FORMATION OF POSITIVE VIABILITY SKILLS IN DEVIANT TEENAGERS ON THE BASIS OF DEVELOPMENT OF REHABILITATION AND EDUCATIONAL SITUATIONS

The article examines the process of the positive viability skills system formation in deviant teenagers at special educational institutions of the closed type. The essence of the notions "viability", "social and personal viability", "rehabilitation and educational situations" is specified, which provides a basis for the author's opinion on this problem.  Rehabilitation and educational activity in the conditions of closed-type establishments is developed on the basis of a personal approach. The goal, objectives, main principles of social and personal viability formation in teenagers with deviant behavior have been defined. The process of the system of positive viability skills formation in deviant teenagers in the conditions of special educational institutions of the closed type is developed on the basis of a personal approach. The author of the article presents a classification of rehabilitation and educational situations for deviant teenagers according to their age characteristics. Rehabilitation and educational situations are the specially planned event life-like situations that touch on the teenagers' vital interests and compel them to harmonize (modify) their viability. These situations make up the basis of the rehabilitation system of the special education establishments and require the deviant teenagers' efforts aimed at overcoming negative stereotypes of his or her behavior. According to this mechanism the rehabilitation and educational activity has an event-like character, i.e. it is oriented towards a teenager's inclusion into a meaningful emotional experience, which provides new and positive formations in his or her moral experience. The sequence of the situation events in the rehabilitation and educational activity must be arranged in such a way that every teenager moves gradually at his or her own pace along the way from the "forced" change of behavior towards a real interest in the self-modification and self-recovery process itself. Furthermore, the teenager's awareness of the meaning of self-modification and self-development is the key objective in this rehabilitation route.