Social work as a practical activity. Social work as a practical activity Practical task on social work

As a result of mastering the discipline "Theory and Methods of Social Work", the student must have general competencies (CC), including the ability to:

OK 1. Understand the essence and social significance of your future profession show a sustained interest in it.

OK 2. Organize their own activities, choose standard methods and methods for performing professional tasks, evaluate their effectiveness and quality.

OK 3. Make decisions in standard and non-standard situations and be responsible for them.

OK 4. Search and use the information necessary for the effective implementation of professional tasks, professional and personal development.

OK 5. Use information and communication technologies in professional activities.

OK 6. Work in a team and team, communicate effectively with colleagues, management, consumers.

OK 7. Take responsibility for the work of team members (subordinates), for the result of completing tasks.

OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training.

OK 9. Navigate in conditions of frequent change of technologies in professional activity.

OK 10. Carefully treat the historical heritage and cultural traditions of the people, respect social, cultural and religious differences.

OK 11. Be ready to take on moral obligations in relation to nature, society, man.

As a result of mastering the discipline "Theory and Methods of Social Work", the student must have professional competencies (OK), including the ability to

Lesson objectives:
1. Identify the core values ​​that form the core of the mission

social work.

2. Summarize ethical principles that reflect the core values ​​of the profession and establish a set of specific ethical standards to be observed in the conduct of social work.

3. Find the right approaches to resolving emerging situations of conflict of professional duties, as well as situations characterized by uncertainty or ambiguity of an ethical nature.

4. Establish ethical standards that are required to comply with social

in front of society.

5. To get acquainted with the mission, values, ethical principles and standards of the ethics of social work.

6. Define the standards by which social workers evaluate

Method: work with normative sources, discussion

Educational materials

1. Desktop Code of Ethics

2. Board or flap board

Literature. Code of Ethics

PLAN OF PRACTICAL LESSON:

1. Determine the competencies that will be formed during the practical lesson.

2. Study the Code of Ethics.

3. Describe Value: Service for the Benefit of Others

4. Describe Value: social justice

5. Describe Value:

6. Describe Value:

7. Describe Value: Honesty

8. Describe Value: Competence

9. Interview on teacher questions:

What does the concept of "values ​​of social work" mean?

What values ​​do you know, list.

What values ​​form the core of the mission of social work?

Uncover ethical principles that reflect the core values ​​of the profession and establish a set of specific ethical standards that must be observed in the conduct of social work.

What are the correct approaches to resolving emerging situations of conflict of professional duties, as well as situations characterized by uncertainty or ambiguity of an ethical nature.

List the ethical standards that social organizations must adhere to.

employees in their professional activities, bearing responsibility for this

in front of society.

Name the mission, values, ethical principles and standards of social work ethics.

List the standards by which social workers evaluate

unethical professional actions of their colleagues.

10. Summing up.

Code of Ethics

National Association of Social Workers (NASW) Approved by the 1996 Assembly of Delegates of the NASW and revised during the Preamble of the Assembly of Delegates of the NASW 1999.

The primary mission of professional activity, called "social

work”, is to improve the well-being of human life, to assist in

meeting the basic human needs of all people, especially the needs and rights of the socially unprotected, oppressed and living in poverty segments of the population.

A historical and defining feature of the profession is its focus on both the well-being of the individual in a social context and the well-being of society as a whole. A fundamental role in social work is played by the focus on those forces of the environment that create (contribute to the emergence) or solve the problems of people living in this environment.

Social workers work with (and on behalf of) their clients to promote social justice and social change. The clients of social workers can be individuals, families, groups, organizations and local communities. Social workers respect cultural and ethnic differences among people and fight to end discrimination, oppression, poverty and other forms of social injustice.

The activities of social workers can take place both in the form of social practice directly, and in the form of organizational activities in local communities, guidance, consultations, administrative orders, protection of rights, as well as in the form of social and political actions, development and implementation of policies, educational activities, research and evaluation. Social workers are looking for ways to empower people in their quest to meet their own needs.

In addition, social workers are making efforts to encourage

organizations, local communities and other social institutions respond to needs and social problems individuals.

The essence of the mission of the profession "social worker" comes from a number of key values. These values ​​have been, and remain, unshakable for social workers throughout the existence of this profession, and serve as the foundation for the unique purpose and perspective of social work:

Service for the Benefit of Others

social justice

Dignity and value of the human person

The Importance of Human Relations

Honesty

Competence

The above constellation of core values ​​reflects the uniqueness of the profession

social worker. These values, as well as the principles arising from them, must always be in a stable balance, regardless of the context and complexity of life situations.

Purpose of the HACP Code of Ethics

Professional ethics in social work is at the forefront. Consequently,

the core professional values, as well as the principles and standards of professional ethics, should be clearly defined. The HACP Code of Ethics clearly defines the aforementioned values, principles and standards, and thus serves as a guide for professional conduct for social workers. This Code is applicable to the activities of all, without exception, social workers and students studying the specialty "social work", regardless of the nature of their professional duties, conditions and places of work / practice or

The NASR Code of Ethics performs six tasks:

social work.

profession, and establishes a set of specific ethical standards that must

observed in social work.

resolving emerging situations of conflict of professional duties, and

also situations characterized by uncertainty or ambiguity of ethical

character.

employees in their professional activities, bearing responsibility for this

in front of society.

5. The Code introduces professionals who do not have knowledge in the field of social work,

with the mission, values, ethical principles and standards of the ethics of social

work.

unethical professional actions of their colleagues. NASR has formal

procedures for handling and responding to complaints filed

non-observance of professional ethics by members of the Association*. Subscribing to

by this Code, social workers are obliged to assist in

implementation, participate in NASR processes to review and satisfy

filed complaints and to obey all disciplinary instructions and proceeding from

them to NASR sanctions.

*For detailed information on the HACCP procedures mentioned, see Procedures

NASR for Complaints Handling and Redress.

When making certain decisions that affect ethical issues, as well as in your

professional behavior of social workers should be guided by

values, principles and standards adopted in this Code. However, it should

It should be noted that this Code does not establish a rigid set of rules dictating

social workers a certain course of action in all situations and

circumstances. The application of this Code is entirely dependent on the context

specific situation, as well as the possible presence in a particular situation of conflict (incompatibility) between certain values, principles or standards described in the Code. Any human relationship, whether personal, family, social or professional, always carries with it the burden of ethical responsibility.

It should also be noted that in relation to extraordinary situations, when certain values, principles or standards of the NASR Code of Ethics turn out to be

incompatible with each other, the Code does not indicate which of them are the most important and should outweigh the rest in their importance. Differences of opinion can and do exist among social workers on the question: which of these seemingly incompatible values, ethical principles or standards should be clearly chosen? When making such decisions of an ethical nature in each specific situation, the social worker must rely both on his own informed assessment of the situation and on the results of a collegial expert assessment, in which the experts are guided by the standards of ethics uniform for the profession.

Making ethical decisions is a complex process. There are many examples in social work where there are no easy answers to complex ethical questions. Social workers should consider all those values, principles and standards of this Code that may be applicable to any particular situation requiring an ethical assessment. Decisions and actions of social workers should not contradict the spirit and content of this Code.

In addition to this Code, there are many other sources of information on ethical thinking that can be consulted. Social workers can contact general theory and principles of ethics, social work theory and research, laws, regulations, departmental policies, and other Codes of Ethics (while recognizing the HACP Code of Ethics as its primary source of information among all codes of ethics). Social workers should also be aware of how the personal values, cultural or religious beliefs/activities they (or their clients) adhere to can influence ethical decision making. They should not exclude the possibility of a conflict between personal and professional values ​​and

accordingly, should approach the resolution of such conflicts from the entire

responsibility. When faced with ethical dilemmas, the social worker

should seek further assistance from the relevant literature on

professional ethics and ethical decision-making, or seek appropriate advice. The advisors may be a departmental ethics committee or the ethics committee of a social work organization, government regulators, knowledgeable colleagues, supervisors, or a legal advisor.

Situations may arise where the ethical obligations of social workers on a subject are in conflict with departmental policies or laws or regulations relating to that subject. In the event of such a conflict, the social worker should endeavor to resolve it in accordance with the values, principles and standards described in this Code. In the event that it is impossible to independently resolve such a situation, social workers should look for ways to obtain appropriate advice before making any decision.

The HACP Code of Ethics is to be used by the HACP, as well as by individuals, departments, organizations, and governmental bodies (such as licensing departments, regulatory departments, professional liability insurance bodies, courts, agency and departmental boards of directors, government departments, and others). professional groups) who, at their discretion, have subscribed to this Code and follow it, or use it as a reference document. Failure to comply with the standards of this Code does not automatically mean a violation of the law and incurring legal liability.

Such a determination can only be made in the course of (and only if necessary) legal or judicial proceedings. An alleged violation of the provisions of the Code is subject to review by the Association's Review Panel, a process usually separate from and independent of legal or administrative procedures, legal review or proceedings, which allows the Association to advise and discipline its own members.

Compliance with the Code of Ethics cannot guarantee ethical conduct. Furthermore,

The Code of Ethics Cannot Solve Everything ethical issues And controversial situations, or

to cover with its content all the diversity and complexity of the selection processes

responsible decisions that do not contradict the moral foundations of society. Together with

In addition, the Code of Ethics sets out the values, ethical principles and ethical standards to

to which all professionals aspire, and in accordance with which actions

the latter can be evaluated. The ethical behavior of social workers should come from their own sense of duty and commitment to ethical work. The NASR Code of Ethics reflects the commitment of all social workers to professional values ​​and ethics. These principles and standards should serve as a guide for well-intentioned individuals who identify controversial moral issues and seek to give them a legitimate ethical assessment.

Ethical Principles

The following ethical principles are based on the core values ​​of social work:

service for the benefit of others, social justice, the dignity and worth of the human person, the importance of human relationships, honesty and competence. These principles reflect the ideas that all social workers should strive to implement.

Value: Service for the Benefit of Others

Ethical principle:The primary goal of social workers is to help everyone

needy and seek solutions to social problems.

Social workers put service to the benefit of others above their own interests.

Adhering to their professional values, social workers apply their knowledge and skills to help all those in need and solve social problems. The voluntary initiative of social workers is encouraged to offer their professional services in one way or another, without expecting any significant financial reward in return (pro bono service).

Value: social justice

Ethical principle:Social workers fight against social injustice.

