Preventive and corrective work of a social pedagogue at school
At present, the prevention and correction of aggressive behavior of adolescents in a school environment is an urgent problem. Therefore, teachers, educators, psychologists, social pedagogues do not always correctly build a line of behavior in relation to this teenager, do not always react correctly to the manifestation of aggressive behavior, and do not always correctly provide assistance to such a teenager.
Conducting a study of the aggressive behavior of adolescents is due to the growth trend of aggressive manifestations, an increase in the number of offenses, and the demonstration of aggressive behavior.
A detailed study of the factors of aggressive behavior of adolescents has great importance to search for approaches to solving such problems of psychology as self-regulation of adolescent behavior, development moral qualities their personality, the formation of positive relationships with others, the prevention of behavioral disorders and offenses.
influenced by environmental factors and learning activities changes are constantly taking place in the structure of the emerging personality of a teenager. Undesirable qualities, asocial attitudes and asocial motives of activity may appear in the personality. Under these conditions, the joint work of a teacher, psychologist, and educator is more than timely. This is one of the directions for the prevention and correction of manifestations of aggressive forms of behavior in adolescents of the school. Such work should be aimed at correcting the psychological and social climate the environment in which the teenager is located, for the correction of emerging or existing deformations of the child's personality, for decompensation and for the elimination of painful phenomena (various psychopathological syndromes).
Corrective and preventive work with adolescents with aggressive forms of behavior should be based on the following basic provisions:
Educators and teachers should be aware of the socio-psychological characteristics of adolescents, especially in their critical age periods, when the risk of personality deformations and manifestations of behavioral disorders in children increases.
Attention should be paid to the formation in children of the interests of a humanistic orientation and moral and ethical universal values. Such a direction in correctional work fills the spiritual vacuum of a teenager and helps him resist asocial ideas coming from the so-called problematic children's team.
Teachers, educators, psychologists, using corrective methodological tools, should take into account the complex nature of the etiopathogenesis of behavioral disorders in children. It is easier to prevent violations of behavior than to eliminate them. It is necessary, taking into account the characteristics of the individual, to eliminate, if possible, all factors leading to aggressive behavior. Considering that many signs of aggressive behavior are manifested in conditions of inactivity, attention should be paid to the organization of teenagers' free time.
Behavioral disorders (aggressive forms of behavior) of adolescents from boarding schools, illegal and criminal acts committed by them, are becoming increasingly important in our conditions. social significance, their antisocial activity often creates a serious criminogenic situation.
Based on the analysis of theoretical sources on this issue and practical experience in studying the features of the manifestation of aggressive forms of behavior in adolescents from a boarding school, it is possible to identify the main key areas within which it is necessary to build corrective and preventive work.
The purpose of work on the prevention and correction of aggressive behavior is to create such psychological and pedagogical conditions in which the manifestation of aggressive forms of behavior was reduced or neutralized.
This work has the following directions:
Psychological and pedagogical education (message to teachers and educators about the individual and age characteristics of aggressive adolescents);
Organization of individual psycho corrective work;
Group forms of classes with teenagers (psychological trainings);
Reducing the emotional reaction that provokes aggression;
Prevention of pathological forms of aggressive behavior;
Prevention of self-destructive behavior;
Sublimation of aggression into socially approved activity;
Sublimation of aggression in sports (sports circles, sections, group sports);
Creative self-expression (drawing, music lessons, theater circles and other creative activities).
Thus, we believe that in order to eliminate aggressive behavior in adolescents living in boarding schools, it is necessary to carry out preventive and corrective work.
Analysis of preventive and correctional development work
For 2015 - 2016 academic year
In the 2015-2016 academic year, preventive and correctional development work with students was carried out in accordance with the plan "Prevention of crimes among minors", also in accordance with a comprehensive program for the prevention of delinquency, crime and health protection.
To increase the effectiveness and targeting of preventive work in accordance with the plan, all students are divided into three groups (categories) taking into account the depth of social deviation:
1) Students who are in a socially dangerous situation or are brought up in families in a socially dangerous situation;
2) Students who are on the intra-school register as a "risk group";
3) Students who are on the intra-school register as "pedagogical support". The implementation of these areas of school work is carried out, first of all, by specialists of the school socio-psychological service. The structure of the socio-psychological service includes three departments: socio-legal, psychological and medical.
In accordance with the goals achieved and the main areas of activity, the specialists of each of the departments carry out a specific type of activity: the Social-Legal and Medical Department - preventive activities, the psychological department - correctional and developmental activities.
During 2015-2016 school year preventive work was carried out in the following areas:
1. Organization of preventive and correctional developmental work with adolescents and their immediate environment.
2. Socio-psychological, sanitary and legal education of adolescents and their immediate environment
3. The study of the medical, psychological and socio-pedagogical characteristics of pupils, the social conditions of their residence and the immediate environment of adolescents.
4. Protection of the rights and interests of adolescents.
At the end of the academic year, SPS specialists analyzed the contingent of pupils. The school has 27 students. The social status of families is also diverse.
Preventive activity has a systemic character.
Prevention of committing offenses and crimes by minors
conducted by social educators and class teachers, together with specialists. Inspectors of the State Duma and other specialists organize activities for the prevention of offenses and crimes among minors
Work is underway to prevent repeated offenses and crimes of students: classes were held on the topics: “Criminal and administrative liability of minors”, “Rights and obligations of students”, “Children's rights”, “Media terrorism: involving minors in criminal activities via the Internet”, “Lawyer, prosecutor”, “Real and conditional punishment”, traditional urban intellectual and legal game “I have the right”, school-wide Parent meeting"Attention! Your child is at risk!”
The work carried out in this direction was effective, in the next academic year it is necessary to continue work on the prevention of repeated crimes.
In order to substance abuse prevention and health promotion
within the framework of the program: "PUVV" specialists of the social department of the SPS organized joint activities with a medical worker of the FAP
This academic year, the following events were jointly held: “Health and Substances” (talks), “Substance Prevention” (watching videos), “Substance Use and Responsibility” (discussions), “Plague of the 21st Century” (issue of leaflets), “ Drug and alcohol addiction", "Protection of life safety as a result of the use of psychoactive substances", (conversations), "Health is important" (discussion), "Life by one's own choice" (presentation), "You can't buy health, it gives the mind" ( presentation, discussion).
And also in this academic year, the annual school campaign "Change cigarettes for sweets" was held, in which students take Active participation.
The social service works closely with the akimat bodies, which help in issuing certificates confirming the status of low-income families.
