Recruitment for the Virtual School of Adoptive Parents is being conducted at the Resource Center. Citizens who wish to become foster parents (guardians, adoptive parents) are invited. The Virtual School of Admissions provides the opportunity to complete the course without losing the quality of training. This is a training that is conducted online, all participants see each other on the screens, and receive all the necessary information, and participate in interactive interaction as if the group were held in person.
Class dates: 10/18/2018 – 11/27/2018
Class time: from 19.00 to 22.30 Moscow time
Online classes are held twice a week - Tuesday and Thursday. The online lesson lasts 3 full astronomical hours (4 academic hours), with a short break. Each participant must have a good video and audio connection. Online classes are held in the “everyone sees everyone” mode, on a special conference platform. In addition to online classes, some of the material is posted and discussed on the Internet platform. This part of the work is also mandatory. In addition, required reading materials and homework assignments are sent to participants. The program includes an online legal lesson taught by a topical lawyer. There are 12 online classes in total. Attendance at online classes, as well as completion of written assignments, is mandatory.
To sign up to the Virtual School of Adoptive Parents, you must send an application to the email address [email protected] In the application, please indicate your full last name, first name, patronymic, place of residence and the reason for attending the Virtual School (inaccessibility of regular schools, remote area of ​​residence, etc.). After this, you will be sent a schedule of interviews, which are conducted via Skype. After the group is formed, instructions on how to connect to the video platform and a schedule of school days are sent. The exchange of necessary documentation (agreements, identity documents, powers of attorney for obtaining certificates, etc.) takes place by Russian post. Classes are taught by experienced foster parent school leaders who have been trained to conduct the Virtual School.
Upon completion of the training, upon complete completion of the course and fulfillment of all training requirements, including the provision of all necessary documents, participants are issued Certificates of Completion of Training in the established form.
The Virtual School of Adoptive Parents began to be developed and tested starting in October 2015. Over three years, 6 training groups were held.

A few reviews about the school:
The idea of ​​adopting a child came to me several years ago. I collected the documents very quickly, went through the SPR and at this stage “froze”, doubts arose: will I be able to handle it? I read a lot on the topic in forums and blogs of adoptive parents. In one of the magazines I saw information about recruitment to the Virtual SPR. I couldn't pass by! And I never regretted it. A month and a half flew by quickly, the classes were very interesting and educational. With gratitude, Inga.

I definitely recommend it to anyone who is just thinking about, or has definitely decided to adopt a child, who has questions, doubts or lack of information.


The most important thing is that at school my wife and I received answers to our and our own questions. We received complete information about what it means to be a foster parent, who these children are who are left without parents, and what pitfalls there are in parenting.


During the classes, we were able to get answers to deeper questions - to understand what we really want, why an adopted child, which one, to be able to understand ourselves.


Guests who are already foster parents with experience were extremely valuable. They were invited, more than once, to tell their stories, how all the theory presented to us was put into practice, and of course the opportunity to ask them questions.


What is the School of Foster Parents (SHP)

The Family Code of the Russian Federation (Article 127), establishing requirements for adoptive parents, among others, indicates the need to prepare applicants for special programs. These conditions have been adopted since September 1, 2012.

Key points in organizing the work of a foster parent school are prescribed in Order No. 253 of the Ministry of Education and Science of the Russian Federation:

• responsibility for the development of the school system is assigned to the regions;
• subjects of the Russian Federation themselves prescribe the requirements for the program in the territory and the form of training;
• it is established how long it takes to take courses at the adoptive parent’s school: the period cannot be less than 5 and more than 180 days;
• the determination of institutions in which parent training courses have been created is entrusted to the departments of guardianship and trusteeship;
• the wait for candidates for adoptive parents to study at the ShPR should not exceed 30 days;
• A written application is required for enrollment;
• Only specialists with specialized education have the right to conduct courses for young adoptive parents;
• Work with adoptive parents should be carried out individually or in small groups (up to 15 people).

Training is free, but if the SPR has additional courses that go beyond the scope of the main program, they may also be paid.

At the SPR, parents may be offered psychological testing, the results of which will be sent to the guardianship authorities only with written consent.

Currently, some schools offer distance learning options; the law does not prohibit this. But the process of acquiring knowledge in isolation from practical training and “live” communication will not give the desired effect.

Goals and objectives of the ShPR

The main task of teachers and psychologists for families with adopted children is to understand the motivation for adoption. It is clear that a child being adopted has already experienced psychological trauma, to one degree or another. In this regard, it is necessary to understand the true reasons of candidates for adoptive parents, their psychological readiness to accept a child into the family in order to avoid further returns.

