Methodology of social and pedagogical prevention. The main areas of activity of a social teacher in the prevention of deviant behavior in schoolchildren. The essence and methods of social and pedagogical prevention.

Prevention is a set of measures of a socio-psychological, medical and pedagogical nature aimed at neutralizing the impact of negative factors of the social environment on an individual in order to prevent deviations in his behavior. Thus, prevention means scientifically based and timely actions taken aimed at preventing possible physical or sociocultural conflicts in individual individuals at risk, preserving, maintaining and protecting the normal standard of living and health of people. The basis of preventive measures is activities aimed at:

– to create optimal psychological, pedagogical and socio-psychological conditions for the normal implementation of the process of socialization of the individual;
– providing psychological, pedagogical and social assistance to families and adolescents;
– ensuring, if necessary, measures of social and legal protection of the child (forced removal of the child from the family, deprivation of parents of parental rights, etc.).

There are several levels of preventive activity:

A) state level – solving socio-economic, cultural and other problems of a national scale but more fully satisfying the material and spiritual needs of people. Usually these are various legislative initiatives (for example, the introduction of the position of ombudsman for children's rights at the state and regional levels);
b) municipal level – measures for the pedagogical orientation of the infrastructure of microsociety, aimed at improving the microenvironment in which human life takes place (for example, the opening in a locality of a network of leisure institutions for youth or jobs for seasonal employment of adolescents, etc.);
V) individual level – educational and preventive work aimed at correcting and preventing illegal actions and deviations in the behavior of individuals (for example, carrying out individual work to accompany the child by a social teacher).

A number of international documents devoted to the issues of normalizing the socio-psychological development of children speak of levels of prevention in a slightly different meaning, closer to the domestic analogue “type”. For example, the United Nations Guidelines for the Prevention of Juvenile Delinquency, adopted in 1990 in Riyadh, provide for several levels of implementation of measures to prevent juvenile delinquency:

first level of prevention, those. general measures to ensure social justice and equality of opportunity, which in turn helps to eliminate the root causes of crime such as poverty and other forms of marginalization of minors;
second level of prevention, those. measures to help children at high risk, for example, those whose parents themselves experience special difficulties or neglect parental responsibilities;
third level of prevention, including measures to avoid unnecessary contact with the formal justice system, as well as measures to prevent re-offending.

The following are distinguished: types of preventive activities: primary, secondary, tertiary.

Primary prevention is a set of measures aimed at preventing the negative impact of biological and socio-psychological factors that influence the formation of deviant behavior. It includes the following main directions: improving people's social life; elimination of social factors contributing to the formation and manifestation of deviant behavior; creating conditions conducive to resocialization and rehabilitation; education of a socially positively oriented personality; ensuring the protection of the rights and legitimate interests of minors, etc.

An example would be the activities of healthcare institutions (hospitals, maternity hospitals, antenatal clinics, etc.) for timely (including prenatal) diagnosis of pathologies of intrauterine development of children; solving the problem of employment of leisure time for children and adolescents by institutions of the school and out-of-school education system, etc. It should be noted that primary prevention (its timeliness, completeness and consistency) is the most important type of preventive measures in the field of preventing behavioral deviations in children and adolescents.

Secondary prevention is a set of medical, socio-psychological, legal and other measures aimed at working with minors who have deviant and antisocial behavior (skip classes, systematically conflict with peers, have problems in the family, etc.). The main objectives of secondary prevention are to prevent a teenager from committing a more serious offense, offense, or crime; providing timely socio-psychological support to a teenager in a difficult life situation.

Secondary prevention includes the following main directions: identification of risk factors and identification of so-called “preventive accounting” groups for various forms of deviant behavior; early and active identification of persons with neuropsychiatric disorders; psychological and medical correction of identified diseases complicated by behavioral disorders. As an example, we can cite such a measure of criminal punishment for minors as deferment of execution of a sentence, i.e. the use of the educational and preventive effect of the threat of punishment in accordance with the Criminal Code of the Russian Federation in the event that the behavior of a teenager during a certain period (most often 1–3 years) does not meet the norms accepted in society.

Tertiary prevention– this is a set of measures of a socio-psychological and legal nature aimed at preventing the resumption of deviant behavior by a person who has stopped it (for example, the resumption of drug use by a drug addict who has completed a rehabilitation course and is in a state of stable remission, etc.). This is the most poorly developed type of preventive activity at present.

An example of activities at this level is the system of patronage support for minors released from prison, providing them with assistance in matters of housing, employment, psychological counseling, etc.

Social and pedagogical prevention can be included in a set of activities at all three levels. It is believed that it is most effective in the form of influencing the conditions and causes that cause deviant behavior in the early stages.

In addition to these types, it is customary to distinguish:

A) general prevention, which involves the implementation of a number of preventive measures aimed at preventing certain problems in the foreseeable future of the child (the development of the child’s cognitive activity as a certain guarantee of the absence of problems in school education) or at preventing this or that problem immediately before its occurrence (mass preparation of children for admission to school on the basis of senior groups of kindergartens as a prevention of behavioral deviations associated with the crisis of seven years, i.e. the beginning of education); in addition, general activities (information, propaganda, etc.) aimed at combating the causes of deviation, disadaptation and desocialization of the individual at the general social and socio-psychological levels (on the scale of the entire state, individual regions, social groups);
b) special prevention, i.e. a system of measures aimed at solving a specific problem (prevention of deviant behavior, teenage suicide, etc.), as well as activities specifically designed to eliminate specific causes and conditions that contribute to disruption of the normal course of personality socialization processes.