As a result, 16 students ate in the school canteen as low-income students, and 8 of them were low-income students with many children. This is 15% of the total number of students. Students from low-income families with many children received a cash allowance for the purchase of school clothes
Communication has been established and joint work plans have been drawn up with the Department of Internal Affairs of the ODN and with the specialists of the Comprehensive Adaptation Center (work with families of the SOP category)
Social educators, together with class teachers and inspectors of the State Duma Department of the Department of Internal Affairs, systematically conduct raids to return children to school, monitor students' extracurricular activities, interact with families and schools on student performance and attendance, and improve the pedagogical literacy of parents.
The work carried out in this direction was effective, in the next academic year it is necessary to continue work on the prevention of social orphanhood.
In order to increase the effectiveness of preventive work:
- on the use of alcoholic beverages, toxic and narcotic substances, it is necessary to intensify joint work with a narcologist by developing a plan for joint work.
In order to prevent crimes and offenses among students, pay special attention to class. guide for planning individual work with each family. Based on the identified class. hands problems, the ATP service should provide for the implementation of preventive measures with students and their parents, with the involvement of specialists from departments of the prevention system in this work.
At the beginning of the academic year, the teacher-psychologist carried out complex psychological research students, on the basis of which the general psychological picture school students and determined the main directions of correctional and developmental work.
The purpose of the activity of teachers - psychologists, is the social - psychological support of the process of rehabilitation and socialization of students
These indicators indicate insufficient perseverance, purposefulness, assertiveness in solving the tasks, insufficiently high ability to master educational material in full in the traditional class-lesson system.
Correction and development of the emotional-volitional sphere of students;
Correction and development of the motivational-need sphere of students;
Work on the correction and development of the emotional-volitional sphere of students conditionally divided into three parts: correction of the level of personal anxiety; development of stress resistance; formation of skills of self-control of emotional states.
Correction of the level of anxiety is an actual direction of correctional and developmental work, since the level of personal anxiety is one of the criteria for the social adaptation of students to the conditions of an educational institution and life in society as a whole.
The most effective forms of correctional and developmental work in the direction of correction and development of the emotional-volitional are trainings, classes with elements of training, developing games, individual. The leading direction in correctional work is the identification and correction of the level of aggressiveness in pupils. Most of the respondents showed an average level of aggressiveness. The main causes of aggression in these adolescents are the inability of the child to socialize in society; the behavior of others is interpreted by the child as hostile; the child's inability to control their emotions. The influence of family members in everyday life situations, the approval of aggressive manifestations in a child in relation to others. Humiliation, insults, use of physical force in relation to the child
Based on the results of the implementation of this direction in this academic year, the applied form, techniques and methods were recognized as effective. The data obtained can be interpreted as follows: the number of students with a moderate and high level of aggressiveness at the beginning of the year has almost the same value, by the end of the academic year the indicator high level aggression has decreased. Children are not always the initiators of aggressive behavior. Often adults do not control their negative emotions in a situation of interaction with aggressive children. When an adult manages his negative emotions, he does not reinforce the aggressive behavior of the child, maintains a good relationship with him and demonstrates how to interact with aggressive person. The main task of an adult facing child and adolescent aggression is to reduce the tension of the situation.
During the academic year, SPS specialists regularly prepared materials for publication on websites.
Thus, preventive and correctional-developing work allows you to achieve results in working with deviant adolescents. But there are still problems that have not been solved before and require the close attention of school psychologists: this is an increase in the number of adolescents who show elements of vital activity and, as a result, an increase in the number of cases of extreme leisure activities, an increase in cases of adolescents living outside the home, the need to develop adolescents' constructive interaction skills, disinterest of adolescents in participating in organized forms of leisure, adolescents' propensity to re-offend, an increase in the number of adolescents using psychoactive substances and alcohol. The solution of the problems raised is a priority direction for the development of correctional, developmental and preventive work of our school for the 2016-2017 academic year.
Directions and forms of activity.
3.1. Correction-developing. Creating optimal educational conditions taking into account individual capabilities, characteristics of the state of health and the social environment of students. Organization of the work of inclusive education for children with special educational needs.
Forms: PMPK, screenings
3.2. Information and educational . Legal, psychological, pedagogical education in order to improve the legal and psychological culture of all subjects of the educational process.
Forms: parent lecture hall, student lecture hall, pedagogical lecture hall.
3.3. Preventive. Organization of a system of preventive measures to prevent deviant (deviant), criminal (delinquent), dependent (addictive), auto-aggressive and suicidal behavior of children and adolescents.
Forms: diagnostics, consulting by specialists, support of the individual educational route of the student, Prevention Council,
3.3. Human rights. Using the existing arsenal of legal norms to protect the rights and interests of the individual.
Forms: Reconciliation Council, monitoring facts of child abuse, social protection of privileged categories of children (orphans in care, from large families etc.)
3.4. Socio-medical. Organization of events and control of health, nutrition, labor and physical education in order to form a sustainable need for a healthy lifestyle, spiritual and moral relations with others.
Forms: organization medical examinations, participation in drug testing, implementation of parental projects “Love and Protect”, “School Meals”, “Plant Your Tree”, etc.
A plan has also been developed - a work schedule for the 2016-17 academic year. year; thematic lectures for parents have been developed.
When we started working with children who found themselves in difficult life situation, we were limited only to pedagogical support. But time has shown that such students need both psychological and medical support.
Of course, any work makes sense when there is a result. The result of our activity in this direction is the transition from situational work to the established system.
The study of legal documents allows teachers to develop a clear understanding of their professional rights and obligations, use the knowledge gained in practical activities, and legally resolve professional problems. The legal self-development of a teacher is directly reflected in the level of upbringing of students, since only a competent and educated teacher in the field of law can fulfill the tasks of legal education of young people.
Socio-pedagogical orientation preventive and corrective-pedagogical work with minors.
Among the variety of factors influencing the formation of a child's personality, biological factors, environmental factors, practical experience and upbringing in the broad sense of the word are distinguished first of all. If the innate qualities of a personality, its individual properties act as prerequisites for the formation of a personality, then social factors play a decisive role in the development of social experience by an individual, his growing “into human culture” (L.S. Vygotsky), in adaptation in the socio-cultural environment. Among the leading social factors are the parental family, children's teams of different ages, groups of free communication, children's communities.
An indicator of the social maturity of an individual is his readiness to be an active member of society, to fulfill a variety of intra-family duties, various roles in society, in interpersonal communication in a group. At the same time, the presence of unfavorable socio-pedagogical circumstances, negative macro- and micro-social conditions leads to social maladjustment, i.e. the inadequacy of adolescents' behavior to the norms and requirements of the system of social relations in which they are included in the course of their social formation and development. Along with social adaptation, there is also a process of desocialization - alienation of the individual from the institutions of socialization (family, group, student team), which are the bearers of morality and law.
