Features of addictive behavior of adolescents. Psychological testing to determine the signs of addictive behavior in adolescents (the level of psychoactive substance use - alcohol, tobacco), the direction of preventive work.

INTRODUCTION Chapter I behavior in adolescents 1.1 Add features active behavior of adolescents 1.2 Methods and principles of socio-pedagogical work on the prevention of addictive addiction adolescent behavior 1.3 Activities of a social educator in the prevention of addiction behavior in adolescents Chapter II. Organization of social and pedagogical work on the prevention of addictive behavior of students in an educational institution 2.1 Ascertaining experiment 2.2 Formative experiment2.3 Control experimentConclusion Bibliography Appendix 1 Appendix 2 Appendix 3 Appendix 4 INTRODUCTION Everyone 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 internal resources to get out of a stressful state, turn to friends, loved ones for help, or simply wait - “time heals”, considering “problem” periods as a natural phenomenon of life. People use various ways to cope with stress, relieve fatigue, relax. For some it's food, for others it's 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, full of emotions and communication life. If this method is put at the forefront, relegating everything else "vital", "human" to the background, we can talk about the emergence of addictive behavior. The likelihood of addiction is higher in people who can hardly survive even short-term and “minor” difficulties, who do not know how to cope with everyday stresses. Drug addiction and alcoholism are one of the important and complex problems of our society. The further growth 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 the organization of the prevention of abuse psychoactive substances.In the field of education, the priority direction in solving problems associated with the formation of negative addiction is prevention: it is easier to prevent a disease than to treat Yudkina A.A. Addictive behavior of students: organization of preventive work // Siberian Teacher. - May-June 2003. - No. 3 (27). . Concerning the issues of prevention of drug addiction and alcoholism, it is necessary to take into account the multidimensional nature 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 education and upbringing. An educational institution plays a leading role in organizing the prevention of unruly behavior among students, their violation of morality, ethics, as well as in organizing sanitary and educational work to prevent smoking, alcoholism and substance abuse. Very often, the use of psychoactive substances by minors is a symptom of a life-personal or social (family) trouble. Improper nutrition, physical inactivity, stress, loss of meaning in life are factors that lead children, adolescents and young people to use alcohol, tobacco, and drugs. Adolescents “drop out” of education, lead a marginal lifestyle, and commit offenses. This implies the priority of pedagogical and socio-psychological influences in addressing issues of prevention of addictive behavior in the educational environment. “Relying only on the experience of narcologists in the prevention of smoking, alcoholism, drug addiction and substance abuse means not changing anything 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 education system exactly where health and a healthy lifestyle occupy one of the last places in the system value orientations child or teenager "Kolbanov V.V., Zaitsev G.K. Valeology at school: Methodological guide. - St. Petersburg: Education-AST, 1992. S. 29. Considering all of the above, we can consider the theme of the work "Social and pedagogical work on the prevention of addictive behavior in adolescents" relevant and timely. The object of the study is the addictive behavior of adolescents. The subject of the work is socio-pedagogical work on the prevention of addictive behavior in adolescents. The purpose of the work: To analyze the socio-pedagogical work on the prevention of addictive behavior in adolescents. Tasks of the work: 1. To carry out a theoretical analysis of the foundations of the activities of a social teacher in the prevention of addictive behavior in adolescents.2. Diagnose the tendency of adolescents to addictive behavior.3. Organize and conduct socio-pedagogical work on the prevention of addictive behavior of students in an educational institution. Methods of work: Theoretical analysis of literature on the topic, testing, socio-pedagogical experiment, statistical methods of data processing. teenagers 1.1 Features of addictive behavior of adolescents Addictive behavior - 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 type of activity, activity (gambling, collecting, workaholism. ..). Stages of addiction formation I want to conduct a training. A manual for a novice trainer working in the field of prevention of HIV / AIDS, drug addiction and sexually transmitted infections. - Novosibirsk: Humanitarian Project, 2000. S. 154. :1. The beginning (starting point) is the emergence and fixation in consciousness of the connection between the experience of an intense change in mental state and the intake of a certain substance (or the implementation of some 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 positive emotions experienced by a person or negative - the main thing is the intensity of the experience.2. Addictive rhythm -- set certain frequency turning to the means of addiction, so far only in moments of psychological discomfort. The establishment of an addictive rhythm is facilitated by: a) personality traits (low tolerance for even short-term difficulties), b) difficult personal life (illness and death of loved ones, loss of work), c) a limited choice of exit strategies from stress. Several years may pass between the first and second stages.3. Addiction as a part of personality. The increase in the addictive rhythm forms a stereotype of response to psychological discomfort. (“I had a fight - I need to eat a chocolate bar”). Two personalities appear in a person - “healthy” and “addictive”. "Healthy" strives for communication, 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 there may still be periods of cessation of addiction or replacement of one addiction with another. Many addicts at this stage 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 he will viciously blame everything on you.) An addict in a state of striving for “his own feeling” cannot be dissuaded. He will have a ready answer to all arguments: “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 plunges into addiction and isolates himself from society. Violation occurs interpersonal relationships- can not communicate even with the same addicts. Those around at this stage notice that “this is not the same person”, the former personality “gone”, 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. A person has lost his family, qualifications, job, he has serious financial difficulties. Therefore, addicts are frequent lawbreakers. Conclusion: all types of addictive activity lead to a break with the former social circle, the world of real sensations, real people with their worries, hopes, sufferings. Types of addictive behavior: 1. Chemical addictions: a) Dependence on psychoactive substances b) Alcohol) Narcotics c) Pills (tranquilizers, barbiturates, etc.) e) Tobacco2. Non-chemical addictions: a) Overeating b) Starvation c) Collecting d) Sexual e) Gambling) Workaholismzh) Computer games, Internet z) Religious fanaticism) Fan. movements in music and sports) Watching soap operask) Co-dependency In cases with non-chemical addictions we are talking about the constant fixation of attention on certain objects (brands, books, weapons) or activities - types of activity (sex, work, eating, taking care of her husband - an alcoholic, communicating with a computer). It takes such dimensions that it begins to control a person's life, makes him helpless, deprives him of the will to counteract addiction. These objects or activities are gradually replacing normal contacts with people, love, caring for your loved ones, rest, healthy ambition at work, and the need for friendly support from a person’s life. In the life of a healthy person, everything harmoniously complements each other. In chemical addictions, attention is fixed on one or more chemicals that change the mental state. In this case, the life of an addicted person (an alcoholic or a drug user) is destroyed much faster, and people close to him are involved in this hurricane destruction. Its essence is as follows: any dependence/addiction affects all aspects of human life - destroys the body, psyche, relationships with people. For example: dependence on computer games, the Internet leads to disruption of the central nervous system (CNS), as a result of this - - headaches, impaired concentration, memory loss, insomnia. A person who devotes a lot of time to a computer is physically unable to communicate with people or communication becomes formal. Consideration of the psychological aspects of the prevention of addictive behavior of minors involves the definition of the phenomenon psychological readiness to the use of psychotropic substances, that is, the identification of such psychological characteristics of adolescents, which are a kind of "weak link" in the process of socialization of the individual. It is these psychological characteristics that provoke them to “avoid reality” at the first encounter with difficulties. Using psychotropic substances, a teenager primarily aims to change his mental state. Therefore, to find the psychological causes of alcoholism and drug addiction in adolescents means answering the question: why do they want to change the mental state by artificial (chemical) means? Analyzing the factors that determine the addictive behavior of minors, one should always use subjunctive mood. This is due to the fact that none of the factors is fundamental, decisive. Even a certain set of factors does not predetermine anything unequivocally, since in this case, too, there may or may not be abuse of psychotropic substances. Complex life circumstances, improper family upbringing, low general educational and cultural level of the surrounding social environment affect many children living in Russia, but not all adolescents placed in these conditions become alcoholics or drug addicts. At the same time, unfavorable psychophysiological conditions (psychopathies, character accentuations, psychopathic personality development, brain dysfunctions and organic brain damage, hereditary burden) are also not fatal, and by themselves (i.e., without combination with social factors) cannot become main determinant chemical addiction. On the contrary, many of the children of interest to us in the future socialize quite normally, even achieve high results in professional activity. Consequently, a more important role is played by how these factors are refracted in the child's psyche, how life events and various circumstances are perceived by him. This explains the fact that one child, from the most unfavorable social environment, in a negative family atmosphere, grows up as a worthy person, and the other, from a completely prosperous, wealthy family, occupying a rather high social position, becomes a drug addict or alcoholic. » alcoholic or drug addict, as well as attempts to identify the "specific profile" of a person predisposed to the use of psychotropic substances, are extremely challenging tasks . Studies of this kind were carried out mainly by foreign scientists using many personality tests. The results showed that there are a number of common features common to people who abuse drugs or alcohol. In particular, this is a weak development of self-control, self-discipline; low resistance to all sorts of adverse effects, inability to overcome difficulties; emotional instability, a tendency to respond inadequately to frustrating circumstances, inability to find a productive way out of a traumatic situation Abdirov N.M., Iktynbaev M.K. A teenager in the orbit of drug addiction: problems, warnings: Monograph. - Karaganda, 1997. S. 61. It is easy to see that these traits are characteristic not only of alcoholics and drug addicts, but also simply poorly socially adapted people. In addition, such personality characteristics are often noted during adolescence, especially if this period of development proceeds with complications, against the background of previous difficulties in raising a child. Therefore, an adolescent's attraction to the use of psychotropic substances is a sign of a deeper personal trouble. The basis of this symptom is the psychological readiness of a teenager to use psychotropic substances. Formed gradually, gradually, it is realized at the first opportunity, that is, in the event of an appropriate situation. With all the seeming surprise, impulsiveness, the addictive behavior of a teenager, his alcoholism or drug addiction are the logical conclusion of the previous development. The lack of psychological readiness for the use of psychoactive substances, on the contrary, gives him a kind of "margin of safety" that provides the ability to withstand the adverse effects of the environment. It is no coincidence that in the same group of a vocational school or in a work brigade where persistent alcohol traditions exist, some minors begin to abuse alcohol and then become an inveterate drunkard, while others remain indifferent, although they participate in joint feasts, obeying group norms. Even the periodic use of drugs or other toxic substances, through which many teenagers who are part of street gangs, have gone through, has remained an episode for some of them. The use of psychotropic substances by adolescents who do not have psychological readiness for this is usually not fixed as a habitual form of behavior, and, as they grow older, the acquisition of personal maturity disappears “by itself”, without the intervention of doctors and the use of any other measures of influence. The identification of psychological readiness for the use of psychotropic substances necessitates a new approach to solving the problem of alcoholism and drug addiction of minors. It consists in shifting the emphasis from the problem of alcoholism to the problems of a person who abuses alcohol, to the problem of personality. In other words, the focus on the very fact of abuse is overcome, the naivety of such an idea about the goals of anti-alcohol work becomes obvious: “if only you don’t drink, the rest will follow.” In fact, the solution to the problem of alcoholism and drug addiction goes beyond just one area of ​​abuse Zavyalov V. Yu. Psychological aspects formation of alcohol dependence. - Novosibirsk: Nauka, 1988. S. 27. Psychological readiness for the use of psychotropic substances consists in the inability