Closed school for children with deviant behavior. Deviant behavior is the regular destruction of joint activities

Yaroslavl investigators continue to work on the case of bullying a schoolgirl. The girl was tortured by 16 people. Two have already received punishments - they will be sent to closed special schools for a year. The one who is 16 years old will go to trial. The rest are still awaiting their fate. But the investigators are determined: they want to achieve fair punishment for the remaining participants in the case and send all those responsible to special institutions.

What are these closed special schools? Is this a prison for juvenile offenders, a rehabilitation center? Or maybe even a boarding house where mischievous children are taught to be smart and tell psychologists about their problems several times a day? And is the specifics of education in special schools different from regular educational institutions?

You can't go beyond the fence

– The difference is that children in special institutions have limited movements. That is, they can go into the school yard, but not outside the territory. The guys end up there by court decision. They live and study there. These two guys will go there for a year. Then a special commission, after observing them and talking with teachers, will decide whether the children can return back to their schools,” said Svetlana Morozova, head of the department for minors in the Yaroslavl region.

Room for meetings with parents

The Department of Education clarifies that even parents have special days when they can come see their child. For this purpose, a special meeting room is allocated. Why not prison? Not yet a prison, but the last step before a correctional colony.

Study and work

– Children study according to special curricula with an emphasis on labor education. An individual approach is sought for each child. There is also intensive work by educational psychologists. After studying in such places, children, if everything is fine, return to their schools, graduate from them, and can enter universities. That is, there are no obstacles to further education. And it seems impossible to say that this is a stain for life. But, of course, since it is the court that sends children to special schools, there is a record of this in the personal file, the education department explained.

Memories of former students

By the way, there are no closed special schools in the Yaroslavl region. Previously, there was such a school in the Tutaevsky district. At first only girls studied there, but since 1994 - boys. Interestingly, students and graduates of the school speak very warmly about it.

– In the summer there was just a pioneer camp at school. We went to the fire with the whole school, baked potatoes, sang songs. It was great,” recalls school student Natalya Chistyakova.

- Whatever one may say, there were good times. Because it was childhood. And because we haven’t seen anything sweeter than carrots... says another former student of the Krasnoborsk school, Olga Vinogradova.

“Then it seemed that we were deprived of freedom and childhood. But in fact they gave it to us. I remember when I was leaving, they couldn’t tear me away from the fence, it was so scary to go home into the unknown,” recalls Natalya Mikhailova.

Yaroslavl schoolgirls will go to other regions

At the end of 2011, the school closed completely and became a refuge for migrants awaiting deportation to their homeland. This means that two Yaroslavl schoolgirls will go to other regions for a year.

Let us remind you that on August 16, a terrible video appeared on the Internet in which schoolchildren bully a girl their age: they force her to eat dirt and dance naked. Yaroslavl investigators, juvenile affairs officers and the Commissioner for Children's Rights are looking into this case. Yaroslavl residents did not stay away from this story. It became known that several dozen people committed reprisals against one of the schoolgirls who was beating the girl. And two more schoolchildren

School is an institution familiar to the vast majority of Russians (if not all). There are gymnasiums, there are lyceums, there are ordinary secondary schools, but in general the rules of the game are the same everywhere: you must study well, otherwise you will get a bad grade, your parents will scold you, and then you will have to work for pennies and in some inhuman conditions. But besides the usual and familiar “temples of secondary education,” there are also those where everything happens a little differently. Sakh.com news agency correspondents visited two unusual Sakhalin schools - a closed boarding school for troubled teenagers and an innovative school that socializes children who arrived from the CIS countries.

Story one. Closed school

The only school on the islands for deviant teenagers is hidden 130 kilometers from Yuzhno-Sakhalinsk, in the center of Kholmsky Kostromskoye. It’s difficult to get lost in the village - one road, one Uyut store, and behind it a turn to the right, “propping up” the corner of a long concrete fence, behind which the educational buildings and workshops of the school are hidden.

I draw your attention to the barred entrance window. Director Elena Yalina smiles softly and explains: “Our only grille. This is so that the boys don’t break the glass with a ball. They’ve already hit it so many times.” The entrance house is “planted” directly opposite an old field and a gate peeking out from behind a wooden fence.

Previously, there was a special school for difficult-to-educate children, before that there was a boarding school for the mentally retarded, and now they teach teenagers with deviant (socially dangerous) behavior from all over Sakhalin.

Regarding this difficult-to-understand formulation (deviant behavior in addition to socially dangerous behavior), Elena Nikolaevna tried to protest at a meeting in the Ministry of Education. “Yes, this is a mark on the guys’ certificates!” - explains the director. - They are not dangerous, you will see for yourself. It’s just that not everyone is lucky.” But it’s difficult to argue with the federal order of the educational department over a small Sakhalin village. Although I really want to.

We don't have a prison, we still have a school. Yes, there is a certain regime and schedule, but we are not employees of the Federal Penitentiary Service, but teachers. And the guys are not criminals, but first of all children,” Elena Nikolaevna emphasizes.

And yet, they are sent here exclusively by court decision and only boys. Girls also misbehave and break the law, but there is no such place for them on the island.

“The procedure is this,” explains Elena Nikolaevna. “The court makes a decision, the child is sent to the temporary isolation center on Ukrainskaya, and then they bring him here to us or we ourselves go to Yuzhno-Sakhalinsk and pick him up.”

There are currently 17 teenagers studying at the boarding school. The oldest will become an adult in a year, the youngest, who entered school just a month ago, is 12 years old.

To my question: “How did you get here?” - Vladik, a little embarrassed, but answers quite firmly: “I stole.” The short boy's record includes opened magazines, containers, garages, stolen tools and stolen mopeds. Vladik is drawn to technology. Vladik dreams of becoming a car mechanic, and it seems he will succeed. Elena Nikolaevna has no doubt about this - Vlad, under her supervision, will learn the best for another three years. Enough time to rethink.

