Introduction

The variety of social practices of modern Russian society, occurring in recent decades in social transformations, require awareness, explanation and evaluation of sociologists. Among the problems requiring a detailed analysis, the following can be distinguished: the deepening of the demographic crisis, the problem of criminalization of certain spheres of public life and institutions of power, the strengthening of social differentiation of the population, reaching critical indicators in some regions, the problem of information security, information wars, and the social consequences of the increasing informatization of society.

Main Directions and Methodology for Analyzing the Phenomenon of Social Success

In our opinion, the following process, which characterizes social reality, is no less significant and requires its own research. modern Russia- the widespread dissemination of the idea of ​​social success, the assertion of the special value of the success of the individual. No less relevant for modern Russian society than Bukharin's famous "Get rich!" at the end of the 20s, the maxim "Become successful!" becomes.

It is possible to speak with a certain degree of confidence about the formation of the ideology of social success in modern Russian society, about the establishment of the doctrine of social success in the public mind. Aiming for success, the desire to achieve success in various spheres of public life, following certain standards of success, demonstrating the symbols of social success becomes a factor that largely structures social reality and determines the behavior of social actors.

It is important to note that the authors involved in the study of the phenomenon of social success, the process of the increasing role of the desire for success in the system life values personality and the determinants of social behavior, ambiguously interpret the processes taking place in modern Russian society. Some researchers pay attention to the hypertrophy of the idea of ​​personal success and consider this fact as one of the reasons for the disintegration of Russian society. Others, on the contrary, emphasize the underdevelopment and unacceptability of achievement strategies in the Russian society, explaining the low effectiveness of this fact. social system in general and low rates of social transformations.

At the same time, most of them agree that in modern society one model of success in life dominates, which can be conditionally designated as the monetary model of success, where the main criterion for success is its monetary dimension, the same ways of achieving and representing success are offered without taking into account the specifics of the spheres of public life. in which social actors realize themselves.

It can be concluded that there is a contradiction between the diversity, pluralization of social practices of modern society and the universalization of the content and methods of achieving social success, which are included in the doctrine of success proposed to society. It is not taken into account that success is multidimensional, individual, situational, intersubjective, relative, has both objective and subjective sides, and also involves multivariate ways to achieve it.

This situation is largely due to the fact that the very concepts of "success", "social success", "success in life" are not clearly defined and developed in the social sciences. As A.Yu. Sogomonov: “Among the rich arsenal of “oppositions” operational in modern cultural analysis, there is one binary pair, which surprisingly remains little noticeable both in “pure” social theory and in folklore, ethnology, anthropology, and, more broadly, in semiological analysis.

But it is this pair that seems to describe the fundamental confrontation between conceptually different areas of Human life philosophy, namely the confrontation of two macrostrategies in the design of life achievements - the Separation and Non-isolation of the social actor in his living environment, de-objectified in the language of everyday communication by the opposition of Success-and- Failures - life and professional, personal and collective, noisy and modest, etc.”

Of course, such a phenomenon as success is quite often the subject of scientific analysis, but most often this analysis is carried out not in relation to the problem of social existence of a social subject as a whole, not as a concept that describes and structures the living space of both an individual and a group social subject, not as an indicator of the effectiveness of the social system as a whole.

More often, success is considered in a narrower sense: as the success of a specific action, the success of an activity, usually industrial or educational. A wide range of works is devoted to the consideration of success in the context of various ethical issues, there are a number of works devoted to the problems of political success. However, it seems necessary to conduct a comprehensive and comprehensive study of such a phenomenon as social success within the framework and means of sociological science.

The success should be analyzed various levels its manifestations: individual-personal, corporate, societal, to characterize the mobilizing role and functions of striving for success, criteria for success in various types of social systems. One of the areas of analysis may be the study of social factors that led to the activation of achievement strategies and the formation of an ideology of social success, identifying the social stratum that acted as the customer of this ideology.

The methodological basis for such an analysis can be the ideas of K. Mannheim, who studied the phenomenon of social success in the context of the individual's economic ambitions, revealing the relationship between the economic system of society and the social behavior of the individual. As a mechanism of influence of the economic system on the personality, K. Mannheim proposes to consider precisely the desire for success, indicating that "its impact is carried out through the mental mechanism of ambition, the desire for success." At the same time, an analysis is made of subjective and objective success, unstable and relatively stable forms of success, and the relationship between the possibility of achieving success and various types of society is revealed.

The method of "life path" as a tool for studying modern Russian society

In modern Russian sociology, methodological pluralism has been established, allowing the use of a variety of qualitative and quantitative methods in the study of social reality. So in recent years there has been an understanding of the effectiveness of applying such a specialized sociological method as the "life path" method. According to Western sociologists, this method allows us to consider the life strategy of an individual and the trajectory of his social movement in a transforming society as interdependent phenomena.

The purpose of our study is to analyze the life path as the basis of the social reality that sociologists interpret as an individualized society. In theoretical terms, these problems are connected, first of all, with the importance of the influence of transforming societies on the development of human life. At the same time, special importance is attached to the influence of state regulation on an individual biography, which is especially important for Russia.

The specificity of the life path method is that it explains social change, given the fact that social structures and institutions are directly related to the level of individual action. An individual biography is analyzed as a link between various intra- and inter-individual levels, which allows for dynamic, multi-dimensional and multi-level modeling of social development.

The "life path" method allows you to present the experiences and behavior of one person, one group or one organization in the form in which this person, group or organization interprets these experiences and behavior. Life history materials can include any records or documents that shed light on the subjective behavior of individuals and groups. At the same time, the life path, as an individualized social reality, can be considered and interpreted from the standpoint of several methodological approaches.

Firstly, the life path of an individual can be considered as the result of his desire, under certain given situational conditions, to realize the optimal variant of life according to his subjective standards, using the resources at his disposal and being guided by individual goals and preferences. If in the past the individual himself, in his plans and actions, was exposed to public structures, then subsequently he and the people around him consciously or unwittingly contribute to the change of these structures in the present and future.

Secondly, the life path can be considered as a multilevel phenomenon, traceable from the level of structural processes through social institutions and organizations to the level of social trajectories of individuals and the processes of their development.

Thirdly, a person's life path can be considered as a multidimensional process taking place in several interconnected life spheres. In this regard, each life sphere can be considered as a process that is part of the life path as a whole.

Fourth, the life path of people can be interpreted as a non-linear, highly complex process, and the main sources of this non-linearity can be self-reference, spatio-temporal interdependence of life spheres and vertical interdependence between different levels of social processes.

The life path of a person is included in highly differentiated multilevel social processes. In particular, it proceeds under the structuring influence following factors:

1) the life paths of other people with whom a person has a more or less close relationship of interaction: parents, partners, children, friends, etc.;

2) public institutions and organizations (intermediate instances, public institutions, labor organizations);

3) living conditions in social and regional contexts in which the life of an individual takes place or which alternate in time;

4) established and changing social structures and historical events, which are the socio-structural, political, legal, cultural and economic conditions for the organization of life.

Structural characteristics and the conditions for planning and organizing life can be more accurately described as follows: the path of an individual in a certain life sphere is a self-referential process - a person acts on the basis of the material, social and cultural resources and life experience accumulated by him in the corresponding life sphere. Thus, “preformative” (teaching) experiences and decisions in relevant areas of life that in some way limit or expand the range of possible choices in future decisions and thereby direct the life path in a certain direction are the first important source of life path contingency.

Each life area can be viewed as a process that is part of the life path as a whole. Various spheres of human life, as a rule, are not autonomous, but are interconnected and interdependent. The contingency of the life path just arises from the interdependence of various life spheres. At the same time, individual measurements of the life path in different life situations and depending on age may have different significance for life arrangement.

Method of secondary data analysis for the analysis of social security factors

To study the subject and object of the study, a set of sociological methods for collecting empirical information was used, including a secondary analysis of the empirical data of sociological studies conducted in Moscow during 1993-2009 and, to one degree or another, affecting the subject of the author's dissertation "Migration as a factor in the social security of the metropolitan metropolis". ".

Taking into account the fragmented nature of these studies, the variety of sample sets on which they are based, the lack of monitoring on safety issues, the author, at the suggestion of Professor G.G. Sillaste, was developed as a tool for systematizing the empirical data of the so-called. "integrative secondary questionnaire" for the collection and comparative analysis of sociological indicators measuring the characteristics of the social security of the metropolis and its spheres of life.

This is a kind of codifier of various social indicators analyzed on the basis of previously collected empirical information. Empirical data of sociological researches from 1993 to 2007 are systematized on the basis of the developed secondary tools. At the same time, the author gives a rationale for the sociological indicators of measuring the state of social security (with the allocation of the migration factor) as indicators for measuring the process of its evolution.

The essence of the method of secondary data analysis. Distinguish between the concepts of "secondary analysis" and "secondary research".

