Technologies for the prevention of addictive behavior in children. c) correctional and developmental, rehabilitation. The objectives of our program are

21.04.2019

Chapter I. Theoretical foundations of the activities of a social teacher for the prevention of addictive behavior in adolescents

1.2 Methods and principles of social and pedagogical work on the prevention of addictive behavior in adolescents

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

Chapter II. Organization of social and pedagogical work to prevent addictive behavior of students in an educational institution

2.1 The ascertaining experiment

2.2 Formative experiment

2.3 Control experiment

Conclusion

Bibliography

Annex 1

Appendix 2

Appendix 3

Appendix 4 Introduction

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

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

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

In the field of education, prevention is a priority in solving problems associated with the formation of negative dependence: it is easier to prevent a disease than to cure. Concerning the issues of prevention of drug addiction and alcoholism, it is necessary to take into account the multidimensionality of this phenomenon, and, consequently, the complexity of building a system of preventive measures. The modern school in its activities, as before, strives for the unity of the processes of teaching and upbringing. The educational institution has a leading role in organizing among students the prevention of unruly behavior, violation of moral norms, ethics, as well as in the organization of sanitary and educational work to prevent tobacco smoking, alcoholism and substance abuse.

Very often, the use of psychoactive substances by minors is a symptom of life-personal or social (family) trouble. Improper nutrition, physical inactivity, stress, loss of meaning in life - these are factors that lead children, adolescents and young people to use alcohol, tobacco, drugs. Adolescents “drop out” from the sphere of education, lead a marginal lifestyle, and commit offenses. This presupposes the priority of pedagogical and socio-psychological influences in addressing issues of prevention of addictive behavior in the educational environment. “To rely only on the experience of narcologists in the prevention of tobacco smoking, alcoholism, drug addiction and substance abuse means nothing at all ... the fight against bad habits in isolation from the formation of a healthy lifestyle does not make sense, because any of the bad habits is not a primary phenomenon, it fills the vacuum in the upbringing system exactly where health and a healthy lifestyle are one of the last places in the system of value orientations of a child or adolescent. "

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

The subject of work is social and pedagogical work on the prevention of addictive behavior in adolescents.

Purpose of the work: To analyze the social and pedagogical work on the prevention of addictive behavior in adolescents.

Work tasks:

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

2. To diagnose the tendency of adolescents to addictive behavior.

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

Work methods: Theoretical analysis of literature on the topic, testing, social and pedagogical experiment, statistical methods of data processing.

Chapter I. Theoretical foundations of the activities of a social teacher for the prevention of addictive behavior in adolescents

1.1 Features of addictive behavior in adolescents

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

Stages of addiction formation:

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

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

2. Addictive rhythm - a certain frequency of referral to addiction is established, while only in moments of psychological discomfort.

The establishment of an addictive rhythm is facilitated by:

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

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

c) limited choice of strategies for coping with stress.

Several years can elapse between the first and second stages.

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

4. Dominance of addiction. At this stage, a person is immersed in addiction and is isolated from society. There is a violation of interpersonal relations - he cannot communicate even with the same addicts. People around at this stage notice that “this is not the same person”, the former personality “is gone”, has collapsed.

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

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

Types of addictive behavior:

1. Chemical addiction:

a) Addiction to psychoactive substances

b) Alcohol

c) Drugs

d) Tablets (tranquilizers, barbiturates, etc.)

e) Tobacco

2. Non-chemical addictions:

a) Overeating

b) Fasting

c) Collecting

d) Sexy

e) Gambling

f) Workaholism

g) Computer games, Internet

h) Religious fanaticism

i) Fan. movement in music and sports

j) Watching "soap operas"

k) Co-dependence

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

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Introduction
Chapter 1. Theoretical foundations of social rehabilitation of juvenile addictive behavior
1.1 The concept, the essence of the features of the manifestation of addictive behavior of minors

1.2 Specific features of psychological counseling for juvenile addictive behavior

Chapter 2. The system of psychological counseling of juvenile addictive behavior

2.1 Psychological and pedagogical diagnostics of the peculiarities of manifestation of addictive behavior of minors
2.2 The main directions of psychological counseling for juvenile addicts
2.3 Research results

Conclusion
Bibliography
Applications

Introduction

The transformation of the social structure of society as a result of the economic and political reforms carried out by the state, the dynamism of social processes and the current crisis situation in many spheres of public life inevitably led to an increase in the number of deviations manifested in behavioral patterns deviating from social norms. An increase in the number of carriers of deviant behavior, the multiplication of their types and forms create an unfavorable environment for children, which leads to violations of the moral stability of society.

Economic and political instability in Russian society provokes smoking, an increase in alcohol and drug use among adolescents and young people. With these, which have already become traditional forms of addictive behavior, gambling addictions stand in one row, i.e. gambling and computer addiction (from the English "gamble" - a game of chance), dependence on destructive cults, etc., which have an equally destructive effect on the emerging personality of a teenager.

In recent decades, the problem of addictive behavior of minors associated with the use of various psychoactive substances and not reaching the stage of mental and physical dependence on them has become especially acute.

The urgency of this problem led to the choice research topics: Specificity of psychological counseling associated with addictive behavior.

Research object is addictive behavior of minors.

Subject of study- the process of psychological counseling with underage addicts.

Purpose of the study- to scientifically substantiate the specifics of psychological counseling with underage addicts.

In accordance with the purpose, object and subject of research, the following are formulated research objectives:

1. Determine the social and psychological-pedagogical aspect of the addictive behavior of minors;

2. To carry out psychological and pedagogical diagnostics of the peculiarities of manifestation of addictive behavior of minors;

4. To develop the main directions of psychological counseling for juvenile addictive behavior.

Research hypothesis: we assume that the program for the rehabilitation of juvenile addictive behavior will become more effective if:

1) include means of artistic and creative activity;

2) is aimed at the formation and development of skills (protection from the involvement of minors in antisocial activity, the motive for refusing to take psychoactive substances), preventing further use of psychoactive substances.