Social workers work to achieve social change, especially for the benefit (together with and on behalf of) disadvantaged and oppressed individuals or groups. At the same time, the efforts of social workers are mainly aimed at working with such problems as poverty, unemployment, discrimination and other forms of social injustice. The purpose of such activities is to promote knowledge in the field of various forms of oppression, cultural and ethnic differences between people, as well as to promote an appropriate attitude towards these problems. Social workers strive to give everyone access to the information, services and resources they need, as well as equal opportunities and (if necessary) full participation of all people in decision-making.

Value: Dignity and value of the human person

Ethical principle:Social workers respect the dignity and value of the individual.

Social workers treat each human person with respect and care, taking into account its individual, as well as cultural and ethnic characteristics. Social workers encourage and encourage clients to make socially responsible independent decisions. Social workers seek to empower their clients to solve their own problems on their own. Social workers are aware of the dual responsibility they have to clients and to society. They strive to resolve conflicts of interest that arise between their clients on the one hand and society on the other, using socially responsible approaches for this and guided by the values, ethical principles and standards of ethics of their profession.

Value: The Importance of Human Relations

Ethical principle:Social workers recognize the key importance of human relationships

Social workers understand that human relationships are an important tool for bringing about change. Social workers engage people as partners in the care process. Social workers seek to strengthen relationships between people in order to create or restore, maintain or improve the well-being of the lives of individuals, families, social groups, organizations and local communities.

Value: Honesty

Ethical principle:The activities of social workers are worthy of trust.

Social workers never forget the mission, values, ethical principles and ethical standards of their profession and are always guided by them in the performance of their professional duties. Social workers act honestly and responsibly, respecting professional ethics, and adequately representing the organizations on behalf of which they work.

Value: Competence

Ethical principle:In their activities, social workers do not go beyond their own professional competence, however, they constantly expand the range of their professional knowledge and skills.

Social workers are in constant search for new professional knowledge and skills in order to practical application. Each social worker should strive to make his own contribution to the “knowledge box” of his profession.

Ethics Standards

The following ethical standards apply to professional

activities of all social workers: (1) ethical responsibility of social workers to clients; (2) the ethical responsibility of social workers to colleagues; (3) the ethical responsibility of social workers in the context of their professional functions; (4) the ethical responsibility of social workers as professionals; (5) ethical responsibility of social workers in relation to their profession; (6) the ethical responsibility of social workers to society.

Some of the standards below are rules of professional conduct that must be strictly observed, while a number of other standards should be strived to be observed.

1. Ethical Responsibility Social Workers To Clients.

1.01 Commitment to the Interests of Clients

The primary obligation of social workers is to seek the well-being of their clients. In general, the interests of customers come first. However, in some cases, the responsibility of the social worker to society as a whole or specific obligations of a legal nature may, in their importance, outweigh his devotion to the interests of the client, and in such cases the social worker is obliged to inform the latter about this. (Example: a situation where a social worker is required by law to report that his client has bullied a child or threatened to harm himself or others).

1.02 Customer Decision Making

Social workers respect the right of their clients to take independent

decisions and help them define or clarify their own goals in doing so. However, social workers may restrict the aforementioned right of clients in cases where, according to their professional assessment their clients' actions or potential actions put them or others in a position of serious, obvious and imminent risk.

1.03 Informed Consent

(a) Social workers should provide services to their clients only in

context of professional relationships and subject to obtaining them

informed consent (when needed). Social workers should use clear and understandable language when informing clients about the purpose of their services; the risk associated with them; restrictions on the scope and content of services dictated by the third party paying for these services; the cost of services; alternative options; the right of customers to withdraw their consent; and the period of time for which this consent is valid. Social workers should give clients the opportunity to ask questions.

(b) In cases where customers are illiterate or have a poor understanding of the language used in providing social services, social workers should do their best to reach understanding with clients. In such cases, clients need to be given a detailed oral explanation, or, accordingly, resort to the services of a qualified interpreter.

(c) In cases where clients are unable to give informed consent, social workers must protect their interests with the permission of the relevant third party, and must inform clients to the level of their ability to understand. In situations of this kind, social workers must ensure that the third party is acting in accordance with the wishes and interests of clients. Social workers should try to take all reasonable steps to enable such clients to give their informed consent.

(d) In cases where clients are forced to receive social services, social workers should inform them of the nature and extent of the services provided, as well as the status of their right to refuse these services.

(e) Social workers providing their services through electronic means transmissions of information (such as computer, telephone, radio and television) must inform their customers of the limitations and risks associated with such methods of providing services.

(e) Social workers must obtain the informed consent of their clients for audio or video recording of their speech, and before allowing a third party to observe the process of providing services to clients.

1.04 Competence

(a) In providing services, as well as in presenting their own competence on any issue, social workers should not go beyond their level of education, degree of training, activity permitted by license, level of qualification, advice received by them, experience of work under someone else's management or other relevant professional experience.

(b) Social workers may provide services in areas not regulated by law

areas or use social work methods and approaches that are new to them only after they have been adequately studied, trained, consulted and guided by people who are competent in these types of practice.

(c) Where generally accepted standards do not exist for any particular social work practice, social workers should make a thorough assessment of the situation and take responsible steps (including receiving appropriate training, research, advice and guidance) to ensure that they are competent. work and protect customers from potential harm.

1.05 Cultural and Diversity Competence

(a) Social workers should have an understanding of the culture of different peoples and its role in human behavior and in society as a whole, and also recognize strengths every culture.

(b) Social workers should have basic knowledge the culture to which their clients belong and be able to demonstrate appropriate competence in providing services, taking into account the culture of clients and the resulting differences between individuals or cultural groups.

(c) Social workers should not only seek understanding, but should also receive appropriate education on the issue of diversity in society and discrimination based on race, ethnicity, nationality, color, gender or sexual orientation, age or marital status, political opinions or religious affiliation, the presence of a disability associated with a mental or physical pathology.

1.06 Conflicts of interest

(a) Social workers should anticipate and avoid conflicts of interest that prevent them from exercising professional discretion and impartial judgment. Social workers should inform their clients about the existence or potential of a conflict of interest and take all possible measures to resolve such a problem, while putting the interests of clients above all and protecting them to the maximum extent possible. In some cases, protecting the interests of clients may require the termination of the provision of services to the client by a social worker with the direction of the client to the appropriate authorities.

(b) Social workers must not unfairly use what they have

the advantage of having a professional relationship with clients or use these relationships in one way or another for their personal, religious, political or business (commercial) interests.

(c) With persons who are currently their clients (as well as with their former clients) social workers should not have dual or multiple relationships, which are accompanied by the risk of their use for their own benefit or potential harm to the client. In cases where dual or multiple relationships cannot be avoided, social workers should take appropriate steps to protect their clients and establish appropriate clear boundaries between these relationships (taking into account the specific culture of clients). (Dual or multiple relationships occur when more than one type of relationship connects social workers and clients, whether professional, social, or business/commercial. Dual (or multiple) relationships can exist in parallel with each other or occur sequentially.)

(d) When providing services to two or more persons in any relationship (for example, married couples or members of the same family), social workers should clarify with all parties involved which of them will be considered clients, and also clearly determine the nature and extent of their professional obligations to each of the persons receiving services. When a conflict of interest between beneficiaries is inevitable, or when social workers themselves are expected to play a “conflicting” role (for example, in cases where a social worker is asked to testify in a dispute over the right of custody of a child or in a divorce process in which his clients are involved), social workers should clarify their role with all parties involved and take steps to minimize conflicts of interest.

1.07 Non-Invasion of Privacy and Confidentiality

(a) Social workers must respect clients' right to privacy. Social workers should not solicit personal information from their clients unless it is critical to providing services or conducting necessary social assessments or social research. In cases where a client shares information of a personal nature, confidentiality standards should be observed.

(b) Social workers may disclose confidential information subject to the legally expressed consent of the client or a person legally authorized to give consent on behalf of the client.

(c) Social workers must maintain the confidentiality of any information obtained in the course of providing professional services, unless any professional context compels disclosure. Confidentiality may be violated when disclosure is necessary to prevent serious, obvious, and imminent harm to a client or other person. In all cases, social workers should disclose as little confidential information as possible (only what is necessary to achieve the desired goal). Only information that is directly and directly related to the purpose for which it is disclosed is subject to disclosure.

(d) Before disclosing any confidential information, social

employees should (to the extent possible) notify customers of the need for

disclosure and (if feasible) inform them of the possible consequences of such publicity. This rule is equally applicable both in cases of disclosure of confidential information based on the requirements of the law, and in cases of its disclosure with the consent of the client.

(e) Social workers should discuss confidentiality issues with clients and other interested parties, as well as restrictions on a client's right to request that information relating to him or her be kept confidential. Social workers should explain to clients under what circumstances confidential information may be requested and when disclosure of confidential information is required by law. These issues should be discussed as early as possible in the development of the social worker-client relationship and revisited as needed throughout the relationship.

(f) When providing counseling services to families, couples or groups of people, social workers must obtain the consent of all parties involved in these services to assert the right of each person involved to require the confidentiality of information relating to him, as well as his obligation to maintain the confidentiality of information that is shared with other persons involved. At the same time, social workers should inform persons participating in family marital or group counseling that social workers cannot guarantee compliance with the above agreement by all participants.

(g) Social workers should inform clients involved in family, couples, or group counseling of the policies of the social worker, their employer, and the agency/department on behalf of which they work regarding disclosure by the social worker of confidential information to any of the parties involved in the counseling. .

(h) Social workers must not disclose confidential information to a third party paying social worker without proper authorization from clients.

(i) Social workers should discuss confidential information only in conditions and places that guarantee its secrecy. Social workers should not discuss confidential information in public or semi-public areas such as hallways, waiting rooms, elevators, or restaurants.

(j) Social workers must protect (within the law) the confidentiality of client-related information during legal or litigation proceedings.

When a court or other legally authorized body orders a social worker to disclose confidential or privileged information without the consent of the client, and disclosure of that information would harm the client, the social worker must petition the court to revoke the order or, to the extent possible, limit the requirements of the order, or ask the court to keep confidential records in a sealed form, not available for public inspection.

(k) Responding to requests for information from the media

information, social workers must protect the confidentiality of client-related information.

(m) Social workers must protect the confidentiality of written and

electronic records of information relating to customers. Social workers

should ensure that these records are kept in a safe place and completely excluded from access to them by persons who do not have legal authority to do so.