to adequately perceive situations related to the need to overcome life's difficulties, establish relationships with others, and properly regulate one's behavior. This phenomenon is a combination of certain personality traits that impede the normal social adaptation of a teenager. Being a personal formation, psychological readiness for addictive behavior is not always manifested, being, as it were, in a latent (latent) state. It is actualized in a situation of difficulty in satisfying significant social needs of a person. Let us consider a typical situation in the development of a “difficult-to-educate” teenager who, for various reasons, constantly receives comments and reprimands from teachers, studies poorly and does not meet with understanding and support from parents, because they do not know how (or do not want to) take the right educational position and look for adequate methods of pedagogical influence. In this case, it turns out to be frustrated whole line social needs of a teenager: a) the need for positive evaluation significant adults for him (because the result of a negative assessment of the teacher is usually a negative assessment of the parents); b) the need for self-esteem (since low grade progress is usually associated with insufficient development of abilities and intellect); The psychology of experience. - M.: MGU, 1988. S. 125. The main characteristic of the frustrated behavior of a teenager is the loss of his original meaningful purpose. At the same time, his actions and behavior in general can be quite purposeful, but the achievement new goal devoid of meaning in relation to the original goal or motive of his behavior and activities. As a result, the original goal is lost, and the teenager actualizes another one - to get rid of negative emotional experiences caused by psycho-traumatic influences (negative assessment of the teacher, neglect of classmates, etc.). . This, as a rule, is associated either with their personal characteristics, or with previously learned stereotypes of behavior that allow them to avoid negative emotional experiences in a situation of failure. The lack of a developed habit of overcoming difficulties, the desire to quickly restore a state of emotional well-being prompts the teenager to reconsider the situation, negatively assessed by adults, to imagine it as one in which there is no need to apply volitional efforts. Naturally, all the mechanisms of defensive behavior are not realized by a teenager; he simply intuitively searches for solutions that satisfy him. An important role in this is played by the fact that the majority of difficult adolescents, despite having a large negative life experience, remain internally infantile. Achieving the maximum possible emotional well-being under the given conditions, striving for life “according to the principle of pleasure” are the defining and semantic motives of infantilism. Therefore, the self-consciousness of a teenager is directed only “along the line of least resistance”, which determines the activation of the protective mechanisms of his behavior Shabalina V. Addictive behavior in adolescence and adolescence. - M.: VECHE, 2003. S. 192. Protective mechanisms of personality behavior are involuntary, unconscious processes designed to save it from the perception of unwanted psycho-traumatic information, to eliminate anxiety and tension. Their action is usually short-lived and lasts as long as a "respite" is needed for new activity. At the same time, if the state of emotional well-being is fixed for a long period and essentially replaces activity, then psychological comfort is achieved at the cost of distorting the perception of reality, or self-deception. Psychological protection, distorting reality in order to ensure momentary emotional well-being, acts without taking into account the long-term perspective. Its goal is achieved through the disintegration of behavior, often associated with the occurrence of deviations in the development of the personality. As negative information, criticisms, failures, inevitable in case of violation of the socialization process, increase, psychological protection, which temporarily allowed the teenager to perceive objectively ill-being illusory-positively, becomes less and less effective. . In case of ineffectiveness of its action, or insufficient formation, when a threat of a neurotic breakdown arises, the teenager instinctively looks for a way out and often finds it in the external environment. The use of psychotropic substances also belongs to external methods of protection from a psycho-traumatic situation. The unity of the psychological mechanisms underlying alcoholism, drug addiction, neurotic manifestations, psychotic reactions, suicides is noted by both domestic and foreign authors Pyatnitskaya I. N. Alcohol abuse and initial stage alcoholism. - M.: Medicine. 1988., Eidemiller E. G., Kulikov S. A., Cheremisin O. V. Study of the image of "I" in adolescents with addictive behavior / Psychological research and psychotherapy in narcology. - L., 1989. S. 74--79. .Thus, people who are faced with the inability to change their negative emotional state in a productive way and do not have effective ways psychological defense, are faced with a choice: neurosis or the use of psychotropic substances. If social control is high enough and prohibits the use of alcohol (drugs), the possibility of a neurosis is great. In the absence of social control with the availability of alcohol (drugs), the actualized psychological readiness for the use of psychotropic substances, as a rule, is realized and the person becomes an alcoholic (drug addict). needs are predisposed to alcoholism or neurosis. In this case, they are divided into two groups: more impulsive, authoritarian and extroverted personalities take the path of alcoholism; more conformal, introverted ones fall ill with neurosis. Actualization of psychological readiness for the use of psychotropic substances is determined by the following internal and external causes Munyagisenyi E. Influence of unfavorable facts of the microenvironment on the formation of addictive behavior in adolescents // Psychological Science and Education. - No. 4. - 2001. :1. the inability of a teenager to a productive way out of a situation of difficulty in meeting urgent vital needs; 2. unformed or ineffective ways of psychological protection of a teenager, allowing him to at least temporarily relieve emotional stress; 3. the presence of a traumatic situation, from which the teenager does not find a constructive way out. Under such conditions, the teenager is helpless in front of the negative emotional states that overwhelm him. Instinctively fleeing disintegration mental functions and the emergence of neurotic manifestations, he resorts to changing his state by artificial (chemical) means. In adolescence, states of emotional tension, mental discomfort, the causes of which are not recognized, occur very often. This critical stage in personality development is sometimes so painful that a teenager involuntarily seeks to experience it in the full sense of the word “under anesthesia.” Experimental studies conducted in a group of adolescents who occasionally use drugs confirm that they have mental tension and tendencies to irrational forms of protective behavior against the background of unformed (ineffective) mechanisms of psychological defense Maksimova N.Yu. On the propensity of adolescents to addictive behavior // Questions of Psychology. - No. 11. - 2001. Psychological readiness for the use of psychotropic substances, being a system-forming factor in the occurrence of alcoholism and drug addiction, simultaneously acts as a prognostic criterion for these phenomena. In other words, having determined the presence of such readiness in a teenager, we can say with confidence that a traumatic situation will lead him either to alcohol (drug) abuse, or to neurosis, or to suicide. Any of these outcomes will be a tragedy for a teenager and his family, a loss for society. Timely detection of a teenager's psychological readiness for the use of psychotropic substances allows for early prevention of deviations in his behavior, contributes to the development of methods for diagnosing adolescents' propensity for addictive behavior, the development of psychocorrection programs for groups risk.1. 2 . Methods and principles of socio-pedagogical work on the prevention of addictive behavior of adolescents The system of preventive and corrective measures is associated with the creation of alternative motivation in adolescents in relation to the negative needs that have arisen, leading them to a deliberate choice. Preserved personality traits and at least the 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 social educator. - M.: SC "Sphere", 2001. S. 152. .It includes the following activities: 1. Group forms of work, including psychotherapeutic ones, which: a) open up the possibility of forming new experience of normal human relationships in relevant life situations for everyone and everyone, stimulate newly emerging concepts of "I", new models of identification; b) provide the formation of a sense of belonging to near, excluding isolation in environment; protection from chronic stress; expansion of time perspectives. Exercises that participants perform at the same time - role-playing games, trainings, etc. - will help to gain new experience when interacting with others by including a variety of sensations of feelings - from the most harmless to breathtaking. Not only scenes from life that are well known to teenagers are played out, but an attempt is made to penetrate into the unknown world of adults. This helps to expand ideas about life, about one’s capabilities, feelings, to understand problems, to try on adult roles, to understand “from the inside” one’s parents, teachers, educators, loved ones, and therefore take one more step towards growing up.2. Individual forms of work, including behavior correction and a wide range of influences - from group trainings to interesting, objective (including labor) activities, professionally orienting him, contributing to building 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 ongoing changes in social relations, the purposeful streamlining of one's activities, the determination of immediate and long-term prospects, the identification and awareness of various value systems. There are several types of preventive work: 1. Primary prevention - measures aimed at ensuring that the disease, process or problem does not appear.2. Secondary prevention - measures aimed at the earliest possible detection and termination or change for the better of the course of the disease, process or problem.3. Tertiary prevention - stopping or slowing down the course of a disease, process or problem and its consequences, even if the underlying (pathological) condition persists. Primary prevention looks like: a) information campaigns in the media mass media, b a) providing appropriate remedies, c) suggesting alternative behavior in this social and cultural environment. Secondary prevention includes: a) targeted information campaigns (based on direct relations in society), b) providing remedies and explaining their use, c) the use of pharmacological and other means to influence specific person,) amendments to the law in order to positive transformation high-risk society, as well as to prevent the spread of this phenomenon, e) training of teachers and persons implementing preventive programs. Prevention of relapse includes: a) the transfer of information and training of specific individuals, b) direct treatment and rehabilitation actions, c) the creation of specific structures and organizations (treatment and rehabilitation facilities). The first requirement of any preventive activities- this is the provision of information that directly reaches the addressee and involves him in active work. The second requirement: the 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 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) accessible, e) placed in the right context, f) systematized, g) relevant to the situation in society, h) aimed at achieving the maximum interest of the addressees. Thus, the term "prevention" includes all types of activities, the goal which is to prevent the emergence and development of a certain phenomenon in a given society. The main goal of preventing 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), and therefore do not harm themselves and to others. The effectiveness of preventive work in educational institutions largely depends on its coordination. Conducting individual events (monthly events, mass actions, extracurricular activities, etc.) will not give the desired result if they are implemented separately from others. Preventive activities aimed at teachers, students and their parents are complete system, coordinated to all participants in the educational process. Such coordination of actions fully ensures the successful implementation of preventive strategies that underlie the school policy in relation to the abuse of psychoactive substances by students Cherkashina L.A., Sklyanova N.A., Rukavishnikov A.I. and others. Prevention of drug addiction at school: Methodological guide. Book two. Parts 1 and 2. - Novosibirsk, 2001. S. 31. School policy largely depends on the position of teachers, parents and students, on the interaction in matters of prevention of all interested organizations and departments, such as district administrations, social services, police , public organizations, 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. Diagnosis and psychotherapy of addictive behavior in adolescents. - M .: Education-AST, 1998. S. 327. : 1. The principle of science. It is the most important in drug prevention. The information field is formed using scientific and literary materials, based on practical experience specialists.2. The principle of cooperation. It assumes cooperation and unity of action both of all participants in the educational process in the implementation of anti-drug policy at school, and of interested departments in the territory of the microdistrict, city.3. The principle of political and public support. The implementation of this principle is necessary condition the success of anti-drug propaganda. Only with the support of the administration, public organizations and the media can we get real results.4. The principle of activity of all participants in drug prevention activities. Assumes Active participation teachers, students, parents in the planning and implementation of anti-drug preventive 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 goals set.6. The principle of evaluating the effectiveness and efficiency of the implementation of drug prevention programs. Methods for evaluating 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 