Theoretical and methodological basis of the research are fundamental works in the field of studying the addictive behavior of minors, the study of the problems of social, socio-pedagogical rehabilitation of minors of addictive behavior (E.I. Kholostova, N.A. artistic and creative technologies in social work (E.Yu. Gerasimova, E.R. Guzhvinskaya, N.A. Zhivolupova, G.G. Karpova, O.A. Khakhova, N.I. Lovtsova, N.R. E.V. Terelyanskaya, M.G. Yartseva and others).

To achieve the goal and solve the assigned tasks, a complex was used research methods:

Theoretical: theoretical and methodological analysis of psychological, pedagogical, sociological literature; study and generalization of domestic experience in the study of addictive behavior of minors;

Empirical: observation, conversation, questionnaire, survey.

Chapter 1. Theoretical foundations of social rehabilitation of juvenile addictive behavior

1.1 Concept, essence of features of manifestation of addictive behavior of minors

Social non-recognition, formalization of the activities of public youth structures, the lack of intimate and personal contact with close adults aggravate the tendency inherent in adolescents to overestimate traditional values, lead to a crisis of authorities, oppose themselves to the adult world, various forms of deviant behavior, in particular addictive behavior. The possibility of the appearance of deviations in the behavior of minors is also associated with the peculiarities of physical development, the conditions of upbringing and the social environment. According to the legislation of the Russian Federation, "a minor is a person under the age of eighteen years." ...

A detailed periodization of the mental development of a child from birth to 17 years old was created by D.B. Elkonin and presented in the article "On the problem of periodization of mental development in childhood." In the development of children, D.B. Elkonin considered it necessary to distinguish stages, age periods, and not just time intervals. He considered age as "a relatively closed period, the value of which is determined, first of all, by its place and functional significance on the general curve of child development." Each psychological age is characterized by indicators that are in complex relationships with each other: the social situation of development; leading activity; major neoplasms.

The social situation of development is defined as the actual place of the child in social conditions, his attitude towards them and the nature of activity in them. The child's life in a particular social situation is inextricably linked with the child's typical activities for a given age, which constitute his second most important characteristic. D.B. Elkonin used the concept of leading activity, developed by A.N. Leontiev as a criterion for identifying psychological ages. At each age there is a system of various types of activity, but the leading one occupies a special place in it. Leading activity goes a long way of formation, development (under the guidance of adults), and does not appear immediately in a finished form.

The leading activity is not the activity that takes the child the most time. This is the main activity in terms of its significance for mental development: in the form of the leading activity, other, new types of activity arise and differentiate within it (for example, in the game in preschool childhood, elements of learning first appear and take shape); in the leading activity, private mental processes are formed or rearranged ( the processes of the child's active imagination are formed in the game); the changes in the child's personality observed in a given period of development depend on the leading activity (in play, the child learns the motives and norms of people's behavior, which is an important aspect of personality formation). D.B. Elkonin presented the sequence of psychological ages in childhood as follows:

Neonatal crisis; infancy (2 months - 1 year) directly - emotional communication with an adult; crisis of one year; early age

- (1-3 years) tool-subject (subject-manipulative) activity; crisis of three years; preschool age (3-7 years old) - role play; crisis of seven years; primary school age (8-12 years old) - educational activities; crisis 11-12 years old; adolescence (11-15 years)

Intimate personal communication with peers; crisis 15 years.

Within activity, so-called psychological neoplasms arise and develop. When one leading activity changes to another (when, for example, the play activity of preschool age is replaced by another leading activity - educational, which is already characteristic of primary school age), a crisis occurs. Depending on the content, crises of relations (3 years and 11 years) and crises of worldview (1 year and 7 years) are distinguished. Elkonin, in the scheme of mental development in childhood presented by him, developed the idea of a periodic change, alternation in ontogenesis of two types of activity.

This step was prepared by A.V. Zaporozhets and P.Ya. Halperin, devoted to the analysis of the structure and formation of objective action. According to A.V. Zaporozhets mental processes are varieties of orienting processes. So, perception is an orientation in the properties and qualities of objects, thinking is an orientation in their connections and relationships, and emotions are an orientation in personal senses. In the study of voluntary movements and their formation in children, Zaporozhets came to the conclusion about the role of orientation as the leading part of the action and about the passage of orientation through several stages - from external, expanded, to internal, folded. P.Ya. Halperin studied the development of internal, mental activity. He believed that of the three components of action - orientation, execution and control - orientation is the most important. A correctly set orientational basis makes it possible to perform the action correctly the first time. Gradually (step by step) there is an internalization of the action and its transformation into an internal, mental action.

So, in every human action, two sides can be distinguished, two parts - indicative and executive. The orientation phase precedes execution. It is especially developed at the initial stages of mastering a new objective action. It is the orienting part of the action that undergoes interiorization, which is the main content of the functional development of the psyche.

In activity, two sides can be distinguished - motivational and operational; they develop unevenly, and the rate of development of a particular aspect of activity changes in each age period. According to the hypothesis of D.B. Elkonin, all childhood ages can be divided into two types: - at the ages of the first type (this is infancy, preschool childhood, adolescence), the child develops mainly the socially motivational side of some activity; the orientation of the child develops in the system of relationships, motives, meanings of human actions; - in the ages of the second type following the first (this is early childhood, primary school age, early adolescence), the child already develops the operational side of this activity.

There is a natural alternation of some ages (in which children predominantly develop needs and motives) with other ages (when specific operations of a particular activity are formed in children). So, in infancy, in emotional communication with a close adult, needs and motives for business cooperation and the development of the objective world arise, which are realized in objective activity at an early age, when the corresponding operations take shape. But in preschool age, in play activity, the needs and motives of those activities that become leading in the next, primary school age, develop predominantly. Therefore, two definite adjacent ages seem to be linked to each other, and this "linkage" (or, in the words of DB Elkonin, "epoch") is reproduced throughout childhood (or is periodically repeated).