1.08 Access to information

(a) Social workers must provide the client with reasonable access to records relating to the client. Social workers who are concerned that making records available to a client could cause serious harm or misunderstanding should provide assistance in interpreting the information and counseling clients. Social workers should limit a client's access to records only in exceptional circumstances where it is clear that the client's access to information in this way could harm the client. Client requests, as well as the rationale for refusing full or partial information, should be documented in the client file.

(b) When social workers provide information to clients, they should

take steps to protect the privacy of others who have been mentioned in the documents.

1.09 Sexual relationships

(a) Under no circumstances should social workers have sexual contact while working with their clients, whether it is consensual or coercive.

(b) Social workers may not have sexual contact with a client's relatives or other persons who maintain a close relationship with the client when there is a risk of exploitation or harm to the client. Sexual contact with the client's relatives or other persons who maintain a close relationship with the client may harm the client and may prevent the social worker and the client from establishing professional boundaries for their work. Only social workers, and not clients, their relatives or persons who maintain close relationships with clients, are solely responsible for establishing transparent, appropriate and culturally consistent boundaries.

(c) Social workers should not engage in sexual activities or sexual contact with former clients due to potential harm to the client. If social workers engage in behavior contrary to this prohibition or requirement, which was caused by extraordinary circumstances, then it is the social workers - not their clients - who bear the full burden of demonstrating that the previous client was not exploited, was not coerced, was not manipulated, intentionally or unintentionally.

(d) Social workers should not provide clinical services to persons with whom they have previously had sexual relations. The provision of clinical services to a former sexual partner creates the potential for harm to the former partner and likely to prevent the social worker and the individual from maintaining an appropriate professional framework.

1.10 Physical contact

Social workers should not allow physical contact with clients when there is a possibility of causing psychological harm to the client as a result of contact (for clients of "cradle" and "caress" types). Social workers who allow appropriate physical contact with clients are responsible for establishing clear, 1072 a\u1080 appropriate, and culturally sensitive boundaries that govern such physical contact.

1.11 Sexual harassment

Social workers should not cause sexual harassment to their clients. Sexual harassment includes sexual suggestions, sexual requests, demands for sexual preference, and other verbal or physical acts of a sexual nature.

1.12 Derogatory treatment

Social workers should not use derogatory language in their written or oral communications with clients, or with others about clients. Social workers must use precise and respectful language in all communications with or about a client.

1.13 Payment for services

(a) In setting rates, social workers must be confident that the fees are fair, reasonable, and commensurate with the services performed. Customers should be able to review the rates to decide if they can pay.

(b) Social workers should avoid accepting goods or services from clients as payment for professional services. Sharing arrangements, especially those involving services, creates the potential for conflict of interest, exploitation, and inappropriate framing of social workers' relationships with clients. Social workers should study the situation and may only engage in exchanges in very rare situations where it can be demonstrated that such arrangements are common practice among professionals in the local community, considered essential to the provision of services, negotiated without coercion, and carried out at the initiative of the client. and with his informed consent. Social workers who accept goods or services from clients as payment for professional services assume the full burden of demonstrating that the arrangement will not be harmful to the client or

professional relationship.

(c) Social workers shall not require private payment or other remuneration for providing services to clients who are entitled to such available services through the social worker's employer or agency.

1.14 Clients who lack the ability to make decisions

When social workers act on behalf of clients who lack the ability to make informed decisions, they must take reasonable steps to protect the interests and rights of such clients.

1.15 Service interruption

Social workers should make reasonable efforts to ensure

maintaining service continuity if services are interrupted by factors such as disability, relocation, illness, disability or death.

1.16 Termination of services

(a) Social workers must end client services and professional relationships when such services and relationships are no longer required or no longer serve clients' needs or interests.

(b) Social workers should take reasonable steps to avoid

leaving customers who still need services. Social workers should stop providing services immediately only under unusual circumstances, carefully taking into account all factors of the situation and taking care to minimize possible adverse effects. Social workers should assist in making appropriate arrangements to continue services, if necessary.

(c) Social workers in private institutions may terminate services to clients who are not paying their delinquent bills if financial arrangements have been made clear to the client, if the client does not allege imminent danger to himself or others, and if the clinical and other consequences of the current non-payment are attitude towards the client and discussed with him.

(d) Social workers must not terminate services in order to seek a social, financial, or sexual relationship with a client.

(e) Social workers who contemplate ending or interrupting services to clients should promptly notify clients and seek transfer, referral, or continuation of services based on clients' needs and preferences.

(f) Social workers who have left their employing institution should inform clients of the appropriate options for continuing to provide services to them, the advantages and disadvantages of these options.

2. Ethical obligations of social workers to colleagues

2.01 Respect

(a) Social workers must treat colleagues with respect, and must accurately and honestly present the qualifications, perceptions, and commitments of colleagues.

(b) Social workers should avoid unwarranted negative criticism of colleagues when interacting with clients or with other professionals. Unwarranted negative criticism may include derogatory comments that refer to the level of competence of colleagues or their special characteristics, such as race, ethnicity, national origin, skin color, gender, sexual orientation, age, marital status, political beliefs, religion, mental or physical disability.

(c) Social workers should cooperate with social work colleagues, as well as with colleagues in other professions, when such cooperation contributes to the well-being of clients.

2.02 Privacy

Social workers must respect confidential information shared with colleagues in the course of their professional relationships and communications. Social workers must be sure that these colleagues understand the obligations of social workers to respect confidentiality and any exceptions associated with it.

2.03 Interdisciplinary collaboration

(a) Social workers who are members of an interdisciplinary team should participate in and contribute to decisions that affect the welfare of clients by drawing on the perspectives, values ​​and experience of the social work profession. The professional and ethical obligations of the interdisciplinary team as a whole and of its individual members must be clearly defined.

(b) Social workers for whom the team's decision raises ethical issues should attempt to resolve the disagreement with adequate methods of resolving it. If the disagreement cannot be resolved, social workers should try to do so in other ways to resolve the issues in a way that is in the interests of the client's welfare.

2.04 Disputes involving colleagues

(a) Social workers must not take advantage of a dispute between a colleague and an employer to obtain a position or to serve their own interests in any way.

(b) Social workers should not exploit clients in disputes with colleagues or involve clients in any inappropriate discussion of conflicts between social workers and their colleagues.

2.05 Consultation

(a) Social workers should seek the advice or advice of colleagues whenever such advice would be in the interests of clients.

(b) Social workers should be informed about the areas of expertise and expertise of colleagues. Social workers should only seek advice from peers who have shown knowledge, experience and competence relevant to the subject matter of the consultation.

(c) When consulting with colleagues regarding clients, social workers should disclose the least amount of information necessary to achieve the objectives of the consultation.

(a) Social workers should refer clients to other professionals when the specialized knowledge or experience of other professionals is needed to serve clients more fully, or when social workers feel that they are not effective or are not making enough progress with clients and that additional service is required. .

(b) Social workers who refer clients to other professionals should take appropriate steps to facilitate an organized transfer of responsibility. Social workers who refer their clients to other professionals should disclose, with the consent of the clients, all relevant information to new service providers.

(c) Social workers are prohibited from providing or receiving payment for a referral when no professional service has been provided by the social worker to whom the client was referred.

2.07 Sexual relations

(a) Social workers who work as monitors or educators must not engage in sexual activities or contact with persons they supervise, students, trainees, or other colleagues over whom they exercise professional management.

(b) Social workers should avoid engaging in sexual relationships with colleagues where there is potential for a conflict of interest. Social workers who are involved or expect to be involved in a sexual relationship with a colleague should communicate professional duties when necessary to avoid conflicts of interest.

2.08 Sexual harassment

Social workers should not sexually harass subordinates, students, trainees, or colleagues. Sexual harassment includes sexual suggestions, sexual requests, demands for sexual preference, and other verbal or physical acts of a sexual nature.

2.09 Problems with colleagues

(a) Social workers who are aware of a colleague's problems that are due to personal difficulties, psychosocial stress, substance abuse, or mental health difficulties that interfere with effective practice should consult with that colleague whenever possible and help him overcome problems through corrective action.

(b) Social workers who believe that a social work colleague's problems are interfering with the effectiveness of the practice, and that the colleague has not taken adequate action to overcome these problems, should take appropriate action as determined by employers, agencies, NASW, licensing and governing bodies, and other professional organizations.

2.10 Incompetence of colleagues

(a) Social workers who are fully aware of the incompetence of a social work colleague should consult with that colleague whenever possible and help them take appropriate corrective action.

(b) Social workers who believe that a social work colleague

is incompetent and does not take adequate action to overcome incompetence, must take the prescribed measures set by employers, agencies, NASW, licensing and governing bodies and other professional organizations.

2.11 Unethical behavior of colleagues

(a) Social workers must take adequate measures to discourage, prevent, detect and correct unethical behavior of colleagues.

(b) Social workers should be knowledgeable about established policies and procedures in order to deal with the issue of unethical behavior by colleagues. Social workers should be familiar with national, state and local procedures for dealing with ethical complaints. They include policies and procedures created by the NASW, licensing and regulatory bodies, employers, agencies, and other professional bodies.

(c) Social workers who believe that a colleague has acted unethically should find a solution by discussing the problem with the colleague whenever possible and when such discussion is likely to be productive.

(d) When appropriate, social workers who believe that a colleague has acted unethically should take appropriate action (such as contacting the board of the state licensing or governing body, the NASW Committee on Request, or other professional ethics committees).

(e) Social workers should protect and assist colleagues who are unjustly accused of unethical behaviour.

3. Ethical obligations of social workers in practical institutions

3.01 Observation and consultation

(a) Social workers who provide supervision or counseling should have the necessary knowledge and skills to properly supervise or counsel, and should do so only within their area of ​​knowledge and competence.

(b) Social workers who provide supervision or counseling,

responsible for setting clear, appropriate and culturally sensitive boundaries.

(c) Social workers should not engage in any ambivalent or

multiple relationships with subordinates in which there is a risk of exploitation or

potential harm to subordinates.

(d) Social workers who provide supervision should evaluate the work of subordinates fairly and with respect.

3.02 Education and retraining

(a) Social workers who serve as educators, student field teachers or trainers should only instruct within their areas of knowledge and competence, and should provide instruction based on the most current information and knowledge in the profession.