monitoring the results of work at the intermediate stages of the program in order to coordinate and adjust the effectiveness and quality of all preventive activities. Drug prevention programs consist of the following blocks: a) situation analysis: description of the school district; school type; learning conditions at school; the number of students, teachers, parents; the number of incomplete families; health status of students and teachers; the number of smokers, alcohol users, drugs (according to anonymous survey data or information from the district narcologist); the number of students with behavioral deviations who are at risk of addictive behavior; participation of parents in the educational process (participation in the work of the parent committee, visiting parent meetings, organization of class and school holidays, assistance in repairing the school, etc.); b) analysis of available resources: the presence of a drug treatment service in the area; cooperation of the district inspector, pediatrician and adolescent doctors, communication with public organizations and leisure centres; functioning of school circles, sections, clubs; carrying out preventive measures (lessons, cool watch, conversations, role-playing games, etc.); participation in preventive work of teachers, social educators, psychologists, parents; educational institution and setting goals and objectives of preventive work; f) a plan of measures 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 with subsequent discussion, etc.), work at the microsite; g) determining the performers and participants in the implementation of planned activities; h) expected results; The lactic program is largely ensured under the condition of its versatility and long-term nature Lozova V.V. Prevention of drug addiction. School, family: Textbook. - Ekaterinburg, 2000. S. 50. .1.3. Activities of a social educator to prevent addictive behavior in adolescents The preventive work of a social pedagogue is carried out in the following areas Organization of the activities of centers for social assistance to families and children and centers for psychological and pedagogical assistance to the population to prevent child neglect. //Russian Fund for Social Reforms. - M.: Enlightenment, 2001. S. 63.: 1. The study and identification of the causes of addictive behavior of children and adolescents.2. Prevention of the development of asocial, criminal and pathological personality orientation.3. Organization of special psychologically and pedagogically verified activities with adolescents at risk.4. Collaboration with other professionals and related social services involved in the preventive socio-pedagogical process, for the integration of educational efforts. Thus, the activity of a social teacher involves the implementation of the following functions: a) research; b) preventive, preventive; problems of the child. The research direction of preventive work involves the study of the social situation of the development of children who need pedagogical support, obtaining the most complete information about the level of their social development. Information of this kind is usually available to members of the administrative team, teachers, class teachers, a school psychologist, parents. A social educator collects and builds information based on the views of specialists working with children. It identifies systematic violators of school norms and rules (frequent skipping classes, defiant behavior, disobedience to general requirements, smoking, foul language, etc.). The next group consists of students who violate moral and legal norms in the family, on the street, in the yard, at school (insulting classmates, kids, teachers, using physical strength when sorting out relationships, theft, coercion, damage to furniture and other school interior items, etc.). The social teacher learns everything about the social composition of the family and, if possible, studies the contacts of his potential clients outside the school. After that, direct communication begins and establishing contacts with a teenager. It is important to conclude whether it is possible to count on interaction with relatives: how much they care about the fate of the child and whether they are ready to actively participate in changing the situation. It is equally important to identify the pedagogical style that has developed in relation to this child at school, family. For this purpose, you can use the methodology of expert assessment of the pedagogical style, which includes the following indicators Garifullin R.R. Hidden prevention of drug addiction: A practical guide for educators and parents. -- M.: SK Sfera, 2002. S. 72.: 1. The attitude of the teacher to the bodies of class self-government: a) develops, relies on self-government bodies; b) ignores, does not attach importance to them; c) suppresses self-government bodies, selects them personally, without taking into account the opinion of the class team. Preferred measures for correcting behavior and stimulating students: a) prefers rewards to punishment, does not forget to praise the student for success; b) shows a neutral attitude to the success and misconduct of students; c) prefers punishment measures to encouragement measures; at the slightest mistake of the child, a dressing down, a call to the parents, etc. follows. Solving conflict situations in the classroom: a) when a conflict arises, he tries to objectively understand its causes, is able to admit his mistake; b) leaves the solution conflict situation, does not notice it; c) in a conflict, takes an offensive position, suppresses others. Rigidity in requirements: a) demanding in moderation, able to enter into circumstances that did not allow the student to properly fulfill the teacher's requirement; b) in relations with students shows connivance, does not know how to demand the fulfillment of his instructions and instructions; c) adamant, does not forgive students for the slightest deviations from their claims, does not recognize extenuating circumstances.5. Distance in communication: a) is in close contact with students, enjoys the trust of the children, is able to speak with them confidentially; b) does not attach importance to relationships with students, communicates little outside the lesson; c) emphasizes keeping a distance, communicates with the children in an official tone, in line with purely business conversations. As a rule, three groups of teachers can be distinguished: imperative, collaborative and conniving style. On the basis of an expert opinion, a social pedagogue can judge the characteristics of the psychological climate in the class where the child is studying. For the same purpose, a sociometric technique can be used, which makes it possible to identify the so-called "isolation index" of certain members of the team. The information obtained gives the social teacher material for building a work strategy aimed at solving individual problems of the child. A social educator can use the following strategies of Menshikov E.S. Programs for the prevention of alcohol and drug abuse for adolescents // Family psychology and family therapy. - 1997. - No. 2. pp.88-105. :one. Working directly with the child . This strategy takes place in the case when the environment surrounding the child is outwardly relatively prosperous, but for one reason or another, he begins to show a tendency to violate sociocultural norms, falls under a bad influence. In such cases, the social pedagogue seeks to develop his subjective position. The basis of such a strategy is increased attention to the achievements and successes of the child, assistance in self-realization and raising his status among peers. The main direction of this strategy is an orientation towards the personal potential of the child himself, assistance in changing attitudes towards ways of self-affirmation using the possibilities of psychological support from the school's specialists.2. Work with the pedagogical and "adult" environment of the child. This strategy is chosen in cases where a fairly stable negative public opinion about the child has been formed, which only aggravates an already unfavorable situation and contributes to the development of addictive behavior. Others associate the negative actions of the child with his general depravity. Such a generalized condemnation not so much of a misdeed as of the child himself, the manifestation of a generalized negative attitude towards him, evoke a response in him. This is how confrontation is formed, which contributes to the strengthening of these negative traits in the structure of the child's personality. The main task that the social pedagogue solves in such cases is to reorient the views of the adult environment on the child and to unite efforts to support him, which, of course, can help create favorable conditions for his self-realization and positive psychological well-being in society. A change in the attitude of others contributes to the development of positive tendencies in the position of the child himself, which makes it possible to work with him to realize his own problems, to form an interest in being accepted, and not rejected by the immediate environment - classmates, teachers, neighbors, friends. One of the important socio-pedagogical tasks solved by the social pedagogue within the framework of this strategy is the creation of favorable conditions for the child to choose a positively oriented group or school community as a reference group.3. Working with the child's environment in the system of organized space. This strategy becomes necessary when the child either finds himself in isolation, or is subjected to constant ridicule and attacks from peers, or, on the contrary, considers himself much higher than everyone else, an exceptional, outstanding personality, leader, ringleader, to whom everyone must obey. In this case, the social teacher, together with other specialists, works to improve relations in the children's environment or in a team, to develop a humanistic orientation of relations. Its task is to develop the child's motivation to seek help from specialists, as well as to create conditions for his inclusion in normal system life (assistance in finding a job or choosing a new educational institution). The main content of this strategic line is to change the child's attitude to the current situation, to help him free himself from the consciousness of his doom, isolation, or from inadequately overestimated self-esteem and exclusivity, which are of a scandalous nature. Working with children in unorganized (informal) structures. This is perhaps the most complex and little studied area of ​​socio-pedagogical activity. As a rule, informal groupings are extremely closed to adults, especially teachers. Therefore, only indirect influence is possible. The strategy is based on showing adults a sincere, genuine interest in what the child lives and breathes, on what principles his communication is based in one group or another, what he gains by participating in such associations. The absence of condemnation and explicit criticism from an adult helps to remove barriers to communication, makes children more open. A social educator who has managed to find contact with a child who is part of an informal association can further use the strongest, positive aspects of the latter's activities and gradually involve him in pro-social activities. The highlighted strategic lines, of course, do not exhaust all possible options for the activity of a social educator. Each can have its own trajectory depending on the specific situation and the individuality of the client. Forms of preventive work include education, conversation, counseling, social therapy, entertainment and leisure therapy. Counseling involves reaching out to the child's specific problems, their causes, and working together to rethink them. The basis of the social and therapeutic impact is the provision of assistance and support in solving the problems of the child. Social therapy can take place at the individual level on the basis of direct work with the client, depending on the specifics of the current situation, the characteristics of his personality, and involves indirect ways of influencing work with the client's environment, with the environment that hinders or impedes his social development. Social therapy also includes a method that is conventionally called "attracting and captivating children." It consists in infecting the child with an idea, arousing in him a desire to participate in the proposed activities, while assigning him an active role. Some researchers single out individual occupational therapy as one of the methods. It is assumed that in the process of labor activity the child will be able to find ways of self-realization, escape from meaningless pastime, earn money for everyday needs. Social therapy can also take place at the group level. Among the group forms of social therapy, trainings on personal growth, self-regulation, role behavior, various types of play therapy, musical rings and discos, gatherings are especially well known. The social educator, together with the children, organizes musical evenings and discos and sets pedagogical tasks aimed at developing communication skills, a culture of behavior during mass events. Chapter II. Organization of socio-pedagogical work on the prevention of addictive behavior of students in an educational institution 2.1 Ascertaining experiment The purpose of the experiment: Conducting psychological testing in order to determine signs of addictive behavior in adolescents. Experimental objectives: 1. Determination of the approximate level of consumption of psychoactive substances (alcohol, tobacco); knowledge about them; refusal skills; behavior in situations of drug/alcohol use.2. Diagnostics of the personality of adolescents (detection of abnormal character traits, self-esteem features, etc.). The experiment involved 24 adolescents, students of the 7th grade of secondary school No. 37 in the city of Ob, Novosibirsk region. , behavior in situations of drug / alcohol use, we used a technique specially developed by psychologists for adolescents “Check Yourself”. Instruction: We offer a test that will help you determine in advance how dangerous nicotine, alcohol, drugs are for you and evaluate your strength in order to fight them. Choose one of the answer options.1. How do you feel about the "blue haze"? a) A smoker poisons the room and turns everyone around into passive smokers. b) Everyone must decide for himself where and how much to smoke. c) Smoking is allowed only in strictly designated areas.2. Exam coming soon, you're nervous. Your friend offers you a "calming" pill. Will you take it or refuse it? 3. At the party, "weed" goes around in circles. Your friends are inhaling, are you?