When organizing preventive work, it is necessary to take into account:

· characteristic features of the socialization of children and youth in modern conditions;
· the presence and functional viability of socialization institutions, the content of their activities;
· the specifics of the society in which such work will be carried out.

It is most effective to carry out preventive work among adolescents, since, as practice shows, it is mainly during adolescence that minors are introduced to drugs. In addition, adolescence is the most significant and important from the point of view of the child’s socialization and social development.

Social development of a person is understood as his gradual entry into the life of society: into social, ideological, economic, industrial, legal, professional and other relations, assimilation of his functions in these relations. Only by mastering these relationships and his functions in them does a person become a member of society. In the course of social development, the child develops experience of social behavior and develops stable orientations that determine the direction of a mature personality. The content of individual social experience depends on many factors, including the influence of the main institutions of socialization:

· society as a whole;
· systems of educational institutions;
· families;
· reference significant group.

Social development is a long process, the result of which is the determination by a person of his functions in society. An indicator of normal social development of an individual can be the criterion of a person’s self-determination in society and his receipt of public recognition.

For adolescents aged 10 to 17 years, personality formation occurs at the level of active formation of self-awareness, determination of the social position, and responsibility of the subject. The identified features of social development make it possible to clarify the specifics of the formation of adolescent dispositions.

In adolescence, it is not enough to simply monitor the social environment of the child’s development. When a teenager begins to consciously select forms of need satisfaction, it is most important to reveal to him the consequences of his social choice. It is very important that a teenager, being in a situation of choice, is able to understand the consequences of this choice and responsibility for it - this largely ensures the formation of socially significant orientations in him. However, quite often a child in adolescence already has formed dispositional attitudes, the reorientation of which is possible only on the basis of moral choice and responsibility.

The stages of a child’s social development, studied by psychologists, convincingly prove that by the age of 16-17, one can observe fairly mature dispositional attitudes that determine the direction of the individual.

Thus, adolescents can be defined as a special marginal (transitional) socio-demographic group, including children aged 10-11 to 16-17 years.

The most important role in the implementation of these mechanisms is given to various institutions that influence the socialization of adolescents.

These primarily include:

educational institutions; a network of services and institutions for the rehabilitation and adaptation of children and youth (orphanages, shelters, medical and psychological assistance services, specialized social assistance centers, etc.), which currently exists in every major city.

Antisocial (deviant) behavior of adolescents becomes a kind of foundation for an individual’s addictive (dependent) behavior. This behavior is expressed in the desire to escape reality by artificially changing one’s mental state. For these purposes, firstly, any substances are used occasionally or regularly (alcohol, tobacco, drugs, household chemicals, medicines, sweets); secondly, attention is constantly fixed on certain objects or activities (“binge” reading, watching television and videos, computer or gambling, promiscuous sex, etc.). Regardless of the means or method of escaping reality, the goal of addictive behavior is “escape” from everyday life, loneliness, emotional, interpersonal, material problems, and conflict situations. The teenager seeks to relieve tension and have the opportunity to experience intense positive emotions.

This is where we have to play our role. preventive work aimed at preventing addictive manifestations.

IN Depending on the age characteristics of the object at which it is aimed, preventive work has two levels corresponding to the age of the child.

It is advisable to begin preventive work at primary school age, since it is necessary to instill healthy habits and try to eliminate bad ones as early as possible. If by the age of 11-12 years a child has formed habits associated with healthy behavior, then such children are already quite resistant to attempts to change.

Children of middle and high school age, as a rule, already need correction of behavior and habits. Therefore, technologies for working with children over 11-12 years old include learning how to overcome conflicts and crisis situations, consciously choose a model of behavior that does not harm health, and cope with emotional problems without harming oneself as an individual.

Any prevention must take into account the causes of addiction, that is, be cause-oriented. Since the mental, physical and social health of a child depends on the social environment, the personality of the person being raised and social conditions, preventive work should be structured in such a way as to harmonize all these factors. And if in rural areas the social environment is not “divided” into separate, isolated spheres, then in a large city it is necessary to take into account the family, school, informal group as independent, often isolated or not in contact with each other factors of influence on the child.

As research shows, the majority of children and adolescents do not use drugs, which means they have the resources to resist addiction; these resources need to be studied and used in preventive work. Preventive activities should not be one-time, episodic in nature, but represent a long-term, time-extensive process of training and education, in which two stages can be distinguished.

At the first stage of preventive work, attention should be focused on specific information mediation, which forms in children knowledge about means that cause pleasure and addiction, about their action and consequences. At this stage, students develop a conscious attitude towards these means. Finally, they develop the skills to have a critical attitude towards advertising of any means of addiction.

The second stage of preventive work is the formation of personality and the child’s awareness of the value of his own health. The task of the teacher or parent at this stage is to help the child strengthen his self-esteem; teach him to experience conflicts and cope with them without resorting to means of addiction; provide him with the opportunity to recognize his own and others’ feelings. As a result of such purposeful activity, the child and adolescent develop healthy values and a healthy attitude towards the world around them. In addition, children acquire the skills to express and defend their opinions, recognize their own needs, abilities, strengths and weaknesses, treat them constructively, and deal with their weaknesses. In other words, an individuality with positive value attitudes is formed.