Thus, D.B. Elkonin suggested that the pattern of advancing development of orientation in comparison with the executive part acts not only in the functional, but also in the age-related development of the psyche: in the process of the child's development, the development of the motivational side of the activity first takes place, and then the operational-technical one. From the point of view of D.B. Elkonin, periodically there is a gap between the level of development of the operational and motivational sides of the activity, one gets ahead and outstrips the other, and it is necessary to change the activity so that the lagging side reaches the required level of development. The driving forces of development are associated with a contradiction that develops in the process of mastering the motivational and objective aspects of activity by the child.

The hypothesis of periodicity in the mental development of a child, formulated by D.B. Elkonin, creatively develops the ideas of L.S. Vygotsky, she explains the formation of not only the cognitive, but also the motivational-need-sphere of the personality in the child, the child's mastery of the world of people and the world of objects, reveals the mechanism of self-movement in mental development.

For our study of juvenile addictive behavior, it is more relevant to consider the age limit from 15-17 years.

In the formation of addictive behavior, social and spiritual needs are significantly affected, and organic and material ones become the fundamental forms of behavior. The person turns into a hedonic being. This leads to the formation of addictive behavior. Addictive behavior has dynamics, i.e. a certain development, consisting in the progressive deepening of violations in cases where the process will not be stopped.

According to the research of E.V. Zmanovskaya, addictive (lat. Addictio - evading) behavior is expressed in the desire to escape from reality by changing one's mental state through the intake of certain substances or constant fixation of attention on certain objects or activities, which is accompanied by the development of intense emotions. The process of using one or another substance (alcohol, psychotropic, narcotic substances, etc.) that changes the mental state, attachment to an object or participation in activity, takes on such dimensions that it begins to control a person's life, make him helpless, deprive him of the will to counteracting addiction.

Foreign researchers usually understand addictive behavior as the abuse of various substances that alter mental state, including alcohol and tobacco smoking, before dependence was formed on them.

In the works of N.A. Orphans, N.A. Shilova, “addictive behavior” is understood as one of the forms of deviant behavior, expressed in the desire to escape from the real by changing one's mental state by taking certain substances or constantly fixing attention on certain objects or activities (types of activity), accompanied by the development of intense emotions. In our work, the problems of the formation of addictive behavior in minors are considered.

Most authors of studies on the problems of addiction (K.S.Yang, Yu.S. Shevchenko; L.G. Leonova, N.L.Bochkareva, etc.) are unanimous in the opinion that in the process of developing addictive behavior, a person's control over their own behavior is lost ... According to M. Gaulston, F. Godberg, K. Sweet, any kind of activity or object can become an object of dependence.

In the studies of A.G. Leonova and N.L. Bochkareva group different types of addictive behavior into two main categories, which are pharmacological and non-pharmacological in nature. Desire to change mood by addictive mechanism. These agents include substances that alter the mental state: alcohol, drugs, drugs, toxic substances. Involvement in certain types of activity also contributes to an artificial change in mood: gambling, computer, sex, overeating or starvation, work, listening to rhythmic music. The authors associate the causes of addictive behavior with age, individual personality traits, and social environment conditions.

The behavioral features of adolescents with addictive behavior are stereotyped, i.e. the same patterns of behavior are repeated, they become, as it were, a painful ritual. Therefore, once the common features of the schema are established, the behavior of addicts is relatively easy to predict. It is much more difficult, unfortunately, to change this stereotype, since the defensive reactions of denial and rationalization are a serious obstacle.

In juvenile addictive behavior, the trait of addiction is sometimes found. Addiction often manifests itself in the form of subordinate motivation for taking alcohol or other substances, i.e. subjecting addictive behavior to pressure from authoritative adolescents with addictive behavior. Most adolescents are also characterized by passivity, lack of independence. Addicts of this kind usually strive to gain support from the "authoritative" figures for them among the same alcoholic, drug addicts, easily falling under their influence.

Addictive behavior as a type of deviant personality behavior has several forms: chemical dependence (smoking, substance abuse, drug addiction, alcohol dependence); eating disorder (overeating, starvation, refusal to eat); gambling - gambling addiction (computer addiction, gambling); religiously destructive behavior (religious fanaticism, involvement in a sect).

The severity of addictive behavior can be different: from practically normal behavior to severe forms of biological dependence, accompanied by severe somatic and mental pathology.

In this regard, some authors, such as E. V. Zmanovskaya distinguish between addictive behavior and just bad habits that do not reach the degree of dependence and do not pose a fatal threat, for example, overeating or smoking. Various forms of addictive behavior tend to combine or transform into each other, which proves the commonality of the mechanisms of their functioning.

Addiction to alcohol, tobacco and drugs In the international classification of diseases, smoking is classified as addiction (tobacco dependence syndrome). The pharmacological and behavioral processes that determine tobacco dependence are similar to those that determine dependence on drugs such as heroin and cocaine.

The psychological effect of drinking alcohol in small doses is expressed in the weakening of internal inhibitions, stiffness and acceleration of the sense of time.

Thus, drinking alcohol gives a sense of acquiring identity, while the person does not expend any internal effort, and with the disappearance of the external source of well-being, the sense of identity also disappears.

Psychological dependence syndrome, the essence of which is that a person ceases to feel comfortable in life and to cope with difficulties without taking drugs. The drug becomes the most important condition for a person's contact with life, himself, and other people.

The syndrome of physical dependence consists in the gradual incorporation of the drug into various chains of metabolic processes in the body. If the addict does not take the appropriate amount of the drug, then he experiences physical suffering of varying severity: aches, dry skin (or sweating), i.e. withdrawal syndrome develops. To remove it, you need to take a drug, the doses of which are constantly increasing.