Therefore, teachers, educators, and parents face the problem of timely prevention of adolescent alienation from social institutions, prevention (prevention) of the negative impact of the macro- and microenvironment, which contributes to the formation and development of deviant behavior.
Special prevention includes corrective and rehabilitation measures aimed at children at risk, deviant adolescents, and juvenile delinquents. It involves the use of various measures of psychological and pedagogical support and social and legal assistance to minors, protecting them from parental neglect, cruelty, violence and the negative influence of an asocial environment. Corrective and preventive work is carried out in close cooperation with the school, family, leisure environment and informal groups, a variety of social institutions and public organizations.
Thus, preventive and correctional-pedagogical activities are the main part of that social pedagogical process which aims to identify deviant teenagers.
Experience and teaching practice show that it is possible and expedient to overcome and even more so to prevent deviations in the development and behavior of minors in the normal organization of the pedagogical process with children. However, the peculiarities of the personal development of adolescents, the unfavorable environment and negative social conditions level out the purposeful educational activities, nullify the efforts of the teaching staff, various social institutions.
Therefore, in order to eliminate or prevent the disease, it is necessary to eliminate its sources and roots. To overcome and prevent deviant behavior, it is necessary first of all to neutralize Negative influence social environment, limit the negative impact of social factors (a dysfunctional family, an asocial group, illegal interpersonal communication).
At the same time, scientific research and pedagogical experience show that radical measures (deprivation of parental rights, dissolution of an asocial group, sending a teenager to boarding schools or special educational institutions for deviant teenagers) do not always bring the expected result, do not eliminate the problem, but exacerbate it, only for some time slowing down its development. Therefore: when organizing correctional and pedagogical activities with deviant adolescents and preventing the causes of their deviant behavior, it is necessary to proceed from an understanding of the socio-pedagogical essence of deviant behavior of minors, taking into account the influence of environmental factors on personality development, and the referential significance of interpersonal communication with peers in a group.
In the prevention and overcoming of deviant behavior of adolescents in the correction of communication and relationships in the families of deviant adolescents, there are various ways and means of pedagogical influence on parents, on educational potential, on the nature of intra-family relations. These impacts can be both direct, immediate, and indirect, mediated.
A direct path of corrective influence on family communication, on its content side, is possible with a good understanding between parents and teachers. If the family believes in the authority of the school, strives to develop family relationships, then parents turn to teachers for help, participate in various social and pedagogical events, attend lectures, talks, and consultations within the framework of pedagogical general education.
If there is no mutual understanding between the family and the school, if the family is indifferent to the recommendations of teachers, and teachers' attempts to assist in the upbringing of the child are regarded with caution or aggressively, then in such conditions an indirect, indirect way of corrective and pedagogical influence on the family of a teenager with deviant behavior is acceptable.
Indirect influence on the nature of relationships in pedagogically incompetent or passive families, on the content of communication of pedagogically neglected, deviant adolescents in them suggests the presence of two interrelated processes. On the one hand, the feelings of parental love are taken into account and used, preserving a sense of duty in raising a child. On the other hand, if parents understand that the child is a full participant in family relationships and their influence on him is adequate to his influence on them, then the impact on the family is carried out indirectly through the child.
Indirect influence is also carried out during the joint activities of children and parents at the place of residence, when conducting individual-group forms of pedagogical influence, at conferences-dialogues, in discussions on urgent problems of raising a child.
Since each family has a lot of individual characteristics and reacts differently to outside interference, whatever it may be, it is advisable for teachers to use both direct and indirect ways of influence. In both cases, a number of tasks are solved, aimed at:
1. help the family in assessing the intra-family atmosphere, in analyzing the existing family communication;
2. cause a desire to change existing relationships, show ways and means of changing communication in the family;
3. Together with family members, determine the prospects for positive family communication, bearing in mind the attractiveness and significance of family communication for a teenager.
Depending on the type of family, various forms and methods of work are used, and the school and the public have a complex impact on parents.
Pedagogically incompetent families with little content, inconsistent nature of family communication, relatively low general level, are usually incompetent in matters of education, but they have a desire to gain knowledge in this area. Such families, in order to correct the nature and content of communication, are included in common system pedagogical general education. But as practice and direct work with these families have shown, general recommendations to such families are not enough. For such families, a more acceptable form is a pedagogical consultation, which is carried out for them on certain days by school teachers, a socio-psychological service. In this case, it is important to eliminate the barrier of distrust, to destroy the parents' belief that their ignorance will be misunderstood and used by the teacher against them and their children. Pedagogical consultations for parents are conducted by the most authoritative teachers of the school. The conversation takes place in a friendly manner. Counseling is based on the desire to work together to understand this or that difficult educational situation. Consultations can be both individual and group, both at the initiative of the school and at the initiative of the parents. During the consultation, parents are given the opportunity not only to talk about the difficulties in raising children, to jointly analyze the situation, but also to receive advice and specific recommendations.
Practice has shown that pedagogical consultation is an interesting and effective form of work with families of pedagogically neglected teenagers.
However, such parents need to be involved in active social activities. As a first step pedagogical growth parents can become one-time assignments, their range can be quite wide: from direct assistance in the material base of the school to organizing and holding any events for the children (excursions, trips to the museum, etc.). A great effect is produced by joint activities with the direct participation of the group, which includes the child. Some parents are involved as leaders of circles, sections.
School parent committee lead purposeful work with every dysfunctional family. Through a differentiated approach, parent activists conduct a painstaking individual work to involve each parent of pedagogically neglected adolescents in socially useful activities at school, give them the opportunity to see their children in activities, compare with classmates, think about what else to do to make the child better, more educated.
The effectiveness of the correction of communication in families of adolescents with deviant behavior depends on the skillful combination of both direct and indirect influence on the family. If the first path is carried out by the school and the public and is aimed at improving the general cultural and pedagogical level of parents through the system of pedagogical general education and education, then the indirect path of influence is carried out through adolescents; through the organization of joint activities and communication of children and adults in the family, at school, at the place of residence.
In the system of preventing and overcoming deviant behavior of adolescents, an important role is played by work to neutralize, reorient or correct group communication of minors, which plays a rather significant role both in desocialization and in the maladjustment of the adolescent's personality.
