Problems of technologization of professional activity of a psychologist. Problems of technologization of social work processes Problems of technologization of social work processes

World experience shows that in the context of dynamic economic and social changes in management practice, an innovative method of developing social space is increasingly being approved - its technologization. During the deployment of the scientific, technological and information revolutions, attention to the social components of technology has increased significantly and it has become possible to extend the technological approach to all aspects of public life: the economy, social management, education, upbringing, politics, etc. Moreover, in each of them, technologization is based not only on the generalization of empirical experience, but on the latest achievements of modern science and technology.

Technologization is a necessary continuation of the production, "technical" technology that determines the requirements for the material, process, operation and person in terms of socio-professional, socio-demographic, psycho-physiological characteristics and socio-cultural needs and the possibilities for their satisfaction.

A low level of managerial culture leads to the need for technologization of society, i.e. to the search for modern methodology and methods of managing social processes.

The basis of technologization is social technology. The technologization of cognitive procedures and practical actions aimed at changing social objects in accordance with the set goals and optimizing human resources in achieving a specific result makes it possible to create and formalize social technologies. With the help of social technologies, social space is studied and corrected: diagnostics of the current state and organizational and managerial stages.

One of the leading trends in the modern theory of social management is the conceptualization of the idea of technologization of the management process, social space as a whole. This is associated with the logic of the development of civilizations and conclusions about the effectiveness of the use of social technologies. Civilizational achievements are associated both with the technological development of nature and with the improvement of the means of regulating social relations, which include management as a social institution.
In the modern technogenic civilization, a decisive role is played by the constant search and application of new technologies, not only production technologies that ensure economic growth, but also technologies of social management and social communications.
The values of technogenic civilization formed the basis of the theory and practice of social technologies as specific procedures for transforming social reality. Technologization underlies social technologies - procedures:

Expediency, consciousness of actions, expressed in a clear formulation of goals, the ability to build their hierarchy, based on the idea of the most pressing social problems;

Orderliness and regularity of activities, which are possible on the basis of the expediency noted above, on the one hand; on the other hand, they are a logical consequence of the existence of a management concept;

Dismemberment and differentiation of actions. Social technologies take place only in those cases when the division of social action into separate procedures is carried out;

Rationality, scientific approach. Social technologies can only be based on a rational attitude to reality and on scientific knowledge;

Reflexivity, the condition of which is a constant critical self-assessment of the subject of social action, the methods of cognition and transformation of social reality used by him.
That is, social technologies act as rationally organized procedures for the transformation of social relations based on scientific knowledge, which are based on the value-target settings of the subjects of social action. The latter, in turn, are considered as rationally thinking and acting subjects, capable of meaningfully setting goals, predicting the consequences of actions, calculating risk, probable losses and benefits, reflecting in relation to themselves and their own cognitive abilities, possessing technological thinking and goal-oriented behavior.
Scientists involved in the development of social technologies are convinced that they can be considered as a continuation and practical application to society (society) as a whole of production technologies, are universal in nature, able to effectively solve social problems, put a barrier on the way of administration, which is based on the use of volitional, subjective methods of management and ultimately turns out to be ineffective. L.Ya.Dyatchenko emphasizes: “Social technologies do not have fundamental differences from technologies in the field of material production, since the ability to technologize any social process is inherent in the structure of human activity and in the very nature of man.”

The practice of using social technologies in our country shows that they really contribute to a more or less effective solution of social problems, but at the same time, their implementation meets with many difficulties, the most significant of which the authors single out as socio-cultural barriers. It is associated with the peculiarities of the national cultural and historical tradition, the national character.

The prevailing types of actions within the framework of the national cultural and historical tradition were affective and traditional, which predetermined the most often irrational approach to determining the most habitual forms of behavior by the majority of the population, which was not only legitimized by Russian culture, but became one of its shaping factors, turning into a kind of hypothetical imperative. Revealing its content, V.N. Bryushinkin writes: “Russians trust being. Distrust of rationality and culture at the same time means that we believe in a super-rational being independent of us, which is generally favorable to man and which is larger and smarter than man and mankind. Trust in being is expressed in the famous Russian “maybe”. “The curve will take you out,” we say, contrasting the existential irrational “curve” with the rational straight line, which, despite all its straightforward “clear and distinct character”, rarely leads to the projected final point.

I.G. Yakovenko, who studied the history of Russian statehood from the standpoint of sociocultural analysis, believes that the idea (image) of the undivided integrity of the surrounding world, genetically goes back to the ancestral state. The “mysteriousness” of the Russian soul, its primordial eschatologism, the rejection of a real, non-mythologized state that cannot be reduced to the image of the “people’s tsar”, the craving for personal contacts, the rejection of formalized procedures, rebellion, humility, flight from power, the conflict of attitudes of cordial affection and rationalism, leads to the disorder of cultural space, its chaos. In the most general form, such phenomena can be characterized as a paradoxical “combination of the incompatible” (Zh.T. Toshchenko).

Domestic scientists identify a set of features inherent in Russian managers, in particular bureaucracy, which do not fully correspond to the idea of social technologies as a rational organization of activity. Among them, impulsivity is noted which:

On the one hand, it sets the individual up for unregulated and spontaneous actions, with the manifestation of resourcefulness (initiative);

On the other hand, it implies irrational motivation (a person chooses values and does not consciously calculate means); insufficient expediency of actions, lack of strategic thinking, orientation in most cases to the situation, and not to the future.

There is a contradiction between the requirements of the rational organization of social management, the idea of technologization of social processes and the socio-cultural tradition, which may result in the conclusion about "the minimum prerequisites for accepting the idea of the need to master and use social technologies."

The expansion of the image of rationality occurs due to the inclusion in it of existential-spiritual, cultural-historical and even everyday knowledge. The idea that life activity acts as a socio-natural unity and is an expression of the subjective experience of an individual (Western tradition), and includes the idea of the Absolute and its inseparable unity with a person (Russian tradition), can become a source of a deeper and more complete understanding of the problem of the rational, expand the horizons rationality in search of foundations for a non-classical understanding of rationality.

The creative modification of tradition - reconstruction, is the assimilation by tradition of new images, ideas and abilities, in particular, complexes of rationality and personality. A rational worldview is today, to a large extent, albeit with certain costs, being established in Russia as well.

Western, primarily American tradition in the interpretation of management as management cannot be exhaustive. In the United States, pragmatism appears as a national character trait. This is not only a socially approved standard of successful behavior, but also a philosophical and ideological principle developed by the works of Peirce, James, Dewey and Mead.

In other cultures, and in particular in Russia, the problem of management is associated with other moral values, with the idea of mutual assistance in the process of collective labor and social justice. In Russian philosophy (V.S. Solovyov, N.A. Berdyaev, S.L. Frank) and in science (A.A. Bogdanov, N.D. Kondratiev, V.I. questions of a happier life order of the people, society, and not the achievement of success only by its individual representatives. Even etymologically, the words "manage" and "management" differ in English and Russian dictionaries. If in English it is an action aimed at achieving a goal and means the ability to handle, own, pacify, contrive, manage, stand at the head, then in Russian - V.I. Dahl, it comes from the words “uprava”, “managed place” and from the words “manage”, “properly conduct business”, “rule”, “set in motion”, “guide”, “overcome obstacles”, “put in order” . These are two different "cultural codes". If the first one is dominated by the target impact as a movement towards success, then in the second it is more like an impact that is correctly directed and ordering. In this regard, it was not accidental that the concepts of "management" and "management" were separated in Russian sociology.

The presence of a "cultural code" allows us to talk about the socio-cultural features of social technologies and socio-technological culture, respectively, about the existence of a Western type of socio-technological culture, Eastern, Russian and others.
The basis for determining the Russian socio-cultural characteristics of the socio-technological culture is the behavioral regulators of the activities of Russian leaders, in particular civil servants.

Among the main distinguishing features of socio-technological culture, we note the following:

1. The combination of attractive (attractiveness - from Latin. attrahere- “attract” and a cognate word with “attraction” - from the French. attraction - attraction) and rational motivation of behavior based on the desire to follow norms and values.

2. Collectivism as a way of relations between Russian individuals.

3. Vertical hierarchy of subordination. Russia, according to V.A. Yadov, the mind can be understood if we seriously consider the vertical social ties between generations. “The institutional matrices of Russia form predominantly vertical rather than horizontal social interactions.”

4. The ethical model of behavior is determined by the principle "follow the leader's pattern of behavior."

5. Impulsivity in behavior and decision making.

Identification of the typical Russian socio-cultural features of the socio-technological culture allows us to significantly supplement the requirements for the design of social technologies, the technologization of social processes.

Firstly, taking into account the attractive and strengthening the rational motivation of behavior based on the desire to follow norms and values, focus on achieving social goals, for the common good, "in the name of ..." and clear regulation (including legal) of the technology of activity, "what what is possible and what is not”, an integral documentary system of regulation of behavior. Organizationally, this can be formalized as a ritual, as it gives vent to a sense of social belonging, and at the same time, requires submission to oneself without hesitation and provides a sense of order, form, maintains certain behavior in uncertain circumstances, and contributes to the formation of technological discipline.

Secondly, since the influence of the principle of collectivism can be traced both in socially adequate and in anomie traits of behavior, group forms of organization of activity and responsibility are necessary, with a clear designation of the zone of personal responsibility. Anomic forms arise when the actions of an individual are influenced by the individualistic regulation of personal responsibility, personal risk, personal achievement on the principle of "what is not forbidden is allowed" (mass neglect, failure to comply with the requirements of laws).

Thirdly, the hierarchical system of statuses, ranks, categories, based on predominantly vertical social interactions, must be organizationally complemented by horizontal connections. It should be possible:

Make independent decisions within the competence on the means and timing of achieving the goal in specific projects;

To select employees on the basis of professional competence and integrity, and not personal loyalty;

Objective assessment of personnel;

Development of a system of incentives for career managers, working as a long-term stimulation mechanism.

This will allow, on the one hand, to "throw out" the impulsiveness inherent in a Russian person, to show ingenuity, initiative, enthusiasm, on the other hand, will not allow these qualities to take an anomie form. And, last but probably most importantly, the so-called "rule of the first person" in Russia has always played a key role, so special requirements must be placed on the ethical, value bases of the manager's behavior model.

