Activities of a social educator to prevent addictive behavior in adolescents. Socio-pedagogical work on the prevention of addictive behavior in adolescents

Features of addictive behavior of adolescents. Psychological testing in order to determine the signs of addictive behavior in adolescents (the level of psychoactive substance use - alcohol, tobacco), the direction of preventive work.

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Introduction

1.1 Features of addictive behavior of adolescents

1.2 Methods and principles of socio-pedagogical work on the prevention of addictive behavior of adolescents

1.3 Activities of a social educator to prevent addictive behavior in adolescents

2.1 Ascertaining experiment

2.2 Formative experiment

2.3 Control experiment

Conclusion

Bibliography

Annex 1

Annex 2

Annex 3

Appendix 4 Introduction

Each person strives for a comfortable state, but, unfortunately, in everyday life it is not always achievable. There are always many factors that "interfere with life." In such cases, a person has a feeling of psychological discomfort. Most people use their internal resources to get out of a stressful state, turn to friends, loved ones for help, or simply wait - “time heals”, considering “problem” periods as a natural phenomenon of life.

People use various ways to cope with stress, relieve fatigue, relax. For some it's food, for others it's sports, music, computer games, fishing, reading, work, collecting, etc. Normally, these ways of maintaining psychological comfort do not interfere, but help and are integral components of a full-blooded, full of emotions and communication life. If such a method is put at the forefront, relegating everything else "vital", "human" to the background, we can talk about the emergence of addictive behavior. The likelihood of addiction is higher in people who have difficulty experiencing even short-term and "minor" difficulties, who do not know how to cope with everyday stress.

Drug addiction and alcoholism are one of the important and complex problems of our society. The further growth in the number of drug addicts among children and adolescents creates the prerequisites for a threat to the national security of the country associated with an epidemic of drug addiction among young people. The current situation causes an urgent need for decisive and active action in the organization of the prevention of substance abuse.

In the field of education, prevention is a priority in solving problems associated with the formation of negative addiction: it is easier to prevent a disease than to treat Yudkina A.A. Addictive behavior of students: organization of preventive work // Siberian Teacher. - May-June 2003. - No. 3 (27). . Concerning the issues of prevention of drug addiction and alcoholism, it is necessary to take into account the multidimensional nature of this phenomenon, and, consequently, the complexity of building a system of preventive measures. The modern school in its activities, as before, strives for the unity of the processes of education and upbringing. The educational institution plays a leading role in organizing the prevention of unruly behavior among students, their violation of morality and ethics, as well as in organizing sanitary and educational work to prevent smoking, alcoholism and substance abuse.

Very often, the use of psychoactive substances by minors is a symptom of vital personal or social (family) trouble. Improper nutrition, physical inactivity, stress, loss of meaning in life are factors that lead children, adolescents and young people to use alcohol, tobacco, and drugs. Adolescents “drop out” of education, lead a marginal lifestyle, and commit offenses. This implies the priority of pedagogical and socio-psychological influences in addressing issues of prevention of addictive behavior in the educational environment. “Relying only on the experience of narcologists in the prevention of smoking, alcoholism, drug addiction and substance abuse means not changing anything at all ... the fight against bad habits in isolation from the formation of a healthy lifestyle does not make sense, because any of the bad habits is not a primary phenomenon, it fills the vacuum in the education system exactly where health and a healthy lifestyle occupy one of the last places in the system of value orientations of a child or adolescent” Kolbanov V.V., Zaitsev G.K. Valeology at school: Methodological guide. - St. Petersburg: Education-AST, 1992. S. 29. .

Considering all of the above, we can consider the theme of the work "Social and pedagogical work on the prevention of addictive behavior in adolescents" relevant and timely.

The object of the study is the addictive behavior of adolescents.

The subject of the work is socio-pedagogical work on the prevention of addictive behavior in adolescents.

The purpose of the work: To analyze the socio-pedagogical work on the prevention of addictive behavior in adolescents.

Work tasks:

1. Conduct a theoretical analysis of the foundations of the activities of a social teacher in the prevention of addictive behavior in adolescents.

2. Diagnose the tendency of adolescents to addictive behavior.

3. Organize and conduct socio-pedagogical work to prevent addictive behavior of students in an educational institution.

Methods of work: Theoretical analysis of the literature on the topic, testing, socio-pedagogical experiment, statistical methods of data processing.

Chapter I

1.1 Features of addictive behavior of adolescents

Addictive behavior - the desire to escape from reality by changing the mental state in an artificial way: by taking any substances (alcohol, drugs, tranquilizers ...) or by carrying out any type of activity, activity (gambling, collecting, workaholism. ..).

Stages of addiction formation I want to conduct a training. A manual for a novice trainer working in the field of prevention of HIV / AIDS, drug addiction and sexually transmitted infections. - Novosibirsk: Humanitarian Project, 2000. S. 154. :

1. Beginning (starting point) - the emergence and fixation in consciousness of the connection between the experience of an intense change in mental state and the intake of a certain substance (or the implementation of some action). A person with a predisposition to addictive behavior at the moment of realizing this connection on an emotional level understands: “This is mine!”.

Fixation occurs regardless of whether a person experienced positive emotions or negative ones - the main thing is the intensity of the experience.

2. Addictive rhythm - a certain frequency of turning to the means of addiction is established, so far only in moments of psychological discomfort.

The establishment of an addictive rhythm is facilitated by:

a) personality traits (low tolerance for even short-term difficulties),

b) difficult personal life (illness and death of loved ones, job loss),

c) a limited choice of strategies for coping with stress.

Several years may elapse between the first and second stages.

3. Addiction as part of personality. The increase in the addictive rhythm forms a stereotype of response to psychological discomfort. (“I had a fight - I need to eat a chocolate bar”). Two personalities appear in a person - “healthy” and “addictive”. "Healthy" strives for communication, is afraid of loneliness. "Addictive", on the contrary, seeks solitude, can communicate only with the same "addicts" (for example: collectors prefer to communicate with the same collectors, and only about the collection). This stage is accompanied by an internal struggle between the two components of the personality, and there may still be periods of cessation of addiction or replacement of one addiction with another. Many addicts at this stage have the illusion of complete control over their emotions and the correctness of their behavior. A person communicating with an addict in this period has the feeling that he is communicating with different people. (Only today a person promised never to play in a casino again, tomorrow he can cheat in order to get money for the game, the day after tomorrow he will viciously blame everything on you.) An addict in a state of striving for “his own feeling” cannot be dissuaded. He will have a ready answer to all the arguments: “Stamps are more important to me than people, they will never let you down ...”, “All people drink ...”, “We live once, eat another cake ...”.

4. Dominance of addiction. At this stage, a person plunges into addiction and isolates himself from society. There is a violation of interpersonal relations - he cannot communicate even with the same addicts. Those around at this stage notice that “this is not the same person”, the former personality “gone”, collapsed.

5. Disaster. Addiction destroys not only the psyche, but also health. There is a general disregard for oneself, for one's body, for personal hygiene. Non-pharmacological addictions also destroy health (bulimia leads to obesity, gambling leads to heart disease). It is no longer possible to return to the old life, since the healthy part of the personality has already been destroyed. A person has lost his family, qualifications, job, he has serious financial problems. Therefore, addicts are frequent lawbreakers.

Conclusion: all kinds of addictive activity lead to a break with the former social circle, the world of real sensations, real people with their worries, hopes, sufferings.

Types of addictive behavior:

1. Chemical addictions:

a) Dependence on psychoactive substances

b) Alcohol

c) drugs

d) Tablets (tranquilizers, barbiturates, etc.)

e) Tobacco

2. Non-chemical addictions:

a) Overeating

b) fasting

c) Collecting

d) Sexy

e) Gambling

f) Workaholism

g) Computer games, Internet

h) Religious fanaticism

i) Fan. movement in music and sports

j) Watching soap operas

k) Co-dependence

In cases with non-chemical addictions, we are talking about constant fixation of attention on certain objects (brands, books, weapons) or activities - activities (sex, work, eating, caring for an alcoholic husband, communicating with a computer). It takes such dimensions that it begins to control a person's life, makes him helpless, deprives him of the will to counteract addiction. These objects or activities are gradually replacing normal contacts with people, love, caring for your loved ones, rest, healthy ambition at work, and the need for friendly support from a person’s life. In the life of a healthy person, everything harmoniously complements each other.

