Injuries– a set of injuries received under certain circumstances. The word “trauma” (translated as wound) is damage in the human or animal body caused by the action of environmental factors.
Childhood trauma is one of the most serious social problems, which not only threatens the health of children, but also causes problems for parents. More often, injuries occur at home and on the street; Less frequently, injuries are associated with urban transport, with incidents at school; during sports, drowning and poisoning are even less common.
The three most dangerous types of injuries are: domestic, transport and drowning.
More often, injuries occur in children of primary school age (7-11 years old). Injuries occur more often in boys (73.3%) than in girls. Injuries are the leading cause of death in children over three years of age. More children die from injuries and accidents than from childhood infections. In Russia, about 10,000 children die annually from traffic collisions, and up to 3,500 children drown per year. Every year, over 500,000 children with various injuries go to trauma centers. In the occurrence of damage, anatomical, physiological and psychological characteristics children, their physical and mental development, lack of everyday skills.
More often, deaths (more than 75%) occur in children with low academic performance and a negative attitude towards learning. 70% of children had a weak type of nervous system, 15% had motor retardation.
Causes of injuries:
1. Carelessness of adults - when an adult mistakenly believes that nothing bad will happen. 98.7% of motor vehicle injuries occurred with adults present.
In 78.9% of cases, children were injured at home.
2. Negligence of adults - failure to fulfill or improper fulfillment of their duties by officials and parents.
3. Lack of discipline in children (more than 25% of cases).
4. Accidents - unforeseen events when no one is to blame (2%).
5. Homicides (4.5%) - children under one year of age most often suffer.
6. Suicides (5%) - most often teenagers 10-15 years old.
7.Other reasons (10% of cases)
Domestic injuries in children it ranks first among injuries and amounts to 70-75%. Domestic injuries decrease at school age. Street non-transport injuries are caused by children’s failure to comply with traffic rules. Street traffic injury is the most severe.
School injuries: among schoolchildren, 80% of injuries occur during breaks. Caused mainly by violation of the rules of conduct. Accidents during physical education are often associated with insufficient organization of “insurance” during sports exercises.
There is another classification based on the nature of the damage:Drowning and other types of asphyxia;
Road traffic accidents;
Injuries from exposure to temperature factors (burns, frostbite);
Poisoning (medicines from the first aid kit);
Damage electric shock;
Gunshot wounds;
Other (animal bites, foreign bodies, cruelty)
Prevention of childhood injuries
Childhood injuries and their prevention are a very important and serious problem, especially during the period school holidays when children have more free time, are more often on the street and left without adult supervision. Despite the wide variety of injuries in children, the causes that cause them are typical. First of all, this is a poor environment, negligence, oversight of adults, careless, incorrect behavior of a child at home, on the street, during games, and sports. The occurrence of injuries is also facilitated by the psychological characteristics of children: curiosity, great mobility, emotionality, lack of life experience, and hence the lack of a sense of danger.
Adults are obliged to prevent possible risks and protect children from them. Parents’ work to prevent injuries should go in 2 directions:
1. Elimination of traumatic situations;
2.Systematic training of children in the basics of injury prevention.
It is important not to develop feelings of timidity and fear in the child, but, on the contrary, to instill in him that danger can be avoided if one behaves correctly.
Methods of prevention depend on the age of the child. A small child must be protected from dangerous objects and not let out of sight. How older child, the more important it is to explain to him the safety rules.
High-risk areas include playgrounds and public transport.
Stay close to your child while on site and in transport;
While waiting for transport, stand in a well-lit place next to people, always hold your child’s hand;
At stops, do not turn your back to the road, do not try to stand in the front row of an impatient crowd with a child - you may be pushed under the wheels;
When entering a vehicle, children under three years of age must be picked up and exited in a similar manner.
The personal example of parents’ behavior on the street and in transport is very important.
How to protect children from burns?
You cannot use pyrotechnics without adult supervision: firecrackers, firecrackers, fireworks, you can get severe burns, lose your eyesight, be maimed and even die. Moreover, you cannot store them at home, because they are classified as explosive substances;
Toxic substances, medicines, bleaches, acids should not be stored in food bottles - children may drink them by mistake. Such substances should be kept in tightly closed, labeled containers out of the reach of children;
It is important to remember the rules of behavior on the water:
Children can drown in less than two minutes even in a small amount of water, so they should never be left alone in or near water.
Parents should not shift responsibility for children's injuries to teachers, physical education teachers, labor teachers; the correct behavior of children depends on parents. Childhood injuries are a serious problem and only joint efforts can protect children from harm.
School injuries
(speech at the class teachers’ training session)
TARGET: consider the concept of childhood traumatism of its types, school traumatism as a type of childhood traumatism, medical, legal, administrative aspects of school traumatism, administrative responsibility for cases of traumatism at school. Rules of conduct for teachers and administration in cases of school injuries.
Every third injury occurs in children of primary school age; almost half of all registered injuries occur in children aged 11 to 14 years. They constitute the main risk group for all types of injuries.
The leading cause of school injuries is falls from slippery stairs and sports facilities.
The results of an analysis of cases of childhood injuries conducted by Rospotrebnadzor specialists indicate that every third injury was sustained by children of primary school age. Almost 50% of all reported injuries occur in children aged 11 to 14 years.
Children aged 11-14 years are at risk for all types of injuries.
In all age groups, the injury rate is higher among boys compared to girls.
Injuries of the upper extremities took first place in the structure of injury localization. The second is head injuries. In third place are leg injuries. In terms of injury severity, more than half of all injuries were fractures.
Injuries received in educational institutions account for 21.3% of the total number of injuries. It is typical that the proportion of this type of injury increases with age: from 14% in preschoolers to 25% in middle school age.
The main cause of injuries sustained in schools is various falls: from slipping and colliding with each other, from stairs, from sports equipment.
As a result of activities with sports equipment in physical education lessons, 14% of school injuries occurred, and this indicates
insufficient control over the organization of physical education and health activities among students.
The improvement of the territories of educational institutions significantly affects the organization of physical education and recreational work with children, the prevention of injuries among children and adolescents.
Injuries among children, unfortunately, are quite common. Childhood traumatism has a number of characteristic features.
infant (from birth to 1 year);
pre-school (from 1 year to 3 years);
preschool (from 3 years to 7 years);
school (from 7 years to 16 years).
Childhood injuries are divided into:
domestic;
transport;
school;
sports;
street;
firearm;
agricultural;
industrial;
home.
School injuries include accidents among students of daytime comprehensive schools of all types that occurred while at school (in class, including physical education class, during recess, in educational workshops, in the school area). Due to the large crowding, hourly movement from class to class, short breaks, when the children's energy accumulated during the lesson splashes out within a few minutes, injuries are inevitable. Every fifth injury to schoolchildren occurs at school, and 4/5 of them occur during recess. Today the whole world is concerned about the prevention of childhood injuries.
In younger students, damage may be caused by other causes. Children at this age are active and unrestrained. They sometimes get injured in the apartment or at school. An adult is some kind of barrier in case of injury, so children try to lose supervision in order to freely do what adults prohibit: fight with their peers, ride bicycles, scooters, sleds, climb trees, open hatches, and fire escapes. Therefore, unequipped playgrounds, cluttered courtyards, open hatches, ditches, uncorrected elevators, and staircase railings are also very dangerous.
Unfenced areas where repair work is being carried out are especially dangerous for children. Children often fall from balconies, stairs, and trees. All of the above leads to severe injuries . One of the types of injuries is school injuries.
Children receive the bulk of school injuries in physical education lessons, during school breaks, in classrooms, and corridors. The main cause of school injuries is insufficient educational work: in such schools, children spend their breaks as they please. Some teachers do not know the basics of injury prevention or neglect them: they allow gyms and training workshops to be overloaded during classes, and allow students to wear casual clothes during lessons.
For any types of childhood injuries and when planning preventive measures, it is necessary to be guided by the following principles:
Clear structure of the labor process.
Well-organized educational work.
Legal literacy of teachers and administration.
Children must firmly understand that during labor lessons, physical education, chemistry, physics, they must be very attentive, collected, carefully follow the teacher’s explanations, and strictly adhere to safety precautions.
Organizing both comfortable and safe learning conditions for children is one of the most important tasks of the school. However, if for one reason or another a child is harmed, the resulting conflict must be resolved taking into account legal norms. Knowing them is useful for any teacher, since anyone can face such a situation.
A child’s education at school does not always occur without conflicts with parents, without damage to the child’s psyche. There are also incidents that harm the health of the student. Here is one of the cases:
« At the very beginning of the school year, the boy Pavlik was talking to a girl at the office door during recess. At this time, a classmate was running and pushed Pavlik with such force that he fell and hit the back of his head on the metal crossbar of a bench that stood in the corridor.
After lessons, Pavlik came home, and already at home he complained of a severe headache, telling about what happened (according to the child: he lost consciousness for a while, and after he woke up, he felt dizzy and nauseous).
As it turned out, none of the adults saw what happened, and by the beginning of the lesson the student stopped crying and did not say anything to the teacher, so as not to look like a “weak” in the eyes of the children... That evening the child was able to fall asleep only half-sitting. In the morning we contacted a pediatrician, who, after examining her, referred her to a traumatologist so that pictures could be taken. A diagnosis was made: the presence of a traumatic brain injury or concussion cannot be ruled out. A referral to a hospital was given, but treatment was carried out at home.
The teacher - class teacher was informed by the mother of the injured child about what happened at school, that her son would stay at home and take medications as prescribed by the doctor. At the request of the mother, due to fears that the child would fall behind in the program, the doctor wrote the boy out for classes.
From October to December, the child attended school three times a week for two astronomical hours a day. The teacher was not interested in involving the child in the social life of the class and did not inform about the days of school events, holidays, or excursions. During this time, the boy lost contact with the children, which was difficult for them psychologically, since the child really lacked communication
By the end of the six months, the child’s condition improved, headaches began to appear less frequently, and he took additional classes in the Russian language. In six months at school I received B marks in the subjects I studied (Russian language, mathematics, reading).
After consulting with the neurologist again, a conclusion was made. That after the New Year holidays the child can return to class on a free basis. This was reported to the teacher and deputy director. But the teacher demanded to bring a certificate from a doctor that the child could attend school on a general basis, because The school does not want to take responsibility for the child, or write the words “free attendance” on the certificate.
Mom turned to lawyers with a request to explain to her what types of schooling are possible, what certificates provide for them, and what official documents state this. And also, are the actions of the school administration legal when drawing up a program for a child: eight academic hours a week, studying basic subjects (Russian language, mathematics, reading), excluding, according to the deputy director, non-core ( the world, foreign language, physical education, music, labor, computer science). What official sources state how many hours and what subjects should be taught to children at home?”
A number of recommendations were made regarding this situation.
When a child goes back to school after the first half of the year, one should write a statement about the withdrawal of the application for home schooling and state in it the requirement to admit the child to the class on the basis of free attendance. At the same time, make a copy and, when submitting an application, obtain on your copy the signature of the school employee who accepted the application, certifying that the application was received on such and such a date.
It would be better to obtain a neurologist’s conclusion in writing, for example, in the form of a certificate or recommendation, and attach a copy of it to the application.
Limiting the rights of a child on the basis of his or her health status is permissible only when this is expressly provided for by federal laws.
According to Article 50 of the Law, teachers of all educational institutions have the right to receive education in accordance with state educational standards, to study within the limits of these standards according to individual curricula. Students are not obligated to switch to individual training.
It is parents, as legal representatives of minors, who choose to implement this right or not, in what form or in what combination different forms the child receives education (Articles 10 and 52 of the law)
In this situation, there is a violation by the administration of its duties to ensure the safety of the child. Children must be supervised by adults, whether during recess or during class. There should be teachers on duty in the corridors,Children must be supervised. Under the supervision of a teacher, children should not run, push, or perform other actions dangerous to life and health. Considering that the child, according to him, managed to lose consciousness and come to his senses, and none of the adults noticed this, the violation of the organization of supervision of children was gross.