Personality is formed in the family, school, peer group, and therefore the factors that prevent the development of addictions are provided by these basic social communities.

1. Cause-oriented prevention in the family includes:
- *creating favorable conditions for the development of the child and, therefore, excluding unfavorable ones (connivance or, on the contrary, overprotection, suppression and discrimination of the child, etc.);

strengthening the child’s self-esteem and developing a conscious attitude towards health;

strengthening his personal ability to overcome crisis situations, conflicts, and difficulties;

assistance in organizing activities and recreation;

strengthening the child’s support function in the family and his security.

The leading subject of preventive work in an educational institution is a social teacher, if he is on the staff of the school. However, even in this case, it is necessary to involve teachers in carrying out preventive work, since they communicate with all children and can identify those adolescents who are prone to drug use and require closer attention from a social teacher and other specialists. It is obvious that school teachers must be specially trained to carry out such work. This necessitates the creation, within the framework of the general program of preventive work, of a subprogram for training teachers in techniques and methods of working with students and their parents to prevent drug addiction.

The training of teachers of secondary schools should be practical in nature, i.e. it is important to teach them to recognize the signs of one-time, episodic and regular drug use, to choose adequate tactics of behavior when these signs are detected, and specific methods of action in a given situation.

Let's give examples of technological techniques the work of a teacher in a certain situation.

A. If you suspect drug use, you must follow the rules:

· No panic or dramatization, stay calm, as fear and panic are bad advisors.
· Look for an opportunity to talk with the teenager, but keep within the limits of discussion and explanation of the situation.

Algorithm for talking to a teenager:

Step 1. Objectively describe to the teenager what you see in his behavior, for example, like this: “I see that you have begun to skip lessons and do not complete assignments, your performance has decreased, you fall asleep in class...”, etc. .

Step 2. Express your feelings about the behavior indicated, for example: “I am worried, worried... I am worried when I see, notice...”.

Step 3. Reflect your thoughts about the specified behavior: “I guess this may be related to drug use...”.

Step 4. Give your teenager the opportunity to confirm or deny your thoughts.

Step 5. If your guesses are confirmed, correlate the child’s behavior with the rules adopted at school.

Step 6. If possible, objectively find out the situation: whether drug use is one-time, episodic or regular, when and where this problem manifests itself. End the conversation with clear and precise demands to change the unwanted behavior, agree on a time frame, and find out how the teenager will solve this problem. Offer (but don't impose) your help.

Step 7. Without threatening or blackmailing, explain to the teenager what will happen if he breaks the agreement. Rely on your school's policies and policies regarding drugs.

Step 8. Warn your teenager that in the future, when you again encounter manifestations of his unwanted behavior that you have noticed, you will again experience the feelings and thoughts you specified (list them again).

Step 9. Sum up the conversation by expressing the belief that the teenager can make the right decisions on his own.

B. With regular drug use:

No panic or dramatization, stay calm.

· Give up the blaming position - you are not an investigator or a judge.
· Do not substitute yourself for an addiction treatment professional.
· When talking, use the algorithm for talking with a teenager (point A).

Look for reasons for drug use and signs of addiction. To do this, use a series of questions: What situations precede drug use (loneliness, boredom, resentment, anger after a quarrel with friends or parents, company pressure)? Does it happen that you use drugs when you don’t want to? Has it ever happened that you couldn't refuse? Have you tried giving up? What came of it? Do you have a craving for drugs? Can you give up drugs yourself?

If during such a conversation it turns out that drug use is associated with company pressure, the inability to refuse, that there is a craving for drugs, that there have been unsuccessful attempts to stop drug abuse, this may indicate drug addiction.

List to the teenager the signs of addiction that you discovered in his behavior (“You told me that ...”), complete the list with the assumption: “It seems to me that you have signs of addiction.” Remember that only a doctor can make a diagnosis of drug addiction.

Give the teenager the opportunity to assess the state of things himself: “What do you think about all this now?”, “What are you going to do now?”

Option 1. The teenager devalues the significance of the problem, for example: “No, I’m not a drug addict... everyone uses drugs... when I want, then I’ll quit.”

Tactics. Offer your teenager clear agreements and point out the consequences of non-compliance with agreements. Explain to him that school policies and policies in such cases include informing parents and school administration.

Option 2. The teenager admits to drug addiction.

Tactics. Try to offer or encourage specific types of help:

support when talking with parents (give the teenager the opportunity to tell his parents about his problem and support him in doing so);

use a specialized helpline: “You can anonymously and free of charge ask all the questions you are interested in regarding your problem in order to make the right decision”;

assistance from a specialist (narcologist, psychotherapist); offer, but do not impose it, give the necessary information about telephone numbers and addresses.

If you are not successful with the agreements and the situation has not improved, you must inform the parents and set clear demands for the teenager and his parents (for example, to be examined by a counseling service, to go to the doctor).

