Socio-pedagogical process, its structure and stages. General characteristics of the main components of the socio-pedagogical process

Internal social pedagogical process. Any process consists of stages (stages, periods) of its development (change). Practice shows that their signs can be age-related, qualitative or quantitative changes in the personality that occur in the corresponding socio-pedagogical phenomenon. Qualitative

Chapter 3. Socio-pedagogical process and ways to improve it 33

changes are often characterized as stages (time periods). Stage and stage are often used synonymously.

Stages (stages, periods) are determined depending on what is studied in the process of education, development, in what conditions, during what time. In each of them, the most characteristic (typical) possible qualitative changes (manifestations) are distinguished, which make it possible to distinguish one stage from another and to assess their originality.

V broadly it is, for example, the process of social development of a person throughout his life. In this case, the stages represent the originality of the age periods and the corresponding social statuses person - a child, schoolchild, student, etc. The internal socio-pedagogical process allows you to see the features of social development and human behavior at each age stage. Modern developmental psychology and pedagogy singled out specific stages (age-related development) and revealed the peculiarities of human development, its qualitative and quantitative characteristics in each of them. This knowledge helps a social worker to assess in great detail the course of a person's social development, to orient himself in determining the goal and nature of social and pedagogical activity in relation to him in these conditions.

External socio-pedagogical process. The effectiveness of the realization of the internal possibilities is largely determined by the external socio-pedagogical process. To what extent does it provide the necessary favorable conditions, stimulates expedient or restrains negative development, due to which the potential of the internal socio-pedagogical process is most fully realized. Knowledge of the essence of the external socio-pedagogical process and the ability to use it in relation to oneself, one's professional activity is very important for a social worker.

In essence, the external socio-pedagogical process is a purposeful sequence of actions of a social teacher (subject), conditioned by the need to ensure the predictable development of the internal socio-pedagogical process of the object. It helps to most optimally achieve a specific goal of the professional activity of a specialist.

When considering the content of the socio-pedagogical process, two approaches are distinguished: structural and functional. Structural determines its component composition, which can be conditional or functional. This approach is important for studying and analyzing the nature of activities to achieve a specific goal. Functional defines the features of the professional

34 Section I. Scientific and theoretical foundations of social pedagogy

nal activity of a particular specialist at each stage (poetic). It is important in the process of finding the most the best option work of a social worker with a certain person (group), as well as to assess its effectiveness. By component composition the functional approach differs from the structural allocation of each stage (sub-stage) according to its purpose, as well as the presence of a subject and an object.

Subject external socio-pedagogical process is a social worker. The position of the subject in professional activity is largely determined by his training, social experience.

The subject and the object determine the originality of the socio-pedagogical process.

The socio-pedagogical activity of the subject is carried out in accordance with his professional purpose, which determines the main goal of the specialist's work - as its perfect result... It may or may not coincide with the real one. The real goal is determined by the object social work.

The external socio-pedagogical process also includes certain stages (sub-stages) of activity. Each of them has its own functional purpose, content and sequence of implementation actions. Its main stages include the following (structural approach):

1st - preparatory;

2nd - direct activity (the process of implementing the selected pedagogical technology);

3rd - effective.

In the literature, a functional approach is more common when identifying stages, for example: diagnostic and diagnostic, choice of technology, direct training, implementation, evaluative and effective.

Preparatory stage includes sub-steps that define its content. These include: identifying the features of the internal socio-pedagogical process, the goals of socio-pedagogical activity and the way to achieve it. In essence, we are talking about a substage, which are:

Chapter 3. Socio-pedagogical process and ways to improve it 35

Diagnostics and identification of the individuality of the object. Socio-pedagogical activity has a targeted character. It is focused on a specific personality. Depending on the social problems of the object (child, adolescent, youth, mature person, etc.), as well as its individual capabilities, including compensatory, or limitations (physical, physiological, psychological), the originality of everyday social behavior it is possible to carry out forecasts of activities. Diagnostics involves identifying:

a) individual deviations of a person and social problems arising in connection with this;

b) individual characteristics, the client's capabilities, his positive potential, creating opportunities for self-realization; c) features of a person's position, his attitude to self-realization, opportunities (personal) in achieving a certain degree, activity in work on oneself, attitude to social work

d) environmental conditions in which the client lives and has the opportunity for self-realization.

When a social worker interacts with a person with special needs, diagnostics often requires the participation of several specialists: medical professionals, psychologists, social educators. This approach allows you to get a more complete diagnosis of the client, on the basis of which you can:

a) create a socio-pedagogical characterization of the client;

b) to formulate its main social and pedagogical problems;

Indications;

Cautions, the main purpose of which is “do no harm”;

Tips for building the most optimal interaction with the client and his environment.

The investigated factors make it possible to reveal the individuality of a person (individual characteristics, possibilities) and proceed to the next substage.

Socio-pedagogical forecasting. Taking into account the knowledge of a person, the patterns of his development (patterns of development of qualities, personality traits), the social worker has the opportunity of pedagogical forecasting. In fact, we are talking about knowledge of the internal socio-pedagogical process and the ability to predict the dynamics of its manifestation.

36 Section I. Scientific and theoretical foundations of social pedagogy

The subject of socio-pedagogical forecasting is two blocks of problems associated with internal and external socio-pedagogical processes:

a) forecasting the dynamics, direction and intensity of changes in phenomena caused by the internal socio-pedagogical process, namely:

The focus and possible dynamics of the client's internal position in relation to the self-solution of the problem;

Possibilities of integral (general) or partial changes in the internal position of the client;

b) forecasting problems caused by external socio-pedagogical process, namely:

The ability of a social worker to ensure an optimal and targeted change in the position and activity of the client in relation to an independent solution to his problem;

The ability of the social worker to ensure the achievement of the predicted goal;

Compliance of the conditions, capabilities of the social worker and the client in achieving the predicted goal.

Forecasting is based, on the one hand, on the availability of sufficiently complete information about the personality of the client, which is necessary for a social worker, on the other, on the personal experience and intuition of the subject of social work.

At the beginning of his professional career, a specialist (social worker) uses mainly study guides, data from special studies on the possibilities of solving social problems the client, depending on his personality and, in accordance with the recommendations in a particular situation, predicts what options for work technologies may be. Over time, gaining experience in working with different categories (or with one of the categories) of people, testing various technologies, he acquires the appropriate skills, develops pedagogical intuition and gets the opportunity to more confidently predict the prospects of his client and his social teaching activities.

Based on a personal understanding of his social purpose in working with a client, knowledge of his individual characteristics, his own capabilities, working conditions, a social worker determines the goals and objectives of their activities (external socio-pedagogical process). This is the next substage of the socio-pedagogical process, which can be called as targeting.

Chapter 3. Socio-pedagogical process towards the path of its improvement 37

Target the socio-pedagogical process is what a social worker should strive for in interaction with a client. The goal, in fact, is the social ideal that the social worker wants to approach when working with this client. ...

In accordance with the purpose are determined tasks, which need to be addressed in order to achieve it.

Socio-pedagogical modeling. It is understood as the empirical creation of an ideal model of purposeful activity for the implementation of a specific technology that ensures the achievement of a specific goal, taking into account the capabilities of the environment and personal experience social worker. Modeling has a general or particular character: achievement of a general goal, solution of a particular problem. Its main purpose is to help the social worker choose the most optimal variant of pedagogical technology, which can allow him to achieve the optimal result in this situation.