The course activities are aimed at obtaining answers to the most important questions, including:

• understanding the physiological characteristics of the child and child psychology;
• preparing for possible problems in a foster family, exploring options for minimizing them;
• Providing emotional assistance and support to expectant mothers and fathers.

The goal of training at SPR will be fulfilled if the true desire to become foster parents coincides with the availability of the skills and abilities necessary for this.

Who is the school for?

Completing training at a foster parent school is a mandatory step for any form of placement of a child in a foster family:

• First of all, we are talking about adoption, because the child becomes his own child and is raised as his own, taking the surname of his parents;
• guardianship, trusteeship, which implies responsibility for the life and property of a child under 14 (18 years of age);
• foster care is a form in which a child is formally registered in a child care institution, but has the opportunity to be raised in a family;
• a family orphanage, created as an analogue of a state institution, where from 5 to 10 children should be raised at the same time;
• guest family, which assumes that the child stays with the mentor's family from time to time.

The legislator has provided for a number of people for whom training is not an obligation.

1. These are the baby’s closest relatives - grandparents, brothers and sisters (including only on the father or mother), stepmother or stepfather.
2. Persons who are already adoptive parents or guardians, i.e. have proven their competence in this capacity.

Training courses can be attended by those people who have not yet fully decided on their intentions, for example, regarding the form of accepting responsibilities over a minor. The tests and trainings conducted at school for adoptive parents will help you understand this.

SPR program

The training program at the ShPR is compiled by the guardianship and trusteeship authorities of the constituent entities of the Russian Federation and may vary, but it always contains four main blocks:

1. Psychological and pedagogical. Aspects of the age characteristics of children, techniques and methods of education are taught. A psychological portrait of the candidates for adoptive parents is also created. It tells about the family as a form of education: problems, conflicts and ways to solve them.
   Teachers and psychologists will tell you when and how to reveal to a child the truth about his real parents and work through existing emotional traumas.
   Work is also carried out with the applicants for adoptive parents themselves: their expectations, doubts regarding the decision made.
2. The medical block is aimed at mastering the rules of providing first aid to children and diagnostic methods in medical institutions. Important knowledge is given regarding the development of children with special needs or mental retardations. Here, the future mother and father will be taught basic wound treatment skills and the basics of proper nutrition.
3. The social direction of the program will help provide answers to questions about the adaptation of a little person in society: relationships at school, with peers, communication with other family members.
4. And finally, legal issues. Topics covered include the volume of required payments and social guarantees. Assistance is provided in the preparation of documents: statements, petitions, including when changing the form of placement of children.

The forms of training in the courses are varied: lectures, trainings, tests, practical classes, exercises, individual or group interviews, role-playing scenarios. You may be asked to write an essay on the topic of welcoming a child into your family.

A special place in the training system is given to institutions of mentoring and information exchange, when more experienced foster families pass on knowledge to their novice colleagues as part of collective training.

Both spouses wishing to take children into the family for upbringing are encouraged to prepare for the SPR; the participation of other relatives living together is not prohibited.

Where to start and where to go

You should declare your intention to take a training course at a foster parent school to the guardianship and trusteeship authorities at your place of residence. It is this service that organizes the activities of the SPR locally, maintains a register of institutions authorized to conduct classes, and registers issued certificates of completion of training.

You can get acquainted with the list of SPR in the territories yourself on the website of the Ministry of Education and Science of the Russian Federation (https://minobrnauki.rf/)

Certificate of completion of the SPR

A document confirming completion of training and readiness to become a mother or father will be given to you at

School of foster parents is a relatively new phenomenon. But these programs have already helped a considerable number of children and parents find each other and create new families. What happens in classes, who attends them, what fears do future parents have, and under what conditions can you take a child into the family? Tatyana Markova, a teacher and psychologist at the District Authorized Organization for Accompanying Orphans and Children Without Parental Care, told Ekaterina Khlomova about this.

What is a “school of foster parents”?

These are classes in which potential parents are prepared to take a child into the family. The presenters talk about the psychology of an orphan, how he will get used to a new family, and the legal aspects of adoption. Parents not only listen to lectures, but also discuss topics that concern them, act out situations given by the presenters, watch videos, participate in brainstorming sessions, and talk with course graduates. As you can see, the main emphasis is on the interaction between presenters and participants. An equally important part of preparation is individual consultations with specialists.

Who comes to these classes?

These are not only young couples who, for example, cannot have children for medical reasons. These are accomplished parents of any age who are raising or have already raised their own children. And adoptive parents who have not taken such courses, but believe that they would be useful. From September 2012, training at the school for foster parents will be mandatory for everyone who wants to adopt a child into a family.