(b) Social workers who work as educators or field trainers for students should evaluate student work fairly and with respect.

(c) Social workers who work as educators or field teachers for students should take reasonable steps to ensure that clients are regularly informed when services are provided by students.

(d) Social workers who work as educators or field teachers for students should not engage in any dual or multiple relationship with students where there is a risk of exploitation, or if there is a possibility of harm to the student.

Social educators and field trainers are responsible for establishing clear,

appropriate and culturally sensitive boundaries.

3.03 Evaluation of work

Social workers who are responsible for evaluating the work of others must perform such duties fairly and carefully, based on well-defined criteria.

3.04 Customer documentation

(a) Social workers must take reasonable steps to be

confident that the documentation in the records is accurate and reflects the services provided.

(b) Social workers should include sufficient and timely information in records to facilitate the provision of services and to ensure their continuity, providing future clients.

(c) Records of social workers should protect clients to the extent possible and appropriate, and should only include information that is directly relevant to the provision of services.

(d) Social workers should keep records after services are completed to ensure reasonable access in the future. Records must be kept for as long as required by government regulations or relevant contracts.

3.05 Billing

Social workers must establish and maintain billing methods that accurately reflect the nature and extent of services provided, and this determines who provided the service in the practice setting.

3.06 Client transfer

(a) When a person who is receiving services from another agency or colleague contacts a social worker for services, the social worker should carefully consider the client's needs before agreeing to provide services.

To minimize potential conflict and confusion, social workers should discuss with potential clients the nature of clients' current relationships with other service providers and other issues, including possible benefits or risks, from entering into a relationship with a new service provider.

(b) If the new client was served by another agency or colleague, social workers should discuss with the client whether it would be in the client's interests to consult with the previous provider.

3.07 Administration

(a) Social work administrators must advocate within and outside their agencies for adequate resources to meet the needs of clients.

(b) Social workers must advocate resource allocation procedures that are open and fair. When the needs of not all clients can be met, a distribution procedure should be developed that is fair and based on appropriate and consistently applied principles.

(c) Social workers who are administrators must take reasonable steps to ensure that adequate agency or organizational resources are available to ensure appropriate oversight of staff.

(d) Social work administrators must take reasonable steps to

ensuring that the work environment for which they are responsible

complies with and is consistent with the NASW Code of Ethics. Social administrators must take reasonable action to eliminate any conditions in their organizations that violate, interfere with, or prevent compliance with the Code of Ethics.

3.08 Continuing education and staff development

Social administrators and supervisors must take reasonable steps to ensure or arrange for the continued education and development of the staff of the entire state for which they are responsible. Continuing education and development of staff should be directed towards the acquisition of new knowledge and newly emerging developments relevant to social work practice and ethics.

3.09 Obligations to employers

(a) Social workers in general must adhere to the obligations given

employers and the organizations that employ them.

(b) Social workers should work to improve the policies and procedures of recruiting agencies and the effectiveness of their services.

(c) Social workers must take reasonable steps to ensure that employers are aware of the ethical obligations of social workers as set out in the NASW Code of Ethics and the implications of these obligations for the practice of social work.

(d) Social workers must not allow policies, procedures, regulations or administrative directives to conflict with their ethical social work practices. Social workers must take reasonable steps to ensure that employing organizations' practices are consistent with the NASW Code of Ethics.

(e) Social workers must act to prevent and eliminate

discrimination in job assignments of the employing organization, as well as in its employment policies and methods.

(f) Social workers should only agree to the employment or organization of student field assignments in organizations where fair staffing practices are implemented.

(g) Social workers should be diligent servants of the resources of their employing organizations, wisely conserving appropriate funds, never misappropriating them or using them for unintended purposes.

3.10 Disputes over the organization of work

(a) Social workers may participate in organized promotions, incl. in the formation and participation in the activities of trade unions, in order to improve services for clients and improve working conditions.

(b) The actions of social workers who are involved in management disputes, employee actions or strikes must act in accordance with the values ​​of the profession, ethical principles and ethical standards. Concerning the primary professional debt during the action of workers, the actual strike or its threat, there are different opinions among social workers. Social workers should carefully consider the relevant issues and their possible impact on clients before deciding how to proceed.

4. Ethical obligations of social workers as professionals

4.01 Competence

(a) Social workers should assume responsibility or perform work only on the basis of existing competence or the intention to acquire the necessary competence.

(b) Social workers should strive to become and remain proficient in

professional practice and performance of professional functions. Social

workers should critically examine and keep abreast of new knowledge relevant to social work. Social workers should regularly study the professional literature and participate in continuing education relevant to social work practice and social work ethics.

(c) Social workers should base their practice on recognized knowledge, including empirical knowledge, relevant to social work and the ethics of social work.

4.02 Discrimination

Social workers should not practice, condone, facilitate or

cooperate with any form of discrimination based on racial, ethnic,

nationality, skin color, gender, sexual orientation, age,

marital status, political opinions, religion, or mental or physical incapacity.

4.03 Doing personal business

Social workers should not allow their personal affairs to interfere with their

ability to perform their professional duties.

4.04 Dishonesty, fraud and deceit

Social workers should not condone, participate in, or be associated in any way with dishonorable, fraudulent, or deceptive activities.

4.05 Problems

(a) Social workers should not allow their own personal

problems, psychosocial disorders, legal problems, substance abuse or mental difficulties interfere with their professional judgment and work, or jeopardize the best interests of the people for whom they have professional responsibility.

(b) Social workers whose personal problems, psychosocial disorders, legal problems, substance abuse or mental difficulties interfere with their professional judgment and work should immediately seek advice and take appropriate corrective action to seek professional help, making changes to their workload, ending their practice or taking any other steps necessary to protect customers and others.

4.06 Distortion

(a) Social workers must clearly distinguish between statements made and actions in which they have participated as individuals and as members of the social work profession, professional social work organization or social work agency.

(b) Social workers who speak for professional social work organizations must accurately represent the official and authorized positions of the organizations.

(c) Social workers should ensure that the results are presented faithfully to clients, agencies,professionals, trusted individuals, educators, people in the know, collaborating organizations and services. Social workers should only claim adequate professional areas of trust that they actually possess and take steps to correct any inaccuracies or misrepresentations of their areas of trust by others.

4.07 Petitions

(a) Social workers should not commence work without the appropriate application of potential clients who, due to special circumstances, may be vulnerable to undue influence, manipulation or coercion.

(b) Social workers must not commence work on solicitation of testifying approval (including soliciting consent to use a client's prior statement as testifying approval) from existing clients or from other individuals who, due to their particular circumstances, are vulnerable to undue influence.

4.08 Credit recognition

(a) Social workers should take responsibility for and receive credit, including credit for authorship, only for the work they actually performed and contributed to.

(b) Social workers must honestly acknowledge the work and contributions that have been made by others.

5. Ethical obligations of social workers to their profession

5.01 Integrity of the profession

(a) Social workers should work with a view to maintaining and maintaining high standards of practice.

(b) Social workers must uphold and promote the values, ethics, knowledge and mission of the profession. Social workers must protect, improve, and strengthen the integrity of the profession through appropriate study, research, active discussion, and responsible criticism of the profession.

(c) Social workers should devote time and professional attention to activities that maintain respect for the value, integrity, and competence of the social work profession. These activities may include training, research, advice, services, legal support, presentations to the community, and participation in the work of their professional organizations.

(d) Social workers should contribute to the fundamental knowledge of social work and share with colleagues their knowledge related to practice, research and ethics. Social workers should strive to contribute to the professional literature and share knowledge at professional meetings and conferences.

(e) Social workers must act to prevent unauthorized and unskilled social work practices.

5.02 Evaluation and research

(a) Social workers should monitor and evaluate policies, programs and practices.

(b) Social workers should support and facilitate evaluation and research to contribute to the development of knowledge.

(c) Social workers should critically examine and keep up to date with emerging knowledge relevant to social work and make full use of assessment and research findings in their professional practice.

(d) Social workers involved in an evaluation or study should carefully consider possible consequences and must follow instructions designed to protect participants in evaluation and research. The relevant supervisory board of the institution should be consulted.

(e) Social workers participating in an assessment or study should obtain free and written informed consent from participants, if possible, without any perceived or actual deprivation or penalty for non-participation;

without undue incentive to participate; and with due regard to participants' well-being, privacy and dignity. Informed consent should include information about the required nature, extent and duration of participation, as well as disclosure of the risks and benefits of participation in the study.

(f) When participants in an evaluation or study are unable to provide informed consent, social workers should provide participants with an appropriate explanation, obtain participant consent to the extent that they are comfortable with, and obtain written consent to appropriate authority.

(g) Social workers should never design or perform an assessment or research that does not include a consent process, such as some form of direct observation and archival research, unless a rigorous and responsible review of the research determines that it is warranted because of the perceived scientific, educational or applied value, and if equally effective alternative procedures that involve the possibility of withdrawing consent to participate in the event are not feasible.

(h) Social workers must inform participants of their right not to participate in evaluation and research at any time without penalty.

(i) Social workers should take appropriate steps to

ensure that participants in the assessment and study have access to appropriate support services.

(j) Social workers participating in an evaluation or study must protect participants from unwarranted physical or mental injury, harm, danger or loss.

(k) Social workers involved in service evaluations should discuss the collected information only with professional goals and only with people professionally interested in this information.

(l) Social workers participating in an assessment or study must be assured of respecting the anonymity or confidentiality of participants and data collected from them. Social workers should inform participants of any confidentiality restrictions, steps that will be taken to ensure confidentiality, and the time when any records containing study data will be destroyed.

(m) Social workers who report evaluation and study results must protect the privacy of participants by omitting identification of information unless proper consent has been obtained, which implies authorization of disclosure.

(n) Social workers must accurately report evaluation and research findings. They must not fabricate or falsify results and must take steps to correct any errors later found in published data using standard publishing methods.

(o) Social workers involved in the evaluation or study must be

aware of and avoiding conflicts of interest and double standards with participants, must advise participants when a real or potential conflict of interest arises, and must take steps to resolve the issue in a manner that recognizes participants' interests as paramount.

(p) Social workers should educate themselves, their students and colleagues

responsible research methods.

6. Ethical obligations of social workers to society as a whole

6.01 Social welfare

Social workers must support the overall well-being of society, from the local to the global level, as well as the development of people, their communities and their environment. Social workers must protect living conditions conducive to the fulfillment of basic human needs and must uphold social, economic, political and cultural values ​​and institutions that are consistent with a sense of social justice.