The fulfillment of the conditions presented will make it possible to ensure the socio-cultural "acceptance" of the idea of technologization of the Russian social space, to promote the formation of the socio-technological culture of the Russian leader and society as a whole.

Based on the study of works in the field of praxeology, a model of technologization of social space can be proposed on a very important basis, which today comes to the fore - the quality of life.

A multi-level model of technologization of social space based on the quality of life:

1 - real state;

2 - normative model;

3 - ideal model;

4 - indicators.

A. Levels of technologization:

b) settlement, settlement;

c) city, rural area;

d) region, territory, republic;

e) the state as a whole.

B. Quality of life indicators:

a) life expectancy;

b) provision of housing;

c) income per family member;

d) the cost of the consumer basket;

e) the presence of durable goods in the family;

f) the quantity and quality of communal services;

g) the opportunity to purchase environmentally friendly products of domestic production, receive a modern education and receive timely and high-quality medical treatment;

h) the state of the environment.

The set of technologies corresponding to different components of the model is very large and requires constant correction based on social innovations and a fairly scrupulous, adequate binding to these structural elements.

A multi-level model of technologization can be built depending on how, according to what principles, the system of social relations functions. The following options are possible:

- "matryoshkas": social relations have a multiform character and are reproduced in such a way that any previous system is included in the next one at the level of a modified subsystem;

- "whirlpool": development resembles a turbulent process - new forms have a greater degree of organization and are less similar to old forms than those at the corresponding moment of development;

- "steps": a change in the paradigms of reproduction at a qualitatively new level of perception of social life. At the same time, the technological gap marks a new stage in the reproduction of the social system;

- "chains": the formation of links and relationships in each subsystem with the need to reach a compromise with each of the existing factors, and changing the nature of the connection of one of the "links" leads to a change in it in the entire "chain". The further process of objectification turns these connections and relationships into moral norms and principles of behavior, i.e. activity stereotypes.

Applied sociological research is aimed at studying social phenomena and processes with specific goals, which predetermine the features of their methodological, organizational and technological support:

The study of the state of a specific life problem, the solution of which is associated with a certain practical activity;

Production, pedagogical, cultural - educational, law enforcement, management goals, etc.;

Identification of specific social trends and patterns, taking into account which can enhance or neutralize the influence of certain factors and conditions for the successful solution of a specific problem or the adoption of a specific program of action;

Studying the nature of the influence of certain conditions and factors on the object, phenomenon or process under examination, determining the relationship of these factors, identifying the possibility of regulating and managing them;

Summarizing the information obtained during the study and formulating specific conclusions, practical recommendations, projects of specific and targeted solutions.

Federal Agency for Education of the Russian Federation

FGAOU VPO "Russian State Vocational Pedagogical University"

Engineering Institute

Department of Mechanical Engineering and Vocational Training Methods

CONTROL WORK ON DISCIPLINE

"PEDAGOGICAL TENOLOGIES"

Theme "The essence of the idea of technologization of education"

Fulfilled

student gr. ZTO-309C E.V. Bugaeva

(signature, date)

Supervisor N.V. Borodina

(signature, date)

Yekaterinburg 2011

Introduction…………………………………………………………………………………3

1. Didactic foundations of technologization of education……………………………….4

2. The origins of the technological approach to learning………………………………….6

3. Evolution of didactic systems………………………………………………..10

Conclusion…………………………………………………………………………….14

Literature…………………………………………………………………………..16

INTRODUCTION

At present, almost all developed countries of the world have realized the need to reform their education systems so that the student really becomes the central figure in the educational process, so that the cognitive activity of the student is in the center of attention of teachers, researchers, developers of educational programs, teaching aids, and administrative workers.

The trend of technologization of education has a global character. The essence of the idea of technologization of education is to simultaneously increase the efficiency of educational systems and reduce the costs of achieving the desired results. However, numerous attempts to improve the efficiency of educational systems without adequate instrumental and technological support lead to a dead end, since the improvement of human activity in the areas of material and spiritual production always relies on more advanced production tools.

Technologization is the most important trend in the development of education, this is confirmed by the introduction of the first education standards, and discussions about the relevance of the new specialty "technologist for the design of educational systems and processes", and the emergence of a large number of "pedagogical technologies" in the educational services market, and the creation of computer information technologies.

The potential of technologization was accumulated in numerous works of domestic scientists on the theory of learning activities and developmental learning, in studies of human thinking. The direct formation of the scientific foundations of the technologization of education falls, which is symbolic, at the turn of the third millennium.

1. DIDACTIC BASES OF TECHNOLOGIZATION OF LEARNING

In recent decades, such new areas as interactive learning (V.S. Bibler, S.Yu. Kurganov, I.P. Fadeeva), the theory of learning problems (G.A. Ball, G.I. Sarantsev), contextual learning (A.A. Verbitsky), innovative processes in learning (L.S. Podymova, N.R. Yusufbekova, M.S. Burgin, E.P. Morozov) and others. Among these areas, another one was born, trying to find approaches other than in traditional education to the central concept of didactics - the educational process - this is a technological approach.

The idea of technologization of the educational process arose at the dawn of the 20th century, and avant-garde scientists associated their hopes with learning technologies that only in this way would it be possible to make education effective. Even the great Jan Amos Comenius wrote: (with a single perfect method of teaching) ... “everything will go forward no less clearly than the clock goes with correctly balanced weights, just as pleasant and joyful as it is pleasant and joyful to look at this kind of automatic machine, and with such fidelity, which can only be achieved in such a skillful instrument.

The technological approach to the construction of learning is genetically linked to technical teaching aids (TUT): learning technologies have emerged as a reaction to the ever-expanding possibilities of TUT. Later, these two processes - technization and technologization - took shape as two fairly autonomous processes of research and practical development. Supporters of the technization of the educational process see ways to increase efficiency in the widespread use of radio, TV, computers, laser and microelectronic devices, etc. In this case, TCO can be used:

first, how additional funds for illustrative purposes;

second, how tool included in the educational process at any stage: the transfer of information, a tutor for solving problems, checking and evaluating knowledge and skills;

third, how independent facility based on automated training programs on personal computers.

It is this mode of learning - programmed independent learning - for some reason that is considered in the literature as the prospect of modern education.

Proponents of the technization of education recommend making the most of TSS, including computers, laser communication channels, TV, radio, etc. Educational hopes are associated with these means to increase the reach of students (for example, in distance education), as well as to individualize the channels for presenting educational material. It can be argued that a whole direction has taken shape in pedagogy - technologies in education. This approach provides for fine instrumental management of the educational process and guaranteed achievement of the set educational goals.

The technological approach took shape in Russian pedagogy not as an opposition to the traditional one, it developed on its basis becoming the successor to all the best that has been accumulated by traditional pedagogical theory and practice.

It was the interaction of different ideas and theories (“mutual robbery of ideas,” as Academician Landau said) that turned a set of pedagogical techniques developed by pragmatic psychologists D. Dewey, S. Hall, F. Faylor, F. Gilbert into pedagogical technology. The very birth of pedagogical technology was recognized by scientists and the public as such an outstanding event that UNESCO considered it necessary to define it: “it is not just the use of TCO or computers, it is the identification of principles and the development of methods for optimizing the educational process by analyzing factors that increase educational efficiency, by designing and application of techniques and materials, as well as by evaluating the methods used” .

Today's understanding of pedagogical technology, therefore, is based on the fact that it is an introduction into pedagogy. systemic way of thinking and is a kind of systematization of the learning process. Thus, technology, being an educational system, covers the full cycle of education - from setting goals and designing the educational process to testing and implementing this educational system in educational institutions of various types. But such a deep understanding of technology in domestic pedagogy did not come immediately and not easily.

2. ORIGINS OF THE TECHNOLOGICAL APPROACH TO LEARNING

According to M.V. Klarina, the formation of the technological approach is timed to 50-60 years and is associated with programmed learning. The distinctive features of programmed learning were the clarification of learning goals and a consistent (step-by-step) procedure for achieving them. Exactly clarity and detail of setting the goal of training becomes a technological sign or, as M.V. Clarin, the first floor of pedagogical technology.

Back in the early 70s, T.A. Ilyina: “The problem of learning objectives is one of the most important both for determining the content and planning of the educational process, and for testing the mastery of educational material” . The first contribution to the development of this problem in theoretical terms was made by a commission headed by University of Chicago professor Benjamin Bloom, the result of which was the book Taxonomy of Learning Objectives, subtitled Classification of Learning Objectives. Consistent orientation to clearly defined goals, thus, becomes the motive for the technological construction of the educational process.

The second floor of pedagogical technology becomes the idea of complete controllability of the learning process based on feedback, also borrowed from both programmed learning and cybernetics. Outstanding representatives of cybernetic programmed learning were L.N. Landa, P.M. Erdniev, L.B. Itelson. Starting from the work of T.A. Ilyina, the interest of teachers is shifting from management problems to problems content and methodology programmed learning. The works of these scientists served as a prerequisite for the development theoretical foundations of programmed learning. N.F. Talyzina combined two approaches - cybernetic and psychological-pedagogical - and in a number of works she proposed psychological theory of the gradual formation of mental actions. A number of works by V.P. Bespalko, who combined the psychological concepts of assimilation (associative-reflex and phased formation of mental actions) with the information approach, with the theory of management and the components of the learning process (goals, content, methods).

It is this work by V.P. Bespalko and gave programmed learning a clear didactic orientation. We also note the work of N.D. Nikandrov, which, based on the analysis of foreign experience, describes all aspects programmed learning: historical, theoretical, methodical and practical. The advantage of this work is that it was the first to summarize the material on the specification of learning objectives based on the works of B. Bloom, R. Gagne, R. Major, etc. For a number of ideological reasons, the development of the idea of specification of learning objectives in the 70s was impossible. And since the definition of learning objectives is the internal basis for the development of technological learning, its constructive element, neither practical nor theoretical development of pedagogical technology is possible without it.

M.V. again turned to the goals of training. Clarin in 1989 in his book "Pedagogical technology in the educational process: An analysis of foreign experience". He summarized the material on goal setting and highlighted the typical ways that are common in the practice of teachers. He named four ways:

definition of goals through the content being studied, for example, "Learn Viette's theorem";

setting goals through the activities of the teacher, for example, “To familiarize students with the principle of operation of an internal combustion engine”;

setting goals through the internal processes of the intellectual, emotional, personal, etc. student development, for example, "To develop the cognitive independence of students in the process of solving physical problems";

setting goals through the learning activities of students, for example, "The purpose of the lesson is to solve problems for finding the roots of a quadratic equation."

