Mezentseva L. Social and educational work with the tutelary family in a secondary school

The paper deals with a theoretical generalization and a new approach to the practical solution of socio-educational work with the tutelar family in the secondary school scientific problem. The scientific theme's actuality is proved by the author, the investigative status of the problem was analyzes in the issue in the context of scientific literature. Based on the socio-educational sources' analysis and on the reviewing of the definitive variety of the notions "tutelage", "trusteeship", "family", "foster family", "case family" it became possible to clarify the content of investigation's key notions such as "tutelar family" and "socio-educational work with the tutelar family in a secondary school". We define "the tutelar family" as a small dynamic group of relative people, who took in foster an orphan or a child deprived of parental or relatives' care. Tutelar family promotes socialization of relative orphans and children without parental care, through certain legal procedures; this family provides this kind of children training and education, personality formation and the protection of property and non-property rights. The distinctive feature of the foster families from other families precisely is the establishment of adaptation (secondary) family ties with the child. Criteria and indicators of socio-educational work with the tutelar family in a secondary school are distinguished in the paper: cognitive (teaching staff's awareness of the tutelar family and knowing of peculiarities of cooperation with this kind of family); emotional and adaptive (attitude to the tutelar family and child problems; child's emotional adaptation, guardians desire to cooperate with the teaching staff); practical and active (contacts' establishing between caregivers and social educators, JavaScript actions, demonstrative family-care relationships, creating a situation of success in training and communication of children with foster families); socio-educational (problem-solving experiences of foster families, organization of teachers and guardian family interaction, the use of social support for foster families). Based on specific criteria the levels of socio-educational work with the tutelar family in a secondary school are identified: high, medium and low. A model of socio-educational work with the tutelar family in a secondary school, which includes conceptual, process-formative, criterion-evaluative components is created and proved by the author. It was experimentally proved that the implementation of the socio-educational work with the tutelar family's model has a positive influence on the efficiency of this process. Quantitative indicators show a positive trend of socio-educational work with the tutelar family in experimental secondary schools.