Powerful shifts are taking place in all areas of a teenager’s life, it is no coincidence that this age is called “transitional” from childhood to maturity, but the path to maturity for a teenager is just beginning, it is rich in many dramatic experiences, difficulties and crises. At this time, stable forms of behavior, character traits and ways of emotional response are formed and formed, which in the future largely determine the life of an adult, his physical and psychological health, social and personal maturity.

As noted by L.F. Ann, the main tasks of adolescent development are:

Formation of a new level of thinking, logical memory, sustained attention;

Formation of a wide range of abilities and interests, determination of a range of sustainable interests;

Formation of interest in another person as a person;

Development of interest in oneself, the desire to understand one's abilities, actions, the formation of primary skills of introspection;

Development and strengthening of a sense of adulthood, the formation of adequate forms of asserting independence, personal autonomy;

Feeling development dignity, internal self-assessment criteria;

Development of forms and skills of personal communication in a group of peers, ways of mutual understanding;

Development of moral qualities, forms of sympathy and empathy for other people;

Formation of ideas about the ongoing changes associated with growth and puberty.

In connection with the foregoing, the main areas of work with adolescents are distinguished:

1. Formation of interest in yourself. Development of self-esteem.

2. Development of a sense of adulthood.

3. Development of educational motivation.

4. Development of interests.

5. Development of communication.

6. Development of will, imagination.

The problem of socialization of adolescents is relevant today. The main task is to create a "social situation of development" for the child, a communication environment, a field of activity, to adapt adolescents to modern conditions life, to educate a patriotic citizen, to form a sense of collectivism and the ability to live and work in a team, to cultivate initiative, independence, professional orientation, to develop Creative skills to organize an interesting and fruitful leisure.

After all teenage years characterized by the manifestation of talents, the search for oneself, one's inner "I" and the formation of each one's own ideas about the world around him, the freedom to choose the form of education, and independence.

The main direction in working with teenagers is to give them the opportunity to prove themselves in business, to promote the realization of their potential.

In any case, in order to educate a teenager, a very friendly children's team is needed, in which the personal success of each is inseparable from common interests, recognition and personal freedom - from merit and deeds in the name of the team, the right to lead - from the ability to obey. The team should become for the child an arena not only for business manifestation, but also for the satisfaction of interests, desires, friendship, love.

Mukhina V.S. emphasizes that the basis for the formation of new psychological and personal qualities is communication during various kinds activities - educational, industrial, creative activities, etc.

As I.S. Kohn, adolescence is characterized by the focus of the search on one's own personality, self-examination and introspection. A teenager tries to speak out, even to himself (diaries). In this regard, one of the forms of work with adolescents is various activities ( cool watch, psychology lessons, round tables, olympiads, quizzes, etc.), aimed at the development of self-awareness, as an internal mastered experience social relations allowing you to better understand others and yourself.

Leisure activities are a unique means of adolescent socialization. Leisure (entertainment) is a voluntary activity based on personal interests, claims of children, their satisfaction. Leisure activities contain huge resources of socialization, which a social pedagogue needs to know, be able to apply them in accordance with the emerging socio-pedagogical problem. In leisure activities, an attitude towards oneself, towards others, towards society is formed.

Approximate forms of leisure communication: "lights", tea parties, birthdays, evenings of relaxation, surprises, meetings of friends, evenings of laughter, a program "with all my heart", evenings of entertainment; discos, cafes, "gatherings"; a series of meetings with interesting people, senior-junior programs, etc.

Among the psychological and pedagogical forms and methods of working with adolescents, a number of the most effective are distinguished. So they are:

business game- a method of simulating situations that simulate professional or other activities through a game in which various subjects participate, endowed with various information, role functions and acting according to specified rules.