In Russian pedagogy, the ideas of B. Bloom are just beginning to be mastered. A.I. is working very interestingly in this direction. Uman, in whose books the method of formulating goals is associated with the classification of educational tasks. The author has developed four models for constructing a lesson topic: "target", "content", "procedural" and "methodological models", having previously analyzed the relationship between the content of education and the goals of education. Valuable for technologists in the works of A.I. Umana is a classification-catalog of 230 learning tasks with which you can serve a variety of learning objectives.

In the daily work of the design teacher A.I. Uman distinguishes three types of goals: strategic, tactical and operational. The strategic goal is to study a fragment of material that is correlated with a textbook paragraph. The tactical goal is to study the blocks (parts) of the paragraph. The operational goal is realized in two aspects: substantive and procedural, and is embodied in the learning task. To a certain extent, these goals can be correlated with the goals of modular education: comprehensive, integrating and particular.

In 1967 N.V. Kuzmina made a significant contribution to the theory of learning: she decomposed the complex activity of the teacher into types (constructive, organizational, communicative and gnostic). Idea N.V. Kuzmina that the leading type of teacher's work is the design of the educational process, will play a key role in the 80s, the years of the technological boom. The idea of constructing the educational process served as the fourth floor of pedagogical technology.

In 1986, on the initiative of the Uchitelskaya Gazeta, the first meeting of innovative teachers was held to exchange experience and ideas of their practical work. In 1987 - the second meeting. The result of these meetings was a set of ideas and principles of pedagogy focused on the joint work of a teacher and a student: “teaching without coercion”, “the idea of free choice”, “the idea of support”, “the idea of advancing”, “the idea of large blocks”, “the idea of responsibility” , “the idea of self-regulation”, etc. These principles came into pedagogical use under the name collaborative pedagogy.

At subsequent meetings, questions were raised about the renewal of the education system and the role of the teacher in this process, in particular, the success of the education reform was associated with the creative growth of the teacher. The result of the introduction of innovative ideas into pedagogical practice was a large-scale creative search, and in the 80s, experimental sites and author's schools appeared in most schools, universities and vocational schools.

Thus, the technological approach to learning was formed on the basis of theoretical and practical research of domestic didacticians and methodologists, who consciously or intuitively developed ways to design the educational process in order to increase the efficiency and quality of education in educational institutions of various types. Learning technologies are a natural result of the evolution of educational systems.

Technological characteristics have all didactic categories: from goals to teaching principles, that is, all these categories contain such features, traits and properties, on the basis of which they can be classified, grouped, divided in one way or another. Taxonomy will be such a technological sign for “learning goals”, for “educational content” it will be divisibility into fragments and educational elements, for “methods” it will be their classifiability and optimal compatibility to serve the corresponding fragment of educational content.

3. EVOLUTION OF DIDACTIC SYSTEMS

With all the scatter of existing definitions of learning technology and the differences in the technologies themselves, the pathos of manufacturability is always preserved: it is an orientation towards fixed goals and the subsequent development of an ordered set of operations and actions leading to the achievement of these goals (process design). The pedagogical tasks of any technology include:

setting learning goals and determining the content of the subject on their basis;

construction of the content of the subject and its presentation in the form of a system of educational elements or blocks;

setting the levels of assimilation of educational elements;

determination of the initial level of learning, on which the level of assimilation of educational material by trainees depends;

organization of the educational process with the help of adequate methods and means of training, monitoring and evaluation;

the choice of schemes for managing the cognitive activity of students.

V.M. Monakhov names two fundamental features of technology: the degree of assurance of the final result of training and the procedural nature of designing one or another form of the educational process. He identifies five mandatory procedural components that make up the content of the flow chart:

1. goal setting: instead of formal dosing of educational content, known as thematic planning, the teacher himself, according to certain procedural rules, builds the micro-goals of the educational process within the boundaries of the topic.

2. Diagnostics: this is the establishment of whether the student has achieved or not achieved this micro-goal; if not reached, then goes to the "correction" component. Diagnostics consists of a specially compiled independent test work.

3.Independent activity of trainees- these are homework dosed in terms of volume and complexity, orienting the student to various levels of assessment of their activities: - "satisfactory" - the requirements of the standard, higher levels - "good" and "excellent". For the first time in our school, a student has the opportunity to choose the assessment of his work himself.

4.The logical structure of the educational process - it is a panorama of the activities of the teacher and the student, presented through a system of lessons on the zones of proximal development.

5.Correction- this is a system of educational and cognitive activity for students who, during the diagnosis, did not fulfill the requirements of the standard.

D.V. Chernilevsky proposes to describe all learning technologies on the basis of common psychological and pedagogical characteristics - goals, essence and mechanism (see Table 1).

Table 1.

Analysis of generalized pedagogical technologies

Name		Essence	Mechanism
Problem learning	Development of cognitive activity, creative independence of students	Consistent and purposeful promotion of cognitive tasks for students, solving which students actively acquire knowledge	Search methods; setting cognitive tasks
Concentrated learning	Creation of the structure of the educational process as close as possible to the natural psychological characteristics of human perception	Deep study of subjects by combining classes into blocks	Teaching methods that take into account the dynamics of students' performance
Modular learning	Ensuring flexibility, adapting it to the individual needs of the individual, the level of her basic training	Independent work of students with an individual curriculum	Problem-based approach, individual learning pace for modular packages
Developmental learning	Development of personality and its abilities	Orientation of the educational process to the potential of a person and their implementation	Involving trainees in various activities
Differentiated learning	Creating optimal conditions for identifying inclinations, developing interests and abilities	Assimilation of program material at various planned levels, but not lower than mandatory (standard)	Individual learning methods
Active (contextual) learning	Organization of students' activity	Modeling the subject and social content of future professional activity	Active learning methods
Game learning	Ensuring the personal-activity nature of the assimilation of knowledge, skills, abilities	Independent cognitive activity aimed at searching, processing, assimilation of educational information	Game methods for involving students in creative activities

CONCLUSION

One of the trends in modern pedagogical theory and practice is the desire to go beyond traditional learning to find new approaches to the central concept of pedagogy - the learning process. In the 70s, under the influence of system analysis in pedagogy, the technological approach to the solution of didactic problems as an organized, purposeful, deliberate pedagogical influence and impact on the educational process.

Any pedagogical technology, therefore, is an introduction into pedagogy systemic way of thinking and is a kind of systematization of the learning process. The process of education and upbringing can be considered as a way of functioning of pedagogical systems, the content of which is the management of human development. The goals of pedagogical systems should be the transformation of a person into a subject of training and education and the formation of his need and ability for self-government and self-development. The social self-development of a person on the basis of his ability to reflective activity guarantees him independence and the free exercise of his rights and obligations.

The complexity of the application of pedagogical technologies in wide pedagogical practice is explained by the fact that pedagogical technology, being an abstract type of social norm and a rather complex psychological and pedagogical system, requires compliance with a deep internal order and consistency when implementing. Only a qualified teacher with pedagogical skills can realize a pedagogical task of this level. Consequently, the issues of becoming a teacher's subjectivity and increasing his professional competence are also among the issues that are relevant in the study of developing technologies.

Any technology is a procedural part of the pedagogical system and is in certain relations with it - synchronous and diachronic. The technological approach is not opposed to the traditional one, but develops on its basis, is a natural result of the evolution of pedagogical systems. This evolution is set by the logic of the development of social systems and scientific and technological progress.

The technological approach is based on the use of an ordered set of didactic categories in their technological characteristics and is marked by the unity of content and operational components. The design of the educational process based on technology depends on the didactic model, of which this technology serves as a procedural part.

The achievements of pedagogical science, school and university practice have led to the allocation of pedagogical technology as a branch of pedagogical science, in which theoretical and practical results of the optimization of educational and cognitive activity are closely connected. In developing the problem of technologization of the educational process, domestic pedagogy actively uses foreign experience and its own achievements. In foreign pedagogy, the development of pedagogical technologies is primarily focused on individualization learning process, which is achieved through the active use of programmed learning and technical means.

LITERATURE

Bespalko V.P. Programmed learning: didactic foundations.- M.: Vyssh. school, 1970.-300 p.

Ilyina T.A. The concept of "pedagogical technology" in modern bourgeois pedagogy // Sov. Pedagogy. - 1971. - No. 9. - p. 123-134.

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idea Abstract >> Philosophy

Need in technologization system of post-industrial activities... expressions of his spiritual entities- for example, health, education, awareness, satisfaction... with the practical implementation of social ideas which are perfectly presented only...

Valentina Dolgova, Doctor of Psychology, Candidate of Pedagogical Sciences, Professor

South Ural State Humanitarian Pedagogical University, Russia

Championship participant: National championship in research analytics - "Russia";

Open European-Asian championship in research analytics;

UDC 152

The paper reveals the features of the technologization of the professional activity of a psychologist, innovative technologies; the analysis of functional characteristics of innovative technologies was carried out; signs of manifestation of innovativeness of the educational process are shown; the main directions of technologization of professional activity of a psychologist are named.

Keywords: innovative technologies, innovativeness of the educational process, social technology, technologization, development, internalization, exteriorization, professional development of the personality.

The work reveals the characteristics of the technologization of professional activity of a psychologist, innovative technologies; the analysis of the functional characteristics of innovative technologies; shows signs of innovation in the educational process; identified the main directions of the technologizing of professional activity of the psychologist.

keywords: technology innovation, innovation of the educational process, social technology, technology, development, interiorization, exteriorization, professional personal development.