Syndrome of altered reactivity of the body to the drug. Tolerance plays the most important role in the structure of this syndrome. Its increase, stabilization at a high level, decrease are attributed to the core symptoms of drug addiction.

In the studies of V.V. Shabalina points out that at different stages of the development of drug addiction, different functions dominate: cognitive function (satisfaction of curiosity, change in perception, expansion of consciousness); hedonic function (getting pleasure); psychotherapeutic function (relaxation in the presence of stressful situations or emotional stress; increasing the level of comfort; removing barriers to behavior); compensatory function (replacement of problematic functioning in the spheres of sex life, communication, entertainment, etc.); stimulating function (increasing the productivity of activity); adaptive function (adaptation to a group of peers who use drugs); anesthetic function (avoidance of pain).

The functions listed above, which can be realized through the use of psychoactive substances, indicate that addiction (in particular, drug addiction) increases adaptive capabilities. With the help of a drug, a teenager compensates for the lack of socio-psychological adaptation.

According to T.I. Petrakova, D.L. Limonova, E.S. Menshikova et al., Studying the motivation for drug use by adolescents, found that adolescents gave the greatest percentage of positive responses to drug use in situations: when the drug was used as a "medicine" for strong emotional experiences: fear, hatred, resentment, annoyance, loneliness, etc. ; responsibility for their behavior, opposition to the group, authority; conformism, demonstrations of protest against the opinion of elders, inclination to take risks, curiosity.

Among the reasons for the actualization of psychological readiness to use drugs are distinguished (S.V. Berezin, K.S. lack of formation or ineffectiveness of methods of psychological protection; the presence of a traumatic situation from which the teenager does not find a constructive way out; the tendency to confront the danger.

Food addiction. We are talking about food addiction only when food is not used as a means of satisfying hunger, when the component of getting pleasure from eating begins to prevail and the process of eating becomes a way of distraction from something. Thus, on the one hand, there is an escape from troubles, and on the other hand, fixation on pleasant taste sensations. The analysis of this phenomenon allows us to note one more point: in the case when there is nothing to occupy your free time or fill the spiritual emptiness, to lower the internal discomfort, it quickly becomes involved in the chemical mechanism. In the absence of food, even if there is no hunger, substances that stimulate the appetite are produced.

Thus, the amount of food eaten increases and the frequency of food intake increases, which entails an increase in weight, vascular disorders. This problem is especially relevant in countries with a high standard of living, along with which there is a high level of stress in society. The development of food addiction is also realistic in a situation of food availability due to the specifics of the profession (bar, restaurant, canteen). The other side of food addiction is fasting. The danger lies in a peculiar way of self-realization, namely in overcoming oneself, victory over one's "weakness". This is a specific way to prove to yourself and others what you are capable of. In the period of such a "struggle" with oneself, heightened mood, a feeling of lightness are manifested. Restrictions on food are beginning to be absurd. The periods of fasting are followed by periods of active overeating. There is no criticism of their behavior. Along with this, there are serious violations in the perception of reality.

Internet addiction In modern studies, Internet addiction is studied as a type of computer addiction (cyber addiction). Studying the relationship of identity and behavior on the Internet, A. Zhichkina revealed that the peculiarity of the identity of Internet addicted users is the desire to get rid of the requirements of the social environment and satisfy the need for emotional support. For Internet users, the creation of virtual personalities is characteristic, which is based on motivational reasons (satisfaction of existing desires). Virtual personalities are compensation for the shortcomings of the real situation. They can exist both "for themselves", realizing the ideal "I", or, conversely, realizing the destructive tendencies of the user, and "for others" - in order to impress others.

According to research conducted in 2000-2001. connection between cyber addiction and personal characteristics of E.D. Lvina, L.F. Levin, N.I. Lebedev found that almost 9% of students aged 15-17 have computer addiction. It was revealed that the use of a computer and the Internet for games and entertainment is associated with certain personality traits (high dominance, low tolerance, low self-esteem, etc.). It has also been found that there is a negative correlation between cyber addiction and positive (self) identity.

Addiction to destructive cults . Those minors who cannot independently resolve the intrapersonal and interpersonal conflicts that arise, do not see life prospects, need support and recognition, which they do not receive in their environment, may be involved in non-traditional religious systems (sects), should be considered as a form of negative mental dependence ...

Negative dependence is called dependence on any object that is addictive and the impossibility of abandoning it and which destructively affects the psychological and physiological state of a person. The object can be either a psychoactive substance (and then we are talking about various forms of drug addiction) or a pathological system of relationships (and then we are talking, among other things, about sectarianism as a form of pathogenic relationships).

The types of addictive behavior we have considered are forms of compensation for deficiencies in personality development. The object of dependence, despite the specificity of each type of addictive behavior, is only a means that gives an illusory satisfaction of needs (not to be confused with the illusory sensations, they are real) or the resolution of actual conflicts, a weakening of internal tension. A teenager cannot get rid of addiction, since he does not have another more constructive way to resolve the constantly arising difficulties.

The choice of the object of addiction and, consequently, the formation of the corresponding type of addictive behavior is accidental. For example, an object may change to another, but addiction will remain), a drug addict may become an alcoholic and vice versa). This is due to the fact that the formation of various types of addictive behavior is one in its psychological basis.

Thus, from considering the problem of addictive behavior of minors, it follows that certain measures must be taken, which made it possible to systematically resolve the current situation. One of the more effective ways is the social rehabilitation of juvenile addictive behavior.

1.2 Specific features of psychological counseling for juvenile addictive behavior

As noted in clause 1.1, the addictive behavior of minors is accompanied by a deformation of their social ties and alienation from the main institutions of socialization and, above all, from the family and from the school.

To overcome this alienation, to include minors in the system of socially significant relations, it is necessary to implement a complex of social measures. The analysis of psychological, social-pedagogical, medical literature on the problem of rehabilitation of children and adolescents indicates that social-pedagogical rehabilitation in specialized institutions for minors in need of social rehabilitation can be carried out only on the basis of deep integration of educational, educational, social and medical health programs aimed at the socialization of minors, and is a complex multi-level system of interaction between social workers, teachers, educators, psychologists, doctors, representatives of law enforcement agencies, organizers of education and health care.