When organizing correctional and pedagogical work with groups of adolescents with deviant behavior, it is necessary to take into account a number of socio-pedagogical conditions:
group communication of pedagogically neglected adolescents is associated with their interpersonal relationships in the class team, and vice versa, a group of free communication has a tangible influence on the relationship of a teenager with classmates. When outlining ways to optimize group communication of minors, it is necessary to take into account this relationship and build corrective work with a teenager outside of school in such a way that it is a continuation educational process with him in a class team;
group norms and values are quite strong influence on the formation of consciousness and behavior of pedagogically neglected adolescents. Consequently, the educational impact of the school on them is refracted through group norms and values and interpreted accordingly. Therefore, the behavior of a deviant teenager cannot be corrected without affecting the group as a whole, the content and direction of group communication;
group communication of pedagogically neglected adolescents is free, informal communication, and an attempt to transform it. Raise to rank official group, most often leads to the manifestation next to them of new groups of free communication. Therefore, leaving for teenagers the right to freely choose a communication partner, it is necessary to skillfully adjust the structure of their social circle, develop socially significant interests and needs;
both pedagogically neglected adolescents and their group communication resist direct educational influence. For this reason, the organization educational work with them should be based on a combination of both direct and indirect influence on the content and direction of group communication of pedagogically neglected adolescents.
Therefore, before starting correctional and pedagogical work with a group of adolescents, it is necessary to determine:
the direction of the group, what does the majority of the group members want, what are their dominant interests, what goals will unite them, what causes disagreement;
the structure of group communication, the relationship between members of the group, who occupies a leading position, who is rejected and powerless, who is in charge;
group activity: what type of leading activity unites the group, for what motives each member of the group participates in this activity, who achieves the greatest and who achieves the least success, what types of activities serve the group as entertainment, which - to develop character, which - to realize interests ;
the relationship of the group with the outside world (isolation, caste, hostility), attitude to the school, to other peer groups, to the class team.
Having determined the initial data of the group, having clarified the nature and content of the orientation of group communication of minors, the logic and sequence of correctional and pedagogical work with the group is outlined:
setting goals and objectives for a group of adolescents that could captivate them and require each positive behavior, activation of socially valuable activities (sports activities are incompatible, for example, with smoking and drinking alcohol);
improving the atmosphere in the group by switching it from antisocial
activities to socially significant (violators of discipline follow
keeping order at the school, volunteering, being on duty at the crossroads as part of the UID units);
changing the direction of the group by satisfying its claims under certain conditions (allow parties, subject to discipline and order after the gathering), etc. At the same time, concrete ways are also proposed to overcome the negative orientation of groups, taking into account social conditions: attracting a group to an interesting, exciting business without destroying established friendships (competition of musical ensembles of teenagers);
overcoming false romance with the intensity of wrestling, healthy
competition, through cooperation in useful deeds, selection of deeds and
tasks of increased difficulty, which require all participants
high voltage, etc.
When choosing organizational forms, ways and means of corrective and pedagogical influence on group communication of deviant adolescents, it is necessary to proceed from the expediency of their use in the conditions of a particular region, the effectiveness in reorienting the personality of adolescents with deviant behavior.
The choice of organizational forms most often depends on the traditions of the school, the socio-pedagogical conditions of the microdistrict, on the spatial and structural features extracurricular communication of pedagogically neglected adolescents, from the specific situation in the school district.
One of such organizational forms of correctional and pedagogical activity with teenagers can be the creation of a zone of pedagogical influence of the school. This is the territory of the microdistrict adjacent to the school and is the sphere of special concern of the team, the sphere of application of the forces of children and adolescents, the field of social and socially useful activity.
The same can be done at school by changing the attitude of classmates towards pedagogically neglected adolescents, assisting them in educational activities, including them in a collective creative work etc. However, this way does not always give a positive result. Usually, public opinion about such guys in the classroom has already developed and its restructuring requires the expenditure of certain efforts. Therefore, a situation is needed where teenagers would feel freer, more natural, but could be seen and appreciated by their peers and classmates. Here the most successful conditions are their activities in the zone of pedagogical influence of the school. It retains the power of influence of the class team outside the school, but the way the team influences, the system of communication between adolescents and the conditions for the manifestation of their personal qualities are changing.
The teenager is in the circle of classmates, in front of them, at the same time, the conditions of the microdistrict help him to manifest himself from the side from which he is not yet known in the class, and, therefore, there is an opportunity for self-assertion and raising his status in the team in non-standard conditions , in a favorable social circle. This can be patronage work on kids, assistance to veterans, work on the improvement of the microdistrict, etc.
Teenage interest clubs can become the basis of correctional and pedagogical activities with such groups. They make it possible to preserve the structure of group communication, allow for closer observation of the content of communication, and change the value orientations of group communication.
Conclusion:
Joint affairs, common concerns, non-standard situations, expansion of relationships, relationships, circle of communication, allow you to first neutralize the negative orientation of free communication groups, fill their lives with positive content, and then give their activities a significant social orientation.
Forms and organization of preventive and corrective work for the 2016-2017 academic year.
Organization of work of the parent lecture hall.
Organization of employment and leisure of children.
Creation in the classroom of conditions and a system of qualified and competent differentiated assistance to families and children who need support.
Connecting the parent community to timely address children's problems.
Regular diagnosis of children with learning difficulties. Analysis and evaluation of work in terms of efficiency, making possible necessary adjustments.
Forms of work:
explanatory work;
psychological help;
corrective work;
parent education ("
work of narrow specialists with children and parents.
Expected results:
tracking the root causes of learning difficulties in children;
improving children's learning outcomes;
increasing the educational activity of children;
an increase in the number of parents interested in positive changes in their child.
Ways to check expected results:
questioning;
sociometry;
work analysis.
Forms of the results:
exhibitions of achievements;
round tables
Areas of work:
1. Working with children with learning difficulties (class teacher).
My work in this section is based on several main areas:
Individual conversations with children, the purpose of which is to help children make meaningful actions, overcome fear and insecurity in front of other people (classmates, peers, adults, acquaintances and strangers).
Carrying out the correction of the positive impact of various methods of education.
Organization of free and leisure time for students.
Exploring the Interests of Children with Learning Difficulties for the Purpose of Learning rational use children's free time.
Attracting children to circles and sections, social activities.
Encouraging the creativity of students and their participation in school-wide and classroom educational and extracurricular activities.
Working with parents (class teacher).
Conducting lectures not on the topic:
What it means: finding enough time to talk with your child;
Do not leave the child alone with his problems, including educational ones;
Respect the best interests of your child.
Steps for working with families:
Educational work.
Providing pedagogical assistance.
Diagnostics of work results.
3. Psychological consultation and assistance (psychologist).
There are problems, the solution of which is long overdue, among them the priority is violence in the family. In addition, they were joined by the problems of children - victims of armed conflicts.