Choice of technology- the next sub-stage of the socio-pedagogical process. Technology is one of the established, based on previous experience or identified and justified ways to achieve a specific goal.

To select (develop) a technology, a social worker needs to know:

Social problems of the client and the reasons for their occurrence;

Individual characteristics of the client: deviations, position and opportunities;

The goal (what to strive for, what to expect) and the main tasks which should be addressed in the process of achieving it;

Conditions for the implementation of technology (in a specialized center, at home);

Forms of technology implementation (in stationary conditions; at home; in the center social service);

Your capabilities in the application of a particular technology;

Temporary opportunities for technology implementation.

There may be several technologies for each socio-pedagogical problem. In the future, technology banks for various social problems will be created in specialized centers for social work. Each technology is focused on a specific category of customers and the problem being solved. It includes: a description of the option of social and pedagogical activity for

38 Section I. Scientific and theoretical foundations of social pedagogy

One of the technologies is selected depending on the client, his social problems, personal experience of the social worker, environmental conditions. Its implementation is carried out by a social worker through an individual methodology. There is only one technology, and there are many methods of its practical implementation.

Next, you need to determine how to implement it. This requires social and pedagogical forecasting. It allows you to create a project possible option implementation of the selected technology. If the technology includes a description of the implementation method, then the need for design is eliminated. Having chosen the most optimal way of implementation, proceed to the next substage.

Planning your activities- the next sub-stage of the preparatory stage. It provides for the development of a schedule for implementation by time, place and type of occupation (nature of activity). Planning helps to realize an intention that is complex and intense.

As a rule, the implementation of technology provides for a certain methodological support - material training.It is on the preparation of all methodological and didactic material necessary for high-quality and pedagogically expedient activities to achieve the goal.

Approbation of technology. It is necessary due to the fact that social work is carried out with an individual or a group that require individualization of technology. Testing helps to identify individual adjustment for technology, on the basis of which its clarification and correction is made. Here, adaptation of both the subject and the client of the socio-pedagogical process takes place in joint activities, which is the most important factor efficiency of technology implementation.

The second stage - the main one - direct activities for the implementation of the selected technology using a combination of methods, tools, techniques. In the course of it, there are sub-stages and planned results, which differ in certain qualitative and quantitative indicators. It is for the sake of these substages that all previous activities are carried out.

At the second stage, not only the active implementation of the technology takes place, but also its further individualization.

It ends with the achievement, to one degree or another, of the set goal.

Chapter 3. Socio-pedagogical process and ways to improve it 39

The third stage is efficient- Evaluation and analysis of the obtained results of activities and determination of subsequent prospects. It includes sub-steps:

a) preliminary assessment of the effectiveness of the activity process. To make a final conclusion about the effectiveness of the external socio-pedagogical process, it is necessary to understand the extent to which a person can realize himself in the natural environment of life. To do this, it is necessary to give a person the opportunity to adapt to a new environment and realize himself;

b) adaptation to natural conditions self-realization. The onset of this sub-stage most often depends on the results, rehabilitation, re-education, correction in specialized educational institutions or at home, in isolation from the environment of communication with peers. A well-thought-out, well-organized adaptation helps not only to consolidate the results obtained, but also to assess the effectiveness of the entire process, which allows it to be considered the final operation;

c) general assessment of the external socio-pedagogical process and its effectiveness;

d) general (final) conclusions on the implementation of the socio-pedagogical process.

For each external socio-pedagogical process, there are certain environmental conditions that ensure its most optimal course (practical implementation), the achievement of a rational result.

What are the ways to improve the efficiency of a social worker?

The internal socio-pedagogical process is determined by the following factors that determine the corresponding ways of its improvement:

a) internal (individual) capabilities of the client for appropriate adaptation, rehabilitation;

b) the client's activity, stimulating his activity on independent decision their problems. This factor emphasizes the exclusive role of the client himself. He acts not as a passive factor, but as an active self-creator;

c) the effectiveness of the external socio-pedagogical process, which is directly focused on interaction with the internal and aimed at ensuring its fullest implementation; d) the conditions of the environment in which the client lives and realizes himself. They either stimulate or inhibit the self-realization of internal

him the social and pedagogical process of the client.

40 Section I. Scientific and theoretical foundations of social pedagogy

The external socio-pedagogical process is mainly due to the sub-stages that make it up. The main way to enhance its effectiveness is to increase the effectiveness of each stage, including:

Improving the quality of diagnostics of the individuality of the client;

Qualitative and most complete socio-pedagogical characteristics of the client;

Ability to correctly predict the dynamics, direction and intensity of changes in the studied phenomenon and problems caused by the external socio-pedagogical process;

Enough precise definition socio-pedagogical (social-pedagogical) problem (problems) and on the basis of it (them) - the goal setting of the external socio-pedagogical process; tasks to ensure the most optimal achievement of the goal;

Ability to carry out socio-pedagogical modeling activity process required to select the optimal technology;

Choosing the most optimal technology and the way of its implementation;

Ensuring the quality of preparation for the implementation of the activity process (the most optimal course of the external social and pedagogical process);

Ensuring the quality of the implementation of the external socio-pedagogical process, taking into account the manifested dynamics and the possibilities for its improvement;

Ensuring client adaptation after completion of the implementation

activity, help and support in self-realization.

Thus, the most optimal interaction of internal and external socio-pedagogical processes and the most complete realization of their capabilities are achieved.

QUESTIONS AND ASSIGNMENTS

1. Give a description of the concept of "pedagogical process".

2. Describe the position of P.F. Kapterev as the founder of the idea of the pedagogical process.

3. Expand the essence and structure of the internal socio-pedagogical process.

4. Expand the essence, structure (stages) of the external socio-pedagogical process.

5. What is the relationship between internal and external socio-pedagogical processes?

6. Describe the subject and object of the socio-pedagogical process.

7. What are the main directions of improving the socio-pedagogical process?

Chapter 3. Socio-pedagogical process and ways to improve it 41

SAMPLE ABSTRACT TOPICS

1. Internal social-pedagogical process.

2. External socio-pedagogical process in social work.

LITERATURE

1. Kapterev P.F. Pedagogical process // Izbr. ped. op. M., 1982.

2. Likhachev B.T. Pedagogy. Ed. 2nd. M., 1996.

3. Podlasy I.P. Pedagogy. M., 1996.

4. Slaspenin V.A., Isaev I.F., Mishchenko A.I., Shiyayov E.N. Pedagogy. M., 1998.

5. Social pedagogy / Ed. V.A. Nikitin. M., 2000.

6. Stefaiovskaya TA. Pedagogy: Science and Art. M, 1998.

SOCIAL PERSONAL FORMATION

Pedagogy of social formation of personality

Social formation of personality is a natural continuous process. It depends on him how a person becomes as a person, to what extent and how he realizes himself in life, how he affects the environment of life. Many social problems of a person and the ability to independently solve them are mainly determined by his social development.

This topic provides for the consideration of the following problems:

1) social development of a person;

2) socialization of a person as a socio-pedagogical phenomenon;

3) features of age-related socialization of a person at various stages of his life.

