From the author: The article was published in the methodological manual Methodological manual on the problems of abuse of adolescents “Believe the world” / Compiled by A.P. Mersiyanova. - Ust-Kamenogorsk: VKPK "Argo", 2012. - P.3-11. Angelika Mersiyanova, director of the psychological center "Bliss", psychologist Anna Repp-Nogina, psychologist Very often, teenage problems are of no interest to anyone except the teenagers themselves. Parents are busy with work or with themselves, they either have no friends or don’t want to dedicate them to the most secret things. And teenagers are left alone with their worries. Often teenagers’ problems seem far-fetched to adults, and this creates a dangerous situation of failure to provide timely help. Although a little advice or even just listening carefully to teenagers is enough, and the problems will resolve themselves. Currently, in education and public associations, the question of how to help teenagers and how to support them in a difficult life situation is quite acute. And a growing number of adults are ready to help the young inhabitants of our planet. Adolescence and the difficulties associated with it often become the subject of consideration in science and practice, but the main emphasis in this issue is placed on problems in relationships with teenagers, and not on the problems with which teenagers face, although they are the ones who promote or hinder the development of teenagers as individuals. The life of every teenager is filled with contradictions. Despite the fact that teenagers consider themselves adults, their real strengths correspond to those of children. One of the statements that you can hear from teenagers, like nothing else, reflects the main contradiction of this period, sounds something like this: “I’m already an adult, that’s why I don’t trust adults.” This contradiction gives rise to a number of others [1]. The greatest desire of adolescents is to be accepted into this or that company, to be a full part of it, to live by its rules. But paradoxically, it is teenage groups that are the most closed; it is very difficult for newcomers to get into them, which often causes a feeling of loneliness that surrounds teenagers with communication difficulties. Another contradiction in teenagers is their desire to be “not like anyone else,” which gets along with the desire to be “like everyone else.” The desire for uniqueness and individuality is important to them, and they are ready to fight for their right to be so. It is during this period that, more than ever, they need the support of a close adult who will believe in them and direct the uniqueness of teenagers in the “right” direction [2]. According to Varga A.Ya., there is still so much in teenagers from childhood, they still games are interesting; moreover, they feel the need for gaming activities. But on the other hand, they consider themselves adults, and adults should not play games, therefore, embarrassed by their own “childishness,” they refuse to play. A substitute for play, or rather, a mechanism for protecting it from itself, is the need for romance, adventure, the need to experience vivid and emotional events. I would like to emphasize that for the normal development of adolescents, they need a certain series of events and emotional experiences associated with them in their lives [4]. Adolescents are in the stage of greatest changes, and it is these changes that become the cause of their behavior. They grow very quickly, but they themselves are embarrassed by their rapid growth. They change quickly in all respects, but they themselves feel discomfort from the constant changes both around them and in themselves, which is why they so need the unshakable refuge of understanding and love from their elders. During this period of development, adults can support teenagers in a very simple way. Just talk about your experience, about your experiences when the adults themselves were in adolescence. Their own insecurities confuse teenagers, so they try to hide it in every possible way. Teenagers feel the need for action and movement, but the adults around them only slow them down with their endless instructions Andinstructive conversations. Therefore, in contact with teenagers, an adult must be with them on an equal footing, respect the opinions and experiences of teenagers. Teenagers are not ready to immediately believe everything they are told or accept other people’s advice; it is important for them to form their own opinion on every issue with which they collide. As a result of this, teenagers get their own experience, and this is really very important for them. Teenagers like everything bright, unexpected, extravagant and non-standard. They are dominated by the desire to be like real heroes, while everyday life and “gray” people do not interest them at all. Although they realize that their life experience in the field of communication is still too small, it is this facet of human existence that constitutes the greatest for them interest [5]. By collecting all these statements into a single whole, one can see the overall portrait of adolescents, although the list of such theses can be continued for a very long time. The most unpleasant thing, in our opinion, is that few “adequate” adults can provide the true support and care that teenagers need. What then can we say about teenagers from low-income families who lead an immoral lifestyle? In such families, the situation worsens many times, or even tens of times. Teenagers from such families are not only deprived of emotional support and any care, but are often “hostages” of their own family. Children from this category of families are often subject to emotional and, as scary as it may sound, physical violence. And what does a teenager living in a dysfunctional family get as a result: - emotional experiences of their own material inferiority (shame, a sense of helplessness, anger at parents, aggression towards peers); - worry about their own future (fears, anxiety, reaching the level of neuroses); - difficulties in fully enjoying time (limited opportunities for recreation, hobbies, etc.); - difficulties in communicating with peers (one way or another, a hierarchy according to material status exists), low sociometric status in the group [6]. There are two types families: with additional characteristics - dysfunctional (alcoholism, parental drug addiction, domestic violence) and psychologically prosperous families. However, in both cases, adolescents have a lower social status in the peer group, and this is reflected in their self-esteem. In dysfunctional families, limited opportunities are complemented by stress related to the home environment, and domestic violence and abuse occur. Teenagers living in a calm home environment can endure harassment from peers, become an object of ridicule from peers, humiliation, even physical violence. Before talking about the specifics of psychological trauma in adolescents, it is necessary to dwell on the definition of the category psychological (mental) itself. trauma, its causes and consequences. The development of the concept of trauma originates