6.02 Public participation

Social workers should facilitate informed public participation in

shaping public policies and institutions.

6.03 Public emergencies

Social workers should provide appropriate professional services in public emergencies as long as possible.

6.04 Social and political action

(a) Social workers should engage in social and political activities that strive towards the goal of ensuring that all people have equal access to the resources, employment, services and opportunities they require to meet their basic human needs and develop fully. Social workers must be aware of the impact of the political realm on reality and must advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and uphold social justice.

(b) Social workers must act to expand choice and opportunity for all people, with particular attention to vulnerable, hurt, oppressed and exploited individuals and groups.

(c) Social workers must support conditions that encourage respect for cultural and social diversity in the United States and throughout the world.

Social workers must support policies and practices that demonstrate respect for difference, support the expansion of cultural knowledge and resources, advocate for programs and institutions that demonstrate cultural competence, and support policies that guarantee rights and affirm equality and social justice for all people.

(d) Social workers must act to prevent and eliminate

domination, exploitation, and discrimination against any person, group, or class based on race, ethnicity, national origin, color, gender, sexual orientation, age, marital status, political opinion, religion, or mental/physical disability.

Ministry of Education of the Nizhny Novgorod Region

State budget professional educational institution

Perevozsky Construction College

Guidelines

on assignments

in practical classes

according to MDK 04.03 "Technology of social work in social protection institutions"

For specialty 39.02.01 Social work

Compiled by Dudina Svetlana Alexandrovna

Perevoz

2015

Compiled by: Dudina S.A.

Guidelines for the organization of practical classes on MDK 04.03 "Technology of social work in social protection institutions" / Perevozsky build. college; Comp.: S.A. Dudin. - Transportation, 2015. -16 p.

These guidelines are designed to help teachers and students. Methodical development contains instructions for the implementation of practical work MDK 04.03 "Technology of social work in social protection institutions." Designed for students of the specialty 39.02.01 Social work

Reviewer: Telnova N.A. - Lecturer GBPOU "Perevozsky Construction College"

© Perevozsky Construction

college, 2015

Considered at the meeting of the department

Social and legal direction

Department head

_________________________ __________

Approved at the meeting

methodological council

Protocol No. ____ "____" _______ 20____

FULL NAME.

Introduction……………………………………………………………………………….………..….4

The purpose and objectives of mastering the module …………………………………………………….…….……5

Competences of the student, formed as a result of mastering the MDK 04.03 "Technology of social work in social protection institutions"……….……….…..6

Algorithm for performing practical tasks …..…………………………………..…………8

Topic: "Compiling a tree of the concepts of "Social Protection" and "Social Security" ..11

Topic: “Implementation of organizational and managerial activities”………………....11

Topic: " Comparative analysis organizational management systems”……………………11

Topic: “Analysis of the activities of the regional system of executive power in the field of social protection of the population”………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Topic: “Solving practical situations on the topic “State executive authorities in the system of social protection”……………………………………...12

Topic: “Analysis of regional characteristics of the activities of territorial institutions of social protection of the population”…………………………………………………………………………………….....12

Topic: “Solution of practical situations”……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Topic: "Compilation of a professiogram of social work specialists, managers structural divisions institutions of social protection of the population "………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Topic: "Compilation of algorithms for rendering social assistance different categories of citizens”…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Topic: “Organization of social work in rural areas”…………………………..14

Introduction

Guidelines for conducting practical exercises on MDK 04.03in the specialty of secondary vocational education (hereinafter SVE) 39.02.01 Social work (in-depth training) .

Practical classes are conducted with students who already have theoretical training on the relevant topic, section. The main goal of organizing and conducting practical classes is the formation of general and professional competencies in the main type of activity. Methodological instructions provide for the implementation of practical tasks by students in group and individual form, in the process of organizing practical classes, seminars, trainings and business games. The results of practical classes are the material for the portfolio of students in the professional module and can be submitted for defense at the qualification exam.

2. The purpose and objectives of the development of MDK

The purpose of mastering the MDT is the development of relevant competencies in the main type of activityTechnology of social work in social protection institutions .

In order to master the specified type of professional activity and the relevant professional competencies, the student in the course of mastering the MDT must:

have practical experience:

- implementation of organizational and managerial activities in social sphere taking into account the specifics of the assistance provided;

be able to:

Apply various forms, methods and technologies for the implementation of social work in accordance with the specifics of professional activity;

To carry out the organization of social work in various fields;

To carry out organizational and managerial activities on interdepartmental interaction of specialists and institutions of different systems;

Determine the scope of activities of specialists necessary to solve specific problems of providing assistance and support to the client;

know:

- the essence and characteristics of various spheres of human life;

Features and content of social work in various fields;

The specifics of the specialist's activities necessary to solve specific problems of providing assistance and support to the client;

Technology organizational activities specialist;

Legal aspects of social work in various fields;

The content of social work in solving problems of clients in various fields;

Features of the organization of social work in various fields.

3. Competences of the student, formed as a result of mastering the MDT

The MDT process is aimed at the formation of the following competencies in accordance withFSES SPO program in the specialty 39.02.01 Social work

The code

Name of learning outcome

PC 4.1.

Carry out organizational and managerial activities in accordance with the specifics of the direction of social work.

PC 4.2.

Use various forms, methods and technologies of social work in professional activities.

PC 4.3.

Determine the specifics and scope of activities, as well as the range of necessary specialists to solve specific problems of providing assistance and support to the client.

PC 4.4.

Interact with specialists and institutions of other systems (interdepartmental interaction).

OK 1.

Understand the essence and social significance of your future profession, show a steady interest in it.

OK 2.

Organize their own activities, determine the methods and ways of performing professional tasks, evaluate their effectiveness and quality.

OK 3.

Solve problems, assess risks and make decisions in non-standard situations.

OK 4.

Search, analyze and evaluate information necessary for setting and solving professional problems, professional and personal development.

OK 5.

Use information and communication technologies to improve professional activities.

OK 6.

Work in a team and in a team, communicate effectively with colleagues, management, consumers.

OK 7.

Set goals, motivate the activities of subordinates, organize and control their work with the assumption of responsibility for the result of the tasks.

OK 8.

Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training.

OK 9.

Be ready to change technologies in professional activity.

OK 10.

Carefully treat the historical heritage and cultural traditions of the people, respect social, cultural and religious differences.

OK 11.

Be ready to take on moral obligations in relation to nature, society, and man.

OK 12.

Organize the workplace in compliance with the requirements of labor protection, industrial sanitation, infectious and fire safety.

OK 13.

Lead a healthy lifestyle, engage in physical culture and sports to improve health, achieve life and professional goals.

4. Algorithm for performing practical tasks

Algorithms for performing practical tasks

№ 1. Algorithm for compiling a "concept tree"

The concept works in the following way. All meanings are written out for the word under study from all dictionaries, and thus the first row of the "tree" is filled. From the first row, you need to highlight the meanings of the word that are of interest to you, the meanings of which must be written out again from the dictionaries - this is how the second row of the “tree” is built. And so on until satisfaction of interest in this concept.

To build a means of independent knowledge search, named by its author, prof. K.Ya. Vazina, the “tree of the concept”, it is necessary to define a word for research. Next, you should arm yourself with dictionaries: “The Explanatory Dictionary of the Living Great Russian Language” by V.I. Dahl (required!), Any explanatory dictionary, for example, “Explanatory Dictionary of the Russian Language” by S.I. Ozhegova and N.Yu. Shvedova, a dictionary of foreign words (if the word is of foreign origin), etymological, encyclopedic and other dictionaries, Internet resources.

Output:

The conclusion should include answers to the following questions:

1. Why did you choose this particular word for the study (determining the purpose of the study)?

2. What new meanings of the word under study were obtained in the process of constructing the “concept tree”, how did they deepen, clarify, change your understanding of the word?

3. Are there contradictory, at first glance, mutually exclusive definitions in the "tree of concepts"? What might their presence indicate? How can they be "connected"?

4. Does the "tree of concept" include a value, worldview component? ways of active comprehension, mastering the meaning this concept?

5. What is your “new” understanding of the meaning of the word under study?

№2. Algorithm for performing educational and research work

Educational research on a specific topic following structure:

- Justification of the relevance of the topic. This section reflects your search - why this topic is really interesting, what is the purpose of your research, what methods and approaches you intend to implement. This section examines the current state of affairs in relation to the research problem, the scale and global nature of the theory of the issue, as well as the state of affairs in the practice of the topic.

- Content . A list consisting of an introduction, titles of items (paragraphs) of the study, conclusion, list of used literature and applications indicating their position on the pages in the work.

- Introduction. Here the research program itself is reflected literally point by point, the goal and objectives of the research are set, research methods are determined, the object of research is described, its novelty and practical significance, briefly describes the content of the study.

- Items (paragraphs) of the study. It reflects the purpose and objectives, methods and techniques for researching data processing tools. Pivot tables, graphs and charts are included. The results are analyzed and conclusions are drawn.

- Conclusion. "Answer to the Introduction". Brief answers to the tasks set at the beginning of the study. The main conclusions of the study are noted.

- Bibliography. A numbered list of literary sources used in writing the work on the problem. Compiled in alphabetical order with the obligatory indication of the author, the title of the work, the city of publication, the name of the publisher, the year of publication and the number of pages.

Your work is ready! Now it remains only to protect the study, if necessary. And you will do this, since you yourself wrote it, and are accordingly very familiar with the content. Good luck!

№3. Algorithm for solving the situation

Based on what legal documents can this situation be resolved?

Play the situation (case)

Clarify the situation

Present solutions to situations.

№ 4. How to chart.

1. Read the proposed text and write down its title

2. Indicate with a pencil in the text the main sections that make up the text and give them names.

3. Swipe down arrows from the title of the text and sign next to each of them the names of sections of the text.

4. Complete the diagram with examples.

№ 5. How to fill in the table.

1. Read the table of contents titles.

2. Read the text of the textbook and using a pencil (or highlighting in the electronic version of UEMK), indicate in it the materials for each column.

3. Write in the appropriate columns of the table the indicated materials from the text in abbreviated form.

5. The content of practical tasks

Topic 3.1. concept state system social protection of the population.

