confidence 8 or more points 5. Accentuation of character 3 -4 points for each type of accentuation Processing and interpretation of results Students’ answers are checked against the key. The number of matches of answers with the key for each indicator (scale) is counted, and if the key has a “+” sign after the question number, this corresponds to the answer “yes”, a “-” sign corresponds to the answer “no”.
4 The total score for each of the five scales reflects the degree of its severity. The higher the total score, the more pronounced this psychological indicator is and the higher the likelihood of classifying the child as a risk group. 1. Relationships in the family High scores on this scale of the questionnaire indicate a violation of intrafamily relationships, which may be due to: - a tense situation in the family; - hostility; - restrictions and demands of discipline without a sense of parental love; - fear of parents, etc. When tension caused by dissatisfaction in family relationships continues for too long, it begins to have a severely damaging effect on the health of children and adolescents. 2. Aggressiveness High scores on this scale indicate increased hostility, cockiness, and rudeness. Aggression can also be expressed in hidden forms of hostility and anger. Increased aggressiveness is often accompanied by an increased propensity to take risks and is an integral character trait of children and adolescents at risk. 3. Distrust of people. High scores on this scale indicate a strong distrust of other people, suspicion, and hostility. Such children and adolescents are often passive and shy when communicating with peers due to fear of being rejected. This is usually accompanied by communicative incompetence and the inability to establish friendly relationships with other people. 4. Lack of self-confidence. High scores on this scale indicate high anxiety, lack of self-confidence, possibly the presence of an inferiority complex, and low self-esteem. These personality traits are also fertile ground for various behavioral disorders, and children and adolescents who score high on this scale may be classified as at risk. 5. Character accents. The risk group includes the following types of character accentuation. Hyperthymic type. He is almost always in a good mood, has a high tone, is energetic, active, shows a desire to be a leader, has unstable interests, is not selective enough in making acquaintances, does not like monotony, discipline, monotonous work, is optimistic, overestimates his capabilities, reacts violently to events, and is irritable. Hysterical type. Shows increased love for oneself, a thirst for attention from others, a need for admiration, sympathy from people around him, tries to show himself in the best light, is demonstrative in behavior, claims an exceptional position among his peers, is fickle and unreliable in human relationships. Schizoid type. Characterized by isolation and inability to understand the state of other people, has difficulty establishing normal relationships with people,
5 often withdraws into himself, into his inner world, inaccessible to other people, into the world of fantasies and dreams. Emotionally labile type. Characterized by extreme unpredictability of mood. Sleep, appetite, performance and sociability depend on your mood. Highly sensitive to people's relationships
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Timely detection of deviations in children’s behavior and properly organized psychological and pedagogical assistance play an important role in preventing deformation of the child’s personality.
Therefore, early identification of children at risk should be carried out. Like no one else, they require close attention and study of their individual characteristics, as well as the development of corrective development programs (elimination of the main causes, associated causes, help and support of classmates).
The problem of effective diagnostics aimed at solving, and not at stating the presence of socio-emotional problems, also remains relevant.
The scheme of psychological, medical and pedagogical support may look like this (Fig. 1):
Figure 1 - Scheme of psychological, medical and pedagogical support for children at risk
At school, work with children at risk begins with educational activities: at the pedagogical council, a social teacher and psychologist introduce school teachers to the classification of students who are in the zone or “risk group”. Methodological recommendations for teachers and specialists of educational institutions on organizing work with children at risk / Comp. Mokritskaya S.N. and others - N. - Vartovsk: MU "Center for Educational Development", 2009. - P. 3-8.
The initial stage of working with children at risk begins with activities class teacher who knows his students better than others. He interacts with all school structures (school director, Council for the Prevention of Crime and Neglect, deputy directors, psychological service, subject teachers, parent committees, etc.).
At the beginning of the school year, class teachers fill out psychological and pedagogical student records and socio-psychological characteristics of families for each student, which provide initial information about the child. The work of a class teacher at school can be divided into the following stages:
Stage 1. Studying primary information about students in the classroom. The class teacher studies:
student personal files;
medical examination results;
psychological and pedagogical characteristics;
results of academic performance, attendance at classes;
diagnostic results of a teacher-psychologist;
life activities of students outside of school.
