Abstract:

Abstract
Topic actualization. An increase in aggression is becoming characteristic of modern society. Adolescents are influenced by the social environment due to their unformed critical thinking and unstable worldview. Today the reference for them is more a virtual environment than a real one, where they have many ways to express themselves and find resources to solve problems. In addition, adolescence is prone to violent manifestation of various emotions, including negative ones. Accordingly children aged 11-17 are at risk of the influence of destructive Internet communities on the formation of victimization, suicidal, aggressive, and addictive behavior. However practice shows that teachers do not have effective tools to prevent such negative influence. The aim of the article: to present a training program for teachers of secondary schools on how to prevent the negative impact of online communities on the behavior of adolescents.

The methodological basis of the study is the theory of the influence of the social environment on the formation of personality (John Dewey): school should respond flexibly to changes in society become a "miniature society" for the child, should be open and attractive. J. Dewey's method of experiential learning, where the teacher is a guide in the world of values and the teenager consciously explores the expanse of the Internet is reflected in adult education. Teachers were trained using active methods (pedagogical situations, critical thinking technologies, modeling). The survey of 420 teachers of Chelyabinsk region of the Russian Federation revealed their difficulties in preventing the impact of destructive online communities on the behavior of adolescents.

Results. Based on the study of scientific research, the authors of the article identified the characteristics of destructive online communities and ways to counteract them. Then the authors designed and tested an author's training program for teachers on how to prevent the impact of destructive online communities on the behavior of adolescents. The program "Countering Virtual Threats" includes the following topics: "Signs of destructive online communities and their types", "Ways to identify adolescents involved in destructive social groups", "Techniques for developing critical thinking in adolescents with avital predisposition”, "Methods of pedagogical support and involvement of adolescents in socially and personally significant activities". The criterion-evaluation apparatus developed by the authors which allows to determine the level of professional readiness of teachers to work in conditions of activation of destructive Internet communities is presented. The results of the research, demonstrating positive changes in teachers' value, activity and reflexive readiness to preventive work are presented.

It is concluded about the positive results of the implementation of the teacher training program. Teachers have mastered techniques to develop critical thinking of schoolchildren, strategies to help manage negative emotions, ways to expand the life space of adolescents, to involve them in socially significant activities, to introduce children to universal human values, to interact with the parents of schoolchildren, to partner with specialists who oversee the issues of virtual activity of children (community organizations, the police). The success of the "Countering Virtual Threats" program has been proven and the prospects for the professional development of teachers in this segment are identified.

Keywords:

Teacher, destructive online communities, adolescent behavior, social environment theory, prevention, training program for teachers Countering Virtual Threats.