TEACHING STAFF - INSTITUTIONS FOR ORPHANS: NEW APPROACHES AND RIGHT SOLUTIONS
Global trends in the development of domestic state policy, which created conditions for the reduction of children's boarding institutions, served as the basis for shifting the emphasis of scientific understanding of pedagogical interaction with orphans towards the study and justification of the institution of substitute families as the main format for the maintenance and upbringing of orphans. At the same time, such problems as effective socialization, social adaptation of graduates of children's institutions, secondary (recurrent) orphanhood do not lose their relevance and need research attention. The analysis of foreign and domestic experience of psychological and pedagogical assistance to orphans shows the presence of a wide range of problems in the organization of institutions for orphans. The generalized data of domestic statistics indicate the antisocial orientation of the majority of graduates of children's institutions, who, as a rule, experience problems at the stage of entering the independent life of the child, showing learned helplessness, passivity, dependency in various spheres of life, unwillingness and inability to solve their own problems. The author's view on the problem of staffing institutions for orphans, based on the generalization of modern domestic research, is presented. The issues of using technologies of pedagogical mentoring, effective transformation of the teaching staff to achieve maximum indicators of social adaptation of graduates, as well as prevention of secondary (recurrent) orphanhood are raised. According to the author, the teaching staff of an institution for orphans can act as a key parameter for creating a formative environment capable of implementing the functions of correction, education and upbringing in relation to future graduates. The article describes the main psychological and pedagogical technologies of working with orphans, recommended for use in child care centers.