Psychological counseling- special activities to provide assistance in problem situations. The essence of counseling is a special organization of the communication process that helps a person to update his reserve and resource capabilities, ensuring a successful search for ways out of problem situation. Counseling focuses on the situation and personal resources; unlike training and advice - not on information and recommendations, but on assistance in making a responsible decision on their own. At the same time, psychological counseling is a border area between them, using the possibilities of both therapy and education. Methodological approaches to counseling are different, but in any case, the consultant does not work with the facts of objective life, but with the facts of experiences.

The conversation method one of the methods of pedagogy and psychology, which involves obtaining information about what is being studied on the basis of verbal communication both from the person under study, members of the team or group being studied, and from the people around them. In the latter case, the conversation acts as an element of the method of generalization of independent characteristics.

Method of group thematic discussion. Often the discussion takes on a sharp character (when the stated problem concerns the life principles and personal experiences of the participants), and the parties do not reach unanimity. But such a discussion can encourage a person to think, change or revise their attitudes. In adolescents, these disputes are more heated than in adults, but they are also easier to change. In order for the dispute not to go beyond the training, the facilitator needs to summarize the arguments of all parties and discuss the similarities and differences in positions.

Role play method. In role-playing games, participants are given the opportunity to:

show the existing stereotypes of response in certain situations;

develop and use new behavioral strategies;

work out, survive, their internal fears and problems.

Role-playing games are small scenes of a planned or arbitrary nature, reflecting models of life situations.

Role playing games are of two types.

At the stage of updating the problem.

At the skill development stage.

A role-playing game is a good development of options for behavior in those situations in which the participants of the seminar may find themselves. For example, it's a good idea to try out a situation where a group of friends are persuading a teenager to try a drug (this exercise is described below). The game will allow you to acquire the skills to make responsible and safe decisions in life. AT role play the participant plays the role of some character, and not his own. This helps a person to experiment freely and not be afraid that his behavior will be stupid.

Undoubtedly, these methods of working with adolescents can be implemented as independent ones. But recently, such a form of work with adolescents as socio-psychological training, which can combine the above listed forms and methods of work, has become increasingly relevant. And in this case, the listed methods become techniques during the training.

We will consider in more detail about the psychological features of socio-psychological training in the next part of our work.

Powerful shifts are taking place in all areas of a teenager’s life, it is no coincidence that this age is called “transitional” from childhood to maturity, but the path to maturity for a teenager is just beginning, it is rich in many dramatic experiences, difficulties and crises. At this time, stable forms of behavior, character traits and ways of emotional response are formed and formed, which in the future largely determine the life of an adult, his physical and psychological health, social and personal maturity.

As noted by L.F. Ann, the main tasks of adolescent development are:

Formation of a new level of thinking, logical memory, sustainable attention;

Formation of a wide range of abilities and interests, determination of a range of sustainable interests;

Formation of interest in another person as a person;

Development of interest in oneself, the desire to understand one's abilities, actions, the formation of primary skills of introspection;

Development and strengthening of a sense of adulthood, the formation of adequate forms of asserting independence, personal autonomy;

Development of self-esteem, internal criteria for self-esteem;

Development of forms and skills of personal communication in a group of peers, ways of mutual understanding;

Development of moral qualities, forms of sympathy and empathy for other people;

Formation of ideas about the ongoing changes associated with growth and puberty.

In connection with the foregoing, the main areas of work with adolescents are distinguished:

1. Formation of interest in yourself. Development of self-esteem.

2. Development of a sense of adulthood.

3. Development of educational motivation.

4. Development of interests.

5. Development of communication.

6. Development of will, imagination.

The problem of socialization of adolescents is relevant today. The main task is to create a "social situation of development" for the child, a communication environment, a field of activity, to adapt adolescents to modern living conditions, to educate a patriotic citizen, to form a sense of collectivism and the ability to live and work in a team, to cultivate initiative, independence, professional orientation, to develop creative abilities. to organize an interesting and fruitful leisure.