In chemical addictions, attention is fixed on one or more chemicals that alter the mental state. In this case, the life of an addicted person (an alcoholic or a drug user) is destroyed much faster, and people close to him are involved in this hurricane of destruction.

It is more convenient to consider the destructive effect of addictive behavior on the bio-psycho-socio-spiritual model of dependence. Its essence is as follows: any dependence/addiction affects all aspects of a person's life - it destroys the body, psyche, relationships with people.

For example: dependence on computer games, the Internet leads to disruption of the central nervous system (CNS), as a result of this - headaches, impaired concentration, memory loss, insomnia. A person who devotes a lot of time to a computer is physically unable to communicate with people or communication becomes formal.

Consideration of the psychological aspects of the prevention of addictive behavior of minors involves the definition of the phenomenon of psychological readiness for the use of psychotropic substances, that is, the identification of such psychological characteristics of adolescents that are a kind of "weak link" in the process of socialization of the individual. It is these psychological characteristics that provoke them to "avoid reality" at the first encounter with difficulties.

Using psychotropic substances, a teenager primarily aims to change his mental state. Therefore, to find the psychological causes of alcoholism and drug addiction in adolescents means answering the question: why do they want to change their mental state by artificial (chemical) means?

Analyzing the factors that determine the addictive behavior of minors, one should always use the subjunctive mood. This is due to the fact that none of the factors is fundamental, decisive. Even a certain set of factors does not predetermine anything unequivocally, since in this case, too, there may or may not be abuse of psychotropic substances. Difficult life circumstances, improper family upbringing, low general educational and cultural level of the surrounding social environment affect many children living in Russia, but not all adolescents placed in these conditions become alcoholics or drug addicts. At the same time, unfavorable psychophysiological conditions (psychopathies, character accentuations, psychopathic personality development, brain dysfunctions and organic brain lesions, hereditary burden) are also not fatal, and by themselves (i.e., without combination with social factors) cannot become the main determinant of chemical dependence. On the contrary, many of the children we are interested in socialize quite normally in the future, and even achieve high results in their professional activities. Consequently, a more important role is played by how these factors are refracted in the child's psyche, how life events and various circumstances are perceived by him. This explains the fact that one child, from the most unfavorable social environment, in a negative family atmosphere, grows up as a worthy person, and the other, from a completely prosperous, wealthy family, occupying a rather high social position, becomes a drug addict or alcoholic.

The search for the "personality structure" of an alcoholic or drug addict, as well as attempts to identify the "specific profile" of a person predisposed to the use of psychotropic substances, are extremely difficult tasks. Studies of this kind were carried out mainly by foreign scientists using many personality tests. The results showed that there are a number of common features common to people who abuse drugs or alcohol. In particular, this is a weak development of self-control, self-discipline; low resistance to all sorts of adverse effects, inability to overcome difficulties; emotional instability, a tendency to respond inadequately to frustrating circumstances, inability to find a productive way out of a traumatic situation Abdirov N.M., Iktynbaev M.K. A teenager in the orbit of drug addiction: problems, warnings: Monograph. - Karaganda, 1997. S. 61. .

It is easy to see that these features are characteristic not only of alcoholics and drug addicts, but also simply poorly socially adapted people. In addition, such personality characteristics are often noted during adolescence, especially if this period of development proceeds with complications, against the background of previous difficulties in raising a child.

Therefore, the attraction of a teenager to the use of psychotropic substances is a sign of a deeper personal trouble. The basis of this symptom is the psychological readiness of a teenager to use psychotropic substances. Formed gradually, gradually, it is realized at the first opportunity, that is, in the event of an appropriate situation. With all the seeming surprise, impulsiveness, the addictive behavior of a teenager, his alcoholism or drug addiction are the logical conclusion of the previous development.

The lack of psychological readiness for the use of psychoactive substances, on the contrary, gives him a kind of "margin of safety" that provides the ability to withstand the adverse effects of the environment. It is no coincidence that in the same group of a vocational school or in a work brigade where persistent alcohol traditions exist, some minors begin to abuse alcohol and then become an inveterate drunkard, while others remain indifferent, although they participate in joint feasts, obeying group norms. Even the periodic use of drugs or other toxic substances, through which many teenagers who are part of street gangs, have gone through, has remained an episode for some of them. The use of psychotropic substances by adolescents who do not have psychological readiness for this is usually not fixed as a habitual form of behavior, and, as they grow older, the acquisition of personal maturity disappears “by itself”, without the intervention of doctors and the use of any other measures of influence.

The identification of psychological readiness for the use of psychotropic substances necessitates a new approach to solving the problem of alcoholism and drug addiction of minors. It consists in shifting the emphasis from the problem of alcoholism to the problems of a person who abuses alcohol, to the problem of personality. In other words, the focus on the very fact of abuse is overcome, the naivety of such an idea about the goals of anti-alcohol work becomes obvious: “if only you don’t drink, the rest will follow.” In fact, the solution to the problem of alcoholism and drug addiction goes beyond just one area of abuse Zavyalov V.Yu. Psychological aspects of the formation of alcohol dependence. - Novosibirsk: Nauka, 1988. S. 27. .

Psychological readiness for the use of psychotropic substances consists in the inability to adequately perceive situations related to the need to overcome life's difficulties, establish relationships with others, and properly regulate one's behavior. This phenomenon is a combination of certain personality traits that impede the normal social adaptation of a teenager. Being a personal formation, psychological readiness for addictive behavior is not always manifested, being, as it were, in a latent (latent) state. It is actualized in a situation of difficulty in meeting the significant social needs of a person.

Consider a typical situation in the development of a “difficult to educate” teenager who, for various reasons, constantly receives comments and reprimands from teachers, studies poorly and does not meet with understanding and support from parents, because they do not know how (or do not want) to take the right educational position and look for adequate methods. pedagogical impact.

In this case, a number of adolescent social needs are frustrated:

a) the need for a positive assessment of significant adults for him (since the negative assessment of the teacher usually results in a negative assessment of the parents);

b) the need for self-esteem (since a low grade is usually associated with insufficient development of abilities and intelligence);

c) the need for communication (the opinion of a teacher in adolescence largely determines the opinion of the team, and a low assessment of academic performance does not improve the position of the student in the system of interpersonal relations in the class team) Vasilyuk F.E. Psychology of experience. - M.: MGU, 1988. S. 125. .

The main characteristic of a teenager's frustrated behavior is the loss of his original meaningful goal. However, his actions and behavior in general can be quite purposeful, but the achievement of a new goal is meaningless in relation to the original goal or motive of his behavior and activities. As a result, the original goal is lost, and the teenager actualizes another one - to get rid of negative emotional experiences caused by psycho-traumatic influences (negative assessment of the teacher, neglect of classmates, etc.).

For difficult adolescents, the situation of difficulty in achieving the desired is very often adequate to the situation of the impossibility of satisfying needs. This, as a rule, is associated either with their personal characteristics, or with previously learned stereotypes of behavior that allow them to avoid negative emotional experiences in a situation of failure. The lack of a developed habit of overcoming difficulties, the desire to quickly restore a state of emotional well-being prompts the teenager to reconsider the situation, negatively assessed by adults, to imagine it as one in which there is no need to use strong-willed efforts. Naturally, all the mechanisms of defensive behavior are not realized by a teenager; he simply intuitively searches for solutions that satisfy him. An important role in this is played by the fact that the majority of difficult adolescents, despite having a large negative life experience, remain internally infantile. Achieving the maximum possible emotional well-being under the given conditions, striving for life “according to the principle of pleasure” are the defining and semantic motives of infantilism. Therefore, the teenager's self-consciousness is directed only "along the line of least resistance", which determines the activation of the protective mechanisms of his behavior Shabalina V. Addictive behavior in adolescence and youth. - M.: VECHE, 2003. S. 192. .