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• Introduction
• Chapter 1. Theoretical foundations of social rehabilitation of minors with addictive behavior
• 1.1 The concept, the essence of the features of the manifestation of addictive behavior of minors
• 1.2 Features of the specifics of psychological counseling of minors with addictive behavior
• Chapter 2. The system of psychological counseling of minors with addictive behavior
• 2.1 Psychological and pedagogical diagnostics of the features of the manifestation of addictive behavior of minors
• 2.2 The main directions of psychological counseling for juvenile addicts
• 2.3 Findings of the study
• Conclusion
• Bibliography
• Applications

Introduction

Transformation of the social structure of society as a result of economic and political reforms carried out by the state, dynamism social processes and the current crisis situation in many areas public life inevitably led to an increase in the number of deviations, manifested in behavioral patterns that deviate from social norms. The 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, increased use of alcohol and drugs among adolescents and young people. These forms of addictive behavior, which have already become traditional, are joined by gambling addictions, i.e. gambling and computer addictions (from the English "gamble" - gambling), dependence on destructive cults, etc., which have a no less 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: The specifics of psychological counseling associated with addictive behavior.

Object of study is the addictive behavior of minors.

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

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

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

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

2. Conduct a psychological and pedagogical diagnosis of the features of the manifestation of addictive behavior of minors;

4. To develop the main directions of psychological counseling of minors with addictive behavior.

Research hypothesis: We assume that the rehabilitation program for juvenile addictive behavior will be more effective if there is:

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 activities, the motive for refusing to take psychoactive substances) that prevent the use of psychoactive substances in the future.

Theoretical and methodological basis of the study are fundamental works in the field of studying addictive behavior of minors, studying the problems of social, socio-pedagogical rehabilitation of minors with addictive behavior (E.I. Kholostova, N.A. Sirota, V.V. Zaitsev, Yu.D. Babaeva, etc.) ideas of using 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. Milyutina, E. V. Terelyanskaya, M. G. Yartseva and others).

To achieve the goal and solve the tasks set, 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, questioning, survey.

Chapter 1. Theoretical foundations of social rehabilitation of minors with addictive behavior

1.1 The concept, the essence of the features of the manifestation of addictive behavior of minors

Social non-recognition, the formalization of the activities of public youth structures, the lack of intimate personal contact with close adults exacerbate the tendency inherent in adolescents to overestimate traditional values, lead to a crisis of authority, opposing oneself to the world of adults, various forms of deviant behavior, in particular addictive behavior. The possibility of deviations in the behavior of minors is also associated with the characteristics of physical development, conditions of education and social environment. According to the legislation of the Russian Federation, “a minor is a person who has not reached the age of eighteen years”. .

A detailed periodization of the mental development of a child from birth to 17 years 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 single out stages, age periods, and not just time intervals. He considered age as "a relatively closed period, the significance 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 his activity in them. Inextricably linked with a child's life in a certain social situation are 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 activities, but the leader occupies a special place in it. Leading activity goes through a long path of formation, development (under the guidance of adults), and does not appear immediately in a finished form.

Leading activity is not the activity that takes the most time for the child. This is the main activity in terms of its significance for mental development: in the form of a leading activity, other, new types of activity arise and are differentiated 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 restructured ( the processes of active imagination of the child 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 the game, the child masters 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-object (object-manipulative) activity; crisis of three years; preschool age (3-7 years) - role-playing game; crisis of seven years; junior school age (8-12 years) - educational activities; crisis 11-12 years; adolescence (11-15 years old)

Intimate personal communication with peers; crisis 15 years.

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

This step was prepared by the works of A.V. Zaporozhets and P.Ya. Galperin devoted to the analysis of the structure and formation of the objective action. According to A.V. Zaporozhets, mental processes are varieties of orienting processes. Thus, 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 meanings. 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. Galperin studied the development of internal, mental activity. He believed that of the three components of action - orientation, execution and control - highest value has an orientation. A correctly set orienting basis makes it possible to perform the action correctly the first time. Gradually (in stages) 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 deployed at the initial stages of mastering a new objective action. It is the orienting part of the action that undergoes internalization, 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 pace of development of a separate aspect of activity in each age period changes. 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 predominantly the social-motivational side of some activity; the orientation of the child in the system of relations, motives, meanings of human actions is formed; - at the ages of the second type, following the first (this is early childhood, primary school age, early youth), the child already develops the operational side of this activity.

There is a regular alternation of some ages (in which children predominantly develop needs and motives) with other ages (when children develop specific operations some activity). So, in infancy emotional communication with a close adult, there are needs and motives for business cooperation and the development of the objective world, which are realized in objective activity at an early age, when the corresponding operations take shape. But in before school age in play activity, the needs and motives of the activity that becomes leading in the next, younger school age are predominantly developed. Therefore, two certain adjacent ages are, as it were, linked to each other, and this “coupling” (or, in the words of D.B. Elkonin, “epoch”) is reproduced throughout childhood (or is periodically repeated).

Thus, D.B. Elkonin suggested that the regularity of the advanced development of orientation in comparison with the executive part operates not only in the functional, but also in the age-related development of the psyche: in the process of child development, the motivational side of activity is mastered first, and then the operational-technical side. From the point of view of D.B. Elkonin, periodically there is a gap between the level of development of the operational and motivational aspects of activity, one breaks ahead and is ahead of the other, and it is necessary to change the activity so that the lagging side reaches the required level of development. driving forces development are connected with the contradiction that develops in the process of mastering the motivational and objective aspects of activity by the child.

Periodicity hypothesis in mental development child, formulated by D.B. Elkonin, creatively develops the ideas of L.S. Vygotsky, it explains the formation in the child of not only the cognitive, but also the motivational-requirement sphere of the personality, the development of the world of people and the world of objects by the child, 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 of 15-17 years.

When addictive behavior is formed, social and spiritual needs are significantly affected, and organic and material ones become the fundamental forms of behavior. Man becomes a hedonistic being. This leads to the formation of addictive behavior. Addictive behavior has dynamics, i.e. a certain development, which consists in the progressive deepening of violations in cases where the process will not be stopped.

According to the studies of E.V. Zmanovskaya addictive (lat. addictio - evading) behavior is expressed in the desire to escape from reality by changing one's mental state by taking certain substances or constantly fixing attention on certain objects or activities, which is accompanied by the development of intense emotions. The process of using this or that substance (alcohol, psychotropic, narcotic substances, etc.), which changes the mental state, attachment to any object or participation in activity, takes on such dimensions that it begins to control a person’s life, makes him helpless, deprives him of the will to countering addiction.

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

In the works of N.A. Orphans, N.A. Shilova by "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. Our work deals with the problems of formation of addictive behavior in minors.

Most of the authors of studies on the problems of addiction (K.S. Yang, Yu.S. Shevchenko; L.G. Leonova, N.L. Bochkareva, etc.) agree that in the process of developing addictive behavior, a person loses control over his own behavior . According to M. Gaulston, F. Godberg, K. Sweet, any type of activity or object can become an object of dependence.

In the studies of A.G. Leonova and N.L. Bochkarev combine different types of addictive behavior into two main categories that have a pharmacological and non-pharmacological character. The desire to change the mood by an addictive mechanism. These agents include substances that change the mental state: alcohol, drugs, drugs, toxic substances. An artificial change in mood is also facilitated by involvement in some types of activity: gambling, computer, sex, overeating or starvation, work, listening to rhythmic music. The reasons for the emergence of addictive behavior, the authors associate with the age, individual characteristics of the individual, the conditions of the social environment.

Features of the behavior of adolescents with addictive behavior are characterized by stereotyping, i.e. the same patterns of behavior are repeated, becoming, as it were, a painful ritual. Therefore, by establishing the general features of the scheme, the behavior of addicts is relatively easy to predict. It is much more difficult, unfortunately, to change this stereotype, since defensive reactions of denial and rationalization are a serious hindrance.

In minors of addictive behavior, such a feature as dependence is sometimes found. Dependence often manifests itself in the form of a subordinate motivation for taking alcohol or other substances, i.e. submission of addictive behavior to pressure from authoritative teenagers with addictive behavior. Most adolescents are also characterized by passivity, lack of independence. This kind of addicts usually seek support from “authoritative” figures for them among the same alcoholic, drug addicts, easily falling under their influence.

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

The severity of addictive behavior can be different: from almost 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 simply 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 merge into each other, which proves the commonality of the mechanisms of their functioning.