From a legal point of view, is an adopted child equal to one’s own?

There are several forms: the most, let’s say, “easy” form is the guest mode, which allows you to take your child on weekends, holidays and vacations. The rest of the time he lives in an institution. The most “complicated” form (and the most preferable for the child) is adoption. This means that the child is accepted into the family and raised as one of their own. “Intermediate” forms of family life are guardianship (trusteeship), foster family, patronage - here the child is essentially “state”, but lives and is raised in the family. The only difference is the status of the adoptive parent.

Has it ever happened that you dissuaded parents from taking a child?

In classes there is no persuasion or dissuading, because this is work with people’s conscious choices. Our goal as specialists is to tell potential parents as fully as possible about what they can expect after a child joins the family. The courses explain how to behave and where to go if necessary.

And yet, are there cases when it is objectively not worth taking a child?

The motives of potential parents can be very different: to be needed, not to be left alone, to help the child, to realize unspent parental potential. For example, a woman’s child dies and after a short time, not yet having grieved in her own way, she wants to take in an adopted child of the same age and gender. In this case, he will bear responsibility not only for himself, but also for the one in whose place he seemed to have taken. And the child, most likely, will not be able to handle this. A mother, comparing her adopted child with her own, will most likely make a choice not in favor of the first (“I thought he would be like this, but he behaves like this”). Then he has every chance of becoming a scapegoat. In such situations, it is better to delay the adoption of the child.

Apparently, not everyone who went through school decides to take a child?

If a parent at some point says that he is not ready to accept a child, this does not indicate his weakness. This only means that he is not ready now (not in general, but at the moment). It happens that group participants in our classes get rid of the illusions and stereotypes with which they came, some life circumstances appear, and people can change their minds.

What fears do expectant parents have? How do you work with them?

Fears mainly concern the fact that the child will inherit some negative traits of his blood parents. We discuss them, clarify them, and this reduces anxiety among potential parents.

Do dads come often?

In order for a child to get used to a new family, it needs to be flexible enough and for family members to be ready for change. Therefore, the participation of both parents would be ideal. I am glad that now men are more often involved in the process of raising children (including adopted ones). Of course, they are skeptical about what is happening, but in the process of work I see that many people’s position changes. Women “fit in” easier because they tend to be more anxious, and the courses are a good opportunity to clarify their concerns and reduce anxiety.

What are the ways to check whether a candidate is ready to take on a child?

There are no special moves; we do not manipulate the unconscious of the participants. The work is focused on understanding and articulating the main points associated with the adoption of a child. It is important that people get rid of illusions and stereotypical ideas. Otherwise, there is a high risk of return, which often occurs due to unjustified expectations.

Can parents who have already adopted a child into their family contact you?

Russian and foreign experience suggests that it is important not only to prepare candidates, but also to accompany ready-made families. Participants can always come to us for long-term support or receive one-time consultations.

You can obtain information and directions to study at the nearest School of Foster Parents from the Guardianship and Trusteeship Authorities at your place of residence.

School of Adoptive Parents Program

Compiled by:

Pilyutik V.V. , social teacher, head of the School of Foster Parents.

Kuzmina E.A., educational psychologist, systemic family consultant, leading specialist at the School of Adoptive Parents.

Yuranik V.B. , educational psychologist, systemic family consultant, leading specialist at the School of Adoptive Parents.

Explanatory note

Currently, it is generally accepted that for the development of a child, the optimal form of his life is the family. The main problem areas in the family arrangement of children left without parental care are the risk of the child being returned, abuse, and emotional rejection of the child, which leads to negative consequences not only for the child, but also for the family as a whole. In this regard, the development and implementation of various kinds of comprehensive programs for training and support for host families are relevant.

The experience of Schools in training candidates for adoptive parents shows that preparation and further support of adoptive families helps to reduce the number of abandonments of an adopted child, and fewer problems and complications arise in the process of a child entering a new family and his further upbringing. Studying at the School for Adoptive Parents is, first of all, an opportunity to evaluate your family resource, realize your own readiness to accept an orphan child, and make an informed decision.

The appearance of a child in a family requires a restructuring of intrafamily interactions. In order to overcome the crisis that naturally arises during this period, the family must develop new rules for living together and undergo structural restructuring. Due to ignorance, many families live like this, accumulating one unresolved crisis after another, which leads to a tangled “tangle” of problems. The family also needs to be able to cope with the consequences of the child’s psychotraumatic experience, which affects the formation of his attachment to the foster family, his development and behavior. Future parents must have basic knowledge from the fields of medicine, law, pedagogy and psychology, i.e. knowledge about the characteristics of an orphan child, the specifics of one or another form of a child’s family life, ways of effectively raising and caring for a child.

