Program of the School of Adoptive Parents material on the topic

Author of the article: Yulia Kaysina Last modified: January 2021 22527

There are a large number of orphans in Russia who need a new family and loving parents. Many childless couples decide to adopt a child and become his family. But it is important to remember that before such a serious step, special psychological help is needed. The school of adoptive parents is designed to prepare candidates for adoption for the decision to take a child into the family and bear responsibility for his future fate.

Who should take the SPR?

All candidates except:

• close relatives of the child (relatives in a direct ascending and descending line (parents and children, grandparents and grandchildren), full and half (having a common father or mother) brothers and sisters),
• stepfather and stepmother,
• persons who are or were adoptive parents and in respect of whom the adoption has not been cancelled,
• persons who are or were guardians (trustees) of children and who have not been removed from the performance of their duties.

According to experts, it is advisable for all candidates to undergo the SPD, including those who are not required to do so by law - this will help cope with difficulties in adapting the child to the family and prevent the child from returning to the orphanage.

Who is the foster parents school for?

The training course is designed for the following categories of persons:

• Candidates for surrogate parents;
• Future guardians and adoptive parents;
• Volunteers planning to work in orphanages and shelters;
• Families planning to take children as guests;
• Guardians and adoptive parents who have not previously undergone such training.

Expert commentary

Gorchakov Vladimir

Lawyer

The school for foster parents can also be attended by those who, having adopted a child, have encountered difficulties that they cannot cope with on their own. The courses are taught by psychologists, psychotherapists, and lawyers, who talk about the intricacies of raising a minor in a foster family. To obtain an effective result, personal experience is important, so teachers often include people who have positive experience in raising adopted children. Teachers who have worked for several years in shelters or orphanages also act as teachers.

SPR program

The requirements for the content of the program were approved by Order of the Ministry of Education and Science No. 623 of August 20, 2012. At the end of the training, parents must undergo certification to receive a certificate.

The duration of training at SPR must be no less than 30 and no more than 80 academic hours (of which at least 70% of academic hours are practical classes (training), including final certification (interview).

Subjects of the Russian Federation independently determine the conditions for completing training on a part-time basis.

What they teach at school and how the training takes place

The material offered to candidates for review can be divided into parts:

1. Legal part. Includes information about the forms of family arrangement and the difference between them, requirements for adoptive parents. The legal status of the child and methods of protecting his property and personal rights are brought to the attention of candidates. The adoptive parents are explained how to obtain guardianship of the child, and how the guardianship staff will exercise control over the child’s maintenance.
2. Social part. Social adaptation of the child, his assimilation of behavior patterns in the family and society, stable family relationships and harmonious communication with peers.
3. Medical part. Characteristics of the child's needs for safety and health. Methods for creating a safe environment. Child care training depending on age and individual characteristics.
4. Psychological part. The child's feelings during the period of adaptation in the family, and the expectations of parents faced with difficulties and unforeseen situations are considered. Recommendations are given on the behavior of parents in cases of “difficult” child behavior, the reasons for its occurrence and ways to respond to stressful situations are analyzed. Adoptive parents learn how the child is affected by emotional trauma and how the family can act as a rehabilitative environment.

The methods used by course teachers are different: lectures, tests, exercises. Experience is exchanged and families who are already raising an adopted child are invited. If desired, relatives of the adoptive parents can attend the classes.

How is the preparation process going?

Different SPRs offer their own schedules of classes several times a week in the evenings or on weekends.

The number of groups is 10-15 people. According to experts, the size of the group should provide an opportunity for practical classes where parents can talk about their problems and participate in the discussion of issues that are significant to them.

Some SDPs conduct a preliminary interview. To pass the SPR, an agreement is concluded between the SPR and the students.

Classes are conducted in the form of trainings, lectures, and practical exercises.

Goals of the School of Adoptive Parents

Classes at SPR are designed to implement the following tasks:

• Psychological preparation of candidates for adoption to accept a child into the family;
• Developing the ability to overcome emerging difficulties in raising a minor;
• Be able to find the strengths and weaknesses of yourself and your relatives;
• Familiarity with the rules of family law;
• Study of the psychological and physiological characteristics of a child at different age periods.

Classes are conducted in the form of trainings, workshops, and seminars. Candidate adoptive parents are given the opportunity not only to gain knowledge from specialists, but also to share their own experiences with each other. At the end of the course, future parents will be able to determine the correctness of their decision and make an informed choice regarding the gender and age of the child they want to take into the family.

Current practice has shown that some candidates for adoptive parents, after attending classes, renounce this status or take time to think before adopting a child. This behavior is much less traumatic towards a minor than when unprepared families take a child and then return him to a state institution.

One of the main problems that adoptive parents face is the behavioral difficulties of children who have spent several months (and sometimes years) in an orphanage or boarding school. In foster parent courses, adults are taught to cope with them and minimize the occurrence of possible troubles. In addition, candidates for adoptive parents are told about the difficulties in adapting a child to new conditions and ways to make it easier.

Expert commentary

Kamensky Yuri

Lawyer

Foster parenting school should be attended not only by those who want to adopt older children, but also by those who plan to take a child from an orphanage. In such a situation, the main emphasis is on the readiness of adults to bear responsibility for the future of the child, his upbringing and socialization in society.