Internal socio-pedagogical process. Any process consists of stages (stages, periods) of its development (change). Practice shows that their signs can be age-related, qualitative or quantitative changes in the personality that occur in the corresponding socio-pedagogical phenomenon. Qualitative changes are often characterized as stages (time periods). Stage and stage are often used synonymously.
Stages (stages, periods) are determined depending on what is studied in the process of education, development, in what conditions, during what time. In each of them, the most characteristic (typical) possible qualitative changes (manifestations) are distinguished, which make it possible to distinguish one stage from another and evaluate their originality.
In broad terms, this is, for example, the process of social development of a person throughout his life. In this case, the stages represent the originality of age periods and the corresponding social statuses of a person - child, schoolchild, student, etc. The internal socio-pedagogical process allows you to see the peculiarities of social development and human behavior at each age stage. Modern developmental psychology and pedagogy singled out specific stages (age-related development) and revealed the peculiarities of human development, its qualitative and quantitative characteristics in each of them. This knowledge helps a social worker to assess in great detail the course of a person's social development, to navigate in determining the goal and nature of social and pedagogical activity in relation to him in these conditions.
External socio-pedagogical process. The effectiveness of the realization of the internal possibilities is largely determined by the external socio-pedagogical process. To what extent it provides the necessary favorable conditions, stimulates expedient or inhibits negative development, due to which the potential of the internal socio-pedagogical process is most fully realized. Knowledge of the essence of the external socio-pedagogical process and the ability to use it in relation to oneself, one's professional activity is very important for a social worker.
In essence, the external socio-pedagogical process is a purposeful sequence of actions of a social teacher (subject), conditioned by the need to ensure the predictable development of the internal socio-pedagogical process of the object. It helps to most optimally achieve a specific goal of the professional activity of a specialist.
When considering the content of the socio-pedagogical process, two approaches are distinguished: structural and functional. Structural determines its component composition, which can be conditional or functional. This approach is important for studying and analyzing the nature of activities to achieve a certain goal. Functional determines the characteristics of the professional
3 - 5887
nal activity of a particular specialist at each stage (poetic). It is important in the process of searching for the most optimal option for a social worker to work with a certain person (group), as well as for assessing its effectiveness. In terms of its component composition, the functional approach differs from the structural one by highlighting each stage (substage) according to its purpose, as well as by the presence of a subject and an object.
The subject of the external socio-pedagogical process is a social worker. The position of the subject in professional activity is largely determined by his training, social experience.
The content and orientation of the external socio-pedagogical process are guided by a certain object of social work - elderly people, people with special needs, socially vulnerable people, etc., their individual characteristics, opportunities, social problems, attitude to their problem, the possibility of solving it.
The subject and the object determine the originality of the socio-pedagogical process.
The socio-pedagogical activity of the subject is carried out in accordance with his professional purpose, which determines the main goal of a specialist's work - as its ideal result. It may or may not coincide with the real one. The real goal is determined by the object of social work.
The external socio-pedagogical process also includes certain stages (sub-stages) of activity. Each of them has its own functional purpose, content and sequence of implementation actions. Its main stages include the following (structured approach):
1st - preparatory;
2nd - direct activity (the process of implementing the selected pedagogical technology);
3rd - effective.
In the literature, a functional approach is more common when identifying stages, for example: diagnostic and diagnostic, choice of technology, direct preparation, implementation, evaluative and effective.
The preparatory stage includes sub-stages that determine its content. These include: identifying the characteristics of the internal socio-pedagogical process, the goals of socio-pedagogical activity and the way to achieve it. In essence, we are talking about a substage, which consists of: 1. Diagnostics and identification of the individuality of the object. Socio-pedagogical activity has a targeted character. She is focused on a specific person. Depending on the social problems of the object (child, adolescent, youth, mature person, etc.), as well as its individual capabilities, including compensatory, or limitations (physical, physiological, psychological), the originality of everyday social behavior, it is possible to objectively predict the activity ... Diagnostics involves identifying:
a) individual deviations of a person and social problems arising in connection with this;
b) individual characteristics, capabilities of the client, his positive potential, creating opportunities for self-realization;
c) the peculiarities of a person's position, his attitude to self-realization, opportunities (personal) in achieving a certain degree, activity in working on himself, attitude towards a social worker;
d) environmental conditions in which the client lives and has the opportunity for self-realization.
When a social worker interacts with a person with special needs, diagnostics often requires the participation of several specialists: medical workers, psychologists, social educators. This approach allows you to get a more complete diagnosis of the client, on the basis of which you can:
a) create a socio-pedagogical characterization of the client;
b) to formulate its main social and pedagogical problems;
c) develop recommendations for a social worker in working with him:
indications;
warnings, the main purpose of which is “do no harm”;
advice for building the most optimal interaction with the client and his environment.
The investigated factors allow us to identify the individuality of a person (individual characteristics, capabilities) and move on to the next substage.
Socio-pedagogical forecasting. Taking into account the knowledge of a person, the laws of his development (the laws of development of qualities, personality traits), a social worker has the opportunity of pedagogical forecasting. In fact, we are talking about knowledge of the internal socio-pedagogical process and the ability to predict the dynamics of its manifestation.
The subject of socio-pedagogical forecasting is two blocks of problems related to internal and external socio-pedagogical processes:
a) forecasting the dynamics, direction and intensity of changes in phenomena caused by the internal socio-pedagogical process, namely:
orientation and possible dynamics of the client's internal position in relation to the self-solution of the problem;
the possibility of a holistic (general) or partial change in the internal position of the client;
b) forecasting problems caused by the external socio-pedagogical process, namely:
the ability of a social worker to ensure an optimal and targeted change in the client's position and activity in relation to an independent solution to his problem;
the social worker's ability to achieve a predictable goal;
compliance of the conditions, capabilities of the social worker and the client in achieving the predicted goal.
Forecasting is based, on the one hand, on the availability of sufficiently complete information about the personality of the client, which is necessary for a social worker, on the other, on the personal experience and intuition of the subject of social work.
At the beginning of his professional career, a specialist (social worker) uses mainly teaching aids, data of special studies on the possibilities of solving social problems of the client, depending on his personality and, in accordance with the recommendations in a specific situation, predicts what options for work technologies may be. Over time, accumulating experience in working with various categories (or with one of the categories) of people, testing various technologies, he acquires the appropriate skills, develops pedagogical intuition and gets the opportunity to more confidently pedagogically predict the prospects of his client and his social and pedagogical activities.
Based on a personal understanding of his social purpose in working with a client, knowledge of his individual characteristics, his own capabilities, working conditions, the social worker determines the goals and objectives of his activities (external socio-pedagogical process). This is the next sub-stage of the socio-pedagogical process, which can be called as goal-setting.
The goal of the socio-pedagogical process is what the social worker should strive for in interaction with the client. The goal, in fact, is the social ideal that the social worker wants to approach when working with this client. ...
In accordance with the goal, the tasks that need to be solved to achieve it are determined.
This is followed by a substage of identifying the content and method of implementing the external socio-pedagogical process. This sub-stage includes:
Socio-pedagogical modeling. It refers to the empirical creation of an ideal model of purposeful activity for the implementation of a specific technology that ensures the achievement of a specific goal, taking into account the capabilities of the environment and the personal experience of a social worker. Modeling has a general or particular character: achieving a general goal, solving a particular problem. Its main purpose is to help the social worker choose the most optimal variant of pedagogical technology that can allow him to achieve the optimal result in this situation.
The choice of technology is the next sub-stage of the socio-pedagogical process. Technology is one of the established, based on previous experience or identified and justified ways to achieve a specific goal.
To select (develop) a technology, a social worker needs to know:
social problems of the client and the reasons for their occurrence;
individual characteristics of the client: deviations, position and opportunities;
the goal (what to strive for, what to expect) and the main tasks that should be solved in the process of achieving it;
conditions for the implementation of technology (in a specialized center, at home);
forms of technology implementation (in stationary conditions; at home; in a social service center);
their capabilities in the application of a particular technology;
temporary opportunities for technology implementation.
There may be several technologies for each socio-pedagogical problem. In the future, technology banks for various social problems will be created in specialized centers for social work. Each technology is focused on a specific category of customers and the problem being solved. It includes: a description of the option of social and pedagogical activity for its decision; recommendations for implementation, basic requirements for the individual, vocational training and the activities of a social worker.
One of the technologies is selected depending on the client, his social problems, personal experience of a social worker, environmental conditions. Its implementation is carried out by a social worker through an individual methodology. There is only one technology, and there are many methods of its practical implementation.
Next, you need to determine how to implement it. This requires socio-pedagogical forecasting. It allows you to draft a possible implementation of the selected technology. If the technology includes a description of the implementation method, then the need for design is eliminated. By choosing the most optimal way implementations, proceed to the next sub-step.
Planning your activities is the next sub-stage of the preparatory stage. It provides for the development of a schedule for implementation in terms of time, place and type of occupation (nature of the activity). Planning helps you realize a vision that is complex and intense.
As a rule, the implementation of technology provides for a certain methodological support - material training. We are talking about the preparation of all methodological and didactic material necessary for high-quality and pedagogically expedient activities to achieve the goal.
Approbation of technology. It is necessary due to the fact that social work is carried out with an individual or a group that require individualization of technology. Approbation helps to identify individual adjustments for the technology, on the basis of which it is refined and corrected. Here, the adaptation of both the subject and the client of the socio-pedagogical process in joint activities takes place, which is the most important factor in the effectiveness of the implementation of technology.
The second stage - the main one - is the direct activity on the implementation of the selected technology using a set of methods, tools, techniques. In the course of it, there are sub-stages and planned results, which differ in certain qualitative and quantitative indicators. It is for the sake of these substages that all previous activities are carried out.
At the second stage, not only the active implementation of the technology takes place, but also its further individualization.
It ends with the achievement, to one degree or another, of the set goal.
The third stage - effective - is the assessment and analysis of the results obtained and the determination of future prospects. It includes sub-steps:
a) preliminary assessment of the effectiveness of the activity process. To make a final conclusion about the effectiveness of the external socio-pedagogical process, it is necessary to understand the extent to which a person can realize himself in the natural environment of life. To do this, it is necessary to give a person the opportunity to adapt in a new environment and realize himself;
b) adaptation in natural conditions of self-realization. The onset of this substage most often depends on the results, rehabilitation, reeducation, correction in specialized educational institutions or at home in isolation from the environment of communication with peers. Thoughtful, well-organized adaptation helps not only to consolidate the results of the activity, but also to assess the effectiveness of the entire process, which allows it to be considered the final operation;
c) general assessment of the external socio-pedagogical process and its effectiveness;
d) general (final) conclusions on the implementation of the socio-pedagogical process.
For each external socio-pedagogical process, there are certain environmental conditions that ensure its most optimal course (practical implementation), the achievement of a rational result.
What are the ways to improve the efficiency of the social worker?
The internal socio-pedagogical process is determined by the following factors that determine the appropriate ways of its improvement:
a) the client's internal (individual) capabilities for appropriate adaptation, rehabilitation;
b) the client's activity, stimulating his activity to independently solve his problems. This factor emphasizes the exceptional role of the client himself. He acts not as a passive factor, but as an active self-creator;
c) the effectiveness of the external socio-pedagogical process, which is directly focused on interaction with the internal and aimed at ensuring its fullest implementation;
d) the conditions of the environment in which the client lives and realizes himself. They either stimulate or inhibit the self-realization of the client's internal socio-pedagogical process.
The external socio-pedagogical process is mainly due to the sub-stages that make it up. The main way to enhance its effectiveness is to increase the effectiveness of each stage, including:
improving the quality of diagnostics of the individuality of the client;
qualitative and most complete socio-pedagogical characteristics of the client;
the ability to correctly predict the dynamics, direction and intensity of changes in the studied phenomenon and problems caused by the external socio-pedagogical process;
a fairly accurate definition of the socio-pedagogical (social-pedagogical) problem (problems) and on the basis of it (them) - the target setting of the external socio-pedagogical process; tasks to ensure the most optimal achievement of the goal;
the ability to carry out socio-pedagogical modeling of the process of activity, which is necessary to select the optimal technology;
selection of the most optimal technology and method of its implementation;
ensuring the quality of preparation for the implementation of the activity process (the most optimal course of the external socio-pedagogical process);
ensuring the quality of the implementation of the external socio-pedagogical process, taking into account the manifested dynamics and the possibilities for its improvement;
ensuring adaptation of the client after the completion of the implementation activities, assistance and support in self-realization.
Thus, the most optimal interaction of internal and external socio-pedagogical processes and the most complete realization of their capabilities are achieved.