Considering that the child was harmed, parents need to set out all these circumstances (with an indication that this indicates a lack of supervision) in the relevant claims, complaints, and appeals.
Initially, the school must have some way of supervising children during recess. It is necessary to draw up a schedule for teachers to be on duty in the corridors. The responsible teacher must notify the administration of any emergency situations immediately. This obligation should first be established in employment contracts, job descriptions, internal labor regulations, and other documents. And the duty schedule must be signed by all teachers.
If all this had been done, and the teacher was present in the corridor, he would either have prevented the accident, or would have tried to do it (but could not - for example, he did not have time to run). In the second case, he could immediately notify the administration. The accident investigation commission would have recorded that the teacher was in his place and innocent of what happened. This means that the school would not be held liable for the harm caused.
The moment the mother reported the incident, the teacher should have immediately notified the administration about the incident. Which, in turn, was obliged to create a commission to investigate the accident. An investigation report must be drawn up within three days. If the teacher and administration had done this, the school would have had one less violation.
At the time of the mother’s appeal, the deputy director should have immediately notified the school director about the incident. For failure to provide such information, a teacher could be reprimanded or reprimanded, subject to the procedure for issuing disciplinary sanctions.
For the school administration at this stage of the conflict, it is necessary to satisfy the demands of parents and hope that they are not interested in the conflict and will not want to contact control and law enforcement agencies, incl. and for compensation for damage, the amount of which can be very large.
The school administration needs to familiarize all teachers with the rules of conduct when cases of school injuries are detected.
Class teachers need to introduce students to the rules of behavior during recess, in the cafeteria, and while playing on the sports field.
Student behavior during breaks:
During breaks, it is prohibited to run through the corridors, push other students, throw various objects at each other and use physical force.
This ban is due to concern for the health of each student. The student should remember that most school injuries occur during breaks.
It is forbidden to shout, talk very loudly, or make noise. The student must understand that during the short break he must have time to rest in order to work normally in the next lesson.
It is prohibited to open windows, sit on window sills, or be in the classroom if there is no teacher.
The students and the teacher of the class on duty are responsible for maintaining order in the corridor. All other teachers must unquestioningly comply with their requirements and orders.
Student behavior in the cafeteria:
Students of each class use the services of the cafeteria in accordance with the class schedule for visiting the cafeteria, approved by the school principal. This procedure has been established to ensure that every student has the opportunity to use the dining room in the most comfortable conditions.
Class attendants come to the cafeteria earlier, serve food and receive food for their class in order of priority.
While eating, you can talk quietly, but you should maintain good manners and not disturb your neighbors at the table.
The student has the right to bring breakfast from home to the cafeteria and buy whatever he likes from the buffet.
After eating, students tidy up the table at which they ate. Dirty dishes are taken to the sink.
Students treat the canteen property with care and respect the canteen employees.
It is prohibited for people to wear outerwear in the dining room.
Teacher behavior when detecting cases of school injuries:
The teacher is obliged to comply with the norms, rules and instructions on labor protection, fire safety and internal labor regulations, and the duty schedule during breaks.
Immediately inform your immediate supervisor about any accident that occurs at school, about signs of an occupational disease, as well as about a situation that poses a threat to the life and health of people.
In the event of an accident, you should provide assistance to the victim in accordance with the instructions for providing first aid, call a medical worker, the student’s parents, and notify the administrator.
If you find a malfunction of equipment or devices, report it to your manager. It is prohibited to use and use faulty equipment and devices.
Measures to prevent injuries at school: Accidents involving students within the school walls during educational process account for up to 15% of the total number of childhood injuries. Every fifth injury to schoolchildren occurs in the very educational institution, and 4/5 of them are at recess. Necessary measures: 1. Instructing school staff and students on safety precautions and measures to prevent child injuries. 2. Monitoring children’s behavior during breaks. 3. Clear organization of children's rest during breaks. 4. Teachers are on duty in the rest areas of their class. The most dangerous after changes are lessons physical culture– about 20-25% of all school injuries. About 25% are falls from sports equipment, 20% are injuries from a thrown object. Necessary measures: 1. Instructing students on correct behavior in physical education lessons. 2. Monitoring the condition of the gym and sports equipment. 3. Entering into thematic planning physical education lessons on teaching students basic techniques that eliminate or reduce cases of damage to body parts during a collision or fall. Organizational school-wide lines. One of the issues is preventing injuries at school. Class hours on this topic School-wide parent meeting on the analysis of childhood injuries at school for the year Training session with students “First aid to the injured” Use of specific facts of injuries received in life safety lessons as clear examples of failure to comply with the requirements of the life safety course in order to prevent injuries Reports from class teachers at meetings with the director, administration planning meetings about the work done on this issue
School breaks and the pranks of teenagers The attention of teenagers is often attracted by various technical devices, appliances, sources of energy and water supply. Even the simplest central heating radiator in its design poses a serious danger. If you hit your head, chest, or any other part of your body, it can cause serious injury, sometimes requiring professional attention. medical care. In terms of injury risk, cast-iron batteries are successfully rivaled by doors with glass inserted into the opening. If you carelessly hit it with any part of the body, it breaks and disintegrates into fragments, which can cause a deep and dangerous wound, in particular a hand injury with damage to the joints, tendons and nerves, after which a very complex plastic surgery will be required and success is not guaranteed. A stair step can also cause injury. When falling from stairs as a result of carelessness, haste and hooligan actions, dangerous fractures, dislocations or other injuries occur.
School breaks and teenagers' pranks There are injuries for which it is not circumstances that are to blame, but friends and comrades. Prevention of such injuries is very difficult - it is associated with the ability to choose friends, maintain the right relationships with them and imagine the consequences of one’s actions. For example, a classmate comes up from behind after class and “friendly” hits you on the head with his briefcase. The briefcase weighs on average from 3 to 5 kg. The result is dizziness, tinnitus, and sometimes vomiting, i.e., all the symptoms of a concussion. Another joke is popular at school. You sit down, but at the last moment the chair is removed from under you. You land on your buttocks - a burst of laughter announces that the jokers' goal has been achieved. However, a sharp blow to the floor in combination with a natural tilt of the body forward can crush the vertebrae and even fracture them. Destruction of the spine can occur in both the lumbar and thoracic regions. Another fun thing: sticking a nail into a desk bench. If you sit on it in a big way and the nail gets into the perineum, then (especially in boys) a penetrating wound to the urethra occurs and surgery is required. While planting a nail on his friend, the young sadist wanted to see what would happen. The answer is disability.
Exercise and sports are important for maintaining health and well-being, but can often lead to injury. Injuries can occur due to insufficient warm-up before exercise, using untested equipment or inappropriate clothing and shoes. Some sports by their nature have a high risk of injury. These include all types of martial arts, most sports games, downhill, technical sports. Safety precautions when performing physical exercises Bending the trunk in a supine position: For the exercise to be safe, you must avoid: excessive flexion of the joints, too much bending of the back or neck, sharp turns and bends, sudden movements during stretching, too intense jumping, rapid swings of the arms and legs , careless attitude towards body balance. Prevention of injuries in physical education lessons
Reasons for creating traumatic situations
The risk of injury in children is due to:
their lack of discipline;
inability to recognize a traumatic situation;
lack of training in necessary behavioral skills;
underestimating the degree of danger of a sudden situation;
physical weakness;
certain developmental features.
An analysis of the characteristics of school injuries made it possible to establish that children are injured at school mainly (up to 80% of cases) during breaks, about 70% of school injuries occur during falls and running, and the share of injuries that occurred during physical education lessons while practicing on sports equipment (goat, beam and uneven bars) account for less than 20%.
The main causes of injuries to children during physical education lessons (about a quarter of all school injuries) are:
shortcomings in the organization and methodology of conducting lessons;
unsatisfactory condition of part of the gyms and sports grounds, equipment, inventory, clothing and shoes;
crowding of children during classes.
Injuries received by students in labor, physics and chemistry lessons are also mainly due to violations of safety and discipline rules.
According to the majority of authors of works devoted to the study of this issue, the most common reason injuries received by children at school are the lack of discipline of students, their aggressiveness during play (hitting with hard objects, fists, pushing, collisions while running, trips, etc.).
It has been established that the number of cases of child and adolescent injuries increases in the spring, as well as in the afternoon (from 16 to 20 hours). At the same time, a certain dependence of the level and type of injury on the time of year and day was revealed: in the spring, for example, school (44%), household (40%) and street (31%) injuries predominate, and in the summer - sports (up to 40%), but At the same time, domestic and street injuries also remain at a fairly high level.
The relationship between the level of injury and the age characteristics of children
In terms of age, the most traumatic age is considered to be from 6 to 12 years, which is associated with the increased emotionality of children during this period and their underdeveloped ability to self-control. Moreover, with age, the number of injuries increases, reaching highest values in children 11-14 years old.
A large number of injuries occur during critical age periods: 3 years, 7 and 11-12 years. During these periods, children and adolescents become capricious, irritable, and often come into conflict with others. They may develop aversion to previously unquestioningly fulfilled demands, reaching the point of stubbornness and negativism, which leads to violations of the rules of conduct and, as a result, to injuries.
It should be noted that hyperactive children and children brought up in conditions of hyper- or hypo-custody are most often injured. In addition, children with impaired programming and control of their own behavior, as well as with reduced intelligence, are often injured.
In 15% of cases, the main reason for children to get injured is their individual psychological characteristics. Not only the predominance of excitation over inhibition (fatigue, nervousness, impulsiveness), but also, conversely, the predominance of inhibition over excitation, the inertia of nervous processes can lead to injury. Children, who are more mentally developed and have high intelligence, are aware of the danger and avoid it. In the structure of intelligence, the most important feature of thinking is the ability to analyze, synthesize, and generalize, which is associated with the ability to predict the consequences of actions.
Children who receive injuries, as a rule, have a high tendency to take risks, are motorically disinhibited, reactive, excitable, emotionally unstable, prone to frequent mood swings, and behave inappropriately in stressful situations. Among frequently injured children, 77% of them turned out to be, more than half of them are children who blame other people or circumstances for their failures, illnesses, injuries. As a rule, such children are not self-critical and are characterized by an overestimation of their abilities and capabilities.
An analysis of publications devoted to the study of injuries has revealed some general indicators of children's predisposition to risky behavior. Children with low quality characteristics of attention (concentration, distribution and switching), insufficient sensorimotor coordination, careless, low endurance, as well as fearful or too prone to risk are more susceptible to accidents.
Researchers note that 60% of schoolchildren are characterized by weakness of nervous processes, which affects their overall performance and is associated with emotional instability. Emotionally unstable, impulsive children are much more likely to be injured than their calm and balanced peers. It is characteristic that the majority of these children had a grade of “3” in physical education.
IN last years(especially in large cities), hypokinesia becomes a serious problem among schoolchildren studying under conditions of increased intellectual load in gymnasiums and lyceums. From its consequences (poor posture, vision, increased blood pressure, overweight, etc.) affect up to 70% of students. Such children are also often injured due to undeveloped coordination and poor spatial orientation.
Causes of childhood injuries
The causes of injury to children and adolescents can be roughly divided into three main groups:
Behavior of the traumatized child.
Actions of surrounding peers.
Actions of adults who were around the injured child.
Injuries caused by the behavior of the victim
Over 40% of all injuries occur for reasons belonging to the first group, which, in turn, can be divided into 4 subgroups.
First a subgroup of reasons is associated with insufficient sensorimotor development of the child: low level of coordination of movements, inability to control one’s body, and lack of skill in performing an action.
Second- with the absence or insufficiency of knowledge about the dangers and possible consequences selected actions.
Third- neglecting a known danger due to a stronger motive, for example, when wanting to impress people significant to a child or teenager.
Fourth- with a psychophysiological state that affects the success of the activity: fatigue, emotional arousal, gaming rage, sports passion, etc.
More than 70% of injuries received by children due to their behavior are due to reasons belonging to the fourth subgroup. Most often, injuries occur during outdoor games. At the same time, behavior is often strongly disorganized by the difficult-to-control desire to achieve the best result, as well as the competitive aspect of the game and suddenly emerging tasks and dangerous situations in which you need to quickly make an independent decision. All this brings an emotional-affective factor into the game, which has a particularly strong influence, since it is associated with real, and not with play relationships, as was the case in preschool age.