The most common method of collecting information in a sociological study is a handout survey in the form of a questionnaire.

At the same time, the sociological indicators of measuring social security in a sociological study are the research objectives formulated in the form of questions and the magnitude of the population's self-assessment of their security, assessments of social stability and threats, dangers in the metropolitan metropolis. The role of the researcher is to correctly understand the goals and objectives of the study and present questions and proposed answers to the respondent in order to test the hypotheses put forward.

A number of factors influence the social security of an individual, society, state. The factors of personal security, motivation, as well as the conditions for the existence of a metropolis, as a socio-territorial community, are subjected to research. To implement these tasks, questions and answers are formed based on the hypotheses put forward.

Sociological research implies the necessary tools with the help of which data are “removed”. The main instrument of the study was an integrative secondary questionnaire specially developed by the author.

The content of the questions in the questionnaire should be related to the objectives of the study. Based on the conducted factorial operationalization, a group of indicators is compiled that should be investigated. These indicators are included in the scope of questions asked to respondents. At the same time, they can be closed, which offer the respondent a choice of several answers, semi-closed, when several answers are offered, but the respondent has the opportunity to add his point of view, and open, when no possible answers are offered to the respondent in the questionnaire.

At the same time, the answers received during the survey from respondents will be indicators of those indicators that are developed in accordance with the survey methodology. Indicators reflect the subjective position, the opinion of the individual about the problem under study. The results obtained allow us to confirm or refute the theoretical hypotheses of the study, put forward in accordance with the purpose of the study.

An indicator is a “observable and measurable characteristic of the object under study, which makes it possible to judge its other characteristics that are inaccessible to direct research”. Social indicator - "an indicator that characterizes social objects, reflecting the state and processes of their functioning and development, which is a comparison tool."

Indicators for measuring the social security of the population are indicators of respondents' assessments of their opinion on this issue on the basis of a specially designed questionnaire for secondary research, obtained as a result of regular mass (all-Russian) surveys conducted by specialized sociological centers and institutions.

Conclusion

In our opinion, these ideas can be used in the study of modern Russian society, the analysis of the factors that determine the behavior of social actors, one of which is the desire for success.

The peculiarity of the application of the life path method in Russia is related to the fact that changes in biographies must have a direct correspondence in the historical transformation of society. Russian society is chronically in this state. The researcher should proceed from the relatively stable and long-term significance social inequality and socio-structural differentiation for the opportunities for the life arrangement of individual individuals.

For Russia, this has always been characteristic, even in the USSR there was inequality in access to resources. At the same time, special importance is attached to the influence of state regulation on an individual biography. Thus, the conducted secondary analysis of sociological research allowed us to solve the methodological problem and develop a systematization of empirical data through the so-called. "integrative secondary questionnaire" for the collection and comparative analysis of sociological indicators.

Bibliography

1. Mannheim K. Essays on the sociology of knowledge: The problem of generations - competitiveness - economic ambitions / RAS INION; Per. from English. E.Ya. Dodin; Rep. ed. L.V. Skvortsov. – M.: INION, 2008.

2. Sogomonov A.Yu. Genealogy of success and failure. – M.: OOO Solteks, 2008.

3. Blossfeld J.-P., Huynink I. (2008) Study of life paths in the social sciences: themes, concepts, methods and problems // Journal of Sociology and Social Anthropology. 2008. Vol. IX. No. 1.

5. Ezhov O.N. (2007) Life Path Paradigm in Foreign Sociology // Journal of Sociology and Social Anthropology. 2007. Vol. VIII. No. 3.

6. Alkhasov M.M. Some problems of secondary analysis of data from mass surveys // Comparative analysis and quality of empirical sociological data, M. 2007.

7. State regulation of the economy and social problems of modernization. Part II. Proceedings of the ISA RAS. Moscow: URSS, 2007.

8. Kuznetsov V.N. Sociology of security. M., 2008.

9. Petrov V.V. Ethnic migrants in the host society. Part 1. Methodology and theory of the study of tolerance and migrant phobia. Krasnodar, 2008.

10. Sycheva V.S. Secondary analysis as a method. M.: SOCIS, 2005, N 11.

The very concept of success, filled with its modern content, appears as a result of certain socio-cultural conditions. Criteria, "indicators" of the realization of the efforts of the individual, markers of the significance of the results achieved along the way are required. The criteria for success can be spoken of as stratification criteria or factors that determine the inequality of people in society. M. Weber considered wealth, power and social prestige as factors of social inequality. P. Bourdieu attributed to them the symbolic, economic, cultural and social types of capital. Interrelated indicators of success in the modern Western world include the material standard of living of a person, the amount of his property, the degree of his political and cultural influence, the level of education, professional competence and the prestige of the profession.

However, the civilizational approach to the problem of success allows us to take into account other types of value orientations. In particular, P.A. Sorokin distinguishes ideational (religious), sensual (materialistic) and idealistic (combined) sociocultural types. Naturally, the understanding of success in a religious socio-cultural system will differ from its interpretation in a materialistic and combined system.

An even broader picture is provided by stage approach (R. Aron). The selection based on a number of parameters of a primitive, traditional, industrial and post-industrial society allows us to identify the dynamics of the formation of ideas about success. primitive society was deprived of ideas of success, since the social structure was still at the very beginning of its formation and had a tribal form, and the person was the bearer of not an individual, but a social "I". V traditional society social ties are dynamized, a mechanism of social recognition appears, and the structure of personality changes. There is an idea that thanks to outstanding personal qualities a person can change social reality and achieve success, which, however, did not belong to the main social values. The concept of success, more or less close to modern, arises in the post-traditional era - the era industrial society, which is characterized by a surge of individualism, the formation of a liberal ideology, the rapid development of the capitalist type of economy and tendencies towards the democratization of the political structure of society. The change in the economic situation has led to increased vertical mobility due to the destruction of the estate hierarchy and its transformation into a class hierarchy. In this case, the indicator of success is not just vertical mobility, but significant vertical mobility. Success is facilitated by the fact that the differences between economic status that exist in an industrial society are distributed along the scale of inequality more evenly and smoothly than in a traditional society. At the same time, in an industrial society, success is determined rather by external parameters, leveling the internal, psychological factor of activity. In the ethical aspect, the good, by which success is measured, is identified with utilitarian suitability and usefulness. Commodity-money relations penetrate into all areas, putting the economic factor at the forefront, the concept of success arises, and success, understood as maximum productivity and, as a result, maximum “marketability”, becomes one of the main values ​​of industrial society.

V post-industrial (information society) a characteristic of success is an increase in the value of such a stratification factor as symbolic capital meaning the possession of information and the ability to use it. The importance of initiative, the ability to take responsibility and adapt to rapidly changing social realities is increasing. Success in the post-industrial era differs from success in modern society, partly reminiscent of the notions of success characteristic of the heyday of ancient democracy, but complicated by modern processes of informatization, globalization, and intensification. innovation activities

According to the above definition, success in its content is a universal phenomenon. Its universality is manifested in its space-time invariance. This phenomenon exists regardless of specific historical conditions; only the forms of its manifestation are modified.

It should be noted that the theme of success is invariably present in works on social mobility, social values, social psychology of personality and psychology of motivation. Almost always, the topic of success is a topic of study in studies that reflect the interaction of culture and social structure.

Success can be viewed both by objective criteria and by subjective indicators. Success as an objective criterion is, first of all, social success, measured in terms of public recognition of the corresponding results. Success in the subjective dimension- this is a personal, individual success, which is manifested in the sensory experience of the subject of success. These two dimensions can coexist both separately and in an integrated position.

An analysis of the scientific literature has shown that there are objective markers of social success. These, first of all, include professional status, the availability of high-quality (prestigious) education and material well-being. Analyzing these criteria, we proceed from what social position a person occupies in the social space. In this case, the concept of success is identified to a certain extent with the social and status position of the individual in society.

But there are several other criteria for assessing social success. Each individual either integrates into society or not. The integration of the individual into society is largely associated with the process adaptation. The essence of adaptation, as established by numerous studies, is the mutual adaptation of the individual, his norms, values, ideas, standards of behavior with other members of society, their norms, values, ideas, standards of behavior. Adaptation can be considered complete when a stable balance of these indicators of the individual and society is found. Social success is a successful adaptation in society, achieved through the activity shown by the individual.

Social success in its content presupposes public recognition of the individual's personal merits. Therefore, one of necessary conditions social success is the presence of a certain amount social interactions, which act as a criterion for public recognition. It is clear that there is a direct connection between these two categories: the more socially significant contacts, the higher the degree of social success of the individual. This is the mechanism for the formation of social recognition: through a certain number of social connections, a socially successful person influences others, who, due to the significance of this influence, define the person as socially successful.

