CONTENTS Research program Study of the attitudes, behavior and methods of raising parents as their children see them in adolescence and young adulthood. Questionnaire “Teenagers about their parents (PoP); Identify the causes of family dysfunction, violation of the structure of family roles, public and unspoken family rules, intrafamily rights and responsibilities, trace the dynamics - the life cycle of the family. Questionnaire for parents, questionnaire for education employees and the Municipal Department of Internal Affairs); Conclusions and recommendations. Purpose: to develop a psychological portrait of a dysfunctional family; methods of work to normalize the microclimate in the family and the living conditions of the child. Tasks: - development of program research and tools; - conducting an orientation conversation with interviewers; - conducting the field stage; - analysis of the research results. Relevance of the study: The family is a microcosm of the whole world. To know him, it is enough to know the family. The manifestation of power, intimacy, independence, trust, communication skills that exist in it is the key to unraveling many phenomena in life. If we want to change the world, we need to change the family. Family life is perhaps the most difficult activity in the world. Family relationships resemble the organization of joint activities of two enterprises that have combined their conditions to produce a single product. Well-established family relationships are a matter of survival, a matter of paramount vital importance. Dysfunctional families give rise to dysfunctional people with low self-esteem, which pushes them to crime and results in mental illness, alcoholism, drug addiction, poverty and other social problems. If we make every effort to make the family the place where a person can receive a truly humanistic education, we will ensure a safer and more humane world around us. The family can become a place for the formation of true people. Research method: questionnaires and interviews with adolescents from disadvantaged families and their parents, education staff and the Municipal Department of Internal Affairs of Petropavlovsk. Research hypotheses: identification in the life of a certain family of those disorders that cause the emergence and persistence of one or more of its members difficulties in everyday life and neuropsychic disorders; determination of those psychological characteristics of the family and its members on which the correction of these disorders depends and which, accordingly, must be taken into account when choosing a method of providing psychological assistance (family counseling) and in its implementation. Object of research: teenagers from disadvantaged families and their parents, education employees and the Municipal Department of Internal Affairs of Petropavlovsk. Subject of the study: causes of children’s deviation; needs of disadvantaged families. Dates: March-April 2011 Client: ALE "Union of Youth Organizations of North Kazakhstan region" with the support of the Bota Foundation Localization: RK., North Kazakhstan region, Petropavlovsk Processing methods: computer data processing Sample population: 98 respondents (50 teenagers, 20 parents, 20 education employees and the Central Internal Affairs Directorate). As a result, the following sample population is obtained: Teenagers from disadvantaged families Parents Educational employees Employees of the Central Internal Affairs Directorate 58 20 11 9 2. Psychological research on the topic: “Studying the attitudes, behavior and methods of raising parents as they see them children in adolescence and young adulthood. Questionnaire “Teenagers about their parents (PoP)” QUESTIONNAIRE FOR CHILDREN F.I.O and contact numbers of parents (legal representatives)__________________________________________________________________F.I.O. child______________________________________________________________Home address__________________________________________________________Home tel__________ Cell phone___________________________ Email address___________________________________________Place of study_______________________________________________________My father (my mother) Smiles at me very often Strictly demands that I learn what I can do and what I can’t Do Not enoughpatience with me When I leave, he decides when I should come back Always quickly forgets what he says or orders When I’m in a bad mood, advises me to calm down and cheer up Believes that I should have a lot of rules that I must follow There is always someone on me -complains Gives me as much freedom as I need Punishes me for the same thing once, and forgives the other Really likes to do something together If he assigns some work, he believes that I should only do it until I finish Begins to get angry and indignant at about any little thing I have done I can go wherever I want without asking his permission Depending on my mood, he refuses many of his affairs. When I am sad, he tries to cheer and inspire me Always insists that for all my misdeeds I must be punished He has little interest in what worries me and what I want If I wanted, I could go wherever I want every evening Has certain rules, but sometimes follows them, sometimes not Always listens to my views and opinions with understanding Makes sure that I always do what I do what is said to me Sometimes I get the feeling that he is disgusted with me Almost lets me do whatever I like Changes his decisions in a way that suits him Often praises me for something Always wants to know exactly what I am doing and where I am Wish I could became different, changed Allows me to choose what I like Sometimes he forgives me very easily, and sometimes not Trying to openly prove that he loves me Always watches what I do on the street or at school When I do something wrong, he constantly and everywhere talks about me This gives me a lot of