The procedure for conducting socio-psychological monitoring. Criminal psychology Correctional work in children's associations

7.16 Psychological pressure (sawing) Mosquitoes are much more humane than women. If a mosquito drinks your blood, at least it stops buzzing. Joke The same thing as emotional overwhelm, but the implementation of the technique is constant over time and not such a big emotional

Psychological anamnesis (from the Greek anamnesis - memories) - in psychology it is considered as the collection and systematization of information about a person, which includes:? biographical background and associated developmental histories that can be used to explain

Psychological diagnosis is a brief, capacious designation of the current state of the mental system or its parameters, which determines the characteristics of the behavior and activity of a particular person, presented in the form of a diagnostic category (concept) or statement

Psychological prognosis is a professional activity of a psychologist, the purpose of which is to formulate a conclusion about the future state of a person at the level of individual mental characteristics or at the level of practically important parameters of his activity based on

O.E. Khabarova
Institute for Educational Development
Yaroslavl

Formulation of the problem. Each case of school maladjustment is unique and requires specialists to undergo a lengthy and thorough diagnostic procedure. In the diagnostic procedure, the main attention is paid to the assessment of individual psychophysical and personal properties, and the primary environment of the child, in relation to which he showed maladaptive behavior, is not subjected to thorough examination. Corrective procedures are also always aimed at the maladjusted individual and rarely at the environment in which the phenomenon of maladjustment was generated: it is initially assumed that it (the environment) is always normative.

At present, there are virtually no methodological techniques and tools that make it possible to quantitatively express those environmental elements and factors that caused protest on the part of the child and made it impossible for him to develop appropriate methods of behavior adequate for a given environment. The lack of diagnostic tools for identifying quantitative indicators of the environment of a maladjusted child does not allow us to effectively work with it - to carry out its redesign.

Specialists in the field of correctional pedagogy, when a child returns to the mass environment after a system of correctional measures, can only recommend that “successor” teachers follow certain instructions in relation to their “former” disadaptive, but do not have the opportunity to monitor the implementation of their recommendations and coordinate actions specialists in the mass educational environment. The consequence of this state of affairs is most often the child’s reproduction of maladaptive behavior and the reduction to zero of all the efforts of correctional teachers. Working on the problem of maladjustment, we tried to fundamentally change the methodological position and analyze this phenomenon not through the prism of the individual characteristics of a socially maladjusted child, but through the parameters of the educational environment in which he is located. In this case, it is necessary to answer the following questions: what is the environment in which the facts of maladjustment arose?; in which environments are there more of them, and in which are there less?; Are there environments that do not give rise to maladaptation for any correlation of individual characteristics of the subjects interacting in them?

Taking the educational environment as the object of analysis, where the phenomenon of maladaptation first manifests itself, becoming a fact, and for the first time appears to the consciousness of researchers, teachers, parents and the child himself, we received an expansion of the problem field, which caused the need for new methods of work. At the same time, the need arose to introduce new working concepts that describe the maladaptive’s environment.

In search of a method adequate in complexity to the new object of analysis, we came up with a model of a computer system for monitoring the educational environment, which allows us to track the movement of each child in the educational space.

It turned out to be possible to create a more effective system of psychological support for children with school maladjustment through the use of an automated information system of socio-psychological monitoring (SPM), focused primarily on diagnosing the educational environment. The system of socio-psychological monitoring involves the observation of “child-educational environment” objects of any number and characteristics.

The basic method in the SPM is the screening method “Sociometry: Monitoring”, specially created for mass monitoring tasks. In software systems, systems for monitoring the interaction of participants in educational practice are represented by a set of parameters, among which the most important place is given to the indicator of the success of the process of socialization of students on the so-called “adaptation-maladaptation” scale. At the same time, the phenomenon of school maladaptation (SD) is considered as one of the states of the system of relations “student - educational environment”.

In conditions of dynamic socio-pedagogical monitoring, interactions between participants in the educational environment are presented through graphical visualization tools built into the software. This allows you to observe on the monitor screen the activity patterns of all subjects of the educational process without exception: both adults and children. The model of each subject of the educational process is specified by a set of parameters that reflect the extent of his involvement in real relationships. The software and methodological tools and mathematical and statistical apparatus developed for monitoring tasks make it possible to model and observe, using cognitive interactive computer graphics, the processes of socialization simultaneously of each and every participant in the educational process, to model the entire continuum of real individual manifestations of school adaptation.