Conversation between a teacher and a teenager’s parents:

*Make sure you are not going to play the blame game.
*Remember that the parent you are about to meet with is just as anxious and concerned as you are.
*Treat the meeting as an opportunity to solve the teenager's problem together.
*Your message to a parent must contain five elements:
What really happened (for example: “I notice that Petya has recently started skipping classes, he looks bad...”).
How do you feel about these changes (for example: “This worries me”).
What do you think about such changes (for example: “I think he is developing a drug addiction”). What do you want in this situation (for example: “I would like us to help Petya together. Because he may have problems not only with health, but also with education, with the law...”).
What have you already done and are going to do (for example: “I talked with your son, he agreed to contact the doctor, so I invited you to a conversation. I want to meet with you after a consultation with a specialist and discuss our further actions”).
Offer your mediation during a conversation between parents and teenagers. If for some reason it is not accepted, introduce the parents to the algorithm for talking with a teenager.
Constantly remind parents that the purpose of this conversation is to help the teenager, not to punish.
Prevent destructive actions of parents (physical violence, forcible detention at home, deprivation of communication with family members, etc.).

If in the family and school the communication environment is quite “permeable” for adults and therefore at least partially controllable, then this cannot be said about an informal group. Therefore, work in informal associations of children and adolescents should begin with the education and training of leaders. The fact is that it is often youth (or teenage) leaders who can and do have such a strong influence on children and to such an extent that parents and teachers only dream of. The task of adults is to channel this influence in a positive direction.

Today, the task of forming groups of leaders among teenagers who represent an alternative to informal teenage leaders who provoke antisocial behavior, drug and alcohol consumption, and push their peers to abandon traditional historically established values is becoming very urgent. Therefore, within the framework of a comprehensive city (regional) addiction prevention program, along with other activities, much attention should be paid to the preparation and training of youth leaders.

The city drug addiction prevention program must necessarily include public organizations as subjects of social and pedagogical activities. organizations, who are currently beginning to play an increasingly prominent role in the life of society, are the initiators of many socially significant initiatives. The program should coordinate their work to implement the tasks of preventing addictions among children and adolescents and provide support for their useful endeavors.

An important area of preventive work on drug addiction among adolescents is educational activities, primarily through the media. It should include promoting a healthy lifestyle and informing the population about the achievements and positive experiences of preventive work in an educational institution. This has already been discussed in involving the public in preventive work at school. In addition, the success of preventive work in a school can completely determine the entire content of anti-drug work as a whole for a given institution, built precisely on the prevention of this evil.

INTRODUCTION
1. Technology of socio-pedagogical prevention and correction
2. Readiness of teachers to carry out primary preventive activities for the use of psychoactive substances
Conclusion
Literature

INTRODUCTION Any scientific field must develop its own specific instrumental mechanisms of interaction with practice and influence the development of practice. We classify social pedagogy as one of the sciences that have the activity-based nature of such a mechanism. Based on the knowledge of a number of other sciences, domestic social pedagogy has a mechanism of influence on social relations that has been sufficiently proven in practice, which is social pedagogical activity (SPA), which has its own specifics, characteristic specifically for social pedagogy as an independent branch of scientific knowledge. Under SPA understand activities that are aimed at solving the problems of social education and socio-pedagogical protection. Social teacher - who is he? Let's try to figure it out. In most foreign countries this is a highly respected position. It is occupied by specialists with good training in pedagogy, psychology, and social work. The sphere of activity of a social teacher is society as the immediate environment of the individual, human relationships, sociocultural conditions of development.

The goals of the social teacher are to promote personal self-development, organize preventive work and protect the rights of the child.

One of the main areas of activity of a social teacher is preventive activities, including the prevention of crime, deviant behavior of children and adolescents, including alcoholism, drug addiction, smoking, and early intimate relationships. Promotion of healthy lifestyles.

The purpose of this work is to study the features of the preventive activities of a social teacher.