After all, the teenage period is characterized by the manifestation of talents, the search for oneself, one's inner "I" and the formation of each one's own ideas about the world around him, the freedom to choose the form of education, and independence.

The main direction in working with teenagers is to give them the opportunity to prove themselves in business, to promote the realization of their potential.

In any case, to educate a teenager, a very friendly children's team is needed, in which the personal successes of each are inseparable from common interests, recognition and personal freedom - from merits and deeds in the name of the team, the right of leadership - from the ability to obey. The team should become for the child an arena not only for business manifestation, but also for the satisfaction of interests, desires, friendship, love.

Mukhina V.S. emphasizes that the basis for the formation of new psychological and personal qualities is communication in the course of various activities - educational, industrial, creative activities, etc.

As I.S. Kon, for adolescence characteristic is the focus of the search on one's own personality, self-examination and introspection. A teenager tries to speak out, even to himself (diaries). In this regard, one of the forms of work with adolescents is various activities (classroom hours, psychology lessons, round tables, olympiads, quizzes, etc.) myself.

Leisure activities are a unique means of adolescent socialization. Leisure (entertainment) is a voluntary activity based on personal interests, claims of children, their satisfaction. Leisure activities contain huge resources of socialization, which a social pedagogue needs to know, be able to apply them in accordance with the emerging socio-pedagogical problem. In leisure activities, an attitude towards oneself, towards others, towards society is formed.

Exemplary forms of leisure communication: "lights", tea parties, birthdays, evenings of rest, surprises, meetings of friends, evenings of laughter, program "with all my heart", evenings of entertainment; discos, cafes, "gatherings"; a series of meetings with interesting people, senior-junior programs, etc.

Among the psychological and pedagogical forms and methods of working with adolescents, a number of the most effective are distinguished. So they are:

business game- a method of simulating situations that simulate professional or other activities through a game in which various subjects participate, endowed with various information, role functions and acting according to specified rules.

Psychological counseling- special activities to provide assistance in problem situations. The essence of counseling is a special organization of the communication process that helps a person to update his reserve and resource capabilities, ensuring a successful search for ways out of a problem situation. Counseling focuses on the situation and personal resources; unlike training and advice - not on information and recommendations, but on assistance in making a responsible decision on their own. At the same time, psychological counseling is a border area between them, using the possibilities of both therapy and education. Methodological approaches to counseling are different, but in any case, the consultant does not work with the facts of objective life, but with the facts of experiences.

The conversation method one of the methods of pedagogy and psychology, which involves obtaining information about what is being studied on the basis of verbal communication both from the person under study, members of the team or group being studied, and from the people around them. AT last case conversation acts as an element of the method of generalization of independent characteristics.

Method of group thematic discussion. Often the discussion takes on a sharp character (when the stated problem concerns the life principles and personal experiences of the participants), and the parties do not reach unanimity. But such a discussion can encourage a person to think, change or revise their attitudes. In adolescents, these disputes are more heated than in adults, but they are also easier to change. In order for the dispute not to go beyond the training, the facilitator needs to summarize the arguments of all parties and discuss the similarities and differences in positions.

Role play method. In role-playing games, participants are given the opportunity to:

show the existing stereotypes of response in certain situations;

develop and use new behavioral strategies;

work out, survive, their internal fears and problems.

Role-playing games are small scenes of a planned or arbitrary nature, reflecting models of life situations.

Role playing games are of two types.

At the stage of updating the problem.

At the skill development stage.

A role-playing game is a good development of options for behavior in those situations in which the participants of the seminar may find themselves. For example, it's a good idea to try out a situation where a group of friends are persuading a teenager to try a drug (this exercise is described below). The game will allow you to acquire the skills to make responsible and safe decisions in life. In a role-playing game, the participant plays the role of some character, not their own. This helps a person to experiment freely and not be afraid that his behavior will be stupid.