Protective mechanisms of personality behavior are involuntary, unconscious processes designed to save it from the perception of unwanted psycho-traumatic information, to eliminate anxiety and tension. Their action is usually short-lived and lasts as long as a "respite" is needed for new activity. However, if the state of emotional well-being is fixed for a long period and essentially replaces activity, then psychological comfort is achieved at the cost of distorting the perception of reality, or self-deception.

Psychological protection, distorting reality in order to ensure momentary emotional well-being, operates without taking into account the long-term perspective. Its goal is achieved through the disintegration of behavior, often associated with the occurrence of deviations in the development of the individual.

With the growth of negative information, criticisms, failures, inevitable in case of violation of the process of socialization, psychological protection, which temporarily allowed the teenager to perceive objectively ill-being in an illusory-positive way, becomes less and less effective. In case of ineffectiveness of its action, or insufficient formation, when a threat of a neurotic breakdown arises, the teenager instinctively looks for a way out and often finds it in the external environment. The use of psychotropic substances also belongs to external methods of protection from a traumatic situation.

The unity of the psychological mechanisms underlying alcoholism, drug addiction, neurotic manifestations, psychotic reactions, suicides is noted by both domestic and foreign authors Pyatnitskaya IN Alcohol abuse and the initial stage of alcoholism. - M.: Medicine. 1988., Eidemiller E. G., Kulikov S. A., Cheremisin O. V. Study of the image of "I" in adolescents with addictive behavior / Psychological research and psychotherapy in narcology. - L., 1989. S. 74--79. .

Thus, people who are faced with the inability to change their negative emotional state in a productive way and do not have effective methods of psychological protection face a choice: neurosis or the use of psychotropic substances. If social control is high enough and prohibits the use of alcohol (drugs), the possibility of a neurosis is great. In the absence of social control with the availability of alcohol (drugs), the actualized psychological readiness for the use of psychotropic substances, as a rule, is realized and the person becomes an alcoholic (drug addict).

In other words, those people who are characterized by such psychological readiness, in a situation of difficulty in satisfying vital social needs, are predisposed to alcoholism or neurosis. In this case, they are divided into two groups: more impulsive, authoritarian and extroverted personalities take the path of alcoholism; more conformal, introverted ones become ill with neurosis.

Actualization of psychological readiness for the use of psychotropic substances is determined by the following internal and external causes Munyagisenyi E. Influence of adverse microenvironment facts on the formation of addictive behavior in adolescents. Psikhologicheskaya nauka i obrazovanie. - No. 4. - 2001. :

1. the inability of a teenager to a productive way out of a situation of difficulty in meeting urgent vital needs;

2. unformed or ineffective methods of psychological defense of a teenager, allowing him to at least temporarily relieve emotional stress;

3. the presence of a traumatic situation from which a teenager does not find a constructive way out.

Under such conditions, the teenager is helpless in front of the negative emotional states that overwhelm him. Instinctively fleeing from the disintegration of mental functions and the emergence of neurotic manifestations, he resorts to changing his state by artificial (chemical) means.

In adolescence, states of emotional tension, mental discomfort, the causes of which are not recognized, occur very often. This critical stage in the development of the personality is sometimes so painful that the teenager involuntarily strives to experience it in the full sense of the word “under anesthesia”.

Experimental studies conducted in a group of adolescents who occasionally use drugs confirm that they have mental tension and tendencies to irrational forms of defensive behavior against the background of unformed (ineffective) psychological defense mechanisms Maksimova N.Yu. On the propensity of adolescents to addictive behavior // Questions of Psychology. - No. 11. - 2001. .

Psychological readiness for the use of psychotropic substances, being a system-forming factor in the occurrence of alcoholism and drug addiction, simultaneously acts as a prognostic criterion for these phenomena. In other words, having determined that a teenager has such readiness, it can be said with confidence that a traumatic situation will lead him either to alcohol (drug) abuse, or to neurosis, or to suicide. Any of these outcomes will be a tragedy for the teenager and his family, a loss for society.

Timely identification of a teenager's psychological readiness for the use of psychotropic substances allows for early prevention of deviations in his behavior, contributes to the development of methods for diagnosing adolescents' propensity for addictive behavior, and the development of psychocorrection programs for risk groups.

1. 2 . Methods and principles of socio-pedagogical work on the prevention of addictive behavior of adolescents

The system of preventive and corrective measures is associated with the creation of alternative motivation in adolescents in relation to the negative needs that have arisen, leading them to a deliberate choice. Preserved personality traits and at least elements of positive motivation become the foundation on which a program of assistance and support for adolescents with addictive behavior can be built Ovcharova R.V. Reference book of the social pedagogue. - M.: SK "Sphere", 2001. S. 152. .

It includes the following activities:

1. Group forms of work, including psychotherapeutic, which:

a) open up the possibility of forming new experience of normal human relationships in relevant life situations for everyone and everyone, stimulate newly emerging concepts of "I", new models of identification;

b) provide the formation of a sense of belonging to others, excluding isolation in the environment; protection from chronic stress; expansion of time perspectives.

The exercises that the participants perform at the same time - role-playing games, trainings, etc. - will help to gain new experience when interacting with others by including a variety of sensations of feelings - from the most harmless to breathtaking. Not only scenes from life that are well known to teenagers are played out, but an attempt is made to penetrate into the unknown world of adults. This helps to expand ideas about life, about one’s capabilities, feelings, to understand problems, to try on adult roles, to understand “from the inside” one’s parents, teachers, educators, loved ones, which means taking one more step towards growing up.

2. Individual forms of work, including behavior correction and a wide range of influences - from group trainings to interesting, objective (including labor) activities, professionally orienting him, contributing to building positive interaction with others, expanding his contacts with other children and society.

3. Correction of attitudes towards the future through professional orientation and the formation of attitudes towards choosing a career under the guidance of a qualified specialist through the fixation and development of personal meanings of ongoing changes in social relations, purposeful streamlining of one's activities, determination of immediate and distant prospects, identification and awareness of various value systems.

There are several types of preventive work:

1. Primary prevention - measures aimed at ensuring that the disease, process or problem does not appear.

2. Secondary prevention - measures aimed at the earliest possible detection and termination or change for the better of the course of the disease, process or problem.

3. Tertiary prevention - stopping or slowing down the course of a disease, process or problem and its consequences, even if the underlying (pathological) condition persists.

Primary prevention looks like:

a) information campaigns in the media,

b) providing appropriate protective equipment,

c) offering alternative behavior in a given social and cultural environment.

Secondary prevention includes:

a) targeted information campaigns (based on direct relations in society),

b) provision of remedies and an explanation of their use,

c) the use of pharmacological and other means to influence a specific person,

d) amendments to the law in order to positively transform a society subject to a high level of risk, as well as to prevent the spread of this phenomenon,

e) training of teachers and persons implementing preventive programs.

Relapse prevention includes:

a) transfer of information and training of specific persons,

b) direct medical and rehabilitation actions,

c) creation of specific structures and organizations (treatment and rehabilitation base).

The first requirement of any preventive activity is the provision of information that directly reaches the addressee and involves him in active work.

The second requirement is that information must be placed within a specific context. This context should be enriched and reworked depending on the appearance of innovations, as well as under the influence of the individual or group reaction of the addressees, in accordance with their needs and feelings.

In preventive activities, any information should be:

a) correct

b) the corresponding reality,

c) complete

d) affordable

e) placed in the right context,

e) systematized,

g) the relevant situation in society,

h) aimed at achieving the maximum interest of the addressees.

Thus, the term "prevention" includes all types of activities, the purpose of which is to prevent the emergence and development of a certain phenomenon in a given society.

The main goal of the prevention of drug addiction and alcoholism is to create a situation in society in which members of this society do not use psychoactive substances (except in cases of medical necessity), and therefore do not harm themselves and others.