freedom. Rarely says “should” or “shouldn’t” It is very difficult to determine in advance what he will do when I do something bad or good Believes that I should have my own opinion on every issue Always carefully monitors what kind of friends I have When I offend him with something or offend, will not talk to me until I start it Always forgives me easily Praises and punishes very inconsistently: sometimes too much, and sometimes too little Always finds time for me when necessary Constantly tells me how to behave It is quite possible that in He basically hates me. I plan my holidays according to my own wishes. Sometimes he can offend, but sometimes he is kind and grateful. Always openly answers any question, no matter what I ask. Often checks that I have cleaned everything as he ordered. I feel like he is neglecting me. My room or corner is this. my fortress: I can remove it or not, then he doesn’t interfere. It’s very difficult to understand his desires and instructions. Living conditions at the time of the survey__________________________Date_________________Interviewer (full name)_________________________________________________Respondent (full name)____________________________________________________________ 3. Identify the causes of family dysfunction, violation of the structure of family roles , public and unspoken rules of the family, intrafamily rights and responsibilities, trace the dynamics - the life cycle of the family. QUESTIONNAIRE FOR PARENTS Full name and contact telephone numbers of parents (legal representatives): Full name_________________________________________________________________________________ Home address________________________________________________________________________________Home tel__________ cell phone_____________________ email address____________________ Place of work______________________________________________________________________________Work phone____________Full name___________________________________________________________________________ Home address________________________________________________________________________________ Home tel___________cellular tel _____________________email address____________________ Place work______________________________________________________________________________Work phone____________1. What do you consider to be the most important thing in a family?education?__________________________________________2. What is most characteristic of the general atmosphere in your family (underline): goodwill, mutual respect; cheerfulness, joyful mood, humor; calmness, poise; nervousness, aloofness, rudeness.3. What has a positive impact on the moral education of children in your family?________________________________________________________________________________________________ 4. Are there any shortcomings in the moral development of your child? How do they manifest themselves? ________________________________________________________________________________________________ 5. What character traits of your son (daughter) attract people to him (her)? __________________________________________________________________________________________ 6. Members of your family can sometimes hit each other (if so, for what reason)? ________________________________________________________________________________________________ 7. How are the responsibilities of each member of your family distributed? _______________________________________________________________________________________ 8. When establishing rules of behavior within the family, do children’s opinions be taken into account? ________________________________________________________________________________________________ 9. What reasons might prompt you to change family rules? rules of behavior?________________________________________________________________________________________________ 10. What punishments do you apply to children?________________________________________________________________________________________________ 11. Are punishments in your family discussed by parents together with their children? _______________________________________________________________________________________ 12. Do you consider the shortcomings of your children to be a consequence of your improper upbringing? ________________________________________________________________________________________________ 13. What traits do you want to cultivate in your child? , first of all? _______________________________________________________________________________________ 14. Manifestation of what qualities do you notice in your children most often? ________________________________________________________________________________________________ 15. What negative traits manifesting in your child are you actively struggling with? _______________________________________________________________________________________ 16. Do you have common activities or hobbies with your child? What?_______________________________________________________________________________________________17.Can you say with confidence that your child is prepared for life? What gives you the basis for such a conclusion? ________________________________________________________________ 18. Exactly and how often do children tell you about school? What do they especially like and dislike about school?__________________________________________________________________________19. What do you think your child expects from the family in which he lives? a) Good organization of everyday life. b) The joy of communication. c) Peace and security. 20. What worries you most about your family? a) Children’s health. b) Good studies. c) Children’s labor participation in family life. d) Children’s mood and the reasons for its changes. 