Vlad is laconic, but at the same time sociable. Like any 12-year-old, he loves to play PlayStation (he mentions a couple of games in passing), is partial to physical education and labor, and is interested in history. Elena Nikolaevna says everything else for Vladik: “He is a very well-read guy, you can see this in class, he adds some points, says: but I read this there, and this is somewhere else.”

Elena Yalina has been working at the school for two decades - she came as a teacher, then became a teacher, moved to head teacher and has been holding the position of director for ten years now.

Actually, I'm from Barnaul. She graduated from the Polytechnic Institute there and with her husband was assigned to Sakhalin, to the Kostroma state farm, which collapsed in 1996. There was no work. At that time there was a director at the school, Rosa Georgievna Zavyalova, and she told me: “Come to us as a teacher, try to work. Your children are good.” At that time, no special education was required; I later received a pedagogical education. She came and stayed like that,” says Elena Nikolaevna.

I walk with Elena Nikolaevna around the school, which either because of its comfort (slippers at the entrance, flowers on the windowsills, everywhere there are pictures drawn by a child’s hand, six meals a day), or because of the special architecture of the buildings, in a good sense, resembles an old kindergarten. I notice that the classrooms have glass doors. Another feature of the “regime” object. This is really very convenient - I looked through the window, checked that everything was in place, and went about the director’s business. On the second sleeping floor, the doorways in the rooms are completely empty - a tribute to the deviance in the name of the school.

During recess, the kids flock to the recreation room to watch TV and play video games after school. There is also a rack where everyone has their own shelf. The main teenage wealth is accumulated here - an “iconostasis” of portraits of favorite football players, photographs with favorite friends, ping-pong rackets, notebooks and favorite books.

Elena Nikolaevna casually gives orders to her colleagues (“Please prepare for me a court order against Ivanov by Monday”), disciplines rare students (“What is your lesson?”), and notices little things in a businesslike manner (“Don’t pay attention here, the building old, from the 60s, the steps were cracking").

When I started working, there were guys here for serious crimes - murder by negligence, for example. I took my dad's gun to show a friend how to shoot, and accidentally pulled the trigger. One boy was also serious about it, but he had already graduated and even finished college,” says Elena Nikolaevna. “And now children who stole a phone or stole a bike or a moped are sent to prison for petty hooliganism.

The time frame for correction is different for everyone - some have three years, some five. But they can be released from boarding school early. True, for this you need to try: to prove yourself in studies, sports and social life. Or you can try to become “Student of the Year” - the boarding school has its own competition, with the help of which boys accumulate points for achievements and get closer to the opportunity to leave school early. Over the course of a year, some score a thousand points or more.

Points are awarded for everything: for behavior, for good studies, for participation in competitions. This is an incentive for the children: whoever scores the most points during the academic year becomes “Student of the Year”. We consider his candidacy at an internal meeting at the school, we decide whether he is worthy of leaving earlier or not,” says Elena Nikolaevna. - But the system is more complicated. We do not make such decisions ourselves. We release children early and accept children by court decision. After a discussion at the internal pedagogical council, we petition the commission on juvenile affairs, they consult and petition the court, the court schedules a meeting, we come to it with the child, and the judge makes a decision whether to release him or not.

One student is released early per year. The length of stay in a boarding school can be reduced by a maximum of six months. There are often those who don’t want to leave the closed school - it’s too good here, unlike “at home”, where some teenagers saw nothing but drinking and non-working parents. For many, celebrating a birthday with a cake and gifts, hearing congratulations is a miracle that happens to them for the first time at school. But they have no right to leave students in a boarding school after they turn 18.

Many were deprived of their childhood. And here they get it all. For many, teachers are instead of mothers; boys at home have not seen affection. It doesn’t matter that he stole cars, the child must survive childhood. We have kids who played with cars at the age of 13, although it would seem they should leave it behind. But if their childhood was crumpled, they get everything here, it’s natural, it’s inherent in nature,” argues Elena Nikolaevna.

However, at school children are not separated from their parents. On the contrary, they are trying to unite them: they invite them to holidays, organize family competitions, and include them in the life of the school. Elena Nikolaevna follows the principle: “Whatever the parents are, they are still parents.” The boarding school even has a room where fathers and mothers, who often travel from afar, can stay for a couple of days and spend them with their child.

Incubator for generating success

The school employs 8 subject teachers, who are assisted by 17 teachers (among them social workers and psychologists). “The staff is full, we are well equipped,” notes Elena Nikolaevna. The classes and approach at the boarding school are almost individual - 17 pupils are divided into six classes. In the fifth and sixth - 1 student each, in the seventh - 2, in the eighth - 3, in the ninth and tenth - 5. “Many children, Elena Nikolaevna explains, have delayed mental development, many in a past life skipped school, simply wandered, They had no time for studying." Therefore, at the boarding school, the children have to work hard to catch up, making up for lost time. There are no significant breakthroughs in their studies, but thanks to the patience of the teaching staff, the boys are closing the school program. They leave with quite decent certificates and knowledge, and most importantly, the goal of learning further.

16-year-old Danil Minaev, who came to the Kostroma school from Yuzhno-Sakhalinsk (he was a teenager in the family history: in a conflict with his stepfather, he accidentally hit his mother), is quite ambitious. The boarding school did not change the plans of the good boy Danil - the guy wants to go to college. He says that the school is not his level. True, I haven’t decided on a specialty yet. His interests include economics, medicine, law, management and computers.

Ideally, I would like to study abroad, so I am focusing on learning English. But if I can’t handle it, then I’ll try to enter FEFU,” explains Danil. - I improved my grades quite a bit. Threes are now a rarity. Our school is considered an ordinary secondary school, so I will have the same chances and knowledge when entering a university as all Sakhalin graduates. The boys come from here.

But basically, says Elena Nikolaevna, school graduates go to college. At the boarding school, children are taught to work with their hands and additional hours are added in technology. At work, teenagers saw, plan and chop. From under their hands come stools, tables and other wonderful items of carpentry. And on the village day, which Kostromskoe celebrates in the fall, the guys welded R2D2 - a metal urn in the shape of a Star Wars hero.

