Социальные, культурные, исторические исследования ибезопасность 127
Научная статья / Research Article
УДК 114, 316.614
DOI: 10.14258/SSI(2024)3-07
Влияние наставников нажизненную среду воспитанников
детских домов: социологическое исследование проекта
«Наставничество»
Анна Викторовна Столь1,
Анатолий Борисович Столь2
1Институт стратегических исследований Академии наук Республики Башкортостан,
Уфа, Россия;
stolav@isi-rb.ru, https://orcid.org/0000-0002-9528-2893
2Уфимский государственный нефтяной технический университет, Уфа, Россия;
anstol@mail.ru, https://orcid.org/0009-0000-4896-1618
Аннотация. ,      ,
   -    , 
 ,  .     
     ,   
  ( ),  — -
  , , , ,   
    .     -
   ,    ,
 .        -
    —   --
        
.       -
       ,  
 -,      
    .    
«»  « »   ,  
       
,         -
. ,       , 
,   ,  ,      ,
   .     -
  ,      -
  .
Ключевые слова:  ,    ,  , -
, ,    (), , -
 .
Society andSecurity Insights № 3 2024 128
Финансирование:      
      2024 .
Благодарности:        
—   «»,   « » -
 ,   «»:   ,
  , ,    
,  .
Для цитирования: Столь А. В., Столь А. Б. Влияние наставников на жизненную среду
воспитанников детских домов: социологическое исследование проекта «Наставничество» //
Society andSecurity Insights. 2024. Т. 7, №3. С.127–147. doi: 10.14258/ssi(2024)3-07.
Formation ofa Living Environment ina Children’s Home: the
Mentoring Project Sociological Research
Anna V. Stol1,
Anatoliy B. Stol2
1Institute for Strategic Studies ofthe Academy ofSciences ofthe Republic ofBashkortostan,
Ufa, Russia;
stolav@isi-rb.ru, https://orcid.org/0000-0002-9528-2893
2Ufa State Petroleum Technical University, Ufa, Russia;
anstol@mail.ru, https://orcid.org/0009-0000-4896-1618
Abstract. Children deprived ofparental care andliving inorphanages grow up inconditions
ofdeprivation, since it is impossible to ensure the creation ofconditions there that are completely
similar to those infamilies. Despite the eorts andprofessionalism ofteachers, children inorphan-
ages have a monotonous living environment, are limited intheir personal choice oftheir space (real
andmetaphysical), organization oftime— arrangement andlling ofthe room, activities, commu-
nication, information, food andother choices ofeveryday life familiar to families. Children from
orphanages face diculties insocialization andinculturation, having a number ofpsychological char-
acteristics that interfere with communication. e skills ofbuilding stable andtrusting relationships
intheir lives with a signicant adult friend— a mentor outside a boarding home andsecondary
school— become an important resource for a child inan orphanage. In this work, using sociological
survey methods using a standardized questionnaire andinterviews with experts, an assessment is
made ofhow both the subject-spatial andsocial components ofthe living environment ofchildren
inorphanages are enriched through communication with mentors. Based on an analysis ofthe ex-
perience ofthe “Mentoring” project ofthe Charitable Foundation “Our Children” inthe Republic
ofBashkortostan, it is shown exactly how communication with mentors occurs andhow it is assessed
by direct participants inthe project, including identifying the features ofthe project’s impact on chil-
dren with disabilities. Communication with mentors has a strong inuence on all children, andinim-
proving the qualications ofmentors, this has an eect, since its protability for graduates is greater
for children with special needs. Children’s health characteristics inuence the choice ofevents with
mentors; friendship with them becomes the main opportunity to diversify their living environment.
Социальные, культурные, исторические исследования ибезопасность 129
Keywords: living environment, children without parental care, orphanage, mentor, mentor-
ing, disabilities, disability, sociological survey
Financing: the research was carried out within the framework ofthe state assignment ofthe
Institute ofStrategic Studies ofthe Academy ofSciences ofthe Republic ofBashkortostan for 2024.
Acknowledgments: we express our gratitude to all the children andmentors who took part
inthe survey— participants inthe “Mentoring” project, the director ofthe “Our Children” Chari-
table Foundation Salima Manuilova, the curators ofthe “Mentoring” project: Semyon Andreevich
Elizariev, Albina Fanilevna Dmitrieva, Svetlana, as well as the psychologists ofthe project Sham-
sutdinova Regina, Lena andSvetlana.
For citation: Stol, A. V., Stol, A. B. (2024). Formation ofa Living Environment ina Children’s Home:
the Mentoring Project Sociological Research. Society andSecurity Insights, 7(3), 127–147. (InRuss.).
doi: 10.14258/ssi(2024)3-07.
Введение
      -
  ,  . — 
,   .    -
,      .
    ,   
  ()   -
     ,  -
 —  .    
    «  »,
  «  » (, 24: 46–48).
Проблема адаптации детей ксоциальной жизни.   
 ,  ,   ,   -
  ,    (, 221: 25–41; -
, 22; , 223: 565–566),      
(  )     . 
      