1. Technology of socio-pedagogical prevention and correction Technology is the main task - the development and implementation of sustainable algorithms of activity, methods of that activity, relatively independent of the corresponding activity situation. Prevention is scientifically based actions taken aimed at preventing possible physical, psychological or socio-cultural conflicts in certain individuals at risk, preserving, maintaining and protecting the normal standard of living and health of people, helping them achieve their goals and unlocking their internal potentials. Often, primary prevention requires a comprehensive approach that puts in place systems and structures that can prevent potential problems or solve problems. Preventive activities carried out at the state level through a system of measures to improve the quality of life, minimize social risk factors, and create conditions for the implementation of the principle of social justice are called social prevention. Social prevention creates the necessary background against which all other types of prevention are more successfully carried out: psychological, pedagogical, medical and social-pedagogical. Psychological and pedagogical prevention is a system of preventive measures related to the elimination of external causes, factors and conditions that cause certain deficiencies in the development of children. It is carried out against the background of the general humanization of the pedagogical process. The success of the system is primarily related to all subjects of the pedagogical process. At the same time, the basic rights of the child are quite often violated, which involves the inclusion of a system of measures for the social protection of children in preventive work. Prevention involves solving problems that have not yet arisen. Therefore, a number of measures are taken long before they arise. For example, many parents and teachers strive to develop the child’s activity , provide him with freedom of choice, encourage initiative and independence, thereby preventing social infantilism and passivity. Other preventive measures are taken immediately before problems arise. Thus, if a student has gaps in knowledge, skills and abilities in a specific subject, the teacher gives him individual tasks, additionally explains the material, gives advice on organizing home educational work, thus preventing pedagogical neglect or failure of the child. The third group of preventive measures is taken in relation to an existing problem, but prevents the emergence of new ones. For example, a teacher works with individual behavioral deficiencies of a child, preventing the development of negative personality traits. The first two approaches can be classified as general prevention, and the third as special. Special prevention can be called a system of measures aimed at solving a specific problem: prevention of deviant behavior, prevention of academic failure, prevention of school fears, etc. Social-pedagogical prevention is a system of social education measures aimed at creating an optimal social situation for the development of children and adolescents and facilitating the manifestation of various types of its activity. Based on an understanding of the social situation of development, its objective (what it really is) and subjective (how it is perceived and experienced) aspects, socio-pedagogical prevention is aimed at changing various external and internal factors and conditions of social education or restructuring their interaction. By engaging in this type of prevention, a social teacher can direct his activities to the child’s educational microsociety (teachers, parents, peer group), changing the nature of their relationship and impact on the child. It can also influence and change his ideas about others and relationships with them and the experiences that accompany them. Finally, it can contribute to a change in the child’s position in relation to society (assistance, opposition, inaction).2. Readiness of teachers to carry out primary preventive activities for the use of psychoactive substances Currently, “... primary prevention of the use of psychoactive substances is a key social order for the Ministry of Education of the Russian Federation... and this is the initial basic position for building all anti-drug preventive activities...” (from the report of the Minister of Education Filippov V. M. at the All-Russian conference "Prevention of substance abuse by children and youth"). Defining the problem of substance abuse as having an epidemic nature, specialists involved in the construction of preventive anti-drug programs point to the need for an integrated approach to solving this issue. One of the links in this chain is the training of appropriate teaching staff who are able to prevent the manifestation and spread of addictive behavior, using forms and means appropriate to the age and population of those being educated. At the same time, despite all the existing prerequisites for primary preventive activities to be carried out by teachers, at the moment there is the following data on the readiness of teachers to implement preventive work: During the surveys (Larionov V.N., Salyamova Z.R., Ufa) most teachers included anti-drug propaganda among the elements of a healthy lifestyle. When analyzing the specific content of individual questions on anti-drug issues, it turned out that this problem is understood by teachers at a popular level: the entire range of explanations was reduced to an emotional assessment of the situation in terms of “good - bad”. Analysis of feedback from teachers who have completed training seminars on prevention at the Center for Primary Care of Medical Care of the Industrial District Perm (2006-2008 academic year) allows us to say that the leading motives of specialists include cognitive (for more than 50% of participants), external (obtaining a seminar participant certificate to improve their qualification category, an order from the administration, etc. ). The question remains controversial about the formation of teachers' own active position in the implementation of preventive work. According to a survey of teachers in the Moscow region (O. V. Kopochkina), in their opinion, first of all, employees of a specialized center and psychologists who have undergone special training should conduct preventive classes with adolescents. preparation, teachers placed themselves only in 4th place. Thus, we can talk about a discrepancy between teachers’ ideas about their capabilities and the actual implementation of elements of anti-drug propaganda in the educational process. At the same time, one cannot ignore the fact that the possibility of implementing effective preventive activities in school depends, first of all, on the level of preparedness of teachers for this activity. According to the requirements of the draft industry standard for the primary prevention of psychoactive substance abuse in the educational environment in relation to working with the target group of teachers and educational institutions specialists, activities should be structured in the following areas: Education. Formation of the technological potential of preventive activities in the educational environment. Development of a comprehensive design-organized program of preventive activities in the educational environment. Formation of conditions for the development of professional potential to solve problems of prevention. Formation of assets and volunteer activities. Monitoring situations and monitoring the implementation of preventive measures. In accordance with the regulatory documents regulating preventive activities, work with school teachers within the framework of the governor's project "Thinking about the Future" (March - May 2006) was structured as follows: Mastering specific knowledge - a training workshop for teachers "Modern methods of prevention POPs among students", designed for 8 hours. Topics of classes: - lecture by a narcologist "Signs of substance abuse. Actions of a teacher in case of detection of substance abuse by students"; - psychological workshop "Ways to involve parents in joint activities for the prevention of socially determined diseases "; - workshop workshop "Forms and methods of working with groups of students of different ages on the prevention of POPs"; - psychological workshop workshop "Psychological mechanisms of addiction formation." Increasing the professional competence of teachers - professional competence training for teachers "Assertiveness, professional communication, emotional self-regulation", designed for 8 hours. Topics of classes: - psychological workshop "Teacher and problems of discipline"; - training seminar "Goal-setting, planning, emotional self-regulation of a teacher." Training of specialists for pedagogical preventive actives was carried out during the regional festival of preventive programs "Generation Plus", seminar "Early detection of adolescents who use drugs", "Social pedagogy: problems and prospects", conference "Social and pedagogical work in school: problems, opportunities, prospects". As a result of work on preparing teachers for the implementation of prevention use of psychoactive substances, the following results were obtained: The awareness of teachers on the issues of substance abuse and ways to identify students who use psychoactive substances has increased. At the beginning of the training, teachers’ awareness was 79%; at the end of the training, this figure was 87%. During observation during the training process, teachers realized the relevance and need for preventive activities. Teachers mastered some group forms of work with children and parents, and received developments in preventive classes with students and methodological materials for parent meetings, showed a willingness to implement them in practical activities in class management. Teachers realized that to achieve results, it is necessary not only the work of narrow specialists, but the systematic work of all interested school specialists with all subjects of prevention. Teachers' assessment of their level of readiness to carry out preventive work in school decreased from 83% to 78%. In our opinion, we can assume that during the training there was a more realistic assessment by specialists of their knowledge, skills, and intentions regarding preventive activities. Teachers realized that activities to prevent the use of psychoactive substances should be systematically organized, include monitoring of effectiveness, and involve time and intellectual expenditure. After training, teachers began to use less time as an excuse for not engaging in the prevention of POPs; realized that much in the implementation of prevention depends on their desire to engage in this type of activity. Conclusions based on the results of the work on training teachers: To form attitudes and develop a professional position of teachers towards the problem of prevention, regular work for at least one year is necessary. Due to the limited time for the implementation of the project and the unity of the motivational and activity stages, it was not possible to fully effectively organize activities in this direction. In our opinion, the content of preventive work that was offered to teachers during training played the role of a motivating factor, although it was initially intended as training material. Analysis of the effectiveness of teacher training activities indicates the need to develop special measures to motivate and attract teachers to conscious cooperation in area of POPs prevention. In order to increase the degree of readiness of educational institution specialists to carry out preventive activities, we propose an activity algorithm developed as part of the experimental work of the Center for Medical and Social Protection. In accordance with the standard, there are a number of topics not covered during the educational seminar and training, in particular: organization and conduct of individual preventive work with students and parents, developing a preventive measure within the framework of an academic subject, continuing to study modern technologies of preventive work and mastering the technology of conducting a preventive discussion, designing a socially significant cultural project, monitoring the effectiveness of preventive measures. In addition, there is a need to hold pedagogical councils on the development of a section of the educational program of educational institutions on the primary prevention of substance abuse and evaluation of the results of preventive work in educational institutions. Algorithm of activities to increase the readiness of teachers to carry out preventive activities: Stage I: before the start of the seminar (receipt of information about the seminar by potential participants before it is held). The purpose of this stage is to attract the interest of future seminar participants, increase the level of personal responsibility in upcoming activities. Stage II: during the seminar (initial and final diagnostics of motivation, familiarization with the diagnostic results, use of techniques for developing motivation among seminar participants, participation in organizing reflection) . The goal is to obtain information about the structure and dynamics of motivation of training participants, create conditions for informed choice and designation of the role of teachers in the implementation of preventive activities. Stage III: after the seminar (inviting seminar participants to subsequent events, organizing joint meetings of seminar participants and discussing work experience; work with the administration of the educational institution - familiarization with diagnostic data on the motives of teachers’ work on the prevention of POPs, recommendations for the development and implementation of a system of incentives for the further work of seminar participants in the prevention of POPs). The goal is to create conditions for providing support and professional growth of specialists involved in preventive activities, as well as for the practical implementation of new knowledge and skills of trained specialists. This activity algorithm cannot be used as an independent one, but, being built into the general system of training specialists in primary prevention methods in the educational environment, helps to increase the readiness of educational institutions specialists to carry out preventive activities, and, consequently, the overall effectiveness of activities.