Practical lesson No. 43 "Compilation of the tree of the concepts of "Social protection" and "Social security"

concept analysis "Social Protection" and "Social Security"

The task: compose of the concept tree "Social protection" and "Social security"

Type of control: report

Practical lesson No. 44 "Implementation of organizational and managerial activities"

Goals and objectives of the practical task: to analyze organizational and managerial aspects of activities in the system of social protection of the population

The task: educational and research work

Tasks:

1. Consider the theoretical problems of the study of organizational and managerial activities in social work;

2. Explore the nature and role of the social policy of the Russian state in the system of providing social protection

3. Show the most important strategic directions for improving the efficiency of organizational and managerial activities in the system of social protection.

Type of control: report

Practical lesson No. 45 "Comparative analysis of organizational management systems"

Goals and objectives of the practical task: Carry out organizational and managerial activities in accordance with the specifics of the direction of social work

The task: make an analysis of the main organizational management systems by filling out the table:

Types of organizational management structures

pros

Minuses

Linear

functional

matrix

Type of control: report

Practical lesson No. 46 "Analysis of the activities of the regional system of executive power in the field of social protection of the population"

Goals and objectives of the practical task: to analyze the features of the activities of the system of executive power in the field of social protection of the population of the Nizhny Novgorod region

The task: Fill in the table "Analysis of the activities of the executive power system in the field of social protection of the population of the Nizhny Novgorod region",using materials from the website of the Ministry of Social Policy of the Nizhny Novgorod Region:

Tasks of the body of social protection of the population of the subject Russian Federation

The main activities of the body of social protection of the population of the subject of the Russian Federation

Functions of the body of social protection of the population of the subject of the Russian Federation

Type of control: report

Practical lesson No. 47 “Solving practical situations on the topic “State executive authorities in the system of social protection”

Goals and objectives of the practical task:

The task:

Type of control: report

Practical lesson No. 48 "Analysis of regional features of the activities of territorial institutions of social protection of the population"

Goals and objectives of the practical task: analyze the features of the activities of territorial institutions of social protection

population

The task: Create a comparison table:

Office

social protection of the districts of the Nizhny Novgorod region

Managment structure

Main tasks

Department of Social Protection of the Perevozsky District

Department of social protection of the area where you live

When compiling the table, it is recommended to use the website of the Ministry of Social Policy of the Nizhny Novgorod Region: http://www.minsocium.ru/ and websites of social protection departments of the Nizhny Novgorod region.

Type of control: report

Practical lesson No. 49 "Solving practical situations"

Goals and objectives of the practical task:

The task: Resolve situations (Collection of situations and cases on social work)

Type of control: report

Practical lesson No. 50 "Compilation of a professiogram of social work specialists, heads of structural divisions of institutions of social protection of the population"

Goals and objectives of the practical task:

Practical task : draw up a professional profile of a social work specialist according to the following scheme:

The main goals of social work as a professional activity

Main functions

Professional training requirements

Description of the labor process

Type of control: report

Practical lesson No. 51 "Compilation of algorithms for the provision of social assistance to various categories of citizens"

The objectives of the practical task: identification of personal difficulties in various categories of citizens

W assignment: Develop an algorithm for interacting with clients (elderly and disabled people who are in difficult life situation etc.), in accordance with the rules for the provision of social assistance

Methodological instructions for completing the task

Algorithm - this is a sequence of commands intended for the performer, as a result of which he must solve the task. The algorithm must be described in a formal language that excludes ambiguity of interpretation. The performer can be a human or a machine. The performer must be able to execute all the commands that make up the algorithm. The set of possible commands is finite and initially strictly specified. The actions performed by these commands are called elementary.

Work is carried out in microgroups

Task execution algorithm:

Simulate the situation

Make an algorithm of interaction with the client, in accordance with the principles of interaction between a social worker and a client (reference information)

Protection

Type of control: protection

Practical lesson No. 52 "Organization of social work in rural areas"

Goals and objectives of the practical task: to analyze the main directions

The task: make an analysis of the areas of social work in rural areas by filling out the table:

The main directions of social work in rural areas

Technology

social work in rural areas

Methods and forms of implementation

social work in rural areas

Type of control: report

1. Main sources: (subject to subsequent changes and additions)

Decree of the President of the Russian Federation of October 2, 1992 No. 1157 (as amended on July 1, 2014) “On additional measures of state support for disabled people”;

Federal Law "On labor pensions in the Russian Federation" dated 12/17/2001

Law of the Nizhny Novgorod Region dated May 5, 2005 No. 40-3 “On State Social Services for the Population”;

Vasilkova T.A. Fundamentals of andragogy [Text]: textbook / T.A. Vasilkov. – M.: KNORUS, 2011.

Non-Arevyan O.A. Social insurance [Text]; Tutorial/ O.A. Non-Arevyan. - M .: Publishing and Trade Corporation "Dashkov and K"; Rostov n/a: Science-Spectrum, 2011.-288 p.

Pavlenok P.D., Rudneva M.Ya. Technologies of social work with various population groups [Text]: Textbook./ Ed. prof. P.D. Peacock. - M., INFRA-M, 2011 . – 272 p. (Higher education)

Platonova N.M. Innovations in social work: Textbook for students. institutions of higher prof. education / N.M. Platonova, M.Yu. Platonov - M .: Publishing Center "Academy", 2011, 256 p. – (Ser. Baccalaureate)

Social rehabilitation: Textbook./Under the general editorship. N.Sh. Valeeva. - M., INFRA-M, 2012 - 320 p.

Social Work: Textbook / Ed. d.p.n., prof. N.F. Basov - 2nd edition, revised. and additional - M .: Publishing and Trade Corporation "Dashkov and K", 2011, 364 p.

Theory of social work: textbook / edited by Ph.D., prof. E.P. Agapova - M .: Publishing and Trade Corporation "Dashkov and K"; Rostov n/a: Science-Spectrum, 2011.-280 p.

Firsov M.V. Technologies of social work: Textbook for bachelors / M.V. Firsov, E.G. Studenova / -M., Yurayt Publishing House, 2012. - 557p.

Tsitkilov P.Ya. - M.: Textbook / P.Ya. Tsitkilov. - M .: Publishing and Trade Corporation "Dashkov and K"; Rostov n/a: Science-Spectrum, 2011.-280 p.

Technologies of social work in various spheres of life [Text] / ed. prof. P.D. Pavlenka: Textbook. - M .: Publishing and Trade Corporation "Dashkov and K", 2010. - 596s.ISBN5-94789-802-X

2. Magazines and newspapers

1. Russian medical journal

2. Help for the elderly and disabled

3. Social work

4. Social protection

5. Hope

3.Internet resources

1. Internet resource "Information Service on the Rehabilitation of the Disabled". Access form: http://www.rehabin.ru/

2. Internet resource " Information business portal". Access form: http://market-pages.ru

3. Internet resource "Information business portal". Access form: http://www.ref.by/refs

4. Internet resource "Technologies of social work in various fields". Access form: http://fictionbook.ru/

5. Internet resource "Invalid.Ru" - a social server for the disabled - Laws on the disabled" Access form: http://www.invalid.ru

n1.doc

Publishing and Trade Corporation "Dashkov and Co"
E. I. Kholostova

WORKSHOP

ON SOCIAL

WORK
Second Edition

Moscow, 2008

Kholostova E.I. Workshop on social work. -

X73 2nd ed. - M.: Publishing and Trade Corporation "Dashkov and Co", 2008. - 296 p..
ISBN 978-5-91131-424-8
The workshop complies with the requirements of the State Educational Standard of Higher Education in the specialty "Social Work". It deals with the main issues of theory, technology, management of social work with various categories of the population. It can be used in practical and seminar classes of students.

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

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

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

I. Workshop on social technologies...............................................................5

P. Workshop on social technologies

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

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

VI. Practicum on knowledge of the regulatory framework ..............................................149

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

Foreword

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

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

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

It is known that the received theoretical knowledge without the skills to apply it in practice will not bring the desired result and self-satisfaction, so we hope that this workshop will be useful in mastering curriculum majoring in Social Work.

I. Workshop on social technologies

_____________________________________________________________________________

1. 
   Using the Counseling Method

Counseling is a system of procedures that promotes relaxation and the process of re-evaluation of the personality. Here we must create a safe place where a woman must feel supported and accepted completely.

We must help to vent emotions and encourage a woman to have the courage to accept an alternative to patterns. We offer to accept the client completely and without evaluation. Always be on the client's side. To overcome feelings 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 job of the counselor is to help them get past the stage of separation from their mother, to allow themselves to "be".

During the consultation, manifestations of anger that was previously suppressed, directed against the situation or in relation to people, are possible. This anger in women is often directed against themselves. It is known that anger, turned on itself, leads to depression and neuroses.

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

This can be physical distress, which includes illness, pain experienced from injury, loss of consciousness, anesthesia, acute discomfort, exposure to sedative drugs, cold, hunger, and finally, just the birth process. It can also be emotional distress associated with a major loss, fear, humiliation, boredom, etc. During trauma - physical or emotional - the work of our flexible human intelligence stops.

We are well aware of the expressions that describe the state of a person: "For fear, I do not understand anything." “She was mad with pain”, “In a rage, he did not control himself”, “After the news of the death, I walked in a fog”, “Better 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 - in 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 during distress is remembered in a completely different way than the usual information that we receive during non-distress experiences is remembered. After all, information from positive experience becomes useful information, which can be used to "be smarter" next time. At the same 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, as we wish.

Distress experience information cannot be requested in separate parts. It comes in its entirety as a monolith, unanalyzed and ununderstood. This misinformation can be compared to a record - a very detailed and meticulous, complete record of what happened during the distressing experience.

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

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

We can say that this occurs in the "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'm losing my grip", "I have no former audacity", "I'm not the same as before", "This impression , what last years All my life energy was taken away from me."

These phrases sound quantification, 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 noticed even in youth, but it is not understood. This second type of consequence is easier to understand if the memory of distress is viewed as a record. Carrying in ourselves this record of a distressing experience, we seem to carry a booby trap in ourselves.

When we are faced with a new situation that is sufficiently similar to the recorded distressing experience, we unwillingly respond to it by trying to relive the experience. We can say that with a sufficiently strong reminder of the old negative experience, we turn into something resembling a live automatic player.