Dependence on alcohol, tobacco and drugs. In the international classification of diseases, smoking is classified as an addiction (tobacco addiction 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 prohibitions, stiffness and acceleration of the sense of time.

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

Psychological dependence syndrome, the essence of which is that a person ceases to feel comfortable in life and 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. develops withdrawal syndrome. 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 action of 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 dependence dominate different functions: 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 tension; increasing the level of comfort; removing barriers to behavior); compensatory function (replacement of problematic functioning in the areas sexual life, communication, entertainment, etc.); stimulating function (increased productivity); adaptive function (adaptation to a group of peers who use drugs); anesthetic function (pain avoidance).

The functions listed above, which can be realized through the use of psychoactive substances, indicate that dependence (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 highest 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 one's behavior, opposition to the group, authority; conformity, demonstration of protest against the opinions of elders, propensity to take risks, curiosity.

Among the reasons for the actualization of psychological readiness for drug use are (S.V. Berezin, K.S. Lisetsky and others): the inability of a teenager to get out of a situation where the satisfaction of urgent needs is difficult; unformed or ineffective methods of psychological protection; the presence of a traumatic situation from which a teenager does not find a constructive way out; the presence of a 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 abstraction from something. Thus, on the one hand, there is an escape from troubles, and on the other hand, fixation on pleasant taste sensations. An analysis of this phenomenon allows us to note one more point: in the case when there is nothing to occupy free time or fill a spiritual void, reduce internal discomfort, it quickly joins the chemical mechanism. In the absence of food, even if there is no hunger, substances are produced that stimulate appetite.

Thus, the amount of food eaten increases and the frequency of eating increases, which leads to weight gain and 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 real in the situation of availability of food due to the peculiarities of the profession (bar, restaurant, canteen). The other side of food addiction is starvation. The danger lies in a peculiar way of self-realization, namely, in overcoming oneself, in victory over one's “weakness”. This is a specific way to prove to yourself and others what you are capable of. During such a “struggle” with oneself, an elevated mood, a feeling of lightness, is manifested. Restrictions on food are beginning to be absurd. Periods of fasting are replaced 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 research Internet addiction is studied as a type of computer addiction (cyber addiction). Studying the relationship between identity and behavior on the Internet, A. Zhichkina revealed that the peculiarity of the identity of Internet - dependent users is the desire to get rid of the requirements of the social environment and satisfy the need for emotional support. Internet users are characterized by the creation of virtual personalities, which are based on motivational reasons (satisfaction of existing desires). Virtual personalities are compensation for shortcomings 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 a study conducted in 2000-2001. connections of cyber addiction with personal characteristics E.D. Lvina, L.F. Lvin, N.I. Lebedev found that almost 9% of students aged 15-17 have a 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 emerging intrapersonal and interpersonal conflicts, who do not see life prospects, who need support and recognition, who are not received 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 has a destructive effect on 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 considered by us are forms of compensation for shortcomings 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, the weakening of internal tension. A teenager cannot get rid of addiction, because he has no other constructive way resolving recurring 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 the 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 unified in its psychological basis.

Thus, from the consideration of the problem of addictive behavior of minors, it follows the need to take certain measures that made it possible to systematically resolve the current situation. One of the more effective ways is the social rehabilitation of minors addictive behavior.

1.2 Features of the specifics of psychological counseling of minors with addictive behavior

As noted in paragraph 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, the inclusion of minors in the system of socially significant relations, it is necessary to implement a set of social measures. An analysis of psychological, socio-pedagogical, medical literature on the problem of rehabilitation of children and adolescents indicates that socio-pedagogical rehabilitation in specialized institutions for minors in need of social rehabilitation can only be carried out on the basis of a deep integration of educational, educational, social and medical health programs aimed at the socialization of minors, and is a complex multilevel system interaction of social workers, teachers, educators, psychologists, doctors, representatives of law enforcement agencies, organizers of education and healthcare.

Regulatory documents adopted in recent years on this issue (Federal Law “On the Fundamentals of the System for the Prevention and Delinquency of Minors”, “On the 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 Russian Federation” and others establish the foundations legal regulation relations in this area, allow you to create a fundamentally new model state system prevention and rehabilitation of minors”.

However, in general, the existing system of social rehabilitation work in the country is not adequate. current situation and is aimed mainly at social control and punitive actions against asocial families and minors in need of social rehabilitation, as well as at providing basic conditions for their life - the provision of housing, food, clothing. Scientific research recent years, as well as the positive practice of the regions of Russia 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 the minor and trust in him.

A multifaceted pedagogical study of the problem of socio-pedagogical rehabilitation of a teenager was carried out in domestic pedagogy by such scientists as G.M. Andreeva, V.V. Zaekov, L.P. Kolchina, N.D. Levitov, T.G. Rumyantsev and others.

Much attention was paid to this problem in their works by scientists N.S. Vorontsova, E.V. Kolesnikova, H.A. Rychkova, R. Steiner and others.

The problems of social work with children and adolescents are discussed in 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. Mudrika, L.E. Nikitina, L.Ya. Oliferenko, V.A. Slastenina, E.I. Kholostova, N.B. Shmeleva, E.R. Yarskaya-Smirnova and others.

In studies on social work, social rehabilitation is understood as a set of measures aimed at restoring a person in rights, social status, health, and capacity. This process is aimed not only at restoring a person's ability to live in a social environment, but also the social environment itself, living conditions that have been 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 adapting to life in society, overcoming or weakening the shortcomings or defects in the development of certain categories of people. This type of education is necessary and is implemented for a number of categories of victims of adverse conditions of socialization and is suitable not only for children deprived of speech, hearing, vision or with deficiencies in psychological development, 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, towards those around him, towards various spheres of life and relationships as potential spheres of self-realization. A very important aspect of rehabilitation education is work with the family and the immediate environment, because it depends on them whether the efforts made by educators will be reinforced.

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

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

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

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

The main tasks of rehabilitation are:

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

Creation in a rehabilitation institution for minors who abuse psychoactive substances of a rehabilitation environment that affects the recovery and formation of socially acceptable personal and behavioral skills (qualities) in the rehabilitated, contributing to their readaptation 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 deactivating the pathological craving for psychoactive substances, eliminating mental and somatic disorders, preventing breakdowns and relapses;

Restoration of family relations, correction of relationships and communication ties with significant other persons and with the immediate social environment;

Formation of real life prospects on the basis of continuing education, development of labor skills, provision of 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 involves obtaining the consent of a minor who abuses psychoactive substances and his parents (legal representatives) to participate in the rehabilitation process. It is advisable to fix the consent by signing between the minor and his legal representative - on the one hand, and the rehabilitation institution - on the other, an agreement indicating the rights and obligations of the parties, including the conditions under which early termination of the agreement is possible. Cessation of psychoactive substances. Strengthening the personal attitude or the formation of the patient's motivation for the complete cessation of the use of psychoactive substances that cause painful dependence. Confidentiality. All participants in the rehabilitation process must respect the minor's right to non-disclosure of 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, except as otherwise provided by applicable law. Consistency of rehabilitation measures. Rehabilitation programs are built 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 consistency of the rehabilitation process is ensured by the coordinated efforts of specialists of various profiles, interacting in the same 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), extended, 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 conflict relationships with the normative society, minors develop a positive personal orientation. This is achieved by focusing rehabilitation activities on the formation of a sense of trust, teamwork, honesty, diligence, through the use of support, encouragement, etc. An atmosphere is created that provides personal growth and development.

Responsibility. In the course of the rehabilitation process, minors become more independent, freed from overprotection, learn to make informed decisions, take responsibility for the complete cessation of the use of psychoactive substances, participation 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, and protecting the interests of the rehabilitated.

Inclusion in rehabilitation of significant others. Counseling, diagnosis and correction of problems that exist with family members and significant other persons from the immediate environment of minors are carried out. The participation of significant other persons in the rehabilitation process is specifically stipulated in the contract for dealing with existing problems.

Formation of the rehabilitation environment and reorganization of the microsocial (life) environment. It is supposed to create a rehabilitation environment, which is an artificial intermediate link in the process of releasing a minor from 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 appropriate 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 a 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 ).

The greatest interest for our work is artistic and creative activity.

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

According to S. L. Rubinshtein, creativity is an activity that "creates 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 cultural-historical determination of creativity. The identification of creativity with development (which is always the generation of the new) does not advance us in explaining the factors of the mechanisms of creativity as the generation of new ones. cultural property. A. Adler considered creativity as a way to compensate for an inferiority complex. The greatest attention was paid to the phenomenon of creativity by K. Jung, who saw in it a manifestation of the collective unconscious.

According to the research of R. Assagioli, creativity is the process of a person's ascent to the "ideal Self", a way of its 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 is not subject to the homeostatic principle of pleasure; According to Maslow, this is the need for self-actualization, the full and free realization of one's abilities and life opportunities.

However, most authors are still convinced that the presence of any motivation and personal passion is the main sign of a creative person. To this are often added such features as independence and conviction. 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 limits of 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).

More important for us is the understanding of creativity as "the construction of man" (G.S. Batishchev), as "the creation of destiny" (Camus), as "the realization of personality" (N.A. Berdyaev).

Going beyond the closed limits of oneself is the creative act of a person. Creativity is not an impersonal process, it represents a certain life position (studies by N.A. Berdyaev, D.B. Bogoyavlenskaya, Camus, E. Fromm), which is confirmed by the manifestation of personal characteristics of creative people, such as independence, open 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 minors with addictive behavior, it is especially worth highlighting the following:

Artistic (decorative, applied, pictorial, graphic, etc.);

Musical (playing on musical instruments, singing to the music);

Choreographic (plastic, dance movements);

Dramatic (staging, staging performances, etc.);

Literary and narrative (reading works of art, writing stories and stories);

Gaming.

From the foregoing, we can conclude that in the process of social rehabilitation of minors of addictive behavior when using artistic and creative means, first of all, the impact on cognitive, behavioral, emotional-volitional and communicative sphere personality.

addictive minor diagnosis counseling

Chapter 2. The system of psychological counseling of minors with addictive behavior

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

An analysis of the scientific literature on the research problem gives grounds to assert that all rehabilitation activities carried out in institutions with minors have addictive behavior using diagnostic programs aimed at studying the features of manifestations of addictive behavior.