The effectiveness of preventive work in educational institutions largely depends on its coordination. Conducting individual events (monthly events, mass actions, extracurricular activities, etc.) will not give the desired result if they are implemented separately from others. Preventive activity, focused on teachers, students and their parents, is an integral system, coordinated aimed at all participants in the educational process. Such coordination of actions fully ensures the successful implementation of preventive strategies that underlie the school policy in relation to the abuse of psychoactive substances by students Cherkashina L.A., Sklyanova N.A., Rukavishnikov A.I. and others. Prevention of drug addiction at school: Methodological guide. Book two. Parts 1 and 2. - Novosibirsk, 2001. S. 31. .

The policy of the school largely depends on the position of teachers, parents and students, on the interaction in matters of prevention of all interested organizations and departments, such as district administrations, social services, police, public organizations, leisure centers.

The integrity of the system of work on drug prevention is ensured by a number of principles underlying the scientific and methodological approach to preventive activities Kulakov S.A. Diagnosis and psychotherapy of addictive behavior in adolescents. - M .: Education-AST, 1998. S. 327. :

1. The principle of scientificity. It is the most important in drug prevention. The information field is formed using scientific and literary materials, based on the practical experience of specialists.

2. The principle of cooperation. It assumes cooperation and unity of action both of all participants in the educational process in the implementation of anti-drug policy at school, and of interested departments in the territory of the microdistrict, city.

3. The principle of political and public support. The implementation of this principle is a necessary condition for the success of anti-drug propaganda. Only with the support of the administration, public organizations and the media can we get real results.

4. The principle of activity of all participants in drug prevention activities. It involves the active participation of teachers, students, parents in the planning and implementation of anti-drug preventive work.

5. The principle of forming real clear goals and setting goals. The tasks of drug prevention activities should be realistic, adapted to the conditions of the educational institution, take into account the capabilities of the school staff, and be supported by the necessary resources to achieve the goals.

6. The principle of evaluating the effectiveness and efficiency of the implementation of drug prevention programs. Methods for evaluating the effectiveness and quality of the results of drug prevention work should be laid down at the very beginning of the planned activity. The importance of developing evaluation criteria lies in the fact that they allow you to track the results of work at the intermediate stages of program implementation in order to coordinate and adjust the effectiveness and quality of all preventive activities.

Drug prevention programs consist of the following blocks:

a) situation analysis: description of the school district; school type; learning conditions at school; the number of students, teachers, parents; the number of incomplete families; health status of students and teachers; the number of smokers, alcohol, drug users (according to anonymous survey data or information from the district narcologist); the number of students with behavioral deviations who are at risk of addictive behavior; participation of parents in the educational process (participation in the work of the parent committee, attending parent meetings, organizing classroom and school holidays, helping to repair the school, etc.);

b) analysis of available resources: availability of a drug treatment service in the area; cooperation of the district inspector, pediatrician and adolescent doctors, relations with public organizations and leisure centers; functioning of school circles, sections, clubs; carrying out preventive activities (lessons, class hours, conversations, role-playing games, etc.); participation in the preventive work of teachers, social educators, psychologists, parents;

c) analysis of factors contributing to the risk of involving school students in smoking, alcohol and drug use;

d) analysis of factors that hinder the development of addictive behavior among students;

e) determination of priority areas of activity of an educational institution and setting goals and objectives of preventive work;

f) a plan of activities that must be implemented to obtain the desired result, including scientific, methodological, psychological, medical and social activities of the school, work with parents (parent lecture hall, "Parent University", questionnaires, testing followed by discussion, etc.) , work on the microsite;

g) determination of performers and participants in the implementation of planned activities;

h) expected results;

i) criteria for evaluating the effectiveness of anti-drug preventive activities of an educational institution.

The effectiveness and efficiency of the preventive program is largely ensured under the condition of its versatility and long-term Lozova V.V. Prevention of drug addiction. School, family: Textbook. - Ekaterinburg, 2000. S. 50. .

1.3. Activities of a social educator to prevent addictive behavior in adolescents

The preventive work of a social pedagogue is carried out in the following areas Organization of the activities of centers for social assistance to families and children and centers for psychological and pedagogical assistance to the population to prevent child neglect. //Russian Fund for Social Reforms. - M.: Enlightenment, 2001. S. 63. :

1. Studying and identifying the causes of addictive behavior in children and adolescents.

2. Prevention of the development of asocial, criminal and pathological personality orientation.

3. Organization of special psychologically and pedagogically verified activities with adolescents at risk.

4. Interaction with other specialists and related social services involved in the preventive socio-pedagogical process to integrate educational efforts.

Thus, the activity of a social pedagogue involves the implementation of the following functions:

a) research;

b) warning, prophylactic;

c) correctional-developing, rehabilitation;

d) developing interaction in the name of solving the problems of the child.

The research direction of preventive work involves studying the social situation of the development of children in need of pedagogical support, obtaining the most complete information about the level of their social development. Information of this kind is available, as a rule, from members of the administrative team, teachers, class teachers, the school psychologist, and parents.

The social educator collects and builds information based on the views of specialists working with children. It identifies systematic violators of school norms and rules (frequent skipping classes, defiant behavior, disobedience to general requirements, smoking, foul language, etc.). The next group consists of students who violate moral and legal norms in the family, on the street, in the yard, at school (insulting classmates, kids, teachers, using physical force to sort things out, stealing, forcing something, damaging furniture and other items of school interior and etc.).

The social educator learns everything about the social composition of the family and, if possible, studies the contacts of his potential clients outside the school.

After that, direct communication and establishing contacts with a teenager begins.

It is important to conclude whether it is possible to count on interaction with relatives: how much they care about the fate of the child and whether they are ready to actively participate in changing the situation.

It is equally important to identify the pedagogical style that has developed in relation to this child at school, in the family. For this purpose, you can use the method of expert assessment of the pedagogical style, which includes the following indicators Garifullin R.R. Hidden drug addiction prevention: A practical guide for educators and parents. - M.: SK Sfera, 2002. S. 72. :

1. The attitude of the teacher to the bodies of class self-government:

a) develops, relies on self-government bodies;

b) ignores, does not attach importance to them;

c) suppresses the organs of self-government, selects them personally, without taking into account the opinion of the class collective.

2. Preferred behavior correction and student stimulation measures:

a) prefers reward to punishment, does not forget to praise the student for success;

b) shows a neutral attitude to the successes and misconduct of students;

c) prefers punishment measures to incentive measures; at the slightest mistake of the child, a dressing down, a call to the parents, etc. follows.

3. Resolution of conflict situations in the classroom:

a) when a conflict arises, he tries to objectively understand its causes, is able to admit his mistake;

b) leaves the solution of the conflict situation, does not notice it;

c) in a conflict takes an offensive position, suppresses others.

4. Rigidity in requirements:

a) demanding in moderation, able to enter into circumstances that did not allow the student to properly fulfill the teacher's requirement;

b) in relations with students, he shows connivance, does not know how to demand the fulfillment of his instructions and instructions;

c) adamant, does not forgive students for the slightest deviation from their requirements, does not recognize extenuating circumstances.

5. Distance in communication:

a) is in close contact with students, enjoys the trust of the children, is able to speak with them confidentially;

b) does not attach importance to relationships with students, communicates little outside the lesson;

c) keeps his distance emphatically, communicates with the guys in an official tone, in line with purely business conversations.

As a rule, three groups of teachers can be distinguished: imperative, collaborative and conniving. On the basis of an expert opinion, a social pedagogue can judge the characteristics of the psychological climate in the class where the child is studying. For the same purpose, a sociometric technique can be used, which makes it possible to identify the so-called "isolation index" of certain members in the team.

The information obtained gives the social pedagogue material for building a work strategy aimed at solving individual problems of the child. A social educator can use the following strategies of Menshikov E.S. Programs for the prevention of alcohol and drug abuse for adolescents // Family psychology and family therapy. - 1997. - No. 2. pp.88-105. :

1. Work directly with the child . This strategy takes place when the environment surrounding the child is outwardly relatively prosperous, but for one reason or another, he begins to show a tendency to violate sociocultural norms, falls under a bad influence. In such cases, the social pedagogue seeks to develop his subjective position. The basis of such a strategy is increased attention to the achievements and successes of the child, assistance in self-realization and raising his status among peers. The main direction of this strategy is focusing on the personal potential of the child himself, helping to change attitudes towards ways of self-affirmation using the possibilities of psychological support from school specialists.