     , -
 ,      . 
      
  : , , , 
 (, 213: 158–163).    -
     ,   
,      ,  ,
 , ,     .  -
    .
       
  ,      -
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1 (Sheridan et al., 222).   
   -   
  ,     ,
       
,   2.
     
—   , , 
 ,    
 ,     -
     (, 213: 158–163).
   —    
      ;   -
,      , :
  ,   , , -
,   , , 
   ,  , -
  ,  3.
   Kidsave4  
  2 .     -
  ,   .    
        ,
    : «» -
      5, «
  »  6 «»  «-
 »7.
1 Ляшенко А. Социальная депривация изменила структуру мозга воспитанников детских до-
мов // N + 1. URL: https://nplus1.ru/news/2022/10/07/deprivation-brain-development.
2 Международный банк реконструкции и развития. Доклад и мировом развитии. Обучение
для реализации образовательных перспектив, 2018. URL: https://openknowledge.worldbank.org/
bitstream/handle/10986/28340/9781464813795.pdf?sequence=74 (дата обращения 17.02.2023).
3 Романова Е.А., Зоводилкина О.В., Караневская О.В., Фадина А.К., Андреева С.В. Методиче-
ские рекомендации по созданию специальных условий для организации образования вос-
питанников детских домов-интернатов системы социальной защиты, в том числе в рамках
инклюзивного образования / Федеральный ресурсный центр поразвитию системы комплекс-
ного сопровождения детей синтеллектуальными нарушениями, стяжелыми множественными
нарушениями развития. 2018. URL: https://docs.edu.gov.ru/document/e992c8529759bb20dc556
8e3769c212c/download/1950/.
4 Kidsave’s Mentorship program. URL: https://www.kidsave.org/super-mentoring/ (дата обращения
20.02.2024).
5 Всероссийский проект «Наставничество» Фонда «Солнечный город»: официальный сайт.
URL: https://nastavnichestvo.org.
6 Программа профессионально организованного индивидуального наставничества для детей
иподростков вРоссии «Старшие Братья Старшие Сестры». URL: https://www.nastavniki.org/.
7 Сайт проекта «Арифметика добра». URL: https://a-dobra.ru/programs/nastavniki/.
Социальные, культурные, исторические исследования ибезопасность 131
    — ,  
 ,    .   -
   ,   -
       . 
 :     -
,     (54%  21%),     
 (   97%,  — 64%),   -
    (11%  6%)   (23%  11%)1.
  222 .     19  -
/,  223 .    5  2.
Жизненная среда как фактор депривации или адаптации. 
  ,    ,    -
,    :  , ,  -
     (),   — 
,   : , , , -
,   ,     
   .
  ,       
       ,    (-
- ., 216: 24). .  ,    -
    ,   ,
       «
 » (, 221: 17).   . . -,
        ,  -
   (-, 219: 15–26).  -
 -     -
     
  (, 22: 14–146).
  ,    ,  -
  ,    
     (- ., 216: 26–27).
    (Sumida & Minami, 23) i-basho—
,    , ,  -
 ; «   ».  i-basho  
   ,  ,    -
   ,   i-basho    (Sumida
& Minami, 23: 28).
1 Тахаутдинова Л. Как наставник помогает подростку из детского дома адаптироваться
ко взрослой жизни? Итоги большого исследования проекта. 11 октября 2023. URL: https://
sgdeti.ru/news/kak-nastavnik-pomogaet-podrostku-iz-detskogo-doma-adaptirovatsya-ko-vzrosloy-
zhizni-delimsya-itogami/.
2 Программа «Наставничество» БФ «Наши дети». URL: https://nashideti.org/project/programs-
program3/.
Society andSecurity Insights № 3 2024 132
       , 
 ;       
(- ., 216: 8).      -
   (    
-,    ) -
       (  -
 ,   ,  -
  ),      
  (- ., 216: 26–27).    
 ( 14           -
 ),    ,   , 
  ,       -
   ,   .    
      
