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SOCIAL-PEDAGOGICAL PREVENTION OF DEVIATIONS OF TEENAGER’S SOCIAL HEALTH IN PROFESSIONAL EDUCATIONAL ORGANZIATIONS
O. A. Semenova
O. V. Seregina
The modern social and educational policy of Russia focuses on improving the quality of life of society as a whole and of each citizen in particular. Professional education organizations face the challenge of creating conditions of socialization, crime prevention, and organizing a set of measures aimed at preventing child homelessness and neglect of minors, and protecting their rights and legitimate interests, which is a priority.
Key words: socialization, social health of students, prevention, technologies of socio-pedagogical prevention of deviant behavior, organizational and methodological tools.
The key microfactors of man’s socialization influencing his social development and attitude to himself, to the surrounding people and the environment (social, biogenous and abiogenous) as well as formation of social health of the students’ personality are the family, educational and social organizations. Neither should we rule out such factors as the vagueness of ideological principles, lack of a clear system of socially approved behavior, and susceptibility of young people to the influence of criminal groups. In this connection, organizing an effective system of social-preventive work with children and teenagers, protecting their rights, and training teachers, parents and executives for these activities comes to the fore [1]. The need for prevention of deviant behavior is evidenced by the national and foreign experience. It is clear that we will be unable to fully prevent crimes. However, partial, limited advance knowledge of emergence of certain forms of crime is possible and necessary [2]. Problems of preventing and fighting against delinquency and crime among young people are currently relevant in Russian society [3]. Especially significant is the pedagogical and psychological knowledge forming the basis of studies of the nature of minors’ deviant behavior and practical measures to prevent teenagers’ antisocial behavior.
Most specialists in the field of pedagogics, psychology and criminology assign the main focus to preventing juvenile delinquency. This is accounted for by the fact that man’s personality, character, convictions, inclinations and system of values are formed in one’s teenage years. According to experts, there are several reasons for increased age-related deviant activities of young people: (a) availability of increased energy potential; (b) uncertainty due to the transition stage of socialization; (c) availability of a low social status; (d) the existing feeling of social inequality; (e) difficulties of self-assertion in the adult world, etc. Deviation activity is also determined by a lack of knowledge of legal and social norms of behavior. Therefore, prevention of juvenile delinquency is a major component of the general system of crime prevention as a whole, on the one hand, and an integral part of attitude development of the oncoming generation.
Educational organizations of secondary vocational education are among the leading institutions of young people’s education. Furthermoe, the social activity of
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this category of young learners keeps growing. It is here that a comprehensive, consistently organized educational process is to be ensured. In light of this, there is a need today for integration of the modern methods and technologies of juvenile delinquency prevention in the teaching and learning process of educational organizations of secondary vocational education of our country. Among the causes of different deviations in teenagers’ behavior, a significant place is taken by social-psychological, psychological-pedagogical and psychobiological factors, their knowledge being necessary for organizing effective educational preventive activities in the educational organizations under consideration. Thus, of crucial importance in preventing and eliminating juvenile delinquency are measures for qualitative improvement of the work of educational organizations, better coordination of their actions with the family and law enforcement bodies, higher responsibility of parents for education of teenagers as well as special preventive measures of other governmental and nongovernmental organizations.
The notion of “social health” implies public social health within the framework of the influence of social factors on the physical health of the population [4]. Educational work performed at an early stage allows for timely prevention of the emergence and development of deviant asocial and antisocial behavior, as well as formation of negative personal traits, asocial value orientations and relations, which, taken as a whole, make the essence of the deviations of the individual social health of students. Performing the function of psychological and pedagogical education of parents’ educational organizations (in coordination with social ones) contribute to reduction in the risk of development of social deviations in students [5]. The teenager’s social health is the major factor of ensuring his social wellbeing, and is a result of the targeted pedagogical process. Social health is the formed socially acceptable, morally normative experience of interaction with the society manifesting itself in behavior self-regulation under changing conditions, aimed at reaching consensus with oneself as well as the ability to meet social interests and needs, and to be integrated in society. The structure of a teenager’s social health includes the moral and spiritual (compliance with social moral norms, availability of social knowledge, abilities, skills), social and behavioral (resistance of the individual to socially unfavorable factors of the environment and formed skills of behavior self-regulation), social and psychological (social orientation of the teenager’s personality, satisfactory social adaptiveness) and social and cultural (high level of social development, formed social readiness, socially useful experience) components.
The following levels of the teenager’s social health are identified: (a) socially acceptable (standard) level - conformity to social norms accepted by most people; (b) socially neutral (marginal) level of social health - the extreme boundary of social norms, which arouses tension in the surrounding people; (c) socially unacceptable (nonstandard) level of social health - availability of obvious social deviations [5].
Deviations of a teenager’s social health is the lack of coordination of the internal and external mechanisms of social formation of the teenager’s personality manifesting itself in temporary or permanent, targeted or spontaneous actions of man aimed at destroying the value-normative principles of society, deviant behavior, and destructive activity in the changing environment. This requires
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organization of a system of special prevention in the educational institution. The effectiveness of social-pedagogical prevention of deviations of the teenager’s social health depends on the timely social-pedagogical measures of the educational organization aimed at preventing, eliminating and neutralizing the causes and conditions of negative social deviations in behavior. The technology of social-pedagogical prevention of deviations of the teenager’s social health is to include: (a) pedagogical goal-setting, a survey of all students in the course of primary social-pedagogical diagnosis; (b) identification of students with socially acceptable, socially neutral and socially unacceptable levels of social health; (c) social-pedagogical prevention of students with latent deviations of social health, etc. While carrying out social-pedagogical prevention of deviations, one should create management and social-pedagogical conditions for preventing deviations of the teenager’s social health and readiness of all teaching staff for implementing social-pedagogical prevention of deviations of the teenager’s social health.
Organization of the work of social-pedagogical services aimed at implementing preventive work with teenagers of the pedagogical risk group with account of the principles and conditions of social-pedagogical prevention of deviations of the teenager’s social health requires timely identification of teenagers with latent and manifest social, personal problems to organize social-pedagogical support using diagnostic tools, analyzing the survey data (for transferring it into research) and mandatory engagement of specialists of dedicated services and psychologists in cooperation.
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Translated from Russian by Znanije Central Translastions Bureas
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