2. Work with the pedagogical and "adult" environment of the child. This strategy is chosen in cases where a fairly stable negative public opinion about the child has been formed, which only aggravates an already unfavorable situation and contributes to the development of addictive behavior. Others associate the negative actions of the child with his general depravity. Such a generalized condemnation not so much of a misconduct as of the child himself, the manifestation of a generalized negative attitude towards him causes a response in him. This is how confrontation is formed, which contributes to the strengthening of these negative traits in the structure of the child's personality. The main task that the social pedagogue solves in such cases is to reorient the views of the adult environment on the child and to combine efforts to support him, which, of course, can help create favorable conditions for his self-realization and positive psychological well-being in society. A change in the attitude of others contributes to the development of positive tendencies in the position of the child himself, which makes it possible to work with him to realize his own problems, to form an interest in being accepted, and not rejected by the immediate environment - classmates, teachers, neighbors, friends. One of the important socio-pedagogical tasks solved by the social pedagogue within the framework of this strategy is the creation of favorable conditions for the child to choose a positively oriented group or school community as a reference group.

3. Working with the child's environment in the system of organized space. This strategy becomes necessary when a child either finds himself in isolation, or is subjected to constant ridicule and attacks from peers, or, on the contrary, considers himself much higher than everyone else, an exceptional, outstanding personality, leader, ringleader, to whom everyone must obey. In this case, the social pedagogue, together with other specialists, works to improve relations in the children's environment or in a team, to develop a humanistic orientation of relations. Its task is to develop a child's motivation to seek help from specialists, as well as to create conditions for his inclusion in the normal system of life (assistance in finding a job or choosing a new educational institution). The main content of this strategic line is to change the child's attitude to the current situation, to help him free himself from the consciousness of his doom, isolation, or from inadequately inflated self-esteem and exclusivity, which are of a scandalous nature.

4. Work with children in unorganized (informal) structures. This is perhaps the most complex and little studied area of socio-pedagogical activity. As a rule, informal groupings are extremely closed to adults, especially teachers. Therefore, only indirect influence is possible. The strategy is based on showing adults a sincere, genuine interest in what the child lives and breathes, on what principles his communication is based in one group or another, what he gains by participating in such associations. The absence of condemnation and explicit criticism from an adult helps to remove barriers to communication, makes children more open. A social educator who has managed to find contact with a child who is in an informal association can further use the strongest, positive aspects of the latter's activities and gradually involve him in pro-social activities.

The highlighted strategic lines, of course, do not exhaust all possible options for the activity of a social pedagogue. Each can have its own trajectory depending on the specific situation and the individuality of the client.

Forms of preventive work include education, conversation, counseling, social therapy, entertainment and leisure therapy.

Counseling involves reaching out to the specific problems of the child, their causes and working together to rethink them. The basis of the social and therapeutic impact is the provision of assistance and support in solving the problems of the child. Social therapy can take place at the individual level on the basis of direct work with the client, depending on the specifics of the current situation, the characteristics of his personality, and involves indirect ways of influencing work with the client's environment, with the environment that hinders or impedes his social development. Social therapy also includes a method that is conventionally called "attracting and captivating children." It consists in infecting the child with an idea, making him want to participate in the proposed activities, while assigning him an active role. Some researchers single out individual occupational therapy as one of the methods. It is assumed that in the process of labor activity the child will be able to find ways of self-realization, escape from meaningless pastime, earn money for everyday needs. Social therapy can also take place at the group level. Among the group forms of social therapy, trainings on personal growth, self-regulation, role behavior, various types of play therapy, musical rings and discos, gatherings are especially well known. The social teacher, together with the children, organizes musical evenings and discos and sets pedagogical tasks aimed at developing communication skills, a culture of behavior during mass events.

Chapter II. Organization of socio-pedagogical work on the prevention of addictive behavior of students in an educational institution

2.1 Ascertaining experiment

The purpose of the experiment: Conducting psychological testing in order to determine signs of addictive behavior in adolescents.

Experiment tasks:

1. Determination of the approximate level of consumption of psychoactive substances (alcohol, tobacco); knowledge about them; refusal skills; behavior in drug/alcohol situations.

2. Diagnosis of the personality of adolescents (identification of abnormal character traits, features of self-esteem, etc.).

The experiment involved 24 teenagers, students of the 7th grade of secondary school No. 37 in the city of Ob, Novosibirsk region.

To determine the knowledge of adolescents about psychoactive substances, the skills to refuse them, and behavior in situations of drug / alcohol use, we used a technique specially developed by psychologists for adolescents "Test Yourself".

Instructions: We offer a test that will help you determine in advance how dangerous nicotine, alcohol, drugs are for you and assess your strength in order to fight them. Choose one of the answer options.

1. How do you feel about the "blue haze"?

a) The smoker poisons the room and turns everyone around into passive smokers.

b) Everyone should decide for himself where and how much to smoke.

c) Smoking is allowed only in strictly designated areas.

2. An exam is coming soon, you are nervous. Your friend offers you a "calming" pill. Will you accept or refuse?

a) I’ll take it if I’m completely “out”.

b) I won’t take it, because I’m afraid that I won’t be able to get the same one next time, and the habit will appear.

c) I do not need artificial “calming”.

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Report « Information on the state of work on the prevention of suicidal, addictive and deviant behavior of minors in educational institutions of the municipal / city district of the Novosibirsk region "

Indicate the number of measures taken to prevent suicidal, addictive and deviant behavior in 2017:

	Number of events	Total number of participants
Meetings on the prevention of suicidal, addictive and deviant behavior of minors with the participation of interested bodies and institutions of the system for the prevention of neglect and juvenile delinquency	10/26/2017. Speech at an expanded meeting of the Commission on juvenile affairs and the protection of their rights of the Toguchin district of the NSO
Seminars on the prevention of suicidal, addictive and deviant behavior of minors	for class teachers
Events for parents on the prevention of suicidal, addictive and deviant behavior of minors
Activities for teachers on the prevention of suicidal, addictive and deviant behavior of minors
Activities for children on the prevention of suicidal, addictive and deviant behavior of minors		135
Advanced training courses for specialists on the prevention of suicidal, addictive and deviant behavior of minors

Describe the scientific and methodological support of preventive work in your PO - the availability of methodological literature, materials on the prevention of teenage suicide (Describe the use)

Scientific, methodological and information support for preventive work
school library	I . A series of books to help the educational institution: "Prevention of substance abuse": Valentik Yu.V. Family rehabilitation of minors who abuse psychoactive substances. Vostroknutov N.V. Anti-drug preventive work with minors of social risk groups. Foreign experience of primary prevention of substance abuse among minors. Preventive work with minors of various social risk groups for the abuse of minors. Sirota N.A. Theoretical, methodological and practical foundations of the activity of minors and youth alternative to drug use. II . Bogdanchikov V., Boldarev O., Suraikin A. "Encyclopedia of Independence". III . Ivanova T., Ioffe A., et al. « My Choice”, a teaching aid for secondary school teachers. Purpose: to form studentsthe primary ability to analyze a social situation that provides an opportunity to make an informed choice from several options, taking personal responsibility for your decision.
Psychologist Library	E.I. Dubrovinskaya, O.S. Petuns "Game program for the prevention of addiction to psychoactive substances and deviant behavior for children of primary school age "Ship". S.B. Belogurov, V.Yu. Klimovich "Prevention of teenage drug addiction, skills of confrontation and resistance to the spread of drug addiction." G.I. Makartychev "Training for teenagers: prevention of antisocial behavior". N.P. Shtentsova, N.P. Vychuzhganin "Formation of the Self-Concept of Adolescents of the "Risk Group". L.A. Obukhov "New 135 Health Lessons, or the School of Doctors of Nature". N.P. Mayorova, E.E. Chepurnykh, S.M. Shurukht "Teaching life skills at school". V.Yu. Klimovich"Childhood without alcohol." MM. Bezrukikh, A.G. Makeeva, T.A. Filippova All colors except black. Learn to understand yourself: Slave. tetra. for grade 2, All colors except black. Learn to understand others: Slave. tetra. for grade 3", All colors except black. Learn to communicate: Slave. tetra. for grade 4. T.D. Zinkevich-Evstigneeva “Psychotherapy of addictions. The method of fairy tale therapy. N.N. Ambrosiev "Class hour with a psychologist: fairy tale therapy for schoolchildren". V.A. Rodionov, M.A. Stupnitskaya, O.V. Kardashina "Me and Others", social skills training. L.A. Kotelnikova, G.M. Saifullina "Prevention of addictive behavior in educational institutions of primary vocational education: the work of a teacher-psychologist with older adolescents",teaching aid.
A brief description of:	providing objective information about narcotic substances, their effects on humans and the consequences of their use; ensuring psychoprophylactic work onthe formation of anti-drug attitudes in children, thanks to which the behavior of children is carried out within the framework of a healthy and safe lifestyle; awareness of the essence of drug addiction goes in parallel with the formation of a stable negative personal attitude to narcotic substances, the ability to properly organize one's time and life, cope with conflicts, manage emotions and feelings, providing assistance to effectively counter the spread of alcoholism, drug addiction, gambling, the formation of a strong character, moral strength, able to withstand the harmful effects of bad habits.