25 people took part in our study. Of these, 19 boys (60.1%) and 6 girls (39.1%). Participants were 15 years old (75%), 16 years old (15%), 17 years old (10%).

The study group was informed before the study, i.e. information characterizing addictive behavior is presented.

In order to make communication more informal and comfortable, to get to know the group and to arrange the group members for open communication, the exercise "Lamb's Head" was carried out. Everyone chose a game name, which during this lesson everyone had to call. Some immediately asked if they could leave their given name, which suits its carrier quite well. Someone came up with a nickname. Someone changed the name. After the presentation, we began to study this group for a tendency to addictive behavior.

It should be noted that the communication took place in a calm atmosphere, for the duration of the study, everyone in the room took a comfortable place for themselves.

We also state that most of The research group immediately made contact, apparently, the rest of us were prevented by the short time of our acquaintance and, as yet, little trust for conversations and frank conversations.

In the course of getting acquainted 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 still there were several people who distracted from the communication process at the beginning of our conversation with demonstrative behavior that switched to them all attention. But in the course of this conversation, 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 activities. It is also worth noting here the high attention with which the this information. The last organizational moment before the study was the acquaintance with the basic principles of group work.

Our study took place in two stages.

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

We used the method "Express diagnostics of chemical dependence in adolescents" (A.E. Lichko, I.Yu. 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 method "Propensity for addictive behavior" (V.D. Mendelevich's questionnaire), aimed at identifying the propensity for both dependence, in general, and in particular, alcohol dependence and drug addiction.

Since the methodology contained a large amount of questions, by the end of filling in 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." You can also note the diligence with which the group answered questions.

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

After analyzing the answers of respondents according to the first method "Express diagnostics of chemical dependence", we can note that 3 out of 25 respondents have a high tendency to addiction.

It should be noted that 11 respondents (44%) gave a positive answer regarding the question of his close relative of alcohol and drugs, i.e. the danger to the responders 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. an increase in addiction.

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

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 indicates the psychological and physical dependence that this respondent has.

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

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

So, we have identified the following (a tendency to alcohol addiction):

In 24% of respondents, there are signs of a trend in the use of psychoactive substances, i.e. 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;

In 16% of the 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 also worth noting the variability of the dependencies of the respondents:

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

24% have a slight fluctuation in the level of inclinations on this basis (separation 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 diagnosing the study: we have identified a tendency to addictive behavior in young people. Those. we can conclude that young students are prone to addictive behavior, which is characterized by an equal predisposition to both alcohol and drug addictions.

Based on the results of the study, we decided to develop a social preventive program that includes 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 social work technologies that allow a specialist to take a comprehensive approach to solving professional problems in a situation of providing assistance are artistic and creative technologies.

For the first time artistic creative technologies how social work technologies began to be used in the United States and Europe in the mid-1950s. 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 capable of using artistic and creative activity in the field of professional social work and social pedagogy.

Specialists social sphere, faced in their work with different 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 participants in a creative act is positively emotionally colored.

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

The prevention program is a purposeful, specially organized activity.

The goals of our program are:

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

2) 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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Words in a language are combined with each other and form phrases. Syntax, a section of grammar, deals with free combinations of words in a sentence. However, there are also such combinations of words that lexicology is interested in, these are not free combinations of words, but lexicalized ones, i.e. as if striving to become one word, one lexeme, although they have not yet lost the form of a phrase.

Let's compare two phrases, where there is a defined noun and a definition-adjective agreed with it : iron bench and railroad; the first of them is free, it is a combination of two full-valued words, where it is clear that this is indeed a bench, and it is made of iron; i.e. "made of iron." In this combination, the total meaning is the sum of the meanings of individual words; we can replace them with synonyms without losing the meaning: metal bench, iron bench, metal bench; we can replace the adjective with a noun with a preposition: iron bench; we can replace the main word with a derivative: iron bench, iron bench; we can change the word order: iron bench (for example, in the list: wooden benches, iron benches, etc.). But, for example, we cannot say in any way a wooden iron bench, because it is made of iron, not wood. The railway is quite another matter; we cannot perform any of the listed operations, it will turn out to be nonsense, since the railway is not a road made of iron, but a single concept of a mode of transport. Therefore, one cannot say neither a metal road, nor a railway, nor an iron road, nor a railway, nor a railway. The railway is a non-free, lexicalized combination, where the road is not a “road”, and the railway is not “rail”, so we are not at all embarrassed by the sentence: “The pioneers built a wooden railway”, just as we are not embarrassed by red ink, pink underwear, black squirrel, etc.

In a sentence, such lexicalized combinations are one member, for example: “You can get to Novogireevo by rail or tram”, where both the tram and the railroad are the same circumstances; cf. also: “He works carelessly”, “The landowners lived in grand style”, “They managed to talk face to face”, etc., where all the highlighted combinations are circumstances.

Phraseology- the phraseological composition of the language, as well as the section of linguistics that studies it. The basic unit of phraseology is phraseological unit- a stable combination of words. In many respects, phraseological units are closer to a word than to a phrase, so they are studied in the course of lexicology.

The degree of cohesion of words, the motivation of the meaning of the entire phraseological unit by the meanings of its constituent components can be different. This gave Academician Vinogradov the opportunity to create the following classification of phraseological units.

1. Phraseological unions- stable, lexically indivisible turns, the meanings of which are in no way derived from the meanings of the constituent words, are not motivated by them (play the fool, ask a rattle). This group also includes phraseological units containing obsolete words or grammatical forms (parable of the town, easy to remember). Understanding the whole does not depend on incomprehensible words (“get into a mess”, “in the middle of nowhere”, “sharpen folly”), on incomprehensible grammatical forms (“no hesitation”, “I can barely”, “parable of the town”, “and all not long”) or where the words and forms are understandable, but the meaning of individual words does not explain the whole (starve a worm, sit on beans, how to give a drink), finally, in cases where this combination requires a special intonation that conveys a special expression (here you time! what a good thing! that's cranberry! remember what they were called!).

2. Phraseological units- stable, lexically indivisible turns, the meanings of which are motivated by the meanings of their constituent words, but are not derived directly from them, but arise on the basis of figurative rethinking. In most cases, phraseological unity corresponds to a free phrase, which, being associatively rethought, served as the basis for metaphorical phraseologization (go with the flow, roll up your sleeves, neither fish nor meat, come to a dead end). You never know; and cheap and cheerful; neither bottom nor tire; a pellet for an elephant; pour from empty to empty; to make mountains out of molehills; keep a stone in your bosom; to take dirty linen out of the hut); in these cases, partial substitutions of individual words are also possible.

3. Phraseological combinations - stable combinations of words that include both a component with a free meaning (realized in different contexts) and a component with a non-free (phraseologically related) meaning. For example, in the phrase sworn enemy, the noun enemy has free compatibility, and the adjective sworn is used only with the word enemy, has a phraseologically related meaning. The meanings of phraseological combinations are motivated directly by the meanings of their constituent words. Lower your gaze (look, eyes, head), thought (doubt, inspiration), horror takes (fear, longing, annoyance, envy).

Sometimes they allocate phraseological expressions. These are separable, decomposable phrases and sentences, the meaning of which is made up of the meanings of their constituent words. They are brought together with phraseological units by the constancy of composition and reproducibility in speech as ready-made units. These are proverbs, sayings, "winged words", quotes from famous works of art.

According to the structure, phraseological units can be represented by phrases or sentences. They can be classified depending on the part of speech with which the entire phraseological unit corresponds in meaning: verbal, nominal, adjectival, adverbial.

Because Since lexicalized combinations are closely related in their origin to the conditions of place and time, with any given case, they are individual and peculiar in each language and cannot be literally translated. Therefore they are called idioms, and the set of idioms in a language is called idiomatic.

For example, a hare direct meaning- der Hase (not an idiom), but in the sense of a stowaway - an idiom (Blinder) English compound word killjoy literally means "kill joy", but it should be translated idiomatically as a grump; in the literal sense.

Phraseologisms are already difficult in themselves: in addition to their characteristic features, we need to remember their meaning which, by the way, is not always "derived" from the meanings of component words. It is by the "fusion" of meanings that phraseological units are divided into phraseological fusions, phraseological units, phraseological combinations and phraseological expressions.

Phraseological unions, or idioms, are such lexical indivisible phrases, the meaning of which is not determined by the meaning of the individual words included in the bottom.Phraseological fusions, thus, they are a vivid example of the maximum "solidity" of the components of a phraseological unit. As the most characteristic signs of adhesions, we note the following: lexical indivisibility, semantic solidarity, one member of the sentence. In general, phraseological fusions most clearly demonstrate the concept of "phraseologism".

Perfectly illustrates the category of phraseological fusion phraseologism "beat the buckets". Beat the thumbs- means, to idle, to idle. This expression is understandable to everyone, but its “literal” meaning has little to do with the meaning of “final”: buckwheat called logs, respectively, beat the buckets - cut the logs, process them in a special way(it was from this wood that spoons were later made). In other words, beating the bucks was not such an easy thing to do. As you can see, the value of the entire expression is not derived from the value of its individual components, hence - voila! - in front of us really phraseological fusion.

Among other examples of idioms, we note the most significant units for us:

out of the blue, sodom and gomorrah, topsy-turvy, hand on heart, out of hand, coward to celebrate, from young to old, on bare feet, mediumin broad daylight, without hesitation, so-so, wherever it went, on your mind, to say a joke, to be amazed and etc.

Phraseological units- This lexically indivisible phrases, the general meaning of which is to some extent already motivated by the figurative meaning of the words that make up this turnover. The distinctive features of phraseological units are the ability to "understand" the meaning both in the literal and figurative sense, as well as possibility of insertionbetween components of a phraseological unit of other words.

Consider the expression "pouring water on the mill", What means " by their actions, behavior indirectly help someone". This expression goes well with direct value (i.e. literally pour water on the mill- to a water mill that rotates under the influence of water power), and with the value portable with which we are already familiar. In addition, this expression often occurs with inserts from pronouns and adjectives: pour water on St. oyu mill, pour water on mine mill, pour water on his mill, pour water on someone else's mill and under.

Vivid examples of phraseological units are expressions: throw dust in your eyes, keep a stone in your bosom, go with the flow, go into your shell, suck blood with milk from your finger; first violin, freezing point, inclined plane, center of gravity, specific gravity and etc.