Based on the above, this program was developed, the conceptual basis of which is a systematic approach to working with families. The program is written in accordance with the Model Training Program for citizens who have expressed a desire to become guardians or trustees of minor citizens or to accept children left without parental care into a family for upbringing in other forms established by the family legislation of the Russian Federation (approvedBy Order of the Ministry of Education and Science of the Russian Federation dated May 23, 2011 N 1681). When creating the program, we used methodological recommendations developed by the St. Petersburg public organization “Doctors for Children” and materials from the training programCharitable Foundation "Family", as well as the experience and methodological recommendations of Schools for adoptive parents in Moscow.

Purpose of the program:

Improving the quality of family placement for children left without parental care through the formation of a conscious approach among students in resolving issues of adoption, upbringing and development of an orphan child.

Tasks:

• help listeners understand their motives, personal capabilities and psychological readiness to accept an orphaned child;
• provide students with the necessary knowledge that will help them decide on the form of family arrangement and the choice of the child, in accordance with the available resources and the situation in which the child and the family receiving him find themselves;
• increase the level of parental competence in matters of raising an adopted child and relationships with him;
• provide the knowledge necessary for successful mutual adaptation of the family and the child;
• provide information on possible ways to obtain help and support from the Center’s support service specialists.

citizens who applied to the guardianship and trusteeship authorities of Moscow and the Moscow region in order to take into their family a child left without parental care.

Training period: 50.5 hours 2 months, 8 weeks.

Forms of classes: The full-time, practical focus of the course is ensured by an individual preliminary interview with the family (citizen), group classes in the form of interactive lectures, exercises, discussions, conversations, and individual consultations.

Lesson mode: Once a week, 6 academic hours a day.

As a result of the training, School students:

• They will receive information about the existing forms of family life for a child left without parental care;
• They will analyze the legal (legal) aspects of accepting an orphan into a family;
• Analyze possible motivational prerequisites and their consequences for the family and the adopted child;
• They will receive the necessary knowledge from the fields of pedagogy, medicine and psychology;
• Learn ways to effectively interact with a child;
• Get acquainted with the specialists and program of the Center's Support Service;
• They will gain ideas on how to avoid difficulties in interacting with the child’s social environment: teachers, social workers, special education specialists, blood relatives, peers.

Summing up forms:

1. Questions for verification and repetition (Appendix No. 1).

2. Questionnaire (Appendix No. 2).

3. Feedback on the work of the School.

Educational and thematic plan

Topic 1. Introduction to the course of training candidates for adoptive parents.

Reasons why children are left without parental care. The number of children in organizations for orphans and children without parental care.

General characteristics of the family forms of placement of children left without parental care established by the family legislation of the Russian Federation. Their differences and features.

Placement of children left without parental care into families. Rights and responsibilities of specialists from the guardianship and trusteeship authority, regional and federal operators of the state data bank on children left without parental care, organizations entrusted with the authority to select and prepare candidates for adoptive parents.

Organization of control over the upbringing of a child in a foster family.

The process and stages of preparing candidates for adoptive parents. Goals and objectives of the program for training candidates for adoptive parents.

The concept of educational and psychological training. Techniques used in the process of educational and psychological training.

Topic 2. The problem of selecting a family and a child.

The problem of selecting a family and a child (feelings of candidates for adoptive parents and children left without parental care in the process of waiting for placement and selecting a family).

The procedure for identifying a child left without parental care, placing him in an organization for orphans and introducing him to a potential adoptive family.

Child development needs (safety, health, education, mental development, attachment, emotional development, identity, stable relationships in a foster family, social adaptation - mastering social norms and rules of behavior, social roles, communication with peers and adults, self-care skills - sanitary hygiene and household skills) and understanding by candidates for adoptive parents of the need to provide for them.

Candidates for adoptive parents assess their ability to provide for the child’s developmental needs, taking into account the family’s living conditions (distance from the infrastructure of services to the population, material and living conditions, employment, income) and the characteristics of the family system.

Competencies of candidates for foster parents in raising a child. The need for candidates for adoptive parents to assess their existing competencies. Searching for ways to develop and compensate for missing competencies.

Motivation of adoptive parents.

Knowledge and skills required by a candidate for foster parent.

Psychological portrait of the adoptive parent and child.

Topic 3. Stages of child development.

Mental development of the child in accordance with the age periodization of children's development.