Internal socio-pedagogical process. Any process consists of stages (stages, periods) of its development (change). Practice shows that their signs can be age-related, qualitative or quantitative changes in the personality that occur in the corresponding socio-pedagogical phenomenon. Qualitative changes are often characterized as stages (time periods). Stage and stage are often used synonymously.

V broadly it is, for example, the process of social development of a person throughout his life. In this case, the stages represent the originality of age periods and the corresponding social statuses of a person - child, schoolchild, student, etc. The internal socio-pedagogical process allows you to see the peculiarities of social development and human behavior at each age stage. Modern developmental psychology and pedagogy singled out specific stages (age-related development) and revealed the peculiarities of human development, its qualitative and quantitative characteristics in each of them. This knowledge helps a social worker to assess in great detail the course of a person's social development, to navigate in determining the goal and nature of social and pedagogical activity in relation to him in these conditions.

External socio-pedagogical process. The effectiveness of the realization of the internal possibilities is largely determined by the external socio-pedagogical process. To what extent it provides the necessary favorable conditions, stimulates expedient or inhibits negative development, due to which the potential of the internal socio-pedagogical process is most fully realized. Knowledge of the essence of the external socio-pedagogical process and the ability to use it in relation to oneself, one's professional activity is very important for a social worker.

In essence, the external socio-pedagogical process is a purposeful sequence of actions of the social teacher (subject), conditioned by the need to ensure the predictable development of the internal socio-pedagogical process of the object. It helps to most optimally achieve a specific goal of the professional activity of a specialist.

nal activity of a particular specialist at each stage (in death-by-item form). It is important in the process of searching for the most optimal option for a social worker to work with a certain person (group), as well as for assessing its effectiveness. In terms of its component composition, the functional approach differs from the structural one by highlighting each stage (substage) according to its purpose, as well as by the presence of a subject and an object.