Phraseological combinations- This stable revolutions, the value of which depends entirely on the value of their constituent components. In other words, such phraseological units retain relative semantic independence , showing its significance in extremely closed circle of words . As a rule, in such phraseological units we can distinguish permanent member, which does not change, is a kind of basis of expression, and variable member, i.e. able to change, vary. For example, the expression "tearfully ask" may look like "tearfully beg" and others. So, “tearfully” is a constant component, and “beg”, “ask” and other interpretations are variable components. Similarly: burn down can from shame, from shame, from shame, from love, impatience, envy and etc.; take maybe melancholy, meditation, annoyance, anger, fear, horror, envy, hunting, laughter and others. Despite the variety of variants of the variable component, phraseological combinations require only a certain set of words - quite closed: for example, one cannot say “ takes loneliness" or " takes the disease". As a rule, such expressions are "friendly" with their synonyms: touch the sense of honor = touch the sense of honor.

Phraseological expressions- This combinations of words that are reproduced as ready-made speech units. The lexical composition and meaning of such phraseological units is constant. The meaning of phraseological expressions depends on the meaning of the words included in their composition. becoming Traditional phraseological units of this type do not contain words with a limited meaning. Also in phraseological expressions components cannot be replaced. Phraseological expressions include proverbs, sayings, quotes, sayings, which acquired the features of generalization, figurative typification, those. turned into metaphors.

These are lexical units known to many: if the enemy does not surrender, he is destroyed; you need to eat to live, not live to eat; the dog barks - the wind carries; a rolling stone gathers no moss; like a dog in the hay: she does not eat herself and does not give to cattle; you can't see the forest for the trees; that's where the dog is buried; man in a case; trishkin caftan; wise gudgeon; and the chest just opened; to be or not to be: that is the question; No matter how you feed the wolf, you still look at the vles and etc.

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Phraseologism- this is a stable combination of words peculiar only to a given language, the meaning of which is not determined by the meaning of the words included in it, taken separately. Due to the fact that phraseological units cannot be translated literally (the meaning is lost), translation and understanding difficulties often arise. On the other hand, such phraseological units give the language a bright emotional coloring. Often the grammatical meaning of idioms does not meet the norms of the modern language, but are grammatical archaisms. An example of such expressions in Russian: “stay with the nose”, “beat the buckets”, “give back”, “play the fool”, “point of view”, etc.

The main features of phraseology. In order to separate a phraseological unit from other linguistic units, in particular from a word and a free phrase, it is necessary to determine the characteristic features of phraseological units.

1. Reproducibility of phraseological units in speech as finished units. Stable combinations exist in the language as a set of ready-made, already created earlier language formations that need to be memorized in the same way that we memorize words.

2. Integrity of the meaning of phraseological units lies in the fact that, despite the dismemberment of the structure, they have a generalized holistic meaning, which, as a rule, is a rethinking of the phrase, which is based on a specific semantic content. illustrative examples the fact that the meaning of a phraseological unit does not consist of the meanings of its components, are stable combinations, one of the members of which is obsolete and is not used in modern language outside of this expression. However, the speaker does not have the feeling that this word is unfamiliar to him, since he knows the general, integral meaning of the entire phraseological unit. Such expressions in which it is possible to trace the connection between the general meaning of a stable combination and the values ​​of its constituent components also have a generalized holistic value.

3. The constancy of the component composition, stability distinguishes phraseological units from free phrases. A feature of stable combinations is that they are, as a rule, constant in composition and structure, i.e. they include certain words arranged in the prescribed order. The interchangeability of the components of a phraseological unit is possible only in general language phraseological variants, i.e. in stable combinations that have the same meaning, the same figurative structure, but differ in their lexical and grammatical composition.

4. Equivalence of a phraseological unit and a separate word means that a stable combination has a lot in common with the word. Like the word, it is a unit of the language, it is reproduced in finished form, and not created anew each time, it has an independent meaning and grammatical correlativeness, which lies in the fact that a phraseological unit, like a word, refers to a certain part of speech. It is possible to single out nominal phraseological turns (a shot sparrow is an experienced person), adjectives (there are not enough stars from the sky - about an ordinary, unremarkable person) verbs (become a dead end - find yourself in a difficult situation); adverbs (tirelessly - diligently, tirelessly), interjection (know ours! - about praising yourself). Many phraseological units correspond in meaning to one word (put on both shoulder blades - win). Set phrases are close to words in terms of their syntactic function, since they play the role of a separate member of a sentence. For example: She turned her head to more than one Adam's grandson (M. Lermontov);

5. Separate arrangement of phraseological units consists in the fact that it includes at least two verbal components, each of which is grammatically designed as an independent unit, i.e. has its own accent and its own ending. This is the main difference between phraseology and words.

6. Imagery of phraseology consists in the fact that many stable phrases do not just name phenomena, signs, objects, actions, but also contain a certain image. This applies primarily to those phraseological units, the meanings of which were formed on the basis of a linguistic metaphor, as a result of the similarity and comparison of two phenomena, of which one becomes the basis of comparison, and the other is compared with it. For example, the phraseological unit grated kalach, denoting an experienced person who has seen a lot in life, correlates with grated kalach (the name of one of the varieties of kalach), which, before baking, is rubbed and crumpled for a long time. This creates the figurativeness of phraseology. Some phraseological units of the Russian language are devoid of figurativeness. These include various kinds of semantically indivisible combinations, which are compound names and terms (such as coal, agenda, safety pin, eyeball), as well as phraseological units such as have a meaning, win.

7. Emotionally expressive coloring phraseological units is manifested in the fact that most phraseological units of the Russian language, in addition to the nominative function, also perform a characterological function: they not only name some objects, phenomena, actions that exist in objective reality, but at the same time evaluate the named objects, phenomena, actions. The emotional and expressive significance of phraseological units of the Russian language is different. Some of them have minimal expression (expressiveness), for example: to stand in the ears - "to be constantly heard." Others have a pronounced expression and serve as a means of emphasizing the assessment of what is being said. These are, for example: to beat with a key - "to flow violently, to manifest itself." The presence of emotionally expressive coloring in phraseological units can be traced on synonymous phraseological units, which, with a common meaning, can differ in their coloring. For example, about a person who knows how to do everything, they say a jack of all trades (positive assessment), from boredom of all trades (jokingly ironic assessment), and a shvets, and a reaper, and a playful player (jokingly ironic assessment).

8. Phraseology, the non-freeness of the meaning of one of the components is a characteristic feature of most stable combinations. For some phraseological units, it manifests itself in the fact that its component has a phraseologically related meaning in the language, the main features of which are the lack of semantic independence and dependence in the choice of lexical environment. For example, the phraseological meaning of the word “sworn” is manifested in the fact that it has its own meaning only in a certain lexical environment, in combination with the word “enemy”: sworn enemy - “irreconcilable enemy” - and outside of this stable combination it is not used in Russian. The phraseological meaning of one of the components of a stable combination of another type is manifested in the fact that this component acquires a special phraseologically related meaning, only within the framework of this phraseological unit, and outside it it can have an independent meaning and be used in many free combinations. For example, the word “white” is used in a language with its own independent meaning in free combinations (white paper, white snow), but only within the framework of a stable combination of a white crow does it acquire its special, phraseologically related meaning - “dissimilar to those around it, distinguished by something ".

9. Idiomatic phraseology manifests itself in the fact that its semantically inseparable meaning is not derived from the meanings of its constituent components, taken separately, and does not coincide with them. Hence the impossibility of an accurate translation of phraseological unit into other languages ​​arises; this can be explained by the presence of specific laws inherent in this particular language. If free phrases are built mainly according to general laws linguistic reflection extralinguistic reality, then the use of words as part of a phraseological unit is determined by the specific laws of the system of a given language.

* The issues of the semantics of phraseological units have recently attracted more and more attention of researchers of phraseology, who, noting the specifics of their semantics, use a variety of names: a generalizing metaphorical meaning (S. A. Abakumov), semantic solidity (P. P. Kalinin), a single holistic meaning (V. V. Vinogradov), semantic idiomaticity (A. I. Smirnitsky), etc. Such an abundance of names to denote the semantic specificity of phraseological units reflects the undoubted complexity of this phenomenon, associated with insufficient knowledge of the issue itself.

The main feature of phraseological units is their completely or partially rethought meaning. Only a part of phraseological units is identified by separate lexemes, while most of them can be defined only with the help of a phrase or a detailed description. The semantic originality of the phraseological unit lies in the specificity of the combination of components, thus, they act not only as parts of the main semantic components of the phraseological unit, but also as links between them. These components are the minimum semantic units of phraseological units and perform meaning-defining or meaning-forming functions.

* The classification of phraseological units is based on the sign of the semantic unity of the components, the less or greater motivation of the meaning of the phraseological unit. Following Academician V. V. Vinogradov, it is customary to distinguish three main types: phraseological fusions, phraseological units and phraseological combinations.

Phraseological unions- these are phraseological units that are indecomposable in meaning, their holistic meaning is absolutely not motivated by the meanings of component words, for example: beat the thumbs, get into a mess, sharpen lyases, turuses on wheels, headlong, etc. Phraseological fusions often include words that are not used independently in modern Russian.

Phraseological units- these are such phraseological units, the integral meaning of which is motivated by the meanings of their components. Examples of units: pull the strap, swim shallowly, bury talent in the ground, suck it out of your finger, lead by the nose, etc. One of the characteristic features of phraseological units is their figurativeness. The presence of figurativeness distinguishes phraseological units from homonymous free combinations of glories. So, in the sentence The boy soaped his head with toilet soap, the combination soaped his head is free, it has a direct meaning and is devoid of any imagery; in the sentence I am afraid that the boss will soap his head for being late, the combination lathered his head is used figuratively and represents a phraseological unity.

Phraseological combinations- these are such phraseological units, the holistic meaning of which is made up of the meaning of the components, and at the same time one of the components has the so-called associated use. To understand what the associated usage is, consider the turns: fear takes, envy takes, anger takes. The verb to take used in these phrases is not combined with any name of feelings, but only with some, for example: one cannot say “joy takes”, “pleasure takes”. This use of the verb is called connected (or phraseologically related). Related is the use of the word delicate in turnovers a delicate issue, a delicate matter; with other nouns, even close in meaning to the words question and deed, the adjective ticklish does not combine.