Haste is another emotional state that can disrupt activities. Most injuries for this reason are registered at the age of 11-14 years, when the employment of adolescents begins to affect them (heavy academic load, attending clubs and sports sections, performing household chores, etc.). At the same time, the competitive motive increases not only in the game, but also in everyday life (be the first to get to breakfast at school, to the locker room, outside during recess, etc.).
With age, the frequency of injuries due to the fault of the victims themselves increases, because with the development of the child, the scope of his independent activity expands.
Injuries due to peer misconduct
The second group of reasons that account for a third of all childhood injuries depends on the actions of peers around the child. The results of the study showed that more often children injure peers during play (20% of cases) or unintentionally outside the game (30%), usually without noticing them (for example, they bump into others while running).
Particular attention, in our opinion, should be paid to cases associated with behavior containing an element of physical violence towards others, and sometimes with a deliberate desire to inflict pain and show one’s physical superiority (over 40% of injuries). There has been an alarming trend towards an increase in the number of injuries received by teenagers as a result of fights.
Injuries due to adult neglect
The third group of reasons for the occurrence of traumatic situations, and then injuries to children (about 25% of their total), as noted above, is associated with the actions or inaction of adults, including parents.
In most cases, such injuries are caused by neglect of children and lack of control over their behavior. Failure to provide a safe environment is also one of the most common mistakes parents make, causing 25% of injuries in this group.
Since a relationship has been established between the occurrence of injuries in schoolchildren and their individual psychological characteristics, it is advisable to carry out preventive work with children, organized taking into account these characteristics. At the same time, the use of such active forms of learning as training sessions seems to be very effective.
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION
STATE EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION
GRADUATE WORK
Prevention of child injuries at school
Completed by a student
Scientific director
Murmansk
INTRODUCTION
1.1 TYPES, STATISTICS AND AGE STRUCTURE OF SCHOOL INJURIES
1.2 MAIN PSYCHOLOGICAL CAUSES OF INJURIES. WAYS TO ELIMINATE THEM
2.1 ORGANIZATION OF OCCUPATIONAL SAFETY SERVICE IN AN EDUCATIONAL INSTITUTION AS THE BASIC METHOD OF ENSURING SAFETY OF THE EDUCATIONAL PROCESS
2.2 OCCUPATIONAL SAFETY TRAINING FOR STUDENTS
2.3 STEP SYSTEM OF ADMINISTRATIVE AND PUBLIC CONTROL OVER OCCUPATIONAL SAFETY IN SCHOOL
2.4 MONITORING THE EDUCATIONAL ENVIRONMENT AS A METHOD OF INJURY PREVENTION
2.5 PROMOTING SAFE TEACHING PRACTICES
3.1 PROGRAM FOR STUDYING FORMS AND METHODS FOR PREVENTION OF CHILD INJURIES IN SCHOOL
3.2 DESCRIPTION OF RESEARCH RESULTS
4.1 RESEARCH PROGRAM
4.2 DESCRIPTION OF RESEARCH METHODS
4.3 DESCRIPTION OF RESEARCH RESULTS
CONCLUSION
BIBLIOGRAPHY
APPENDIX 1. LIST OF OCCUPATIONAL HEALTH AND SAFETY INSTRUCTIONS
APPENDIX 2. JOURNAL OF OCCUPATIONAL SAFETY INSTRUCTIONS FOR STUDENTS
APPENDIX 3. LIST OF DOCUMENTS ON OCCUPATIONAL SAFETY FOR MANAGERS OF EDUCATIONAL INSTITUTIONS
INTRODUCTION
Every day in the world, 2,270 children die as a result of accidents, this is 830,000 child deaths per year, and several tens of millions of children end up in hospitals with injuries of varying severity. Such data are contained in the “World Report of WHO and UNICEF on the Prevention of Child Injuries,” the presentation of which took place on February 19, 2009 in Moscow as part of the Congress of Pediatricians of Russia.
The rate of injury-related child mortality in Russia is the highest in Europe at more than 13,000 children per year or 35 per day. According to WHO and UNICEF, 5 out of 6 fatal accidents (or 11,000 per year) are preventable. According to the report, accidents are the leading cause of death for children over 9 years of age, with 95% of them occurring in developing countries. In recent years, developed countries have seen a significant increase in the effectiveness of measures to prevent childhood injuries. But even there, accidents account for 40% of all child deaths.
An analysis of the literature data showed that the existing works on the problem of childhood injuries mainly reflect road traffic injuries. Of course, this aspect needs to be given special attention, but, according to a number of researchers (cited by Spiridonov, 2007, p. 3), this type of injury accounts for only 3-6% in the structure of injuries, and the most common among children and adults are domestic and street and school injuries account for 80% to 86% in the structure of injuries.
The most unfavorable situation with injuries occurs in large cities, where the share of children among the victims is over 40% (ibid.).
Simultaneously with the increase in injuries among the urban child population, there is a tendency for their severity to increase (ibid.).
There is an opinion among the population that treatment of injuries in children ends successfully. This is wrong. The consequences of a number of injuries (post-burn scars, narrowing of the esophagus after chemical burns, eye damage, damage to bone growth zones) lead to disability in children in 18-20% of cases. Minor injuries also often cause pathological changes in the body and, to one degree or another, limit functionality child.
The urgency of the problem is enhanced by the fact that high rates of childhood injury prevalence are accompanied by a lack of modern approaches to injury prevention.
The organization of the activities of an educational institution that is innovative in its design, purpose, nature and functioning must be effective, efficient and SAFE.
Competent organization of the labor protection service in an educational institution is a prerequisite for an effective educational process.
The purpose of this work : study of forms and methods of preventing child injuries at school.
The objectives of this work are:
Conducting an analysis of the literature on the problem of preventing child injuries at school;
Consideration of the following issues:
A). statistics and age characteristics injuries to children at school;
b). psychological reasons injuries and ways to eliminate them;
V). features of the organization of labor protection service in an educational institution;
G). briefing as a method of ensuring the safety of the educational process;
Object of study: childhood traumatism.
Subject of study: prevention and methods for preventing school injuries.
Research methodology: a questionnaire aimed at identifying the level of knowledge of students in the field of life safety and analyzing the literature.
Research stages:
sample definition;
Selection of adequate research methods;
Implementation of research in practice;
Processing and analysis of the results obtained;
Generalization of the results obtained;
The theoretical significance of this work lies in the actualization of the problem of preventing child injuries at school.
The practical significance of this work lies in the fact that the results of the work and conclusions drawn on the basis of these results make it possible to substantiate the importance of organizing an occupational safety service in an educational institution as the main method of ensuring the safety of the educational process and preventing child injuries at school.
The study was conducted on the basis of secondary schools No. 31 and No. 45 in Murmansk.
In this work, the following was put forward hypothesis: We assume that by creating a system for monitoring injuries in educational institutions, developing methods for preventing injuries, carrying out health education work among schoolchildren and their parents, and developing safety skills among schoolchildren, it is possible to reduce the trend of school injuries.
The work consists of contents, introduction, three chapters, conclusion, literature and applications.
CHAPTER 1. SCHOOL INJURIES AS ONE OF THE PROBLEMS OF AN EDUCATIONAL INSTITUTION
1.1 Types, statistics and age structure of school injuries
It is known that any trauma in a child is stressful (the same trauma!) for his parents. If a child was injured at school, the teacher in whose lesson the emergency occurred, the administration, and sometimes the entire school staff are subject to serious experiences. In addition, in accordance with the Law of the Russian Federation “On Education”, an educational institution is responsible for the life and health of students, pupils and employees of an educational institution during the educational process (Article 32, paragraph 22).
Trauma (Greek trauma - damage, injury) is a violation of the anatomical integrity or physiological functions of human tissues or organs caused by a sudden external influence.
In accordance with the type of impact, injuries are divided into:
1. mechanical (bruises, fractures, wounds, etc.);
2. thermal (burns, frostbite, heat stroke);
3. chemical (chemical burns, acute poisoning, suffocation);
4. electrical, combined, etc. (for example, caused by any radiation).
Thus, according to annual statistical reports on accidents in the Murmansk region that occurred with students and pupils during the educational process and activities, in the period from 2004 to 2007, 1656 children were injured, which is 0.2% of the total students and pupils - (see Fig. 1), including: in 2004 - 446, 2005 - 494, 2006 - 361, 2007 - 355. At the same time, the number of injuries documented in the form N-2, respectively, was : 357 (80%), 337 (68%), 287 (79.5%), 307 (86.5%).
The annual analysis of the causes of accidents indicates that over the past four years there have been no changes in their structure. The level of injuries remains high during:
– breaks, incl. time before the start and end of classes (events) from 46 to 51%;
– physical education classes from 20 to 17%; – excursions, hikes, walks, expeditions from 9.4 to 14%;
– training and educational sessions on educational program from 8.7 to 7.9%;
– competitions, training from 8.3 to 5.4%;
– in other places where the accident occurred, the number of victims does not exceed 1 - 2% of the total number of injured.
The vast majority of injuries are the result of unsatisfactory organization of the educational process, labor and production discipline, which is often legal nihilism and widespread neglect of compliance with labor protection requirements. In terms of age, the most “traumatized” age is from 6 to 14 years, which is associated with increased emotionality and an underdeveloped ability to self-control. The greatest number of injuries occurs during critical age periods (3, 7, 11–12 years), when children become capricious, irritable, often come into conflict with others, and they develop a negative attitude towards previously fulfilled requirements, reaching the point of stubbornness and negativism.
However, in addition to age, there are a number of recurring features that characterize frequently injured children. According to O.V. Vorobyova (1990), these are children who have a high tendency to take risks, are motorically disinhibited, excitable, emotionally unstable, prone to frequent mood swings, and behave inappropriately in stressful situations. As a rule, such children are not self-critical and often overestimate their abilities and capabilities.
An analysis of sources devoted to the study of injuries revealed some general indicators of predisposition to danger. According to G.K. Ermakova (1981), such indicators should include, first of all, emotional properties and qualities of temperament. Susceptibility to accidents is contributed by a low level of attention (concentration, distribution and switching), insufficient sensorimotor coordination, low observation (prudence), low endurance, as well as an excessively high (or low) risk appetite. Most of these children had a grade of “three” in physical education.
To analyze the psychophysiological characteristics of injured school-age children, the frequency of repeated injuries and their relationship with the child’s age are important. The highest percentage of repeated injuries occurs in children aged 7 to 10 years. This is apparently explained by the fact that in the first years of school, children are less adapted to new conditions, including relatively complex ones. physical exercise.
Most domestic researchers believe that personal qualities develop and are formed in activities under direct impact social environment. Therefore, the indicator of a person’s security or, conversely, his propensity for danger is not so much an innate quality as the result of the development of these personal qualities.
From the point of view of V.P. Nemsadze, situations in which children are injured remain unchanged, so we can name several dozen typical situations that lead to the most severe injury. It is necessary to organize all the work so that a whole generation of people develops a persistent stereotype of behavior in such situations, to prevent mainly those types of injuries that lead to the most severe consequences, and only those mechanisms that are the most typical.
1.2 Main psychological causes of injuries. Ways to eliminate them
The causes of injuries may be violations of safety rules and instructions, unwillingness to comply with safety requirements, or inability to comply with them. These causes of injury are psychological.
Psychological causes of dangerous situations can be divided into several types:
1. Violation of the motivational part of a person’s actions, which manifests itself in reluctance to take action that ensures safety. These violations occur if a person underestimates the danger, is prone to risk, and is critical of technical recommendations that ensure safety. The causes of these violations operate, as a rule, for a long time or permanently, unless special measures are taken to eliminate them.
2. Violations of the motivational part of actions may be temporary, associated, for example, with a state of depression or alcohol intoxication.
3. Violation of the indicative part of human actions, which manifests itself in ignorance of the norms and methods of ensuring safety, rules of operation of equipment.