21. Is your child alone in the family? a) Yes. b) No. c) I don’t know.4. Do you think your child will want his future family to be similar to his parents? a) Yes. b) No. c) I don’t know.22. Which of the following life goals is, in your opinion, the most significant for a child? a) To be a financially secure person. b) To meet love. c) To have many friends. d) To realize one’s intellectual capabilities. 23. Is your child familiar with the moral and material problems that exist in the family? a) Yes. b) No. c) I don’t know.24. Does your child have secrets from his family? a) Yes. b) No. c) I don’t know.25. What does an evening at home mean to your child? a) Joycommunication.b) The opportunity to be yourself.c) Torment and torture.26. Do you think that there is mutual understanding with children in your family?______________________________27. Do your children have a heart-to-heart talk with you, do they consult you on personal issues?____________________28. Are children interested in your work?________________________________________________________________29. Do you know your children's friends?________________________________________________________________30. Do they happen at your home?______________________________________________________________31. Do your children participate with you in household chores?________________________________32. Do you check how they learn their lessons?________________________________________________________________33.Do you have a tradition in your family of celebrating family holidays?________________________________________________________________________________________________34. Do children participate in preparing family holidays?__________________________________________35. On “children's holidays,” do children prefer you to be with them, or do they want to spend them without adults?________________________________________________________________36. Do you discuss books you have read with your children?_________________________________________________37. What about television programs and films?__________________________________________________________38. Do you go to theaters, museums, exhibitions and concerts together?______________________________39. Do you take part in walks and hiking trips with your children?__________________________40. Do you prefer to spend your holidays with or without them?__________________________________________41. Have there been any cases of a child running away from home (if yes, please indicate the probable cause and timing)?__________________________________________________________________42. Have there been any cases of a child staying in TsVIARN (Center for Temporary Isolation, Adaptation and Rehabilitation of Minors)?__________________________________________________________43. Do you think there is a need for a TsVIARN (Center for Temporary Isolation, Adaptation and Rehabilitation of Minors) in our city?_____________________________________________44. Does your family need additional psychological and pedagogical assistance?________________________________________________________________________________45. Do you use alcohol, tobacco and/or other drugs (if so, how often)?________________________________________________________________________________________________46. Does your child have headaches: causeless, with excitement, after physical activity?________________________________________________________________________________47. Is there tearfulness?_______________________________________________________________48. Do you experience weakness or fatigue after classes (at school, kindergarten, at home)?________________________________________________________________________________________________49. Are there sleep disorders (long periods of falling asleep, light sleep, sleepwalking, bedwetting, difficulty waking up in the morning)?______________________________________________________________50. Do you experience increased sweating and the appearance of red spots when you are nervous?________________________________________________________________________________________________51. Do you experience dizziness?______________________________________________________________52. Do fainting occur?________________________________________________________________________________53. Have you ever had high blood pressure?___________________________54. Are there any pains or discomfort in the heart area?__________________________________________55. Do you often have a runny nose?________________________________________________________________56. Do you cough often?________________________________________________________________57. Does loss of voice often occur?________________________________________________________________58. Do you have abdominal pain?________________________________________________________________59. Do you have abdominal pain beforefood?______________________________________________________________60. Do you experience abdominal pain while eating?________________________________________________61. Are there nausea, heartburn, belching?__________________________________________________________62. Are there stool problems (constipation, diarrhea)?_____________________________________________63. Was there dysentery?__________________________________________________________________________64. Was there Botkin's disease?_______________________________________________________________65. Do you have lower back pain?________________________________________________________________66. Do you ever experience pain when urinating?________________________________________________67. Do you have a reaction to any food, smells, flowers, dust, medications (rash, swelling, difficulty breathing)? __________________________________________________________________68. Is there a reaction to vaccinations (rash, swelling, difficulty breathing)? _________________________________69. Were there any manifestations of diathesis (redness of the skin, peeling of the skin, eczema)?