 .
  ,    , 
 , ,   -
  .      
,  . ,  222 . 
    99% , —  81,1%. 
         - 
 ,         -
. , 34    222 .— -
  ()   - ,
   ,  22 1 (6,5%)   -
   . 422    
  222 .     379 — 89,8%. 
  ,      -
 38,3% ,    — 73,3%.
 ,       -
   (    ,   -
   )  -   
   ,   ,   -
       .  
        -
   .    «
» . ,      ,
 ,        -
 (, 22).
1 Министерство просвещения Российской Федерации. Сведения по форме федерального
статистического наблюдения № Д-13 «Сведения об учреждениях для детей-сирот и детей,
оставшихся без попечения родителей» за2022 год поРоссийской Федерации исубъектам
Российской Федерации. Раздел 7. Летний отдых воспитанников. URL: https://edu.gov.ru/activity/
statistics/guardianship.
Социальные, культурные, исторические исследования ибезопасность 133
Цель ипостановка проблемы.     -
   —  , -
 ,   . ( , -
   ,  ). , 
..   . ,    -
   ,     (-
, 221: 13–24),  ..  (, 1993: 13–24) , 
        -
  , . .    -
 -   — 
      , -
  ,   , ,
. (, 214: 9–11). .. - (-, 219: 15–26;
- ., 216),  ..  (, 22: 14–146), -
     .
  ,  ,   -
 ,   , , -
,   .     
, , ,    
,    . 1,   -
.        -
 ,        -
    -   (St. Petersburg-USA Orphanage
Research Team, 28).      (-
, 222)    (.,   ., 223: 71–74),
         
  (Poon, Christensen & Rhodes, 221: 1741–1756),  -
 (., , 223: 564–578).    ,   
 ,     , 
.      -
,  ,  ,   
.          -
        
  .    
,         ,
       «». Цель данной рабо-
ты—    «»2   
       
     «» -
 ,    « »
1 Эволюционная теория привязанности Джона Боулби. URL: https://attachment-theory.by/art_
evo_bowlby.
2 https://nastavnichestvo.org
Society andSecurity Insights № 3 2024 134
218 .  1,— ,   ( -
 ).     , 
,      
 — 214.
 : 1)      -
    «»; 2)   
    ; 3)  
      ;
4)     «»  
    .
         ,
 . 198–199 .  « »  -
 . .  . . .   -
      , 
      (, 216). 
        
1991 .:        -
    (— - )
    ,  ,  
   ,   .
Гипотеза исследования.       -
      -
 ,     --
    .    
,   ,     , 
,      -
 , —  ,  —
 ,  .  
 ,       -
  ,    ,   ,
     
,   ,    , 
  ,   ,  .
Методика исследования и полученные результаты.  -
:    -   -
 ( ),  ,    -
 .    224 .,   
      