Undoubtedly, these methods of working with adolescents can be implemented as independent ones. But recently, such a form of work with adolescents as socio-psychological training, which can combine the above forms and methods of work. And in this case, the listed methods become techniques during the training.

We will consider in more detail about the psychological features of socio-psychological training in the next part of our work.

Powerful shifts are taking place in all areas of a teenager’s life, it is no coincidence that this age is called “transitional” from childhood to maturity, but the path to maturity for a teenager is just beginning, it is rich in many dramatic experiences, difficulties and crises. At this time, stable forms of behavior, character traits and ways of emotional response are formed and formed, which in the future largely determine the life of an adult, his physical and psychological health, social and personal maturity.

As L.F. Ann notes, the main tasks of the development of a teenager are:

Formation of a new level of thinking, logical memory, sustainable attention;

Formation of a wide range of abilities and interests, determination of a range of sustainable interests;

Formation of interest in another person as a person;

Development of interest in oneself, the desire to understand one's abilities, actions, the formation of primary skills of introspection;

Development and strengthening of a sense of adulthood, the formation of adequate forms of asserting independence, personal autonomy;

Development of self-esteem, internal criteria for self-esteem;

Development of forms and skills of personal communication in a group of peers, ways of mutual understanding;

Development of moral qualities, forms of sympathy and empathy for other people;

Formation of ideas about the ongoing changes associated with growth and puberty.

In connection with the foregoing, the main areas of work with adolescents are distinguished:

1. Formation of interest in yourself. Development of self-esteem.

2. Development of a sense of adulthood.

3. Development of educational motivation.

4. Development of interests.

5. Development of communication.

6. Development of will, imagination.

The problem of socialization of adolescents is relevant today. The main task is to create a "social situation of development" for the child, a communication environment, a field of activity, to adapt adolescents to modern living conditions, to educate a patriotic citizen, to form a sense of collectivism and the ability to live and work in a team, to cultivate initiative, independence, professional orientation, to develop creative abilities. to organize an interesting and fruitful leisure.

After all, the teenage period is characterized by the manifestation of talents, the search for oneself, one's inner "I" and the formation of each one's own ideas about the world around him, the freedom to choose the form of education, and independence.

The main direction in working with teenagers is to give them the opportunity to express themselves in business, to promote the realization of their potential.

In any case, to educate a teenager, a very friendly children's team is needed, in which the personal successes of each are inseparable from common interests, recognition and personal freedom - from merits and deeds in the name of the team, the right of leadership - from the ability to obey. The team should become for the child an arena not only for business manifestation, but also for the satisfaction of interests, desires, friendship, love.

Mukhina V. S. emphasizes that the basis for the formation of new psychological and personal qualities is communication in the course of various activities - educational, industrial, creative activities, and so on.

As I. S. Kon notes, adolescence is characterized by the focus of the search on one's own personality, self-examination and introspection. A teenager tries to speak out, even to himself (diaries). In this regard, one of the forms of work with adolescents is various activities (classroom hours, psychology lessons, round tables, olympiads, quizzes, etc.) myself.

Leisure activities are a unique means of adolescent socialization. Leisure (entertainment) is a voluntary activity based on personal interests, claims of children, their satisfaction. Leisure activities contain huge resources of socialization, which a social pedagogue needs to know, be able to apply them in accordance with the emerging socio-pedagogical problem. In leisure activities, an attitude towards oneself, towards others, towards society is formed.

Approximate forms of leisure communication: "lights", tea parties, birthdays, evenings of relaxation, surprises, meetings of friends, evenings of laughter, a program "with all my heart", evenings of entertainment; discos, cafes, "gatherings"; a series of meetings with interesting people, senior-junior programs, etc.

Among the psychological and pedagogical forms and methods of working with adolescents, a number of the most effective are distinguished. So they are:

A business game is a method of simulating situations that simulate professional or other activities through a game in which various subjects participate, endowed with different information, role functions and acting according to specified rules.