________________________________________________________________________________70. Is your child registered with a doctor? ) QUESTIONNAIRE FOR EMPLOYEES OF EDUCATION AND GUVDF.I.O_________________________________________________________________________________ Home address________________________________________________________________________________Home tel__________ cell phone_____________________ email address____________________Place of work______________________________________________________________________________Work telephone____________ Do you think the CAN allows you to satisfy the need of street children for social, psychological and educational assistance? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What requirements, in your opinion, should a modern center meet in order to sufficiently satisfy the needs of street children for social, psychological and educational assistance?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Name the main reasons for children staying in TsANe________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Describe the features of the physical and personal development of children whoarriving in TsAN________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Describe the characteristics of the family of these children_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Indicate which of the following functions of the families in question were violated most often: · Educational (the family satisfies the individual needs of men and women in fatherhood and motherhood, in contact with children and in their upbringing , as well as in that parents can realize themselves in their children. This ensures the socialization of children and the preparation of new members of society); · Household (satisfies the material needs of family members (food, blood, etc.) This helps to preserve their somatic health, restore the physical strength expended in various types of activities); · Emotional (satisfies the needs of its members for sympathy, respect, recognition, emotional support, psychological security. It acts as the basis for mental health, emotional and personal stabilization); · .Spiritual (cultural) communication (satisfies the needs for joint leisure activities, promotes spiritual enrichment and development of family members); · Primary social control (ensures that family members comply with social norms. This is especially true for those who, due to age or clinical characteristics, are not able to build their behavior in accordance with the requirements of society); · Sexual-erotic (consists in satisfying sexual and erotic needs. Taking into account social requirements, it is important that the family regulates sexual and erotic behavior and ensures the biological reproduction of members of society). · 7. Note what signs of somatic and mental state were observed most often in children who once stayed in the CAN: Low mood, deep sadness; Sudden mood swings, increased emotional lability, irritability, weakness, tearfulness; Loss of appetite; overeating; increased sleepiness; insomnia; Decreased attention; Indecisiveness; Apathy, loss of interest in things, people and situations; Social isolation, silence; Pessimistic attitude towards the future, negative perception of the past; Reduced work efficiency (in school, at home); Previous suicide attempts; Severe morale psychological situation in the family; Death of a loved one; Progressive serious illness (for example, cancer, AIDS, etc.); Mental illness; Alcoholism; Drug addiction; Rejection; Growing up in a family where there are alcoholics, drug addicts, mentally ill people; Early loss mother or both parents; Committing a criminal act; Mental trauma as a result of violence; Significant material and everyday difficulties. Date__________ interviewer (full name, signature)______________________________ Respondent (full name, signature)________________________________4. Conclusions and recommendations: Conducting a survey of adolescents from disadvantaged families of their parents, education employees and the Municipal Department of Internal Affairs of the city of Petropavlovsk made it possible to identify in the life of a certain family those disorders that cause the emergence and persistence of one or moreseveral of its members difficulties in daily life and neuropsychiatric disorders; identified those psychological characteristics of families and its members on which the correction of these disorders depends and which, accordingly, must be taken into account when choosing a method of providing psychological assistance (family counseling) and in its implementation. 98 adolescents from disadvantaged families, their parents, employees took part in the survey education and the Central Internal Affairs Directorate. The questionnaires were developed by employees of the ALE "Union of Youth Organizations of the North Kazakhstan region" and the psychologist of the project and the State Institution "Special (correctional) boarding school No. 2" Mashchenko E.N. Research data among respondents show the following: Analysis of the parents' questionnaires shows the following data: Goodwill and respect in the family atmosphere are present in 60% of families; cheerfulness, joyful mood, humor in 17% of families; calmness, balance in 10% of families; nervousness, alienation in 13% of families, physical aggression is manifested in 14% of families. Parents most often notice in their children such qualities as lies -11%, rudeness - 5%, resentment - 5%, nervousness -5%, hard work -16% , kindness – 27%, love for one’s neighbor – 11%, attention – 5%, respect – 5%, indifference – 5%, disrespect – 5%. Most often, parents struggle with such negative traits in their children as slowness – 6%, forgetfulness - 6%, lies -17%, bad behavior -11%, aggression - 6%, rudeness -11%, laziness - 32%. 