Now the school has an even greater mission of a psychological and pedagogical service designed to help children and their parents strengthen the psychological health and development of students.
The psychological section includes the following components:
screening - continuous monitoring psychological development students using express diagnostic methods;
diagnostics – in-depth analysis of children of the “risk group” using special advanced psychodiagnostic methods;
correction – the use of psychological, therapeutic and training procedures designed to correct violations of psychological health, as well as undesirable deviations from the optimal mental development students.
4. Assistance in the social adaptation of children with learning difficulties and their parents (social teacher).
Creating the required databank class both all students in the class, including:
bank "Children with learning problems
children with developmental problems;
children left without parental care;
children from dysfunctional, asocial families;
children from families in need of socio-economic and socio-psychological assistance and support;
children with manifestations of social and psychological maladaptation.
5. Information and educational work with children with learning problems and their parents.
Topics of parental legal general education.
Individually - thematic consultations for parents and conversations with them:
How interest in learning arises.
The need for attention to individual personality child, his mental, physical, psychological and spiritual development.
The main role of the family in the physical, mental, psychological health of children.
The adequacy of self-esteem in children, its consequences and ways to increase / decrease (as a rule, increase).
Thematic plan
To identify pedagogically neglected children from dysfunctional families. During a year. Classroom teacher
Determine the categories of children who arrived in the classroom based on:
- creating a class passport;
Individualstudent questionnaires. As needed. Classroom teacher.
3. To study the causes of the socio-pedagogical neglect of the child. During a year. Class teacher, psychologist, social pedagogue.
4. Conduct a series of advisory sessions "The Beginning of Our Journey". Get to know the students, establish contact with them and their parents.During a year.Classroom teacher.
5. To study the level of adaptation of children to school.During a year.
6. Conduct a training seminar - workshop "Learning to communicate and make friends." During the year. Classroom teacher.
7. Conduct training sessions: "Communication skills in society." Systematically.Classroom teacher
8. Organize and conduct raids dysfunctional families and families of pedagogically neglected children. As needed.Class teacher, social teacher, parent committee
9. To study the position of the child in the class team. Systematically. Classroom teacher
10. Organize and conduct consultations for children with learning difficulties and their parents.Systematically. Class teacher, psychologist
11. Organize and conduct conversations with pedagogically neglected children and their parents on ways to improve academic performance. Systematically.Class teacher, police representative
12. Organize work aimed at involving children with learning difficulties in circle, extracurricular, extracurricular work, in sections on different interests. Systematically. Classroom teacher
13. Organize and conduct individual work with children aimed at correcting problems. Systematically. Class teacher, psychologist
14. Organize and conduct educational games “Society, Communication and Us” with children. Systematically.Classroom teacher
15. To form a positive motivation to attend and study at school. Systematically. Class teacher
16. Organize and conduct classes - workshops "Playing, we learn." Systematically.Classroom teacher
17. Analysis of work. During a year.Class teacher, psychologist
18. Organize employment and leisure for children with learning difficulties. During a year.Classroom teacher
Methodology for assessing the effectiveness of correctional work with children with learning difficulties
The most important means of achieving positive learning outcomes for children with learning difficulties, who, as a rule, do not have sufficient baggage of "previous" knowledge and do not know how to organize their work, is, as mentioned above, the method of creating a situation of success. In the classroom, first of all, I strive to create a special atmosphere that allows children to learn to think, to reveal to them ways to organize the search and find solutions to the tasks in the lesson,evaluate student performance. It requiresfriendly environment in the classroom, an atmosphere of genuine cooperation rather than authoritarianism. The student should feel that the teacher is interested in the process of his work, evaluates it accordingly, helps to identify strengths and weak sides his work, outlines, together with the student, the ways of its correction. The mark becomes only the result of intensecollaboration between teacher and student , which in the process of its implementation is repeatedly evaluated and corrected. At the same time, the teacher gets the opportunity to identify the dynamics of his (the student's) changes from lesson to lesson.
The assessment of the student's abilities in the course of mastering knowledge should consist of three different, but related criteria:didactic, logical and psychological . It is difficult to distinguish them, one can only focus on each of them. Therefore, when evaluating the work of students, I strive to differentiate these criteria, clearly identify them, justify them so that they are understandable to each student (for what exactly he received this or that point).
Great value and traditional forms control, which also help to evaluate the achievements of students, check the compliance of the planned and actual learning outcomes, enable the teacher to see the formation of students' ZUN, assess the level of assimilation of the program material. The main type of control of students' knowledge is the current check, which allows you to correct the learning process in a timely manner. As my experience has shown, children with learning difficulties are afraid of “traditional” tests, in most cases it is difficult for them to even understand the condition of the tasks, so it became necessary to use such works that would correspond to the level of development of students with learning difficulties. For students in my class, I make test papers in their usual form: with drawings, familiar plots, elements of developmental learning, gradually in grades 3-4, drawings are replaced by texts.
In addition, I use the method of Maryana BEZRUKIKH "Methodology for assessing the level of development visual perception children aged 5-7.5 years" (group and individual testing), by following verbal instructions.
Criteria for evaluating the result of correctional work with children with learning difficulties
Forms and methods of evaluating results
The results of the program implementation by each child are monitored and evaluated using intermediate (I half-year) and final (end of the school year) testing.
The test results are recorded in the journal of the study group.
Criteria for evaluation:
1. Diagnosis of the level of anxiety. Anxiety scale (A. M. Parishioners)
2. Diagnostics of interpersonal relations (method of mutual elections).
3. Diagnosis of auditory perception using the "Text Understanding" test.
4. Diagnosis of concentration of attention using the "Correction test" technique.
5. Diagnosis of auditory memory. Ten words method.
6. Diagnostics of visual memory. Technique "Remember the figures."
7. Diagnostics mental development. Peresleni-Podobed test.
Sections: School psychological service
The role of the family in the prevention of socialdeviant behavior at children.
This is one of the most important areas in the prevention of the formation of deviant behavior in children and adolescents. It has been known since ancient times that the roots of vice come from the family. Many problems can be solved if we can create the most favorable opportunities. family life and family education for children. The implementation of this direction requires the solution of a complex of problems of a non-family and intra-family nature.
First of all, and this, firstly, it is necessary to solve the problem of preparing future parents for family life and raising their children.
In general, the preparation of young people for family life and the upbringing of children includes the study of the following sections:
- basics of relationships in the family;
- intra-family conflicts, the causes of their occurrence, the possibility of their
warnings and ways of overcoming; - basics of family farming, family economics;
- the basics of family education at various stages of age
development of a child, a teenager (this direction is most often solved through
school or family centers as the child grows), etc.;
Secondly, the creation of a favorable moral environment in the family and in intra-family relationships is of no small importance.