Psychological counseling is a special activity to provide assistance in problem situations. The essence of counseling is a special organization of the communication process that helps a person to update his reserve and resource capabilities, ensuring a successful search for ways out of a problem situation. Counseling focuses on the situation and personal resources; unlike training and advice, it is not based on information and recommendations, but on assistance in making a responsible decision on its own. At the same time, psychological counseling is a border area between them, using the possibilities of both therapy and education. Methodological approaches to counseling are different, but in any case, the consultant does not work with the facts of objective life, but with the facts of experiences.

The method of conversation is one of the methods of pedagogy and psychology, which involves obtaining information about the subject being studied on the basis of verbal communication both from the person being studied, members of the group, group being studied, and from the people around them. In the latter case, the conversation acts as an element of the method of generalization of independent characteristics.

Method of group thematic discussion.

Often the discussion takes on a sharp character (when the stated problem concerns the life principles and personal experiences of the participants), and the parties do not reach unanimity. But such a discussion can encourage a person to think, change or revise their attitudes. In adolescents, these disputes are more heated than in adults, but they are also easier to change. In order for the dispute not to go beyond the training, the facilitator needs to summarize the arguments of all parties and discuss the similarities and differences in positions.

Role play method. In role-playing games, participants are given the opportunity to:

¨ show the existing stereotypes of response in certain situations;

¨ develop and use new behavioral strategies;

¨ work out, survive, your inner fears and problems.

Role-playing games are small scenes of a planned or arbitrary nature, reflecting models of life situations.

Role playing games are of two types.

1) At the stage of updating the problem.

2) At the stage of developing skills.

A role-playing game is a good development of options for behavior in those situations in which the participants of the seminar may find themselves. For example, it's a good idea to try out a situation where a group of friends are persuading a teenager to try a drug (this exercise is described below). The game will allow you to acquire the skills to make responsible and safe decisions in life. In a role-playing game, the participant plays the role of some character, not their own. This helps a person to experiment freely and not be afraid that his behavior will be stupid.

Undoubtedly, these methods of working with adolescents can be implemented as independent ones. But recently, such a form of work with adolescents as socio-psychological training, which can combine the above listed forms and methods of work, has become increasingly relevant. And in this case, the listed methods become techniques during the training.

1. Information direction.

Adolescents are told quite a lot about the dangers of alcoholism, about the mechanism of their action on the human body, about the consequences of drinking alcohol. Now handing out booklets and hanging posters about the dangers of alcoholism. All the information that interested adults and alcohol prevention professionals try to convey to young people contains an element of prohibition. Young people are accustomed to reasoning, thinking, not taking on faith everything that they are told, especially since they receive completely different kind of information from the Internet, from the pages of many youth publications, from friends. It does not contain appeals, it does not contain prohibitions, and we often forget that children tend to trust the opinions of friends and their own beliefs more than the views and positions of adults.

2. Propaganda healthy lifestyle life.

Promotion of a healthy lifestyle and implementation of various health promotion programs. In the course of such work, the development of alternative habits is encouraged (going in for sports, active leisure without tobacco and alcohol, reasonable and healthy work and nutrition, etc.), which can become a barrier to behavior that is harmful to health and serve as an alternative to alcohol consumption . Implementation practice this direction has proven its effectiveness.

3. Personal orientation.

The mechanism of its implementation is aimed at using various forms classes, to form in a teenager the skills of independent decision-making, resistance to group pressure, overcoming stressful, conflict and other difficult life situations, as well as communication problems.

Prevention programs.

The programs provide for the development of resources for the personality of adolescents and social environment and involve the introduction of a range of preventive tasks for adolescents, as well as for parents, teachers and professionals in the field of alcoholism prevention.

For teenagers.