The next equally important criterion for social success is degree of influence socially successful personality on society. In this case, a freer person gains advantages over a less free individual, whose behavior is predictable and determined by social norms. A freer personality expands the number of social interactions, thereby expanding the area of ​​influence on others. The number of social connections implies a qualitative aspect of success - the assessment of a person as socially successful in a particular social group. Non-compliance with the criterion of success leads to marginalization (partial or complete), that is, intermediateness, "borderline" of a person's position between any social groups.

Success is impossible without change by the subject in the course of activity social relations, social space and time. Modern concepts of sociality show that in order to change the world, it is necessary to change the ways in which it is formed, that is, the vision of the world and the practical operations through which groups are constructed and reproduced. This requires symbolic power, which allows the subject to influence the social space, changing its structure. A “successful” subject of social relations changes social reality by moving up the hierarchical ladder, raising his status or acquiring new ones, thus setting new network interactions and social connections regarding its place in the system of society, and the fact that it creates a space of social coordinates for its own needs in order to satisfy them and achieve the desired goal.

Besides, successful person must be able to create alternatives to the existing reality, to carry out deviation within “reasonable limits”, since vertical mobility implies the inevitable marginalization of the subject, going beyond the boundaries of his stratum to enter a higher one. Therefore, the scope of the concept of "success", in addition to the characteristics listed above, should also include creating prospects for further growth. In social terms, this means the actualization of one's ability to influence social reality, including the creation of new social ties, alternative symbolic universes. A successful person becomes a kind of "significant other" for a number of social subjects, forming for them a new reality that attracts them, concentrating on himself the vectors of social orientation and setting a new configuration of social space.

The current situation of success is also due to a dynamic social reality that involves constant formation, reproduction and design. In this regard, success is presented not only as obtaining the maximum result with the least expenditure of energy, time and effort, which meets the inner deepest needs of a person and is accompanied by an experience of satisfaction, since the activity does not end with the achievement or non-achievement of the goal, and, accordingly, success cannot be complete and final. . One cannot conceive of success simply as an essential vertical mobility, the importance of which has significantly decreased in post-industrial society. Today, the material standard of living in the economically developed countries is so high that it reduces the importance of the material incentive for development, comparing other factors with it in importance, in particular, the search for meaning. The latter signals the growing role of symbolic power, the symbolic criterion of success.

The attitude towards success and successful people in Russia and in the West is very different. A distinctive feature of the collectivist society, which accompanied most of Russian history, is the subordination of personal interests to a common idea, the striving for an ideal, perfect state, the efforts of all members of society to achieve this goal. In a collectivist society, the improvement of the individual depends on the perfection of society. Accordingly, the success of the first depends on the degree of realization of the general goal of the second.

Signs of success are the acquisition of material wealth, fame or fame, achieved social status. But if for a capitalist society the presence of these markers indexed personal significance, then in the Soviet Union, for example, these signs spoke of involvement in the common cause of building a just society of the future, of involvement in the main values. These "signs" marked the "dissolution" of a successful person in the future, which was created by common efforts.

Other sociocultural conditions of a specific attitude to success in modern Russia are both the rudiments of the Orthodox tradition and the lack of respect for work, historically conditioned by the servitude of the bulk of the population. After the beginning of the perestroika reforms, which directed the country towards the formation of a market economy of the Western type, the consequences of the rootedness of the collectivist consciousness became obvious. source of success. Such a strategy for achieving the goal can be called "relying on luck."

Modern Russians do not have unity in understanding success. For one group of the population, success is only spiritual aspirations and the denial of the worldly, for others, the worldly beginning is also important, but they are unsuccessful, and this is the source of their protest against success as such. Still others have achieved success, but in unrighteous ways, completely not thinking about the welfare of other people and demonstrating their own wealth.

After the collapse of the old political and economic system, a significant part of the population did not meet the new value orientations that required different qualities and abilities. Many of these people were quite successful "in the coordinates" of the old system, but turned out to be "losers" in the new one. The construction of a market economy based on the principle of competition and the priority of commodity-money relations has made such a quality as professionalism relevant. Wherein market economy shows an increased demand for some skills (initiativity, enterprise, the ability to take risks, etc.) and much less need for a number of others.

Within the framework of "market" values, a person whose success is measured by the size of a bank account and the number of luxury goods arouses both the desire to imitate and the feeling of envy, based on the prejudice of the unrighteousness of the ways to achieve this status. But this stereotype of success is already losing its relevance. The information society puts forward a new image of a successful person, associated with the depth and practicality of knowledge, the ability to extract, analyze and implement information, transform it into new knowledge and technologies.

Social project
Formula for success.

Hypothesis:

"A successful student is a successful person in adulthood"

Project Manager:

class teacher 9b class

Sokolkina G.V.

Table of contents

1. Introduction………………………………………………………………………….2

2. Literature review

2.1 The concept of success………………………………………………………………………………

2.2 Success criteria………………………………………………………………………….

3. Practical part

3.1. Student survey…………………………………………………………………………….

3.2. Research results……………………………………………………………………….

3.3. Monitoring the socialization of past graduates…………………………………………………………………………………….

3.4. Creating a portrait of a successful student………………………………………………………………………………...4. Conclusions……………………………………………………………………..

5. References………………………………………………………………………….

"A journey of a thousand miles begins with the first step."IntroductionThis project has a social focus.I have conducted research among school students to determine how success in school affects socialization in the future.

I put forward a hypothesis: "A successful student in school achieves maximum success in the future"Objective of the project: Create a portrait of a successful student of MKOU secondary school No. 2.Project objectives: 1. Conduct a survey of students in grades 9-11 in order to study the criteria for success.2. Determine the role of the significance of the portfolio of achievements for the further socialization of students.3. Study the life values ​​of adolescents.4. Track the monitoring of the socialization of students in previous years.5. Draw a portrait of a successful student.

Main body of work

2. Literature review 2.1 Having studied the literature on this topic, I learned what success is, what luck is, how these concepts are related to each other, what they have in common and how they differ.Luck and success are quite different things. Luck is not our merit, just as winning the lottery is not our merit. Luck falls on us simply because we are lucky.

Although more often lucky are those who know where and at what time to be, that is, successful people.

Success comes to those who earn it. we know what we want, we do what it takes to get it. We get what we strive for: this is our success, and it is always with us.

It's nice to be lucky, it's prestigious to be successful. And of course, it’s much more reliable: the bird of luck doesn’t arrive on schedule. But if he flies, then more often he chooses people who are enterprising and quick-witted.
A. Maslow said: "If you intentionally intended to be anything less than you can be, I warn you that you will be unhappy all your life"Success from the point of view of R. Bandler, E. Berne: “Surely each of us knows people who are called “lucky” and say that “they were born in a shirt.” For these representatives of humanity, life seems to be easy, they feel good in this difficult world. They are always lucky, circumstances always develop favorably for them. They never complain about the lack of money, they achieve the positions they want. They always look cheerful and carefree. They are always SUCCESSFUL."But we also know people who are unlucky in this life - mostly or always. They are called to this world not to rejoice, but to serve their punishment. They work in "the sweat of their brow", but only their bread is always scarce, and there is never enough money for what they would like. V best case they can hope to be lucky in the future. Therefore, they always buy not what they want, but what they have money for, and then they still worry about parting with the money and doubt: “Was it worth it?” The world is at war with them. They never reach the desired positions - always some (bad) person intercepts the desired position. This gives them reason to envy him. However, they envy everyone and everything: that wife is more beautiful, this husband earns money, they repaired the apartment better, they change their third car in a year, the neighbor earns how much, their children are brought up, people respect them, etc.What is success?

Success is not just a good result of any work. Success is a state of a person, a qualitative characteristic of activity, a feeling of self-confidence, a high positive assessment of oneself. Such sensations arise in a person when he achieves complete physical, mental and social well-being.

2.2 Criteria for success :

1.activity, curiosity;
2. perseverance in the performance of tasks, bringing the work to the end;
3.promotion of new ideas;
4. formulating questions on the topic of work;
5.use of various ways of collecting information;
6.establishment of cause-and-effect relationships;
7. ability to draw conclusions.
3. Practical part

3.1 I decided to make my portrait of a successful student of our school. To do this, I conducted a survey among 15 students in grade 9b, 18 students in grade 10 and 23 students in grade 11 and asked them the following questions:Questionnaire questions: 1. What do you think is student success?2. What are the three main qualities that help to be a successful student in school?3. Does a student who wants to be successful need to maintain a portfolio of achievements?Will it help in further socialization and how?
4. Do you set goals for yourself?

A) immediate goals.

B) for the future.

3.2 I analyzed the data obtained from the survey:

The first question of the survey:

Grade 9 students see success;

15% in an active life position.

46% - in the presence of discipline

39% - in good studies.
10th grade students see success in:
50 % . active life position.

42% of students added discipline, diligence and work to this.
8% in the presence of discipline.
11th grade students - see success

50% in purposefulness and good study
50% in an active life position
0% in discipline.

