Pedagogical conditions for the prevention of risky behavior of high school students by means of moral hardening
The relevance of the research topic is dictated by the concern of the state and society, scientists, teachers, practitioners, parents with the problems of growing up children, adolescents, youth, their physical, mental, social health in a situation of transformation of the country's socio-economic development, the results of which affected vital areas and social institutions. During periods of transformation of social relations and lifestyles, the younger generations, due to a lack of experience in orienting themselves in the changes taking place in the microsociety and the macroenvironment, very often find themselves in a group of social risk, become exposed to the influence of destructive factors, demonstrate various options for risky behavior. The purpose of the study is to identify and substantiate a set of pedagogical conditions and methodology for using the moral hardening of older students in the prevention of their risky behavior. Research objectives are to reveal the essence of the concept of “risk behavior” and to characterize its features in senior school age; to analyze modern approaches and methods to prevent risky behavior of minors; consider moral hardening from the position of a pedagogical means of preventing risky behavior of high school students; develop a set of preventive measures and the logic of their implementation to ensure the minimization of the causes and factors of risky behavior using moral hardening; to determine the effectiveness of the use of moral hardening as a means of preventing risky behavior of students. The practical significance of the study is determined by the fact that the theoretical material, empirical data, conclusions and generalizations can serve as the basis for the development of methodological recommendations, innovative technologies for preventive activities, enrichment with facts and methods of the disciplines of the psychological and pedagogical cycle in colleges and universities. Adapted diagnostic methods can be used in the development of preventive and monitoring programs in educational institutions of various types and kinds, in extracurricular activities, in the training and advanced training of class teachers, social teachers, educational psychologists, and life safety teachers.