Living Arrangements of Older Persons: Analysis of the Activities of Constituent Entities of the Russian Federation

The growth of the number of older persons makes it necessary to create decent favourable conditions for their lives and activities, which contributes to forming the basis for their active longevity. Nowadays, in order to solve this kind of problems, an alternative form of social service, a «foster family for older persons» is widespread in many constituent entities of the Russian Federation. Legal relations in a foster family are regulated by the rules of different branches of law. The leading role is played by the legal framework of the constituent entities. Meanwhile, one can observe a lack of consistency in defining terms and notions, as there is no legal definition of a «foster family for an older person» in the federal legislation. The purpose of the research is to establish regional similarity in documents and to find possible solutions of the problems that arise when implementing this kind of social assistance in the Irkutsk region. The content analysis conducted by the author allowed her to study the regulatory framework of the activities of foster families for older persons; to consider the options for naming the alternative form of service and its main notions; assess social demographic characteristics of people that create a foster family; to define the main conditions for creating a foster family. According to the results of the research, key directions of the activities, aimed at improving regional regulatory legal acts, are identified, organizational events, aimed at providing a possibility for older persons to stay in habitual family conditions as long as possible, are programmed. The obtained conclusions can be used to formulate regulations of the federal legislation on foster families for older persons and other regulatory legal acts and methodological documents of both federal and regional levels, which, in the future, could reduce the number of problems that arise when implementing this kind of social assistance for older persons in constituent entities of the Russian Federation.

PSYCHOLOGICAL BASIS OF SOCIAL SUPPORT FOR THE CREATION AND FUNCTIONING OF A FOSTER FAMILY

The urgency of the problem of social and biological orphanhood in modern Ukraine is determined by constant growth and is determined by socio-economic, moral and ethical, psychological difficulties of functioning. Most children deprived of parental care are in state educational institutions, which unfortunately are not able to exercise individual educational influence on each child. Accordingly, the priority form of placement of orphans of family education. The success of the functioning of these forms is possible under the conditions of the effectiveness of their social support. The purpose of the article is to analyze the leading areas of social support of foster families and to determine the psychological basis of social support for the creation and functioning of a foster family. To achieve this goal, the following research methods were applied: at the first stage, we conducted a theoretical analysis, in particular, analysis of the scientific literature and semantic analysis of concepts to identify the component structure of social support; the second stage is the stage of expert evaluation using the method of focal objects (model of the psychological climate of the foster family). The article proves that the condition for successful socialization of a child in a foster family is a favorable psychological climate, which is realized through the following components: (i) Cognitive (intellectual) − objective ideas and knowledge about the specific psychological characteristics and needs of a child left without parental care; taking into account the individual characteristics of the child's development; understanding of its interests and values; (ii) Personal − motivation of potential parents, their expectations and attitudes towards the unborn child, personal characteristics (empathy, flexibility, resistance to stress); conducting pathocharacterological diagnosis; (iii) Activity − the presence of experience in raising children, the peculiarities of existing educational skills, taking into account their own children's experience; (iv) Family − the functioning of the family as a system, the peculiarities of relations in the family, in its subsystems (child-parent, marital), the involvement of the family in social life, the willingness to cooperate with professionals. Improving each component is a prerequisite for the successful functioning of the foster family.

Socio-environmental Factors as Determinants of Emotional Well-being of Adolescents in Foster Homes in South-Western Nigeria

Aims: The study explored the socio-environmental factors as determinants of the emotional well-being of adolescents in foster homes in southwestern Nigeria. Study Design: A descriptive survey research of ex-post-facto type was employed. Place and Duration of Study: Foster homes in six states in southwestern Nigeria. Methodology: multi-stage sampling was used in selecting 555 respondents for this study and the data collection was done using a semi-structured questionnaire and data analyzed using descriptive and inferential statistics. Results: The study revealed that peer influence, academic performance and attitude of the foster family were significant to emotional wellbeing. All the components of social factors correlated with the emotional well-being of the fostered adolescents show that appropriate schooling and educational services can strengthen them and are more likely to view their schools as a supportive and safe haven. Therefore, peers, the foster family and the foster adolescents’ exposure to academics either directly or indirectly affects their emotional well-being. It also showed that the majority (54.1%) accepted that they can count on their carers to help them when the need arises. It is also revealed that the foster family attitude is an adolescent’s source of emotional support and their psychological well-being which may increase self-esteem in the fostered adolescents. This study revealed that 44.3% of the respondents confirmed that they always get along well with their carers. Conclusion: Adolescents in foster care face multiple threats to their healthy development, including poor physical health, attachment disorders, compromised brain functioning, inadequate and emotional skills

On the issue of socialization of orphaned children in a foster family: pedagogical aspect

Актуальность статьи обусловлена тем, что в условиях интернатного учреждения ребенок, оставшийся без попечения родителей, не имеет возможности полноценно социализироваться. Цель статьи заключается в выявлении ресурсов приемной семьи в оказании помощи таким детям стать полноценными членами общества, научиться управлять своим поведением в соответствии с принятыми нормами и ценностями, так как именно семья является важнейшим институтом социализации. Автором выявлены сущность и содержание процесса социализации, особенности его протекания в условиях приемной семьи, определены уровни социализированности ребенка. Предложены критерии оценки составляющих процесса социализации и соответствующий диагностический инструментарий. Статья предназначена для специалистов органов опеки и попечительства, сотрудников интернатных учреждений, социальных педагогов. The relevance of the article is due to the fact that in the conditions of a boarding institution, a child left without parental care does not have the opportunity to fully socialize. The purpose of the article is to identify the resources of a foster family in helping such children become full-fledged members of society, learn to manage their behavior in accordance with accepted norms and values, since it is the family that is the most important institution of socialization. The author reveals the essence and content of the process of socialization, the peculiarities of its course in the conditions of a foster family, the levels of socialization of the child are determined. The criteria for evaluating the components of the socialization process and the corresponding diagnostic tools are proposed. The article is intended for specialists of guardianship and guardianship authorities, employees of boarding institutions, social educators

Parents and school in the process of education of foster children – the division of responsibility from the perspective of parents. A research report

Introduction: Children in a foster family have a difficult life situation. This is a challenge for both foster parents and teachers. Cooperation based on shared commitment and understanding gives the child a chance to gain positive life experiences. The acquired knowledge and skills can be a resource that will allow the child to change the (often negative) pattern of life of the biological family they come from. Aim of the study: The aim of the study was understanding how foster parents perceive their cooperation with the school their children attend. Method: The authors applied the interpretive paradigm, the phenomenography method in the study. To collect the data, focus interviews were conducted in three groups of foster parents. In total, 21 parents took part in the study. Results: Foster parents notice the division of responsibility in the process of educating children brought up in their families. Their role is to select an institution, start cooperation, help the child learn and accompany rehabilitation, inform the school staff about the specificity of the child’s functioning, and be the advocate for the child. The role of the staff side, according to parents, is to implement the recommendations of specialists, cooperate with parents, set adequate requirements for the child, and present a friendly attitude towards the child and the foster family. Conclusions: Based on the research results, guidelines for the good cooperation of foster parents with the school were formulated. It is important for teachers to understand the specific situation of not only the child (their life experiences, developmental disorders), but also the foster parent, as well as appreciate their commitment to the child. It would be important to create a support system.