W . Describe the information support of preventive work -

Forms of informing students about the work of emergency psychological assistance services, teenage helpline:

information tablet,

school website http://s_kiik.tog.edu54.ru ,

school lines,

memos in the diaries of students,

parent meeting,

"Safety Corners" at school and classrooms,

hours of communication between class teachers and students "Time to trust"

Conducting preventive work on the Internet (on the NGO website):

Safe internet for kids http://s_kiik.tog.edu54.ru/p21aa1.html ;

Consultations for parents and teachers http://s_kiik.tog.edu54.ru/p9aa1.html

4. What specific programs proposed in the Model Model, or their modifications, are used in the TOE?

The program for the prevention of suicidal behavior in children and adolescents "Happiness is life", the work plan of the prevention council for this program in order to

Pprevention and overcoming socio-psychological maladaptationchildren;

Prevention of suicidal actions among adolescents, development of stress resistance, preservation and strengthening of mental health of students.

Name the main measures for the prevention of suicidal, addictive and deviant behavior, carried out in the framework of work with minors in public organizations.

With students to ensure productive mental development and personality development, reduce or eliminate deviations in the physical, mental and moral development of schoolchildren, correctional and developmental work was carried out:

Thematic classes

junior level

Conversation - game "The daily regimen is the basis of human life"

1 class. Purpose: to form a conscious attitude to health, to convince students of the need to comply with the daily routine; to instill the ability to properly allocate time for work and rest; learn to value time.

Game "Friends"

1-4 classes. Purpose: development of empathy, understanding of the other, learning to cooperate.

An hour of communication "How to learn to live without a fight."

Grade 3 Target:prevention of aggressive behavior of children, development of psychological culture.

Class hour with elements of the game "Legal ABC"

1.3 classes. Target:the creation of certain conditions for the socialization of the individual, the preparation of students for entry into a civil legal society.

middle and senior level

Game "Two planets".

5-7 classes. Purpose: teaching positive perception of oneself and another person.

Lesson-game "Barriers of misunderstanding"

5-8 grades. Purpose: to promote understanding of some important features of communication between people

Lesson "An affectionate word costs nothing to itself, but gives a lot to another"

Class. Purpose: to cultivate respect for surrounding adults and peers, to systematize knowledge about the rules of polite behavior, to exercise children in analyzing their actions.

In order to prevent deviant and delinquent behavior, alcoholism and drug addiction, social maladaptation of children and adolescents with children, the following preventive measures were taken

Thematic events

junior level

Lesson - game "Habits and health"

1-2 classes. Purpose: to encourage children to acquire good habits and avoid bad ones.

Psychological lesson-game "Habits and health"

Grade 3 Purpose: to develop in children the desire to acquire good habits and avoid bad ones.

Serious conversation “Learning to say “NO!”

4th grade. Purpose: to form in children an idea of the dangerous possibilities of inadequate actions of a person who is in a state of intoxication, to develop the skills of safe behavior when meeting with him, to promote a healthy lifestyle

middle link

Group work "Anger and aggression"

5-7 classes. Purpose: to create conditions for children to turn to their own experience of aggression, to defuse aggressive tendencies in behavior, to teach ways to safely defuse aggression

Film lecture hall "Moral values"

6-7 classes. Target:understand the basic concepts of morality, moral andimmoral acts.

Lesson-dialogue "Thinking about the future today"

6th grade. Purpose: to form rules for resisting group pressure and rejection of a psychoactive substance.

Psychological class hour: "Dangerous pleasures".

7th grade. Purpose: to form in children an idea of the danger of exposure to surfactants on health and life.

Communication training: "Everything is in your hands"

8th grade. Purpose: formation of an active life position among students and determination of true value orientations by instilling healthy lifestyle skills and preventing the impact of harmful addictions.

senior management

Situational game "Man among people"

9-10 grades. Purpose: formation of ideas about the socially significant qualities of a person.

The hour of communicationWay to yourself»

Grade 10. Purpose: to form a positive moral assessment of such qualities as purposefulness, will, perseverance, desire to work on oneself; to contribute to the formation of adequate self-esteem.

Training session "Drug Addiction - The Way to Nowhere"

9-11 grades. Purpose: promotion of healthy lifestyles, prevention of deviant and delinquent behavior, alcoholism and drug addiction, social maladaptation (DA) of adolescents.

For the formation of personal moral qualities and their significance in the system of human relations, psychological health, emotional stability, group and individual consultations were organized and conducted

junior level

GK. Class hour"Can you make friends?" 1-4 classes.

IR."Sensitivity, intemperance, irritability ..." Grade 4.

GK. Class hour"The Basics of Security".1 class.

Goals:atteach children to behave correctly with strangers, make decisions quickly and correctly and act in difficult situations

middle and senior level

GK. DisputeHow to learn to live together? 5-6 classes.

group conversation"The Art of Everyday Communication" Grade 7

IR."Know how to control yourself" grades 7-8.

IR."Respect for others is respect for yourself." 5, 8 grades.

IR. « How to harmonize relationships with the outside world?". 6-8 grades.

IR. « Look to the future with hope". 9-10 grade.

IR. « I am not alone in this world". Grade 10.

IR. « Be stronger than circumstances". 8-10 grade.

What information do NGO specialists (psychologists, social educators, etc.) have about the participation of students in various thematic Internet groups that encouragesuicidal behavior? quite knowledgeable.

If cases of suicide attempts/completed suicides of adolescents related to

with free access of adolescents to the Internet space that is harmful to their life and health, indicate their number- No

with participation in closed groups of social networks, indicate their number - No

How do experts identify this relationship?

supervision of children during lessons and at breaks,

student testing,

individual and group meetings with children and adolescents,

communication with parents

visiting families at home

interaction with class teachers

What forms of preventive work with minors involved in thematic groups on the Internet that call for suicidal behavior are used by NGO specialists?

trainings,

psychological classroom,

disputes,

video lectures,

ART - therapeutic classes,

round table

List the categories of employees of the public organization or involved specialists who work to prevent suicidal, addictive and deviant behavior of minors - All categories

Describe the forms of advanced training of pedagogical workers, including managers, educational psychologists, social pedagogues, used in the PA on the problem of preventing suicidal, addictive and deviant behavior of minors.

With the aim of increasing the level of psychological knowledge of the culture of all participants in the educational process, preventing deviant and delinquent behavior, alcoholism and drug addiction, social maladjustment of children and adolescents, as well as the emergence of suicidal behavior in adolescents and young people forteachers provided:

individual and group consultations,

round tables,

workshops,

M/O meetings.

In order to form psychological health, group consultations are organized:

"Creating a positive psychological climate in the team."