4. Violation of the performing part of a person’s actions, which manifests itself in non-compliance with safety rules and instructions due to a discrepancy between the person’s psychophysical capabilities (insufficient coordination of movement and speed of motor reactions, poor eyesight, inconsistency of height with the dimensions of the equipment, etc.) with the requirements of this work.
This division of psychophysiological (psychophysical) causes allows us to outline the main ways to eliminate them.
To eliminate the causes of the motivational part, it is necessary to carry out propaganda, education and training in the field of safety.
To eliminate the causes of the indicative part - training, development of skills and techniques for safe actions.
To a large extent, the psychological reason for increased injury is the fact that at a young age people are prone to underestimating danger, increased risk, and rash actions.
However, despite the variety of psychological reasons, attention should be paid to the reasons for the deliberate violation of safety rules.
Economy of effort is a human desire to achieve a goal with the least amount of effort and energy.
Saving time is the desire to complete the assigned work faster, and use the saved time for personal purposes.
Impunity (economic and administrative) for violations of safety requirements and rules by management.
Impunity (physical and social) - the absence of injuries to an employee for a long time and the condemnation of violations of safety rules by other members of the work team leads to a conscious disregard for danger.
Self-affirmation in the eyes of others, the desire to please them makes a person neglect danger and even flaunt it. Such common phrases as “risk is a noble cause”, “he who does not take risks does not live”, “he who does not take risks does not drink champagne” contribute to a dismissive attitude towards dangers.
The desire to follow group interests and norms. This happens if violation of safety rules is encouraged in the classroom.
Orientation towards ideals, and violators of safety requirements can also be ideals.
A habit of working with impairments that can be acquired by a person outside of school.
Self-affirmation in one’s own eyes is usually characteristic of people who are insecure.
Overestimating one’s own experience leads to a person neglecting safety rules in the hope that experience will help him quickly take measures to prevent an accident and leave the danger zone.
A person's stressful conditions cause him to deliberately do risky actions that he believes will help relieve stress. At such moments, a person is driven more by emotions than by reason.
Risk-taking and the need for risk are characteristic of the psychological structure of some people. They enjoy the feeling of risk.
The listed psychological causes of injuries should be taken into account when developing organizational measures to prevent childhood injuries.
CHAPTER 2. FORMS AND METHODS OF PREVENTION OF CHILD INJURIES IN SCHOOL
2.1 Organization of a labor protection service in an educational institution as the main method of ensuring the safety of the educational process
Competent organization of the labor protection service in an educational institution is a prerequisite for an effective educational process and contributes to the prevention of childhood injuries.
The main condition for a competent, and therefore effective, organization of occupational safety and health services in an educational institution is the distribution of responsibilities among the administration and teaching staff.
Let's consider the responsibilities of the administration and teaching staff of an educational institution to ensure safe conditions for the educational process.
1. Advice. Board of Trustees. Pedagogical council of the educational institution:
Considers promising issues of ensuring the life safety of workers, students and pupils, takes programs of practical measures to improve and improve the conditions for the educational process;
Hears from the head of the educational institution on the implementation of agreements and the work plan to ensure the life safety of workers, students and pupils.
2. Head of educational institution:
Organizes work to create and ensure conditions for the educational process in accordance with current labor legislation, intersectoral and departmental regulations and other local acts on labor protection and the Charter of the educational institution;
Provides safe operation engineering communications, equipment and takes measures to bring them into compliance with current standards, rules and regulations on labor protection. Timely organizes inspections and repairs of educational institution buildings;
Appoints by order those responsible for compliance with labor safety requirements in classrooms, workshops, gyms, etc., as well as in all utility rooms;
Approves job responsibilities for ensuring life safety for the teaching staff and security instructions for workers and employees of the educational institution;
Takes measures to implement proposals from team members aimed at further improving and improving the conditions for the educational process;
Brings to the discussion of the council (pedagogical, trustee), production meeting or meeting of the labor collective issues of organizing labor protection;
Reports at meetings of the workforce on the state of labor protection, implementation of measures to improve the health of workers, students and pupils, improvement of the conditions of the educational process, as well as measures taken to eliminate identified deficiencies;
Organizes the provision of workers of the educational institution with special clothing, special footwear and other personal protective equipment in accordance with the current Standard Standards and Instructions, as well as students and pupils when carrying out socially useful and productive work, practical and laboratory work, etc.;
Encourages employees of educational institutions for actively working to create and ensure healthy and safe conditions during the educational process, as well as bringing to disciplinary liability persons guilty of violating labor legislation, rules and regulations on labor protection:
Conducts preventive work to prevent injuries and reduce morbidity among workers, students and pupils;
Registers the admission of new employees only if there is a positive conclusion from a medical institution. Monitors timely medical examination of employees, students and pupils;
Organizes, in accordance with the established procedure, the work of commissions for the admission of an educational institution for the new academic year. Signs acceptance certificates of educational institutions;
Ensures compliance with directive and regulatory documents on labor protection, instructions of educational authorities, state supervision and technical labor inspection;
Immediately reports a group, serious accident with a fatal outcome to the directly superior head of the educational management body, the parents of the victim(s) or persons replacing them, takes all possible measures to eliminate the causes that caused the accident, provides the necessary conditions for conducting a timely and objective investigation according to current regulations;
Concludes and organizes, together with the trade union committee, the implementation of annual agreements on labor protection. Summarizes the implementation of the labor protection agreement once every six months;
Approves, in agreement with the trade union committee, instructions on labor protection for workers, students and pupils. In accordance with the established procedure, organizes the revision of instructions;
Conducts introductory training on labor protection with newly hired persons, and on-the-job training with employees of an educational institution. Documents the briefing in a journal;
Plans, in accordance with the established procedure, periodic training of employees of educational institutions on life safety issues at short-term courses and seminars organized by education and labor protection authorities;
Takes measures together with the trade union committee and the parent community to improve the organization of catering, the range of products, and create conditions for high-quality food preparation in the dining room and buffet;
Takes measures together with medical workers to improve medical care and health work;
Provides educational workload for workers, students and pupils, taking into account their psychophysical capabilities, organizes optimal work and rest regimes;
Prohibits the conduct of the educational process in the presence of hazardous conditions for the health of students or workers;
Determines the financing of measures to ensure life safety, pays for sick leave and additional payments to persons working in unfavorable working conditions;
Bears personal responsibility for ensuring healthy and safe conditions for the educational process.
3. Deputy director for educational and educational (educational) work:
Organizes work to comply with labor safety standards and regulations in the educational process;
Provides control over the safety of equipment, instruments, technical and visual teaching aids used in the educational process;
Allows the educational process to be carried out with students and pupils in the presence of educational premises equipped for these purposes, meeting the rules and standards of life safety and accepted for operation according to the act;
Organizes with the participation of the deputy. director for administrative and economic work, timely and high-quality certification of classrooms, workshops, gyms, as well as utility rooms;
Based on materials received from the medical institution, compiles lists of persons subject to periodic medical examinations, indicating the factor for which the need for a periodic medical examination has been established;
Organizes the development and periodic revision at least once every 5 years of labor protection instructions, as well as sections of life safety requirements in guidelines for performing practical and laboratory work;
Monitors the timely conduct of instruction for students and pupils and its registration in the journal;
Determines the methodology and procedure for teaching traffic rules, behavior on water and the street, and fire safety. Tests the knowledge of students and pupils;
Together with the trade union committee, it carries out administrative and public control over the safety of use and storage of educational instruments and equipment, chemical reagents, visual aids, and school furniture. Timely takes measures to confiscate chemical reagents, educational equipment, instruments not provided for in the Standard Lists, including homemade ones installed in workshops, educational and other premises without the appropriate permit, suspends the educational process on the premises of an educational institution if dangerous conditions are created there for the health of workers, students and pupils;
Identifies the circumstances of accidents that occurred with workers, students, and pupils;
Responsible for implementation job description in terms of ensuring life safety.
In an educational institution where there is no specified position, these duties are performed by the head (director, head) of the educational institution.
4. Deputy (assistant) director for administrative and economic work:
Ensures compliance with labor safety requirements during the operation of the main building and other buildings of the educational institution, technological and energy equipment, carries out their periodic inspection and organizes routine repairs;
Ensures safety when carrying heavy loads, loading and unloading operations, and operating vehicles on the territory of the educational institution;
Organizes compliance with fire safety requirements of buildings and structures, monitors the serviceability of fire extinguishing equipment;
Provides ongoing monitoring of the sanitary and hygienic condition of classrooms, workshops, gyms, residential and other premises, as well as the canteen buffet in accordance with the requirements of life safety standards and regulations;
Responsible for drawing up a passport of the sanitary and technical condition of the educational institution;
Provides classrooms, workshops, household, utility and other premises with equipment and supplies that meet the requirements of life safety rules and regulations, labor safety standards;
Organizes annual measurements of the insulation resistance of electrical installations and wiring, grounding devices, periodic tests and inspections of hot water and steam boilers, pressure vessels, cylinders for compressed and liquefied gases, analysis of the air environment for the content of dust, gases and vapors of harmful substances, measurement of illumination , the presence of radiation, noise in the premises of an educational institution in accordance with the rules and regulations for ensuring life safety;
Organizes the development of labor protection instructions by type of work for technical personnel at least once every 5 years;
Organizes training, conducts on-the-job briefings (initial and periodic) for technical and maintenance personnel, sets up a life safety corner;
Purchases, according to the application, special clothing, special footwear and other personal protective equipment for employees, students and pupils of the educational institution;
Provides accounting, storage of fire-fighting equipment, drying, washing, repair and disinfection of workwear, safety footwear and personal protective equipment;
Must have Group 4 electrical safety clearance if there is no electrician on staff.
5. Chairman of the trade union committee of an educational institution:
Organizes public control over the state of life safety, the activities of the administration to create and ensure healthy working, living and rest conditions for workers, students and pupils;
Takes part in the development of long-term and current work plans, instructions for ensuring life safety, signs them and facilitates their implementation;
Monitors the implementation of collective agreements, agreements to improve working conditions and labor protection;
Protects the social rights of workers, students and pupils of an educational institution;
Conducts an analysis of injuries and morbidity, participates in the development and implementation of measures to prevent and reduce them;
Represents, together with members of bodies authorized by students, pupils and their parents, the interests of trade union members in a joint labor safety commission with the administration, including participation in the investigation of accidents.
6. Deputy Director for Educational Work:
Ensures that class teachers and teachers fulfill their duties to ensure life safety;
Participates in administrative and public control on issues of ensuring life safety, in the investigation of accidents that occur with employees, students or pupils;
Responsible for the organization educational work, socially useful work of students and pupils in strict accordance with the norms and rules of labor protection;
Provides methodological assistance to class teachers, leaders of groups, clubs, sports sections, hikes, excursions, labor associations, socially useful, productive labor, etc. on issues of ensuring labor safety for students, pupils, preventing injuries and other accidents, organizes their instruction;
Monitors compliance and takes measures to comply with sanitary and hygienic standards, requirements, rules for labor protection, fire safety when conducting educational activities and work outside the educational institution with students and pupils;
Organizes activities with students, pupils and their parents (persons replacing them) to prevent injuries, road traffic accidents, accidents occurring on the street, water, etc.
7. Head of a classroom, workshop, head of socially useful work, a circle, sports sections, etc.:
Organizes safety and monitors the condition of workplaces, educational equipment, visual aids, sports equipment;
Does not allow training sessions, work of clubs, sections in premises not equipped for these purposes and not accepted for operation, and students, pupils to conduct classes or work without the provided special clothing, special footwear and other personal protective equipment;
Develops and periodically reviews (at least once every 5 years) instructions on labor protection, submits them for approval to the head of the educational institution;
Controls the equipping of the training room with fire-fighting equipment, medical and personal protective equipment, and each workplace with instructions, visual propaganda on issues of ensuring life safety;
Conducts or organizes the teacher’s instruction on labor protection for students and pupils with mandatory registration in the class register or a standard magazine;
Makes proposals for improving and improving the conditions for the educational process (for inclusion in the agreement on labor protection), and also brings to the attention of the head of the educational institution about all the shortcomings in ensuring the educational process that reduce the vital activity and performance of the body of workers, students and pupils (low illumination , noise of ballasts, fluorescent lamps, environmental violations in the workplace, etc.);
Submits, in accordance with the established procedure, applications for workwear, safety footwear and other personal protective equipment for employees, students, pupils,
Immediately informs management and the trade union committee about every accident that occurs with an employee, student or pupil;
Bears responsibility in accordance with current labor legislation for accidents that occur with employees, students, or pupils during the educational process as a result of violation of labor safety standards and regulations.