Another important pedagogical approach that was discovered at the boarding school is correcting boys through sports. In addition to regular physical education lessons, there are also elective classes in basketball, volleyball, football and hockey. “We develop them physically. They improve their health here. They come with a bunch of diseases, but they wander, every second one has gastritis,” explains Elena Nikolaevna. “I’m not even talking about visits to the dentist, we take them almost every day.”

Sports and trips to competitions, Elena Nikolaevna explains, allow us to create a situation of success for the children. This is one of the main tasks of the school - to program the children for good luck.

We do not take them to Olympiads in general education subjects. So how will they feel? They have only just begun to study normally. Sports is a different matter, we have a lot of awards and medals, our guys are always among the first. Through sport, we create a situation of success for them. This has a very good effect on self-esteem and lays the foundation for a decent future,” says Elena Nikolaevna.

Danila Kassov dived deeper into the situation of success than others. Last year the guy became the best athlete of the year according to the school. The tenth grader does not give up and confidently holds the bar (in the literal sense, too). After lessons, he cheerfully jumps on crutches (sports injury) to the horizontal bar and shows there a real acrobatic circus. His bold “escape” to the site is clearly visible through the director’s window.

Putting the medical equipment aside, in one jump Danil “glues” his hands to the crossbar and spins, without removing the slates from his feet, the “sun” - makes a full rotation of his body around the horizontal bar, spinning by inertia a dozen times.

Well, what are you doing Danil! Come on, get down! Now! Not enough stretching for you? Otherwise you'll hurt yourself in some other way. Get off, I said! - Elena Nikolaevna is in a hurry to moderate the ardor of Kassov, who has come to success. The director's severity is, of course, feigned, but necessary. If you don't watch the boys, they will "put everything on their ears."

Smiling with a charming slyness, Danil yields to the director. He deftly jumps off, rubbing his sore palms, takes his crutches and gallops away from the horizontal bars.

After lessons, the kids huddle in the yard - in the corner of an old football box. Sports crutches are also parked here.

Danil has been in Kostromskoye for two years; he ended up here like many others - because of theft. A high school student from Yuzhno-Sakhalinsk studied at school 11. He admits that he stole a lot of different things, but mostly phones. He assures that there is no return to the dark past. At the boarding school he realized everything, sport became his psychologist. Although he does not refuse to go to school specialists for group lessons. They won't be redundant.

Danil wants to finish school and enter the physics department at Sakhalin State University - to become a physical education teacher, to guide boys just like him in the past on the right path.

I would give them one piece of advice. It's better to get your head around it sooner than later. I was lucky that I got to this school at such an age and managed to understand everything. And if I had been caught when I was an adult, I would have gone further to prison. And after that nothing good would have happened,” says Danil, a little embarrassed. - Actually, before that I was engaged in sambo and judo, defending the Russian federation. And here I do everything: hockey, football, volleyball, basketball, athletics. Besides sports, I like work. I make frames and stools.

Elena Nikolaevna is sure: their school is not a prison or a punishment, but an excellent chance for the children to escape from a dark environment and start all over again. It is difficult to rewrite your life, but it is possible if you have support. Teachers and school teachers become such support for the boys. True, not all adults understand this.

This is a paradoxical situation. Not every judge will agree to send a child to a special school. They think this is a prison. Sometimes they pull or release back. And then what? Same company! - the director gets excited. - Well, what a prison this is! It's just a routine here. We were once in a colony on an excursion with the guys. So they have already withered at the entrance. For us, they are children first and foremost. Complex, but children.

The second story. Integration, innovation, socialization

We have different guys here. There are those who have lived for a long time, and others who have just arrived and speak almost no Russian. But our teachers are professional - they always help and make the lessons interesting. I like it,” 13-year-old Nuriza Baitova is in eighth grade. The girl speaks Russian clearly and without an accent - even somehow too correctly, like an official in an official speech or a teacher in a September 1st address to the class. The girl was born in Russia, grew up in a Kyrgyz family, and today, they admit in South Sakhalin school No. 4, she is one of the main local prides - she studies well, sings in the choir, and performs at various citywide and regional events. - Everyone in my class already speaks Russian. There are new ones who have recently arrived. From Chita, from Altai. But everyone speaks Russian. Concerts, Olympics, we are all together, friendly.

School No. 4 of Yuzhno-Sakhalinsk, located just northwest of the intersection of Sakhalinskaya and Komsomolskaya streets, in the heart of a large private sector area, recently celebrated its seventieth anniversary. A small educational institution, with about 340 students, began its history as an elementary school, located in Japanese barracks. Then in 1953 they began to provide complete secondary education here. "Chetverka" was the only school for the entire area adjacent to Mira Avenue. Guys from Ukrainskaya Street and the CHPP area came here to study.

It was quite an interesting area, with its own specifics... Quite a complex contingent. Then, in the early 2000s, the Lastochka boarding school was attached to the school, and we studied with children from there, children with a special destiny,” school director Irina Kukanova slowly unwinds the tangle of dates and events. Children with a boarding school background scared away children from ordinary families from school. After Lastochka closed, the kids from there stopped studying here. But the school still has a rather harsh reputation. - I came here in 2011 - after working in schools 16 and 5. And, naturally, restoring the school’s reputation became a priority. We are still working on this today.

Now, however, the “four” also have their own unusual flavor - national.

From the first days of work, I noticed that we have a lot of children of citizens from former Soviet republics studying here. There are many private houses around here where you can rent an apartment inexpensively, that’s why there is such density,” says the director. - And the children are completely different - there are those who speak excellent Russian, studied in Russian schools, those who have lived here since birth, attended kindergarten. These are adapted families, as we call them. They have no particular problems in being included in the educational process. But there are those who come during the school year, say, in the eighth grade. And he doesn’t know the language at all. But the school has no right to refuse him - if there are empty seats in the classes, they must take him, put him at a desk and teach.

At the same time, it would be nice, the director smiles, for the child to somehow participate in the educational process, and not just be registered and look sadly and incomprehensibly at the teacher. This means that he simply needs to know the language.