Subject external socio-pedagogical process is a social worker. The position of the subject in professional activity is largely determined by his training, social experience.

The subject and the object determine the originality of the socio-pedagogical process.

The socio-pedagogical activity of the subject is carried out in accordance with his professional purpose, which determines the main goal of a specialist's work - as its ideal result. It may or may not coincide with the real one. The real goal is determined by the object of social work.

1st - preparatory;

2nd - direct activity (the process of implementing the selected pedagogical technology);

3rd - effective.

In the literature, a functional approach is more common when identifying stages, for example: diagnostic and predictive, choice of technology, direct preparation, implementation, evaluative and effective.

Preparatory stage includes sub-steps that define its content. These include: identifying the characteristics of the internal socio-pedagogical process, the goals of socio-pedagogical activity and the way to achieve it. In essence, we are talking about a substage, which are:

Diagnostics and identification of the individuality of the object. Socio-pedagogical activity has a targeted character. She is focused on a specific person. Depending on the social problems of the object (child, adolescent, youth, mature person, etc.), as well as its individual capabilities, including compensatory, or limitations (physical, physiological, psychological), the originality of everyday social behavior, it is possible to objectively predict the activity ... Diagnostics involves identifying:

a) individual deviations of a person and social problems arising in connection with this;

b) individual characteristics, capabilities of the client, his positive potential, creating opportunities for self-realization;

c) the peculiarities of a person's position, his attitude to self-realization, opportunities (personal) in achieving a certain degree, activity in work on oneself, attitude towards a social worker;

d) environmental conditions in which the client lives and has the opportunity for self-realization.

When a social worker interacts with a person with special needs, diagnostics often requires the participation of several specialists: medical workers, psychologists, social educators. This approach allows you to get a more complete diagnosis of the client, on the basis of which you can:

a) create a socio-pedagogical characterization of the client;

b) to formulate its main social and pedagogical problems;

indications;

warnings, the main purpose of which is “do no harm”;

Tips for building the most optimal interaction with the client and his environment.

The investigated factors allow us to identify the individuality of a person (individual characteristics, capabilities) and move on to the next substage.

The subject of socio-pedagogical forecasting is two blocks of problems related to internal and external socio-pedagogical processes:

a) forecasting the dynamics, direction and intensity of changes in phenomena caused by the internal socio-pedagogical process, namely:

orientation and possible dynamics of the client's internal position in relation to the self-solution of the problem;

the possibility of a holistic (general) or partial change in the internal position of the client;

b) forecasting problems caused by the external socio-pedagogical process, namely:

the ability of a social worker to ensure an optimal and targeted change in the client's position and activity in relation to an independent solution to his problem;

the social worker's ability to achieve a predictable goal;

compliance of the conditions, capabilities of the social worker and the client in achieving the predicted goal.

At the beginning of his professional career, a specialist (social worker) mainly uses textbooks, data from special studies on the possibilities of solving social problems of a client, depending on his personality and, in accordance with recommendations in a particular situation, predicts what options for work technologies may be. Over time, accumulating experience in working with various categories (or with one of the categories) of people, testing various technologies, he acquires the appropriate skills, develops pedagogical intuition and gets the opportunity to more confidently pedagogically predict the prospects of his client and his social and pedagogical activities.

In accordance with the purpose are determined tasks, which need to be addressed in order to achieve it.

Socio-pedagogical modeling. It is understood as the empirical creation of an ideal model of purposeful activity for the implementation of a specific technology that ensures the achievement of a specific goal, taking into account the capabilities of the environment and the personal experience of the social worker. Modeling has a general or particular character: achieving a general goal, solving a particular problem. Its main purpose is to help the social worker choose the most optimal variant of pedagogical technology that can allow him to achieve the optimal result in this situation.

To select (develop) a technology, a social worker needs to know:

social problems of the client and the reasons for their occurrence;

individual characteristics of the client: deviations, position and opportunities;

the goal (what to strive for, what to expect) and the main tasks that should be solved in the process of achieving it;

conditions for the implementation of technology (in a specialized center, at home);

forms of technology implementation (in stationary conditions; at home; in a social service center);

their capabilities in the application of a particular technology;

temporary opportunities for technology implementation.

One of the technologies is selected depending on the client, his social problems, personal experience of a social worker, environmental conditions. Its implementation is carried out by a social worker through an individual methodology. There is only one technology, and there are many methods of its practical implementation.

Next, you need to determine how to implement it. This requires social and pedagogical forecasting. It allows you to draft a possible implementation of the selected technology. If the technology includes a description of the implementation method, then the need for design is eliminated. Having chosen the most optimal way of implementation, proceed to the next sub-stage.

Planning your activities- the next substage of the preparatory stage. It provides for the development of a schedule for implementation in terms of time, place and type of occupation (nature of the activity). Planning helps you realize a vision that is complex and intense.

As a rule, the implementation of the technology provides for a certain methodological support - material training. We are talking about the preparation of all methodological and didactic material necessary for high-quality and pedagogically expedient activities to achieve the goal.

Approbation of technology. It is necessary due to the fact that social work is carried out with an individual or a group that require individualization of technology. Testing helps to identify individual adjustment for technology, on the basis of which its clarification and correction is made. Here, the adaptation of both the subject and the client of the socio-pedagogical process in joint activities takes place, which is the most important factor in the effectiveness of the implementation of technology.

The second stage - the main one - direct activities for the implementation of the selected technology using a combination of methods, tools, techniques. In the course of it, there are sub-stages and planned results, which differ in certain qualitative and quantitative indicators. It is for the sake of these sub-stages that all previous activities are carried out.

At the second stage, not only the active implementation of the technology takes place, but also its further individualization.

It ends with the achievement, to one degree or another, of the set goal.

The third stage is efficient- Evaluation and analysis of the obtained results of activities and determination of subsequent prospects. It includes sub-steps:

b) adaptation in natural conditions of self-realization. The onset of this sub-stage most often depends on the results, rehabilitation, re-education, correction in specialized educational institutions or at home, in isolation from the environment of communication with peers. A well-thought-out, well-organized adaptation helps not only to consolidate the results obtained, but also to assess the effectiveness of the entire process, which allows it to be considered the final operation;

c) general assessment of the external socio-pedagogical process and its effectiveness;

d) general (final) conclusions on the implementation of the socio-pedagogical process.

For each external socio-pedagogical process, there are certain environmental conditions that ensure its most optimal course (practical implementation), the achievement of a rational result.

What are the ways to improve the efficiency of the social worker?

The internal socio-pedagogical process is determined by the following factors that determine the appropriate ways of its improvement:

a) internal (individual) capabilities of the client for appropriate adaptation, rehabilitation;

b) the client's activity, stimulating his activity to independently solve his problems. This factor underlines the exceptional role of the client himself. He acts not as a passive factor, but as an active self-creator;

c) the effectiveness of the external socio-pedagogical process, which is directly focused on interaction with the internal and aimed at ensuring its fullest implementation;

d) the conditions of the environment in which the client lives and realizes himself. They either stimulate or inhibit the self-realization of the client's internal socio-pedagogical process.