Having taken on a new student group, the class teacher finds out:
which of the guys belongs to the “risk group”, for what reason;
who is on the internal school register, when and why he was registered;
what forms of work were used with these students, which of them were more effective;
in what families and conditions these students live.
Stage 2. Identification of students at risk. The class teacher needs to find out the characteristics of the team, what role the registered children from the “risk group” play in it and fill out a student card for each of them. Classroom teacher:
draws up a class map to identify children at risk (Appendix No. 1);
identifies students at risk according to classification;
compiles a data bank of at-risk students in the classroom.
Stage 3. Planning work with students at risk. The class teacher plans the educational activities of the class team, taking into account the forms and methods of working with students who are in the zone or “risk group” (Appendix 2). When planning, it is necessary to take into account interaction with school specialists: teacher-organizer, psychologist, social worker, medical worker, subject teachers, additional education teachers, school librarian.
Stage 4. Implementation of the educational action plan. The class teacher accompanies and coordinates the implementation of the planned activities of the educational plan with students at risk, sums up the results for a certain period of time.
A special role in working with children at risk is given to social educator. The basic requirements for planning the work of a social teacher are presented in Appendix 3. The stages of work of a social teacher with “at-risk” students can be distinguished:
1. Based on the data bank of class teachers, the social teacher creates a general data bank for the school of “at-risk” students.
2. The social teacher plans to work with students and families at risk, including interactions with class teachers and school specialists.
3. A social teacher studies with a pedagogical psychologist the medical-psychological, age-related, personal characteristics of children, their abilities, interests, attitude to school, studies, behavior, social circle, identifies positive and negative influences in the structure of the child’s personality.
4. The social teacher studies the material and living conditions of the wards. He needs to systematically analyze certain life conflicts in order to help him and his teachers find the right ways to solve and get out of unfavorable situations. He must interact with various social services, providing the necessary assistance to children.
5. Social teacher for a certain period (the period is established by the administration of the educational institution). Monitors the results of the implementation of the action plan for working with children at risk.
The social teacher carries out social and pedagogical work according to his professional competence, taking into account the identified problem of the child in the following forms:
custom uniform:
conversations with the child and his parents on moral issues, assessment of behavior in the social environment, at school, attitude towards parents/between parents;
social and pedagogical consultation on identifying and resolving problems of child-parent, child-child relationships;
methods of suggestion, persuasion, control.
group form:
group conversations on the problems of organizing the safety of a child’s life in a social context;
training in self-defense rules in emergency situations;
conducting socio-pedagogical trainings depending on the identified problems (together with a psychologist), with the involvement of employees of the Internal Affairs Department, competent specialists in the field of sanitary and hygienic services, etc.
Main areas of activity educational psychologist are the optimization of students’ communication with peers and adults, the formation of self-esteem and self-confidence, the development of the ability to set goals and self-control:
studying the child’s position in the surrounding social microenvironment;
identification of positive and negative qualities of the child’s personality, his inclinations and abilities;
determining the level of learning;
studying the state of the child’s physical health;
establishing the degree of distortion of spiritual needs;
studying the child’s basic values.
Organization of psychological assistance to children at risk includes:
studying the psychological uniqueness of children at risk, the characteristics of their life and upbringing, mental development and attitude to learning, volitional personality development, deficiencies in emotional development, pathological manifestations.
identifying problems of family upbringing: lack of response to parents’ feelings and experiences, unconscious projection of personal problems onto children, misunderstanding, rejection, inflexibility of parents, etc.
psychological counseling to help them take more meaningful actions, rise above their experiences, overcome fear, and uncertainty in communicating with others.
correction of the positive educational impact of selected educational means.
The accumulation of data from psychological studies of children with various disabilities has shown that each type of impaired development has a specific psychological structure peculiar only to it. Therefore, when starting work to identify children at risk, first of all, it is necessary to clearly formulate the criteria by which a child can be classified as a “risk group”, and select methods in accordance with them. It is advisable to limit yourself to two, maximum three criteria, otherwise either the identified group will be excessively heterogeneous, or many controversial situations will arise: whether the child belongs to the “risk group” or not.