I am a subject teacher myself and it is, of course, great when a child sits and looks at you attentively. Doesn't move, doesn't talk. But if he has already sat down at his desk, it would be nice to teach him something. For about three years we looked closely at this situation, thinking about how to approach it. And then we decided to go to the innovation site and conduct an experiment at the school,” the director leads me through the echoing school corridors to one of the classes. To the right and left, busy kids rush by every now and then - with backpacks at the ready, some kind of apples, buns, yogurt in their hands. And the school itself, despite the obvious lack of “gymnasium gloss” on the walls, looks quite ordinary.

Except that brunettes are more common in the corridors than fair-haired or red-haired people.

Stubborn as a sloth, dumb as a snail

Nikolai Kochkorov has been studying in the “four” class for two months. In fact, his name is Kadyrbek - but, apparently, at school he is more accustomed to his first name. Despite the fact that before moving to Russia he encountered the Russian language only in some courses and never studied in depth, he speaks his non-native dialect quite confidently. Only sometimes he intonates incorrectly and chooses words and endings for an unusually long time.

I love biology and mathematics, physical education. But somehow I don’t communicate with the Russian kids in class - they don’t want to. They don't want to be friends with other guys. This is wrong,” he notes thoughtfully.

For those whose proficiency in Pushkin and Derzhavin is a little worse, the school holds special weekly classes - mostly primary school students attend them, but there are also older exceptions.

And today, in a classroom painted with the autumn sun, several children are diligently poring over thin textbooks with the bright inscription “Russian language”. At first glance, nothing complicated is required of them - compare “vostro” and “ear,” solve simple poetic puzzles about parts of the human face and substitute “stable” nouns for adjectives.

Fast as... - teacher Rosalia Kuznetsova addresses the class.

Hare! - the children answer.

Hungry like...

I don't know how...

Snail! - one of the students shouts loudest. But no one laughs at his mistake - even those who have the right “fish” there.

Kindness, they admit at school, is generally an honor here. And instead of teasing and reproaching one for ignorance, they prefer to give someone a copy or a hint in a particularly difficult situation.

Classes are held once a week, we gather children who find it difficult to navigate the Russian space. And together we deepen our knowledge on certain topics, the children adapt better. And those from the first grade help, work as translators. All for the purpose - to raise the quality of knowledge, to instill a love for the Russian language. They are all ours, half already have Russian citizenship,” says Rosalia Kuznetsova. - Basically, such activities are important for younger children. What we don’t study with them is morphology, vocabulary, orthoepy. During these hours it is convenient to focus on difficult questions that they will be asked on the transfer exam in the spring.

The 40-minute lesson flies by unnoticed - it’s actually interesting to watch how persistently and tirelessly the children tackle problem after problem. The great and powerful is given to everyone differently: there are those who do well, and there are those who fall behind. But the most difficult, they admit, regardless of baggage and experience, remain stable expressions, colloquial expressions, some linguistic “tricks”, usually absorbed literally with mother’s milk. Here, for every such knowledge you have to fight to the death with poems, sayings and exceptions to the rules.

There is no such thing as non-Russians being good or bad. There are enough of both of them, both here and there. An important problem for us is the lack of a language environment at home. So we communicate with parents and teach children so that they “build” their parents at home, teach them to speak Russian. But the letters “y” and “y” are categorically not given to many people. I don’t know why - they don’t have such letters or something,” Rosalia Kuznetsova throws up her hands.

No aggression - there is communication

The essence of the innovation platform, which is being implemented in the fourth school, comes down to several main tasks. Firstly, the problem with the language barrier needs to be solved - the Russian educational system today does not make any discounts on origin. Everyone will have to write the Unified State Exam, and the questions and answers will be strictly in Russian. Secondly, the school pays great attention to the prevention of conflicts on ethnic grounds: school-wide thematic events are held where different cultures “exchange” tradition and history. For example, the “My Neighbor’s Traditions” fair is held annually, where everyone reveals their uniqueness. Or a sandwich competition - that year, for example, its theme was Pushkin's fairy tales. But they try not to limit the participants’ imagination to the theme: everyone creates a snack according to their own understanding. There is also a dance group where round dances alternate with national Kyrgyz motifs.

What is the problem of society? The parent is busy making money, and not much time is given to the children. This is where conflicts and misunderstandings arise. But we have a dialogue, and there is nothing like that,” continues Irina Kukanova. - And when the school gives such creative tasks, and the family, different families can work on it together... All these nationalistic things - they are not in children’s heads, after all, but in adults: calling someone names, insulting them - all this comes from perception.

The school has even provided a theoretical basis for this thesis - local educational psychologist (and part-time class teacher in 8b) Maria Pashkevich has been writing a work on children's aggressiveness for several years. It turns out that the children don’t have many complaints against each other.

Russian children are more aggressive than, for example, Kyrgyz - I carried out diagnostics, so far the data is like this. Nevertheless, the guys get along with each other - there are 70% Russians in my class, there are no conflicts. Educational work is important here, in which all the children are involved. In general, foreign children are somehow kinder; until the 9th or 11th grade, they respect teachers and elders. It comes from the family. And even Russian children are taught this - during recess, sometimes you catch some conversations. And when those same Kyrgyz people talk about their family and traditions, they speak with some special trepidation. Our children, unfortunately, often do not have such an attitude,” says Maria Pashkevich. Before joining the fourth school, she worked as a teacher-organizer at the Trinity orphanage. “I’m not looking for easy ways,” the teacher smiles.

Work at the fourth school, she admits, has become such an interesting educational program on international culture - it is perhaps impossible to get better acquainted with the traditions of other peoples than by communicating with them.

No, you cannot, of course, say that everything is going perfectly here. The problems with restructuring the educational program, the language barrier, and the new social environment have not been canceled. In addition, there are problems with parents - they do not always approach certain issues conscientiously (for example, they may, despite a test or an important lesson, leave a student at home to look after the younger ones - such is the tradition). And if in a regular school the mechanism of influence on a child is based on the parent - he caused it, explained it, there is an effect, then here everything is turned upside down. The child understands Russian speech even more or less, and the parent often does not speak at all. And it turns out that sometimes you can’t write a remark in a diary - the child will still translate it and tell mom and dad what’s there. And personal communication is often built through our children - otherwise a parent simply won’t understand you,” says the psychologist.