The external socio-pedagogical process is mainly due to the sub-stages that make it up. The main way to enhance its effectiveness is to increase the effectiveness of each stage, including:

Improving the quality of diagnostics of the individuality of the client;

qualitative and most complete socio-pedagogical characteristics of the client;

the ability to correctly predict the dynamics, direction and intensity of changes in the phenomenon under study and problems caused by the external socio-pedagogical process;

a fairly accurate definition of the socio-pedagogical (social-alygo-pedagogical) problem (problems) and on the basis of it (them) - the target setting of the external socio-pedagogical process; tasks to ensure the most optimal achievement of the goal;

the ability to carry out socio-pedagogical modeling of the process of activity, which is necessary to select the optimal technology;

selection of the most optimal technology and method of its implementation;

ensuring the quality of preparation for the implementation of the activity process (the most optimal course of the external socio-pedagogical process);

ensuring the quality of the implementation of the external socio-pedagogical process, taking into account the manifested dynamics and the possibilities for its improvement;

ensuring adaptation of the client after the completion of the implementation activities, assistance and support in self-realization.

Thus, the most optimal interaction of internal and external socio-pedagogical processes and the most complete realization of their capabilities are achieved.

QUESTIONS AND ASSIGNMENTS

1. Give a description of the concept of "pedagogical process".

Describe the position of P.F. Kapterev as the founder of the idea of the pedagogical process.

Expand the essence and structure of the internal socio-pedagogical process.

Expand the essence, structure (stages) of the external socio-pedagogical process.

5. What is the relationship between internal and external socio-pedagogical processes?

6. Describe the subject and object of the socio-pedagogical process.

7. What are the main directions of improving the socio-pedagogical process?

SAMPLE ABSTRACT TOPICS

Internal social-pedagogical process.

External socio-pedagogical process in social work.

LITERATURE

Kapterev P.F. Pedagogical process // Izbr. ped. op. M., 1982.

Likhachev B.T. Pedagogy. Ed. 2nd. M., 1996.

Podlasy I.P. Pedagogy. M., 1996.

Slaspenin V.A., Isaev I.F., Mishchenko A.I., Shiyayov E.N. Pedagogy. M., 1998.

Social pedagogy / Ed. V.A. Nikitin. M., 2000.

6. Stefaiovskaya TA. Pedagogy: Science and Art. M, 1998.

changes are often characterized as stages (time periods). Stage and stage are often used synonymously.

External socio-pedagogical process. The effectiveness of the realization of the internal possibilities is largely determined by the external socio-pedagogical process. To what extent it provides the necessary favorable conditions, stimulates expedient or inhibits negative development, due to which the potential of the internal socio-pedagogical process is most fully realized. Knowledge of the essence of the external socio-pedagogical process and the ability to use it in relation to oneself, one's professional activity is very important for a social worker.

When considering the content of the socio-pedagogical process, two approaches are distinguished: structural and functional. Structural determines its component composition, which can be conditional or functional. This approach is important to study and analyze the nature of activities to achieve a specific goal. Functional defines the features of the professional

Social pedagogy

Chapter 3. Socio-pedagogical process and ways to improve it 35

nal activity of a specific specialist at each stage * (by-stage). It is important in the process of searching for the most optimal option for a social worker to work with a certain person (group), as well as for assessing its effectiveness. In terms of its component composition, the functional approach differs from the structural one by highlighting each stage (substage) according to its purpose, as well as by the presence of a subject and an object.

Subject external socio-pedagogical process is a social worker. The position of the subject in professional activity is largely determined by his training, social experience.

The subject and the object determine the originality of the socio-pedagogical process.

1st - preparatory;

2nd - direct activity (the process of implementing the selected pedagogical technology);

3rd - effective.

In the literature, a functional approach is more common when identifying stages, for example: diagnostic and prognostic, choice of technology, direct preparation, implementation, evaluative and effective.

Diagnostics and identification of the individuality of the object. Social and educational activity has a targeted character. She is focused on a specific person. Depending on the social problems of the object (child, adolescent, youth, mature person, etc.), as well as its individual capabilities, including compensatory, or limitations (physical, physiological, psychological), the originality of everyday social behavior, it is possible to objectively predict the activity ... Diagnostics involves identifying:

a) individual deviations of a person and arising in connection with
these are social problems;

b) individual characteristics, capabilities of the client, his
positive potential that creates opportunities for self-realization;

c) features of a person's position, his attitude to self-realization
tion, opportunities (personal) in achieving a certain degree
nor, activity in work on oneself, attitude to social work
nickname;

d) environmental conditions in which the client lives and has the opportunity
for self-realization.

a) create a socio-pedagogical characterization of the client;

b) formulate its main socio-pedagogical problems
problems;

Indications;

Cautions, the main purpose of which is “do no harm”;

Tips for building the most optimal interaction with the client and his environment.

The investigated factors allow us to identify the individuality of a person (individual characteristics, capabilities) and move on to the next substage.

Socio-pedagogical forecasting. Taking into account the knowledge of a person, the patterns of his development (patterns of development of qualities, personality traits), the social worker has the opportunity of Pedagogical forecasting. In fact, we are talking about knowledge of the internal socio-pedagogical process and the ability to predict the dynamics of its manifestation.

Section I. Scientific and theoretical foundations of social pedagogy

Chapter 3. Socio-pedagogical process and ways to improve it 37

The subject of socio-pedagogical forecasting is two blocks of problems related to internal and external socio-pedagogical processes:

a) forecasting dynamics, direction and intensity
changes in phenomena caused by internal social educators
by an economic process, namely:

The focus and possible dynamics of the client's internal position in relation to the self-solution of the problem;

Possibilities of integral (general) or partial changes in the internal position of the client;

b) forecasting problems caused by external social
the pedagogical process, namely:

The ability of a social worker to ensure an optimal and targeted change in the position and activity of the client in relation to an independent solution to his problem;

The ability of a social worker to achieve a predictable goal;

Compliance of the conditions, capabilities of the social worker and the client in achieving the predicted goal.

At the beginning of his professional career, a specialist (social worker) uses mainly teaching aids, data from special studies on the possibilities of solving social problems of a client, depending on his personality \ and, in accordance with recommendations in a particular situation, predicts what options for work technologies may be. Over time, gaining experience in working with different categories (or with one of the categories) of people, testing various technologies, he acquires the appropriate skills, develops pedagogical intuition and gets the opportunity to more confidently predict the prospects of his client and his socio-pedagogical activities.

In accordance with the purpose are determined tasks, which needed to be addressed in order to achieve it.

Socio-pedagogical modeling. It is understood as the empirical creation of an ideal model of purposeful activity for the implementation of a specific technology that ensures the achievement of a specific goal, taking into account the capabilities of the environment and the personal experience of the social worker. Modeling has a general or particular character: achieving a general goal, solving a particular problem. Its main purpose is to help the social worker choose the most optimal variant of pedagogical technology that can allow him to achieve the optimal result in this situation.

Technology choice - the next sub-stage of the socio-pedagogical process. Technology is one of the established, based on previous experience or identified and justified ways to achieve a specific goal.

To select (develop) technology, a social worker does not
you need to know:,

Social problems of the client and the reasons for their occurrence;

Individual characteristics of the client: deviations, position and opportunities;

The goal (what to strive for, what to expect) and the main tasks that should be solved in the process of achieving it;

Conditions for the implementation of technology (in a specialized center, at home);

Forms of technology implementation (in stationary conditions; at home; in a social service center);

Your capabilities in the application of a particular technology;

Temporary opportunities for technology implementation.