As in phraseological unions, many words that are part of phraseological combinations do not have free meanings at all and exist in the language only as part of phraseological units. For example, the words to downcast, pitch black in modern Russian function only as part of phraseological combinations: lower your eyes, lower your eyes, pitch hell, pitch darkness.

Such turns of phrase, in which the word is used in a non-free, phraseologically related meaning, are called phraseological combinations.

The semantics of a phraseological unit largely depends on its structural organization. Some phraseological units are formed according to the phrase scheme: puzzle, and others - according to the sentence scheme: hands itch (who?), the sky seemed like a sheepskin (to whom?). Phraseologisms of the first group have the greatest functional and semantic similarity with the word.

Phraseologisms formed according to the model of a non-predicative phrase can be single-valued and polysemantic, capable of entering into synonymous and antonymic relations, combined into thematic series on the basis of semantic commonality, etc.

The vast majority of phraseological units are unambiguous. The development of polysemy is hindered by the fact that phraseological units are often formed as a result of a metaphorical rethinking of free phrases of the same composition. As a result of repeated metaphorization of the same free phrase, such polysemantic phraseological units appear that have only metaphorical meanings. For example, the phraseologism to wag the tail means:

1. "cunning, cunning"; “You, brother, I'm sorry, I'm a taiga man, straight, I can't cunning, I can't wag my tail” (Yu.M. Shestakov);
2. “to hesitate in choosing a solution, to evade a direct answer”: “Speak up! Do not wag your tail ... a bag of saddlebags ”(M.E. Sltykov-Shchedrin);
3. (before whom?) "to seek someone's disposition by flattery, servility." “Because of your personal, one might say, family calculations, wag your tail in front of the factory owner ...” (D.N. Mamin-Sibiryak).

Polysemy is most typical for verbal and adverbial constructions as the most common, to a lesser extent - for nominal (adjective, etc.).

Separate phraseological units are able to combine opposite meanings. For example, the verb turnover turns in the head can mean:

1. "constantly conscious, disturbing the mind." “A chaotic dream was spinning in my head, which was interrupted several times at night by awakenings” (MA Bulgakov);
2. “I can’t remember at all”: “It seems that it’s so easy to remember, it just spins in my head, it spins painfully close, but I don’t know what exactly. You can’t grab it in any way ”(V. Garm).

Antonymic relations in phraseology are less developed than synonymic ones. Only phraseological units enter into antonymic relations, correlative according to some feature - qualitative, quantitative, temporal, spatial and belonging to the same category of objective reality as mutually exclusive concepts.

The antonymy of phraseological units is often supported by their antonymic connections. lexical synonyms: seven spans in the forehead (smart) - he won’t invent gunpowder (stupid); blood with milk (ruddy) - not a blood in the face (pale).

In a special group, antonymous phraseological units are distinguished, partially coinciding in composition, but having components that are opposed in meaning: with a heavy heart - with a light heart. Components that give such phraseological units opposite meaning, are often lexical antonyms. But they can get the opposite meaning only as part of phraseological units (face - back).

The most striking semantic feature of phraseological units is their ability to enter into synonymous connections and relationships with each other: to lead by the nose, to fool the head - to act dishonestly, to deceive someone.

Phraseological synonymy is rich and varied. In Russian, there are about 800 synonymic rows. Phraseological synonyms are understood to mean phraseological units with extremely close meaning, correlative, as a rule, with one part of speech, having similar or identical compatibility.

Phraseological synonyms can be single-structured, multi-structured and similar-structured. Single-structural synonyms are formed according to the same model: the Kolomna verst and the fire tower - according to the model “ex. in them. p. + adj. Synonyms of different structure are built according to different models: headlong, floundering, with closed eyes. In similarly structured synonyms, the grammatically dominant component of a phraseological unit is expressed by one part of speech, and all the rest are differently designed: hang your head, lose heart - become discouraged, despair.

Phraseologisms included in the synonymic series can differ in shades of meaning, stylistic coloring, and sometimes all these features at the same time.

Due to polysemy, phraseological units can have synonymous connections in each meaning. In the Russian language, there are extensive synonymous series with common meanings: “to reprimand in harsh terms”: give heat, set a couple, remove shavings, lather your head, give a light.

Many synonymic rows are semantically close. So, phraseological synonyms do not take an extra step, do not hit a finger on a finger (do not make the slightest effort) intersect with two other synonymous rows: beat the buckets, fool around, spit on the ceiling (indulge in idleness, laziness) and cut the pavement, polish the boulevards, elephants to loiter (walk, loiter around).

Phraseological synonymy not only approaches lexical synonymy, but also differs from it. Phraseologisms are much poorer than words in lexico-grammatical terms. So, among phraseological units there is no actual pronominal category, in rare cases phraseological units correlate with full forms adjectives. At the same time, phraseological synonyms often convey such aspects of reality that cannot be expressed by lexical synonymy. For example, phraseological units synonymous series the wind whistles in the pockets (who?), an empty pocket (who?), not a penny behind the soul (who?) can only be interpreted by a detailed description “no one has any money at all, there are no signs of prosperity at all” .

Phraseological synonyms diverge from lexical and stylistic: phraseological units are more stylistic homogeneity than words of free use. This is due to the fact that phraseological units are mainly characterized by emotionally expressive coloring.

*The main property of a phraseological unit (PU) as a component of a language system is, first of all, the property of compatibility with other units.

PhU can have a single, narrow or wide compatibility, depending on the semantics of the characterized verb. Phraseologism in all eyes (in both, in both eyes) is combined with verbs visual perception semantic category of action, which indicates its narrow lexical-semantic compatibility: Various monovalent, divalent, trivalent, etc. PhUs are characterized only in relation to the number of joining verbs, i.e. only the quantitative aspect of valency is taken into account. The qualitative side of valence, determined by the nature of the semantic relationships between the combined units, is not disclosed with this approach, which necessitates further searches in the field of "power" possibilities of phraseological units. In addition, in some cases in the scientific linguistic text it is possible to use only one of the two terms, which indicates the distinction between their use and functions: valence possibilities / compatibility abilities, ability to combine, verbal valence (but not compatibility). The use of the term "valency" is recommended in order to avoid ambiguity and ambiguity: compatibility, as we found out, is divided into several types according to different criteria. "Valence" more successfully meets the requirements for terms, and helps to avoid ambiguity and achieve the accuracy of the name - in the context of our work - "verbal valency of phraseological unit".

*The main part of the phraseological resources of the Russian language consists of phraseological units of native Russian origin. Among the phraseological units of a colloquial nature, there are a significant number of those whose source is professional speech, for example: to sharpen laces, without a hitch and without a hitch (from the professional speech of carpenters), leave the stage, play first violin (from the speech of actors, musicians).

Single phraseological units fell into literary language from slang, for example, the turn to rub glasses is a cheating expression.

In the sphere of everyday and colloquial speech, turns have constantly arisen and arise, in which various historical events and customs of the Russian people are socially evaluated. For example, the phraseologism put (or put aside) in a long box is associated with the name of Tsar Alexei Mikhailovich (XVII century), on whose orders a box for petitions was installed in front of the palace in Kolomenskoye, but such an innovation did not eliminate the red tape, and the people accordingly reflected this fact: to put it on the back burner means to delay consideration of the issue for an indefinite period.

In addition to phraseological units, the origin of which is connected with colloquial speech, there are a significant number of phraseological units of book origin, both Russian and borrowed. Among them there are very old ones, borrowed from liturgical books, for example: seek and you will find, the holy of holies, the fiend of hell, in the image and likeness, etc.

The phraseology of the Russian language is actively replenished with popular expressions of literary origin. For example, the sword of Damocles, the Gordian knot, Procrustean bed - from ancient mythology; the expression from a beautiful far away belongs to N.V. Gogol; affairs of bygone days.

In addition to primordially Russian phraseological units, there are phraseological units of foreign origin. These are usually tracing papers from foreign phraseological units, for example: to remain silent (from Latin).

* The figurative and expressive possibilities of Russian phraseology can hardly be overestimated. A lot has been written and written by linguists about the stylistic possibilities of phraseological units. But language material, so attractive for any writer or publicist, is not so easy to make serve effectively and with dignity. The stylistic functioning of idiomatic expressions has one extremely important feature, which I wrote about in my time outstanding linguist, Professor B. L. Larin. “As the light of the morning is reflected in a drop of dew”, so, according to the scientist, phraseological units reflect not only the historically established views of the people, but also the social system, the ideology of that era that brings them to life.

In 1955, the collection "Winged Words" by N.S. Ashukina and M.G. Ashukina (3rd ed. M., 1966). The book contains a large number of literary quotations and figurative expressions arranged in alphabetical order. The presence of an alphabetical index at the end of the book allows you to use it as a reference.

Russian phraseology is presented with great completeness in the edition published in 1967, edited by A.I. Molotkov "Phraseological Dictionary of the Russian Language", containing over 4000 dictionary entries (3rd ed. 1978; 4th ed. 1986). Phraseologisms are given with possible variants of components, an interpretation of the meaning is given and forms of use in speech are indicated. Each of the meanings is illustrated with quotes from fiction. In some cases, etymological information is given.

In 1975, the dictionary-reference book “Stable verb-nominal phrases of the Russian language” by V.M. Deribas. This manual contains over 5,000 set phrases, arranged according to their two components (verb - noun). In 1980, the School Phraseological Dictionary of the Russian Language was published by V.P. Zhukov, containing about 2000 of the most common phraseological units found in literature and oral speech. In 1997, the Dictionary of Paraphrases of the Russian Language (Based on Newspaper Journalism) (A.B. Novikov) was published, in which turns are given for the type in the suit of Adam (naked), blue helmets (UN armed forces), black gold (oil) and etc.

Phraseology in the broad sense of the term also includes proverbs and sayings. The most complete collection of Russian proverbs is the collection "Proverbs of the Russian people" by V.I. Dahl, published in 1861-1862. (reissued in 1957). In 1966, the Dictionary of Russian Proverbs and Sayings was published by V.P. Zhukov (3rd ed. M., 1967), containing about 1000 proverbs and sayings, arranged alphabetically by the first word. In 1981, R.I. Yarantseva (2nd ed. M., 1985), which included about 800 phraseological units.