Forming of life safety among high school students

Abstract

The article is devoted to the essence of the concept of “safety of life” as a human activity which is determined by the necessary knowledge and skills in order to prevent and overcome dangerous and harmful situations; it is based on a system of social norms, beliefs and values that ensure the preservation of life, human health and the integrity of the surrounding world. The factors that complicate the process of formation of safety of life among high school students are divided into: influence of the group; features of the emotional sphere; the need for social recognition and the fact of maturation; distance from parents; accessibility, popularization of tobacco, alcohol, narcotic substances through advertising; negative influence of youth subculture; the need for manifestation of one’s own personality and impossibility of satisfying it; heredity; family problems, etc.
The ways of formation of safety of life among high school students have been determined. Firstly, the author develops the program “Save Yourself” for extracurricular activities of institutions of general secondary education. The tasks of the program are to form safety of life among high school students as a component of the value of life; to develop healthy lifestyles among high school students; to develop the ability to withstand the pressure from other people; the ability to make an adequate choice and to be responsible for it; the ability to self-knowledge and self-education. This program is implemented through the following forms of organization of extracurricular activities for the formation of safety of life among high school students: lessons with elements of training, educational hours, conversations, discussions, problem dialogues and meditations, quizzes, projects, events, etc. Secondly, high school students are involved in health-saving activities, which are aimed at forming, preservation and strengthening of their own health, as well as the health of others through the students’ self-government. Thirdly, there is a pedagogical support for high school students. Teachers should express pedagogical optimism; focus on dialog and non-violent communication in the process of organizing interaction between teachers and high school students based on pedagogical support.