STRUCTURAL AND FUNCTIONAL MODEL OF SOCIAL AND PEDAGOGICAL SUPPORT OF FAMILIES RAISING CHILDREN WITH HIV-POSITIVE STATUS

We consider the theoretical foundations of structural and functional model aimed at providing social and pedagogical support to families raising children with HIV-positive status. Modern statistical materials confirming the relevance of the problem are analyzed, in connection with which it is obvious that the number of infected people and, as a consequence, their problems of various nature: medical, legal, psychological, social, pedagogical. It is concluded that the diagnosis of HIV infection has a greater impact on the change in social status and has gender differences. An important aspect of the proposed work is the statement of the fact that the support of families raising an HIV-infected child remains one of the important problems of modern Russia. Analyzing the causes of the existing problems of the named category of families, we consider as the primary the low level of knowledge about the disease, methods of infection and protection measures, which, as a result, reduces the level of their social activity. The main content is focused on the description of the structural and functional model of social and pedagogical support for families raising a child with HIV-positive status and involving such components as target, conceptual, content-technological and effective. We present a detailed review of each component. The basic approaches to solving the problem are analyzed, among which the personal-social-activity approach is defined as the main one, which is connected with the need to integrate the educational effects of the environment on the individual in the process of activity. A crucial part is to identify the key principles on the basis of which social and pedagogical support for families raising an HIV-infected child is based. We considers such principles as consistency, complexity, variability and flexibility of social and pedagogical interaction, individual orientation. Their detailed content is presented. Determining the content of direct activities with the family, we insist on the use of various support strategies, which provides a basis for the rational use of the entire depth of social resources. Paying special attention to the level of subjectivity of the family, we determine its criteria and divides them into three groups. Such classification is necessary not only for scientific purposes, but has a high practical significance for specialists, volunteers and representatives of public organizations that provide social and pedagogical support for these categories of families. The support strategies are aimed at organizing evidence-based, competent social and pedagogical support for families raising children with HIV-positive status, ensuring their active participation in social life, the implementation of their social and personal needs, protection of rights and interests.

social and pedagogical work, structural and functional model, strategy of social and pedagogical support, social cooperation, social relations