The situation in the family is the environment where, first of all, the foundations of the worldview of a growing person are formed. From early childhood, it is in the family, in this environment in which he lives, develops and is brought up, that he learns what relations between people should be (men to women, adults to children, children to adults), gets acquainted with the basics of the culture of communication and behavior, leisure activities, etc. At the same time, a future family man is formed in the family, a person who creates, strengthens and realizes the potential of the family in accordance with its social purpose.
It should be emphasized that an immoral environment (fights, hysterical screams, rudeness), in addition to a negative example, can lead to serious mental trauma for a child, which is extremely difficult to overcome in the future. The negative problems of the family and family education have a negative impact on the physical, mental and social development of a growing person.
Thirdly, the prevention of errors in family education.
As a rule, in every normal family, parents are interested in the upbringing of their children. However, pedagogical unpreparedness often leads to typical mistakes. Such errors are described in the literature. The most characteristic of them include:
- anti-pedagogical behavior of parents as an example to follow. A characteristic manifestation of the behavior of parents through the so-called "false authorities" was described by A.S. Makarenko. In particular, he singled out the authorities of suppression, swagger, pedantry, reasoning, bribery;
- loss of communication between parents and children. Unfortunately, not all parents succeed in maintaining a normal relationship between children and parents. The loss of internal communication significantly reduces the possibility of expedient pedagogical influence of parents on children, especially in adolescence, when it is most important;
- typical mistakes committed by parents in the process of education:
conniving - condescending tone; all-round defense position: "our child is always right"; - demonstrativeness - the active assertion of the "dignities of the child" in his presence; pedantic suspicion;
- rigidly authoritarian style; constant exhortation; indifference; upbringing according to the “family idol” type, inconsistency, inconsistency of educators, etc.
Fourthly, the formation of a child's solid moral guidelines, a moral position.
We are talking about the formation of the main core that determines the subsequent position of a person in assessing himself, the people around him, the events taking place, his actions and deeds, as well as the activity and focus of efforts in working on himself. Moral education begins with early age. Omission in this regard leads to irreparable consequences in the upbringing of a person.
Fifthly, the upbringing of volitional qualities and self-esteem from early childhood, which will allow the formation of moral and volitional qualities in a person.
Volitional qualities are the tools that will allow a person to fulfill himself, defend his position, preserve his "I". The lack of strong-willed qualities turns a person into a herd creature and can lead him under the influence of another, often socially negative leader. In such a situation, a weak-willed person may well turn out to be an accomplice in the socially dangerous actions of the group. The moral basis for the development of a person's personal qualities determines the direction of his volitional activity.
Sixthly, the prevention of violence against a child, which suppresses the will, on the contrary, forms a cult of strength, stimulates the education of aggressiveness towards the weak, infirm.
Psychologists recommend that educators in the process of using coercion in education take into account the following:
- do not use physical punishment of children under 3 years of age, as this
affects the manifestation of their activity; - refrain from punishing children and especially adolescents in
the presence of peers. Public humiliation suppresses the will, injures
psyche; - to punish girls over 10 years of age and boys over 14 years of age with the use of force for any fault. The transitional age is especially intolerant of such influences and can lead to serious mental trauma, form the alienation of parents from children;
- to punish a child in cold blood, ruthlessly, to arrange a kind of
executions as some kind of work.
It should be remembered that the upbringing of the child is also negatively affected by the constant threat of parents with punishment, believing that this is enough. The child in this case gets used to threats and does not react to them.
When applying punishment, it is important in no case to allow the humiliation of the dignity of the child. It is necessary to do everything possible so that the child does not commit actions and deeds for which he should be punished. K. Wenzel, a well-known domestic teacher of the end of the past - the beginning of this century, recommended not to apply punishments, in case of violation of the norms of behavior on the part of the child, to put him in such conditions when he would be convinced of the perniciousness of his actions.
Seventh, prevention of introducing children and adolescents to alcohol, smoking, gambling.
IN modern conditions a significant part of misdemeanors on the part of adolescents and youth is committed while intoxicated. Introducing a teenager to drugs, on the one hand, contributes to the destruction of the body, its degradation, makes it vulnerable to dangerous infectious diseases (for example, AIDS), on the other hand, their use requires large financial resources, which prompts the drug addict to criminal actions.
In the process of upbringing from early childhood, the child is gradually and convincingly explained, first in the family, and then at school, the harmfulness of alcohol and drugs. However, the most effective means of education is personal example parents, older brothers and sisters, older comrades.
Eighth, encourage the child to self-educate and teach him how to work on himself.
The authors propose a cycle of classes with students of different age groups aimed at preventing school and social maladjustment, developing the skill healthy lifestyle life. Classes include psychological games, conversations, trainings, description of the necessary methodological equipment See Appendix No. 2).
Bibliography:
1. Antonyan Yu.M. Juvenile delinquency prevention. - M., 1982.
2. Bazhenov V.G. Education of pedagogically neglected teenagers. - Kyiv, 1986.
3. Bobneva M.I. social norms and regulation of behavior. - M., 1978.
4. Levin B.M., Drug addiction and drugs. - M., 1991.
5. Pedagogical prevention of drug addiction at school. (Under the editorship of Makeeva A.G.) - M., 1999.
6. Problems of the prevention of offenses of students of secondary schools. Collection scientific papers- M., 1990.
7. Pedagogical prevention of drug addiction at school. (Under the editorship of Makeeva A.G.) - M., September, 1999.
8. Rodionov V.A., Stupnitskaya M.A., Kardashina O.V. I and others - I, 2001.
9. Social prevention of offenses: advice, recommendations. (Under the editorship of Kerimov D.A.) - M., Yurid. Literature, 1989.
10. Socio-psychological, socio-pedagogical and individual-personal problems of the prevention of juvenile delinquency (Under the editorship of Pirozhkov V.F.) - M., 1980.
The preventive work of a social pedagogue is carried out in the following areas:
1. Studying and identifying the causes of maladjustment 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 their level of social development. Information of this kind is usually available to members of the administrative team, teachers, class teachers, school psychologist, parents.
The social educator collects and builds information based on the views of specialists working with children. First of all, he identifies systematic violators of school norms and rules (frequent absences from classes, defiant behavior, disobedience 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.).
And finally, it refers to a group of teenagers who have already committed crimes, have been brought to the police and are registered with the commission on juvenile affairs.
