Persuasion as one of the Methods in the Social Pedagogue’s Work with Minors in a Socially Dangerous Situation

This study aims to explore effective persuasion techniques that social pedagogues can employ when working with minors in precarious situations. The article examines persuasion as a key method in the social pedagogue's toolkit, characterizing the specific challenges faced by this group of children and highlighting the complexities of engaging with dysfunctional families. The paper outlines various strategies and techniques designed to assist social pedagogues and professionals working with adolescents in building trust, fostering understanding, and providing essential support during challenging times. It emphasizes the role of persuasion as a powerful tool for influencing students, facilitating shifts in their life perspectives, enhancing behavioral patterns, and aiding their escape from dangerous circumstances. Research methods utilized include literature review, data analysis and synthesis, interviews, experiments, and comparative studies.

Results. The study investigates current persuasion methods and their relevance to the work of social pedagogues with at-risk minors. It identifies and theoretically supports the unique aspects of applying persuasion in this context. The research also uncovers the primary factors that lead minors into precarious situations and develops strategies for using persuasion to avert such circumstances. The effectiveness of various persuasive techniques in the context of social pedagogy is analyzed, along with the psychological traits of minors in these situations and how they affect the success of persuasion efforts. Recommendations for social educators on implementing persuasive methods with these minors are provided. The study includes examples of successful applications of these techniques by social educators and discusses potential improvements and further applications as effective tools for assisting minors facing difficult life challenges.

Conclusion. Engaging with challenging adolescents through persuasion requires patience, resilience, creativity, and a commitment to adapting approaches to meet the unique needs of each individual. It is crucial to recognize that every teenager is distinct, and successful intervention hinges on the ability to tailor strategies to each one.

1. Kochetov A. I. Perevospitanie podrostka [Reeducation of a teenager]. Moscow: Pedagogy, 1972. 119 p. (In Russian)

2. Makarenko A. S. Kollektiv i vospitanie lichnosti [Collective and personality education]. Moscow, 1972. 333 p. (In Russian)

3. Makarenko A. S. Kniga dlya roditelej: Lekcii o vospitanii detej [A book for parents: Lectures on parenting]. Moscow: Pravda, 1985. 448 p. (In Russian)

4. Sukhomlinsky V. A. Kak vospitat' nastoyashchego cheloveka: Ehtika kommunisticheskogo vospitaniya: Pedagogicheskoe nasledie [How to raise a real person: Ethics of communist education: Pedagogical heritage. Comp. O. V. Sukhomlinskaya]. Moscow: Pedagogy, 1990. 288 p. (In Russian)

5. Tolstoy L. N. Izbrannye mysli o vospitanii i obrazovanii: Sost. I. Gorbunova-Posadova: «Chto vnyos L. N. Tolstoj v razreshenie voprosa o vospitanii i obrazovaniI» [Selected thoughts on upbringing and education: Comp. I. Gorbunova-Posadova: «What L.N. Tolstoy contributed to resolving the issue of upbringing and education»]. Moscow: tipolit. T. I. N. Kushnerev and Co., 1909. 79 p. (In Russian)

6. Shakurova M. V. Metodika i tekhnologiya raboty social'nogo pedagoga: Ucheb. posobie dlya VUZov [Methodology and technology of work of a social pedagogue: Textbook for universities]. Moscow: Publishing Center «Academy», 2002. 272 p. (In Russian)