"Taking into account in the upbringing of the psychological states of the child is a prerequisite for the successful interaction of the teacher in the child"

For the purpose of education, a pedagogical tribune was held (exchange of experience)

"Technology of building relationships at school based on trust, mutual understanding, responsibility"

List the advanced training programs on the prevention of suicidal, addictive and deviant behavior of minors, which were visited by heads of NGOs, teachers and support specialists in 2017-2018

Subject	Target group	Volume (number of hours)
11/29/2017. All-Russian webinar "Behavioral disorders in preschool children"	educational psychologist	Educational and Methodological Portal
12/01/2017. International webinar "Clinical and psychological aspects of deviant (deviant) behavior in children and adolescents"	educational psychologist	Educational and Methodological Portal
02.12.2017. International webinar "Neuroses in children: causes, manifestations and prevention"	educational psychologist	Educational and Methodological Portal
03.12.2017. International webinar "Psychological and pedagogical assistance to maladjusted children and adolescents"	educational psychologist	Educational and Methodological Portal
14.12.2017. Regional parent lecture: "Aggressive teenager: how to behave to parents"	educational psychologist, social teacher, class teachers
12/23/2017. Webinar « Everyone should know this: the role of the teacher in the prevention of suicidal behavior of minors »	educational psychologist, social teacher, class teachers	Regional Center for Diagnostics and Counseling
02/15/2018. Webinar "Primary pedagogical prevention of bad habits"	educational psychologist
05/17/2018. Webinar "Such a difficult emotion of resentment! Existential understanding. About the benefits and harms of resentment. How do we deal with resentment?"	educational psychologist	Moscow "Enlightenment"
05/22/2018. Webinar "Tolerance - we teach children to build relationships from childhood"	educational psychologist	Moscow. Corporation RU "Bustard. Ventana-Count"

List the forms of work with parents to prevent suicidal, addictive and deviant behavior of minors.

CLASS	EVENT	RESPONSIBLE
	Preventive direction
1-4	Exchange of views "Rewards and punishments in the family". Purpose: to discuss the problem of encouraging and punishing a child in the family; to form a culture of encouraging the punishment of the child in the family among parents.	classroom teacher, social teacher
1-3	Parent meeting on health saving "Not a ban, but a warning."	classroom teacher
1-4	Parent forum "How to raise a child moral?" Purpose: to discuss the problem of educating morality in children; to form in parents the ability to educate moral qualities in children.	classroom teacher,
1-4	Round table "Health is an opportunity for opportunities."	classroom teacher
5-6	Family club "About children's loneliness" Purpose: to discuss the problem of child loneliness, its impact on the behavior and character of the child; show parents the importance of communication with children for the formation and development of the child.	classroom teacher, social teacher
5-7	Round table "The first problems of adolescence" Purpose: to help understand the significance of physiological and psychological changes in a child's life; discuss certain rules of parental behavior during the period of puberty of children.	classroom teacher
5-8	Seminar "Positive emotions and their importance in human life." Purpose: to discuss the problem of the significance of the development of the emotional sphere; to promote the acquisition by parents of practical knowledge on the development of positive emotions in students.	classroom teacher
6-8	Exchange of opinions "Your child fell in love." Purpose: to prepare parents for the problem of growing up their children.	classroom teacher
7-8	Discussion "How to talk to your child about love and sex." Purpose: to promote understanding of the need to help the child in difficult situations related to the first feeling; discuss ways that can save the child from rash acts.	classroom teacher
	Round table "Health is an opportunity for opportunities" Purpose: to form an understanding of the value of mental and psychological health of the child.	classroom teacher
	Educational direction
	Educational seminar "The importance of emotions for the formation of a child's positive interaction with the world." Purpose: to discuss the problem of the importance in human life of the development of the emotional sphere, positive emotions; to promote the acquisition of practical knowledge on the development of emotions of younger students.	classroom teacher
1-4	Exchange of views "Cultural values of the family and their significance for the child."	classroom teacher, Head of the Prevention Council
5-8	Group consultation "Let's help children choose a profession."	classroom teacher, social teacher
6-7	Theme evening "Love is the answer to the problem of human existence."	classroom teacher
8-9	Mini-lecture "Love in the family as a moral value." Purpose: to promote the formation of ideas about the family and family values in human life.	classroom teacher
1-11	Monthly work with parents.	Deputy Director for UVR
1-10	Individual advisory referral "To awaken concern for health, to realize the importance of the regime of the day." "The microclimate in the family is the key to the health of the child."	classroom teacher, educational psychologist

Describe the most significant experience (technologies) of work on the prevention of teenage suicide in the NGO.

Technologies for the prevention of teenage suicide in public organizations:
initial link	Interactive technology - social interaction. Forms:round table,conversation, role play,drawing methods, art therapy, fairy tale therapy, interactive games, showing video materials with anti-drug content.
middle link	Interactive technologies - social interaction, problem-dialogue, training technologies. Information Technology. Forms:round table, training, discussion, role-playing game, brainstorming, psychotherapeutic sessions, conference, demonstration of video materials with anti-drug content,social interaction, psychological game.
senior management	Interactive technologies - social interaction, training technologies. Information Technology. Technology of critical thinking. Forms:round table, lecture, thematic hour, seminar, training, role-playing and business game, psychotherapeutic classes, conference, demonstration of video materials with anti-drug content.
Prevention technologies that are innovative: interactive - training, critical thinking, social interaction

List the problems in organizing and conducting work to prevent suicidal, addictive and deviant behavior of minors.

Increase in the number of dysfunctional families:

parental alcohol consumption

insufficient care for the child by the parents,

family conflicts,

material disadvantage,

lack of education due to work on a rotational basis,

child rearing by grandparents

The preventive work of a social pedagogue is carried out in the following areas Organization of the activities of centers for social assistance to families and children and centers for psychological and pedagogical assistance to the population to prevent child neglect. //Russian Fund for Social Reforms. - M .: Education, 2001. S. 63 .:

1. Studying and identifying the causes of addictive behavior in children and adolescents.

2. Prevention of the development of asocial, criminal and pathological personality orientation.

3. Organization of special psychologically and pedagogically verified activities with adolescents at risk.

4. Interaction with other specialists and related social services involved in the preventive socio-pedagogical process to integrate educational efforts.

Thus, the activity of a social pedagogue involves the implementation of the following functions:

a) research;

b) warning, prophylactic;

c) correctional-developing, rehabilitation;

d) developing interaction in the name of solving the problems of the child.

The social educator learns everything about the social composition of the family and, if possible, studies the contacts of his potential clients outside the school.

After that, direct communication and establishing contacts with a teenager begins.

It is important to conclude whether it is possible to count on interaction with relatives: how much they care about the fate of the child and whether they are ready to actively participate in changing the situation.

1. The attitude of the teacher to the bodies of class self-government:

a) develops, relies on self-government bodies;

b) ignores, does not attach importance to them;

c) suppresses the organs of self-government, selects them personally, without taking into account the opinion of the class collective.

2. Preferred behavior correction and student stimulation measures:

a) prefers reward to punishment, does not forget to praise the student for success;

b) shows a neutral attitude to the successes and misconduct of students;

c) prefers punishment measures to incentive measures; at the slightest mistake of the child, a dressing down, a call to the parents, etc. follows.

3. Resolution of conflict situations in the classroom:

a) when a conflict arises, he tries to objectively understand its causes, is able to admit his mistake;

b) leaves the solution of the conflict situation, does not notice it;

c) in a conflict takes an offensive position, suppresses others.

4. Rigidity in requirements:

a) demanding in moderation, able to enter into circumstances that did not allow the student to properly fulfill the teacher's requirement;

b) in relations with students, he shows connivance, does not know how to demand the fulfillment of his instructions and instructions;

c) adamant, does not forgive students for the slightest deviation from their requirements, does not recognize extenuating circumstances.

5. Distance in communication:

a) is in close contact with students, enjoys the trust of the children, is able to speak with them confidentially;

b) does not attach importance to relationships with students, communicates little outside the lesson;

c) keeps his distance emphatically, communicates with the guys in an official tone, in line with purely business conversations.

The highlighted strategic lines, of course, do not exhaust all possible options for the activity of a social pedagogue. Each can have its own trajectory depending on the specific situation and the individuality of the client.