82% of parents are not sure that their child is prepared for life. According to parents, the child expects from the family in which he lives, good organization of life - 19%, joy and communication 44%, peace and security 37%. Most of all, parents are concerned in the family , children's health - 49%, children's good studies - 13%, children's labor participation in family life - 13%, children's mood and the reasons for its change - 25%. Parents believe that the most important life goals for their children are to be financially secure - 41%, to find love - 10%, to have many friends - 21%, to realize their intellectual potential - 28%. Parents assume that children have secrets from the family - 35%, that there are no secrets from the family - 26%, and do not know - 39%. Parents believe that the TsAN (Center for Adaptation of Minors) in Petropavlovsk is necessary - 74%, and that there is no need for it - 26%, education officials and the Central Internal Affairs Directorate believe that the city of Petropavlovsk needs the TsAN 100% .27% of dysfunctional families need additional psychological and pedagogical assistance, 73% believe that they do not need these types of help. According to parents of dysfunctional families, only 23% of parents abuse alcohol and other drugs, the remaining 77% believe that they do not abuse alcohol and other narcotic substances. Based on the results of the study, the following conclusions can be drawn: Having visited the surveyed families, analyzed the questionnaires of adolescents, parents, education employees, and the Central Internal Affairs Directorate. The following conclusions can be drawn: families with many children, low-income families; the problem of alcoholism and drug addiction is pronounced; mental illnesses (mental retardation, mental retardation, psychosis, sociopathy) of parents, children, relatives; somatic diseases (tuberculosis, chronic pyelonephritis, enuresis); pediculosis, scabies, streptoderma, etc. When visiting families, contact with parents was difficult, as there were cases of alcohol and drug intoxication during the interview, cases of aggression and psychosis appeared (the interviewers were chased with an ax, thrown after them with various piercing and cutting objects). In residential premises, an apartment or a private house, in most cases, unsanitary conditions and a lack of places for rest (barely beds) were noted. Children sleep on various dirty rags in unheated houses. There is practically no food, for example, in one large family there was a saucepan in which flour and water were boiled - this was what they fed the children. There were no adults in another family: the children sat on the dirt floor and ate the same dirt. The neighbors who came at that moment begged us to take these children, since the mother did notappeared for the third day, and the children were alone. When the children were taken away by the police, it turned out that there was both a mother and a father, but both were registered at a psychiatric clinic, although they worked, but due to their mental health they were not able to raise young children. There are a lot of such cases that can be described; we tried to give more striking examples. But this is the situation in which the majority of the families being studied find themselves. From the above, the conclusion suggests itself that there is a need for the CAN in Petropavlovsk, since the families surveyed cannot cope with their problems on their own. They need highly qualified help. Education staff and the Central Internal Affairs Directorate, filling out questionnaires, came to the consensus that in order to prevent teenagers from ending up in TsANs, it is necessary to eliminate the problems of families of different types. Analyzing the diagrams and the percentage of deviations in these families, we can see that the functions of families, their structure are destroyed and family stabilizers do not work, i.e. there is a pathological change in families. Based on the results of our survey, we can identify common features characteristic of families in modern society: a drop in the birth rate, the complication of interpersonal relationships, an increase in divorces and, consequently, an increase in the number of single-parent families and families with stepparents, the widespread occurrence of out-of-wedlock births. In the city of Petropavlovsk, social problems of the family are acute: a decrease in its material level, a deterioration in the physical and mental health of children and parents, an increase in the number of lonely elderly men and women. Numerous studies show that all families confront life’s difficulties differently. For some, the consequence of adverse influences will be an increase in family problems: increased conflict, decreased satisfaction with family life, illness, divorce, etc. Others, on the contrary, under the influence of stress, increase their cohesion and multiply efforts to overcome the crisis and preserve the family. At the same time, the type of family, and not the presence or absence of external and internal pathogenic factors, determines its ability to act constructively and cope with life’s problems. In this regard, we distinguish two types: 1) normally functioning families; 2) dysfunctional families. A normally functioning (harmonious) family is a family that functions in accordance with the norms created by itself or borrowed from the surrounding society. Moreover, the norm here is not the assessment given by an external observer, but a self-characteristic of the family, reflecting all aspects of its life. In a normally functioning family, the basic needs of its members are satisfied (for safety and security, for acceptance and approval, for growth and change, for self-actualization). This, on the one hand, ensures mutual support, and on the other, the autonomy of members. All relatives are connected by a warm emotional attachment to each other; their roles