    .
Результаты и обсуждение.     37  (
    34 ,  11%— , 89%—
) 31  (   16  15 , 
1 https://nashideti.org/, https://nashideti.org/project/programs-program3/
Социальные, культурные, исторические исследования ибезопасность 135
52%—  48%— )  /  «-
»   (       .
       -
,  —  .  — 35 55 , -
 — 43 .   — 12 21 , 
      12 16 ,   ,
  ,— 14,5 .   
     « »1.
   (65%)   -
   ; 38%     -
  (. 1).
) 
)   
 1—    (  )
    , %
Figure 1— Characteristics ofsurveyed couples (according to mentors’
responses) by length ofacquaintance andchild’s health status, %
1 Буракова С. Инструкция. Как стать наставником ребенка из детского дома. URL: https://
kasaetsya.mts.ru/kakstatnastavnikomrebenkaizdetskogodoma.
Society andSecurity Insights № 3 2024 136
 2—       «/
»    ,  , %
Figure 2— e most common types ofactivity incommunication between “mentor/mentee”
pairs by duration offriendship according to mentors’ responses, percentage ofrespondents, %
 3—    
  ,  , %
Figure 3— Preferences intypes ofactivities when communicating with a
mentor based on children’s responses, percentage ofrespondents, %
Социальные, культурные, исторические исследования ибезопасность 137
   «      -
?»    :   ( ), 
(-  ),  ( 3–6 ),  ( ) . 
  « » «»  «»,  
     .
      , 
 ,    (. 2),  ,   
    (. 3).
   ,      
   —  ,  , -
 ; , ,  ,   
   ,       -
   .    
    (   ,  -
  )        9–12  .
   /    -
,   ,  ,     -
 ,  .    /   -
   ,  , . 
 ,  , , ,    (. 4).
 4—     «/»
  ,  , %
Figure 4— Types ofactivity incommunication between “mentor/mentee” pairs
according to the child’s health status, percentage ofrespondents, %
Society andSecurity Insights № 3 2024 138
       / -
 (71,4%  ,    ,
 47,8%   , . 5).
 5—     ,  , %
Figure 5— Inuence ofa mentor on the outlook ofyounger friends, percentage ofrespondents, %
 6—    
 ,  , %
Figure 6— Preferences for places ofcommunication among children according
to the observations ofmentors, percentage ofrespondents, %
Социальные, культурные, исторические исследования ибезопасность 139
  ,      
  ,     -
    ,     23 ..  
 / — 92,9%    / -
  69,6%   ,     
  (. 6).
          -
,     ,   -
   .     : -
      ,  
,— 57,1%      ( 2  ),
 3,4%      (. 7). 
      .   4% 
,  ,    ,  ,
    .
 7—     ,  , %
Figure 7— Children’s expectations from meetings according to
mentors’ observations, percentage ofrespondents, %
          
— 92,9%   78,3%   (. 7).   -
   ,      
Society andSecurity Insights № 3 2024 140
     (5%  , 43,5% 
).        ,  
 .   ,  ,   (42,9% 
26,1%),        (35,7%
 26,1%), (.8).
 8—   : «     
    ?     .
      …»,  , %
Figure 8— Distribution ofanswers to the question: “During your meetings, what
does your younger friend react to most? You can select all appropriate options. He has
more impressions ofthings that are new to him...”, share ofrespondents, %
   «      -
?»       (—  -
, 1— , 2—  ),     
  ,   (. 9).
      ,   
 1.       , , 
, ,    ,   . 
Социальные, культурные, исторические исследования ибезопасность 141
  ,    ,   .  ,
    «»     
,       
  ,  ,   
   .
 9—      «    
 »,  (—  , 1— , 2—  )
Figure 9— Score inchildren’s answers to the question “What attracts you most incommunicating
with a mentor”, points (— not at all important, 1— important, 2— very important)
        
      1.    
      : «
 » (  1,8 2 ), «  » (1,7), «-
 , ,  », «  », «, 
 » ( 1,6 ) (. 1).
  ,      , 13  31
(42%) ,   .   ,   
, ,     ,  - 
Society andSecurity Insights № 3 2024 142
  ,    , , -
  .     -
 ,       
   ,     -
.
 1—      
,  (—  , 1— , 2—  )
Figure 1— e inuence ofcommunication with mentors on the lives ofchildren according
to their assessments, points (— not at all important, 1— important, 2— very important)
   ,     
       «-
»   (Maxwell, Chmielewski, 28) (-
., 216: 24).    «»  ,
      (-
,  )     (-
,  .).       
 ,   .    «   -
     ».   
Социальные, культурные, исторические исследования ибезопасность 143
       ,
   ,   -
       -
.        
   «-».
 ,     , 
 .       
,  .     -
,     , 
  ( ,    .)
  ,    .    -
 ,       
  - ,   ,   
 .      , 
     .
    ,  
    .  -
     ,  , 
,     ,   . 
     . , -
 ,       
      
     ,    -
        -
 .  ,        
    ,     
  ,  ,      
 .        -
,  . . , . . , . . ,
. ., . .  . . ,   
. .        -
    (, 214: 1–35). 
 ,     
   .     
      
