Keyword: «pedagogical prevention»

The article deals with the concept of youth extremism and terrorism; especially the organization of pedagogical prevention of extremism and terrorism among students. The ways of overcoming youth extremism and terrorism.

The article reveals the phenomenon of bullying as one of the types of aggressive behavior. It is emphasized that bullying is a fairly common phenomenon in schools in many countries of the world. This situation poses a number of tasks for scientists and practitioners in terms of pedagogical prevention and countering bullying. Solving these problems is the key to a successful fight against this form of harassment in educational institutions. The purpose of this article is a systematic analysis of existing training programs that help reduce the manifestation of such a negative phenomenon as bullying in educational institutions. An analytical review of the main training programs that exist in foreign pedagogical theory and practice aimed at preventing bullying at school is presented. Particular attention is paid to the pedagogical prevention of bullying in the framework of the activities of a social teacher and a class teacher. It is emphasized that the effectiveness of training work on the prevention of bullying at school depends on the interaction of all subjects of the educational process (administration, teachers, parents, schoolchildren). The article describes three main groups of training programs against bullying at school, which focus on the cognitive, social aspects of the personality or take them into account together (multimodal programs). Cognitive programs emphasize the important role of perceptual processes in human life and their impact on behavior. Therefore, much attention is paid to the development of abilities for adequate perception of other people and self-perception, the study of non-verbal human behavior, the development of skills in interpreting body language and paralinguistic means of communication within the framework of cognitive training programs. In social training programs, significant attention is paid to the development of social (communicative) skills of the individual (the ability to actively listen, understand non-verbal signals, and the ability to resolve conflict situations). To do this, you need to be able to verbalize your own needs, values and goals and to be ready to compromise with other people. In addition, skills of constructive joint work to achieve common goals are formed. Multimodal training programs in bullying prevention in schools have become widespread because give a chance to model different content blocks and use appropriate methods. A characteristic feature of multimodal programs is their eclecticism, a combination of various techniques that ensure the successful solution of the tasks. These programs can be effectively used in individual and group work with schoolchildren.

The relevance of pedagogical prevention of emotional burnout among preservice teachers is due to the limited abilities of practicing teachers to independently overcome stress due to their lack of knowledge about their individual characteristics and the mechanism of professional emotional burnout. Our experience in the implementation of pedagogical prevention of emotional burnout of a preservice teacher has confirmed the real possibilities of its implementation in the framework of teaching disciplines of the psychological and pedagogical cycle. The aim of the study was to identify the pedagogical conditions for the prevention of emotional burnout of a student teacher. The main idea of our research was to identify opportunities to develop the student teacher's resistance to stressful situations in the process of pedagogical prevention, which is characterized through personal, cognitive and praxeological criteria, which allows for its diagnosis. The development of students' readiness to resist stress was carried out through the implementation of pedagogical conditions: a) organization of students' self-discovery, identification of predisposition to emotional burnout, informing students about the essence of burnout syndrome; b) updating the data of the diagnostic survey and determining the strategy of personal and professional development; c) identifying the causes of failure in the professional development of students and stimulating the development of a future professional; d) organizing measures to prevent and overcome emotional burnout of a preservice teacher. The analysis of the results of experimental work on the formation of students' readiness to overcome stress based on the implementation of pedagogical conditions allowed us to determine the dynamics of stress tolerance among preservice teachers in accordance with the assessment of its criteria, for example, the level of cognitive and praxeological criteria of students' readiness for stress resistance increased by 14%. The dependence of students' vulnerability to stress on personal anxiety, on the level of subjective control and the success of professional development was confirmed. An increase in the development of social communicative competence and a decrease in anxiety were recorded. The theoretical significance of the study is due to the identification of criteria for students' readiness to overcome stress and the pedagogical conditions of its development. The practical significance is confirmed by the experimental verification of the pedagogical conditions for the formation of preservice teachers' readiness to overcome stress based on the diagnosis of their individual characteristics.