Sociometry as a research method is a tool for the socio-psychological study of small groups. The object of research in sociometry is a social group, and the subject is the structure and dynamics of interpersonal relationships/interactions in a group. In the proposed approach to the development of the sociometric method, the statistical analysis of mutual assessments of dyad partners is fundamentally new. This allowed us to reach a new level of graphic representation and high-quality interpretation.

When developing the "Sociometry: Monitoring" method, we introduced a special object - a "dyad", which arises in the presence of a reciprocal relationship between two subjects participating in the educational activities of such a social organization as a "class". For the tasks of socio-psychological monitoring, a dyad formed by two students from the same class is considered, and two of its characteristics are taken - counter-evaluations of subjective images currently formed by each of the participants in the dyad, on a certain numerical scale - a series of integers in the interval [-3 ,+3].

The “Sociometry -: Monitoring” method uses a system of measuring tools organized hierarchically: sociometric linear scale, sociometric plane, sociometric space, sociometric time scale.

The sociometric scale developed for monitoring purposes has the following form:

Sociometric card.

3 - this person is a close friend to me;

2 - I often communicate with this person, but he is not a close friend, he is a good acquaintance;

1 - I hardly communicate with this person, but I somehow like him;

0 - this person is outside my field of vision, he is indifferent to me;

1 - I communicate with this person, but rarely, he is somewhat unpleasant to me;

2 - I try to avoid frequent contacts with this person, it’s quite difficult for me to communicate with him, it’s unpleasant;

3 - this person is extremely unpleasant to me, I would like to be in different classes (groups) with him.

This scale allows you to measure two different, but related characteristics in one object at once, since it combines two subscales: the scale of integers (0,1,2,3) and the scale of signs (+,-).

For the first sociometric feature, there is a scale of integers in absolute value from 0 to 3; for the second sign - the scale of signs "+, -".

First sign- frequency of communicative contact - can take one of four values, which corresponds to the emotional and meaningful depth of contact:

0 - no contacts, no emotional involvement;

1 - low level of frequency of contacts, weak emotional involvement;

2 - average level of frequency of contacts, average level of emotional involvement;

3 - high level of frequency of contacts, strong emotional involvement;

Second sign- focus on contact - can take two meanings: "+" - positive focus on contact; "-" - negative direction towards contact.

The sequential combination of each value of one scale with each value of another scale allows you to create a new scale - a series of integers in the interval [-3, +3]. This new scale allows you to measure two characteristics of one socio-psychological phenomenon at once - the direction of an individual’s social feeling and its severity (intensity) in conventional units. For example, an individual’s choice of a value on a scale of +3 means that he has a positive orientation toward contact with a partner and a high level of emotional involvement in him, and choosing a value of -3 means he has a negative orientation toward contact, also with a high level of emotional involvement in it.

Each student in the class, using the scale values, measures the degree of their closeness with their class partners. The totality of all measurements made by an individual demonstrates the boundaries of his individual social space in a given social volume (“class”).

Currently, a system of sociometric indicators has been developed that can be used both in studying the characteristics of the social structures of classes in the general education school system and in preschool institutions:

1) The SP parameter is an indicator of the measure of social recognition of an individual by a given group as a whole;

2) The SA parameter is an indicator of the measure of an individual’s social activity in relation to a given group;

3) Parameter SA is an indicator of the variability of the SA trait, reflecting the measure of differentiation in an individual’s assessment of the group;

4) Parameter SP is an indicator of the variability of the SP characteristic, reflecting the measure of differentiation in the group’s assessment of an individual.

The above system of indicators makes it possible to quite effectively study and describe the processes of formation of social structures in student groups and identify specific formations in them that provide and reproduce the “living tissue” of the phenomena of school maladjustment.

Using the “Sociometry: Monitoring” method in the work of a school psychologist allows us to strengthen the involvement of this specialist in the activities of the teaching staff and move to a new stage of work planning. By obtaining, by analyzing sociometric information, a picture of the state of the social system of the class/school, the psychologist can make the most effective use of his available arsenal of tools with the prospect of a systematic and purposeful unfolding of his work with the object over time. The ability to set up an observation system in monitoring mode creates the necessary feedback for prompt adjustment of the plan of specific actions. In the work of a psychologist, real conditions of interaction arise with all participants in the pedagogical situation. In this case, the environment that gave rise to the phenomena of school maladjustment is subject to correction. The method allows us to observe not only the individual routes of socialization of students, but also the state of class groups as a whole. This provides the opportunity for in-depth work by a psychologist with class teachers.