These and other problems of anxiety were the focus of many discussions of the industry congresses of the IASHE (International Academy of Science and Higher Education, London, UK)) in solving the problem under discussion: discussions of the I session of the International Scientific and Analytical Congress of the IASHE "Psychological, biological, medical, social problems human aging, its causes and overcoming" (25.02-25.03.2013); discussions of the II session of the International Scientific and Analytical Congress of the IASHE "Psychological portrait of the generation "Next" in the multicultural space" (20.06.2013-20.07.2013); discussions of the III session of the International Scientific and Analytical Congress of the IASHE "Problems of formation and development of an innovative culture of an individual and a group" (20.11.2013-20.12.2013); discussions of the IV session of the International Analytical Congress of the IASHE "Psychophysiological, psychological and pedagogical problems of the security of modern man" (01.02.2014-28.02.2014); discussions of the V session of the International Scientific and Analytical Congress of the IASHE "Psychophysiological, psychological and pedagogical problems of parent-child relations at the stage of preschool interaction" (01.04.2014-30.04.2014); discussions of the VI session of the International Scientific and Analytical Congress of the IASHE "Systemic approach as a method of cognition of psychophysiological, psychological and pedagogical processes" (01.06.2014-30.06.2014); discussions of the VII session of the International Analytical Congress of the IASHE "Psychophysiological, psychological and pedagogical problems of management" (01.10.2014 - 31.10.2014); discussions of the VIII session of the International Analytical Congress of the IASHE "Psychophysiological, psychological and pedagogical problems of mastering innovative technologies" (09.02.2015 - 09.03.2015); discussions of the IX session of the International Analytical Congress of the IASHE "Psychophysiological, psychological and pedagogical problems of inclusive education" (01.04.2015 - 01.05.2015). The participants of these discussions supported the conclusion that the innovative technologies of the professional activity of a psychologist are based on the idea of a high-quality, productive and cost-effective way of forming and developing the subject of the educational process and, in a general sense, represent a set of techniques.

In modern education, technologies of programmed, modular, problem-based, project-based learning are widely introduced, which creates the necessary scientific basis for solving the problem of education quality management and the prerequisites for designing technologies for the professional activity of a psychologist. The introduction of non-traditional educational technologies, such as natural learning technology, module-rating learning technology, integrated learning technology, paracentric learning technology, full knowledge acquisition technology, individual learning technology, cooperative learning technology, has significantly changed the educational and developmental process and has made it possible to solve many problems of developing , student-centered learning, differentiation, humanization, the formation of an individual educational perspective.

In the use of technology, subjective prerequisites also play a significant role, which reflect the needs of the subjects of the educational process in technologization, since it implies reliability, guaranteed results, and, consequently, confidence in the success of solving educational problems. Interest in the development and implementation of technologies is manifested in the creation of such an educational environment that would not only contribute to the transfer of knowledge and skills, but also educate and develop the future professional, which also meets the interests of the state (see Law of the Russian Federation "On Education").

The innovativeness of the educational process consists of:

openness to culture, environment and professional innovations;
systematic analysis of professional activity, reflection and construction of a system of meanings of the subjects of the educational process, subjectivization of elements of the content of psychological assistance;
critical attitude to norms and standards;
· creatively transforming attitude to the world, going beyond the limits of normative assignment, above-standard activity;
· the desire for self-realization of the subjects of the educational process, their embodiment in their educational and professional activities of their intentions and lifestyle.

Theoretical and methodological substantiation of innovative technologies of the activity of a psychologist is made up of modern ideas, theories, concepts of philosophy and social sciences about the essence of social and psychological technologies.

In social technology, the "translation" of the abstract language of science, which reflects the objective laws of the development of society, is implemented into the specific language of decisions, standards, regulations that regulate and stimulate people to achieve their goals in the best possible way.

Modern philosophy sees the prospect of humanity in the formation of a new humanitarian thinking and practice based on the principles of the integrity of being, culture and personality. Education is the area of socio-cultural life where the formation of a spiritually mature, morally free person is taking place, capable of bearing the burden of responsibility for the fate of earthly civilization and culture, protecting and upholding universal human values, creating an integral humane world.

A new paradigm of education is being developed and implemented in line with the logic of scientific and technological progress and awareness of the importance of the individual. Modern Russian education solves the difficult task of being ahead of the expanded reproduction of culture: its role is manifested in the production of knowledge and its transfer from one generation to another, from one social stratum to another. In this regard, today's goal of education is not limited to the general educational preparation of a person, but, first of all, focuses on the formation of his personality, introducing a person to learning as an integral part of his life.

The foregoing predetermines the essential functional characteristics of technologies: proximity to an accurate positive result, controllability and a high degree of organization of activities.

This is explained Firstly The fact that impromptu is reduced to a minimum by means of technology gives priority to the preliminary design of the educational process and its subsequent reproduction.

Secondly The technology involves the project of the educational process, which determines the structure and content of educational and cognitive activity not only of the teacher, but also of the student.

Third, goal setting is carried out from the standpoint of two aspects:

1) goal formation through psychodiagnostics and objective quality control of the assimilation of educational material;
2) personal development in general.

Technologization is an objective process that prepared the stage of the evolution of education for solving qualitatively different tasks. Technology is an important element of human activity, but no activity is limited to its technological component (Kasyan A.A.). Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, technology ends, so that everything starts all over again (Bespalko V.P.).

The main areas of technologization of the professional activity of a psychologist will be the following aspects:

cybernetic - improving the management of mastery of knowledge, skills, skills;
communicative - improving the ways and directions of information exchange between the subjects of the educational process;
informational - improvement of the content of education;
activity - activation of students' activities;
personal - development of personal qualities of students;
individual - creating optimal conditions for the development and implementation of individual abilities.

So under innovative technology In the professional activity of a psychologist, we mean a new stable sequence of actions, the implementation of which guarantees the receipt of a planned, previously desired result.

The development of innovative technologies by a psychologist is based on the ability to reproduce previously acquired in the learning process or accumulated life experience through communication (interaction) knowledge, skills, abilities and forms of behavior and transform them into individual subjective activity (professional).

The mechanism of mastering innovative technologies by psychologists is revealed by the content of the principle of "interiorization - exteriorization" (L.S. Vygotsky). The first side of this principle is reflected in the genetic law of cultural development: from the interpsychic, social collective activity of the subject to the individual, intrapsychic, proper psychological forms of his activity. The second side of this principle reflects the transition from "I" to "we", and the third reveals the production of the inner plane of consciousness (G.A. Suvorova).

The development of innovative technologies as a whole is understood as a complex, ambiguous, multivariate process, of course, inseparable from the general development of the personality of a specialist. The experience of using innovative technologies is formed against the background of the professional development of the individual, it begins in time later than the start of the professionalization process itself from the moment of acceptance and inclusion in the process of mastering the profession. The adoption of a profession creates a situation of including a person in the system of requirements and values of the profession. This gives rise to a focus on the development of professional activity, during which there is a removal of contradictions between requirements and opportunities, between the values associated with the profession and the content of the motivational sphere. Assimilation is associated with the semantic regulation of the life of a psychologist, carried out by the value-semantic sphere of his personality. At the same time, the professional experience of the individual is independent, creative, interconnected with the activity of the individual, with the choice of his own life strategy, building his professional and life path.

In the development of innovative technologies, two mutually determining layers are realized (Anderson, 2002, Berger, Lukman, 1995):

1) the immediate basis, the structures of the object-sensory environment
2) theoretical knowledge.

The first layer includes both material and mental formations - ordinary knowledge, unreflected cause-and-effect relationships, that is, individual, life experience.

In the second - theoretical knowledge functioning on the basis of these non-reflexive conceptual structures - intersubjective, ordered, reflected, rational. Both layers are dialectically interconnected: an ordered, rational experience in the form of theoretical knowledge is introduced into individual life experience, being verified in practice, transformed into a stable dynamic structure of professional experience. Verification acts as a result of determining the value of theoretical knowledge by the subject empirically in the process of inclusion in professional interactions.

The specific features of professional interactions of a psychologist, which make it possible to consolidate theoretical knowledge and develop professional skills on their basis, include the focus on the transfer of knowledge, experience, the creation of conditions for self-actualization of the individual in society; determined by the socio-cultural situation; asymmetry of interactions in the educational process with the leading role of the teacher; balance of positions of subjects in interaction (subject-subject relations); consistency and relative continuity of educational and educational interactions; constant correction of pedagogical interactions, taking into account the responses of the subjects of the educational process. The implementation of professional interactions ensures the development of each component of professional experience.

The development of innovative technologies is characterized by level dynamism. The path in the development of innovative technologies is a movement from local and standard contexts of experience to more diverse and universal ones, with sensual (empirical) and rational (theoretical and scientific) present at each stage. Harmonious development of innovations in general implies an increase in the diversity of all types of content and a progressive differentiation of types of professional activity.

At the center of development is the problem of the relationship between meaning, meaning and activity.

The meaning in the philosophical understanding is manifested as the essence of information, the capture by the subject of experience through systems of sign identification in the form of norms, moral values, professional role. These systems are defining for the boundaries of the behavior of the subject. Personal understanding of the meaning of a phenomenon becomes the meaning on which the motive of activity is based. Activity in this vein is understood as a form of activity (A.N. Leontiev), aimed at solving a professional problem.

Emphasis is placed on the distinction between meaning and meaning in the mechanism of mastering innovations. Some people are able to remember a large amount of information, but cannot isolate its meaning, while the development of innovation is not copying some external cognizable reality, but introducing meaning into reality, creating ideal models that allow you to direct activity and communication and bring states of consciousness into the system . Rationalization and constructive restructuring of cognitive structures and procedures make it possible not only to build professional activities in accordance with norms and standards, but also to carry out an arbitrary transition from one model or standard to another. Movement within the triad "meaning-meaning-action" gives dynamism to the process of mastering a new technology, ensures its creative nature, leads to the expansion of the horizon of professional consciousness, which is a prerequisite for the generation of an innovative culture.

So, to master an innovative technology means to understand its purpose, the need to solve a problem, to comprehend its application, to create a mental model, to think over its implementation in activities.

It should be noted the connection between the use of innovative technologies in professional activities and the level of innovative culture of the psychologist as a whole. Innovative culture, on the one hand, is a product of the activity of the psychologist himself and is provided by his work on himself, on the other hand, it itself forms the subject of activity. Such interdependence implies, first of all, the subject's purposeful activity in "cultivating" his own innovative culture through the introduction of new technologies in his work, which, in turn, will serve as a factor in personal and professional development. In this vein, self-improvement should be understood as the conscious development in oneself of the desired qualities, abilities, and skills.