in the family do not control, but complement each other. No one usurps the functions of another or ignores his responsibilities. There are no persistent subgroups within the family, the unification of some members against others. In such conditions, all age-related difficulties, all the features of different types of personality accentuations are largely smoothed out and do not lead to social disadaptation. A harmonious family contributes to the development of a kind of “psychological immunity” to the unfavorable influences of the environment, and higher resistance to the effects of mental trauma. But intrafamily harmony alone is not enough. A family cannot be recognized as functioning normally if it itself is in conflict with its immediate environment, isolates itself from society and even opposes it. In our study, we mostly observed a dysfunctional (non-harmonious) family – one in which the performance of functions is disrupted, as a result of which preconditions arise for the manifestation of horizontal and vertical stressors. Horizontal (normative) stressors are criticalpoints at which a family passes through a stage of the life cycle. Vertical stressors imply the formation, fixation and transmission of patterns of emotional and behavioral response from representatives of one generation to representatives of another. In some cases, their action contributes to the differentiation of family functioning, and in others it represents a pathologizing family inheritance. The manifestation of horizontal and vertical stressors in dysfunctional families, as a rule, aggravates their disorders. Severe dysfunction forms the family role of “symptom carrier,” which is assumed by the family member who has the lowest social status due to various physical or psychological reasons. In the role of a “symptom carrier,” this person acts as an important link in the complex mechanism of pathological adaptation of both the individual with neuropsychiatric disorders and the family as a whole. In dysfunctional families, a violation of the family structure can be clearly observed. The structure of a family can be different depending on how the main responsibilities are distributed in it: equally or the main part of them is concentrated in the hands of one person. Typical for Kazakh families, the imbalance in the performance of household chores between spouses leads to overload of women (especially working ones) and, as a result, to the dissatisfaction of their needs for restoration of physical strength, cultural and spiritual enrichment. Nowadays, the most common structure is in which the family consists of adults (husband, wife and, in some cases, grandparents) and children. The structure of a modern family is characterized by certain distinctive features, which, in our opinion, are the reasons for its dysfunction: a patriarchal family consisting of several generations is preserved; the boundaries between the subsystems of grandparents, parents and children are poorly structured and diffuse, so power often belongs to grandparents (more often) ; in many families there are no men for several generations, which leads to developmental delays in children, their mental instability and great sensitivity to the mother’s condition, difficulties in gender-role identification (especially in boys), the formation of inadequate stereotypes and attitudes towards family life, not to mention already about the overload of women; several generations of families are in long-term dependence on each other, not only from the spiritual, but also from the material and everyday side: young families live either in communal apartments or with relatives, without hope of acquiring their own housing and the possibility of independent independent life; the destruction of the previous ideology and the absence of a new one, which would allow the individual to gain a sense of belonging, security, build and realize moral values, led to the fact that in age society the need for illusions and miracles, on the one hand, and the desire for superficial , non-binding contacts, on the other. Violations of the family structure complicate or interfere with the performance of its functions, which also leads to the emergence of various disorders and complications. For example, if spouses cannot have children, the educational function of the family will not be satisfied. When adult family members include only one parent, the performance of primary social control may suffer. If a young family lives in the same room with relatives, the realization of sexual and erotic function inevitably becomes difficult. If one family member (father, mother, grandmother, child) occupies an overly dominant position, while others are too dependent (family imbalance), and the interests of the leader are satisfied to the detriment of the others, this also often acts as a cause of family dysfunction. By realizing its functions, the family, on the one hand, satisfies the most important natural, biological needs of a person (primarily, self-preservation and procreation). On the other hand, it allows a person to achieve certain goals in communication, personal and spiritual growth. At the same time, with the development of her familygoals naturally change: some are lost, others appear in accordance with new social conditions. The most important feature of family functions is their complexity, based on the interaction of relatives. Every need satisfied by the family can be realized without its participation. However, only in a family can these needs be met comprehensively, which means optimally. In other cases, they must be distributed among a variety of people and social institutions. In our study, we observed a variety of factors at the basis of dysfunction of the family: disharmony in intimate relationships, psychological incompatibility of spouses, lack of skills and poor communication culture, living