Approbation of the model and justification of the method

The method was tested in one of the large districts of Yaroslavl. The total number of all institutionalized children in the region is 264OO; the number of educational institutions of all types is 75. The task was to ensure that the computer monitoring system being created would make it possible to “see” through the monitor screen the state of the entire educational space of the district through the prism of indicators of the psychosomatic, social and educational development of a particular child,

located in the field of the educational system, and if signs of maladjustment appear, make prompt adjustments to the activities of the specialists serving him.

Significant indicators:

socio-demographic data on children’s families,

indicators of social adaptation of children in the student environment,

indicators of activity (educational) adaptation,

indicators related to the characteristics of the educational environment itself.

Practical results of the system:

Educational leaders have a real opportunity to engage in complex types of design of the educational environment based on accurate data on the composition and characteristics of the child population, information on the resource base of specific educational institutions, educational complexes, etc., both for the purpose of timely prevention of maladaptation, and for solving other problems. complex social problems.

An example of analysis based on socio-psychological monitoring. When comparing data obtained during socio-psychological monitoring and data from commissions on juvenile affairs, a clear relationship between certain sociometric indicators and the type of antisocial behavior of children was established. In most cases, the phenomena of school maladaptation were observed long before this phenomenon moved from hidden to an objective social fact. In most cases, phenomena of extremely maladaptive behavior occurred where the activities of class teachers were most unsuccessful, and sometimes even anti-pedagogical. Thanks to the monitoring system, the following data has been established:

1. children who have been brought before the juvenile commission for various cases have sociometric profiles corresponding to the type of offense. This makes it possible to develop decisive rules by which it is possible to identify children who are at early stages of development of maladaptation;

2. there is a connection between the type of “rules of conduct” established at school and the nature of antisocial behavior of children in a given school. For example, some schools most often report cases of theft to the juvenile affairs commission, others report destruction of buildings and petty hooliganism on the street, others report severe beatings of peers, etc. Consequently, school maladaptation cannot be attributed only to the child; part of the blame must also be taken by the teachers who created such “rules” that inevitably give rise to maladaptive and antisocial behavior, preferably in such forms;

3. The socio-psychological monitoring system allows you to track the impact of intra-family conflicts on the formation of maladaptive behavior in a child and predict the type of future manifestation of maladaptation (aggressive behavior, para-autistic behavior with avoidance of communication and study, auto-aggression, etc.). As a rule, parents believe that their children's success in school does not depend on problems in their parents' relationships;

Monitoring data convincingly shows that maladjusted children wait long and patiently and forgive adults and their more fortunate peers for their hardships of being in a mass school that is not focused on working with individuality. As a rule, one can observe complete openness and maximum readiness of antisocial children for the desired positive contact, which most often cannot take place. Data from socio-psychological monitoring show that painstaking and targeted work with the adult contingent of the educational environment is required on the part of management structures, school inspectorates and professional specialists of the Centers for Socio-Psychological Rehabilitation. Currently, the School is reliably protected from attributing the phenomena of school disadaptation to its own pedagogical failure. This is helped by a system of sanctions (entries in diaries, calling parents, IPC, analysis at teacher councils), as well as a system of measures on the part of commissions on juvenile affairs, which actually state “asociality” as a label and relieve the school of responsibility for what happened.

Anxiety is a child of evolution

Anxiety is a feeling familiar to absolutely every person. Anxiety is based on the instinct of self-preservation, which we inherited from our distant ancestors and which manifests itself in the form of a defensive reaction “Flight or fight.” In other words, anxiety does not arise out of nowhere, but has an evolutionary basis. If at a time when a person was constantly in danger in the form of an attack by a saber-toothed tiger or an invasion of a hostile tribe, anxiety really helped to survive, then today we live in the safest time in the history of mankind. But our instincts continue to operate at a prehistoric level, creating many problems. Therefore, it is important to understand that anxiety is not your personal flaw, but a mechanism developed by evolution that is no longer relevant in modern conditions. Anxious impulses, once necessary for survival, have now lost their expediency, turning into neurotic manifestations that significantly limit the lives of anxious people.