1. Formation of a healthy lifestyle, highly functional behavioral strategies that prevent alcohol abuse.

2. Informing about the actions and consequences of the abuse of alcoholic products.

3. Directed development of personal resources that contribute to the formation of a healthy lifestyle and highly effective behavior:

Self-concepts (self-esteem, attitudes towards oneself, one's abilities and shortcomings);

own system of values, goals and attitudes, the ability to make independent choices, to control one’s
conduct and life, solve simple and complex life problems, the ability to assess a particular situation and their ability to control it;

Ability to communicate with others, understand their behavior, empathize and provide psychological and social support;

The need to receive and provide support to others.

4. Development of behavioral skills leading to a healthy lifestyle and leisure and preventing alcohol abuse:

Making decisions and overcoming life's problems;

Perception, use and provision of psychological and
social support;

Assessing the social situation and taking responsibility for
own behavior in it;

Standing up for your boundaries and protecting your personal
space;

Avoidance of situations associated with the use of alcohol;

Conflict-free and effective communication.

For parents.

1. Providing knowledge of the psychological characteristics of a teenager; features of family relationships, family stress and behavior aimed at overcoming them.

2. Help in understanding one's own personal, family and social resources that contribute to overcoming intra-family problems and problems of relationships with children in the family.

3. Determination of the direction and strategies for the development of personal resources in children (how to interact with the child so that his personal and family resources develop, and not suppress, how to make your family a socially and psychologically supportive, and not overwhelming system).

4. Identification of parents in need of individual counseling assistance.

5. Identification of parents who are ready to provide advisory support to other families; teaching them the basics of providing socio-psychological and advisory assistance to other parents.

Prevention in the family

The basic concept of family prevention is the concept of social support. It is the formation of the family as a social support system that is the basis of preventive activities. As part of family prevention, various programs of primary and secondary prevention are used.

Directions of family prevention.

1- analysis of intra-family relations; changing destructive behavior to constructive;

2- conducting preventive trainings (for parents and all family members);

3- individual work with parents;

4- organization of "parental expert councils", whose tasks include the examination of preventive programs conducted with their children, evaluation of its effectiveness, safety; definition of remarks; explaining to other parents and children the meaning and objectives of preventive activities.

Problems of family prevention.

Awareness and understanding of meaning parent-child relationship;

Awareness of role positions (I am a child, I am an adult, I am a parent) and intra-family strategies for building mutually supportive relationships;

Work with self-identification and self-concept of parents;

Resolving personal problems originating in childhood

and family stereotypes of parents;

Awareness of responsibility for one's own position in the family and one's behavior, as well as for the development of positive changes in the family system;

Development of personal and personal-environmental resources, on the basis of which more effective behavior and a system of family relationships can be formed;

Development of supportive behavioral strategies in the family.

Social prevention adolescent alcoholism is the main one and aims to prevent the onset of the disease, prevent negative consequences and enhance the positive results of the development of a teenager.

Primary prevention is mass, using mainly pedagogical, psychological and social influences. All activities to prevent teenage alcoholism are divided into three components (educational, psychological and social), as well as tasks (information, motivation, development of factors and problem-solving skills).

The basis of primary prevention of adolescent alcoholism is the formation of a healthy lifestyle.