The social pedagogue learns everything about the social composition of the family and, if possible, studies the contacts of his potential clients outside the school Methods of providing socio-psychological assistance to families and children. // Russian fund social reforms. - M.: Enlightenment, 2001. S. 84 ..
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 methodology of expert evaluation, which includes the following indicators:
1. The attitude of the teacher to the bodies of class self-government:
· develops, relies on self-government bodies;
Ignores, does not attach importance to them;
· 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:
prefers reward to punishment, does not forget to praise the student for success;
Shows a neutral attitude to the successes and misconduct of students;
Prefers punishments over rewards 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:
when a conflict arises, he tries to objectively understand its causes, is able to admit his mistake;
· moves away from the solution of the conflict situation, does not notice it;
Takes an offensive position in a conflict, suppresses others.
4. Rigidity in requirements:
Demanding in moderation, able to enter into circumstances that did not allow the student to properly fulfill the teacher's requirement;
In relations with students, he shows connivance, does not know how to demand the fulfillment of his instructions and instructions;
adamant, does not forgive students for the slightest deviation from their requirements, does not recognize extenuating circumstances.
5. Distance in communication:
is in close contact with students, enjoys the trust of the children, is able to speak with them confidentially;
Does not attach importance to relationships with students, communicates little outside the lesson;
· Emphatically keeps a distance, 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.
Preventive work of a social pedagogue. The information obtained gives the social pedagogue material for building a work strategy aimed at solving individual problems of the child. The social educator can use the following strategies:
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 an orientation to the personal potential of the child himself, assistance in changing attitudes towards ways of self-affirmation using the possibilities of psychological support from boarding 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 deviant 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) Work 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 sides activities of the latter and gradually involve him in pro-social activities Technologies social work for the Prevention of Neglect of Minors in Institutions social services families and children. //Federal target program "Development of social services for families and children". - M.: Enlightenment, 1999. S. 51 ..
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.
Rehabilitation and development activities. 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 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 are especially known. personal growth, self-regulation, role behavior, different kinds game therapy, music rings and discos, gatherings. 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.
Prevention is important integral part the work of a social educator. Prevention of deviant behavior in the work of the social teacher of the school is a specially organized joint activity of teachers, parents, the student team, the public and the teenager himself, who is aware of the need for self-improvement (L.I. Malenkova).
Among the national tasks of preventing and preventing crime, a special place is occupied by the problem of early prevention. deviant behavior juvenile warning a social behavior in the early stages of development, until social deviations have developed into criminal activity. At the same time, early prevention of deviant behavior of minors, first of all, involves the timely identification and neutralization of adverse effects exerted on the minor by his immediate environment.
School, according to M.A. Alemaskin, is one of the central links in the system of general prevention of deviant behavior of minors. On the one hand, it is called upon to carry out the pedagogization of the educational and preventive activities of the family, on the other hand, the school must fully implement its own educational and preventive functions to correct difficult-to-educate students, carried out directly in the process of the educational process, to create an educational environment in school, at the place of residence, to improve the conditions of family education of children.
In the socio-pedagogical literature S.A. Belicheva., M.Ya. Galaguzova., L.V., Mardakhaev and others identified the main areas of activity of a social teacher in the prevention of deviant behavior of students at school: legal education; sex education; the formation of the moral culture of the individual; labor education; formation of the aesthetic culture of the individual; upbringing physical education personality (formation of a healthy lifestyle).
A.I. Dolgova, A.K. Shchedrin note that the leading direction in the prevention of deviant behavior of students is legal education, as it contributes to the formation of legal consciousness among students. Legal education is an organized, systematic impact on a person, forming legal awareness, legal attitudes, skills and habits of active lawful behavior. The purpose of legal education is to form a sense of justice in students and to provide them with conscious and active lawful behavior on this basis.
A.I. Dolgova identifies the following tasks of legal education: the formation necessary system knowledge on issues of state and law; formation of respect for the state and law, the principles of legality; instilling the skills of lawful behavior; education of an active civic position, intolerance to all kinds of offenses; formation of the need and ability to actively protect in statutory order the interests and rights of their own, state, public, rights of other persons. .
The task of the social educator in the implementation of legal education is to coordinate joint activities all subjects carrying out activities in this direction, to assist in the development and organization of various forms of legal education for school teachers, to participate in legal education themselves.
Yu. Vasiliev, S. Tikhonenko note that sex education is the leading direction in the prevention of sexual deviations. Of particular importance is this direction of education in the upper grades, this is due, first of all, to the age characteristics of students. During this period of life, the formation of sexual behavior occurs.
The main task is to educate children in the right attitude towards this natural and not at all shameful or forbidden sphere of human relations. .
The formation of the foundations of the moral culture of the individual includes the education of humanity, conscious discipline and a culture of behavior.
Let's consider in more detail the elements of this direction. socio-pedagogical activities. Education of humanity is carried out in a variety of activities, in various types of interpersonal relationships. The student must be included in empathy, complicity. An important condition for the education of humanity is the organization of social useful activity, especially such types of it, where students are placed in a situation of direct manifestation of concern for others, providing assistance and support, protecting the younger, the weak.
One of the central places in the system of moral education of schoolchildren is the education of conscious discipline and a culture of behavior. Observance of discipline implies submission to the requirements of the collective, the majority. The activity of a social pedagogue in the upbringing of conscious discipline should be aimed at explaining to school students the need to observe discipline in the interests of the individual, the team, and society.
The next direction we would like to consider is labor education. N.K. wrote about labor education, career guidance, employment in the framework of the prevention of deviant behavior. Semernova, A.N. Shchedrin and others.
Labor, according to N.K. Semernov, contributes to the formation of the personality, its moral recovery in the event that social deviations were made in the development of the personality.
In the conditions of a general education school, the following tasks of labor education are solved: the formation of a positive attitude among students towards work as the highest value in life, high social motives for labor activity; development of cognitive interest in knowledge, the need for creative work, the desire to apply knowledge in practice; education of high moral qualities, diligence, duty and responsibility, purposefulness of enterprise, efficiency and honesty; equipping students with a variety of labor skills and abilities, forming the foundations of a culture of mental and physical labor.
In the socio-pedagogical literature, pedagogical conditions organization of labor education: the subordination of the work of students to educational tasks that are achieved in the process of interpenetration of the goals of social, socially useful labor; a combination of the social significance of work with the personal interests of the student. The task of the social educator is to, in the process of fulfilling the obligation taken, to support the students' desire to complete the work, to accustom them to work systematically and evenly.
The formation of an aesthetic culture is important in organizing the activities of a social teacher to prevent deviant behavior of students.