In recent years, despite the unfavorable socio-economic situation in the country, there has been a positive trend in changing society's attitude towards people with disabilities. Changing attitudes towards people with special needs is associated with the degree of public awareness about the problems of people with disabilities, as well as with the development of universal human values, mercy, and humanism; with the transition from state-centric to child-centric educational policy, with the displacement of the communist paradigm in humanistic pedagogy. Due to the change in attitude

The following social groups were selected as the object of the study:

Adolescents and young adults suffering from cerebral
paralysis (group I);

Specialists (II group);

Common people (III group), namely: youth (citizens
under the age of 30); intelligentsia (people with higher education
development); pensioners (persons of retirement age).

Each of these groups can be considered as a part of society and as a kind of unified whole, consisting of individual representatives. Consequently, each group can be characterized by numerous external and internal connections, of which we took into account only the most important ones.

The integrity of the groups was determined by their significance (role assigned) for this study:

Youth and pensioners, representatives of the new and old
generation, living and living under different societies
military management (totalitarian and democratic);

Specialists are the people most informed about the
problems of disabled people, knowing the state of affairs from the inside;

The intelligentsia is the most educated part of society
va, reflecting the vector of changes in attitude towards integra
tion of disabled people in society.

To the first group included students in grades 9-11 of a boarding school for children with consequences of polio and cerebral palsy; disabled people who already have a general (complete), general special or higher education, living in St. Petersburg. A total of 100 people were interviewed. The age range of respondents was from 15 to 20 years.

Second group included people related by the nature of their activities to disabled people with support. It was compiled by teachers, educators, medical and social workers of relevant educational institutions, employees of psychological, medical and pedagogical centers, representatives of public organizations that provide assistance and support to disabled children and their parents, evening students of the Institute of Special Pedagogy and Psychology of the International University of Family and Child named after Raoul Wallenberg. The group size is 180 people.

B third group included representatives of five public and seven private organizations and enterprises of various forms of ownership, students of ten educational institutions of various profiles, non-working pensioners, people with different levels of material income.

Quantitatively, the group of ordinary people looks like this:

Youth - 130 people;

Intellectuals - 100 people;

Pensioners - 170 people.

Research procedure

Conducting a monitoring study within even one city on the problem of social integration of people with disabilities is an expensive and time-consuming procedure. In this regard, the study was conducted selectively. A sample study can also provide a true picture of the results if certain population sampling requirements are met.

The main criteria for the correctness of sampling in a study are: random selection of respondents; formation of groups in accordance with the general age and sex structure of the population.

The basis of the study was questionnaires developed by L.M. Shipitsyna. The questions proposed in the questionnaires were designed to satisfy the following basic requirements:

1. Unambiguous wording and meaning of questions.

2. Absence of terms and assessments that are unclear to the respondent
and units of measurement.

3. Limiting the number of answer options to a question (not
more than five).

4. Balance of rating scales. (No offsets
to the positive or negative pole of the scale.)

5. Elimination of excessive interrogation memory requirements
desired.

Chapter XII. Socialization of children with musculoskeletal disorders

§ 3. Attitudes of different sectors of society towards the integration of people with disabilities

The survey of disabled people with special needs was carried out by the organizer in the form of individual interviews. An individual approach was used to eliminate the influence of respondents on each other. The opinions of representatives of other groups were revealed in the process of individual and group questioning.

The purpose of questionnaires 1(see Appendix 1) is an assessment of society's awareness of people with disabilities. The questionnaire includes a question about the sufficiency of coverage of the problems of people with disabilities in the media, followed by clarification of sources of information, where they are given the opportunity to choose from the listed sources and the opportunity to indicate another answer option. The qualitative question about the existence in Russia of laws protecting the rights of people with disabilities, services and organizations that provide them with assistance and support is specified by asking to list well-known organizations.

The survey questions are informative and allow you to find out the respondent’s awareness, opinion and preferred sources of information.

Questionnaire 2(Appendix 2) allows you to assess society's attitude towards people with disabilities. The interviewee is asked to express his attitude towards people with various types of health problems, note the positive and negative qualities of disabled people, and determine his position on the issue of pedagogical integration of disabled children. The second part of the questionnaire allows us to identify the respondent’s readiness for social integration with people with disabilities, offering various situations of social relations; finds out opinions about the need for benefits and a state employment program for people with disabilities.