Conclusion

At the present stage of the formation and development of social work, priority is naturally given to the problems of developing the professionalism of social workers, expanding the holistic essence of the human resources potential of social services and ways to strengthen it, training and retraining of various categories of social work specialists, social educators and practical psychologists, social and medical workers, rehabilitation therapists and occupational therapists, social lawyers and other specialists. Professional social work of specialists in various fields is an adequate response to the difficult socio-economic and spiritual-moral situation that has developed in modern Russia, one of the fundamentally new ways to develop a social protection system that contributes to the real overcoming of negative consequences of reforms and better satisfaction of the social needs of various categories of the population of our country. The demand for such an approach is obvious. In recent years, thousands of state, municipal and non-state social services have been created and operate in the country. In domestic and foreign literature, an attempt is constantly being made to deepen the understanding of the professional and ethical qualities of social workers and to provide a typology of the specialist’s personality. Requirements for the professional and ethical qualities of social workers may vary depending on the scope of implementation of the tasks of social work and the characteristics of the objects of social protection of the population. It is quite obvious that such social phenomena as poverty, unemployment, homelessness, vagrancy, antisocial behavior of children and adolescents, deviant behavior adults, prostitution, orphanhood, alcoholism, disability, etc., are the most important factors influencing the nature of a specialist’s activity and predetermining the formation of the necessary professional qualities. Literature 1. Professional skills of social service workers. Proceedings of the 11th National Conference of the Association of Social Service Workers. - M.: Social work, 1998.2. Semenov G.S. Methodology of work of a social teacher. - M.: School press, 2007.3. Social pedagogy / Ed. V.G. Bocharova. - M.: Vlados, 2008.4. Social work: theory and practice: Proc. allowance / Rep. ed. d.i. Sc., prof. E. I. Kholostova, Doctor of Science Sc., prof. A. S. Sorvina. - M.: INFRA-M, 2005.5. Topchiy L.V. Problems of the effectiveness of a social work specialist // Family in Russia. -- 1998. --N" 2. --P. 100-112.6. Khavkina A. L. Readiness of teachers to carry out primary preventive activities for the use of psychoactive substances

The main directions of preventive work in the activities of a social teacher. Primary prevention as improving the social life of people, eliminating social factors and fostering a socially useful orientation. Moral and legal education, anti-alcohol education.