Certificate of completion of the SPR

Based on the results of training, the SPR carries out certification, after which a certificate of completion of training is issued. Not issued in case of absences in the amount determined by the training requirements and the agreement with the student.

Only authorized organizations can carry out training in the SPD and issue a certificate of completion of training, a list of which by constituent entity of the Russian Federation is posted on the website of the Ministry of Education and Science of the Russian Federation (Department of State Policy in the Sphere of Protection of Children's Rights).

Certificates of completion of training do not expire.

What to do if the guardianship authorities unlawfully require you to undergo the SPR

If the candidate has already completed the School and has the appropriate certificate, then the requirement to undergo training again has no legal basis.
If a candidate is refused to accept documents for adoption, he should write an appeal to the guardianship authorities, asking for clarification on what the basis for this requirement and the refusal to accept documents is based. The appeal should be sent by registered mail, or brought in person, asking the secretary to put the registration number on his copy of the appeal. The application will be considered within one month from the date of registration.

If, in the opinion of the applicant, the actions of the guardianship authorities are unlawful, he has the right to write a complaint to the prosecutor's office.

What knowledge can you get at SPR?

The SPR program includes 13 sections, aimed at

• identifying and developing educational competencies, parenting skills for the maintenance and upbringing of orphans and children left without parental care, assisting candidates for adoptive parents in determining their readiness to accept a child, in choosing the form of placement of a child in a family, in identifying their weaknesses and strengths, resources and limitations in raising an adopted child, both personal and family as a whole, in understanding the real problems and difficulties that they will encounter in the process of raising an adopted child, the responsibilities of adoptive parents,
• familiarizing candidates for adoptive parents with the basics of the legislation of the Russian Federation in the field of protecting the rights of children left without parental care;
• developing knowledge among candidates for adoptive parents in the field of child psychology, child development and the influence of his past experiences (deprivation, abuse, neglect of the child’s needs, separation from the biological family) on his psychophysical development and behavior;
• developing in candidates for adoptive parents an idea of ​​the family as a system and its changes after the birth of a child;
• familiarizing candidates for adoptive parents with the peculiarities of the child’s adaptation period in the family, as well as with the reasons for the child’s “difficult” behavior and ways to overcome such behavior;
• familiarizing candidates for adoptive parents with the responsibilities
• to preserve the health of the child and organize his safe upbringing;
• familiarizing candidates for adoptive parents with existing forms of professional assistance, support and accompaniment for adoptive families, etc.

Program content

Schools of foster parents meet under guardianship and trusteeship authorities, as well as at Psychological Assistance Centers. The knowledge that candidates for adoptive parents receive there is conventionally divided into 3 sections: medical, legal, psychological and pedagogical.

The content of the courses may vary slightly, but the following issues are necessarily covered:

• Fundamentals of family legislation in Russia;
• Psychological and physiological development of the child;
• Difficulties of adolescence;
• Features of parental roles;
• Protecting the health of a minor;
• Consequences of domestic abuse;
• Adaptation of a child in a new family, etc.

There are no uniform requirements for the content of courses at the School of Adoptive Parents. Therefore, in different regions, the knowledge that candidates for adoptive parents will receive may vary. But the main goal of the courses is to prepare future parents for responsibility and minimize the possibility that the child will subsequently be abandoned.

Not all people who have decided to take a baby into their family fully understand the responsibility of this step.

Are certificates from other regions and countries accepted?

Certificates issued in different regions of the Russian Federation are valid throughout the country.

Foreign citizens, stateless persons or citizens of the Russian Federation permanently residing outside the territory of the Russian Federation who wish to adopt into their family a child left without parental care and who is a citizen of the Russian Federation may submit documents confirming that they have undergone appropriate training on the territory of the state , in which they permanently reside, taking into account the topic and in an amount not less than that provided for by the requirements specified in paragraph two of this paragraph for the content of the training program for persons wishing to adopt a child left without parental care into their family.

In the event that foreign citizens, stateless persons or citizens of the Russian Federation permanently residing outside the territory of the Russian Federation, who wish to adopt a child left without parental care into their family, have not undergone appropriate training in the territory of the foreign state in which they permanently reside, this training is carried out on the territory of the Russian Federation.

In order to better understand the work of the School of Adoptive Parents, read the interview with Irina Garbuzenko, consulting psychologist and leader of the School of Adoptive Parents.

You can find out more about how to adopt a child into a family in our instructions.

Program of the School of Adoptive Parents material on the topic

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 program for training 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 (approved by the Order of the Ministry of Education and Science of the Russian Federation of May 23 2011 N 1681). When creating the program, we used methodological recommendations developed by the St. Petersburg public organization “Doctors for Children”, materials from the training program of the Family Charitable Foundation, as well as the experience and methodological recommendations of Schools for foster 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.

Listener category:

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.

Duration of training: 50.5 hours, 2 months, 8 weeks.

Forms of classes: full-time, practical orientation 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, individual consultations.

Class schedule: 1 time per week, 6 academic hours per 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

Contents of the lesson program

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.

Contents of educational and psychological training. Meeting the training participants. Rules for the work of training participants in a group. Expectations and concerns of training participants.

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 the “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 the submission by guardians (trustees) and adoptive parents of 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 meeting 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 cooperation 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.