The second question of the surveyrevealed what personal qualities a student should have in order to be successful in school.

9th, 10th and 11th grade students

1st place put intellectual abilities

2nd place - diligence and discipline

On the 3rd place is perseverance, diligence and purposefulness.

The next question on the questionnaire, I decided to find out if the portfolio of achievements helps in improving my results. By D. Mayer's definition, a "portfolio" is a purposeful collection of students' work that demonstrates their efforts, progress, achievements in one or more areas.

Because portfolios provide a picture of a student's individual development, we decided to ask students if they felt it was necessary to keep a portfolio of achievements.According to the results of the survey data, it is clear that

55% of ninth graders

49% of tenth graders,

100% graduates of the 11th grade

believe that a portfolio of achievements is necessary in schooling, because it allows you to evaluate the personal social success of the student and is a generalization of the experience gained.

Although not all students understand its role in further socialization.A fairly large percentage (80%) of schoolchildren believe that it will still be useful as an additional plus when entering universities and, to a greater extent, for self-affirmation in a new team. And this is confirmed by the 2013 graduates Urazaeva Ksenia and Nikitina Margarita. During their studies at school, they had active position, studied well, studied in circles, attended sports sections, all the successes and achievements were reflected in the portfolio of our graduates, it was the achievements folder that helped them adapt and become leaders of the new team.
To process the next question in the survey
I suggested to high school students the method of M. Rokeach "Life Values" in order to study the priority goals of adolescents at a given period of life, before further socialization.

We got the following results:

Among students of the 9th grade, values-goals that are not related to further professional self-determination prevail. They set goals for the near future and values ​​for them are friendship, love, health, material well-being. And high school graduates already include cognitive activity, professional interest, and the formation of themselves as individuals.

Next, I analyzed the value-means.
. If among the ninth graders it is diligence, accuracy and good manners, then senior students prefer education, responsibility and self-control.

Examining the data on graduates of previous years, it is clear that almost all students of previous years (2004-2013 academic years) enter universities. This allows us to conclude about the effectiveness of teaching students in our school.

3.3

This conclusion is also confirmed by the monitoring of graduates of our school, I analyzed only three age groups, these are students of the first graduates, students who graduated from school 30-35 years ago and students of recent years. It was not difficult to do, since these are our teachers.

Paduchina Tatyana Grigorievna

Place and date of birth:

Education: Profession: high school English teacher

Employment: (years of work, personal achievements, extension activities, awards)

Selezneva (Korovina) Tatyana Vasilievna.

Place and date of birth:

Education:

Specialty: high school English teacher

Labor activity:

Astafieva Irina Vladislavovna

Place and date of birth

Education: Specialty: high school mathematics teacher

Labor activity:

Novikova (Lopan) Svetlana Anatolyevna.

Kharina (kovaleva) Olga Viktorovna

(graduate of 1983, achievements in school and adulthood)

All these graduates have achieved success in the profession, in their personal lives, they have wonderful families, children, and most importantly respect for people. All graduates are united by school number 2. They were the best students, actively participated in the life of the school. It was the school that became the first step for them to success in adulthood.

You can list a lot more graduates of our school who have achieved great heights, they are all self-sufficient, successful and respected. And we future graduates have something to strive for and have someone to look up to. Do we have successful students in our school who have a bright future ahead of them?

The most successful were named 2 students of grade 11:

Tsybulbskaya Yana and Radaev Anton.

The portfolio of these students confirms the choice of the guys.

3.4

By bringing together all the data obtained during the diagnostics, I compiled a portrait of a successful student.

1) A successful student is disciplined
purposeful
active
industrious
philanthropic.
directly depends on work. Prolonged... Stubborn... If you want to do something, then do it now. Don't put it off for tomorrow, tomorrow may not comeat... Success is, first of all, the creation of the hands of the person himself. Achieving success does not mean catching luck by the tail, it is, first of all, purposeful, tireless work on oneself and, no less important, faith in one's strength!

3) The hypothesis that was put forward at the beginning of the project:Successful schooling gives rise to a successful adult career, received confirmation. And this means that you should not miss your first step to success.

5. References

1. Molchanova Z.M. Personal portfolio of a high school student, Globus 2007.

2. Sverch L.P. "How to become successful" program of elective courses for grades 10-11. Irkutsk

3. Gutkin M.S., Lerner P.S., Mikhalchenko G.F. yours professional career: studies. for grades 8-9 educational institutions–M.: Enlightenment, 2005

4. Abulkhanova - Slavskaya K.A. Life strategy - M., 1991.

5 Sorokina S.B. Classroom hour"Steps"

O.V. Mikhailova

PROLEGOMENA TO THE DEFINITION OF THE CONCEPT OF "SUCCESS"

If you want to achieve success, first step over yourself, and then through others.

He who loves the difficulties of his profession, not thinking about success and glory, is called by the gods.

Robert Louis Stevenson

The «success» as a phenomenon, manifested in various contexts: philosophical, social, educational, is being explored. The author refers to the historical genealogy of the concept of "success", examines the true and inauthentic modes of success. The conceptual ideas of a successful person make demands on the creation of a new type of person - super professional and super mobile.

There are concepts that seem obvious, and we use them everywhere, endowing them with the meanings we have introduced, without really thinking about their nature. Apparently, success is one of them. Undoubtedly, being one of critical aspects of our present existence, the concept of “success” is used as a kind of goal that, probably, every person strives for, while investing their personal experiences, and often exists as a kind of ready-made “recipe”, including “money, status, fame”. We often wish each other success along with health and happiness. What do we mean? And in general, to what extent can one study “success” philosophically?

Perhaps success is today one of the “great questions”, through the prism of understanding, the preparation of which can take a fresh look at our current existence. What is the meaning of a successful existence? To what extent is success a benchmark in today's living space?

The purpose of this reflection is an attempt to consider the phenomenon of success in its various manifestations: philosophical, social, educational. Since, in our opinion, it is unproductive and unconstructive to offer a ready-made version of the definition of success, it is worth asking questions, the answers to which will “grab” the “elusive phenomenon”. What is its appeal, why is the word "success" on everyone's lips? To what extent is success a "Russian" project or imposed on us from the outside - a project of the modern Western world? Why quickly entered our everyday discourse, adapted, assimilated on Russian soil? Is “success” a modern phenomenon or did it exist earlier and in what forms?

At the beginning of our research, we were faced with the problem: what should be the way to consider such an “unscientific” (not strictly scientific) concept. Apparently, the specificity of this phenomenon, its uncertainty and multidimensionality determine the way it is considered.

The lack of philosophical literature on this topic has complicated the task, on the one hand, on the other hand, on the contrary, aroused even greater interest and opened up the possibility for interpretation.

The available literature on success is mostly non-fiction or intended to specific areas activities: in management, psychology, various trainings.

When asked what constitutes success, the answers tended to come down to listing the following social

markers: achievement of a goal, fame, money, prestige, high position, etc. It turns out that success is qualified by others: you are successful only if society recognizes you as successful. However, the question arises as to whether it is possible to speak of Ludwig van Beethoven, Sergei Radonezhsky, and other poor people who did not achieve recognition in their time as successful people? This is one pole. Another pole, which V. Frankl describes, are people who graduated from Harvard, occupy high positions in the social hierarchy, receive high salaries, but feel inner emptiness, are successful?

Obviously, in addition to the social, success has an individual dimension. Through Heidegger's distinction between authentic and non-genuine, it is possible to speak of personal success. The imperative of being authentic is formulated like this: “Be yourself!” It is difficult to explain what it means to be yourself and not to be yourself. It is methodologically easier to proceed from a negative premise. “Being not oneself” is realized if we orient our lives based on the opportunistic interests of a social or parental order, a pragmatic calculation. For example, we choose an economic specialty not because we like economics, but because in the future our parents will get a well-paid job.

The inevitable consequence of “being not yourself” will be a feeling of living someone else’s life: it may turn out that I was in the wrong job that met my interests, I was friends not with those with whom I wanted, but with whom it was profitable or convenient. It seems that the above reflections are rather banal, but we will need them as a regulative idea in what follows. There are two poles: either follow only the voice of your desires and not react to the opinion of the world, or fulfill the orders of society, which can be profitable models of existence. The concept of authenticity as an attentive attitude to one's own must be supplemented by hearing the social context. Then, a successful person is one who has sung personally and sung socially. "This is success!" - we exclaim when a person, by his appearance in this place and at this time, makes reality come to life - to create a book in which people find their inner unspoken, to establish work at the enterprise and inspire the desire to work in its team or simply close the necessary wiring in the microcircuit. ..

The historical genesis of the concept of "success"

To find out what is the essence of the phenomenon under discussion today, it is advisable to turn to the genesis of the concept - the historical context where it originated.