Forms of preventive work include education, conversation, counseling, social therapy, entertainment and leisure therapy.

Teacher: Karabut M.A.

MBOU NOSH 95 Chelyabinsk

The program of activities of the teacher for the prevention of addictive behavior in children of primary school age by means of interaction with the family

Preserving and strengthening the health of students is one of the important areas of modernization of modern education. The most urgent problem in this area include: training overload, leading to overwork of students, school and home stress, the spread of bad habits, insufficient competence of parents in providing psychological assistance or creating a favorable atmosphere in the family.

V.A. Sukhomlinsky said that “taking care of a child’s health, not only physical, but also mental, is not just a set of sanitary, hygienic norms and rules ..., requirements for work, rest and nutrition. This is, first of all, concern for the harmonious fullness of all physical and spiritual forces, and the crown of this harmony is the joy of creativity.

From this follows the pedagogical expediency of creating a special program of teacher activity together with the activities of parents to prevent the prevention of addictive behavior in children of primary school age.

Target programs: creation of psychological and pedagogical conditions for the joint work of the school and the family in the prevention of addictive behavior of younger students.

Tasks :

1) Formation of a system of knowledge on the topic of addictive behavior;

2) Formation of socially significant attitudes aimed at enhancing the joint activities of the school and the family;

3) Propaganda to prevent addictive behavior among younger students and their parents;

4) Involvement of all family members in solving the problem of addictive behavior of children, a means of interaction between the teacher and parents and their children.

Mainprinciples program implementation:

*Cooperation - work is based on partnership, respect and trust of all program participants (students and their parents)

*Integrity of educational space

*Activity approach

* Taking into account age characteristics

*Person-centered approach

The content of the teacher's activity program can be presented in the following areas:

*Work with students:

Comprehensive study of junior schoolchildren, the state of their physical and mental health

Inclusion of children in joint activities

Establishing positive relationships among all members of the team

*Work with parents

– study of family relationships

– providing parents with pedagogical assistance

– involving parents in the life of the class

–organization of joint events with children

Mainmethods program implementation:

1) Conversations

2) Lectures

3)Meetings

4) Games

5) Contests

6) Holidays

The program includes the followingstages implementations:

1) Analysis of screening diagnostics

2) The study of psychological and pedagogical literature

3) Implementation of the program of activities of the teacher for the prevention of addictive behavior of the younger student by means of interaction between the teacher and the family

The expected result of the implementation of this program:

*Organization of a system of collective, creative work to prevent addictive behavior of students.

* Formation of friendly, stable relationships between all family members / 8

* Consolidation of the results of the program for the prevention of addictive behavior of younger students

The content of the activities of the teacher in the prevention of addictive behavior of children of primary school age by means of interaction between the teacher and the family

1) Carrying out screening diagnostics of computer addiction (L. N. Yuryeva) (Appendix 1);

2) analysis of diagnostic results

1) providing parents at the parent meeting with the results of screening diagnostics;

2) analysis of the results of parents together with the teacher

October

Class hour on the topic "Deviant behavior. Is it good or bad?"

1) Parent meeting "what is addictive behavior?"

(Annex 2)

2) conversation with a psychologist

November

1) Working with a psychologist

2) Conversation "your health"

(Annex 3)

1) Conversation with parents on the need for joint activities to prevent addictive behavior

2) parent lecture

Bad habits and their prevention

December

1) Holding a joint holiday "New Year"

Parents and children organize a carnival. Wishing parents write the script. Parents prepare costumes for children and themselves. The teacher helps parents in organizing the holiday. Agrees with the venue of the holiday.

2) After the holiday, the teacher conducts a reflection, both with students and with their parents. Makes an analysis. Makes a conclusion about the impact of joint activities on the psychological state of children and their parents.

(Annex 4)

January

Dispute lesson

" Healthy lifestyle"

"The Art of Being a Parent"

Meeting for parents with the school administration, a social worker, a psychologist on the education of children of primary school age

February

Class hour on the topic

"Let's take care of our health. The benefits and harms of computer technology "

Day - health. (parents organize a joint trip to the skating rink or to the ski base.

March

1) Children prepare reports on the topic "My Hobby". Convincing children that free time should be useful;

2) learning outdoor games on the street

1) "Effective parent" - training for parents (together with a psychologist);

2) integration of healthy lifestyle issues to prevent addictive behavior of younger students.

April

The teacher conducts a sports event "Dad, Mom, I am a sports family";

The use of health-saving technologies in the learning process.

(Annex 5)

May

1) Repeated screening diagnostics of computer addiction (L. N. Yurieva)

(Annex 1);

1) providing parents with diagnostic results; Comparison of results at the beginning of the program and at the end;

2) "The world of our family hobbies" (exhibition of family drawings, photographs, crafts)

Annex 2

Development of a parent meeting on the topic:

"Addictive Behavior of Adolescents"

Resume: Contents: addictive behavior of adolescents, problems of diagnosing the upbringing of students.

Purpose: awareness of the addictive behavior of students and awareness of the need for targeted

work on its prevention.

Form of holding: thematic parent meeting.

Equipment: multimedia projector.

“Children are our judgment on the world, our mirror, in which the mind, conscience, honesty, our neatness - everything

see naked.

Children can close with us, we never with them. ”

V.P. Astafiev.

Content Keywords: addictive behavior of students, problems of diagnosing the upbringing of students.

Target : awareness of addictive behavior of students and awareness of the need for targeted work on its prevention.

Conduct form : thematic parent meeting.

Equipment : multimedia projector, presentation (included).

parent meeting plan .

1. Results of the level of survey of school students.

2.. Addictive behavior of students and the reasons for its manifestation.

3. The role of the family in education

4. Summary

Event progress .

1. The results of a pre-diagnosis to identify the level of computer addiction are placed on a slide and are demonstrated.

2. In the psychological and pedagogical literature, the expression "addictive behavior" is often used - this is the tendency of a teenager to acquire bad habits. The school pays a lot of attention to the fight against bad habits of students. Let's try to understand what is called the words "habit", "addiction".

3. Participants receive sheets of paper and fold them several times, strongly smoothing out the folds.

Then unfold the sheet and try to fold it using the new folds.

After completing the task, you need to ask the participants whether it was easy for them to bend the sheet along the new lines.

Mainconclusion : our whole life is a collection of different habits. In which a person exercises throughout his life. From the beginning, it is quite difficult for a person, then it becomes easier and easier to practice in the usual business. And if suddenly, due to circumstances, a person changes his habit, do

a new habit of one's own, native is not easy enough. Results can be achieved only if the exercises are constant and necessary for the person himself.

The famous American scientist James said: “A habit is a capital acquired in the course of exercises. They must first be saved, and then live on the interest from this capital.

There is no one more unhappy than a person who has to decide every day when to get up, then to dress, etc.

How can you develop a positive habit in your child? To do this, you need to know five important rules .

First rule - in order to cultivate a positive habit in a person, it is necessary to teach him to realize that life without it turns into a disaster. The student is irresponsible - this leads to lateness, unlearned lessons, negative learning outcomes, etc.

Rule Two - a person must learn never to give himself indulgence in the manifestation of this or that habit. You can tell a child 1000 times that he has a bad habit, but this will not lead to a correction. It is necessary to create conditions for correcting bad habits. Even if for this it is necessary to show firmness and cruelty.

Rule Three - it is necessary to teach a person to use every opportunity to develop a positive habit. Practicing positive habits leads to them becoming 'second nature'.

Fourth rule - you can not endlessly talk to the owner of a bad habit. That he is her master. Many students are already well aware that they have bad habits. You have to be a very authoritative person among children. So that they begin to listen to adults and want to correct their habits.

Rule Five - for the manifestation of positive habits, you need to create conditions. But for this you need to know what bad habits have become part of the child's lifestyle.

3.1. To study the problem of the level of computer addiction, the following diagnostics were carried out:

1. How often do you feel revitalization, pleasure, satisfaction or relief while at the computer (on the net)?

2. How often do you look forward to being at a computer (on the net), thinking and thinking about how you will find yourself at a computer, open a certain site, find certain information, make new acquaintances?