It must be remembered that in no case should you make a decision based on one technique; you need to create a diagnostic battery. For example, left-handed children or children with pronounced elements of left-handedness may become a “risk group” in elementary school. To identify these children, it is necessary to collect information from teachers and parents and conduct diagnostic techniques aimed at identifying the leading hand.
It is very important for a psychologist to understand that the capabilities of diagnostic techniques are limited and it is very difficult to obtain a comprehensive picture based on the diagnostic results. Therefore, if a psychologist has such a task as identifying children at risk, in addition to diagnosis, it is necessary to rely on the expert assessments of teachers and the results of observations of children.
Thus, in his work, an educational psychologist must use methods such as observation, conversation with parents and teachers, and projective methods with the student himself.
Identification of children at risk is carried out throughout the school year regularly using a comprehensive methodology, which includes:
studying school documentation;
requesting information from juvenile departments;
conversations with teachers, students, parents, neighbors, opinion polls;
observations in lessons, extracurricular activities, in the family;
as well as methods of pedagogical diagnostics, for example:
1) methodology for determining the level of education of the class team;
2) methodology for studying the formation of a class team;
3) self-government in the classroom team;
4) methods for studying the socialization of a student’s personality;
5) sociometry.
Conclusions on the early identification of children at risk will be more accurate if the students themselves are involved in the pedagogical diagnosis of the student’s personality. In practice, the following methods of self-study and self-assessment have proven themselves:
1) essays on a specific topic and a drawn up plan;
2) self-characteristics and self-interview “Know yourself”;
3) games aimed at self-knowledge (Appendix 5).
Once every quarter, the class teacher and psychologist, based on the results of observations and analysis of the diagnosis of deviant behavior, fill out an observation card, which helps determine the areas and degree of the child’s troubles, and is the basis for developing a correction program for working with the student, taking into account the identified problem of the child.
In addition, when organizing work with children at risk, several general rules which must be observed when working with all children in this category. Right there. - P. 3-8.
Firstly, the responsibility of the teacher is especially great, since the fate of the student largely depends on the correctness and accuracy of the conclusions. Any guess (for example, about the need to turn to other specialists for help) should be carefully checked in diagnostic work.
Secondly, special care and thoughtfulness are required in cases where you need to tell other people about the child's problems. To do this, one should abandon clinical and psychological terminology and use only everyday vocabulary. At the same time, it is necessary to give parents and other teachers clear and precise recommendations on how to help a child experiencing difficulties.
Thirdly, special attention should be paid to the characteristics of the family situation. Working with the family of a child at risk often turns out to be a more important means of psychoprophylaxis than working with a group of students and teachers.
Compliance with these conditions makes it possible to help the child and create conditions to compensate for difficulties.
Summarizing all of the above, we can draw the following conclusions:
The main distinctive feature of children at risk is that formally, legally, they can be considered children who do not require special approaches (they have a family, parents, they attend regular educational institutions), but in fact, due to various reasons, they are excluded from independent, these children find themselves in a situation where the basic rights enshrined in the UN Convention on the Rights of the Child and other legislative acts are not fully realized - the right to a standard of living necessary for their full development, and the right to education;
in the absence of adequate developmental conditions, the child is at risk, and the problems that arise require timely and effective resolution;
children at risk (giftedness, learning disabilities or ill health) can only be identified by professionally trained specialists;
adequate psychological and pedagogical support for the development of a child who is already at risk, taking into account the problems he or she has, makes it possible to avoid the child becoming “at risk”.
To work with “at-risk” students, the cooperation of all school teachers is necessary. Support system specialists must take a comprehensive approach to solving the child’s problems and organize preventive work in a high-quality manner. Each of them must understand that the interaction of different specialists in solving the problems of children and adolescents is a difficult task, but this is the only thing that will allow them to consider problems from different angles, to take into account different points of view on the same problem.
Margarita Chernykhovskaya
Express diagnostics for identifying children at risk in kindergarten
This express- diagnostics allows identify children at risk. The parent or teacher is asked to rate the child’s behavior from “0” to “2”.
Instructions: Please indicate if your child exhibits the following behaviors. To do this, put «0» , "1" or "2" in the appropriate column.