Literature:

1. Formation and development of innovative culture of a personality and a group: resolution of the 3rd session of the sectoral Congress of the IASHE in the field of Psychology (London, November, 20 - December, 20, 2013) / International Academy of Science and Higher Education; the Curator: Chelyabinsk State Pedagogical University (CSPU; Chelyabinsk, Russia) - London: IASHE, 2014. - 90 p.)
2. Psychological portrait of the ≪NEXT≫ generation in polycultural environment: resolution of the 2nd session of the sectoral psychological Congress of the IASHE in the field of psychological, sciences (London, June 20, 2013 - July 20, 2013) / International Academy of Science and Higher Education; the Curator: the Chelyabinsk State Pedagogical University (CSPU; Chelyabinsk, Russia). - London: IASHE, 2013. - 160 p.)
3. Psychophysiological, psychological and pedagogical problems of safety of a modern person: resolution of the 4th session of the sectoral Congress of the IASHE in the field of Psychology (London, February, 01 - February, 28, 2014) / International Academy of Science and Higher Education; the Curator: Chelyabinsk State Pedagogical University (CSPU; Chelyabinsk, Russia). - London: IASHE, 2014. - 68 p.)
4. Anokhin M.G., Bochanov M.A., Vakhovsky A.M., Grishin O.E., Davydov V.N., Glebov V.A., Matveenkov D.O., Molodchaya E.N. Policy. XXI Century. Innovative technologies / Under the general editorship of M.G. Anokhin, V.M. Platonova, O.E. Grishin. Moscow 2013.
5. Burtseva I.V. T

Didactic unit 1. Essence, principles and basic concepts of social work technology

1. The main purpose of social technologies

Task Formulation Process
Solving a specific social problem
Regulation of social processes
Stage of the process of social diagnostics

2. The most stable, evidence-based provisions that define the requirements for the content of the organization and technologies of social work

Principles
Performance
Condition

3. The principle of a person's life orientation, according to which the good of another person is more important and significant than one's own good and personal interests

Compassion
Kindness
Empathy
Altruism

4. The program for solving social problems in exact sequence is

Technology
Project
Procedure

5. A problem-solving program that precisely prescribes how and in what sequence of operations to obtain the result determined by the initial data

Algorithm
Subsequence
Order
Accuracy

6. The simplest action aimed at achieving a specific goal

Technology
Project
Operation

7. A system of views that recognizes the value of a person as a person, his right to freedom, happiness, development and manifestation of all his abilities

pragmatism
existentialism
humanism
theosophy

8. Compliance of technology with the accepted systematization, classification system is

Validity
Identification
Scientific
Reliability

9. Technologization of social processes implies

Separation, dismemberment of the process into internally interconnected stages, phases, operations
Step-by-step coordination of actions aimed at achieving the desired result
Determination of methods of interaction with a person
Selection of a system of means of influencing the problem

10. Technologies in which the subject-object relationship between the social worker and the client dominate are called

Student-centered
Psychogenic
Technocratic
Comprehensive

11. Technologies in which the social work specialist is the sole subject of the social process are called

Private
Temporary
daytime
authoritarian

12. Technologies in the process of which democracy, equality, partnership in relations between a social worker and a client are realized are called technologies.

Friendship
Interactions
cooperation
Choice

13. Technologies aimed at supporting the individual and helping her are called

Student-centered
humane
Family oriented
Private

14. Technologies that assume that the development of the psyche is determined by the biological hereditary code are called

physiological
biogenic
sociogenic
Modular

15. Technologies, the result of development in which is determined mainly by the person himself, his previous experience, psychological processes of self-improvement, are called

personal
Wishful
Psychogenic
individual

16. Technologies that put the personality of the client and the realization of his natural potentials at the center of interaction are called

Diagnostic
Student-centered
Intermediary
adaptive

17. Technology for compiling a resource justification for solving an actual social problem in accordance with the goals and objectives of the event

Design
Modeling
Rationale
Forecasting

18.

Activity to determine the direction of activity with the individual
Algorithm of activity, as a result of which a certain social goal is achieved
Individual Development Activities
The process of changing content, forms and methods that are cyclically repeated

19. The ethical principle of the implementation of social work technology, according to which a social worker does not have the right to disclose information about a client without his consent

benevolence
Facilitative
Tact
Confidentiality

20. The principle of the implementation of social technology, which regulates the relationship between people as members of the community, having a certain status, endowed with duties and rights

Individualism
Altruism
selfishness
Justice

21. Social work technology is

1. The system of knowledge about the methods and means of processing and qualitative transformation of an object

2. The optimal sequence of using the means of influencing the object of labor in order to achieve results within a certain period

3. A specific document, a project that describes and regulates the procedure, setting standards, infrastructure standards

4. A set of stages of any activity of a social work specialist, the implementation of which is strictly mandatory

22. Social technology can be defined as

1. A specially organized area of knowledge about the methods, procedures and optimization of human life in the context of increasing interdependence, dynamics and renewal of social processes

2. A way of carrying out activities based on its rational division into procedures and operations with their subsequent coordination and synchronization and the choice of optimal means and methods for their implementation

3. A method of managing social processes that provides a system for their reproduction in certain parameters - qualities, properties, volumes, integrity of activity.

4. As a procedure for interaction between a specialist and a client in a social service.

23. The structure of social technologies includes the following elements

Principle
Facilities
Methods
Level
Quality

24. Social technologies have properties

Relevance
Novelty
Efficiency
Flexibility
economy
Individuality

25. Criteria for classifying technologies into short-term, medium-term and long-term

By the nature of novelty
By scale
By main tasks
By time
By target setting

Didactic unit 2. Problems of technologization of social work processes

1. The hallmarks of technology include

phasing
Unambiguity
Reproducibility
methodical
Territoriality
Novelty

2. A situation that has no solution at the moment

Question
Problem
Situation
Reaction

3. Choose the correct sequence of technological stages of communication: 1) introspection of the course and results of communication; 2) the beginning and organization of direct communication with a client, a social group (“communicative attack”, clarification of the conditions of communication, initiative management); 3) modeling of the upcoming communication with the client (prognostic stage); 4) summing up the results of communication and forecasting in the upcoming types of communication activities, etc.; 5) communication management for solving methodological problems and stimulating interlocutors in communication

(5) → (1) → (4) → (2) → (3)
(3) → (2)→ (5)→ (1) → (4)
(1) → (2) → (3) → (4) → (5)
(2) → (3) → (4) → (1) → (5)

4. The technologies of related sciences and areas of practical social activity include the following technologies

Psychological, medical, socio-legal,
Socio-diagnostic, adaptive, rehabilitation
Medical, socio-diagnostic, social and legal
Socio-legal, adaptive, social and rehabilitation

Analytical and predictive
Social and preventive
Adaptation
rehabilitation

6. The function of social work technologies (according to E.I. Kholostova)

Adaptation
Design and organizational
Socio-therapeutic
Correctional

7. Function of social work technologies

Readaptation
Correctional
Advisory
Administrative and administrative

8. Neglecting the needs of a child in a family in a difficult life situation is a problem solved by technology

Pedagogical
social work
Medical
Creative

9. Basis for the classification of social work technologies

scale
Polysubjectivity
Degree of novelty
Specialist qualification
History of development

10. When developing and implementing the technology of social work with a client, it is taken into account

Client problem
Regional climatic features
Socio-economic situation of the region
inflation rate

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Introduction

Relevance This work is due to the fact that in the conditions of modern Russian society one of the significant problems is the problem of effective social protection and support for various groups of the population. Its successful solution requires the joint efforts of specialists in various fields of activity, including professional social workers who own various technologies for solving social problems. At the same time, social workers can act as intermediaries between the individual and society (group, collective, state), and as assistants in overcoming certain social difficulties of the subject.

Social work is a multifunctional professional activity. According to its organizational and formal features, it can be represented as a system of procedures, techniques and methods implemented in the process of solving complex and poorly structured social problems. However, the possession of procedures and operations is not yet the possession of technology. The technology of social work is closely related to the art of problem solving. And this circumstance raises it to the level of creativity, since the template is not acceptable in working with people.

The information and technological revolution, covering all spheres of human activity, is turning into a powerful accelerator of social progress, raising the level and quality of people's lives. Social innovations sometimes have a greater impact than the introduction of technical innovations. One of the main types of social innovations that have a serious impact on the nature of social relations in society, on their harmonization, are social technologies.

Social technologies are of particular relevance in modern Russia, when fundamental changes are being made in politics, the economy, and in the social sphere. In public life, there is a process of abandoning many stereotypes that have been established during the years of Soviet power, a critical reassessment of social values is underway, a search is being made for a new model of social and state devices, sometimes accompanied by significant costs in the level and quality of life of people.

The organizers of political and economic reforms were not always able to adequately respond to the negative consequences of ongoing economic reforms. This is largely due to the underestimation of social technologies in management activities.

Meanwhile, it is in management activities at all levels that the effectiveness of technologization is most clearly manifested. That is why the development and skillful use of social technologies in relation to all levels of the management structure, including for the activities of social services, are of particular relevance. Equipping personnel with a set of methods and methods of social work makes it possible to optimally use the resources at their disposal and effectively organize work in the assigned area.

With the approval in society of such a branch of activity as social protection of the population, the infrastructure of social work is actively developing, the network of training specialists for its organization and implementation is expanding. This circumstance brings to life an urgent need for the technologization of social work, not only as the most important condition for high professionalism, but also as a condition for systematizing practical experience and its accelerated transfer to new generations of specialists who are still on the student bench.

TargetYu this course work is to study the problem of technologization in social work.

tasksAnd:

Consider the position of social work in the conditions of modern Russian society;

To reveal the content of the concept of technologization of social work;

Tell in detail about the essence, principles and content of goal-setting in social work.

To analyze the ratio of goals and ways to achieve them in the work of the social protection committee of the Novgorod region.

An objectohm studying are social technologies.

Subject are the technological processes of social work.

We used the following methods: study of scientific literature, normative documents and system analysis. The work consists of an introduction, where the relevance of the topic is indicated; the degree of its development in the scientific literature; the object, subject and purpose are indicated. The content of the work is presented in three chapters. The first chapter describes the position of social work in the conditions of modern Russian society, as well as the essence and content of the technologization of social work. In the second chapter, the essence, principles and content of goal-setting in social work are revealed. The third chapter of the course work is a practical part, which examines the ratio of goals and ways to achieve them in the work of the social protection committee of the Novgorod region. In conclusion, generalized conclusions and a list of references are presented.