The concept of the social situation of the child’s development, the leading type of activity, age-related neoplasms, crisis periods of the child’s development. The main areas of child development (physical, emotional, intellectual, social, sexual development), their relationship. General characteristics of the main age periods of child development (infancy, early age, preschool age, primary school age, adolescence, youth). The role of psychological needs in personal development: attachment, security, identity. Respect for the individual, cultural and ethnic characteristics of the child.

Topic 4. Features of the development and behavior of a child left without parental care.

The need for attachment, identity as the basis for the successful development of a child. The role of parents and blood relatives in the life of a child and overcoming stereotypes of thinking associated with the perception of their place in the child’s life.
The causes, manifestations and consequences of emotional deprivation in a child left without parental care. Consequences of deprivation of attachment and identity needs in a child without parental care.
Child maltreatment and its consequences for child development. Types of abuse (neglect, physical, psychological and sexual abuse) and their consequences on the physical, emotional, intellectual, social and sexual development of the child. The "victim-aggressor" dichotomy.

Topic 5. Consequences of breaking with birth family.

Features of the mental state of children entering the shelter. Attachment disorders, features of grief and loss, formation of personal and family identity. Psychological characteristics and stages of the child’s grief process associated with the loss of family (shock, shock and distrust, denial, stage of anger and confusion, depression, acceptance). The concept of post-traumatic stress disorder syndrome. “Fragmentation” as a specificity of post-traumatic consciousness. The secret of adoption. The need to maintain the secrecy of adoption. Its real and imaginary advantages and difficulties. Possible consequences of keeping (not keeping) the secret of adoption. How to tell your child that he is adopted.
Changes in the family system after the child is placed in a family and the child passes through age-related developmental stages.
The concept of the “Book of a Child’s Life” method and its compilation by adoptive parents (a method that allows a child to restore the main stages of his life from birth to the present, to accept the loss of his family, to realize his place in a new family). The role of specialists in assisting adoptive parents in compiling a “Child’s Book of Life.”

Topic 6. Family as a developmental system.

The idea of ​​the family as a developing system. Stages and crises of family development. Motivation for adoptive parenting.

Features of communication and interaction in the family: family boundaries, emotional closeness, family hierarchy and family roles, family rules. Parental attitude towards the child and its influence on the formation of the child’s personality and character.

Stability of family relationships of candidates for adoptive parents and the possibility of their development. Family history and its discussion. Construction of a family genogram. Discussion with candidates for adoptive parents about the distribution of roles in the family. Patterns of family interaction.

Topic 7. Adaptation of family and child.

How to prepare for the first meeting with a child, to get to know him. Interests of children of different ages. Clarifying the feelings that a child may have when placed in a foster family; feelings of other participants in this process. General characteristics of personal problems and crises that adoptive parents experience in connection with the appearance of an adopted child in the family.
Peculiarities of expectations of adoptive families. Fears, anxieties and disappointments of adults during different periods of adaptation. Preparing relatives for the arrival of an adopted child. Typical mistakes of foster care. Problems of differences in the perception of the actions of a native and adopted child. Differences in the behavior management of a child raised in a family and a child placed in a foster family. The problem of differences in the interpretation of parental instructions by adopted and natural children.
Techniques to help overcome emerging difficulties, alleviate stress and relieve anxiety. Conflict resolution and coping with challenging behavior in children. Emotional self-regulation techniques.
Stages of the adaptation period. Features of the adaptation process for a child in the first year of his stay in a foster family. Feelings and experiences of a child coming into the family. Ways to overcome adaptation difficulties.
The tasks of the foster family in the process of adaptation of the family and the child (redistribution of roles, taking into account the individual characteristics of the child, introducing the child to the rules and traditions of the foster family, organizing everyday life, study, recreation, health care, contact with relatives and peers).

Topic 8. “Difficult” behavior of an adopted child.

Forms of “difficult” behavior of an adopted child: theft, lying, aggression, begging, vagrancy, avoidance of close relationships, ambivalent behavior, addictive behavior (taking alcohol, drugs, potent substances). Their reasons and ways to work with them. Methods of raising a child. The effectiveness and acceptability of child punishment. Criteria for assessing methods of raising a child. Formation of moral standards in a child. Reasons for the delay in a child’s assimilation of ethical values ​​and social norms. Understanding by adoptive parents of how a child develops the ability to ethically evaluate his or her behavior and what the limiting factors may be. Adoptive parents understand how their own experience influences their attitude towards children with “difficult” behavior, awareness of their weaknesses, understanding how specialists can help in solving problems of “difficult” behavior.

Topic 9. How to show your love for a child?