The first analogy that arises when mentioning “success” is the Protestant project described by M. Weber in his work “The Protestant Ethic and the Spirit of Capitalism”. Human success was sanctioned by God himself and elevated to the rank of social virtue. Coincidence professional duties and vocations that German denoted by the same word "Beruf", was the foundation of the Puritan ethic and the impetus for the development of capitalism and the spirit of entrepreneurship in those geographical regions where Protestantism spread. It was the Protestant ethic that determined the American life model: the desire for success as the main value. The merging of spiritual and economic well-being has become a meaningful component of the idea of ​​success. This is clearly illustrated by the main symbol of America - the dollar, which says: "In God we trust" ("We believe in God"). If you serve the dollar, you cannot but serve God.

In America, although originally religiously pluralistic, Protestantism gained the most prominence. Perhaps because it was Protestantism that was a fusion, on the one hand, of religious life, and on the other, of secular life. According to the political scientist W. Galston, religion began to perform a pragmatic function - as a recipe for achieving a successful, God-recognized (which was one and the same) life of the individual. Protestant principles business success, the fulfillment of one's own vocation has become the norm of life in American society, which every person must observe. Even the theologians of the time, notably N. Peale, argued that religious faith is not something devoutly puritanical, but a scientific recommendation for creating a life of success, and that economics and spiritual salvation go hand in hand.

Gradually, with the increased growth of mobility, the expansion of market relations in all spheres - not only economic, but also social - the religious component is "washed out" from the guidelines of the American citizen. Material well-being and independence become not so much a charitable deed as the standard of society.

A pragmatic worldview was expressed in the well-known American philosophical tradition represented by W. James and C. Pierce, as well as in the education system, which, in fact, performs the function of preserving and reproducing values ​​in society. For teaching in American educational institutions, only those knowledge and skills were selected that could help achieve material success, or contribute to the formation of character traits associated with a "self-made man" - "a person who made himself." A person is smart insofar as he can convert his knowledge into a material equivalent.

“Success” in the United States is not just a word woven into use along with other words, not only a statement of the achievement of a result in business, but rather a social norm of existence, the life imperative “be the best

we sew in everything! Success, one might say, is a national idea, a way of positioning Americans in relation to others. “I am an American” already means superiority and higher starting positions.

Surprisingly, in Russia today there is the formation of labor as one of the most important values ​​in life. People begin to perceive work not only as an area of ​​application of efforts that bring profit, but also as a space personal growth and self-realization. The stereotypes of Russians in relation to work are changing: from the attractiveness of the “freebie” (which found artistic reflection in many Russian fairy tales about Emelya and the pike, Ivan the Fool and the Firebird, the old man and the goldfish) to the attractiveness of earning one’s own labor. Now a person understands that his income is directly dependent on the effort expended, and not on time at the workplace. The principle of "equalization" no longer applies.

Natural questions arise: how long will people be able to work for the sake of material prosperity? Is money the Russian way of projecting success? Apparently, we want to earn not only to survive, but to survive in a certain way - to understand why we earn. If in America Protestant ethics served as the “justifying” mechanism of material growth, then what will be the spiritual basis for Russian society? With us, it is impossible, and indeed we do not need religious unification; Orthodoxy, as historically the longest-lived religion, in our opinion, cannot serve as a starting point explaining in which direction to move. It must be admitted that today not a single institution - be it the church or the state - is impotent in the role of creators of meaning for the individual: there is no definite state program that reflects the interests of Russians and solves their problems; religion is unattractive either because of its "detached sublimity" or because of its opportunistic nature. Whether people in the government and the Church understand this, it is not known whether they want to create a project to lead Russia out of the space of spiritual disorientation, it is also unclear.

We can, in turn, turn to the area that is in our field of vision. Education is an institution that allows, on the one hand, the participation of each individual, on the other hand, it is a mouthpiece: a large number of people will hear you. Through the educational system, it is possible to melt abstract idealistic ideas into concrete actions. According to Isaac Frumin, former director schools, and now the coordinator of Russian educational projects of the World Bank, the education system is a corporation of a national (italics mine. - O.M.) scale. Although now it has reached a dead end, it is potentially aimed at building a strategy for the future in the following areas: identify its inherent (and preferably only) competitive advantages, identify obvious shortcomings that need to be eliminated, and, finally, discuss the main market trends or, in other words, challenges to which she must respond. There are three main challenges:

Time challenge, i.e. the need to grow a person who can develop independently;

Calling the territory, i.e. providing a person with the opportunity to identify himself with the concept of "Russian";

The challenge of morality is the gift of the image of a hero.

If Russian education(together with members of society) will be able to adequately respond to the challenges of the time, then there is a great opportunity to create a spiritual basis that will support (and ensure) not only the economic, but also the social development of Russians. At least, many experts from completely different fields are of this opinion.

Problem situation

What is the peculiarity of the current situation in the world and in Russia in particular? What is the specificity of modern socio-cultural development, in the context of which the concept of "Success" functions?

Undoubtedly, this is a time of an increasingly accelerating rhythm of life. Probably, almost everyone experiences a lack of time: everything must be done in time, i.e. complete by a certain date. So, for example, in the explanatory dictionary of V. Dahl, success is defined through the verb "to be in time": To succeed, to be in time in what, to be successful, good luck, to achieve what you want. To be in time where, to be in time, to be on time. Succeed in business, in work.

In a traditional society, where the main principles and values ​​were stability and availability of guarantees, the problem of "success" and "success" was not relevant. The parameters of the social system were clearly defined and to meet certain standards (or to be "slightly better") meant to be "inscribed" in this system, i.e. be automatically successful. “Being like a system” is a recipe for success in a classical society.

The era of speed and market capitalism has led to the phenomenon of globalization. As K. Nordstrom and J. Ridderstrale vividly describe it, this is an unusual state of instability and uncertainty associated with an increase (expansion) of opportunities for everyone, on the one hand, and at the same time an increase in competition, on the other, and on a global scale, such a wonderful " karaoke capitalism".

In modern society, in conditions of value pluralism, there can be no single recipe for success. The very concept of "success" cannot be rigidly (clearly) defined, because there is no basis, a reference point, it is not clear what needs to be corresponded to.

Apparently, this openness of borders and the speed of change are the factors that influence our lives more and more.

What should be a modern man in such a life? Successful, i.e. successful. Those who manage to compete with the whole world, but first of all “with oneself”, a kind of “karaoke person”, for whom success, drive, self-motivation are a natural state. “I try to dance not better than anyone else, but better than myself” (Mikhail Baryshnikov).

Apparently, in the modern world one should not create universally valid standards of "success" ("eidos of success"). Everyone has their own success. Therefore, a person must create his own recipe for success, and not “cook” according to a cookbook.

What should be the educational situation that forms such individual trajectories of success?

The vanished social certainty, which was supported by the “caring father” state in relation to the social good, in particular education, has put us in a situation where getting an education has become our problem, and not just the state one. Now, based on our own ideas about the future, we must make a choice. We are free to choose, and this is a positive social effect, but at the same time there is a constant risk and responsibility for the decision. The rector of the Moscow Higher School of Social and Economic Sciences Teodor Shanin says, addressing his students: “I will be very surprised if each of you does not change four specialties during your professional life. And therefore, preparing you “narrowly”, for a specific profession, is not quite effective. You need to prepare for adulthood, for the ability to use analytical thinking, for the ability to shift from position to position, to understand the changed conditions and act in these conditions ”(quoted from:).

Thus, the current situation requires a qualitatively new type of personality: super-professional, on the one hand, but at the same time, super-mobile, quickly responding to all the challenges of the time, on the other. However, these are only the social competencies of a successful person today. There is another dimension - the individual one, which we wrote about above - true success, which is expressed in maintaining one's own in any context, situation.

LITERATURE

1. Frankl V. Man in search of meaning. M.: Progress, 1990. 368 p.

2. Heidegger M. Being and time. Moscow: Ad Marginem, 1997. 452 p.

3. Weber M Protestant ethics and the spirit of capitalism. Selected works / Per. with him. Comp., total. ed. and after. Yu.N. Davydov; Pre-

disl. P.P. Gaidenko. M.: Progress, 1990. 808 p.

4. Galston W. Public morality and religion liberal state // PS-1986. Vol. 15, No. 5. P. 810-812.

5. Peal N. The positive religion. N.Y., 1953. P. 31.

6. Magun V.S. Structure and dynamics of labor values ​​of the Russian population // Russia: a transforming society / Ed.

V.A. Yadov. M.: KANON-press-C, 2001. S. 430-448.

7. Galushkina M., Gurova T., Denisova D. Update of the canon. Access mode: http://stra.teg.ru

8. Dal V.I. Large illustrated explanatory dictionary of the Russian language: modern spelling: about 1500 illustrations / V.I. Dahl;

Foreword Yuri Medvedev. M.: AST, 2005. 348 p.