   — -, , , , 
  (, 214: 1–35).
      :
, ,   , 
       
    ,   , ,
, , , ,  .. , 
  .
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    ,   -
      , 
,     , , 
     , ,  -
       
   .    
 ,        , -
   .      
  ,     — 
 ,   ,  , -
       ,  
. ,      -
     ,   
,     .
 ,  —    -
   «  »  
  вместе    
,      -
 ,  ,    , -
 .
Заключение
       
     ,  -
 .   ,    -
     ,    
 .      ,
  ,    .   
  ,   ,   -
 ,       -
     .
СПИСОК ИСТОЧНИКОВ
 . . « »   -
: 13-   //  . . 16: . -
. 221.  1. . 8–21.
 . .      //  -
. 1993.  1. . 13–24.
 . .      
    //   -
. 214. T. 6,  1. C. 1–35. DOI: 1.24411/2219-8245-214-4
 . .      -
,     //   
Социальные, культурные, исторические исследования ибезопасность 145
  :   , -
, . .:   --
 , 213. . 158–163.
 .  :   . .: , 216.
256 .
- . .,  . .,  . .,  . .  
  :  . .:  -
 , 216.
- . .        -
:    //  .
219. . 4,  5. . 15–26. DOI: 1.31857/S259592672-5
 . .    -
-   :   // :
, , . 22. 12. . 14–146.
 . . : 1 — 1 : .   .
.: -, 24. 365 .
 . .       
(  ) //  . .: . 223.  3. . 564–
578. DOI: 1.22363/2313-2272-223-23-3-564-578
 . .     
 -,    :   
//  . 221. . 11,  4. . 25–41. DOI: 1.17759/psylaw.2211143
 . .,  . .,  . .   //
   . 223.  3. . 71–74.
, . .     :   //
 .  . 222. . 1,  5. . 1–11.
Sheridan M. A., Mukerji C. E., Wade M., Humphreys K. L., Garrisi K., Goel S., ... &
McLaughlin K. A. Early deprivation alters structural brain development from middle
childhood to adolescence // Science advances.222. Vol. 8, Issue 4. DOI: 1.1126/sciadv.
abn4316.
Poon C.Y.S., Christensen K.M. & Rhodes J.E. A Meta-analysis ofthe Eects ofMen-
toring on Youth inFoster Care // Journal ofYouth andAdolescence. 221. Vol. 5. P.
1741–1756. DOI: 1.17/s1964-21-1472-6
St. Petersburg-USA Orphanage Research Team. e eects of early social-emotional
andrelationship experience on the development ofyoung orphanage children. e St. Pe-
tersburg-USA Orphanage Research Team. MonogrSoc Res Child Dev. 28;73(3):vii-vi-
ii, 1–262, 294-5. DOI: 1.1111/j.154-5834.28.483.x
Sumida M., Minami H. Kodomotachi no Ibasho to Taijin teki Sekai no Genzai [Children’s
“Ibasho” andthe Interpersonal World Today]. Fukuoka, Kyushu University Press, 23.
Society andSecurity Insights № 3 2024 146
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ИНФОРМАЦИЯ ОБ АВТОРАХ / INFORMATION ABOUT THE AUTHORS
  — . . , ,   ,
    ,   -
    , . , 
Anna V. Stol— Cand. Sci. (Economics), Associate Professor, Leading Researcher, Center
for the Study ofthe Social Development ofthe Region, Institute for Strategic Studies
ofthe Academy ofSciences ofthe Republic ofBashkortostan, Ufa, Russia
  — . . , ,  
,   ,  
  , . , 
Anatoliy B. Stol— Cand. Sci (Philosophy), Associate Professor, Head ofthe Department
ofPhilosophy, History andScientic Engineering, Ufa State Petroleum Technical Uni-
versity, Ufa, Russia
Статья поступила вредакцию 10.06.2024;
одобрена после рецензирования 15.07.2024;
принята кпубликации 23.08.2024.
The article was submitted 10.06.2024;
approved after reviewing 15.07.2024;
accepted for publication 23.08.2024.