Ways to express love for a child. Features of encouragement and punishment in raising adopted children. Negative consequences of physical punishment of a child. Interaction between natural and adopted children. Causes of children's bad behavior. Correcting children's bad behavior. Inappropriate love for a child. Appropriate love and acceptance of the child. Family parenting styles. Family education disorders. Family boundaries and rules.

Topic 10. Health of an adopted child.

The need for medical rehabilitation of a child in a residential institution.

Stages of medical rehabilitation.

The health status of children in institutions for orphans and children without parental care.

The role of the family in the medical rehabilitation of a child. Mental development disorders in children.

Hygienic requirements for child care and requirements for catering.
Medical aspects of child care depending on the age, health and development of the child. Answers on questions.

Topic 11. Providing a safe environment for the child.

Creating safe conditions for raising a child in the home and outside the family environment, depending on his age characteristics and life experience (upbringing in an institution for orphans and children left without parental care, neglect in the parental family, vagrancy). Ways for a child to behave safely in situations that carry a risk of abuse. Preventing the risks of child abuse in a foster family.
Protecting child health and a healthy lifestyle.

Topic 12. Features of sex education for an adopted child.

Age-related patterns and characteristics of a child’s psychosexual development, understanding the difference in the manifestations of normal childhood sexuality and sexualized behavior.
Psychosexual development as one of the aspects of the ontogenetic development of the child. Formation of gender identity in a child. Gender-role orientation and gender awareness. Methods and techniques of sex education in the family. Sex education in a foster family. The role of peers, parents, teachers, and the media in the formation of a child’s sexual identity. Motivation and moral side of sexual activity in adolescence and youth.

Protecting children from sexual abuse.

Topic 13. Organizational and legal basis for the creation and functioning of a host family.

Legal status of children left without parental care.
Legal grounds for placing a child without parental care in a family.
Forms of family arrangement: adoption, guardianship (trusteeship). Forms of guardianship (paid and gratuitous). Differences between forms of family structure.
Requirements imposed by the legislation of the Russian Federation on candidates for adoptive parents, depending on the form of family arrangement. A list of documents provided by candidates for adoptive parents to obtain an opinion on a citizen’s ability to be an adoptive parent, guardian (trustee) or adoptive parent, depending on the form of family arrangement. The procedure and features of the preparation of documents by candidates for adoptive parents.
Rights and responsibilities of candidates for adoptive parents.
The procedure for transferring children left without parental care to family care.
Search and selection of a child for adoption into the family. The procedure for interaction with guardianship and trusteeship authorities, the regional data bank on children left without parental care, the federal data bank on children left without parental care, and institutions for orphans. Visiting an institution for orphans, responsibilities of the administration of such an institution. Possibility of conducting an independent medical examination of the child.
The procedure for registration by the guardianship and trusteeship authority and the institution for orphans of documents for a child transferred to be raised in a family, depending on the form of placement.
Paid types of guardianship: foster care and foster care, their differences. Rights of a foster parent, foster carer, procedure for concluding an agreement. Material support for foster and foster families, benefits.
The procedure for the court to make a decision on the adoption of a child. Preparing and submitting an application to the court. The secret of adoption. The possibility and consequences of changing a child’s last name, first name, patronymic, date and place of birth.
List of documents transferred to the foster family by the institution for orphans, the guardianship and trusteeship authority.
The child’s documents and the procedure for their registration (re-registration) by the adoptive parent, guardian (trustee) after the decision to transfer the child to be raised in a family comes into force.
Protection of personal non-property and property rights of the child.
The procedure for monitoring the living conditions and upbringing of a child in a foster family. The procedure for providing guardians (trustees) and adoptive parents with an annual report on the storage, use of the property of a minor ward and the management of such property.
Responsibilities and rights of citizens, guardianship and trusteeship authorities in the process of interaction during observation, assistance and control over the upbringing of a child placed in a foster family.
Legal consequences of adoption, guardianship (trusteeship) - property and personal non-property rights and obligations of adoptive parents, guardians (trustees).
Changing the rights and obligations of parents, children, and other relatives when adopting a child, placing him under guardianship (trusteeship), including its paid forms.

Measures of social support for foster families and children raised in them, established by federal legislation and the legislation of the constituent entity of the Russian Federation. Payments made for the maintenance of a child placed in a family for upbringing, depending on the form of family arrangement.
Responsibility of adoptive parents.
The procedure for compensation for damage caused by a child to a foster family, a foster family to a child, third parties to a foster family and a child.
Informing the adoptive family about the available infrastructure of social services for adoptive families in the family’s place of residence.
Consequences of cancellation of adoption, guardianship and trusteeship.
The procedure for appealing decisions of guardianship and trusteeship authorities, federal courts of general jurisdiction of the Russian Federation.