conditions, etc. For example, the reason for the violation of the educational function may be the parents’ lack of appropriate knowledge and skills and, as a consequence, their educational insecurities or conflicts between parents, leading to contradictory parenting of the child. No less significant is the factor of interference in the upbringing of other family members (grandparents, etc.). Another example is that the reasons for the dysfunction of spiritual (cultural) communication can be differences in the social background of the spouses, a discrepancy in their level of education, divergence in interests and value orientations or simply low communication competence. In addition to disturbances in structure and function, dysfunctional families have virtually no or very weak family stabilizers. Every family system has parameters that give it strength and stability. They are called stabilizers. They act as important factors in family integration. Stabilizers include a common place of residence, children, common material and spiritual values, traditions and rituals, joint activities and entertainment, emotional relationships between family members, and even illnesses and problems. For example: a common place of residence in the first stages of the family’s life cycle stabilizes the family subsystem and allows for the comprehensive implementation of all its functions; children stabilize the marriage by uniting their parents in a common cause; traditions and rituals are an important factor in stabilizing the family system, a supporting element that strengthens it and reduces anxiety among its members; family values ​​are an ideal developed, openly approved and cultivated by the family consciousness, which contains abstract ideas about the attributes of what is proper in various spheres of life. Family values ​​are included in the psychological structure of the personality of each relative in the form of an important source of motivation for his behavior (to be educated, cultural, socially successful, financially secure, etc.). However, any value expressed excessively or not supported by the physical and psychological capabilities of family members, as a rule, leads to to the risk of disruption of their mental and physical health, since they cannot meet special standards of life and activity; common activities and hobbies are one of the most powerful family stabilizers; emotional relationships, primarily relationships of love and affection: illnesses of family members when the family unites in the fight against disability in a child or mental disorders of one of the family members. Relatives consider themselves obligated not to abandon the patient and in some cases, even despite the lack of love and respect for each other, they may not break off the relationship for years. However, often somatic disorders and behavioral disorders in a family member are a direct consequence of the fact that he belongs to a dysfunctional (rigid) family system. Regardless of changes in external and internal conditions, it persistently tries to maintain the usual standards of interaction between the elements of its subsystems and other systems. As a result, such a family can block the actual needs of the weakest member (most often a child or teenager). And then he develops some kind of disease (somatic, psychosomatic, mental) or behavioraldeviation. A specific feature of a dysfunctional (dysfunctional) family is its rigidity, the desire to maintain the status quo, so it often unconsciously resists change and tries to maintain the symptom, despite providing various types of assistance to these families. Recommendations: To eliminate the problems of families, first of all, the following should work with these families: narcologists (diagnosis, treatment, rehabilitation of children and their families); adults and child psychiatrists (diagnosis, treatment, psychotherapy of children and their families); family and child psychologists ( using the latest technologies to neutralize stress and improve the health of children: educational stress consequences and ways to overcome; neutralization of the consequences of physiological, environmental, emotional, informational stress; work on the process of self-actualization of the individual, ways to develop personally significant qualities (orientation in time, values ​​of self-actualization, view of human nature). , the need for knowledge, the desire for creativity, autonomy, spontaneity, self-understanding, autosympathy, contact, flexibility in communication. Organization of work to restore the functions, structures and stabilizers of pathological families); sociologists (assistance in the restoration and documentation of children and their families, setting up various records in accordance with the specifics of the work); OMPK (diagnostics, determination of diagnosis and referral to a certain level of the educational program); defectologists (educational process (since this contingent has large gaps in knowledge and deviations in mental health, defectologists will most productively conduct the educational process) ;social services (for organizing and providing financial assistance to families); district inspectors of schools, districts, ODN (observation, registration, work with families); department for the protection of children's rights and other structures. Work should be carried out in three parallel directions: diagnostics , treatment, rehabilitation. Together with these services, rehabilitation programs should be developed for each family individually. The main directions of correctional work with families There are five models of providing assistance to the modern family: * The pedagogical model is based on the hypothesis of a lack of pedagogical competence of parents. Although the parent himself may be the cause of the problem, this possibility is not openly addressed. It is necessary to