Basic concepts and terms

Social work is a professional activity in organizing assistance and mutual assistance to people and groups in difficult life situations, their psychosocial rehabilitation and integration.

Technologization is a process, i.e. a stable, repetitive, time-sequential change in the content of an activity with a single plan.

Goal-setting is a practical understanding of one's activities by a person in terms of the formation (setting) of goals and their implementation (achievement) by the most economical (profitable) means.

social technologization goal-setting committee

1 . Essence, principles and content of technologization of processes in social protection

1.1 Sociali work in modern society

The term "social work" is the base for such concepts as social pedagogy and social work. Social work refers to a profession, discipline, practical science, education and research.

Social work as a discipline explores the relationship between the phenomena of the emergence and resolution of problems. Social work as a profession works to solve and possibly prevent these problems. Social work as an applied science explores new ways of solving problems that arise in practice. Social work as a field of study lays the foundation for future professional activity based on the accumulated experience. Social work as a field of research studies the various relationships of social work in its social, personal and community contexts.

Social work is a complex, multifaceted concept. Social work is an activity, the purpose of which is to optimize the implementation of the subjective role of people in all spheres of society in the process of life support and active existence of the individual, family, social and other groups and strata in society. This activity is professional and is aimed at helping, supporting, protecting all people, especially the so-called weak layers and groups (disabled people, large families, single-parent families, the elderly, migrant communities, etc.). It is clear that such activity has taken place from the very beginning of the emergence of human society, taking different forms at different stages of its development. Historically, social work grew out of philanthropic (charitable) activities, which were carried out by various religious, public, and later entrepreneurial organizations (Salvation Army, women's unions, etc.). Philanthropy was originally aimed at helping the poor, sick, homeless, orphans and other socially disadvantaged categories of the population.

It is important to note that today social work in Russia and abroad, as a kind of activity, is aimed not only at the implementation of social support measures for "weak" social groups, but also at the implementation of measures for the social protection of the entire population. In this broad sense, social work concerns every person, the entire population.

Today, targeted social assistance is actively developing in Russia, that is, a system of measures to provide assistance to individual really needy individuals or groups of the population in order to overcome or mitigate life's difficulties, maintain their social status and full-fledged life.

Social service centers - a new practice in the Russian system of social work with the population. The centers carry out organizational, practical and coordination activities to provide various types of social services. The activities of municipal social service centers are financed from the relevant budgets, targeted social funds, income from their economic activities and other sources not prohibited by law.

To date, the profession of a social worker has become an integral part of public life in countries that we call "civilized". Neither the implementation of social development programs nor the provision of the social policy of the state can do without the activities of social workers.

Specialists in the field of social work are widely used as experts in the preparation of legislation, decision-making by local governments and substantiation of the activities of public organizations.

The basis of social work is the desire to come to the implementation of the Universal Declaration of Human Rights, which is currently the basis for legislative and law enforcement practice in many countries of the world, but not in one country is not fully observed.

To work in full accordance with the purpose and ethics of the profession, the social worker has the opportunity to take part in the development and use of social policies that are aimed at improving the social functional of the individual, group, society. Since social work seeks to achieve social justice, information about the injustice in the distribution of opportunities for resources and benefits that take place in society and information about the clash on this basis of national minorities and disadvantaged groups is important for the practice of social work.

Based on the foregoing, it can be concluded that the main goal of social work remains the provision of social assistance, understood as the formation of self-help skills under the guidance of a social worker and with the direct participation of the client. The strategy of a social worker is actions aimed at increasing the degree of independence of the client, his ability to control his life and solve problems himself.

1 .2 Social work technology

Social technologies are a system of knowledge about the best ways to transform and regulate social relations and processes in people's life, as well as the very practice of algorithmic application of the best ways to transform and regulate social relations and processes.

The technology of social work is one of the branches of social technologies focused on social services, assistance and support for citizens in difficult life situations.

The technology of social work can be considered in two aspects. Firstly, in a broad sense - as a system of theoretical knowledge and practice, which is an organization, algorithm and the totality of means, methods and techniques of influencing various objects of social work. Such an approach to technological problems is typical, first of all, for administrative bodies and organizers of the implementation of social policy at the federal and regional levels. Secondly, as a set of private technologies, the specificity of which is determined by a specific subject and object of social work. This approach to the problems of social work technology is primarily inherent in the direct organizers of social work with clients of social institutions, with various categories of the population at the place of residence or work.

The development of technology for solving social problems is a complex process that requires both scientific justification and practical testing of theoretical conclusions and recommendations. There are three main stages in the development of social work technology: theoretical, methodological and procedural. Their totality is a system.

The theoretical stage is associated with the formulation of the target setting, the definition of the subject of technologization, the allocation of structural elements and the identification of cause-and-effect relationships and relationships in which the object of social policy or the client of social work is included.

The methodological stage is characterized by solving the problems of choosing sources, ways and means of obtaining information about the state of an object of social policy or a client of social work, determining methods and means for processing and analyzing this information, and principles for transforming conclusions into specific recommendations for transformative activities.

The procedural stage involves solving problems related to the organization of practical activities to test and eliminate the shortcomings of the recommendations, and to draw up an algorithm of actions.

The content of the technology of social work is to substantiate the project, the program of activities, a certain algorithm and logical sequence of actions in the process of solving the tasks set, the standard or norm of the prescribed procedural actions, objective criteria for assessing the organization, the progress and results of activities. The technology of social work is characterized by:

Dynamism, consisting in a constant change in the content and forms of work of a specialist with a client and in the heuristic nature of the activity;

Continuity, due to the need to constantly maintain direct or indirect communication with the client and influence him;

Cyclicity, manifested in a stereotypical, steady repetition of stages, stages and procedures when working with clients;

The discreteness of the technological process, which lies in the uneven impact on customers from the moment the goal is determined to the execution of the solution.

Thus, the technology of social work reflects its applied, practical aspect. Deep penetration and assimilation of the essence, content and specifics of technological processes is the basis for the professionalism of personnel in the social sphere of activity and specialists in social services.

When defining technologies in social work, it is necessary to take into account the general interpretation of social technologies, the features of social work as one of the types of human activity, as well as the features of objects, subjects, content, means and other components (elements) of social work as a system. In the domestic literature, social technologies in relation to social work are interpreted as a set of techniques, methods and influences used by social services, individual social service institutions and social workers to achieve goals in the process of social work, to solve various social problems, to ensure the effectiveness of the implementation of tasks. social protection of the population.

Social technologies in this area of social life are based on the real experience of social work, principles and theoretical and methodological patterns discovered by social sciences: sociology, social work theory, social engineering, management theory, law, social pedagogy, valueology, etc.

The classification of technologies in social work can be very rich. This is due to the fact that social work is a relatively independent system, an ordered set of interrelated elements that form a kind of integral unity. When analyzing technologies in social work, it should be remembered that social work is primarily a kind of social system that deals with people (in particular, clients and social workers) and emerging; relationships between them.

If we consider social work as a science, then social technologies are ways to apply theoretical findings in solving practical problems of social work. In this regard, it is important to emphasize the organic unity of knowledge and skills of social work as a science.

When it comes to social work as an academic discipline, the essence of social technologies is a holistic view of the content of social work, its main directions, tools, methods and organization, i.e. these technologies are mainly educational, informational in nature. In this regard, it is important to see the general and the particular in the technologies of education in the field of social work, when studying in secondary specialized and higher educational institutions (taking into account the stages of higher education: incomplete higher education, bachelor's degree, special education, master's degree), in postgraduate and doctoral studies, the system of qualifications and self-education.

The technologies of the educational process are determined by standards, programs, plans, the specifics of the studied academic disciplines (public, natural sciences, professional, special), including compulsory, optional, optional, as well as forms of education (full-time, evening, part-time, part-time) and types of classes (classroom, independent, with and without a teacher), etc.

The technologies are both forms of education (lecture, seminar, laboratory session, workshop, educational game, excursion, conference, course and diploma design, film lecture, computer lesson, etc.), and forms of control (exam, test, test, interview , colloquium, various types of educational practice, test check, etc.). Considering social work as a special kind of practical activity, the essence of social technologies can be interpreted primarily as a set of techniques, methods and influences aimed at helping, supporting, protecting all people, especially the "weak" layers and groups of the population. It is in practical social work that social technologies act in a concentrated form as a generalization of the accumulated and systematized theoretical knowledge, experience, skills and practice of the subjects of social activity.

In accordance with this general approach, it is possible to further specify the technologies used in social work (meaning all three aspects of social work, in which technologies act mainly in the form of knowledge (science), knowledge and skills (training), as well as knowledge, skills, experience and practice (activity).

The classification of technologies in social work as a form of practical activity can be carried out for various reasons, since social work includes such components (elements) as objects, subjects, content, means, management, functions and goals. The main thing here is to take into account the specifics of objects and types of social work and their relationship. As you know, the objects of social work are quite diverse: the elderly and pensioners, the disabled and children, adolescents with deviant behavior, the homeless, migrants, single-parent families, large families, etc.

Theory and practice in Russia and abroad have revealed a number of areas (types) of social work with various groups of the population. These are social control and social prevention, social therapy and social rehabilitation, social assistance and protection, social insurance and social services in the sphere of everyday life, social guardianship and social mediation, etc. These types of social work are its main technologies. They are very closely related to each other and at the same time relatively autonomous, specific in purpose and functional content.

Despite the commonality of these technologies in working with different groups of the population, they differ significantly if we take into account the specifics of the objects of social work. Compare, for example, social supervision of children with deviant behavior and hardened criminals, guardianship of minor children and the elderly, etc. That is why the integration of social activities, taking into account the specifics of objects and features of the types of social work, is of fundamental importance.

Types of work (technologies) are very diverse. Let us give one example - social services at home for pensioners. State-guaranteed home services include:

* Catering and food delivery at home;

* assistance in purchasing medicines, essential goods;

* assistance in obtaining medical care and accompaniment to medical institutions;

* assistance in maintaining living conditions in accordance with hygienic requirements;

* organization of various social services (housing repair, fuel supply, processing of personal plots, water delivery, payment of utilities, etc.);

* assistance in paperwork, including for the establishment of guardianship and guardianship, in the exchange of housing, placement in stationary institutions of social protection authorities;

* Assistance in the organization of ritual services and in the burial of the lonely dead.