Topic 14. The role of the family in ensuring the development and rehabilitation needs of the child.

Family as a rehabilitative environment.

Features of interaction in the family (family boundaries, hierarchy, family roles, myths, rules, traditions). Stress factors and family ways of responding to stressful situations.

Stress factors and family ways of responding to stressful situations. Social connections of the family of a candidate for adoptive parents. "Support system" and family resources. The current personal and family situation of foster parent candidates and its potential impact on the placement of a child with their family.Interaction of foster families with other organizations providing services to children and families, as well as with each other. Family way of life: family lifestyle, family traditions.
Understanding by all family members of candidates for adoptive parents of the problems of their family, their capabilities and resources, strengths and weaknesses.Features of organizing a developing space for a child. Creating a cognitive environment in the family.

Acquaintance with the surrounding world, walks and specially organized excursions. Formation of a positive outlook on the world.

Children's games in the family: from manipulative to role-playing. The game becomes more difficult with age. Parents' participation in the game. Home reading. Development of the child’s interests and hobbies, involvement in creative clubs, sections, schools.

Topic 15. Interaction of a foster family with guardianship and trusteeship authorities and other organizations providing services to children and families.

Parental and professional functions of a foster family.Interaction of the foster family with the guardianship and trusteeship authorities and other organizations providing services to children and families.

Social guarantees and benefits for children without parental care, provided in accordance with federal and regional legislation.
Services provided by an organization that, in collaboration with guardianship authorities, provides medical, social, psychological and pedagogical support for foster families (presentation of the Center's support service).
Basic requirements for living conditions, organization of life and residence of a child in a family, for child care in a foster family. Organization of control over the upbringing of a child in a foster family.Scheme of interaction between participants in placing children in a family (parents and blood relatives - accompanying organization - foster family).

The attitude of the adoptive family towards the parents and blood relatives of the adopted child and their interaction.

Topic 16. Summing up the results of mastering the training course and final recommendations for accepting a child into a family.

Meeting with a successful foster family.

Discussion of the results of mastering the course for training candidates for adoptive parents, completing homework, questionnaires, and reading materials issued during the course.
Assessment of the degree of mastery of the training course for candidates for adoptive parents. Self-assessment of candidates for adoptive parents.

Final certification and issuance of certificates.

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Slide captions:

School for foster parents Organized on March 12, 2011

The goal of the School is to improve the quality of the family arrangement of children left without parental care, through the formation of a conscious approach among students in resolving issues of adoption, upbringing and development of an orphan child

Objectives of the School: to help students understand their motives, personal capabilities and psychological readiness to accept an orphaned child;

Objectives of the School: to provide students with the necessary knowledge that will help them decide on the form of family arrangement and the choice of the child, in accordance with the available resources and the situation in which the child and the family receiving him find themselves;

Objectives of the School: to increase the level of parental competence in matters of raising an adopted child and relationships with him;

Objectives of the School: to provide the knowledge necessary for successful mutual adaptation of the family and the child;

Objectives of the School: to provide information on possible ways to receive help and support from the Center’s support service specialists.

Learning outcome Information Knowledge Abilities Skills

Educational sections Legal Psychological-pedagogical Medical

Form of training: group classes in the form of interactive lectures, exercises, discussions, conversations

Group work rules: Attend all classes without absences or lateness; Everyone has the right to their own opinion; Any information related to the personal area is confidential and is not shared outside the School; Be active; Show respect to each other; Facilitators have the right to limit participants’ statements and reduce the time required for completing a particular task.

Lesson No. 1 Orientation lesson Getting to know the students of the School. Individual interview: interview, questionnaire.

Lesson No. 2 Invitation to cooperation. Adoptive parents and adopted children. Introduction to the problem. Goals and objectives of the School of Adoptive Parents. Presentation of the School. Getting the participants to know each other. Rules for group work. Psychological portrait of the adoptive parent and child.

Lesson No. 3 Family as a system. A general idea of ​​the family as a system. Stages and crises of family development. Motivation for adoptive parenting.

Lesson No. 4 Before placing a child in a foster family. The needs of children and the capabilities of adoptive parents. Clarifying the feelings that a child may have when placed in a foster family; feelings of other participants in this process.

Lesson No. 5 Health of the adopted child. Health status and medical rehabilitation of children in orphanages. The role of the family in the medical rehabilitation of a child.