Melodies and rhythms of international pop music

In addition to studies and fairs, the fourth school has a choir. The “large” academic team includes almost 100 students, and as part of the school’s internationalization program, a smaller association has been created - the “small Kyrgyz choir” of 40 representatives of the fraternal republic. They sing a variety of songs - from national anthems to Russian classics. But children especially love, says music teacher Eleonora Mashenina, folk motifs and patriotic-pathetic anthems.

The international choir of school No. 4 of Yuzhno-Sakhalinsk sings Glinka’s “Hail”

Music unites. We had 6b - there were only Kyrgyz, Uzbeks, Azerbaijanis, and one Russian. And we began to study and study Russian culture. And they all listened with such pleasure to “The Moon Is Shining”, “Kalinka”, “Konya”... They simply adore “Kalinka”. "Kali-i-i-nka-malinka, my Kalinka!" - and the emotions are downright Russian, rollicking, enthusiastic. They feel it all and study such music with joy. And at the same time - culture, history, tools. And I always tell them: you live in Russia, and you need to know the culture of this country deeply. But we will teach your culture together. This is how we develop each other,” the teacher says enthusiastically.

In addition to school activities with children, she admits, together with her students she conducts real practical research into the international musical flavor: she works, looks at how musical culture differs in different countries, what kind of melody different nationalities have.

I would never have come into contact that way. It’s interesting that the Kyrgyz have a major melody, while in Russia we have both minor and major. But they mostly have a major key, and their children are also kind of major. They try, study, study, slog. Rarely are they restless; they cling to their studies with an iron grip. Yes, it’s hard for them - there’s a language barrier, it’s difficult to write sentences, and it’s difficult to pass listening tests. But they don't give up. And we always set this as an example even for other guys,” continues Eleonora Mashenina.

"Glory, glory, dear Moscow! The head of the motherland of our country! May our beloved native country be strong forever and ever!" - obeying the movements of the teacher-conductor, the class sings in different voices.

I quietly close the door and leave the class so as not to interrupt the singing - I think that if my school approached music lessons this way, I would love opera and other classical song art much more. A slight envy of the selflessly singing choristers.

The more children touch music, the better - it unites. You know, they called me names five years ago... All sorts of words. Now they won't allow this. They are so in tune that they are just children, they are a single whole, they are together, and all their differences fade into the background. In general, I think it is necessary, like in Japan, that every child can play at least one instrument. Then these will be completely different children and a completely different country,” already in the corridor Elenora Mashenina suddenly adds an oriental flavor to the musical cocktail from Glinka.

The fine line of non-offense

The school bell routinely fills the corridors of the Quartet with children's hubbub and screams. If you press yourself against one of the walls and pretend that you are intently studying something on your phone, you can even slightly intrude on the conversations of children who are making joint plans for football and the construction of a winter headquarters somewhere in the depths of the microdistrict.

We understand that our direction is quite complex - a fine line when we must not offend anyone, not hurt anyone’s feelings. But at the same time, fulfill our main task. So far, fortunately, there are no particular conflicts, we are resolving everything peacefully: once, for example, a mother and daughter came to us to sign up, both wearing hijabs. And I immediately told them: “In the summer, okay, go as you see fit, but during the school year it won’t be like that.” Okay, okay, they answer. And this kind of understanding often happens with us, this is what we strive for,” Irina Kukanova escorts them in the corridor. - Our work is a continuous process, it never stops. Everything flows: from lessons to additional classes, from there home, then back to lessons. So far the results are encouraging - the quality of knowledge is growing, the guys are receiving certificates. This means that everything we do is not in vain.

The school door is closing, and on the porch, with their briefcases and backpacks piled up, a flock of boys are conferring intently about something. All together, despite different skin and hair color, cultural background and country of birth. And there really is a lot to learn.

Difficult teenagers are now talked about everywhere, and psychologists regularly sound the alarm about the psychological problems that arise in such children. How does a school for troubled teenagers function, and can a child receive a full-fledged education there?

Main features of the school for troubled teenagers

A boarding school for troubled teenagers is a special organization that accommodates children who have serious learning difficulties or have faced repeated violations of the law. Many children studying here suffer from serious psychological problems and unjustified aggression towards others.

Of course, it is not easy to teach such teenagers, since they are strongly opposed to acquiring new knowledge. That is why the school for difficult teenagers employs only experienced teachers, those who can cope with the character of their students. Such institutions are characterized by iron discipline, since it is this that helps to cultivate obedience in children. Here children are monitored not only during lessons, but also during everyday recreation. The task of teachers is to try to correct the teenager’s behavior, returning him to normal life in society.

They end up in such a specialized school, mainly by court decision due to serious misconduct by the student. That is why the local atmosphere cannot be called truly complacent. At the same time, teachers working at a school for troubled teenagers do not show aggression or engage in physical assault. Education here takes place the same as in a regular school, but under greater control and supervision of adults.

The first thing teachers do when a new student comes to them is to check the level of his knowledge and intellectual abilities. To do this, the child is given a series of tests that clearly demonstrate his student skills. Sometimes it happens that children who have had a hard time in life simply could not pay enough attention to learning. That is why the level of their intellectual skills leaves much to be desired. In special boarding schools for difficult teenagers, teachers take an individual approach to the skills and abilities of each child. That is why a teenager can be taught a junior school program if special tests show a significant lag in the level of intellectual development.

Another important aspect of studying at such a school is constant consultations with a psychologist. It has long been noted that difficult teenagers, for the most part, have very serious psychological problems that affect both their academic performance and their behavior. The task of educational institutions for difficult children is precisely to correct such problems in terms of psychological development, which is why consultations with a psychologist play such an important role in normalizing the teenager’s condition. Typically, consultations with a psychologist take place individually, and at each of them the specialist tries to get to the bottom of the true source of the teenager’s problems.