8. Teacher, class teacher, teacher:
Ensures the safe conduct of the educational process;
Promptly notifies the management of the educational institution about each accident, takes measures to provide first aid:
Makes proposals for improving and improving the conditions for the educational process, and also brings to the attention of the head of the office and management about all the shortcomings in ensuring the educational process that reduce the vital activity and performance of the body of students and pupils;
Instructs students and pupils on occupational safety during training sessions, educational events with mandatory registration in the class register or instruction registration register;
Organizes the study by students of labor safety rules, traffic rules, behavior at home, on the water, etc.;
Bears responsibility for preserving the life and health of students and pupils during the educational process;
Monitors compliance with labor protection rules (instructions).
9. Teacher-organizer of the basics of life safety:
In his work he is guided by the Laws Russian Federation“On Education”, “On Defense”, “On Civil Defense”. Charter of the educational institution. Regulations on the labor protection service;
Carries out the educational process taking into account the specifics of the course “Fundamentals of Life Safety”, ensures that students and pupils comply with safety rules during the educational process;
Participates in planning measures for labor protection, life and health of students, pupils and workers;
Interacts with interested institutions and organizations on issues of ensuring life safety;
Provides storage of personal protective equipment for workers, students, pupils, improvement of the educational and material base for the course “Ensuring life safety”;
Develops a civil defense plan for an educational institution, conducts classes and on-site activities (exercises) on civil defense in accordance with labor protection requirements;
Ensures the readiness of collective protective equipment and their correct use;
Provides training, consultations, and briefings to workers, students, and pupils on life safety issues;
Participates in the work of the commission to investigate accidents that occurred with employees, students, pupils, administrative and public control on labor protection issues;
Bears personal responsibility for the life and health of students and pupils during the educational process.
Also in organizations with more than 10 employees, in accordance with Art. 218 Labor Code of the Russian Federation, Art. 13 of the Federal Law of July 17, 1999 No. 181-FZ “On the Fundamentals of Labor Safety in the Russian Federation,” employers create committees (commissions) on labor protection. Their composition on a parity basis includes representatives of employers, professional labor protection engineers, unions, or another representative body authorized by employees.
The labor protection committee (commission) organizes the development of the section of the collective agreement (agreement) on labor protection, joint actions of the employer and employees to ensure labor protection requirements, prevent industrial injuries and occupational diseases; as well as conducting inspections of labor conditions and labor protection at workplaces and informing workers about the results of these inspections.
Timely and coordinated fulfillment by the administration, teaching staff of their responsibilities on labor protection issues, and compliance by the administration, teaching staff, and students with instructions on labor protection and safety measures contributes to the prevention of child injuries in educational institutions.
2.2 Occupational safety training for students
Everyone, students, schoolchildren, teachers, instructors, service personnel, in accordance with the law, is given instructions on labor protection and safety, industrial sanitation and fire safety.
Instructions for labor protection in educational institutions are an important element of training and ensuring the safety of the educational process.
Labor safety instructions are normative act, establishing labor protection requirements.
The development of instructions in an educational institution is organized by the director. The direct developers are the officials appointed by them. Accounting for the availability of instructions and monitoring their timely revision is carried out by the labor protection service of the institution.
Variants of basic safety instructions in an educational institution are given in the methodological manual “Instructions on labor protection and safety at school”, author-compiler A.A. Ogarkov. .
According to GOST 12.0.004-90, five types of instruction are provided:
Introductory;
Primary;
Repeated;
Unscheduled;
Target.
Induction training is carried out upon entry to work by the enterprise's labor protection service, in this case an educational institution. The purpose of this briefing is to familiarize students with the general rules of labor protection and safety, fire safety, industrial sanitation, internal regulations, behavior on the territory of the educational institution, issues of preventing industrial injuries, organization of work in the educational institution on labor protection [g , With. 24].
Initial training is carried out before the first admission to work. Instruction is carried out directly at the workplace. The purpose of this briefing is to familiarize students with the safety requirements when performing specific work. Instructions are carried out individually with the student (student), employee in the form of a conversation and with a practical demonstration of safe techniques and methods of work [ibid., p. 26]. At school, initial instruction is carried out with students, for example, at the beginning of a labor lesson.
Repeated training is carried out at least once every six months, and for high-risk work - once a quarter. The purpose of this briefing is to remind you of safe techniques and work methods, repeat and reinforce the rules and instructions on labor protection. It can be carried out either individually or with a group of students, students of the same specialty, and the instruction should end with a survey of the instructed. In educational institutions, it is advisable to provide instructions to students every time before work, excursions, etc. The logbook for instructing students on labor protection is filled out when organizing socially useful, productive work and conducting extracurricular and extracurricular activities (see Appendix 2). During the educational process, a class register is filled out, in which student signatures are not required.
Unscheduled briefing is carried out in the following cases:
Upon the introduction of new or revised standards, rules, instructions on labor protection, as well as changes and additions to them;
When changing the technological process, replacing or upgrading equipment, devices and tools, raw materials, materials and other factors affecting safety;
During breaks in work for work that has increased safety requirements, more than 30 calendar days, and for the rest - 60 days;
At the request of supervisory authorities.
Targeted instruction for students is carried out during an excursion at an enterprise, organization mass events with students (sports events, hikes, etc.).
Registration of briefings. Primary, repeated, unscheduled and targeted briefings are carried out by the immediate supervisor of the work. An entry is made in the registration log about the conduct of these briefings. When registering an unscheduled briefing, indicate the reason for it.
Knowledge testing is a necessary component of training and instruction. Testing the knowledge of the teaching staff, obtained as a result of training and advanced training, is carried out in the form of exams, tests, and tests. The results of the briefing are verified by oral questioning or with the help of technical means training, as well as testing acquired skills in safe working methods. Persons who demonstrate unsatisfactory knowledge are not allowed to work and are required to undergo training or instruction again.
So, instruction is an important condition for ensuring the safety of the educational process and, consequently, preventing injuries.
2.3 Stepped system of administrative and public control over labor protection in schools
In order to more clearly organize work and comply with safety regulations in schools, there is a step-by-step control system:
1st stage. Every day before the start of classes, the laboratory assistant checks the condition of students’ workplaces, gas and water communications, power supplies and electrical equipment and identifies deviations from the rules on safety precautions, industrial sanitation and fire safety.
Deficiencies that can be eliminated immediately are eliminated immediately, the rest are recorded in the occupational safety log in the office. The laboratory assistant reports them to the teacher.
2nd stage. The teacher, head of the office, once a week conducts a thorough inspection of the office and laboratory premises to identify deficiencies in the organization of labor protection, safety and fire safety that were not noticed by the laboratory assistant. Daily checks the laboratory technician's records of identified violations of occupational health, safety and fire safety rules and the measures taken to eliminate these violations. Conducts unscheduled briefings in case of violation of safety rules by the laboratory assistant and students. The teacher also monitors the correct use of personal protective equipment by the laboratory assistant during work. Conducts safety briefings with students and laboratory assistants in a timely manner. Based on the identified violations, makes instructions to the laboratory assistant indicating the deadline for execution. Develops a plan of preventive measures for occupational health and safety and makes proposals to the administration to improve working conditions.
3rd stage. The head of the educational department (head teacher), the head of the economic department (superintendent) at least once a quarter inspect the state of labor protection and safety in all educational premises of the school. The result of the inspection is discussed at teacher councils, where I develop measures to eliminate the noted deficiencies and further improve the working conditions of teachers and service personnel, and create safe working conditions for students.
4th stage. The school director and the chairman of the trade union organization once a quarter inspect the state of occupational health and safety in all premises on the school premises. Based on the results of the inspection, a meeting is held with the participation of teachers, the head of the educational department and the head of the economic department. At the meeting, they hear a report on the implementation of the agreement and labor protection regulations, discuss the accidents that have occurred and outline specific measures to prevent the recurrence of such cases and draw up a report on the results of the inspection.
2.4 Monitoring the educational environment as a method of preventing injuries
Work to prevent child injuries should be carried out in two main directions:
1) hygienic training and education of children, the purpose of which is to develop their skills of safe behavior in various life situations;
2) work to create a safe environment for children.
Measures to prevent injuries should be included in the educational work plan, which is controlled by the head of the educational department and the school principal, as well as in the sanitary educational work plan by school medical workers responsible for its implementation.
Schools most often plan activities to prevent road traffic injuries, while issues related to injuries in schools are not given due attention. At the same time, the plans should present the entire range of measures to prevent all types of injuries. Work should be planned separately for elementary, middle and high school students. Issues related to injury prevention should be reflected in the educational plans of teachers and class teachers. Physical education and labor teachers need to include elements of teaching children safe behavior in their curriculum material. Careful consideration of injuries experienced by children on and off school grounds helps planning work. Analysis of these cases is discussed in teaching staff and serves as a starting point for planning specific school-wide and classroom activities. Each case of injury must be discussed in class, and some cases in the presence of students throughout the school. At the same time, discussions of cases of injuries and analysis of their causes should be carried out among the teaching staff.
Work on injury prevention is impossible without accurate recording and analysis of all accidents among students occurring at school and outside it. This helps to identify the main causes of injuries (violation of sanitary and hygienic standards; lack of necessary knowledge in children; negligence of adults, etc.) and purposefully carry out preventive work. Health care providers are required to inform all school employees of injury incidents. But objectively existing school risk factors, the most important of which is the inevitable crowding of children, cannot be eliminated in principle. Therefore, traumatic brain injuries and fractures among boys at school during recess or in the schoolyard are far from uncommon. The circumstances of each specific case where a child has been injured must be considered individually.
A frequent cause of injuries is violation of sanitary and hygienic standards of the educational process at school. Therefore, medical workers are obliged to systematically monitor the condition of all school premises, their lighting, the condition of the school site, the organization of school breaks, physical education lessons, etc. Naturally, doctors should involve all teaching and technical staff of schools in this complex work.
School work plans should contain items that provide for the training of teaching and technical staff of schools and parents. The plans indicate tasks, activities, deadlines for their implementation, provision of methodological and visual materials
2.5 Promoting safe teaching practices
The goal of promoting labor safety requirements is to introduce them into the educational process modern means safety precautions, creating conditions for productive and safe work at every workplace.
For this purpose, leaflets and instructions on labor protection and safety are developed, various posters and warning signs are used, and labor protection offices and corners are created. The effectiveness of this work largely depends on the knowledge and initiative of the teacher.
Instructions and memos come in two types: some are intended for handing out to students, others for familiarization at the workplace. They briefly outline the requirements of labor and safety regulations for certain types of work and professions.
The main organizing centers for labor protection in educational institutions should be labor safety rooms; it is advisable to organize labor safety corners in classrooms.
Various forms of propaganda and mass work on labor protection are of great importance in the fight against injuries: public labor safety reviews, competitions, lectures, conversations, meetings, mass raids, mutual inspections, surveys, excursions to other institutions and to special thematic exhibitions. These forms are especially effective when students themselves are involved in their implementation.
CHAPTER 3. STUDYING THE EXPERIENCE OF CHILDHOOD INJURY PREVENTION IN EDUCATIONAL INSTITUTIONS
3.1 Program for studying forms and methods of preventing child injuries at school
Purpose of the study: to study forms and methods of preventing child injuries at school
Object of study: childhood traumatism.
Subject of research: forms and methods of preventing child injuries at school.
Research objective:
Study of the main forms and methods of preventing childhood injuries used in educational institutions.