Since social work can be considered in a broad and narrow sense, technologies are also distinguished depending on this. If in the second case we are talking mainly about technologies for working with the “weak” segments of the population, then in the first case it is about technologies for social protection of all segments of the population, about creating such conditions (which is connected with the essence and content of social policy) that would contribute to a decrease in the number and the proportion of the population in need of assistance and support would help the population solve its own problems. This can also be achieved through the creation (implementation) of technologies of a more global nature, affecting the process of functioning and development of society.

Considering the integrated, universal nature of social work, it is possible to single out social technologies proper, socio-pedagogical, socio-psychological, socio-medical and other technologies.

Technologies in social work differ in their level: simple, accessible to non-specialists; complex, requiring the qualifications of one specialist; complex, requiring the qualifications of specialists in different fields. Distinguish social technologies and the complexity of the subject of social work, in particular, social services of various levels and directions.

Typology of social technologies is also possible according to other criteria. In particular, it is possible to single out social technologies “external” in relation to the client - state intervention, assistance from public and other organizations, individuals. Their main content is to create such conditions for a person (group, layer) to solve his own problems. An example of this is the creation of jobs in enterprises for people with disabilities. Social technologies (i.e., methods, actions) carried out by the clients themselves differ from “external” technologies. For example, organizing your own business, setting aside a certain share of income (interest) for social insurance, etc. These methods (self-development, self-defense, self-preservation, self-sufficiency, self-learning, self-organization, etc.) are sometimes called personal management.

In addition, they distinguish between technologies in social work with people living in the country and with the population, groups that find themselves outside its borders for one reason or another (Russian-speaking population, Russians in the CIS states), as well as social technologies used in Russia and abroad, which is due to different living conditions, the level of economic development, cultural traditions and other features.

In conclusion, we note the closest connection between the classification of technologies in social work and social technologies. Let us add to this that in social work one can also single out innovative and routine technologies. If the former are based on innovative approaches to solving social problems, then the latter are characterized, as a rule, by a set of already outdated methods and tools based on ordinary consciousness, practical ingenuity, and do not differ in high science intensity. Their use is usually associated with the provision of basic assistance to people in need that does not require special training.

An example of innovative technologies can be, in particular, modern social technologies of vocational training for the unemployed, which is based on the active use of scientific achievements in order to obtain a new quality of knowledge of trainees, new properties and characteristics of learning.

Regional technologies are also used in social work, which is due to the specifics of individual territories. Technologies in social work largely determine its effectiveness.

Thus, the technologization of social work, like any other activity in the social sphere, is a reflection of the objective requirements imposed by scientific, technological and social progress. It is always innovative, creative in nature, being associated with the constant search for better, and therefore more efficient and economical ways of using human resources, his physical and intellectual potential. The introduction of a technological approach into the practice of organizing social services and social assistance to the most vulnerable segments of the population is a strategic direction towards refusing to work with people from the “trial and error” method and constantly focusing on a high end result with optimal expenditure of effort and money.

2. Goal-setting and its place in the technology of social work

2.1 Essence and content of celying in social work

The technology of social work as a process includes: a preparatory stage, goal setting, collection and analysis of information, formulation of an action program, practical actions to implement the program. It should be noted that in this process, which is closed, cycles can be repeated until the problem is solved.

Fundamental among all procedures is the goal-setting procedure. Goal-setting is a fundamental concept in activity theory and is widely used in the social sciences. Goal setting is the process of choosing and actually defining a goal, which is an ideal image of the future result of an activity.

In this regard, goal-setting performs a number of important methodological and methodological tasks:

Acts as a real integrator of various actions in the system "goal - means to achieve the result of a particular type of activity";

It assumes the active functioning of all factors of activity determination: needs, interests, incentives, motives.

When forming a goal, it is important to determine which conditions and circumstances related to it are amenable to influence and control, and which are not. If the variables of a problem situation turn out to be uncontrollable, then it is simply dangerous to entertain yourself with illusions about your own capabilities.

The fundamental principle of the technologization of social action in managing processes and relationships is the promotion of a system of hypotheses and goals, their structuring, i.e. building a tree of goals. This is a way of forming the structure of the goals of social programs that ensure the interconnection of many goals of different content (economic, social, political, spiritual) and their coordination to achieve the main, common goal. The main goal determines the direction of social action. A tree of goals is formed according to the principle “from general to particular”. At the top is the main goal. It is divided into separate components (intermediate goals - means), on the implementation of which its achievement depends. Intermediate, in turn, are divided into more private.

2.2 Goal setting principles

In the technology of social work, the goal performs a number of functions:

Determines a rational option for collecting information and methods of action in solving the problem;

Limits the amount of information the social worker searches for;

Provides specification of the problem;

Helps determine the course of action.

The goal and the decision taken are not identical concepts: the content of a correctly formulated goal includes options and logical principles for solving the problem. The principles include the following:

1. Accurate and clear formulation of your own goals, in relation to this particular situation.

2. Determining the goals of other persons and organizations on which the impact is supposed to be directed.

3. Determining the nature of the relationship between the goals of other individuals and organizations that are affected, as well as the relationship of emerging tasks.

4. Determining the likely consequences of achieving the formulated goals. Many goals may turn out to be, in fact, a means to achieve other, more distant or secondary goals. Therefore, if the possibility of side effects is not taken into account, it can lead to unforeseen consequences.

5. Determining the circumstances, both facilitating and hindering the achievement of the set goals, the reasons for their existence or appearance.

6. Identification of the variables of the problem situation - manageable and unmanaged. Most people approach problems with preconceived notions about the factors that influence them. This perception is due to education, life experience and awareness. As soon as these ideas are “preserved”, they deprive us of a creative approach to posing and solving a problem.

The goal should be clearly and clearly articulated. The achievability of the goal must be objectively predetermined. You need to be ready for a difficult path to achieve the goal. The main principle of formation of the structure of goals of different levels and content is their consistency and interrelation. Goals must be commensurate. They must have deadlines. Constant reconciliation of their actions and results with the goal is the basic rule of technology.

Thus, goal-setting is the most important stage of the technological process in social work, which determines the content, tools and direction of actions of social work specialists.

2.3 Correlation of the goal and ways to achieve it in the practice of social work

The central problem of the goal-setting procedure is the formulation of the goal and the optimal means of achieving it. A goal without determining the means to achieve it is only a mental project, a dream that has no real support in reality itself. From the point of view of psychology, in the process of goal-setting, conditioned reflex connections of intellect with other factors arise: memory, emotional-volitional components, etc.

Goal-setting determines the algorithm that determines the order and basic requirements for the results of activities. A goal is a concept that expresses an ideal representation of the result of an activity. Any activity can be interpreted as a process of achieving a goal. When setting goals, keep the following in mind:

The goal must be justified and reflect the requirements of the laws of development of the object of influence;

The goal must be clear and achievable;

The main goal should be connected and correlated with the goal of a higher order.

The goal is formed by people, so there is always an element of the subjective in it. It is important that the subjective side does not prevail in the goal-setting process.

The main stages of goal formulation:

Identification of the necessary characteristics and states of the object and their inclusion in the target setting of a particular type of activity;

Identification of possible, but undesirable circumstances caused by a particular type of activity;

Restriction of the goal from desirable, but objectively unattainable results.

There are several types of goals: concrete and abstract; strategic and tactical; individual, group, public; set by the subject of activity and set from the outside. A specific goal is an ideal image of a product of direct activity. An abstract goal is a general idea of some ideal, for the sake of which human activity is carried out. Strategic and tactical goals are determined and determined by the temporal factors of their implementation and are correlated as a whole and a part. The goal set by the subject of action is developed as a result of the internal development of his own activity, creative attitude and responsibility for the task assigned. An external goal can be defined as an objective requirement or a problem to be solved. A special place is occupied by goal-setting in the organization and implementation of social action. The technology of social work is a purposeful process of the social impact of the subject on the object. Goal-setting in social work should be considered from the point of view of its methodology and organization. The methodological aspect of goal-setting is to ensure the continuity and connection of general and specific tasks in determining ways to solve social problems at various levels. The organizational aspect of goal-setting in social work is the implementation of specific ways and means of solving this problem. Goal-setting in the technology of social work can be represented as a selection process, separating the possible from the impossible, desirable from undesirable, natural from random in the interests of obtaining a certain result. Goal-setting, therefore, acts as an analytical activity. Such activity is possible when the subjects of goal-setting, and they can be social work specialists of various levels:

Are able to analyze the situation;

Know the legal space for solving a real problem;

They have practical experience.

The formulation and definition of the goal is an important orienting procedure in the technology of social work. It serves to determine the main direction of action. In the social sphere, the technological process is creative, it cannot be linear. A number of operations can be carried out in parallel or in reverse. Certain procedures may be interchanged.

When formulating a goal in social work, special attention is paid to moral aspects. At the same time, a social worker needs exceptional responsibility, a creative, unconventional approach, and initiative. The basic ethical rule of a social worker should be: “Do no harm!”. The solution of this issue depends on the personality of the subject of goal-setting, his professional and personal qualities.

The role and place of the goal in the process of implementing social impact depends on the level of social work at which it is carried out. We are talking about the managerial or organizational and contact, direct section of the activities of social services.

The organizational and managerial level determines the program of activities for solving social problems. At this level, based on the main directions of the social policy of the state, strategic goals are determined, tasks are set for the future, a long period of implementation.

At the contact level, the definition of goals should be considered as a specific guide to practical actions in connection with the problem posed. The goals formulated at this level assume a shorter period of implementation and achievement of results.

3 . The essence of goal setting in socialprotection of the Novgorod region

Social protection - guarantees of assistance provided by the state, as well as by private organizations to the entire population or, more often, categories in need of assistance: single mothers, families with many children, families at social risk, pensioners, the disabled, etc.

The state system of social protection of the population in the Novgorod region includes the regional committee of social protection of the population, social protection committees of the urban district, municipal districts and state social service institutions. In addition, other state bodies and institutions deal with social protection issues, in accordance with their powers.

The Committee for Social Protection of the Population of the Novgorod Region is a state executive body that implements functions in the field of social protection of the population in accordance with the current legislation and the Regulations on the Committee.

main goal The activity of the committee is the implementation in the territory of the region of state policy in the field of social protection of the population, the creation of a system of service and support for socially unprotected categories of citizens, as well as citizens in difficult life situations.