Regulatory documents adopted in recent years on this issue (Federal Law “On the Foundations of the System of Prevention and Offenses of Minors”, “On Basic Guarantees of the Rights of the Child in the Russian Federation”), state reports “On the Situation of Children in the Russian Federation”, “On the Situation of Families in Of the Russian Federation "and others establish the foundations of the legal regulation of relations in this area, allow to create a fundamentally new model of the state system of prevention and rehabilitation of minors."

However, in general, the existing system of social rehabilitation work in the country is not adequate to the current situation and is aimed mainly at social control and punitive actions in relation to asocial families and minors in need of social rehabilitation, as well as at ensuring the elementary conditions of their life - the provision of housing, food, clothing. Scientific research in recent years, as well as the positive practice of Russian regions in solving the problem of the rehabilitation of minors, convincingly prove that the basis of rehabilitation activities should be based on the ideas of humanistic education, based on respect for and trust in a minor.

A multifaceted pedagogical study of the problem of social and pedagogical rehabilitation of a teenager was carried out in domestic pedagogy by such scientists as G.M. Andreeva, V.V. Zaekov, L.P. Kolchin, N. D. Levitov, T.G. Rumyantseva, etc.

Scientists N.S. Vorontsova, E.V. Kolesnikova, H.A. Rychkova, R. Steiner and others.

The works of L.S. Alekseeva, V.G. Bocharova, S.A. Belicheva, M.P. Guryanova, V.I. Zhukova, N.Yu. Klimenko, V.Sh. Maslennikova, G.V. Mukhametzyanova, A.B. Mudrik, L.E. Nikitina, L. Ya. Oliferenko, V.A. Slastenin, E.I. Kholostovoy, N.B. Shmeleva, E.R. Yarskoy-Smirnova and others.

In research on social work, social rehabilitation is understood as a set of measures aimed at restoring a person's rights, social status, health, and legal capacity. This process is aimed not only at restoring a person's ability to live in a social environment, but also in the social environment itself, living conditions, disturbed or limited for any reason.

According to M.A. Galaguzova's definition of rehabilitation in relation to family relations is a system of measures aimed at the fastest and most complete restoration of the full functioning of various categories of the population. She considers the rehabilitation level, which consists of three sublevels - individual, group and community.

In the work of A.V. Mudrik explains the concept of correctional education, which is consonant with the concept of rehabilitation. This is the creation of conditions for adaptation to life in society, overcoming or weakening the shortcomings or defects in the development of certain categories of people. This type of upbringing is necessary and is implemented for a number of categories of victims of unfavorable conditions of socialization and is suitable not only for children who are deprived of speech, hearing, vision or who have psychological developmental deficiencies, but also for certain categories of offenders.

The tasks and content of rehabilitation education depend on the nature and severity of the child's development. In this regard, special work is needed to reorient a person's attitude to his destiny. This becomes real if he forms certain social attitudes towards himself, his present and possible future, on those around him, on various spheres of life and relationships as potential spheres of self-realization. A very important aspect of rehabilitation education is working with the family and the immediate environment, because it depends on them whether the efforts made by the educators will receive reinforcement.

Currently, there are different forms, methods and means of social rehabilitation, juvenile addictive behavior.

Rehabilitation of minors who abuse psychoactive substances is considered as a system of pedagogical, psychological, medical, social, legal, labor measures aimed at abandoning psychoactive substances, the formation of a stable anti-drug attitude of the individual, its resocialization and reintegration into society.

The goal of rehabilitation is the return of a minor to life in society based on the restoration of physical and mental health, refusal from psychoactive substances, restoration (or formation) of his normative personal and social status.

Achievement of this goal is carried out by solving specific problems of rehabilitation of juveniles who abuse psychoactive substances.

The main tasks of rehabilitation are:

Formation of a conscious motivation (attitudes) in a minor for inclusion in the rehabilitation process, subsequent long-term participation in it and the final refusal to use drugs and other psychoactive substances;

Creation of a rehabilitation environment in a rehabilitation institution for minors who abuse psychoactive substances, influencing the recovery and formation of socially acceptable personal and behavioral skills (qualities) in the rehabilitated, contributing to their re-adaptation and resocialization;

Correction and development of the structure of the positive personality of a minor;

Implementation of educational and educational (educational) activities at all stages of rehabilitation, taking into account the age characteristics of minors who abuse psychoactive substances;

Implementation of a set of therapeutic measures aimed at deactualizing pathological craving for psychoactive substances, eliminating mental and somatic disorders, preventing breakdowns and relapses;

Restoring family relationships, correcting relationships and communicative ties with significant others and with the closest social environment;

Formation of a real life perspective on the basis of continuing education, developing work skills, providing social support and legal protection of a minor.

Rehabilitation involves the use of the following set of principles in the implementation of programs: Voluntary consent to participate in rehabilitation activities. This principle presupposes obtaining the consent of a substance abuse minor and his parents (legal representatives) to participate in the rehabilitation process. It is advisable to register the consent by signing between the minor and his legal representative - on the one hand and the rehabilitation institution - on the other, an agreement specifying the rights and obligations of the parties, including the conditions under which an early termination of the agreement is possible. Stop taking psychoactive substances. Strengthening the personal attitude or the formation of the patient's motivation to completely stop the use of psychoactive substances that cause painful addiction. Confidentiality. All participants in the rehabilitation process must respect the minor's right not to disclose information regarding his participation in rehabilitation. The transfer of information to third parties is possible only with the consent of the minors themselves or their legal representatives, with the exception of cases provided for by applicable law. The systematic nature of rehabilitation measures. Rehabilitation programs are based on the unification and coordination of a complex of pedagogical, psychological, medical, social and other rehabilitation activities and on the integration of the efforts of all interested parties.