9. Ridderstrale J., Nordstrom K. Funky business. Capital dances to the tune of talent. SPb., 2003. 280 p.

10. Ridderstrale J., Nordstrom K. Karaoke capitalism. SPb., 2004. 328 p.

Youth project competition

"Chelyabinsk region is us!"

"Steps of Success"

Project prepared:

Stupakova Anzhelika Rodionovna

Magnitogorsk

Explanatory note

The main goal of preventing deviant behavior is the social adaptation of adolescents in the outside world. Young people have always met with misunderstanding on the part of people of older generations. To prove this, let us cite a curious, in our opinion, example: “Our young people love luxury, they are badly brought up, they mock the authorities and have no respect for the elderly. Our current children have become tyrants, they do not get up when an elderly person enters the room, they speak to their parents. Simply put, they are very bad." Current statement, isn't it? It remains to be added that this was said ... almost 2.5 thousand years ago by Socrates, who lived, we recall, in 470-399 BC.

Changes in the socio-economic situation in the country, social differentiation that is taking place in society have had and continue to have a negative impact on the younger generation. The low standard of living, homelessness, legal insecurity of minors lead to the fact that children are forced to adapt to such conditions. And the result of "getting used to" in environment is: unwillingness to study and work, demonstrative and defiant behavior towards adults, manifestation of cruelty, aggressiveness, vagrancy, use alcoholic beverages and psychotropic drugs.

The presented project - "Steps of Success" will allow organizing a joint educational environment in a certain "socio-cultural field", guaranteeing the solution of problems to each participant from different educational institutions of the city.

Objective of the project: creation of conditions for effective positive socialization of teenagers.

Tasks:

-formation healthy lifestyle life and highly effective behavioral strategies and personal resources in children;

-.adaptation of children and adolescents to modern conditions, their legal socialization through cultural and leisure and sports and recreation activities y;

- creating a situation of success for children with antisocial behavior;

- forming improving the personal and social competence of children, developing their positive attitude towards themselves and towards the surrounding society;

- strengthened lenie and development of a sense of self-respect, the ability to think critically, a sense of responsibility;

- assistance in career guidance.

Object of activity: children and adolescents under 18, parents (legal representatives), teachers.

Legal basis program "Program of work with the "risk group" "(hereinafter - the Program) - the Constitution of the Russian Federation, federal laws, decrees of the President of the Russian Federation, other federal regulatory legal acts, United Nations Convention on the Rights of the Child, Federal Education Act, as well as regulatory legal acts of state bodies adopted in accordance with them Chelyabinsk regions and local governments, "Charter of MU DO" DYUTS "EGO".

Carrying out diagnostics to identify social maladjustment of adolescents:

Family card;

Projective drawing test "My family in the form of animals";

Projective drawing test "Non-existent animal";

Eysenck test;

Test "Unfinished sentences";

SPA diagnostics;

SOP diagnostics;

Sociometry.

2. Drawing up socio-pedagogical conclusions based on the results of diagnostics in order to guide the teaching staff, parents in the problems of personal and social development teenagers.

3. Identification of factors hindering the development of the personality of adolescents.

4. Formation of psychological and pedagogical culture of adolescents, teaching staff and parents with:

Debating clubs;

training sessions;

Family living rooms.

5. Implementation of individual and group consultations for adolescents and their parents.

Principles of psychoprophylactic work:

Complexity (organization of influence at various levels of social space, family and personality).

Targeting (taking into account age, gender and social characteristics).

Mass character (priority of group forms of work).

Positive information.

minimization negative consequences.

Personal interest and responsibility of the participants.

Maximum activity of the individual.

Aspiration to the future (assessment of the consequences of behavior, actualization of positive values ​​and goals, planning the future without deviant behavior).

Working methods:

group work;

behavior training;

personal training;

discussions;

brainstorming;

conversations;

lectures;

role-playing games;

watching videos

theatrical performances

round tables;

meetings with teachers.

Program structure:

The program consists of four sections:

Information, prevention;

Training of socially important skills;

Development of personal resources;

Minimizing the negative consequences of deviant behavior.

Efficiency criteria:

Positive dynamics of socio-psychological adaptation (method of socio-psychological adaptation).

Improving the psychological climate and reducing conflict situations in teams (a block of methods " Interpersonal relationships in Group").

Increasing the educational potential of teachers and parents (a block of methods "Child-Parent Relationships" and "Level of Creative Potential of Teachers").

Reducing risk factors (substance abuse, delinquency, antisocial behaviors):

strengthening of personal resources that prevent the development of self-destructive forms of behavior; (block of methods "Personal qualities of adolescents: character, temperament, SOP");

having the skills to counter an asocial environment, solve life problems, search, perceive and provide social support in difficult life situations, take responsibility for one's own behavior, and communicate effectively; (a block of methods "Peculiarities of behavior of adolescents");

development of strategies for problem-overcoming behavior (projective methods "Self-portrait", "Non-existent animal").

Thematic planning:

(Main program activities)

Timing

Responsible

I.

Section 1 of the program: Informing, prevention

1.

Identification of adolescents of the "risk group" among the contingent of MU DO "DYUTS" EGO ", registration

September October

social teacher

2.

Advising adolescents and their parents (legal representatives) on the provision of social, psychological and legal assistance to adolescents

on schedule

social teacher

3.

Psychological counseling for teenagers and their parents.

on schedule

psychologists

4.

Legal advice to teenagers and their parents

on schedule

social educators

5.

Helping teenagers:

in solving learning problems;

in conflict resolution;

in the organization of leisure;

in protecting the rights to upbringing, education, social protection;

career guidance

during a year

social teacher

6.

General education for parents:

"Psychological characteristics of adolescents".

“Attention to the individuality of a teenager is the key to successful education.”

On the Development of Self-Consciousness and Responsibility.

How to listen to a child.

"Feelings of parents, how to deal with them?".

"Conflicts between parents and children: causes and ways to overcome".

"Self-esteem or sense of self-worth".

"My parents are divorced".

- "Unconditional acceptance of the child"

during a year

social teacher

during a year

OMSPP employees

II.

2 section of the program: Training socially important skills

1.

Socio-psychological trainings for teenagers:

SPT "Defeat the conflict";

SPT "Development of self-awareness";

SPT "Effective Communication of Assertive Behavior"

during a year

psychologists, social educators

2.

Individual psycho-correctional work with adolescents of the "risk group"

during a year

psychologists

3.

Implementation of the School of Law program:

"Rights of minors";

"Who is the criminal";

"Violated - answer";

"If you got into the police";

"Criminal Liability of Juveniles".

"Rights and obligations of adolescents in educational institutions";

- "Teenager and labor law"

social teacher, psychologist

4.

Increasing the educational potential of the family.

"Family living rooms" by themes:

• "Problem behavior of children and adolescents: how to react and what to do?";

  "Accounting for the age characteristics of adolescents in family relationships";

  "Why do children lie?";

  “How to help the “bully”, “kopush”, “fidget”, “tikhon” or about mimosas, cockroaches, gums and turtles”;

  "Choice of a professional path";

  "Parental love";

during a year

social teacher, psychologist

III.

Section 3 of the program: Development of personal resources

1.

Individual psychological diagnostics - Projective drawing test "My family in the form of animals".

Projective drawing test "Non-existent animal";

Generalization and analysis of diagnostic results

September October

psychologists

social teacher

2.

Monitoring study:

"Influence of the activities of educational institutions on the level of socio-psychological adaptation of adolescents"

I cut;

II cut

October November

March, April

psychologists, social teachers

3.

Mini studies:

- "Personal qualities of adolescents: character, temperament and SOP" (Eysenck, Leonhard, Shmishek);

"Interpersonal relations in the group": "Sociometry" (2 slices);

"Styles of communication between teachers and students";

"Child-Parent Relations";

"Choosing a Career Path"

during a year

psychologists, social teachers

4.

during a year

psychologists, social teachers

5.

Implementation of the comprehensive program of the discussion club "Truth is born in a dispute":

"Fathers and Sons";

"Defeat your dragon";

"Tales of Love";

"Who to be? Choice of path»

psychologists, social teachers

6.

I stage;

II stage

December

February

teacher-organizer

IV.

Section 4 of the program: Minimizing the negative consequences of deviant behavior

1.

Prevention of offenses and deviant behavior of minors

Organization and holding of meetings with specialists for teenagers of the city:

with a lawyer;

with the prosecutor

with a military commissar.

during a year

teacher-organizer

2.

Conducting discussion clubs "Territory of risk" on the topics:

"Nicotine captivity";

"Know so as not to stumble";

"AIDS - myth or reality";

“Drinking beer is living beautifully”;

"Life or virtual reality";

"The Price of Love";

"Caution, sect"

"All works are good - choose to taste"

"Being healthy is great"

September

October

November

December

January

February

March

April

May

psychologists, social teachers

3.