Based on the goals set for the committee and analysis of the state of the industry, the main tasks for 2009 were determined:

To prevent a decrease in indicators for social support for privileged categories and citizens who find themselves in a difficult life situation;

When switching to the monetary form of providing benefits for paying for housing and utilities, avoid the emergence of social tension and maintain the existing level of social assistance to beneficiaries;

Ensure coordination of the work of various bodies and structures for the rehabilitation of disabled people and the creation of the necessary conditions for their life;

Improve the legal framework, continue developing social service standards and administrative regulations for the provision of public services;

Expand the network of social services for citizens by attracting non-profit structures;

To increase the efficiency of the work of social institutions by optimizing and transferring them to autonomous ones;

Continue work to strengthen the institution of the family, prevent family problems and child neglect;

Strengthen the staff and switch to a new system of remuneration in social institutions;

Continue work to improve the information support of the social sphere;

The work of the department of social protection of the population of the Novgorod region is carried out in 4 main areas:

provision of measures of social support for the population in accordance with the current legislation;

targeted support for citizens in difficult life situations;

· development of the system of social services, both in stationary institutions and at home;

social protection of children and families with children;

The most costly of these areas is the provision of social support measures for the population in accordance with applicable law. More than 200,000 citizens of preferential categories live in the Novgorod Region, who receive cash payments, allowances, compensations and benefits through social protection agencies. Also, citizens of privileged categories are provided with additional measures of social support. All payments are made in full and without violating the deadlines.

Since January 1, 2009, the committee has been given the authority to manage and financially support all state social service institutions.

In total, 203 thousand citizens of preferential categories live in the subject, including 111 thousand people at the federal level, 92 thousand people at the regional level. The most numerous privileged groups are the disabled, labor veterans, and former minor prisoners. Every third resident of the region receives cash payments, allowances, compensations and benefits. Payments last year were made in full and practically without delay.

In 2008, 664 million rubles were spent to provide social support measures for citizens of preferential categories at the federal level, which is 25% more than last year. More than a billion rubles are provided for the current year.

In the reporting period, two new types of allowances were introduced for the families of conscripted servicemen: a lump sum allowance for the pregnant wife of a serviceman and a monthly allowance for a child of a serviceman. These allowances were received by 38 people in the amount of 1.3 million rubles.

In 2008, 958 million rubles were spent for the implementation of social support measures for citizens of preferential categories at the regional level, which is 21% higher than in 2007. In 2009, 1.2 billion rubles are planned for these purposes. Monthly cash payments, which were indexed twice a year, were received by 74,000 regional beneficiaries.

Monthly allowance for a child was received by 18.5 thousand low-income families, for which 50 million rubles were allocated.

More than 2,000 large families received support measures in the amount of 17.5 million rubles.

Implementation of additional measures of social support was continued. Citizens of preferential categories of the federal level were provided with free travel in motor transport on intra-regional intercity, urban and suburban routes. Disabled people as a result of a military injury received in Afghanistan or the North Caucasus region were paid a monthly monetary compensation in the amount of 600 rubles. At the expense of the regional budget, the established measures of social support were provided to labor veterans of the Novgorod region and Heroes of Socialist Labor.

However, it is not yet possible to fully satisfy the need of citizens for preferential prosthetics. This problem remained unresolved last year. It cannot be solved this year without additional allocation of budgetary funds.

A lot of work has been done in connection with mass appeals to the judiciary of citizens affected by radiation exposure to index the amounts of compensation for harm to health. The reason for such appeals was the imperfection of federal legislation. During the year, payments were made on 140 court decisions totaling 72 million rubles. At present, regular and timely indexation of these payments is ensured. As a result, during the year, the average amount of compensation for harm to health increased by 2.5 times compared to 2007 and averaged about 11,000 rubles per recipient per month.

Last year, under the close attention of the public, as part of the implementation of Decree of the President of the Russian Federation No. 685, work was carried out to provide cars or monetary compensation to disabled people who were registered with social security authorities as of January 1, 2005. A total of 265 cars were issued. 189 disabled people received monetary compensation in the amount of 100 thousand rubles for a total of 18.9 million rubles instead of a car.

The queue for war invalids, combat invalids, former juvenile prisoners and rehabilitated persons has been completely closed. In the first half of the year, it is planned to complete work on the implementation of the Decree in relation to the 429 disabled people remaining in the queue due to a general illness, disabled since childhood and disabled children.

In accordance with the order of the President of the Russian Federation, in 2008, preparatory work was carried out to transfer to the provision of social support measures for paying for housing and utilities in cash. The necessary regulatory and legal framework has been formed, software and computer equipment have been purchased, and a staffing number of specialists has been provided for this work. Information interaction with organizations providing housing and communal services continues in order to form an up-to-date database, explanatory work is carried out among the population.

In order to minimize possible errors and information training of the population, the transition to the monetary form of providing benefits has been postponed until July 1 of this year. The task of the social protection authorities is to ensure the unconditional preservation of the existing level of this type of social support.

We already have some experience in this direction, since since January 1, 2008, the committee has been providing monetary benefits to citizens exposed to radiation. (In total, 6.2 million rubles were paid out in 2008)

One of the most effective measures of social support for the population is the provision of subsidies to pay for housing and utilities.

In 2008, about 8% or 15,000 families received subsidies in the amount of 143 million rubles. Despite the increase in the cost of housing and communal services, the number of recipients of subsidies, compared with 2007, decreased by 20%. This is directly related to the growth of monetary incomes of the population.

99 percent of recipients are calculated using the regional standard of 13 and 15 percent of gross household income, and only 1 percent of recipients are calculated using the standard of 22 percent.

The presence of three levels of the standard is an advantage of the Novgorod region over other regions of the North-West, this allows you to provide social support to a larger number of families with low incomes. In conditions of crisis phenomena in the economy, this type of social assistance will become more in demand by the inhabitants of our region. Therefore, the amount of budget expenditures for these purposes this year has been increased by 66% and will amount to 239 million rubles. In addition, the issue of the possibility of reducing the level of the regional standard is being worked out.

An important area in social protection is targeted social support for citizens in difficult life situations. First of all, families and citizens living alone are entitled to it, whose average per capita income is below the subsistence level established in the Novgorod region.

In 2008, the average monthly subsistence minimum, due to rising prices for goods and services, increased by 19% and amounted to 4,542 rubles - this almost corresponds to the average Russian level.

According to current statistics, the proportion of poor citizens in the region for 2008 is 19.9%, which is 0.4% better than in 2007, but worse than in other subjects of the North-West, except for the Republic of Karelia. At the same time, only 13.9% of citizens are registered with the social security authorities as low-income. Their number for the year decreased by 21 thousand.

The largest share of the poor is in Poddorsky, Kholmsky, Demyansky, Volotovsky and Marevsky districts. The smallest one is in Veliky Novgorod and the Borovichi region.

Since the beginning of this year, more than 65,000 citizens have received targeted social support. Of these, 69% are families with children, 18% are pensioners, and 10% are disabled. 47.4 million rubles were spent on this. More than half of this amount is charitable funds of organizations and citizens.

At the expense of subsidies from the Pension Fund of the Russian Federation, additional social assistance was provided to 1,700 non-working pensioners in the amount of 2 million rubles. In 2008, 356,000 rubles were allocated to provide one-time material assistance to poor families affected by fires. This year, payments to fire victims will increase by 2 times.

Additional funds were allocated to local self-government bodies for social support of low-income families in the amount of 7 million rubles to reduce the cost of bath services and 11 million rubles to assist in gasification of private households. At the same time, funds for gasification were not fully used. What should the social protection authorities of the city district and municipal districts pay attention to, since this amount has been increased by almost a million rubles for the current year.

To solve the problems of citizens in need, a program-targeted approach is widely used and 4 regional targeted programs are being implemented: “Children of the Novgorod Region”, “Social Support for Low-Income Sectors of the Population”, “Social Support for the Disabled”, and a program to improve the status of women. In 2008, the financing of programs from the regional budget was carried out in a timely manner and in full.

Charitable events were of great importance for attracting additional funds for targeted support of citizens. Such as the decade of the elderly, the road train "Mercy", the marathon "Christmas Gift" and others. In almost all districts, these actions were organized and effective. I would especially like to mention the Borovichi, Starorussky, Valdai, Pestovsky districts and Veliky Novgorod.

In order to achieve the set goals and objectives, the social protection committee of the Novgorod region independently performed state functions during the year, provided organizational, methodological and advisory assistance to local governments, controlled the implementation of the social protection powers delegated to them, and also interacted with various bodies, organizations and institutions on areas of activity.

Conclusion

In the course work, a theoretical analysis of special literature on the topic of research was carried out, which allows you to make the following conclusions.

1. The technologization of social work, like any other activity in the social sphere, is a reflection of the objective requirements imposed by scientific, technological and social progress. It is always innovative, creative in nature, being associated with the constant search for better, and therefore more efficient and economical ways of using human resources, his physical and intellectual potential. The introduction of a technological approach into the practice of organizing social services and social assistance to the most vulnerable segments of the population is a strategic direction towards refusing to work with people from the “trial and error” method and constantly focusing on a high end result with optimal expenditure of effort and money. Consequently, the technologization of social work is impossible without the technologization of the system of social knowledge that substantiates rational methods of activity in the social sphere and organically combines theory and practice, fundamentality and applied orientation.

2. Only a high socio-technological culture of a social work specialist can serve as a criterion for his professionalism and readiness to work with such a delicate matter as human relations. The technologies used in the practice of social work represent a fixation in oral or written form of life-tested methods of applying a wide range of social and humanitarian knowledge to regulate social relations and processes at various levels. Thanks to this, knowledge and experience in the regulation of human relations in the form of a specific technology can be broadcast, passed on from generation to generation, and in a short time, equip staff with the art of working with people.

3. Goal-setting is the most important stage of the technological process in social work, which determines the content, tools and direction of actions of social work specialists. The goal should be clearly and clearly articulated. The achievability of the goal must be objectively predetermined. You need to be ready for a difficult path to achieve the goal. The main principle of formation of the structure of goals of different levels and content is their consistency and interrelation. Goals must be commensurate. They must have deadlines. Constant reconciliation of their actions and results with the goal is the basic rule of technology.

Problems of technologization of professional activity of a psychologist. Problems of technologization of social work processes Problems of technologization of social work processes

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