КОМПЛЕКСНЫЙ ПОДХОД К ПРЕДУПРЕЖДЕНИЮ ДЕПРИВАЦИИ ПОДРОСТКОВ

Abstract

This article analyzes an integrated approach to the prevention of adolescent deprivation, including evochomological, behavioral, and prosocial components. The importance of objective and subjective factors in the deprivation development of personality is shown. The definition of adolescent “deprivation” is interpreted by the authors as a lack of attention, attitudes necessary for the full development of personality. The inability of an individual to build a constructive dialogue with the institutions of social space initiates the development of a sense of detachment, dislike, abandonment, uselessness to others, including family institutions and schools. As a result of deprivation, a teenager loses the ability to empathy, tolerance, cannot listen and hear another, initiates destructive conflicts, cynicism, snobbery, aggressiveness, indifference, abuse, lack of self-criticism. The author of the article argues the importance of the symbiosis of teachers, psychologists, doctors, lawyers, juvenile psychologists, mediators, evohomologists, preventologists in preventing and minimizing adolescent deprivation. It is necessary to treat not the disease, but the patient, therefore, before making a plan for the prevention and leveling of adolescent deprivation, it is necessary to identify the psychological and pedagogical causes of its occurrence, the specifics of the course and consequences for the development of the personality of minors. Institutions of education and socialization should remember that deprivation as a psychological and pedagogical phenomenon is a reversible phenomenon. The main trends in the prevention of deprivation, taking into account individual factors, should be aimed at creating a favorable psychological climate in the family, supporting constructive communication between adults and children, self-actualization of adolescents, the development of their social maturity, social immunity, and responsible behavioral strategy.