The work of the psychological relief room

during a year

psychologists

Prevention of deviant behavior in such conditions requires integrated approach covering the main areas of adaptation of the teenage generation. This is, first of all:

the inclusion of a teenager in an environment favorable for the versatile development of the personality, the formation of value orientations;

development of a general culture, skills of productive activity;

provision of social, psychological, pedagogical, legal and other assistance;

implementation of patriotic and civic education in accordance with universal values ​​on the basis of teenage associations and children's public organizations;

correction of deviant behavior and disorders of personal development;

increasing the educational potential of the family;

professional orientation;

organization of leisure, recreation and health improvement;

protection of the rights of minors.

For more than 25 years, the MU DO "Dyuts" EGO "created the optimal model of socio-psychological adaptation of adolescents to modern conditions.

At present, the EGO Children and Youth Center is a kind of state for children and adolescents, capable of providing its citizens with comprehensive support and protection in almost all spheres of life.

The Center employs a team of specialists, including additional education teachers, social educators, psychologists, cynologists, and trainers.

The socio-psychological service of the MU DO "Youth Center "EGO" provides adolescents with timely and affordable assistance in difficult life situations. Their services include:

"Helpline" - providing emergency psychological assistance by phone;

socio-psychological assistance - face-to-face counseling.

Specialists of MU DO "DYuTs" EGO "are united by the idea of ​​transforming the environment of life of children into a means of purposeful education, correction of social relations in the micro-society, creation and development of a system of social support for adolescents and families of the "risk group".

To the goal socio-pedagogical rehabilitation refers to the maximum socio-psychological and pedagogical assistance to the development and improvement of the personality of a teenager. Specific tasks resulting from this goal are as follows:

Adaptive- to help a teenager learn the features of his development, his advantages and disadvantages, find his own resources to assert his competence in the world around him;

Communicative- to teach a teenager to understand the world and the people around him, to acquaint him with the nature of their behavior, the causes of deviations, ways of self-control, the essence of the social environment and forms of interaction;

Cognitive-creative- to teach a teenager to get the maximum knowledge, to equip with methods and forms of educational and creative work, to help in choosing individual program professional and additional education corresponding to his interests;

Motivational Research- to help a teenager explore his inclinations, interests, abilities, teach him how to use them correctly in the world of work;

rehabilitation- to help a teenager through a complex system of interaction of specialists (psychologists, teachers) to correct and restore the skills of cognitive, social, communicative activity that have been weakened or lost for various reasons, and to actively include him in the system of social relations.

MU DO "DYUTS" EGO "on the basis of partnership cooperates with all educational institutions of the city.

Type of activity - discussion club "Territory of Risk"

The Territory of Risk discussion club is a kind of social project that takes into account the cognitive strategies of all project participants and, accordingly, their performance of certain social functions. In forming such an educational environment, we take into account that it is the social causes of maladaptation that dictate the topic of discussion, which is formed in the process of studying the problems of the adolescent and youth environment.

The work of the discussion club can be represented as follows:

Blitz - diagnostics that reveals the most urgent problems in a teenager and helps in choosing a topic for a discussion club.

Dialogue with other participants and experts on a given topic.

The result of the creation of a discussion club can be considered:

providing an opportunity for participants to respond to their negative experience and see how different approaches to solving the same problem can be;

creation of a basis for discussion of a sore problem by a wide range of participants;

During the implementation of the project, blitz surveys are conducted on the problems of the adolescent and youth environment, discussion clubs (thematic), exhibitions - competitions social advertising and a methodical exhibition as an accompanying part of the pedagogical process.

Type of activity - Parent universities "Book for parents"

All previous activities prepare material for consideration at parent universities, identifying issues.

Here we plan to consider the following issues:

the problem of "fathers and sons";

modern approaches to the education of the younger generation in institutions of various types and types;

organizational and pedagogical conditions for the interaction of various educational institutions in the system of continuous education;

ensuring the priority development and upbringing of children in the family;

conditions for psychological and pedagogical support for the development and socialization of children and adolescents;

humanization of the relationship between children and society in the acquisition of positive life experience and positive social orientation;

It is planned to organize the following activities:

consultations of teachers and psychologists;

placement of a methodical exhibition.

Expected result of the project implementation:

emergence of new forms and strengthening of social partnership of municipal and public organizations, state structures and the media in the interests of promoting a healthy lifestyle among children and adolescents;

introduction of a new generation of preventive programs in educational institutions and the development of non-traditional approaches to mass prevention;

an increase in the number of schoolchildren and young people focused on meaningful types of leisure activities (sports, creativity, tourism, volunteering);

as a result of the project, a new health policy is expected to be formed in the field of prevention of socially significant diseases: drug addiction, alcoholism, tobacco smoking, deviant behavior, cruelty and violence among adolescents and youth, the need for young people to be healthy and live in a healthy society;

directed awareness of the available personal resources that contribute to the formation of a healthy lifestyle and highly effective behavior:

Self-concepts (self-esteem, attitudes towards oneself, one's abilities and shortcomings);

own system of values, goals and attitudes, the ability to make independent choices, control one's behavior and life, solve simple and complex life problems, the ability to assess a particular situation and one's ability to control it;

the ability to communicate with others, understand their behavior and perspectives, empathize and provide psychological and social support;

awareness of the need to receive and provide support to others.

Development of personal resources that contribute to the formation of a healthy lifestyle and highly effective behavior:

the formation of self-acceptance, a positive attitude towards oneself, critical self-assessment and a positive attitude towards the possibilities of one's development, the possibilities not only to make mistakes, but also to correct them;

formation of the ability to adequately assess problem situations and resolve life problems, manage oneself and change oneself;

formation of the ability to set short-term and long-term goals and achieve them;

the formation of the ability to control one's behavior and change one's life;

the formation of the ability to realize what is happening to me and why, to analyze my own state;

formation of the ability to empathize with others and understand them, understand the motives and perspectives of their behavior (the formation of empathy skills, listening, dialogue, conflict resolution, expression of feelings, decision-making);

formation of the ability to accept and provide psychological and social support to others.

Bibliography

Bityanova M.R. Workshop on psychological games with children and adolescents. - St. Petersburg, 2007

Galichkina O.V. the system of work of the school administration for the prevention of drug addiction. - Volgograd, "Teacher", 2006

Gorbatenko L.S. Parents and teachers6 all about drug addiction.- Rostov-on-Don, "Phoenix", 2005

Kovalko V.I. Health-saving technologies: student and computer. - M., 2007

Lepesheva E. Methodology for diagnosing the type of school motivation in high school students / school psychologist, No. 9, 2007

Ponamareva E.A. Collection of pedagogical tools \ Methodist, No. 6, 2007. С47 - 48

Sizanov A.N., Khriptovich V.A. Modular smoking prevention course. - M. "Wako", 2004

Sokolova N. Approaches to the definition of "social and pedagogical support" // Social Pedagogy No. 5, 2009

Tsabybin S.A. Interaction between school and family. - Volgograd, "Teacher", 2005

Sheverdin S.N. At the dangerous edge. How to protect children from alcohol - M., 1997

Shishkovets T.A. Handbook of a social teacher. - M., 2005

I choose a profession (information edition), "Amber Chronicle", 2010

Applications

Application No. 1

Scheme of interaction of MU DO "DYUTS "EGO" with city institutions

Social assistance centers

JDN

TOS

schools

Teen drug service

PMPK

FSZN

Members of the city assembly

Institutions of additional education

KDNiZP

vocational schools,

universities

Guardianship authorities

Application №2

Structure

PROVIDING PSYCHOLOGICAL-EDUCATIONAL AND SOCIAL ASSISTANCE TO TEENAGERS

MU DO "DYUTS "EGO""

Psychologists

social educators

Methodist

Prevention of deviant behavior.

Prevention of neglect and deviant behavior

Specialists structural divisions

MU DO "DYUTS "EGO""

Social rehabilitation and adaptation of adolescents at risk and their families.

Ensuring the regulatory framework

Psychological and pedagogical education of teachers, parents, adolescents.