The study of experience in the prevention of childhood injuries was carried out on the basis of secondary school No. 31 and special correctional comprehensive boarding school No. 3 in Murmansk.
In the process of studying the experience of preventing childhood injuries, the following methods were used:
Study and analysis of documents;
Conversation with a labor protection engineer.
Then an analysis and generalization of the experience of preventing childhood injuries at school was carried out.
3.2 Description of the research results
In the process of studying the experience of preventing child injuries in educational institutions using the example of secondary school No. 31 and special correctional comprehensive boarding school No. 3 in Murmansk, the following results were obtained.
In special correctional general education boarding school No. 3, the position of occupational safety engineer has been introduced, whose main responsibilities in relation to the prevention of child injuries are:
Monitoring the compliance of training conditions with sanitary and epidemiological rules;
Conducting training for employees of the institution.
Labor protection and safety instructions have been developed (see Appendix 1).
This educational institution has its own specifics. Orphan students live in an educational institution. Teachers and educators conduct educational and preventive conversations with students on safety issues and traffic rules. Student briefings are carried out regularly, the implementation of which is recorded in the student briefing log or in the class register.
In secondary school No. 31, work on preventing child injuries is distributed among the head teachers of the educational and educational parts.
The main form of child injury prevention is also instruction for both teachers and students.
In order to prevent child injuries, the following work is regularly carried out at Municipal Educational Institution Secondary School No. 31:
Conversations with parents at parent-teacher meetings and with students at classroom hours on the need to comply with the rules of conduct at school and the requirements for clothing and footwear for students;
Class hours with students on the topics: “Sport is life”, “Culture of behavior at school”, “School charter - the basic law for a schoolchild”, “Friendship in our lives”, “Learning to forgive”, etc.;
Instructing teaching staff at work meetings, pedagogical councils on “Job Responsibilities”, deputy school directors;
Determining the duty schedule for teachers and high school students in the corridors and recreation areas of the school;
Constant monitoring of the implementation of IOT No. 40 “Teacher on Duty” and implementation job responsibilities teachers of the GPA, PDO, duty administrator;
Systematic individual work social teacher, educational psychologist and class teacher with discipline violators;
Prohibition of students leaving the school during classes without a good reason.
A labor safety commission has also been created at the educational institution. The main task of this commission on the problem of preventing childhood injuries is to monitor the compliance of learning conditions with sanitary and epidemiological rules.
1. The main form of child injury prevention at school is safety instruction for both teachers and students.
2. Regular preventive conversations with students and parents of students about the need to comply with the rules of behavior at school and the requirements for clothing and footwear for students.
3. Determining the duty schedule for teachers and high school students in the corridors and recreation areas of the school.
4. Monitoring the compliance of learning conditions with sanitary and epidemiological rules.
1. In order to prevent child injuries during breaks, it is necessary to organize outdoor games with first-level school students that will allow students to move around and relax in an acceptable and safe manner. Involve high school students in organizing these events.
2. Develop point system assessment of behavior during breaks in second-level school students. For violation of discipline and safety regulations by students, points are awarded or deducted from the entire class. At the end of each quarter, conduct a debriefing and reward the class whose students did not have any safety violations.
3. A person’s stressful conditions cause him to deliberately do risky actions that he believes will help relieve stress. Therefore, it is necessary to teach students constructive skills to relieve tension and cope with stress.
4. In educational institutions, equip safety rooms or corners where posters, diagrams, and safety instructions are posted.
5. Regularly conducting conversations and instructing students using such visual aids as films and television programs.
CHAPTER IV. ASSESSMENT OF THE EFFECTIVENESS OF INSTRUCTION TO STUDENTS AS A METHOD OF CHILD INJURY PREVENTION
4.1 Research program
Purpose of the study: to identify the impact of student instruction on students’ safety literacy levels.
The objectives of the study are to determine the level of knowledge of students on occupational health and safety issues.
In this work, the following hypothesis was put forward: the level of knowledge on occupational health and safety issues among schoolchildren who participated in safety briefings is higher than that of schoolchildren who did not take part in this instruction.
The study was conducted on the basis of secondary schools No. 31 and No. 3 in Murmansk. The subjects were 44 students of 9 grades, aged 15-16. Of these, 22 schoolchildren took part in the safety briefing (students of school No. 31), 22 schoolchildren did not participate in the instruction (students of school No. 3).
The study used a questionnaire as the main method aimed at identifying the level of students' knowledge in the field of safety.
The study was carried out from 05/13/09 to 05/15/09.
4.2 Description of research methods
To study the level of literacy of students in certain areas of life safety, a questionnaire was compiled consisting of 15 questions revealing the content of a set of measures to protect the population, including radiation, chemical and medical protection measures.
Answer options were offered.
The subjects were offered the appropriate instructions: “Guys, the dangerous situations that await us every day require knowledge, skills and abilities that ensure a safe existence in the modern world.
You are invited to take part in a study, the purpose of which is to determine the level of students' readiness to act in various extreme situations. To do this, you need to answer the questions provided. Testing is carried out anonymously. After submitting the work, the correct answers will be read out, and you will be able to evaluate your knowledge yourself.”
In the process of processing the received data, 1 point was awarded for the correct answer. In questions 10-11 there were several correct answers, so 1 point was awarded if 2 correct answers were noted in question 10, and 3 in question 11. If 2 correct and 1 incorrect action were selected for question 10, no point was awarded.
The questionnaire questions were conditionally divided into the following groups: questions No. 2, 3, 6, 8, 9 belong to the group of measures for chemical protection of the population, No. 1, 4, 5, 7, 12 - to the group of measures for radiation protection of the population, No. 10 ,11 – to medical protection measures.
4.3 Description of the study results
Let us conventionally designate: the first group of subjects - schoolchildren who did not take part in the “Young Rescuer” competitions; schoolchildren who participated in rallies and competitions - the second group.
In the process of processing the data obtained, the percentage of subjects who gave correct answers to the proposed questions in each group was calculated.
Then the percentages of correct answers for the selected factors in each group were calculated.
As a result of the study, the following data were obtained.
Let's look at the results for each question in the survey separately.
The first question (How to act on the “Attention everyone!” signal?) was answered correctly by 55% of the subjects of the first group and 75% of the subjects of the second group.
To the 2nd question (During an accident at a chemically hazardous facility, a chlorine leak occurred, you are in danger of ending up in a contaminated zone. You live on the 1st floor of a 9-story building. What will you do?) 63% and 100% of the first subjects answered correctly and the second group, respectively.
The percentage of schoolchildren who answered question 3 correctly (Which of the listed substances are the most toxic?) in the second group is higher than in the first (100% and 86%, respectively).
The proportion of subjects who answered correctly the 4th question (What damaging factor of a nuclear explosion can cause skin burns, eye damage and fires?) is significantly higher in the second group than in the first (100% and 32%, respectively).
The 5th question (What is decontamination?) was answered correctly by 50% of the subjects of the first group and 94% of the subjects of the second group.
The percentage of schoolchildren who answered correctly the 6th question (In an accident with an ammonia leak, you decided to use a cotton-gauze bandage as personal protective equipment. What solution should it be moistened with?) in the second group is higher than in the first (81% and 18%, respectively ).
The 7th question (What applies to personal respiratory protection?) was answered correctly by 68% of the subjects of the first group and 100% of the subjects of the second group.
The proportion of subjects who answered correctly the 8th question (What determines the duration of chemical infection?) is higher in the second group than in the first (88% and 45%, respectively).
The proportion of subjects who answered correctly the 9th question (In case of an accident at a chemically hazardous facility, you are in danger of ending up in a contaminated zone. In which direction should you leave this zone?) is significantly higher in the second group than in the first (100% and 23%, respectively) .
The 10th question (Which of the following actions must be performed when providing first aid in case of a thermal burn?) was answered correctly by 41% of the subjects of the first group and 88% of the subjects of the second group.
The proportion of subjects who answered correctly the 11th question (Which of the following actions must be performed when providing first aid for mushroom poisoning?) is significantly higher in the second group than in the first (100% and 18%, respectively).
The 12th question (What preventive measures are taken in the event of a threat of exposure to radioactive substances on the human body during a radiation accident?) was answered correctly by 77% of the subjects of the first group and 75% of the subjects of the second group. (see Appendix No. 1).
Let us consider the results of the study on groups of measures to protect the population, including radiation, chemical and medical protection.
To questions on chemical protection measures for the population, 47.3% and 83.3% of correct answers were received in the first and second groups of subjects, respectively.
Regarding measures of radiation protection of the population, 56.4% of correct answers were received in the first group of subjects and 78.9% in the second.
Regarding measures of medical protection of the population, the subjects gave 29.5% and 93.7% correct answers in the first and second groups of subjects, respectively (see Appendix No. 2).
Let us note once again that in the group of subjects who participated in the “Young Rescuer” rallies, the percentage of correct answers on safety issues was higher than in the group of subjects who did not participate in the rallies
1. Rally – competition “Young Rescuer” is effective method formation of personality qualities of a safe type of behavior.
2. The level of knowledge in the field of life safety among schoolchildren who participated in the “Young Rescuer” competitions is higher than that of schoolchildren who did not take part in these gatherings.
Regarding measures of medical protection of the population, schoolchildren who participated in the “Young Rescuer” rallies and competitions are more literate than schoolchildren who did not take part in these rallies.
On the issues of radiation protection measures for the population, the level of knowledge among schoolchildren who participated in the “Young Rescuer” competitions is higher than that of schoolchildren who did not take part in these gatherings.
On the issues of chemical protection measures for the population, the level of knowledge among schoolchildren who participated in the “Young Rescuer” competitions is higher than that of schoolchildren who did not take part in these gatherings.
In order to develop the qualities of a safe type of personality in students, teachers need to use the following methods and means in classes, sections “Young Rescuer” and in lessons in traditional classes:
1. Game modeling or imitation of various problem situations and corresponding actions in them.
For more effective teaching of safe behavior skills, ensuring personal, property and public safety, first of all, it is necessary to place students in a situation close to reality.
A lesson in any section of BZ and OBZ can and should begin with a practical “warm-up” - game modeling or imitation of various problem situations and corresponding actions. And after working out the situation, it is easier to move on to mastering the concepts, theory and methods on this issue. The main goal of such classes is to master practically significant skills and abilities, correctly assess information, alert rescue services, mobilize all forces and reserves, make rational decisions in difficult conditions (darkness, rain, cold, lack of necessary means of rescue).
Let us give examples of two approaches to building a lesson on protection from robbery and violence.
In the first case, after a detailed story about robberies and ways to prevent them, the author asked the students to show various ways possible behavior and resistance when staging a robbery right in the audience. Despite the knowledge they had just acquired, approximately 90% of students were unable to perform the simplest actions: scream, push away the attacker, help another victim, run away. They retold everything correctly, but did nothing, and if they did, it was done incorrectly, ineptly, and ineffectively.
In another classroom, a different order of classes was used. At the beginning 15 min. under the guidance and participation of the teacher, schoolchildren practiced (right in the aisles between the tables) the skills of screaming, pushing away, running away, forcefully helping the victim, and then 15 minutes. listened and discussed information about robberies and ways to prevent them. Next 10 min. control and consolidation of lesson materials gave a completely different result than with traditional teaching methods. At the same time, the students did not get tired of the classes, moved a lot, received positive emotions, and were interested in homework: take notes from a textbook, prepare an analysis of a specific case from your own experience or media reports. Discipline, attention, memorization and attitude towards the teacher were at the highest level.
2. Intensive method of quality control of knowledge.
The ability to quickly assess unforeseen events is determined by the qualities of operational thinking. The skills of this thinking, the ability to quickly and correctly respond to an unusual, unforeseen situation when independent, non-standard decision-making is required, are the most important qualities of preparing for extreme situations.
In essence, the intensive method of testing knowledge is a special training of thinking for quick decision making.
Control questions should be educational at the same time. For each question, three possible answers are offered, of which only one is correct.
