PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF ADOLESCENTS AT RISK USING ART THERAPY TECHNOLOGIES

The article discusses the experience of using art therapy technologies in working with children at risk. The relevance of the study is due to a number of contradictions, the central of which is the growth in the number of students at risk and the need for educational psychologists to use innovative technologies for working with the designated category of students. The authors present a technology of accompanying adolescents at risk which implies the unity of four interrelated components: the cognitive component that is aimed at making teenagers understand the consequences of deviant behavior, interdepartmental interaction and involvement of employees of appropriate services in conducting lectures, conversations, master classes; the emotional component that involves the development of an adequate emotional response to educational and extracurricular activities, the ability to control the emotional sphere (aggression, anger and other negative emotions), to understand the feelings of others; the resource component that includes working with the social experience of adolescents at risk; behavioral component, for instance, involving students into extracurricular activities, developing their interests and abilities, and constructive solutions to emerging contradictions. The novelty of the program is the use of art-therapeutic technologies that support the motivation of a teenager to change, focusing on solving the most important problems. Evaluation of the effectiveness of the presented technology was carried out on the basis of MBOU “Education Center No 4” in Tula. The study involved 24 6th and 7th grade students who are registered in-school and have different personal and behavioral manifestations. Statistical analysis of the data on the g-criterion of signs allows us to conclude that there is a positive dynamics in the sample after the implementation of the suggested program with elements of art therapy. The number of teenagers with a high level of aggression has decreased, and the number of students with an average level of cognitive development and adequate self-esteem who use constructive strategies to respond to conflicts has increased. The presented technology can be used in the work of an educational psychologist.

adolescence, risk group, deviant behavior, art therapy, personality development, training, upbringing, educational psychologist.

Shalaginova K. S., Dekina E. V. Psychological and pedagogical support of adolescents at risk using art therapy technologies. Business. Education. Law, 2021, no. 1, pp. 399—403. DOI: 10.25683/VOLBI.2021.54.110.