The systematic nature of the rehabilitation process is ensured by the coordinated efforts of specialists of various profiles, interacting in one structure (team, team of specialists).

Stages of rehabilitation measures. The rehabilitation process is built in stages, taking into account an objective assessment of the real state of the minor and its natural dynamics. The following main stages of rehabilitation are distinguished: initial (entry into the rehabilitation program), detailed, final (exit from the rehabilitation program).

Positive orientation of rehabilitation measures. Positively oriented influences are given priority over negatively oriented sanctions and punishments. Instead of chronic conflicting relationships with the normative society, minors develop a positive personal orientation. This is achieved by orienting rehabilitation activities towards the formation of a sense of trust, collectivism, honesty, hard work, through the use of methods of support, encouragement, etc. An atmosphere is created that ensures personal growth and development.

A responsibility. In the course of the rehabilitation process, minors become more and more independent, are freed from overprotection, learn to make informed decisions, take responsibility for completely stopping the use of psychoactive substances, participate in rehabilitation programs, and positive interaction with the staff of the rehabilitation institution. In turn, the staff of the institution is responsible for organizing the rehabilitation environment, implementing rehabilitation programs, protecting the interests of the person being rehabilitated.

Inclusion of significant others in rehabilitation. Counseling, diagnostics and correction of problems existing among family members and significant other persons from the immediate environment of minors are carried out. The participation of significant others in the rehabilitation process is specially stipulated in the contract to work with existing problems.

Formation of a rehabilitation environment and reorganization of the microsocial (living) environment. It is supposed to create a rehabilitation environment, which is an artificial intermediate link in the process of freeing a minor from a painful dependence on psychoactive substances to stabilizing health and functioning in a normative social environment (family, place of study, leisure). Multilateral support for socially acceptable behavior and corresponding changes in the lifestyle of a minor is carried out through the impact on the main components of the rehabilitation and living environment.

A differentiated approach to the rehabilitation of various groups of minors. It is assumed that there is a range of differentiated rehabilitation programs and the inclusion of a minor in a particular program, taking into account his rehabilitation potential and in accordance with indications and contraindications.

Social and personal support for minors. It is carried out after the patient is discharged from the rehabilitation institution in order to prevent breakdowns and relapses of substance abuse, personal and social decompensation (Yu.V. Valentik, N.V. Vostroknutov, A.A. Gerish, T.N. Dudko, L.A. Kotelnikova ).

Artistic and creative activities are of the greatest interest for our work.

The main theoretical approaches in the social sciences boil down to the fact that creativity plays one of the main roles in the life of any person.

According to S. L. Rubinstein, creativity is an activity "creating something new, original, which, moreover, is included not only in the history of the development of the creator himself, but also in the history of the development of science, art, etc." Criticism of this definition with reference to the creativity of nature, animals, etc. is unproductive, because it breaks with the principle of the cultural-historical determination of creativity. The identification of creativity with development (which is always a product of the new) does not advance us in explaining the factors of the mechanisms of creativity as a product of new cultural values. A. Adler considered creativity as a way to compensate for an inferiority complex. C. Jung paid the greatest attention to the phenomenon of creativity, who saw in it a manifestation of the collective unconscious.

According to R. Assagioli's research, creativity is the process of the individual's ascent to the "ideal I", a way of self-disclosure. Psychologists of the humanistic direction (studies by G. Allport and A. Maslow) believed that the initial source of creativity is the motivation for personal growth, which does not obey the homeostatic principle of pleasure; according to Maslow, this is the need for self-actualization, full and free realization of one's abilities and life possibilities.

However, most authors are still convinced that the presence of any motivation and personal passion is the main sign of a creative personality. Features such as independence and conviction are often added to this. Independence, focus on personal values, and not on external assessments, perhaps, can be considered the main personal quality of creativity.

Understanding creativity as an activity that leads to going beyond the given allows us to insist on its irreducibility to expression in individual results - productivity (studies by G.S. Batishchev, D.B. Bogoyavlenskaya, N.A. Berdyaev).

It is more important for us to understand creativity as "building a person" (GS Batishchev), as "creating destiny" (Camus), as "realizing a personality" (NA Berdyaev).

Going beyond the closed limits of oneself is a creative act of a person. Creativity is not an impersonal process, it represents a certain life position (research by N.A. Berdyaev, D.B. Bogoyavlenskaya, Camus, E. Fromm), which is confirmed by the manifestation of the personal characteristics of creative people such as independence, openness of mind, high tolerance, developed aesthetic sense, positive self-concept.

The development of a positive creative life strategy requires a number of prerequisites: security, justice, freedom (E. Fromm).

Such scientists as E.R. Guzhvinskaya, N.I. Lovtsova, O.A. Khakhova, G.G. Karpova, N.R. Milyutina, E.V. Terelyanskaya, N.A. Zhivolupova and others.

Of the various artistic and creative means used in the practice of social rehabilitation of juvenile addictive behavior, it is especially worth highlighting such as:

Artistic (arts and crafts, painting, graphic, etc.);

Musical (playing musical instruments, singing to music);

Choreographic (plastic, dance movements);

Dramatic (staging, staging of performances, etc.);

Literary and narrative (reading fiction, writing stories and stories);

Gaming.

From the above, it can be concluded that in the process of social rehabilitation of minors of addictive behavior when using artistic and creative means, the impact on the cognitive, behavioral, emotional-volitional and communicative spheres of the individual is primarily carried out.

addictive juvenile diagnostics counseling

Chapter 2. The system of psychological counseling of juvenile addictive behavior

2.1 Psychological and pedagogical diagnostics of the features of manifestation of addictive behavior of minors

Analysis of the scientific literature on the problem of the study gives grounds to assert that all rehabilitation measures carried out in institutions with minors of addictive behavior using diagnostic programs aimed at studying the features of manifestations of addictive behavior.