Secondary prevention of deviant behavior. Risk factors. Identification of persons with neuropsychiatric disorders.

The main forms of preventive work: organization of the social environment; informing; social learning; organization of alternative activities; organization of a healthy lifestyle; activation of personal resources; minimizing the negative consequences of deviant behavior. Forms of social and pedagogical work with parents to prevent deviations in children’s behavior.

Tertiary prevention of deviant behavior. Prevention of recurrent behavioral deviations, restoration of the personal and social status of a minor.

Social and pedagogical preventive activities with children with deviant behavior. Rehabilitation and social adaptation services for minors at social risk. Features of the interaction of a social teacher with other participants in the pedagogical process in the work on the prevention of deviant behavior in children and adolescents. Features of the work of educational institutions in the prevention of deviant behavior in children and adolescents.

Socio-pedagogical prevention is the process of eliminating from life the causes and conditions that contribute to deviations in the behavior of a growing person, as well as the creation of socio-pedagogical conditions for the formation of a highly moral personality.

Prevention of deviant forms of behavior is a set of measures aimed at preventing it. Experience shows that shifting the center of gravity in the chain of preventive measures to some individual links is doomed to failure in advance, and only with the harmonious use of the entire complex of measures (state, public, socio-economic, medical and sanitary, psychological and pedagogical, psycho-hygienic, etc. .) one can hope for positive results.

When working with a developing personality, the World Health Organization suggests distinguishing between primary, secondary and tertiary prevention.

Primary prevention - a set of measures aimed at preventing the negative impact of biological and socio-psychological factors influencing the formation of deviant behavior (activities of healthcare institutions in the timely diagnosis of pathologies of intrauterine development of children; solving the problem of employment of leisure time for children and adolescents by institutions of the school and out-of-school education system). It is primary prevention (its timeliness, completeness and consistency) that is the most important type of preventive measures in the field of preventing deviations in the behavior of children and adolescents.

Secondary prevention is a set of socio-pedagogical, medical and other measures aimed at working with minors with deviant behavior. The main objectives of secondary prevention are to prevent a teenager from committing a more serious offense or crime; providing timely socio-psychological support to a teenager in a difficult life situation. Secondary prevention is aimed at the early detection and rehabilitation of neuropsychic disorders and work with the “risk group”, for example, adolescents who have a pronounced tendency to develop deviant behavior without currently displaying it.

Tertiary prevention solves such special problems as the treatment of neuropsychic disorders accompanied by behavioral disorders. Tertiary prevention can also be aimed at preventing relapses in individuals with already formed deviant behavior. Psychoprophylactic work can be included in a set of measures at all three levels; it is most effective in the form of influencing the conditions and causes that cause deviant behavior in the early stages of the manifestation of problems.

Currently, several approaches to organizing the prevention of deviant behavior have been formed, which are based on different understandings of the key factors of deviation, which, in turn, predetermines the direction of preventive actions, the choice of means, forms and methods of their implementation.

Information and educational approach is based on the idea that deviations from social norms in people’s behavior stem from ignorance of the boundaries of normative behavior. Therefore, the main emphasis here is on informing children and adolescents about regulatory requirements in order to increase their moral stability and general level of culture.

Social-preventive approach The main goal is to identify, eliminate and neutralize the causes and conditions that cause various kinds of negative phenomena. The essence of this approach is a system of socio-economic, socio-political, organizational, legal and educational measures that are carried out by the state, society, a specific educational institution, a social teacher to eliminate or minimize the causes of deviant behavior.

Among the main areas of prevention of deviant behavior, a special place is occupied by medical-biological approach. Its essence is to prevent possible deviations from social norms by targeted measures of a therapeutic and preventive nature in relation to persons suffering from various mental anomalies, that is, pathology at the biological level.

The next approach is socio-pedagogical, which consists in restoring or correcting the personality qualities of a person with deviant behavior, especially his moral and volitional personality traits.

Modern prevention of deviant behavior in adolescents includes the following forms:

First form - organization of the social environment. It is based on ideas about the determining influence of the environment on the formation of deviations. By influencing social factors, it is possible to prevent unwanted individual behavior. The impact can be directed at society as a whole, for example through the creation of negative public opinion towards deviant behavior. The object of work can also be a family, a social group, a school, a class, or a specific individual.

Second form of work - informing. This is the most common area of preventive work. In the form of lectures, distribution of specialized literature, conversations or visualization tools. The essence of the approach is an attempt to influence the cognitive processes of an individual in order to increase his ability to make constructive decisions. For this purpose, information supported by statistical data is usually widely used, for example, about the harmful effects of drugs on health and personality.

The third form of preventive work - active teaching of socially important skills. This model is one of the most effective in working with teenagers.

Fourth form - organization of activities alternative to deviant behavior. This form of work is associated with the idea of the substitutive effect of deviant behavior; it is implemented in almost all programs for providing assistance in cases of already formed deviant behavior.