The formation of aesthetic culture is a process of purposeful development of the ability to fully perceive and correctly understand beauty in art and reality. Children and adolescents are gradually moving towards the understanding that good in relation to nature lies in the preservation and increase of its wealth, including beauty, and evil stands in damage to it, in its pollution. V.N. Kudryavtsev, V.V. Lunev believe that it is the formation of the above position that contributes to the prevention of deviations.
Thus, aesthetic education is designed to form in school students the desire and ability to build their lives according to the canons of beauty, and therefore is one of the areas of preventive activity of deviant behavior.
L.I. Bozhovich, Yu.V. Vasilkova believe that the education of physical culture of a student's personality can stimulate the formation of an active and healthy lifestyle. The organization of work on the education of physical culture is aimed at solving the following tasks:
Promoting proper physical development, improving their performance, health protection;
Acquisition of the necessary minimum knowledge in the field of hygiene, physical culture and sports.
One of the most important areas of preventive activity of a social pedagogue is work to prevent deviant behavior of schoolchildren and overcome school maladjustment of students in order to prevent further deepening of deviation.
One of the determining socio-psychological factors of desocialization at school is that difficult-to-educate students are turned off from active, socially significant activities mediated interaction with classmates, which leads them to dissatisfaction, psychological isolation in the classroom, to the search for a new, preferred environment for communication and other reference points. groups. Emotional discomfort, psychological isolation of such students are exacerbated by the excessive authoritarianism of teachers, which negatively affects the nature of interpersonal relationships in the classroom.
Organizing the process of socio-pedagogical prevention of deviant behavior of adolescents at school, a social teacher can use the following methods: psychological and pedagogical study and tracking of the child throughout the entire period of his schooling, timely identification of the state of students; educational activities in matters of education and upbringing, mental development of children and adolescents, aimed at increasing the level of competence of adults interacting with the child; organization of psychological and pedagogical consultations to analyze the behavior and development of schoolchildren with behavioral deviations; complex consultations of specialists for teachers and parents, conducted on the basis of data from socio-psychological, psychological-pedagogical and medical diagnostics; joint seminars and psychological and pedagogical workshops for teachers and parents; development individual programs correctional work and their implementation at the level of an educational institution.
The success of the socio-pedagogical prevention of deviant behavior in adolescents, according to L. Ya Oliferenko, is impossible without the combined efforts of the entire teaching staff of the school. The requirement for an integrated approach to education, one of the components of which is the unity of purposeful educational influences on the student's personality, explains the need for an approach to the problem of preventing deviant behavior of schoolchildren from the point of view of a school-wide system that provides for: methodological and psychological-pedagogical training of teachers for work specially organized at school with difficult-to-educate students; introduction into the practice of educational work of unified methods for studying and accounting for adolescents of deviant behavior; a clear distribution of functions between members of the teaching staff in organizing educational work with students of deviant behavior, in creating a single educational environment and involving such children and adolescents in various types of collective activities; management of the education of adolescents of deviant behavior in the family and immediate household environment; systematic analysis of the results of the work, their implementation in further practice.
Preventive work involves the interaction of a social educator with teachers, parents, social service specialists in providing the necessary assistance to the student and family, where the social educator acts as a coordinator of the educational efforts of the school, family and social environment and analyzes the educational results obtained. Socio-pedagogical prevention of deviations in the behavior of students will be successful if the interaction of all participants in the school society is organized. It can be represented by the following scheme 1 .
Scheme 1. Scheme of interaction of the school society for the prevention of deviant behavior of schoolchildren
Thus, the school as a socio-pedagogical system plays a major role in the prevention of deviant behavior in children and adolescents. For its effective implementation, close interaction of specialists within the system, as well as the educational institution itself with other social institutions, is necessary.
N.I. Bokun says that the necessary direction of the preventive activity of the social behavior of the school is the introduction into the activities of the institution and the implementation of special programs for the prevention of deviant behavior. The implementation of this area of prevention includes the implementation of activities aimed at achieving the following objectives:
Raising the level of awareness of pupils about the problem of deviant behavior (about the social, legal and physiological danger of the phenomena of alcoholism, drug addiction, juvenile delinquency and crime);
Changing the inadequate attitude towards deviant actions and the formation of a negative attitude towards such behavior;
Formation of skills to resist and overcome external pressure, conformity (the ability to say "no", defend one's position, maintain one's beliefs and values);
Formation of healthy lifestyle skills.
The implementation of the main directions of preventive activities of a social teacher creates favorable prerequisites for the formation of the normative behavior of deviant children.
The block diagram of the process of preventive work of the social teacher of the school and the school staff with adolescents with deviant behavior is shown in diagram 2.
In the activities of the social teacher of the school, who carries out the prevention of deviant behavior, one can single out a certain algorithm of work (according to S.S. Gil) .
Stage 1. Diagnosis of problems of personal and social development of deviant adolescents. This function is necessary to clarify the socio-psychological characteristics of the child and the parameters of his problem situation. The specialist studies the individual characteristics of the child, identifies his difficulties and problems, deviations in behavior, determines their causes; explores the conditions and features of the relationship of the microenvironment of the child's life.
Stage 2. Development of a preventive program. Based on the results of the diagnosis, the social pedagogue determines the essence of the problem or a set of problems and selects psychological, pedagogical, social means for their effective resolution, both individually and in groups.
Individual preventive programs are developed within the framework of individual programs for comprehensive prevention of students. Group preventive programs - to solve certain problems of a group of deviant teenagers.
Scheme 2. The structure of the prevention of deviant behavior at school
Stage 3. Implementation of programs for the prevention of deviant behavior of school students.
During the current period, socio-psychological and pedagogical support of a teenager with difficulties in education is carried out. The dynamics of the development of positive forms of behavior, the features of emotional and volitional manifestations are monitored, psychological assistance is provided in relationships with teachers, students and parents.
Stage 4. Final evaluation. It is aimed at assessing the effectiveness of preventive work, making the necessary adjustments to it.
In this paragraph, we considered the prevention of deviant behavior carried out by a social teacher at school.
Thus, the activities of a social teacher in the prevention of deviant behavior of students general education school is multifaceted, including various areas: legal education; sex education; the formation of the moral culture of the individual, labor education; the formation of the aesthetic culture of the individual, the upbringing of the physical culture of the individual (the formation of a healthy lifestyle). Thus, based on the goals and functions of the activity of the social teacher of the school, the prevention of deviant behavior of children and adolescents is an obligatory component of the educational process in the institution.
For effective preventive activities in this direction, an integrated approach is needed: the involvement of various specialists using various forms and methods of social pedagogue activity.