Section I. Scientific and theoretical foundations of social pedagogy

Chapter 3. Socio-pedagogical process and ways to improve it 39

Approbation of technology. It is necessary due to the fact that social work is carried out with an individual or a group that require individualization of technology. Testing helps to identify individual adjustment for technology, on the basis of which its clarification and correction is made. Here, the adaptation of both the subject and the client of the socio-pedagogical process in joint activities takes place, which is the most important factor in the effectiveness of the implementation of technology.

The second stage - the main one - direct activities for the implementation of the selected technology using a combination of methods, tools, techniques. In the course of it, there are sub-stages and planned results, which differ in certain qualitative and quantitative indicators. It is for the sake of these sub-stages that all previous activities are carried out.

At the second stage, there is not only an active implementation of the technology, but also its further individualization.

It ends with the achievement, to one degree or another, of the set goal.

The third stage is effective - assessment and analysis of the obtained results of activities and determination of subsequent prospects. It includes sub-steps:

a) preliminary assessment of the effectiveness of the process actor
nosti. To make a final conclusion about the effectiveness of external
social and pedagogical process, it is necessary to understand in what degree
neither a person can realize himself in a natural environment
life activity. To do this, it is necessary to give a person the opportunity
the ability to adapt to a new environment and realize oneself;

b) adaptation in natural conditions of self-realization. Stepped on
the development of this substage most often depends on the results of rehabilitation
tion, reeducation, corrections in specialized education
institutions or at home in isolation from the environment
communication with peers. Well thought out, well organized
adaptation helps not only to consolidate the results obtained
efficiency, but also to assess the effectiveness of the entire process, which allows
considers it to be the final operation;

c) a general assessment of the external socio-pedagogical process and
its effectiveness;

d) general (final) conclusions on the implementation of social educators
the chemical process.

For each external socio-pedagogical process, there are certain environmental conditions that ensure its most optimal course (practical implementation), the achievement of a rational result.

What are the ways to improve the efficiency of the social worker?

The internal socio-pedagogical process is determined by the following factors that determine the appropriate ways of its improvement:

a) the internal (individual) capabilities of the client to co
appropriate adaptation, rehabilitation;

b) the client's activity, stimulating his activity on
independent solution of their problems. This factor emphasized
nods to the exclusive role of the client himself. He does not pass
an active factor, but an active self-creator;

c) the effectiveness of the external socio-pedagogical process,
which is directly focused on interaction with the internal
efficient and aimed at ensuring its fullest implementation;

d) the conditions of the environment in which the client lives and realizes himself.
They either stimulate or inhibit the self-realization of the inner
him the social and pedagogical process of the client.

Section I. Scientific and theoretical foundations of social pedagogy

Chapter 3. Socio-pedagogical process and ways to improve it 41

The external socio-pedagogical process is primarily due to the sub-stages that make it up. The main way 1 to enhance its effectiveness is to increase the effectiveness of everyone \ stages, including:

Improving the quality of diagnostics of the individuality of the client;

The qualitative and most complete socio-pedagogical characteristics of the client;

Ability to correctly predict the dynamics, direction and intensity of changes in the phenomenon under study and problems caused by the external socio-pedagogical process;

A fairly accurate definition of socio-pedagogical (social \ mental and pedagogical) problems (problems) and on the basis of it (them) - the target setting of the external socio-pedagogical process; tasks to ensure the most optimal achievement of the goal;

Ability to carry out socio-pedagogical modeling of the activity process, which is necessary to select the optimal technology;

Selection of the most optimal technology and method of its implementation-1;

Ensuring the quality of preparation for the implementation of the process of action | ness (the most optimal course of the external socio-pedagogical process);

Ensuring the quality of the implementation of the external socio-pedagogical process, taking into account the manifested dynamics and the possibilities for its improvement;

Ensuring the adaptation of the client after the completion of the implementation activity, assistance and support for him in self-realization.

Thus, the most optimal interaction of internal and external socio-pedagogical processes and, | the most complete implementation of their capabilities.

QUESTIONS AND ASSIGNMENTS

1. Give a description of the concept of "pedagogical process".

2. Describe the position of P.F. Kapterev as the founder of the idea of the pedagogical process.

3. Expand the essence and structure of the internal socio-pedagogical pro | cessa.

4. Expand the essence, structure (stages) of external socio-pedagogical | process.

5. What is the relationship between internal and external socio-pedagogical processes I?

6. Describe the subject and object of the socio-pedagogical process.

7. What are the main directions of improving the socio-pedagogical process?

SAMPLE ABSTRACT TOPICS

1. Internal social and pedagogical process.

2. External socio-pedagogical process in social work.

LITERATURE

1. Captere P.F. Pedagogical process // Izbr. ped. op. M '1982.

2. Likhachev B.T. Pedagogy. Ed. 2nd. M., 1996.

3. Podlasiy IL. Pedagogy. M., 1996.

4. Slastenin V.A., Isaev I.F., Mishchenko A.I., Shiyanov E.N. Pedagogy. M., 1998.

5. Social pedagogy / Ed. V.A. Nikitin. M, 2000.

6. Stefanovskaya TA. Pedagogy: Science and Art. M., 1998.

Chapter 4. Pedagogy of social formation of personality

Section II SOCIAL FORMATION OF PERSONALITY

Chapter 4 Pedagogy of social formation of personality

Social formation of personality is a natural continuous process. It depends on him how a person becomes as a person, to what extent and how he realizes himself in life, how he influences the environment of life. Many social problems of a person and the ability to independently solve them are mainly determined by his social development.

This topic provides for the consideration of the following problems:

1) social development of a person;

2) socialization of a person as a socio-pedagogical phenomenon;

3) features of age-related socialization of a person at various stages of his life.

In its essence, the socio-pedagogical process, as V. A. Nikitin notes, is “a purposeful sequence of actions of a social teacher (subject), which ensures the most optimal achievement of a certain socio-pedagogical goal in social development (correction of development), upbringing (re-education, correction) , mastering skills in self-service, training, professional training of the facility. "

The process of socio-pedagogical activity has a certain structure: subject, object, stages and sub-stages of pedagogical activity. Each stage of the socio-pedagogical process has its own components and certain environmental conditions that provide it with the most optimal course and the achievement of an optimal result.

So, L.V. Mardakhaev distinguishes the internal and external socio-pedagogical process. According to the teacher, internal pedagogical process, its stages (stages, periods) characterize age-related, qualitative or quantitative changes (development) of the personality, occurring in the corresponding socio-pedagogical phenomenon. The stages are determined depending on what is studied in the process of education, development, in what conditions, during what time. In each of them, the most characteristic possible qualitative changes are distinguished, which make it possible to distinguish one stage from another.

External socio-pedagogical process provides the necessary favorable conditions, stimulates expedient or inhibits negative development, thanks to it, the potential of the internal periods of personality development is most fully realized. In essence, the external socio-pedagogical process is a purposeful sequence of actions of a social teacher (subject), conditioned by the need to ensure the predictable development of the object's internal socio-pedagogical process.