Fifth form - organization of a healthy lifestyle. This form is based on the idea of personal responsibility for health, harmony with the outside world and one’s body. A person’s ability to achieve optimal health and successfully resist adverse environmental factors is considered especially valuable.

Sixth form - activation of personal resources. Adolescents’ active participation in sports, their creative self-expression, participation in communication groups and personal growth - all this activates personal resources, which in turn ensure the individual’s activity, health and resistance to negative external influences.

Seventh form - minimizing negative consequences deviant behavior. This form is used in cases of already formed deviant behavior. It is aimed at preventing relapses or their negative consequences.

Related information.

Social prevention(prevention) - activities to prevent a social problem, social deviation or keep them at a socially tolerable level by eliminating or neutralizing the causes that give rise to them.

Prevention is aimed at preserving, maintaining and protecting the normal standard of living and health of people; assisting them in achieving their goals and revealing their internal potentials.

Three levels of social prevention:

- general social(general prevention) - involves the activities of the state,
society, institutions, aimed at resolving contradictions in the field of economics,
social life, in the moral and spiritual sphere, etc.

- special(socio-pedagogical prevention) - targeted
impact on negative factors associated with certain types of deviations or problems.

- individual(individual prevention) - preventive activities in
in relation to specific individuals whose behavior has deviant or problematic characteristics.

One of the areas of activity of a social teacher is the prevention of maladaptive behavior (the process of adapting an individual to changing conditions).

There are two types of maladaptive behavior: aggressive behavior and escape from the situation. In his professional activities, a social teacher carries out prevention of both school and social maladjustment.

The main areas of work of a social teacher in the prevention of maladaptive behavior may include the following:

1.early identification of children at risk;

2.consultative and explanatory work with parents and teachers;

3. mobilization of the educational potential of the environment;

4.work with a reference group;

5.social and pedagogical patronage of maladjusted minors;

6.attracting the necessary specialists.

Social-pedagogical prevention is a system of social education measures aimed at creating an optimal social situation for the development of children and adolescents and promoting the manifestation of various socially approved types of their activity.

Areas of social prevention:

1.social education – conditions created by societies, state and private structures for the diversified development of man

2.re-education – a system of targeted influences on the consciousness, feelings, will and behavior of a pupil with morals and legal deviations in order to eliminate their antisocial orientation and return to social norms accepted in society II is organized as a process of interaction between the educator and the pupil. The ultimate goal II is the correction of the individual

3. Resocialization is re-socialization that occurs throughout an individual's life. Resocialization is carried out by changes in the individual’s attitudes, goals, norms and values of life

4. Social control- a mechanism by which society and its divisions (groups, organizations) ensure compliance with certain restrictions (conditions), the violation of which harms the functioning of the social system. Such restrictions include legal and moral norms, customs, and administrative decisions.

5. SOCIAL RESTRICTIONS

(social constraint). This means that our behavior is influenced by the conditions created by certain groups and communities to which we belong.

Prevention programs:

Program for the prevention of neglect, crime and substance use “The roads we choose...”

Addictive behavior is one of the forms of deviant behavior of a person, which is associated with the abuse of something or someone for the purpose of self-regulation or adaptation..

Addictive behavior as a type of deviant behavior of an individual has several forms:

1.chemical dependence (smoking, substance abuse, drug addiction, alcohol addiction);

2. eating disorders (overeating, starvation, refusal to eat);

3.gambling - gaming addiction (computer addiction, gambling);

4.religiously destructive behavior (religious fanaticism, involvement in a sect).

Prevention is a system of comprehensive state and public, socio-economic and medical-biological, psychological-pedagogical and psycho-hygienic measures aimed at preventing diseases and promoting overall health.

Prevention includes:

diagnosis of predisposition to use psychoactive substances;
the choice of psychocorrectional methods that allow a teenager to realize himself in a natural way;
carrying out prevention throughout adolescence.

World practice has come to the following conclusion: it is more effective and cost-effective to invest in preventing this destructive phenomenon than in eliminating its consequences. Depending on the population with which preventive work is carried out, there are primary, secondary And tertiary prevention.

Primary prevention is a set of primary measures aimed at preventing the use of psychoactive substances. This form of prevention involves working with a population that is not familiar with the effects of psychologically active substances.

It is designed for the entire population, but primarily for children and adolescents. Primary prevention programs include anti-drug propaganda, involvement in feasible work, involvement of adolescents in socially useful creative activities, sports, tourism, art, etc.

Secondary prevention. Targeted at risk groups. The targets of this form of prevention are young people, adolescents who are starting to use tobacco products, alcohol, narcotic and substance abuse drugs, as well as people at high risk of starting to use any psychoactive substances. Purpose of secondary prevention- early detection of those who have begun to use psychoactive substances and assistance to potential alcoholics, drug addicts and substance abusers in order to avoid the development of mental and physical dependence on intoxicants. The main task of secondary prevention is not to be late in taking health measures.

Tertiary prevention- providing assistance to people suffering from alcoholism and drug addiction. Its goal is to prevent further personality disintegration and maintain human capacity.

A teenager comes to the attention of specialists, as a rule, with an already formed disease, when all the tragic consequences of drug use have manifested themselves and help is ineffective.