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

The person, now in the grip of recording old distressed 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, which is not at all like the creative, talented behavior of a thinking person. All that is needed to include a recording of an old distressing experience is for the situation to be sufficiently similar to the old one in a sufficient number of ways. So that it has sufficiently similar smells, voices, colors, characters. If this condition is present, the restimulated recording plays a distressing sensation that the person is unable to separate from the actual sensation.

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

Being in the grip of a restimulated distress record, a person says stupid things, makes mistakes and mistakes, experiences terrible feelings that are logically completely unrelated to what is actually happening.

1. 
   Bibliotherapy as a method of psychological influence

We consider bibliotherapeutic work to be one of the important components of art therapy. 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. In therapy, the composition of poems, sagas, writing prose, fairy tales, melodramas is used.

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

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

We use poetry in our work. Poems act both on consciousness and on emotions, they have their own rhythm and size. Apparently, thinking, acquiring this rhythm, changes the gross energy.

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

Option one

Rondo is a simpler job.

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

The client is invited to fill in the lines sequentially.

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

I'm vulnerable

Because I'm a woman.

It's easy for me to hurt.

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 happening.
Option two

The second scheme works well when meeting with a client for the first time (for example, during an interview). This is where speech markers come into play. The facilitator carefully 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 nominal sentences. The words highlighted by the psychologist should be subject.

For example:

1. Pain takes you by surprise
Trapped in 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, other characteristics are written.
2. Fear of not dying
Pain is part of life
Driven into a dead end

3. Being trapped forces you to find a way out.

Fear spurs action

Pain burns all rubbish

The last stage of the work - the facilitator suggests writing one sentence in which all three words are used. Psychological work is already underway with this proposal.

For example:

Pain heals the oppression, fear blesses the way.
The pain lurked like a black bird, without wings, it is scary to think that it is possible to see clearly.
Option three

White verses - for us this is the most successful version of the work, but also the most difficult. The verses don't rhyme here. Work can be carried out both individually and in groups. This work is usually given for a group of up to two hours. The task is given line by line. And then, when we receive finished 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 been established in the group.
The outline of the poem itself 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 with 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, prepositions do not count.

Third line:

write 3 words. Words should describe the action(s) that a person usually does when in 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, fatigue, guilt

Depression
Then the work itself begins with the poem. This is analytical work, like unraveling a ball. Here much depends on the experience and intuition of the psychologist. But there are rules to follow. The poem fully reflects the problem of the client, 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 actions that are usually performed in stressful situations. It is clear that our clients are under the pressure of accumulated stresses. Therefore, the task of the facilitator 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 to change the actions in the poem, and from changing the action to go to changing the feeling in the poem; again and again offer to read your poem aloud and help to come to a new state. At the same time, all the lines gradually change. 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 say out loud actions that, as a rule, are not performed. Thus, decisive and aggressive actions are very difficult for women. And for depressed clients, 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 poetry.
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 feel new sensations from the situation. For example,in the example above, we'll start with a question:
Moderator: 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 arise, can you change them at will?

Cl: No.

Q: What are the actions: "I don't want to do anything"?

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

Q: Do you usually do this?

CL: Yes, often.

Q: Is it possible, on one's own initiative, to change the howl of feeling in four lines?

CL: No, I don't think so.

Q: Which of these five lines can actually be changed? What would you like to do that you don't normally do? Maybe: I bring myself to people? Does this line suit you?
The offer of a replacement version usually comes from the host only after some searching for a version with the client and with strong resistance. Do not push too hard and insist on your own. If you see resistance to work, you can offer your own examples. As a rule, on some one of the examples, the client agrees.

KL: This phrase provokes resistance.

Q: What cuts the ear?

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

Q: What does it change to?

Class: 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.: "Wine" is more familiar.

Q: If you leave the word "guilt", is it possible to write a poem with the word "guilty"?

Explaining guilt, Aggression, impotence

How does it feel to talk to a girlfriend

By phone.
To what feelings Calmness, fatigue,

Does it lead? feeling of support.
Is it the same fatigue? No, it's different.
What arises Pleasant loneliness,

As a result?
This state is more pleasant

What is depression and guilt?

Is there any - I don't know.

Any way to help

change depression

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

Now you 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 cooking dinner.

Support, security, satisfaction, satiety.

Harmony

Does harmony fit here? Yes.

How are you feeling? Weird, 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 work, when the feeling of harmony was experienced for the first time and the last time, what feelings were experienced. What will happen in the client's life if the desired state is reached. And all the time the facilitator should pay attention to the state in the body of the client. If cold, where, what does it look like. Try to emphasize the client's feelings on pleasant sensations. If relief, then where in the body, in what form, what does it look like, and when does a person usually experience it.

The thing is that our clients live for many years in a crisis situation. Many of them are depressed, and therefore working through the actions they are not doing, which is typical for depressed clients, has a healing effect. Most often we have to face the problems of fear, unwillingness to Live, anxiety, helplessness, insatiable need for love. Our task as specialists is to give them the opportunity to see and articulate new ways of solving the problem in the process of work, 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 paralyze and create a feeling of hopelessness even in simple situations. A lot of problems exist only in our heads. Reality is often not as terrible as we think.

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

Our poems, undergoing metamorphoses, 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 their actions, deeds, thoughts, feelings; develop a 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; personal characteristics (pronounced personality traits, positive and negative character traits, etc.)?
3. 
   My mission on Earth, in society?
4. 
   Where I am ( why me here)?

1. 
   Social work as a subject. What sections are of interest?
2. 
   Map of my preferences (subjects of particular interest).

1. 
   What interests me in it?
2. 
   What do you like?
3. 
   What does not suit?

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

1. 
   Who are those others that are next to me?

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

1. 
   How to coexist and cooperate.
2. 
   Whom and what to correspond and sympathize with?

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

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

• 
  professional development cannot take place in isolation from general development a person, therefore, includes all components of the integral development of the 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 personal characteristics that keep the period within the boundaries of qualitative certainty;
• 
  the formation of a person as a professional is closely related to his development as a person. The personal space is wider than the professional space and significantly affects it. A person's personality usually has a positive impact on the choice of a profession, on the course of professional adaptation, professional self-realization, stimulates professional skills and creativity;
• 
  personality can also prevent the formation of a professional in a person;
• 
  the professional qualities of the individual, as they form and develop, begin to have the opposite (positive or negative) effect on the individual;
• 
  professional development of a social worker is a process of counter movement of the society and the individual; it is characterized by the unity of the social order and human needs in creating 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 internalization, interaction and mutual assistance, which ensures the full achievement of the professionalism of the individual and activity;
• 
  the professional development of a specialist depends both on a number of subjective factors (for example, inclinations, opportunities, abilities, value orientations, motivational readiness, etc.) and on objective factors (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 continuing professional education acts as a means, a condition for this interaction, the basis for achieving high professionalism of the individual 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 is understood as the social maturity of the specialist's personality, professional position, as well as his assertiveness, communicativeness and self-efficacy. 3 . Organizational competence includes organizational skills, perseverance, focus, ability to make decisions, self-organization of a social worker.

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

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

1. 
   When leading social competence a social worker can be called missionary since leadership is predominant in its activities personal experience, his activity more likely fits into the category of "man-community".
2. 
   Specialist with dominant 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 extent.

1. 
   Lack of methodological competence - i.e. this specialist has only social and organizational competence. This is the most common type of social worker today. In connection with the urgent need for personnel in the social sphere and the impossibility of still adequately presenting graduates in social work, managers of social services are forced to recruit such non-professionals who go into social work by the will of their hearts or when fleeing unemployment. The activities of such specialists are sometimes distinguished by ill-conceivedness, inconsistency and sometimes even complete illiteracy in the application of social technologies.
2. 
   Lack of social competence - most often these are students working part-time in the social sphere, who do not yet have sufficient life experience and practical skills. They, in our opinion, are poorly represented in social work.

1. 
   Lack of organizational competence - social workers from this group are represented quite widely. Most often they burn out at work and subsequently change the production area. This category of workers can be classified as playing the game "Hunted Housewife", identified by E. Berne.
2. 
   Lack of social and organizational competence, those. available only methodological competence - this is an adviser, a methodologist, cut off from reality. Unfortunately, often these are social work teachers who came to the field to do pure science immediately after graduation.
3. 
   Lack of methodological and organizational competence , those. in stock social competence - is a social work preacher. Most of these people are engaged 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 much attention to its content. In social work, this category is represented by former servicemen, retired officers, but still willing to work 1 .

5. What is your creativity?
The questionnaire complements the topic of self-diagnosis, self-analysis, self-assessment, self-reflection of the personality.

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.).

Problem-thematic dialogues activate the position of the individual, the mental 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 may begin with an understanding of some "familiar" terms: a mass profession; scarce profession; prestigious profession; free profession; new profession; rare profession; general profession; family profession; dying profession; elite profession; piece profession; eternal profession.

Then the dialogue moves on 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 are up for debate:

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

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

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

=> What type of career is typical for your personal professional path?

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

=> Are there patterns of professional development that are 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, methods of changing the state of a person, widely described in the literature, can be used, characterized by the following principles:

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

=> 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, change, readiness to learn new things;

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

=> "freezing" - fixing new ways of activity, integrating them into the personality 1 .

The use of methods of individual and group psycho-correction is aimed at developing the communicative and organizational abilities of students, social workers, their reflective skills (the ability to analyze the state and behavior of the group and one's own, the situation and oneself in it). These methods contribute to:

=> developing and correcting the norms of personal behavior and interpersonal interaction;

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

6. Self-confidence training.
Being confident means being able to identify and express your feelings, wants, needs and expectations; the ability to build relationships with other people; insist on exercising one's rights, making and accepting compliments, etc. Lists of basic rights are compiled that support self-confidence. 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 self-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 a person. The development of a person as a person is professionally impossible, without self-preservation, self-protection. This is especially true of the activity and personality of a social worker, who sometimes finds himself in a stress-conflict situation or situation.

In this regard, an important part of the special course is a 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 the personality of a professional, and promote creative professional longevity.

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

As the study shows, active methods, forms of professional training actualize the processes of self-knowledge, introspection, self-development of the individual. The idea of ​​novelty, surprise, confrontation of different positions require the student, the participant of the course preparation, to rethink the assessments available in the arsenal and the formation of 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 for your behavior in certain situations. A similar idea is implemented, for example, in the method socio-psychological training in the form of role - playing games M. Forweg 1 . He believes that the special didactic and developmental value of business and role-playing games is due to the fact that a person learns dynamic processes best, and even more so if he is personally involved in them.