Questions 2 and 3, asking to name the positive and negative qualities of people with disabilities, make it possible to find out the possible reasons for this or that attitude towards people with disabilities.

Questions 4-6 allow us to determine the place in society that the respondent assigns to people with disabilities. These questions carry a fairly high degree of social pressure; they can be considered the main part of the questionnaire. Listed

The questions make it possible to assess the respondent’s level of readiness for integration with people with disabilities. If, for example, a respondent believes that disabled children should be educated only in special institutions and at the same time “allows” a disabled person to be nothing more than a housemate, then the degree of his readiness for integration is extremely low.

In general, questionnaire 2 is based on the use of direct questions, since they are psychologically neutral to the personality of the respondent.

Questionnaire 3(Appendix 3) is intended for people with disabilities themselves. They are asked to qualitatively evaluate the attitude towards themselves from society, their lives and the lives of healthy people. The questionnaire allows you to draw conclusions about the difficulties of communication and psychological stability when contacting parents, teachers, educators, friends and strangers. This also includes questions about the importance of education in the life of the respondent, about readiness for integration, about employment - as the most important element of social rehabilitation. The questionnaire ends with an assessment of the level of anxiety about one’s future life and work, indicating the reasons for anxiety.

Identification of communication difficulties allows us to draw conclusions about the degree of socialization of adolescents suffering from cerebral palsy and their social circle. The absence of difficulties in communication does not always indicate a high level of socialization, since with a narrow circle of friends there are often no difficulties either. The relationship between question 5, which determines the frequency of conflicts, and question 4 is obvious. Based on the totality of answers to these questions, one can judge the emotional stability of the respondents.

Question 6 about the importance of education shows the respondent’s view of the world around him and his sense of his position in it. The seventh question determines the readiness of children with cerebral palsy to study together with healthy children.

The final questions of the questionnaire - 9 and 10 - allow you to assess the level of anxiety. Significant are the reasons for uncertainty in the future, which the respondent is asked to indicate.

Word "monitoring"(from Latin " monitor »)

translated means

reminding or warning.

The concept " monitoring »

may be considered

• And How way of exploring reality, used in various sciences,
• And How method of provision management level timely and high-quality information about the state of the system and the processes occurring in it.

Psychological monitoring

is a system of constant monitoring through psychological diagnostics of the process of personal development of a student (child), creating a bank of psychological data for each student (child), designing an individual psychological and pedagogical trajectory of the student (child).

The work of the psychological service of the educational institution in the psychological monitoring mode is carried out in the following areas

• Psychological diagnostics - analysis of results - recommendations, consultation - corrective measures - psychological diagnostics - analysis of results - recommendations, consultation - corrective measures, etc.

Psychological monitoring implements the following tasks:

• obtaining the most complete psychological information characterizing the educational process at school;
• providing this information in the most convenient form to users of different levels;
• structuring a system of psychological and pedagogical correctional measures.

With the help of psychological monitoring, the following psychological criteria and indicators of the effectiveness of the educational process at school are monitored:

• the child’s cognitive sphere (perception, memory, attention, thinking) and the dynamics of its development, the maturity of educational activities;
• motivational sphere and dynamics of its development;
• the emotional-volitional sphere (level of anxiety, activity) and the dynamics of its development, the influence of the emotional state on the learning process, satisfaction with various aspects of the educational process;
• personal sphere (self-esteem, need for achievement, level of communication, value orientations) and the dynamics of its development.

Psychological monitoring – This

• a complex technology that combines diagnostics, consultation, and correction into a single effective system of psychological means, implemented in a certain sequence, filled with strictly selected content and allowing flexible and effective psychological support of the educational process to achieve the desired goal.

The forms of using the results of psychological diagnostics can be as follows:

• 1. Drawing up recommendations for teachers and presenting them at pedagogical councils
• 2. Individual interviews of a psychologist with teachers
• 3. Individual and group work with students
• 4. Individual interviews with parents
• 5. Group work with parents
• 6. Preparation of an analysis of the current situation for the administration of an educational institution.

Psychological support of a student in the psychological monitoring mode makes it possible to:

• determine the student’s relative place in the class and parallels;
• rank students (classes) according to a given parameter;
• identify groups of students with high and low scores;
• track the dynamics of changes in results from year to year;
• compare groups (classes, parallels) according to specified parameters.