Questions and answer options are read out orally. Some educators and psychologists do not agree with this, rightly arguing that many people do not perceive oral information well because they have more developed visual perception and visual memory. But unfortunately, in extreme situations, most often a person is forced to perceive and react only to auditory signals of danger. There may simply be no other information. Therefore, if we want to prepare a child for extreme situations, we must develop and train his auditory canals.
The guys write down only the numbers of the questions and the selected answers. If a student marks two answer options or corrects an incorrect option to a correct one, the answer cannot be considered positive. The reason for such answers may be that the student spotted the correct answer from a neighbor or is not sure of the correct option and doubts making a decision. This behavior is very dangerous when you find yourself in an extreme situation. People say: “If you chase two hares, you won’t catch either!” In a stressful situation, this folk wisdom cannot be said more accurately. Such doubtful people can be seen when crossing the roadway, when they begin to rush around and end up being hit by cars. The driver thinks that the unfortunate pedestrian has left his side of the roadway, and he does not have time to react.
The questions are read loudly and clearly. At the first stage of learning, it is advisable to repeat the question and ensure that students understand it. The answer options are also repeated twice.
Subsequently, questions and answer options are not repeated, and the pace of their voicing changes from slow to faster.
For ongoing monitoring, it is enough to propose five questions. Each question is worth one point.
A score of “5” is given for five correct answers, “4” for four, etc. At the end of the training, 3-5 minutes are allotted for such testing. Thus, each child can be given an overall grade at each lesson.
When carrying out thematic control (on one or more topics), ten questions are proposed. This work will take from 5 to 10 minutes. In this case, a score of “5” is given for 9-10 correct answers, “4” for 7-8 and “3” for 5-6.
During midterm or final control (for a large section or for a year of study), 15 to 25 questions are asked. The work is completed in 10-15 minutes. If 20 questions are asked, then a score of “5” is given for 18-20 correct answers, a score of “4” for 14-17, a score of “3” for 10-13.
This control method reveals the presence of knowledge with a sufficient degree of accuracy.
You must adhere to certain conditions for compiling test tasks:
Formulate questions clearly, specifically, concisely and in simple words;
Questions should be sufficiently detailed;
Questions should imply an answer that does not have several equal interpretations;
Questions and answers must correspond to the sources of information that are used when studying the life safety course, since different textbooks and teaching aids may give different formulations of certain concepts;
Answer texts should not vary greatly in the number of words in them, since students often choose the most wordy answer;
Answers should not be clearly correct or, conversely, absurd and obviously incorrect;
If the answers are limited only to digital data, then it is desirable that they differ from each other by at least two times.
This technology can and should be used as a method of teaching the basics of life safety.
The intensive method, compared to the conventional testing method, does not in any way affect the final grade, but develops intuition and operational thinking, and strengthens emotional stability.
3. Analysis of real dangerous and emergency situations.
Teenagers often do not know how to identify and predict possible dangers, and do not always act competently in critical situations. Therefore, during class hours and life safety lessons, teachers together with students must fill in the gaps curriculum, showing with specific examples the causes and consequences of rash, spontaneous actions. Can be used in lessons available materials from the press of your region. As a rule, lessons based on active discussion of real episodes are very lively, leaving a deep imprint in the souls of students, setting them up for the correct safe strategy of behavior in similar situations.
At the beginning of the lesson, after identifying the topic and its relevance for everyone, the teacher invites students to read aloud pre-prepared texts (clippings) from a newspaper or magazine. After finishing reading the material, give students one minute to express natural reactions, discuss, negotiate, emotions, etc. Ask the student who read the passage for their opinion. Help him formulate the right conclusions or at least the right direction of thought. Then move into a structured discussion using prepared questions. Involve less prepared students in conversation. Allow 1-2 minutes for each question and move on to the next one. If a student struggles, pick up the next one. Keep the pace high, because in dangerous situations you will have to react quickly. And such an activity is both a model of the situation and training.
Conclusions and useful recommendations It is advisable to write it down in a notebook immediately or at the end of the lesson. It is enough to write down the episode itself in one or two phrases. Have students create these short phrases. Skill summary Essentially, it will come in handy later in any institution.
At the end of the lesson, indicate the topic of the next lesson, give tasks to choose facts, recommendations.
4. In the process of educating a security-type personality, we must not forget about a person’s moral readiness to survive in dangerous situations.
In order to develop this moral readiness in students during life safety lessons, the following method can be used.
At the beginning of the lesson, students are asked the following questions:
1. How do criminals treat the law-abiding people around them? How do they relate to each other?
2.What moral qualities are inherent in many criminals?
3.What moral qualities do criminals usually show towards their victims?
4.What noble qualities of people do criminals often manage to take advantage of?
5.What moral qualities increase the risk of being attacked by criminals?
6.What moral qualities help a person protect himself from intruders?
Then, based on their exposure to specific events, students are asked to think about the questions formulated.
Examples of events should be very different. For example, “Help!” - someone shouted at the entrance, Nikolai, without hesitation, opened the door and stepped into the darkness, groping for the switch button. At that moment, the scoundrels hiding at the door did their dirty deed: the blow with a piece of pipe was precise and strong. They dragged the owner into the apartment and began to collect the goods of the one who showed nobility, wanting to help an unknown person.
- “Do your parents have money?” - a boy from the neighboring yard asked Dima. "Eat. Dad brings several thick packs from the market every evening,” was the answer. A few days later, Dima’s dad was robbed in the dark entrance of his own home. And it doesn’t matter whether the son’s honesty, talkativeness or boastfulness is the reason for this.
In order to consolidate the material, students can be offered the following tasks.
1. Analyze the behavior of criminals you know (from films, books, newspapers). What moral qualities are characteristic of them?
2. Give an analysis of your own moral qualities. What moral qualities of yours can attackers take advantage of? How can you prevent criminals from taking advantage of your noble qualities?
3. Think self-critically whether you have qualities that reduce your level of security. If you have such moral qualities, determine which of them should be overcome in your character first. Think about what you need to give up to do this. What habits should you form? What specifically is important to do in the near future to achieve this goal?
4. What moral qualities are important for survival that you have not developed sufficiently? If you have such qualities, think about which ones need to be improved first. What specific actions should you take in order for these qualities to improve and become established in your character? Outline specific situations in which you would act this way.
5. Imagine that a person close to you (younger brother, classmate) does not understand that his moral flaws (laziness, boastfulness, rudeness, arrogance, deceit, stinginess, lack of responsibility, greed, selfishness) can lead to trouble. Think about what examples from life you can give to show how attackers take advantage of these qualities in people. Choose cases that your listener would perceive as compelling.
6. Imagine the situation. You see armed criminals attacking a passerby in a dark alley. What will you do in this case? Discuss possible options developments of events with parents and classmates. Are your opinions the same? .
CONCLUSION
This paper examined the main issues related to the prevention of childhood injuries at school. Relevant literature was analyzed. It should be noted that there is enough literature on occupational safety issues, but specifically on the prevention of child injuries at school there is very little. Employees of educational institutions responsible for the prevention of childhood injuries have to independently develop a system of measures to help prevent child injuries.
In the process of work, an analysis of the experience of preventing child injuries in a secondary school and a special correctional general education boarding school was carried out.
Consequently, the tasks outlined at the beginning of the work have been completed.
But the problem of childhood injuries will always be relevant, which means that it is necessary to regularly carry out measures to prevent child injuries and develop new forms and methods.
LITERATURE
1 Abramov N.R. Occupational Safety and Health Guidelines. Training manual for certain categories of insured persons. – M.: Publishing house “Work and Life Safety”, 2004.
2 Life safety: A textbook for secondary special education students. textbook institutions / Under the general editorship. S.V. Belova.- M.: Higher. school, 2002.
3 Life safety. Industrial safety and labor protection / P.P. Kukin, V.L. Lapin, N.L. Ponomarev and others. Textbook. A manual for students of secondary special education. Textbook Establishments. M.: Higher. school, 2001.
4 Life safety. Textbook Benefit. Part 2. //Ed. prof. E.A. Arustamova. – M.: Information and Implementation Center “Marketing”, 1999.
5 Occupational safety and health: Proc. A manual for universities / Ed. HE. Rusaka. St. Petersburg: Publishing house MANEB, 2001.
6 Labor safety engineer’s library. Part 2. The procedure for investigating and recording accidents that occurred in organizations. – St. Petersburg: TsOTPBSPPO, 2007.
7 Vavilin A.Ya. Occupational safety at a public catering enterprise. - M.: Economics, 1988.
8 Geits I.V. Occupational safety: Educational and practical manual. – M.: Publishing House “Delo and Service”, 2004.
9 Hygienic requirements for learning conditions in educational institutions: sanitary and epidemiological rules and regulations. – M.: Federal Center State Sanitary and Epidemiological Supervision of the Russian Ministry of Health, 2003.
10 Devisilov V.A. Occupational safety: Textbook. – M.: FORUM: INFRA-M, 2003.
11 Denisenko G.F. Occupational safety: Textbook. manual for engineering and economics. specialist. universities – M.: Higher. school, 1985.
12 Instructions for occupational health and safety at school. Toolkit/ Author – compiler Ogarkov A.A. – M.: Pedagogical Community of Russia, 2005.
13 Ensuring fire safety of the enterprise. Practical guide for managers / edited. ed. Dr. Tech. Sciences Professor A.N. Protsenko. - M.: IRB, 2003.
14 Occupational safety. Reference manual. – Murmansk, 2003.
15 Occupational safety in educational institutions: Methodological recommendations / Comp. N.V. Polozova. – Murmansk: Research Center “Pazori”, 2003.
16 Fire technical minimum. Methodological manual for managers and those responsible for fire safety at enterprises, institutions and organizations. Under general ed. L.A. Korotchik. - M.: IRB, 2003.
17 Fire safety rules in the Russian Federation. PPB 01-03. - St. Petersburg: Publishing house. DEAN, 2003.
18 Rusak O.N. Occupational safety and health. – St. Petersburg: Publishing house MANEB, 2001.
19 Sanitary and epidemiological requirements for institutions additional education children: sanitary and epidemiological rules and regulations San PiN 2.4.4. 1251-03.– M.: Federal Center for State Sanitary and Epidemiological Surveillance of the Ministry of Health of Russia, 2003.
20 Sapronov Yu.G. Life safety. Textbook A manual for students. institutions prof. education. – M.: Publishing house. Center "Academy", 2003.
21 Collection of documents on fire safety. - M.: IRB, 2003.
22 Collection of regulatory documents on labor protection. – M: Publishing House NC ENAS, 2006.
23 Sergeeva A.P., Tolstoy Yu.K. Civil law. Textbook. – M.: Prospekt, 1999.
24 Model regulations on the labor protection committee (commission). Approved by order of the Ministry of Health and Social Development of Russia dated May 29, 2006 No. 413.
25. Shkrabak V.S. Occupational Safety and Health. – M.: Agropromizdat. Leningr. department, 1990.
26. Dick N.F. Safety of the educational process and labor protection at school, lyceum. – M.: Phoenix, 2007. – 344 p.
27. Maslennikov M.M. Organization of labor protection work in an educational institution. – M.: ARKSTI, 2003.
28. Nedostupov Yu.K. Occupational safety in educational institutions. Part I: Handbook for managers and specialists. – M., 2002.
29. Ogarkov A.A. School health and safety guidelines. – M., 2005.
30. Occupational safety in educational institutions: Handbook. Book 1. - M.: IF “Education in Documents”, 2004.
31. Tsygankov S.N. Occupational safety at school. Manager's work system. – M.: Uchitel, 2007. – 303 p.
32. Vygolova O.V. Injuries to school-age children in Vologda and its prevention. Medical and pedagogical aspects of the health of the children's population. – Vologda: Interuniversity collection of scientific works, 1995.
33. Gorlov N.N. System for preventing injuries in children: psychological aspects // Pediatrics. – 1991, No. 1.
34. Muravyov V.A., Sozinova N.A. Safety precautions in physical education lessons. – M., 2001.
35. Nemsadze V.P., Ambernadi G. Childhood traumatism. – M., 1999.
36. Nemsadze V.P., Shastin. On the methodological basis for the prevention of childhood injuries // School of Health. – 1997, No. 2.
