Correction of deviant behavior of teenagers in extracurricular activities
The article is devoted to the problems of correction of deviant behavior of teenagers as one of the priority areas of psychologists, sociologists, teachers and law enforcement officials’ activity. Deviant behavior is a persistent deviation from the most important social and moral norms that causes real damage to society and/or the person himself and is accompanied by social disadaptation. Deviant behavior begins to manifest in childhood and adolescence under the influence of a variety of interacting circumstances, which are divided into the following categories: adverse individual characteristics and adverse environmental conditions. The social situation of deviant teenagers’ development is such that they often find themselves outside the family and the school team. Rejection in their own family, rejection by classmates, constant criticism and comments from school teachers, lead to the fact that teenagers seek and find support from the same socially rejected children and unite with them in asocial teenager groups, which welcome unwillingness to learn, rudeness, aggressive behavior, promiscuity, taking money from kids, petty theft and other manifestations of deviance. Most psychological and pedagogical research on deviant teenagers and their behavior correction focuses on work in closed correctional institutions. At the same time, many of these children study in regular schools, and most behavioral disorders are found in their extracurricular, free time. In these conditions, the main “support systems” in work with them can be social institutions focused on organizing their extracurricular activities. In this paper, we tried to show the possibilities and advantages of extracurricular activities in the prevention and correction of deviant behavior of teenagers using the “Model of organization of correctional educational work in extracurricular activities” with deviant teenagers, and to evaluate its effectiveness. The results obtained in the study indicate that the model developed by us and the experimental program based on it demonstrate high efficiency through the positive statistically significant dynamics of most of the studied indicators. After working on the pilot program, teenagers began to show their newly acquired knowledge, skills and abilities in practical and everyday activities. They showed the ability to use appropriate ways to interact with other children and adults, the ability to work together, the ability to perform the duties assumed in the class team, the ability to comply with generally accepted norms and rules of behavior, and became more actively involved in extracurricular activities. The proposed model of correctional educational work organization in extracurricular activities is of interest to psychologists, social workers, teachers, including prison psychologists and teachers, and can be used for implementation in the practice of social service institutions, rehabilitation centers, youth affairs agencies and other institutions working with social risk groups.