Novik Natalia, PhD
Kazan Federal University, Institute of Pedagogy and Psychology
Kazan, Russia

LEISURE FORMS OF ORGANIZATION NONLEARNING ACTIVITY ADOLESCENTS WIHT DEVIANT BEHAVIOR

Changing social and economic conditions pose in front of the school and the teachers of the task to educate a person creative, active, socially responsible, having a well-developed intellect, the personality of a highly educated, professionally competent.

Increasingly, the focus of scientific research is the problem of teachers' self-development and self-identity teenager searching for ways to enhance their creative potential. And for that to overcome the crisis sweeping the modern post-industrial society, it is necessary to take another look at the processes of socialization and self-development, to study the phenomenon of positive deviations of the individual, including its creativity, creativity in work, innovation, etc.

Most of the communicative qualities that make personal-social status of successful adolescent development requires knowledge of the different disciplines that can not be formed in the course of a separate study of individual subjects. Consequently, the more systemic acquired communicative prepare teenagers, the more extensive are the boundaries of the field of its ability to address educational problems.

Communication skills play an important role in human life, especially the young people. In recent years, to identify the problems of formation of communicative abilities in adolescents with behavioral problems. This problem is complicated by the specific conditions of bilingualism in which the activities of a teenager (educational, occupational, social, creative, etc.) should consider the characteristics of bilingual communication. It is the high level of communication skills teens can be a guarantee of their full socialization.

Watching teenagers with behavioral and analysis of their activity shows that they have great difficulty in establishing contacts in the communication process at all levels. Moreover, among the teachers of the school are of the opinion that communication skills are formed in the educational process automatically, and the highest level they have reached as a result of years of experience. But modern teaching practice does not confirm a direct relationship between age and level of development of a teenager his communication skills.

Historically, in teaching science were the most developed techniques and methods of formation of the communicative abilities of teenagers who do not experience significant problems in training and education. However, the difficulties faced by teachers in the development of communication skills in adolescents with behavioral problems, according to the inadequacy of only one life experience and common sense to achieve success in the formation of communicative abilities in this category of students [4] .

The basis of the formation of personal qualities adolescents with behavioral problems of communication in the various activities of the different kinds of art, sport, ie in the process of socio-cultural activities. The defining feature of the communication of adolescents with behavioral problems is its distinct personal character .

Change in the social development of adolescents due to their strong desire to join the adult world, that is, to the behavior, norms and values of society. Characteristic of adolescence is the formation of new sense of maturity and the development of self-awareness and self-interest to him as an individual, to their capabilities and abilities. In the absence of conditions for positive differentiation and pursue new opportunities social affirmation teenager can take ugly forms, lead to adverse reactions [2].

Social adaptation of adolescents with behavioral problems, according to J.S.Valeyeva has potential in the field of social and cultural activities, as it is the main area of communication and provides the rising generation of the individual to act on their own behalf : but in this situation does not diminish the role of the teacher, who takes on the responsibility for developing personality [1]. «In theory, socio- cultural activities are considered forms of interpersonal communication, as everyday, play, creative, intimate and friendly, and so on, we study the specifics of communication between children, adolescents, young, middle-aged and elderly people, technologies of communication in different socio-cultural settings (clubs, houses of culture, gatherings, salons and lounges, clubs cafes , theaters, clubs, youth clubs, etc.), the organization of technology and human communication in various activities, such as E.V. Sokolov so grouped communication situation on the severity of their content: interviews, recreation, entertainment, holidays» [ 5]. Recreational forms of organization of extracurricular life-time adolescent with behavioral problems in terms of ease and freedom of expression of their views, the search for solutions troubling issues become available, proving their adolescent self-sufficiency for the adoption of specific social decisions. Age features define and fulfillment adolescents with behavioral problems and their relation to the culture of the society. An important feature of this process is emotional and sensual attitude to culture in general and art in particular [3]. This manifests itself in a deeply personal perception of cultural information, in empathy, identification with the characters of works imitating invented idols, as a rule, is not yet recognized in the society. Psychology defines the age preference related, dynamic scenes, actions, and not reasoning. She was unavailable deeply intellectual work, so it looks heroic adventure, the police and other movies. In addition, young people are drawn to the spectacular forms of cultural activity as the most emotionally intense and affecting the sensory realm. This is the cause of violent behavior among adolescents at concerts and sporting venues. Emotional and sensory perception, the desire to oppose good and evil leads to the predominance of moral assessments of products over the artistic and aesthetic. In a broad sense, the social moral worldview that age is a significant feature of his self-realization and is manifested in youth maximalism - intolerance of others, on the one hand, and the lack of rigor to themselves, their actions - immaturity on the other.
Self-realization adolescents with behavioral characterizes the desire for emotional and moral self-assertion, along with the search for entertainment content under the influence of group and stereotypical attitudes, interests, attitudes, values. These features are inherent in the adolescent self-realization of cultural and leisure activities, but may have a different intensity of manifestations in different historical conditions [3].

Thus, the potential of cultural and leisure forms of socialization of teenagers with behavioral problems has wide educational, cognitive, rekreaktsionnye, creativity, development of which enrich the content and structure of free time, develop a common culture of the adolescent's personality.

Bibliography

1. Valeyeva J.S. Psycho-pedagogical features of the socio-unadapted personality of a teenager in leisure / Bulletin of the Tomsk State University, number 303 (October). - Tomsk , 2007. - S.188 .

2. Mahov F.S. Who do we grow? / F.S. Mahov. - Moscow: Profizdat, 1994. - S.105.

3. LI Mikhailova Sociology of culture: a manual for schools / L.I. Mikhailov. - Moscow: Fair-Press, 1999. - S. 122-123.

4. Novik N.N. Formation of communicative abilities in adolescents with behavioral problems: Textbook / N.N.Novik. - Kazan, 2010. - S. 75.

5. Modern technologies of socio-cultural activities: a training manual - 2nd ed./ Under scientific . Ed. E.I. Grigorieva. - Tambov: Pershyn, 2004. - S. 178-179.