37. Rodionov A.V., Rodionov V.A. Physical development and mental health. – M., 1997.
38. Rodionov V.A., Stupnitskaya M.A. Interaction between a psychologist and a teacher in the educational process. – Yaroslavl, 2001.
39. Stupnitskaya M.A. Injuries in school-age children: cause and prevention // School of Health. – 2001, No. 4.
40. Spiridonov A.V. Medical and social prevention of childhood injuries in big city taking into account the type of family: Abstract of a dissertation for the degree of candidate of medical sciences. – Kazan, 2007.
41. Report on the prevention of childhood injuries in Europe, WHO, 2008.
Kravchenya E.M., and Kozel R.N., Svirid I.P. Occupational safety and basics of energy saving. – Minsk, 2008.
42. Life safety: Textbook. for medium specials textbook establishments / S.V. Belov, V.A. Devisilov, A.F. Kozyakov and others; Under general ed. S. V. Belova. - 3rd ed., rev. and additional - M.: Higher school, 2003. - 357 p.
43. Life safety: [textbook for universities] / L. A. Mikhailov [etc.]; edited by L. A. Mikhailova. - St. Petersburg [etc.]: Peter, 2007. - 302 p.
44. Life safety. Safety of technological processes and production. Occupational Safety and Health: [ tutorial for university students] / P. P. Kukin [and others]. - Ed. 3rd, rev. - M.: graduate School, 2004.
45. Mikhailov L.A. Theoretical and methodological approaches to training a specialist in the field of life safety at a pedagogical university. – St. Petersburg: Publishing house “Soyuz”, 2003.
46. Ilyin V. S. Formation of a schoolchild’s personality (holistic process). M., 1984
47. Tribune L. Formation of a safety culture at school. // LIFE SAFETY FUNDAMENTALS. Basics of life safety. – 2004. - No. 2.
48. Abulkhanova-Slavskaya K. A. Personal development in the process of life. Psychology of personality formation and development. M.: Nauka, 1981. P. 19-45.
49. Life safety / Ed. NE. Belova. M.: Higher School, 1999.
50. Life safety. (Textbook) Ed. E.A. Arustamova (2006, 10th ed., 476 pp.)
Annex 1
List of occupational health and safety instructions SKOSHY No. 3.\
Instruction No. 1 on labor protection in the chemistry classroom.
Instruction No. 2 on labor protection when conducting demonstration experiments in chemistry.
Instruction No. 3 on labor protection when conducting experiments and practical classes in chemistry.
Instruction No. 4 on labor protection in the physics classroom.
Instruction No. 5 on labor protection when conducting laboratory work in physics.
Instruction No. 6 on labor protection when conducting demonstration experiments in physics.
Instruction No. 7 on labor protection when working on a wood lathe.
Instruction No. 8 on labor protection when working on a circular saw.
Instruction No. 9 on labor protection when working on a milling machine.
Instruction No. 10 on labor protection when working on a metal lathe.
Instruction No. 11 on labor protection during manual wood processing.
Instruction No. 12 on labor protection when performing electrical installation work.
Instruction No. 13 on labor protection during electrical soldering.
Instruction No. 14 on labor protection when working with power tools.
Instruction No. 15 on labor protection when working on a sharpening machine.
Instruction No. 16 on labor protection during manual metal processing.
Instruction No. 17 on labor protection when working on a drilling machine.
Instruction No. 18 on labor protection during sewing work in the labor office.
Instruction No. 19 on labor protection during culinary work in the service room.
Instruction No. 21 on labor protection when working in a computer science classroom.
Instruction No. 23 on labor protection for library workers.
Instruction No. 24 on labor protection for clerks.
Instruction No. 25 on labor protection for accountants.
Instruction No. 26 on labor protection for teaching staff.
Instruction No. 27 on labor protection for emergency control equipment technicians.
Instruction No. 28 on labor protection for computer service technicians.
Instruction No. 29 on labor protection for an assistant teacher.
Instruction No. 30 on labor protection for cleaners of office and industrial premises.
Instruction No. 31 on labor protection for kitchen workers.
Instruction No. 32 on labor protection for dishwashers.
Instruction No. 33 on labor protection for workers performing work peeling root crops and potatoes.
Instruction No. 34 on labor protection for cooks.
Instruction No. 35 on labor protection for warehouse managers.
Instruction No. 36 on labor protection for the manufacturer of semi-finished food products.
Instruction No. 37 on labor protection for area cleaners (janitors).
Instruction No. 38 on labor protection for watchmen.
Instruction No. 39 on labor protection for workers washing and repairing clothes.
Instruction No. 40 on labor protection for wardrobe maids.
Instruction No. 41 on labor protection for building maintenance workers.
Instruction No. 42 on labor protection when performing plumbing and plumbing work.
Instruction No. 43 on labor protection for workers performing glass work.
Instruction No. 44 on labor protection during loading and unloading operations, moving and storing materials.
Instruction No. 45 on labor protection for the operator of a heating point.
Instruction No. 46 on labor protection for watchmen.
Instruction No. 50 defining actions for the evacuation of students and boarding school employees in emergency situations.
Instruction No. 51 on providing first aid in case of electric shock in installations up to 1000 V.
Instruction No. 53 on labor protection on electrical safety for personnel of the first qualified group.
Instruction No. 54 on labor protection on electrical safety during the operation of electrical installations up to 1000V.
Instruction No. 55 on labor protection when working with computers, printers, photocopiers and other electrical devices.
Instruction No. 56 on ensuring the safety of children during transportation.
Instruction No. 60 on safety precautions when conducting extracurricular activities (hikes, tourist rallies, etc.).
Instruction No. 61 on safety precautions for students learning skiing.
Instruction No. 62 on safety precautions for students during sports classes.
Instruction No. 63 on safety precautions during athletics.
Instruction No. 64 on safety precautions for students in gymnastics and acrobatics classes.
Appendix 2
(educational institution)
instructing students and pupils on labor protection
Started______________________________
Note. This journal is filled out when organizing socially useful, productive work and conducting extracurricular and extracurricular activities. During the educational process, a class register is filled out, in which student signatures are not required.
Appendix 3
List of documents on labor protection for heads of educational institutions
1. Order on the assignment of responsibilities for labor protection and compliance with safety regulations in the institution with the appointment of persons responsible for organizing safe working and study conditions. Published annually at the beginning of the academic year.
2. Order on fire safety in the institution with the appointment of persons responsible for this work.
3. Order on the appointment of a person responsible for electrical equipment and a person replacing him with the 4th group of electrical safety clearance.
4.Order approving the list of safety instructions.
5. Order on the creation of a committee (commission) on labor protection.
6. Internal labor regulations, providing for the responsibility of employees for compliance with labor protection rules.
7. Collective agreement between the manager and the trade union committee, which contains a separate section on labor protection measures.
8. Certificate of acceptance of the educational institution for the new academic year with signatures of representatives of the State Fire Inspection and State Sanitary Epidemiological Inspection services.
9. Acts of the results of the investigation of accidents during the educational process.
10. Certificates of annual testing of sports equipment and equipment for training workshops.
11.Acts of inspections of the state of protective grounding and insulation of electrical networks, testing of electrical protective equipment; fire safety conditions; sanitary and hygienic conditions.
12.Plans for evacuation of people and property in case of fire.
13.Occupational safety service work plan.
14. Instructions for labor protection in classrooms of physics, chemistry, biology, computer science and computer technology, technology, training workshops, and the gym.
15.Introductory briefing registration log. (An introductory training program must be developed for the magazine).
16. Logbooks for recording on-the-job training.
17. Logbooks for recording instructions on labor protection during the organization of socially useful, productive work and the conduct of extracurricular and extracurricular activities.
18. Journal of testing knowledge on labor protection of personnel with the 1st group of electrical safety clearance.
19. Journal for testing knowledge of “Rules for the operation of consumer electrical installations” and “Safety rules for the operation of consumer electrical installations” PTB.
20. Logbook for issuing labor safety instructions.
21. Journal of registration of accidents at work. (Form N-1).
22. Journal of accidents with students during the educational process. (Form N-2).
23. Logbooks for registering tests of sports equipment and training workshop equipment.
24. Journal of registration of three-stage monitoring of the state of labor protection and safety of the educational process.
1. Labor Code of the Russian Federation. 2002
2.the federal law RF No. 181-FZ dated July 17, 1999 “On the fundamentals of labor protection in the Russian Federation.”
3. Federal Law of the Russian Federation No. 125-FZ of July 24, 1998 “On compulsory social insurance against industrial accidents and occupational diseases.”
4. Resolution of the Ministry of Labor and Social Development of the Russian Federation No. 30 dated April 6, 2001 “On approval Methodological recommendations on the development of state regulatory requirements for labor protection." (Procedure for the development, registration and recording of instructions on labor protection).
5. Resolution of the Ministry of Labor and Social Development of the Russian Federation No. 73 of October 24, 2002 “On approval of the forms of documents required for the investigation and recording of industrial accidents and regulations on the features of the investigation of industrial accidents in certain industries and organizations.”
6. Resolution of the Ministry of Labor and Social Development of the Russian Federation No. 14 of February 8, 2000 “On approval of recommendations for organizing the work of the labor protection service in an organization.”
7. Resolution of the Governor of the Murmansk Region No. 237-PG dated 07/03/01 “On the procedure for training and testing knowledge on labor protection of managers and specialists of institutions, enterprises and organizations in the Murmansk Region.”
8. Resolution of the Ministry of Labor and Social Development of the Russian Federation No. 12 of March 14, 1997 “On approval of the Regulations on the procedure for certification of workplaces for working conditions.”
9. Decree of the Governor of the Murmansk Region No. 51 of 02/09/98 “On certification of workplaces for working conditions in organizations located on the territory of the Murmansk Region.”
10. Resolution of the Ministry of Labor and Social Development and the Ministry of Education of the Russian Federation of January 13, 2003 No. 1/29 “On approval of the Procedure for training in labor protection and testing knowledge of labor protection requirements for employees of organizations.”
11. Order of the Ministry of Education of the Russian Federation No. 662 of March 11, 1998 “On the labor protection service of an educational institution.” (For educational institutions of higher, secondary and primary vocational education system of the Ministry of Education of Russia).
12. Order No. 2535 of October 6, 1998 of the Ministry of Education of the Russian Federation “On the organization of training and testing of knowledge on electrical safety for employees of educational institutions of the Russian Ministry of Education system.”
13. Order No. 639 of 01.10.90 of the State Education of the USSR “On the implementation of the Regulations on the investigation and recording of accidents with students and pupils in the State Education system of the USSR” (Form N-2).
14. Order No. 405 of December 10, 1996 of the Ministry of Health of the Russian Federation “On conducting preliminary and periodic medical examinations of workers.”
15. GOST 12.0.004-90 "System of occupational safety standards. Organization of occupational safety training." (Types of briefings, frequency of their conduct).
16. Fire safety rules for secondary schools, vocational schools, boarding schools, orphanages, preschool, out-of-school and other educational institutions PPB-101-89.
17. Interindustry safety rules for labor protection (safety rules) for the operation of electrical installations. POT RM-016-2001, RD 153-34.0-03.015.00.
18. Hygienic requirements for learning conditions in educational institutions. Sanitary and epidemiological rules San PiN 2.4.2.1178-02.
19. Hygienic assessment criteria and classification of working conditions according to indicators of harmfulness and danger of factors in the working environment, severity and intensity of the labor process. R2.2.755-99. M.: Ministry of Health of Russia, 1999.
20. Sanitary rules and regulations (SanPiN 2.2.2.542-96). "Hygienic requirements for video display terminals and personal computers."
21. Sanitary and epidemiological rules and regulations SanPiN 2.4.3.1186-03 “Sanitary and epidemiological requirements for the organization of the educational and production process in educational institutions of primary vocational education.”
22. Industry program for improving working conditions, study and labor protection for 2001-2003. Order of the Ministry of Education No. 76 of January 15, 2002
