Abstract:

Violence cases at schools of countries of Western Europe, Russia and the United States are caused by powerful frustrators of a wide range. These situations happen more often in schools far from cultural centers, also being in adverse social conditions. However, in some cases, similar incidents occur in rather successful, non-peripheral schools. Various strategies for solving this problem are used in pedagogical practice. The article offers one more productive method, based on the use of a cinema pedagogics method in the educational work with teenagers. The cinema pedagogics method is understood as a set of ways based on joint or individual watching, analysis and discussion of video of feature films with social and cultural meanings.

The purpose of the study is to justify the advisability of using of cinema pedagogics method and the proof of its productivity to overcome the frustration of teenagers. The study is based on the theory of frustration (Rosenzweig S., Keertish N., Sharma I., Mee M., Haverback H. R., Bozhok N. O.). We used the cinema pedagogics method, based on the watching and analysis of feature films that positively affect to overcome the frustration in teenagers. The cinema pedagogics method was tested on a sample of adolescents in the number of 352 persons from schools in adverse social conditions. Using the frustration test of Rosenzweig S., adolescents were revealed, showing a low level of social adaptation. During the course of 2017 teachers of schools in the Chelyabinsk region of the Russian Federation tested the cinema pedagogics method aimed to overcome the frustration of teenagers.

Based on the results of approbation, the technology of applying the cinema pedagogics method to overcome the frustration of adolescents was developed, based on the following regulations: the content of the plot demonstrates the actual problems of modern teenagers; as the main character in feature films are children of adolescence (12-19 years old); the relevant videos reflect situations of difficulties of life to overcome by heroes; videos show different strategies of behavior of heroes (both positive and negative).

The technology involves four stages: the identification of a problem situation that causes frustration of adolescents and the selection of a corresponding video; organization of joint or individual watching of video; reflexive session, including analysis and discussion of the watched videos; choosing an effective strategy to overcome the state of frustration

Keywords:

Teenagers, adverse social conditions, frustration, cinema pedagogics method, strategies to overcome frustration.