Education in such schools takes place in the same subjects as in regular educational institutions. Attention is paid to standard academic subjects, as well as physical education and labor classes. Typically, education takes place in a boarding school format, that is, children remain under the supervision of teachers throughout the day, but on weekends they can go to visit their parents. Such a training system helps adults not only control children, but also become close friends with them. After a difficult period of adaptation, the teenager begins to get used to the teachers, and established friendships help the child get out of a difficult life situation.

Can a boarding school rehabilitate a troubled teenager?

It is worth noting that the level of development of problems for each difficult teenager is different. Sometimes it takes 2-3 weeks for a child to get into a groove and begin to control their actions, and sometimes they need several months just to adapt. Of course, everything here is individual and depends on the degree of development of psychological problems in the child.

Now teachers throughout Russia are actively discussing whether the work of such schools for difficult teenagers is productive, and whether they can return the child to a normal life. The statistics are relentless: more than 70% of all students in such boarding schools begin to perform better in school subjects, and their level of aggression noticeably decreases. Due to the constant monitoring of experienced teachers and individual selection of the educational system, children begin to better assimilate school material. In addition, in such institutions, children not only study, but spend almost all their free time here. Gradually, they make new friends, and communication with peers becomes a powerful incentive to change behavior patterns.

An important point in the re-education of a difficult teenager is extracurricular activities with a teacher. In such additional classes, teachers try to awaken in children the basics of moral and correct ethical behavior. Thus, in boarding schools, additional classes are often held on the topic of patriotism, respect for the outside world and for elders. The more diverse a professional’s pedagogical approaches to working on such electives are, the more successfully children will learn the social and public norms discussed in the lesson.

In the process of working with difficult teenagers, not only the activities of teachers and psychologists are important, but also the correct behavior of parents. So, for example, if adults support their child in every possible way, try to prove to him their love and the need to change their behavior, then children have much more incentive to improve their performance. Many teachers working with difficult teenagers hold special conversations with their parents, explaining how they should behave so that the child’s aggression becomes a thing of the past. As mentioned above, many schools operate as boarding schools, and children stay there throughout the week except weekends. When a schoolchild arrives home for the weekend, parents must do everything to protect the teenager from the temptations associated with his previous lifestyle.

Modern schools for troubled teenagers are popping up all over the country, but one of the best institutions of this type was founded in Moscow in 2012. In addition to modern equipment and highly qualified staff, children here have the opportunity to develop their creative abilities in every possible way. Teenagers in such a school can attend drawing classes and can actively engage in sports or dance. All this helps not only to improve the child’s behavior, but also to expand the scope of his interests. Gradually, the love of science and new hobbies will supplant the teenager’s desire to get into fights and break the law.

Such an educational institution can help not only in improving academic performance, but also in getting rid of bad habits. In schools for troubled teenagers, special attention is paid to combating nicotine and alcohol addiction. They try to wean children from smoking in every possible way, explaining the consequences of bad habits for the body. Nowadays, many children experiencing serious psychological problems associated with adolescence are trying to find a kind of outlet in bad habits, without even suspecting how much it harms their health.

You should not expect that a difficult teenager will be re-educated in 2-3 days, since this difficult process sometimes takes months, and sometimes years. Thanks to a clear daily routine and a properly designed class schedule for each teenager, the student learns to control his life.

Often the character of a difficult teenager changes so much that only a professional in special institutions can help him. Constant consultations with a psychologist and regular electives - all this helps a teenager get rid of outbursts of anger and fits of rage, returning to normal life in society and to studying in a regular school.

talks about deviant children and their situation in the context of education reform. Nikolai Ruslanovich led the Experimental Complex of Social Assistance for Children and Adolescents, an educational institution for “difficult” children, for almost 10 years. Now this institution does not exist, just like many other special schools for children with deviant behavior do not exist.

Now I work as a school psychologist, I am an educational psychologist. Most often parents of elementary school students come. Their main problem is low pedagogical competence. Their children came to school, but they do not always meet the school requirements, which are generally quite mild. And then breakdowns begin, misunderstandings begin. Parents come and ask: what’s going on here? And it’s not done “here,” but in the family: it turns out that the mother did everything for the child all her life. It’s not his mother who should pack his backpack, but he himself who should put the textbooks. This is a measure of the student’s responsibility, which should expand with age.

Which children are considered deviant?

As a rule, deviant children are those who violate generally accepted norms. He broke the glass at school, was rude to Mary Ivanna and that’s it - a hooligan, deviant. And in this sense, it doesn’t matter at all that the ball flew into the window by accident, and the teacher said things about him and his family that a normal person cannot stand.

First, it is unclear what behavior is abnormal and what norms of behavior exist. It’s normal to be offended; from my point of view, a person who is offended is normal. If you are emotionally deaf, emotionally dumb, and anyone can do anything to you, is that okay? I don't think so.

Let's agree on concepts: there is a statistical norm, and there is a social norm, it can also be calculated through mathematics, but this is not entirely true, not entirely true. These norms are of a different nature; they are essentially different.

There are no strict social norms. Norms are, in fact, floating; they change: from decade to decade, from family to family, from culture to culture. And we are talking about the norm as something that exists at all levels, from the birth of the world to the second coming. Nothing like this.

The second point: cases of violation of social norms are more likely to belong to the field of ethics. And philosophers themselves, people who deal with ethics, do not understand what to do with the concept of a norm, and they let this issue go “on the brakes.” The more socially diverse the world turns out to be, the less reason there is to talk about an absolute norm.

In Russian psychological science, the concept of “joint activity” is accepted. Human activity in general and the joint activity of a group of people in particular. I say that a person who regularly destroys joint activities in the group to which he belongs should be considered deviant. It’s not an accidental broken glass, it’s not a missed lesson, it’s regular destruction of joint activities- this is deviant behavior.

How do children become deviants?