Child's full name___
Date of examination___
This technique proposes to assess the severity of some behavioral characteristics of some children located in kindergarten(group) . This will help organize the necessary work with children. at-risk groups. It is important, without missing a single sign of behavior (development), you must select and set one of three values, which characterizes the severity of the sign at the moment.
0 - indicates that this feature is absent;
1 - the sign is expressed to a moderate degree;
2 – the sign is expressed to a significant extent.
No. Characteristic B
1. Appearance. Parents' attitude.
1 The child is not tidy. Parents do not pay attention to his appearance.
2 The child is one of the last to be picked up from kindergarten.
3 Parents communicate little with the teacher and do not pay enough attention to the child
4 Parents are not interested in life groups and the needs of the kindergarten.
2. Behavior in group.
5 Doesn’t immediately perceive the teacher’s demand, as if "absent".
6 Doesn’t follow the daily routine groups.
7 Uncertain, fearful, whiny for no apparent reason.
8 Motor and speech disinhibition. Needs control and repeated repetition of adult demands.
3. Playing and communicating with children and adults.
9 Prefers to play alone.
10 Conflicts with children, often fights, screams.
11 Doesn't know how to support the game.
12 Crying. He waits a lot for his parents and has little contact with adults.
4. Speech development.
13 Speech is not clear, there are difficulties in pronunciation.
14 Vocabulary is poor.
15 The speech is grammatically incorrect.
16 Little talkative. Has pronounced difficulties in retelling. Tries to speak in monosyllables.
5. Social skills and orientation in the environment.
17 Insufficient knowledge about the world around us
18 Confused about concepts "days of the week", "Seasons", "Times of Day"
19 General social and everyday skills are not sufficiently developed (eats untidy, dresses carelessly "dirty")
20 Does not establish cause-and-effect relationships between phenomena of the surrounding world (what follows from what).
6. Attitude to classes and their success.
21 Unable to control his activities. Needs constant supervision from a teacher.
22 Has difficulty mastering the required amount of knowledge.
23 He is restless and does not complete the task.
24 Disturbs the teacher and/or children in class.
7. Tempo characteristics of activity.
25 Often sleepy and lethargic during the day.
26 The pace of work in class is uneven.
27 Works slowly and inattentively.
28 The pace of work is fast, but it works chaotically and "clueless".
8. Physical development.
29 Insufficiently developed physically.
30 Gets tired quickly, exhausted, lethargic, or vice versa "disinhibited".
31 Doesn't attend kindergarten due to illness. Gets sick more than 7 times a year.
32 Doesn't eat well. Sleeps restlessly during the day or has difficulty falling asleep.
9. Motor development
33 Fine motor skills of hands are poorly developed.
34 General coordination is impaired. Clumsy.
35 Slow in movements.
36 Prefers to work with his left hand.
Number of points ___
Sum up your scores by section and across the entire form. If the number of points for a particular characteristic is 4 or more, it can be correlated with the factor risk. If the total number of points is 28 or more, then the child can be classified as risk group and sent to PMPk (in-depth examination).
Educational psychologist___
Publications on the topic:
On February 19, in the city of Yalutorovsk, a team championship was held among preschoolers, in order to attract additional attention from parents.
Organization of educational work in preschool educational institutions with children at risk From the work experience of Zhelezova M. E., Strutskaya A. V. BDOU of Omsk “Kindergarten of a general developmental type No. 377” In working with children at risk.
Questionnaire to identify interests and needs of parents Questionnaire to identify the interests and needs of parents. 1. Does your child show interest in his native village? 2. How does this interest manifest itself?
Conversation “My fears, I can overcome them” (for children at risk) Goal: Identifying fears in children and helping them overcome them. Objectives: - Determine what fears children have; -Provide assistance in overcoming.
Diagnosis of young children DIAGNOSTICS OF EARLY CHILDREN (1-3 YEARS) Diagnosis of cognitive level development During the study, understanding of the instructions is recorded.
Diagnosis and psychocorrection of anxiety in preschool children Anxiety is an emotional state that occurs in situations of uncertainty and danger and manifests itself in anticipation of the unfavorable.
Project “I am talented” creating conditions for identifying talented children and developing their creative abilities Shemendyuk N. B. MBDOU d/s No. 38 “Lesovichok” Type of project: cognitive-creative, group. Implementation time: within a year. Project participants:.