focus not on the individual capabilities of the child’s parent, but on methods of education that are universal from the point of view of pedagogy and psychology. Work with the family in this case is aimed at creating a system of psychological and pedagogical education for parents, organizing family counseling, and developing leaflets for parents. * The social model is used in cases where family difficulties are the result of an unfavorable combination of circumstances. The emphasis in working with families is on providing social and pedagogical assistance: informing about the possibility of receiving social assistance, coordinating the activities of various organizations and institutions to provide assistance to the family, a mediating role in solving life’s difficulties. * Psychological (psychotherapeutic) model. There are different approaches to family psychotherapy, emphasizing various features of family life and diverging in their understanding of the tasks and methods of psychodiagnostics. * Theoretical-practical approach, which is a generalization of the experience of family counseling. Usually one important aspect of family relationships is fixed. According to this approach, a certain type of family and direction of psychotherapeutic assistance are identified. The following types of families are distinguished: *demonstrative, i.e. seeking to impress others; * lethargic, i.e. not proactive in overcoming difficulties; * hyperstable, i.e. too rigidly, without taking into account changing conditions, following previously established rules, not trusting themselves, avoiding external and internal conflicts and new solutions; * dynamic, i.e. too active, lackinginternal constancy. This approach pays attention to subconscious connections with the parental family. When examining a family, a psychologist must rely on reports of family connections. * Sequence-repetition approach. When assessing family relationships, one can be guided by the causal relationship of phenomena or assume that they are interconnected. Family relationships are described by statements “if ... then”, “cause – effect”. Cause and effect can change places. The depressed, depressive state of the wife can be explained by the inattention of the husband. But, reacting to his wife’s condition, he can be caring. Then she feels better, and the husband can again go about his business, again devotes less time to communicating with his wife, to which she reacts with a depressive state. A linear or cyclical model of the relationship between husband and wife is possible. The context of relationships, the relationship of symptoms, and their variability are studied. * Structural-process approach. The study of family structure allows us to classify it as a corresponding model of family relationships. The family is characterized by two factors: o interaction of family members (emotional dependence); o family adaptability (variability of family relationships). Relationships in married couples and parent-child relationships are studied. The relationship between parents and children has its own specifics, which is usually revealed through upbringing models, i.e. the levels of control and independence of children, the consistency of parental demands, the characteristics of rewards and punishments, the emotional closeness of parents and children are studied. This approach places emphasis on family processes, focusing on the dates of events important for the family, identifying dominance and control in the family, and communication features between its members. * Systemic and individual approach. In accordance with this approach, the connections between family members or the conditions of their presence in the family, the influence of the family on personal qualities and well-being are clarified. An individual family examination allows us to distinguish three models of families: o families in which their members are close in their individual qualities; o families in which their members complement each other; o families in which the properties of their members are difficult to compatible. The family can be shown by determining its place in society, by its orientation towards society, and by the quality of family relationships. The following types of families are distinguished: * 1. optimally functioning; 2. adequately functioning; 3. moderately functioning; 4. families in a “borderline state”; 5. “damaged” families. Psychological assistance is aimed at correcting the personal characteristics of family members and successful integration of the family into society. * The “past – present – ​​future” approach to family development. From the point of view of this approach, it is necessary to study the past of the family, the influence of parental families on future spouses and the transmission of the life scenario to them. When studying the present of a family, introspection and self-reports from family members reveal what they consider constant in their current relationships. Typically, such data distort the reality of the family in a peculiar way, confirming some aspects of family interaction and rejecting others. Therefore, when studying the present of a family, it is always advisable to take into account its ability to reflect on intra-family relationships. Although a more acceptable future is the goal of psychotherapy for the family, psychological assistance to it, methods that allow predicting the likelihood of a certain development of the family are clearly lacking. In practice, surveys are sometimes used to establish expected, possible and desired changes. Such an examination allows us to at least diagnose optimistically, pessimistically, realistically, fantastically, etc.-oriented families. A clearer idea of ​​the family’s future could become a factor correcting this future. For example, training future parents allows them to better prepare for the birth of a child,.