The category of activity is closely related to many other psychological categories and concepts: for example, with the concept of the purpose of an action, with the concept of ways to perform an activity; with motives for activity. And in this sense, it becomes more clear: if a person does not master the methods of joint activity, if he is a destroyer, because he can not, then my task as a psychologist is to teach him. So, children, due to their limited life experience, are often poorly oriented in the motives of joint activity, its goals and methods.

By the way, not only children, but also many adults turn out to be deviants. Not long ago I consulted a teacher. She has problems with her parents because she doesn't smile. She does not know how to interact in a way that makes it clear that she is friendly. She is a good person, but her manner of behavior destroys joint activities - hers with her parents and with her students. In this case, you just need to give a hint.

There are cases - they are quite rare and not really for school, but, nevertheless, - when pace of activity person, child categorically does not coincide with the average pace of activity of the entire class. In my memory, there was such a thing when a child needed 5 minutes to make a judgment about what it is. The teacher has 30 people in the class, and he cannot allow the student to think for so long. Moreover, with his silence and mooing he disrupts the lesson, that is, he destroys joint activities of teacher and class. I saw such a child, in general it makes a difficult impression. Then I specifically looked at the quality of his work - everything was fine. This is a completely different case of the destruction of joint activity, and here the psychologist also has his own work. For example, agree with teachers that they will not ask him orally, but only in writing. They put him at the first desk and he does the work.

But the most important reason, after all, is that children bring to school from their family life, including preschool life, the inability and unwillingness to interact with other people because of their selfishness, distorted value system, and categorical bad manners.

Is there physiology behind this?

Yes, sure. More precisely, the physiology of higher nervous activity. I don’t know further - I’m not a neuropsychologist.

« By the way, not only children, but also many adults turn out to be deviants. » .

It’s just that psychology is different - there is philosophical psychology, there is natural science psychology. And I do it first.

Children with deviant behavior are not children with a diagnosis?

Differently. According to statistics, the risk of deviant behavior increases many times when children’s psychophysiological potential is reduced (exhaustion, fatigue, inability to concentrate, reduced voluntary behavior), and at the same time their families are not very pedagogically competent. I'm not talking about children with mental health problems now - that's a separate issue. Children who have mental problems, such as borderline conditions, are more likely to demonstrate deviant, destructive behavior than children who are more stress-resistant. It depends on physiology, and it's all quite complicated.

Are there many pedagogically competent families in general?

Yes, of course, and they are the majority. I really want to believe that there are much more normal parents who love their children and are demanding at the same time. It is clear that there are not very many professional teachers among mothers and fathers, but this does not guarantee the absence of family problems. It's time to remember about Anton Semenovich Makarenko, a great teacher, whose family had its own problems. ( The Soviet teacher and writer A. S. Makarenko in the 20s led the children's labor colony he created near Poltava, then children's labor commune named after. Dzerzhinsky and the colony named after. Gorky near Kyiv. The most famous work is the “Pedagogical Poem”; views on education in the family are set out in the “Book for Parents” - Polit.ru).

A child who is constantly beaten either cries or bites. He doesn’t sing songs, he looks at the world as a place where it’s always painful and scary. Hence the stable aggressive-defensive reactions. He does not have the strength to resist the world and accept cheerfully everything that falls on him.

« According to statistics, the risk of deviant behavior increases when children have reduced psychophysiological potential (exhaustion, fatigue, inability to concentrate, reduced voluntary behavior), and at the same time their families are not very pedagogically competent »

How does a child end up in a special school - is he kicked out of a regular school?

It is not that simple. We accepted everyone into the Experimental Complex who said they needed it. Yes, among them there were a large number of children who were registered with the internal affairs bodies, and a number of children who had already committed an offense and were left at large. In our school there were 90% perfect failures. They were not expelled from their schools, but were gradually “squeezed out.” After all, they are deviants.

Special schools that opened later accepted children only by decision of the commission on minors' affairs upon the fact that they had committed an offense or other illegal act - and then, son, we will enroll you. And when a school employee says that a child needs special conditions, and is not registered, he cannot be sent to a special school.

I repeat, those children whose parents do not provide upbringing are more likely to become deviant. These parents don't care? Not everyone, many worry about this. But the children are still undereducated. In fact, they are just unhappy children, but they don't know it. They fight because they are cornered. There are villains among children - there are very few of them, and I have met them. There are very few real villains among children, even those who commit crimes; the rest are, for various reasons, already broken, and those who commit “wrong” acts are not always out of malice.

So I would not talk about deviant children as potential criminals, but rather as children who do not know how to behave in the family and in society. And, accordingly, they destroy society. We need to pick them up and teach them.

How should they be taught?

Usually, as in a public school, only in each class there should not be more than 10 people: no one, even the most talented teacher, will be able to keep track of such a large number of such special children and will not organize them.

But what’s more important is not the lessons, but what’s after the lessons.

A long time ago, I received 5 completely reprimands for improper work - for example, we organized an elementary school for children of middle and high school age. They told us: no, there are no such children in Moscow, you are wasting public money. This was in the early 90s. And I get reprimanded for misplacing money somewhere.

The second reprimand I received was because there was a helpline for children in our Experimental Complex. We had the first children's helpline. Thanks M.O. Dubrovskaya - she organized it. They told us: “What nonsense! Schools should teach mathematics, Russian language and literature. We spent the money and hired telephone operators.”

The third reprimand I received was because the most talented teacher S.A. Levin organized the Center for Post-Boarding Adaptation. Because half of boarding school graduates either commit crimes or become victims of crimes - this is according to statistics. People ask me: “Where are your employees?” - “They go to boarding schools, to children, supervise, provide assistance” - “So, they don’t go to work?” - “They don’t go.” Well, then get it.

And then, however, for all the same things I receive a State Prize. But that was later. This abnormality of the situation - when I cannot do what I consider necessary, and I am always to blame - literally binds the hands and feet of any normal director of any educational institution.

So what now?

And now the Experimental Complex of Social Assistance for Children and Adolescents of the Moscow Department of Education no longer exists, just as most of the special schools organized in 2002-2003 for children with deviant behavior do not exist. Someone thought that it was too expensive to maintain them, and that inclusion(what a magic word!) will solve all problems. But it won’t solve it, and deviant teenagers will continue to destroy joint educational activities within the walls of mass secondary schools, and no amount of saving money will save them. But the big bosses have to live to realize this fact.