Our study involved 25 people. Of these, 19 are boys (60.1%) and 6 are girls (39.1%). Age of participants 15 years old (75%), 16 years old (15%), 17 years old (10%).

Before the study, the study group was informed, i.e. provides information characterizing addictive behavior.

In order to make communication more informal and comfortable, to get to know the group and to position the group members for open communication, the "Sheep's head" exercise was carried out. Everyone chose a play name, which during this lesson everyone had to call. Some immediately asked the question of whether it is possible to leave their own name, which his bearer is quite happy with. Someone came up with a nickname. Someone changed the name. After the presentation, we set about testing this group for addictive behavior.

It should be noted that the communication took place in a calm atmosphere; during the study, everyone in the room took a place convenient for himself.

We also state that most of the research group immediately came into contact, apparently, the rest of the group was hindered by the short time of our acquaintance and still little trust for conversations and frank conversations.

During their acquaintance with the concept of "addictive behavior", young men and women showed interest, actively expressed their point of view, asked questions of interest to them on this topic, but nevertheless several people were noted who distracted from the communication process at the beginning of our conversation by demonstrative behavior, switching to them all attention. But in the course of this conversation, the attention was gradually transferred to the mainstream of work on the topic, the interest of the research group was obvious.

The group was also presented with a plan for our further joint work, the main events. It is also worth noting here the high attention with which this information was listened to. The last organizational moment before the study was familiarity with the basic principles of group work.

Our research took place in two stages.

Before the start of the survey, the respondents were explained the goals and objectives of the survey.

We used the method "Rapid diagnostics of chemical dependence in adolescents" (AE Lichko, IY Lavkai), aimed at identifying a tendency to addictive behavior and directly identifying chemical dependence (see Appendix 1).

At the second stage of the study, we turned to the methodology "Inclination to addictive behavior" (questionnaire of VD Mendelevich), aimed at identifying the propensity of both dependence, in general, and, in particular, alcohol dependence and drug addiction.

Since the methodology contained a large volume of questions, by the end of this test, the study group was tired. In the course of filling out the test, some questions were clarified related to the explanation of some expressions, for example, such as "get into a mess". It is also worth noting the diligence with which the group answered the questions.

At the end of the survey, we proceeded to analyze and interpret the data obtained.

Having analyzed the respondents' answers according to the first method "Express-diagnostics of chemical dependence", we can note that 3 out of 25 respondents have a high propensity to addiction.

It should be noted that 11 respondents (44%) gave a positive answer to the question by his close relative of alcohol and drugs, i.e. the danger to the respondents comes from the immediate environment.

Also, 24% of respondents noted that their family has problems associated with alcohol consumption, which indicates the use of psychoactive substances, i.e. addiction grows.

56% of respondents noted that they drank alcohol while alone, i.e. in this case, it is necessary to work with the skills of overcoming behavior of the use of psychoactive substances.

Also, one of the respondents (Sergey D.) noted that he drinks alcohol in order to relax, feel better or fit into the company, which once again testifies to the psychological and physical dependence of this respondent.

To confirm the results of this study, we turn to the analysis of the respondents' answers to the following methodology - "Propensity to addictive behavior".

It should be noted that when assessing the propensity to alcohol and drug addiction, the respondents' answers were interpreted according to the signs of addiction and the likelihood of addictive behavior.

So, we identified the following (propensity for alcohol dependence):

24% of the respondents showed signs of a tendency to use psychoactive substances, i.e. the respondents' answers demonstrate the likelihood of developing addictive behavior. In this case, we can talk about the periodic use of alcohol, which increases the risk of addiction;

16% of respondents - with signs of increased propensity for addictive behavior, i.e. this group of respondents is characterized by a higher probability than the previous respondents to the emergence of dependence on psychoactive substances.

It is worth noting also the variability of the dependencies of the respondents:

In 12% of the respondents, there is a complete coincidence of the levels of propensity, both to alcohol and drug addiction;

In 24%, there is a slight fluctuation in the level of inclinations for this trait (division into alcohol and drug addiction)

Thus, 4 out of 25 respondents have a tendency to addictive behavior, we can conclude that we have achieved the goal of diagnostics of the study: we revealed a tendency to addictive behavior in young people. Those. we can draw a conclusion about the propensity of student youth to addictive behavior, characterized by an equal predisposition to both alcohol and drug addiction.

Based on the results of the study, we decided to develop a social preventive program, including a detailed description of classes, using the means of artistic activity.

2.2 The main directions of psychological counseling for juvenile addicts

One of the types of innovative technologies of social work that allows a specialist to comprehensively approach the solution of professional problems in a situation of providing assistance are artistic and creative technologies.

For the first time, artistic and creative technologies as technologies of social work began to be used in the United States and Europe in the mid-50s. 20th century. As a component of the content of professional education in the field of social work and social pedagogy, these technologies began to appear only in the late 70s - early 80s, when there was a need for specialists who could use artistic and creative activities in the field of professional social work and social pedagogy.

Specialists of the social sphere, when faced in their work with various categories of clients, are increasingly turning to artistic and creative methods. This is justified, first of all, by the fact that creative activity has a huge developmental potential, and the interaction and communication of the participants in the creative act is positively emotionally colored.

Taking into account the data obtained at the stage of the diagnostic experiment, we have developed a program for the prevention of juvenile addictive behavior.

A prevention program is a purposeful, specially organized activity.

The goals of our program are:

1) raising the level of awareness of students about the effects on the body of tobacco, alcohol, drugs;

2) the formation of the need for a healthy lifestyle.

It defines the main stages of implementation: preparatory, main and final.

In the preparatory stage, the goal becomes: selection of artistic and creative techniques from this category of clients

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

It includes the following activities:

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

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

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

The exercises that the participants perform at the same time - role plays, trainings, etc. - will help to gain new experience in interacting with others by including a variety of sensations of feelings - from the most harmless to breathtaking. Not only are scenes from life that are well known to adolescents played out, but an attempt is also made to penetrate into the unknown world of adults. It helps to broaden ideas about life, about one's capabilities, feelings, to understand problems, to try on adult roles, to understand “from the inside” of one's parents, teachers, educators, relatives, and therefore, to take another step towards growing up.