Lesson No. 6 First meeting with the child. What you need to know about your child before meeting him for the first time. Preparing parents to communicate with their child. The child's first invitation to visit.

Lesson No. 7 The inner world of a child. Features of the mental state of children entering an orphanage. How to cope with the consequences of a child’s traumatic experience. Stages of grief. How to help yourself and your child.

Lesson No. 8 Organizational and legal basis for the creation and functioning of a host family. The needs of the child and the capabilities of adoptive parents. Legal aspects when accepting an orphan into a family.

Lesson No. 9 Intellectual and emotional development of an adopted child. Problems of intellectual development of an adopted child and ways to overcome them. Features of the emotional development of adopted children. Child abuse and its consequences.

Lesson No. 10 How to show your love for a child? (part 1) Conditions necessary for the harmonious development of the child’s personality. Ways to show love to a child. Negative consequences of physical punishment of a child.

Lesson No. 11 How to show your love for your child. (part 2) Causes of children's bad behavior. Correcting children's bad behavior. Love that can harm a child. We learn to accept the child as he is.

Lesson No. 12 Stages of adaptation of a child in a foster family. Summarizing. The main stages of a child’s adaptation in a foster family. Family rituals and traditions that strengthen the family. Summarizing. Presentation of the Escort Service. Issuance of certificates.

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I CONFIRM:

Director of CD&C "Yuzhny"

V.N. Rude

"______"_________2011

Position

about the “School of Adoptive (Substitute) Parents”,

working within the framework of the activities of the Service for accompanying persons carrying out

family forms of education and children in family forms of education

I. General provisions

1. The school of foster (substitute) parents (hereinafter referred to as the School) operates on the basis of the State educational institution Center for Diagnostics and Consulting “Yuzhny” within the framework of the activities of the structural unit of the Center - Service for accompanying persons providing family forms of education and children in family forms of education

2. The work of the School is organized within the framework of the implementation of the Decree of the Moscow Government of March 25, 2008 No. 195-PP “On the strategy of the Moscow Government for the implementation of state policy in the interests of children “Moscow Children” for 2008-2017.” and Decree of the Moscow Government of November 18, 2008 No. 1061-PP “On a set of measures to overcome social orphanhood in the city of Moscow for 2009-2011.”

3. In its activities, the School is guided by: the Constitution of the Russian Federation, the Convention on the Rights of the Child, the Family Code of the Russian Federation, laws and other regulations of the Russian Federation, the city of Moscow on the protection of the legal rights and interests of orphans and children without parental care, and other legislation acts of the city of Moscow.

4. The school operates on the basis of the Program approved for testing by the director of the Central Children's Center "Yuzhny".

5. Classes at the School are carried out by the Center’s employees.

6. Students of the School can be citizens registered in Moscow who have expressed a desire to take a child left without parental care into their family.

7. The school operates in cooperation with municipalities of intra-city municipalities of Moscow, institutions of the Department of Health, Department of Education, Department of Social Protection, Department of Family and Youth Policy of the City of Moscow, with other state and public organizations dealing with issues of placing children in families, as well as with the media.

II. Goals and objectives of the school for foster (substitute) parents

The purpose of creating the School is to prepare student candidates to accept orphans and children without parental care into their families.

Main objectives of the School:

1. Formation among School students of the fundamentals of legal knowledge, features of the psychological, pedagogical and physiological development of children and adolescents.

2. Preparing students to solve possible social and psychological problems that arise in the process of a child entering a family, and developing ways to overcome them.

3. Providing support to adoptive (substitute) parents in various life situations related to raising children and adolescents.

4. Conducting consultations for adoptive (substitute) parents on psychological, pedagogical, medical, social and legal issues of placing orphans and children without parental care in a family.

III. Organization of School activities

1. The head of the structural unit of CD&C "Yuzhny" - the Service for accompanying persons carrying out activities - is responsible for organizing the activities of the School.

family forms of education and children in family forms of education, appointed by order of the director from among the Center’s employees.

2. The Head of the School is responsible for the implementation of the educational and thematic plan of the Program, for maintaining relevant documentation and reporting on the work of the School.

3. Classes at the School are conducted in accordance with the class schedule. The class schedule is approved by the Director of the Center.

4. The head of the School has the right to make changes to the class schedule in agreement with the management of the Center.

5. Classes at the School are conducted full-time and free of charge.

6. The number of students in the School should not exceed 25 people.

7. Upon completion of training, students are issued a Certificate of the established form.

10. In case of missing two classes, a Certificate can be issued only after the student makes up for the missed classes in any form (individual consultation, classes with the next group, etc.) in agreement with the head of the School.