When considering the content of the socio-pedagogical process, L. V. Mardakhaev and V. A. Nikitin distinguish two approaches: structural and functional. Structural Approach determines the component composition of the socio-pedagogical process, which can have a conditional or functional nature, which is very important for the study and analysis of the nature of activities to achieve a specific goal.

Functional approach determines the features of the professional activity of a particular specialist at each stage, which is important in the process of searching for the most optimal option for his work with a particular person or group, as well as for assessing its effectiveness. In terms of its component composition, the functional approach differs from the structural one by highlighting each stage according to its purpose, as well as by the presence of an object and a subject.

Subject external socio-pedagogical process is a trained specialist (social educator, worker) or parent in relation to the person towards whom his (their) socio-pedagogical activity is directed. The person himself acts as such in relation to self-development, self-education. The specialist owns consistent activity that allows you to achieve efficiency in achieving the set social pedagogical goal.

In professional activity, the position of the subject is determined by his training and social experience. In social terms, this position is largely characterized by the social order of society. In other words, the guideline for the social teacher is social experience, which he acquired, the values he acquired and recognized in society, the national culture.

Another leading component that determines the content and direction of the socio-pedagogical process is an object upbringing, its individual characteristics, opportunities, social problems, attitude to the subject of upbringing and their social self-improvement.

As you can see, the subject (specialist) and the object (client) determine the originality of the socio-pedagogical process.

The socio-pedagogical process as a sequence of purposeful activity has certain stages:

- preparatory;
- direct activity (implementation of the chosen pedagogical technology);
- efficient.

Each of these stages has its own functional purpose, content and sequence of implementation actions. Consider the content of each stage of the socio-pedagogical process.

Preparatory stage includes sub-stages that determine the content of social and educational activities. These include:

1. Diagnostics and identification of the individuality of the object. The concept of "social diagnostics" is one of the central in social pedagogy. This is due to the fact that any social phenomenon, any object - a person and his place in society, the attitude of society to a person and a person to society - can be investigated and corrected, if necessary, only on the basis of its comprehensive study and analysis.

The word "diagnostics" has several meanings. In the "Dictionary of the Russian language" S. I. Ozhegov this lexeme is defined as follows: "1. The doctrine of the methods of diagnosis. 2. Establishing a diagnosis ”. In social pedagogy, the word "diagnostics", becoming a term, receives an additional meaning, being included in the phrase "social diagnostics". Let us turn to the definitions of the concept of "social diagnostics" presented in the special literature.

EI Kholostova considers social diagnostics from two points of view. In a broad sense - as “the process of scientific identification and study of cause-and-effect relationships and relationships in society, which characterize its socio-economic, cultural, legal, moral, psychological, medico-biological and sanitary-ecological state. In a narrower sense - the study of the relationship of the individual to the social values of society, the group, etc., the study of the essence of social problems that create a difficult life situation for the individual, family, group " [ 81.

For example, PD Pavlenok defines social diagnostics as "the study of a social phenomenon for the recognition and study of cause-and-effect relationships and relationships that characterize its state and determine development trends."

In turn, V. I. Kurbatov notes that social diagnostics is "a methodological tool that gives management bodies the necessary knowledge, on the basis of which various social forecasts and projects are developed, public opinion and the moral and psychological climate in society are studied." The author emphasizes that social diagnostics plays an important role in the formation and development of technologies of both social work and all spheres of social life.

Thus, the essence of the concept of "social diagnostics" is reduced by all authors to the establishment of cause-and-effect relationships and relationships on different levels: macroenvironment (public opinion and the moral and psychological climate in society), microenvironment (production team, family, educational team, etc.), personality. In our work, we will use the following definition as a working definition of this concept: social diagnostics is a complex process of scientific identification, recognition and study of multifaceted cause-and-effect relationships and relationships of a person in society.

Socio-pedagogical activity has a targeted character, that is, it is focused on a specific person. Depending on the social problems of a person (child, adolescent, youth, mature or elderly person), his individual capabilities or limitations (physical, physiological, psychological), the originality of everyday social manifestation, diagnostics is aimed at identifying:

- individual deviations of a person and emerging social problems in his development and self-realization;
- individual characteristics, capabilities of a person, his positive potential, which create a prospect for individual, individual compensatory development or the most expedient overcoming of shortcomings in development, professional training and self-realization;
- features of the life position of a child or an adult, his attitude to self-development, self-improvement, opportunities to achieve social and pedagogical goals, activity in work on oneself, perception of the educator;
- the conditions of the environment in which he lives and has the opportunity for self-expression and self-realization.

In his work, a social educator often interacts with a person with special needs. Therefore, diagnostics often requires the participation of several specialists: medical workers, psychologists, teachers, etc. full information about a person and his problem, on the basis of which you can:

- draw up a complete socio-pedagogical description of the client;
- to define and characterize his socio-pedagogical problem;
- to develop recommendations for specialists in working with it (indications, warnings, advice, etc.).

Diagnostics is a type of operational analysis of a social object in order to determine its condition, assess a specific situation, problem characteristics. The result of such an analysis is the description of the object in the system of indicators, which makes it possible to make a social "diagnosis", that is, to make a scientific conclusion about the state of social health of the object under study or a whole social phenomenon, based on its comprehensive and systematic observation and study.

Received a social diagnosis containing theoretical conclusions and practical advice, adjusted taking into account real resources and capabilities, serves as the basis for the development of specific practical actions by the relevant management structures in the interests of society, one or another of its groups and strata.

2. Formulation of the social and pedagogical problem of a person. It is about targeted assessment of what needs this person and in what direction does he need social and pedagogical assistance.
3. Socio-pedagogical forecasting. In the dictionary of social pedagogy, socio-pedagogical forecasting is understood as "the logical substantiation of conclusions about the most probable dynamics of behavior, manifestation of a person in a particular pedagogical or life situation."

The final stage(final, effective). At this stage, an assessment and analysis of the effectiveness of the practical implementation of socio-pedagogical technology and determination of subsequent prospects takes place.

The main sub-stages of the effective stage include:
- 1. Preliminary assessment of the effectiveness of the practical implementation of socio-pedagogical technology. The preliminary assessment makes it possible to determine the extent to which it was possible to solve the social and pedagogical problem of a person, to make a decision to include the client in the adaptation process in a new state and new conditions.
- 2. Adaptation in vivo for self-realization. Adaptation depends on the results of pedagogical rehabilitation, correction, re-education, correction in specialized educational institutions or at home in isolation from the environment of communication with peers. The adaptation process allows you to consolidate the results obtained from the implementation of socio-pedagogical technology and assess the effectiveness of the entire process, which allows it to be considered the final operation.
- 3. Overall score and analysis of the external socio-pedagogical process. Here the positive and negative aspects of the implemented socio-pedagogical technology, options for its implementation, the socio-pedagogical activity of a specialist, as well as the role and own activity of the client are revealed.
- 4. Final conclusions on the implementation of the socio-pedagogical process. Conclusions are made on two points: what are the results of development, changes in the client, his qualities, individual capabilities in the process of social and pedagogical work with him and what is the effectiveness of the purposeful and consistent social pedagogical activity of a specialist.
Based on the above, we can conclude that socio-pedagogical activity is aimed at solving the problems of social education and socio-pedagogical protection. At its core professional activity a social teacher is a system of successive stages that form a certain process, in which the most optimal interaction of its internal and external components and the full realization of their capabilities are achieved.

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