Adolescence begins when the child crosses the border of ten or eleven years, and continues until the age of 15-16. During this period, the child begins to perceive the world as an adult, model the behavior of elders, and draw conclusions independently. The child develops a personal opinion and seeks his place in society. Interest in the inner world is also increasing. A teenager knows how to set goals and achieve them.

In addition to psychological changes, physiological changes occur during this period of time: secondary sexual characteristics appear, hormonal levels change, and so on.

Teenage problems

Problems arise in teenagers for various reasons. But the basis can be based on the following internal conflicts:

1. The desire to become an adult, while denying the value guidelines by which adults live.
2. The feeling of being at the center of the Universe and the rejection of this by others.
3. Puberty and fear of the new self.
4. Attraction to teenagers of the opposite sex and inability to build relationships with peers.

As a result, it is difficult for a teenager to cope with new violent emotions, and parents should always be ready to support the child in a timely manner or give advice. If in adolescence, in addition to difficulties with changing the body, he is also beset by others, for example, low parental culture, alcoholism in the family, parents being busy with their own affairs or work, then such a person may fall into the category of “difficult”. For such people there are boarding schools for difficult teenagers.

How is the educational process organized in boarding schools?

Usually, special boarding schools for troubled teenagers end up with children with serious learning problems or those who have broken the law more than once. To cope with special needs, therefore, teachers with extensive experience, defectologists and psychologists carry out their activities in these educational institutions.

Often the teaching staff also includes people with medical education. Iron discipline is the basis of education in a boarding school for difficult teenagers. The main goal is to return the child to a normal worldview and life.

First, the pupils' level of knowledge and intellectual abilities are checked. The verification takes place in the form of testing. If the results reveal a developmental delay, the boy or girl can even be taught a primary school curriculum.

The behavior of difficult teenagers is based on violations of psychological development, so students from a boarding school for difficult children constantly communicate with a psychologist. Such conversations take place individually. Based on the results, the specialist tries to find the basis - the reason for such behavior of the student.

In a boarding school for troubled teenagers, all children are constantly under the supervision of a teacher, and on Saturday and Sunday they have the right to go to their parents, although some stay on weekends.

Closed and open boarding schools

These establishments are of open and closed type. The first of them are similar to cadet corps or Suvorov schools. There is discipline and a daily routine, but children study according to the standard school curriculum (adjusted for mental abilities, of course), and can go to their parents on weekends. In closed boarding schools, everything is much more serious - there are checkpoints, marching in formation, and regular classes with a psychologist. Some pupils in such institutions do not go home on weekends, but parents can visit them on the territory of the boarding school.

Reasons to send a teenager to a boarding school for difficult children

The reasons for going to a special school are as follows:

• committing a crime if the age does not correspond to the onset of criminal liability;
• the age corresponds to criminal liability, but the child is lagging behind in mental development;
• the teenager was convicted under articles providing for a crime of average gravity, but was released from punishment under the relevant articles of the Criminal Code of the Russian Federation.

The Commission on Juvenile Affairs petitions the court to send the offender to a special boarding school for troubled teenagers. Before the case is heard in court, the minor is given a medical examination and referred to a psychiatrist. If the parents do not agree to these measures, all procedures are carried out by court decision.

Temporary detention centers

Before the court hearing, the child may be sent to a temporary detention center for up to 30 days. This happens in the following cases:

• when the life or health of a teenager must be protected;
• it is necessary to prevent repeated socially dangerous acts;
• if the child has nowhere to live;
• the offender refuses to appear in court or fails to undergo a medical examination.

Boarding schools in St. Petersburg and Moscow

The most famous boarding institution for troubled teenagers (St. Petersburg) is closed school No. 1. The establishment dates back to 1965. It is located on Akkuratova Street at number 11. This is a closed boarding school for difficult teenagers, which means that children come here by court decision. There is iron discipline, movement around the perimeter and checkpoints at the entrance.

There is a boarding school for troubled teenagers in Moscow. Institution No. 9 is located on Zhigulenkov Boris Street in building 15, building 1. Unlike the St. Petersburg boarding school, this boarding school is open-type. Children with deviant behavior can end up here by the decision of their parents or the recommendation of a special commission. The rules here are not as strict as in closed institutions.

Can troubled teenagers be re-educated?

It must be said that every difficult teenager has different problems. Sometimes it takes only one month to teach a child to be responsible for his actions, and sometimes it takes a teenager six months to adapt. Much depends on what psychological problems the boy or girl is currently experiencing.

Now teachers are arguing about whether working in boarding schools for troubled teenagers is producing results. At the moment, about seventy percent of students in such institutions significantly improve their knowledge in school subjects. In addition, pupils not only study in such institutions, but also stay the rest of the time. Thus, problem children create new ones and are more successfully socialized in society.

What should parents of difficult teenagers pay attention to?

They defend their independence. This phenomenon affects the child and he seems to behave strangely and unpredictably. Be that as it may, this condition is considered absolutely normal and characterizes adolescence.

Parents of difficult children often face other challenges. A young man or girl develops emotional and psychological problems and learning difficulties. A troubled teenager often commits illegal acts and unjustifiably risky actions. Depression and anxiety may appear.

There are signs that your child is difficult. They are listed below:

1. Change in appearance. Unjustified weight gain or loss, self-harm.
2. Frequent quarrels, fights, complaints.
3. Poor academic performance, sleep disturbances, depression, thoughts of suicide.
4. Use of drugs, alcohol.
5. A sharp change in social circle, refusal to follow certain rules, lies, and so on.

The presence of problems in a teenager is the first signal that you need to establish contact with him. Your son or daughter should feel supported and understand that his parents love and accept him in any case. It is important to find common topics for conversation, encourage exercise, limit TV viewing and computer activities. Give your child advice, listen to him, do not show aggression. If you can't cope, seek help from specialists.