Teachers - organizers

Psychological and correctional work with adolescents

Individual counseling for teenagers and their parents

Diagnostic work

SOP diagnostics

Correction of child-parent relationships

Professional consulting Work

Consulting assistance to employees

Educational work among parents and teenagers

Interaction with the social institutions of the city on the problems of educating adolescents

Patronage

Organization of leisure activities for teenagers and their parents

Application №3

SCHEME OF WORK WITH TEENAGERS OF THE MICRODISTRICT

Application No. 4

Forms of work of the socio-psychological service with structures

MU DO "DYUTS "EGO""

Satisfaction with summer work and leisure

Psychological diagnostics

Research at the request of the city

Monitoring "The influence of "EGO" on the socio-psychological adaptation of adolescents"

Monitoring study: "Problems of the adolescent and youth environment in the city of Magnitogorsk"

Research at the request of the administration of "EGO"

Studies for the City Conference on Childhood Problems

The study of the psychological characteristics of adolescents "at risk"

Research on demand structures

Socio-Psychological Research

Forms of information on research results

Methodical Council "EGO"

Publications in the media

Class hours, conversations, debates with teenagers

Hardware meetings

operational meetings

Issue of methodological

materials

Development of educational and preventive

programs

Ped. councils, teachers' councils

City Conference on Childhood Issues

Application No. 5

SCHEME OF WORKING WITH A TEENAGER OF AGGRESSIVE BEHAVIOR

Leisure organization

Visits to museums, theaters,

cinemas

Departure for the city

Competitions

Diagnostics

Bassa-Darky Questionnaire

Questionnaire L.N. Sobchik

Individual typological questionnaire

Stott Map

Projective Methods

Anxiety level

Self-esteem

Individual work with a teenager

1. consultation of a psychologist and a social pedagogue: reacting to aggression, relaxation, conversation

Working with teachers

1. "Creative laboratory" (Educational practical exercises)

Family work

Individual counseling for parents

Family counseling

"Family living room" (practical-lecture group classes for parents)

Group work with teenagers

social - psychological trainings

1. Lecture and preventive classes

Application No. 6

Parent University "BOOK FOR PARENTS"

Reminders for parents

Application No. 7

AGREED: I APPROVE:

Director Head of Education Department

MOU DOD "DYUTS EGO" of the administration of Magnitogorsk

Kravtsov A.A. ___________________ Khokhlov A.V.

POSITION

about holding a city competition of social advertising

"MIR - youth intellectual resource"

1. General provisions

The MIR competition is held by the Department of Education of the Administration of Magnitogorsk, the Municipal Educational Institution of Additional Education for Children "Children's and Youth Center" EGO "of Magnitogorsk, and is dedicated to the Year of Literature in the Russian Federation in 2015 (Decree of the President of the Russian Federation of June 12, 2014 426 "On holding the Year of Literature in the Russian Federation").

Purpose of the competition ― development of the creative potential of students, the formation of motivation for active work to preserve the cultural heritage of Russia.

Competition objectives:

― formation of artistic and moral culture among the youth;

- education of patriotism in adolescents and youth.

2. Organization and holding of the competition

The organizers of the social advertising contest "MIR" are the Department of Education of Magnitogorsk, the Municipal Educational Institution of Additional Education for Children "Children's and Youth Center "EGO", the Department of Advertising and Artistic Design of the Moscow State Technical University. G. I. Nosova

The preparation and holding of the competition is carried out by the MOU DOD "DYuTs" EGO ".

3. Terms of the competition

The competition is attended by teenagers from 11 to 18 years old, students educational institutions and institutions of additional education in Magnitogorsk.

The regulation of the competition is distributed in educational institutions of the city and is covered in the media and on the website of the Department of Education.

The dates are from 01.11.2014 to 31.01.2015. Participants do their homework on the topic« Books are ships of thoughts» . Provided creative project for the chosen nomination:

• graffiti.

Participants of the competition: students of educational institutions (both single participants and teams).

Competitive works are evaluated by an expert commission on a five-point system, taking into account the following criteria:

― compliance with the theme of the competition;

― positivity and originality of the creative idea;

― the presence of non-traditional design elements;

― manufacturability and quality of project design.

On the title page homework the name of the educational institution, information about the author (full name, class), full name teacher who provided methodological and advisory assistance in creating the work, contact phone number. It comes with a creative product.

Projects must be submitted in the following format:

― Poster, graffiti, banner - on A4 Whatman paper and in electronic form on CD / DVD (PC) carriers. File format - TIFF, CDR, CMYK color system.

Competition materials must contain:

- application of the institution for participation in the competition ( Application No. 1);

― competitive work (on electronic media/drawing paper);

― color listings in the A4 format (for graphic works);

― a copy of the work in JPG format with a resolution of 1600 × 1200 pixels (on a separate disc marked “Screen copy”).

The final of the competition is held in the form of a theatrical performance in the style of a flash mob (from the English flash mob), the dates are 01/29/2015, the venue is the MOU DOD DYUTS "EGO" (Lenin Ave., 122/4).

Presentation requirements:

It is necessary to provide the script in electronic form (on a disk) and in printed form on sheets of A-4 format, left margin - 3 cm, right margin - 2 cm, top margin - 2 cm, bottom margin - 2 cm. Text parameters: font - Times New Roman , size - 12, one and a half interval, red line - 1.27 cm.

Each team provides an emblem and motto according to the theme of the competition.

The presentation takes no more than 2 minutes.

The form of theatrical performance - in the style of a flash mob.

The performance ends with an installation .

The performances of the participants in the second round of the competition are evaluated by the jury taking into account the following criteria:

- the relevance of the idea (the scenario of the performance should create positive image Russia);

― compliance with the topic of the competition (the script of the performance must exactly correspond to the given topic and solve the assigned tasks);

— the uniqueness of the idea (the plot of the script must be original, not be associated with existing ones);

― the feasibility of the idea (the possibility of creating a television format video based on the script);

- artistry and creativity of the contestants.

Winner's reward ceremony

The winners who took 1st, 2nd, 3rd places in the competition are awarded with diplomas and valuable prizes.

Moreover:

― Posters of the winners of the competition are posted on the website of the Department of Education of Magnitogorsk with the name of the author.

- Works for the Internet that won the competition are published on the website of MSTU and MU DO "DYUTS EGO".

The organizers of the competition have the right to use the materials submitted for the competition in non-commercial purposes without written consent participants of the competition (posting on the Internet, publications in pedagogical publications, etc.)

Applications of participants for the first round of the competition are accepted from 01.11.2014 to 01.12.2014. Competitive works are accepted from 01.11.2014 to 25.12.2014 at:

MOU DOD "DYUTS" EGO "Lenin avenue, 122/4, office No. 17, 17a

Inquiries by phone: 35-09-09, 89823595475.

Submitted works will not be returned.

4. Composition of the competition commission

1. Kulikov Alexander Georgievich - President of the international design festival "Arkaim XXI century", candidate of pedagogical sciences, head of the department of advertising and artistic design of the Moscow State Technical University. G. I. Nosova, member of the Union of Designers of Russia, member of the Russian Academy of Trustees;

2. Kiseleva Elena Nikolaevna - chief specialist of the department for organizing additional education of the department of education of the administration of Magnitogorsk;

3. Kozhaev Egor Konstantinovich - Deputy of the City Assembly of Magnitogorsk.

4. Kravtsov Alexander Anatolyevich - Director of the MU DO Children's and Youth Center "EGO";

Application No. 8

Quantitative analysis of socio-psychological research

"Problems of the teenage and youth environment of the city" 2015

Questions and Answers

Quantity (in %)

How do you spend your free time?

I'm chatting with friends

I watch TV, play on the computer

working with tutors

listening to music, reading

go to the cinema, play bowling

I am engaged in a circle, sections

do nothing

doing social work

What would you like to do in your free time?

amateur art

scientific and technical creativity

computers

needlework

communication with peers

entertainment (disco, cinema, concerts, etc.)

What teenage and youth groups, groups, associations are there in your microdistrict?

public: council of leaders, "youth parliament" ...

criminal: drug addicts, skinheads, hooligans, thieves…

political: young communists, LDPR…

religious and cult sects: Church of Christ, White Brotherhood, Vissarion, Baptists, Satanists…

Do you visit computer clubs, Internet cafes?

Have you tried:

alcohol yes

psychoactive substances yes

cigarettes yes

Are there among your friends

able to take someone else's property

able to leave home for a long time

those who use alcohol, cigarettes, psychoactive substances

Number of test subjects

boys

girls

Age of the subjects

13-18 years

Quantitative analysis of the value orientations of adolescents in 2015

List A (terminal values)

the average

place

1. Health

1,648603

1

2. Interesting job

5,46771

5

3. Love (spiritual and physical intimacy with a loved one)

3,630354

2

4. Financially secure life

4,79963

4

5. Having good and loyal friends

3,740475

3

6. Public acceptance(respect for others, team, colleagues at work and study)

6,638586

8

7. Entertainment (pleasant, easy pastime, no responsibilities)

6,763562

9

8. Freedom (independence, independence in judgments and actions)

5,929608

6

9. Happiness of others (welfare, development and improvement of other people, the whole people, humanity as a whole)

5,987158

7

List B (instrumental values)

the average

place

Accuracy (cleanliness), the ability to keep things in order, order in business

4,172903

2

2. Good manners ( good manners)

3,847618

1

3. Independence (ability to act independently, decisively)

5,808173

8

4. Education (breadth of knowledge, high general culture)

4,659662

5

5. Responsibility (sense of duty, ability to keep one's word)

4,609707

4

6. Self-control

4,705989

6

7. Courage in defending one's opinion, one's views)

5,187895

7

8. Honesty (truthfulness, sincerity)

4,327189

3

9. Sensitivity (caring)