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

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

There are several types of preventive work:

1. Primary prevention - measures aimed at preventing a disease, process or problem from appearing.

2. Secondary prevention - measures aimed at detecting and stopping or changing for the better the course of a disease, process or problem as early as possible.

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

Primary prevention looks like:

a) information campaigns in the media,

b) providing appropriate protective equipment,

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

Secondary prevention includes:

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

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

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

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

e) training of teachers and persons implementing preventive programs.

Relapse prevention includes:

a) transmission of information and training of specific persons,

b) direct treatment and rehabilitation actions,

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

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

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

In preventive activities, any information should be:

a) correct,

b) corresponding to reality,

c) complete,

d) available,

e) placed in the right context,

f) systematized,

g) the relevant situation in society,

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

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

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

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

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

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

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

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

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

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

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

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

Drug prevention programs consist of the following blocks:

a) analysis of the situation: description of the school neighborhood; type of school; learning conditions at school; the number of students, teachers, parents; number of single-parent families; the state of health of students and teachers; the number of smokers who use alcohol, drugs (according to an anonymous survey or information from a district narcologist); the number of students with behavioral disabilities who are at risk for addictive behavior; participation of parents in the educational process (participation in the work of the parent committee, attending parent meetings, organizing class and school holidays, assisting in the repair of the school, etc.);

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

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

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

e) determining the priority areas of the educational institution and setting goals and objectives for preventive work;

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

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

h) expected results;

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

The effectiveness and efficiency of the preventive program is largely ensured on condition of its versatility and long-term nature. Lozovoy V.V. Prevention of drug addiction. School, family: textbook. - Yekaterinburg, 2000.S. 50 ..

Teacher: Karabut M.A.

MBOU NOSH 95, Chelyabinsk

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

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

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

This implies the pedagogical expediency of creating a special program of teacher's activities in conjunction with the activities of parents to prevent the prevention of addictive behavior in children of primary school age.

Target programs: creation of psychological and pedagogical conditions for joint work of schools and families to prevent addictive behavior in younger students.

Tasks :

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

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

3) Promotion of prevention of addictive behavior among primary school children and their parents;

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

The mainprinciples program implementation:

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

* Integrity of the educational space

* Activity approach

* Taking into account age characteristics

* Person-centered approach

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

* Work with students:

Comprehensive study of primary schoolchildren, their state of physical and mental health

Inclusion of children in joint activities

Establishing friendly relations between all members of the team

* Working with parents

– studying family relationships

– providing parents with pedagogical assistance

– involving parents in the life of the class

–organization of joint events with children

The mainmethods program implementation:

1) Conversations

2) Lectures

3) Meetings

4) Games

5) Contests

6) Holidays

The program includes the followingstages implementation:

1) Analysis of screening diagnostics

2) Study of psychological and pedagogical literature

3) Implementation of a teacher's activity program for the prevention of addictive behavior in younger students by means of interaction between the teacher and the family

The expected result of the implementation of this program:

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

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

* Consolidation of the results of the program for the prevention of addictive behavior in junior schoolchildren

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

1) Conducting screening diagnostics of computer addiction (L. N. Yurieva) (Appendix 1);

2) analysis of diagnostic results

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

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

October

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

1) Parents' meeting "What is addictive behavior?"

(Appendix 2)

2) a conversation with a psychologist

November

1) Working with a psychologist

2) Conversation "your health"

(Appendix 3)

1) Talking to parents about the need for joint activities to prevent addictive behavior

2) parent lecture hall

"Habits and their prevention are bad"

December

1) Holding a joint holiday "New Year"

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

2) After the holiday, the teacher conducts reflection, both with students and with their parents. Compiles the analysis. Concludes about the influence of joint activities on the psychological state of children and their parents.

(appendix 4)

January

Lesson dispute

" Healthy lifestyle"

"The art of being a parent"

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

February

Class hour on the topic

“Let's save our health. The benefits and harms of computer technology "

Day - health. (parents organize a joint trip to the ice rink or to the ski lodge.

March

1) Children prepare reports on the topic "My hobby". Convincing children that leisure time should be beneficial;

2) learning outdoor games

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

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

April

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

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

(Appendix 5)

May

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

(Annex 1);

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

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

Appendix 2

Development of a parent meeting on the topic:

"Addictive behavior of adolescents"

Abstract: Content: addictive behavior of adolescents, problems of diagnostics of pupils' upbringing.

Goal: awareness of the addictive behavior of students and awareness of the need for purposeful

work on its prevention.

Form of holding: thematic parent meeting.

Equipment: multimedia projector.

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

to see it outright.

Children can hide with us, we can never use them. "

V.P. Astafiev.

Content : Addictive behavior of students, problems of diagnostics of students' upbringing.

Target : awareness of students' addictive behavior and awareness of the need for purposeful work to prevent it ..

Form of conducting : thematic parent meeting.

Equipment : multimedia projector, presentation (attached).

Parent meeting plan .

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

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

3. The role of the family in education

4. Outcome

Event progress .

1. The results of the previously conducted diagnostics to identify the level of computer addiction are placed on the slide and demonstrated.

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

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

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

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

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

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

The famous American scientist James said: “Habit is capital acquired through exercise. They must first save up, and then live on interest from this capital. "

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

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

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

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

Third rule - it is necessary to teach a person to use every opportunity to manifest a positive habit. Training in positive habits leads to their consolidation and becomes "second nature".

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

The fifth rule - conditions must be created for the manifestation of positive habits. But for this you need to know what bad habits have become part of the child's lifestyle.

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

1. How often do you feel revitalized, pleased, satisfied or relieved while at the computer (online)?

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