1. 
   Psychological game "Competitor"

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

The game is polyphonic. Each player solves several problems at once, which also have some two-dimensionality. The first plan (let's call it external) is the actual solution of a business problem, the manifestation of intellectual, organizational, professional abilities, and 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, at the same time participating in the decision production task, any social problem, to show and develop self-management, the ability to control and correct their behavior and condition.

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 score is given to the participant who is the first to offer the correct answer in solving a particular problem (problem situation).

The organizational score is credited to the participant who proved himself to be the organizational leader of the group, who conducts coordination work in solving this problem.

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

The design and conduct of the game is a creative process of interaction between the organizers and participants of the game;

• 
  problematic, thematic and target orientation

• 
  the priority of the dialogue, which has both a given and at the same time "free" character of a verbal discussion of the problem;
• 
  the possibility of modeling the content of professional activity, contributing to adequate conditions for the development of the individual;
• 
  performance by the participants of the game of role-playing functions: "leader", "ideologist", "organizer", "consultant", "censor", etc.;
• 
  "entry" of game ideas into reality. The significance of the transition from simulated 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 the 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 activities;
• 
  formation of the ability and skill of group interaction, dialogue, discussion.

• 
  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 serve as starting points for the organization of practice, in particular social work as a professional activity, they are specified in approaches, rules, recommendations for practice.

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 the most important?
4. 
   What is your main ethical position (norm, principle) in your activity?
5. 
   What are the main types (criteria, indicators) of behavior of a social worker with a client?
6. 
   What, in your opinion, are the defining principles of a social worker's activity?

As time goes by, the roles change. After that, each participant, having received the answers of 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 uniting in "troupe circles" of five people and the participants of the game get additional time to discuss the prepared answers, highlighting the three most striking and convincing formulations. At the end of the game, there is a general discussion, 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 of the lesson develop a draft professional and ethical code of a social worker.

Thus, the use of reflexive-management technology in a special course - a special workshop allows the process of professional and personal development to be carried out "aimingly", referring directly to the personality of students, students, working specialists, increasing their general and professional culture, professionalism of personality and activity.

Issues for discussion

1. Define the basic principles of individual work with a client.

2. Illustrate the implementation of social individual work with an example.

3. Tell us about the basic principles of functional individual work.

Practical tasks

PRACTICAL WORK 10. METHODS OF SOCIAL WORK WITH A GROUP

Issues for discussion

1. Define the stages of group dynamics. Group and collective in social work.

2. Using examples, describe the content of field theory, social exchange theory and social systems theory.

3. Determine situations where social work with the group is needed

Practical tasks

1. In the “nursing home”, “determine” the main methods for conducting group work on healthy lifestyle life.

2. Based on the examples of the above theories, work on any topic with a group of women who are victims of domestic violence.

Literature

5. Platonova N. M., Nesterova G. F. Theory and methods of social work; Academy - Moscow, 2013. - 400 pages.

PRACTICE 11. SOCIAL WORK IN A MICROSOCIAL ENVIRONMENT

Issues for discussion

1. Define the concept and functions of the microenvironment. Give an example of a micro-society.

2. Illustrate the principles of working in a microenvironment.

3. Determine the main work strategies in the context of various models of social work in the micro-society.

Practical tasks

1. As a specialist, define the functions of social roles in models of local development, social planning and social actions.

2. "Create" a micro-society in the group and, as specialists, determine the methods of work.

Literature

1. Nesterova G.F. Technology and methods of social work. – M.: Academy, 2011.

2. Social work in modern Russia: the interaction of science, education and practice / NRU BelSU; ed.: V.V. Bakhareva and others; reviewer: V.P. Babintsev, I.M. Nevlev. - Belgorod: IPK NRU BelGU, 2011.

3. Firsov M.V. Psychology of social work. – M.: Academy, 2010.

4. Pavlenok P.D. Technologies of social work with different population groups. - M.: Infra-M, 2011.

6. Platonova N. M., Nesterova G. F. Theory and methods of social work; Academy - Moscow, 2013. - 400 p.

PRACTICAL WORK 12. SOCIO-ECONOMIC AND ORGANIZATIONAL-MANAGEMENT METHODS IN SOCIAL WORK

Issues for discussion

1. Illustrate with examples the types of economic and organizational– managerial methods in social work.

2. Identify the main mistakes in formulating the goals of social design.

3. Determine the basic principles for the implementation of economic methods.

Practical tasks

1. Create a management project in the women's crisis center system. Define the main goals and objectives.

2. Determine ways to raise funds for the implementation of the developed project.

Literature

1. Nesterova G.F. Technology and methods of social work. – M.: Academy, 2011.

2. Social work in modern Russia: the interaction of science, education and practice / NRU BelSU; ed.: V.V. Bakhareva and others; reviewer: V.P. Babintsev, I.M. Nevlev. – Belgorod: IPK NRU BelSU, 2011..

3. Firsov M.V. Psychology of social work. – M.: Academy, 2010.

4. Pavlenok P.D. Technologies of social work with different population groups. - M.: Infra-M, 2011.

5. Tsitkilov P.Ya. Technology of social work. - M .: Dashkov and Co., 2011.

6. Zhirov M.S. and etc. Professional training specialist in social work: competence-based approach / rev.: V.V. Bakharv, I.M. Nevlev. - Belgorod: BelGU, 2010.

7. Safronova V.M. Forecasting, designing and modeling in social work. – M.: Academy, 2010.

PRACTICE 13. SOCIOLOGICAL METHODS IN SOCIAL WORK

Issues for discussion

1. Determine the specifics of the sociological approach to social work technologies.

2. Develop a sociological model of the client and social worker.

3. Determine the objective indicators of the social security of the population.

Practical tasks

1. Determine the priorities of the "current generation" and develop models of work with the involvement of sociologically oriented methods.

2. Determine the sociological parameters of the categories of families to create a data bank on dysfunctional families.

Literature

1. Nesterova G.F. Technology and methods of social work. – M.: Academy, 2011.

2. Social work in modern Russia: the interaction of science, education and practice / NRU BelSU; ed.: V.V. Bakhareva and others; reviewer: V.P. Babintsev, I.M. Nevlev. - Belgorod: IPK NRU BelGU, 2011.

3. Firsov M.V. Psychology of social work. – M.: Academy, 2010.

4. Pavlenok P.D. Technologies of social work with different population groups. - M.: Infra-M, 2011.

5. Tsitkilov P.Ya. Technology of social work. – M.: Dashkov i K, 2011.

6. Yuzefavichus T.A. Problems of social work with youth. – M.: Academy, 2010.

7. Kozyrev G.I. Sociology of the family: love and calculation in marriage and family relations and not only ...: a textbook for bachelors and masters - M .: Infa-M. Series: higher education, 2016.

8. Platonova N. M., Nesterova G. F. Theory and methods of social work; Academy - Moscow, 2013. - 400 p.

9. Bourdieu P. Sociology of social space. - St. Petersburg: Aletheya, 2007.

10. Gorshkov M.K. Social factors modernization of Russian society from the standpoint of sociological science // Sotsis. - 2010. - No. 12.

11. Goryunov A.V. The modern model of social change. Experience of explication // Socis. - 2011. - No. 2.

12. Prosvirnin A.A. Sociologically - oriented models in the classification of theoretical models of social work: the problem of scientific justification // Informational Mordovia (Saransk). - 2017. - No. 3 (6). - S. 24-29.

should be able to :

• operate with basic concepts and categories of specialty;

As a result of mastering the discipline, the student must know:

• categories and concepts of social work, the specifics of the profession;

View document content
"Methodological recommendations for the implementation of practical classes with students in the discipline Theory and Methods of Social Work"

Ministry of Education of the Moscow Region

State Educational Institution of Higher Education "State Humanitarian and Technological University"

Humanitarian and Pedagogical College

for practical work

in general professional discipline "Theory and Methods of Social Work"

39.02.01 Social work

2015

Goals and objectives of organizing practical work on the subject of Theory and Methods of Social Work:

As a result of mastering the discipline, the student should be able to :

realize professional activity in accordance with the professional values ​​of social work;

use the technologies and methods of social work to transform the client's SWC;

collect the necessary information, analyze the situation of the client in the provision of social services and targeted assistance.

As a result of mastering the discipline, the student must know:

traditions of Russian and international charity;

main modern concepts and models of social work, their foundations;

the main stages in the history of the development of social work in Russia and abroad;

general and private technologies, methods of social work;

features of the object and subject of social work;

the main approaches used in social work (subject-subjective, personality-oriented, system-activity, etc.);

principles of activity of the social worker;

Practical work is designed to contribute to the formation of general and professional competencies:

Types of practical work and time for its implementation(14 hours)

Workshops.

Fill in the table according to the studied material:

N.M. Platonov, G.F. Nesterova Theory and Methods of Social Work: Moscow Publishing Center "Academy" 2014

Kravchenko A.I. Social work: textbook. - M .: TK Velby, Publishing House Prospekt, 2010. - 416p.

Lozovskaya E.G., Novak E.S., Krasnova V.G. History of social work in Russia: Educational and methodological manual for the specialty "Social work". - Volgograd: VolGU Publishing House, 2011.

Vlasov P.V. Charity and mercy in Russia. - M .: CJSC Publishing house Tsentrpoligraf, 2001.

Kostina E.Yu. History of social work. - Vladivostok: Publishing House of the Far Eastern University, - 2003.

Melnikov V.P., Kholostova E.I. History of social work in Russia: Proc. allowance. - M .: Publishing and bookselling center "Marketing", 2001.

Nikitin V.A. Some development issues conceptual foundations theory of social work (Text): Collection of scientific articles. Moscow: ANO SPO SOTIS. 2008. - 144p.

Fundamentals of social work: Textbook / otv. Ed. P.D. Peacock. - 2nd ed .. corrected. and additional - M.: INFRA-M, 2003. - 395s.

Social work: theory and practice: Proc. allowance / resp. ed. d.h.s., prof. E.I. Kholostova, Doctor of Historical Sciences, prof. A.S. Sorvin. – M.: INFRA-M, 2003. – 427p.

Firsov M.V. history of social work in Russia: Proc. allowance for university students. – M.: Humanit. Ed. center VLADOS, 1999.

Kholostova E.I. Professionalism in social work: Textbook. - M .: Publishing and Trade Corporation "Dashkov and K", 2006. - 236s.