Leisure for children and adolescents during the holidays is an area in which they, acting in new roles, different from family and school ones, really and fully reveal their natural needs for freedom and independence, active creative activity and self-expression of emotions and feelings. Leisure is also a zone of active communication that meets the needs of adolescents for contacts. Leisure activities perform the most important functions. For example, such forms of leisure as independent interest groups, game programs, mass holidays and others are a favorable area for self-awareness, revealing one's positive qualities, advantages or disadvantages in comparison with other children. It is in the conditions of leisure that communities are formed that give children and adolescents the opportunity to perform in a wide variety of social roles. Thus, children's leisure performs the most important communicative function. Further, a distinctive feature of children's leisure is its theatricalization. Artistic images acting through emotional sphere, make him worry, rejoice, their impact of theatrical action is perceived much sharper than life situations. In other words, children's leisure is favorable for the formation of lofty ideals and the development of a system of value preferences. Thus, children's leisure is characterized by self-fulfilling function. In leisure time, creative processes are revealed in all their strength in children's play, in recognizing the world around them, in trying on the most diverse social roles for children. Through the mechanism of emotional perception and experience, children assimilate the elements of creative activity as actively as possible, which are fixed in their minds and behavior and leave an imprint on their entire subsequent life. Therefore, children's leisure is characterized by creative function. Leisure time of the younger generation has a huge impact on cognitive activity children and teenagers. In leisure there is a recognition of the new: the artistic outlook expands; the process of creativity is comprehended; armed with leisure activities. This means that children's leisure is characterized by educational function. One of the important tasks of children's leisure is to promote the choice of a profession, since it is at school age that the question of choosing a profession becomes relevant. Most children can find the answer to this important question in leisure activities organized by cultural institutions, when children read books, watch movies, plays and TV shows, discovering the world of new professions. That is, children's leisure involves the implementation career guidance functions. Undoubtedly, within the framework of leisure time, there is a restoration of those lost during the school period. school year the physical strength of children, which means it is realized recreational leisure function.

The main forms of organizing leisure activities for adolescents and their cultural services during the vacation period can be:

• v organization of children's work health camps on the basis of cultural and leisure institutions, the basis or core of which can be temporary children's creative teams, specialized creative associations that unite children who are passionate about one idea. Moreover, the activities of such a creative team or association can become most effective if it unites the creative activity of children of different ages. The advantages of such associations are the transfer of experience of the elders to the younger ones, where the younger ones acquire skills and abilities in joint creative activity, the opportunity for children to open up as a person around an attractive idea, an interesting business, cooperation between older and younger in creative process enriches children's relationships different ages to each other, the development of communicative relations and the emergence of positive social ties, which significantly reduce the danger of isolation, isolation of children school age from society;
• v cultural services for urban and suburban children's health camps, playgrounds (concert, intellectual, educational, competitive, play, entertainment programs, theatrical performances, holidays, film screenings, etc.);
• v holding cultural and leisure activities and organizing film screenings for unorganized children and adolescents, including attracting children and adolescents to club associations and amateur folk art groups, organizing touring activities of such amateur folk art groups;
• v holding creative shifts for those interested in folk art and gifted children and adolescents, the so-called "theatrical shifts", "folklore holidays", etc.

In the sphere of leisure, children and adolescents are more open to the influence and impact on them of a variety of social institutions, which allows them to influence their moral character and worldview with maximum efficiency. In the process of collective leisure pastime, a sense of camaraderie is strengthened, the degree of consolidation increases, labor activity is stimulated, a life position is developed, and norms of behavior in society are taught.

One of the options for organizing vacation leisure for children and adolescents is the organization of creative and recreational camps based on club institutions, which in their work can use the experience of organizing vacation recreation for children and adolescents on the basis of secondary schools.

In addition to the above general fundamental approaches to determining the strategy of activity, the role and place of government bodies and cultural institutions in the system of preventive work, there are very specific areas of activity for the prevention of offenses using the resources of cultural institutions. First of all, this is the implementation of projects and the holding of cultural events directly aimed at educating the legal culture of the younger generation, at the formation of positive attitudes and cultural stereotypes that will help children and adolescents more easily adapt to the adult world. When conducting events, it is very important to take into account psychological features children and adolescents, to avoid didactics and the principle of prohibition as much as possible. Instead of “no” (you can’t commit crimes, use drugs, drink, smoke, etc.), it’s better to say “you can” - you can be creative, read, sing, draw, play the guitar, dance rap, etc. And then your life will become interesting, eventful and there will be practically no time left for an empty pastime.

Cultural and leisure institutions by their nature are multifunctional and mobile institutions capable of uniting and actively using all social institutions that have a socializing effect on the child's personality.