in the works of S. Freud and G. Jung, in which traumatic experiences were considered as the result of a split experience of the “I” due to anxiety caused by the primary trauma. The associated affect forms the basis of neurosis [8]. The classics of psychoanalysis subsequently also developed ideas about the multiplicity of traumas and the variety of fantasies that support their consequences. Later, another approach appeared, within which mental trauma is considered as a special form of a general stress reaction (G. Selye). According to this concept, stress contributes to the body's adaptation and mobilization of its resources to respond to a stress factor. However, it becomes traumatic in nature if the effect of the stress factor is extremely strong, very long or repeated frequently, exceeding the adaptive capabilities of the body. In this case, stress leads to adverse psychological and physiological consequences and even serious disorders [7]. With psychological trauma, adolescents may develop a symptom complex in which, the personalityis affected at the biological, psychological and behavioral levels. At the biological level, disorders of the central and autonomic nervous systems play an important role. Symptoms of psychological trauma can be divided into three groups: 1. Symptoms of re-experiencing (nightmares, repetitive gaming, severe distress, memories of and intrusive thoughts about the traumatic event).2. Symptoms of avoidance (avoiding thoughts and feelings associated with the traumatic event, avoiding reminders of the trauma, washing out details of events from memory, feelings of alienation, impoverishment of emotions).2. Symptoms of increased excitability (sleep disturbances, irritability, difficulty concentrating, psychological sensitivity to stimuli associated with a traumatic event, anxiety, explosive reactions). Based on the above, our own experience, the experience of our colleagues, and the seriousness and globality of the problem under consideration, we have made the following conclusion that teenagers need both group and individual lessons. Group forms of work in our project are presented through a tourism and sports club, a theater studio, a video club, psychological living rooms, thematic trainings, and an art studio. In addition, project participants and their family members had the opportunity to visit a psychologist individually. In this article we paid attention to the art studio program. The art therapy method allows each person to create their life in the literal sense of the word: sculpt happiness, draw sadness, write about conflicts and dance mood. Anyone can realize their potential and, as a result, achieve harmony with themselves - no special training is required to practice art therapy. A huge advantage of art therapy is the freedom of expression, expression and action that people most often do not allow themselves in life. Art therapy is based on the position of psychoanalysis, according to which the artistic images we create reflect processes occurring in the unconscious. This symbolic language allows you to freely express your fears, desires, internal conflicts, childhood memories, and unrealized dreams. By reliving them in this way, we get the opportunity to explore them and experiment with them. With the help of art, deep experiences are expressed more freely and easily than during rational psychotherapy. They are not repressed, but are sublimated (translated) into creativity. Perhaps this is why art often turns out to be the only tool that clarifies unconscious feelings and experiences. Those who encounter art therapy for the first time often have a question: how do these classes differ from lessons in a theater studio or literary workshop? There is a clear boundary between art therapy and artistic creativity. For participants in psychotherapeutic groups, art is not an end in itself, it is only a means that helps to better understand oneself. These classes are focused not on results, but primarily on process. In special classes, such as painting or modeling, all efforts are directed toward creating the most perfect work of art. One of the goals of art therapy is to help a person recognize and learn to express his own feelings, and the artifacts that arise during this process have only applied significance - they serve as material for analyzing the experiences that gave rise to them. Art therapy, according to V.V. Makarov, fully corresponds to the ever-increasing need of modern man for a soft, ecological approach to his problems, failure or incomplete self-realization. The purpose of art therapy, says V. Becker-Glosh, is not to identify mental deficiencies or disorders. On the contrary, it is addressed to the strengths of the individual, and also has the amazing property of internal support and restoration of a person’s integrity [3]. It was on this belief that we relied when working with teenagers; on the basis of the public association “Psychological Center “Gestalt”” we implemented the social project “Psychological help for teenagers, young people andgirls with trauma of violence and abuse.” For a clearer picture of the understanding of the activity, the thematic plan of the Art Studio circle is provided below (Table 1). Lesson number Topic 1 Self-presentation in drawing. Acquaintance.2Color and mood. Palette of feelings (Emotions and feelings).3 Line and mood (Emotions and feelings).4My inner world (Self-knowledge).5My saddest story (Self-expression).6My anger (Self-expression).7My greatest fear (Self-expression).8Red color (Perception ).9The world of my dreams (Self-organization).10The color yellow (Perception).11Drawing music: color, line and rhythm (Perception).12The color brown (Perception).13The history of art and my style (Self-knowledge).14Excursion to the art museum.15Clay: modeling yourself (Character).16Green color (Perception).17Elements: Earth, Air, Water, Fire (Self-expression).18Orange color (Perception).19The inner world of the Other (Communication).20Blue color (Perception).21Friendship with drawings (Communication). 22Silver color (Perception).23My family (Family).24Pink color (Perception).25Letter-drawing to mom (Family).26Purple color (Perception).27Favorite fairy tale (Self-knowledge)28White color (Perception).29Collage is my life path (Self-organization )30Blue color (Perception).31Poetry in color (Perception).32Black color (Perception).33Magic of music (Self-expression).34Golden color (Perception).35I will tell you my dream (Self-expression).36Discovering a new Galaxy (Communication).37Map of the excellent mood (Self-regulation). 38 Sources of strength (Self-organization). 39 Resource fair (Self-organization). 40 Drawing for memory! (Communication)As we can see from the lesson plan, the Art Studio is aimed at creating a space for self-knowledge and self-expression. During the classes, psychological problems were worked through through artistic expression, diagnosis and correction of psychological trauma. In the process of work, teenagers developed communication skills and deep communication. And also such an important aspect as the development of artistic perception, which is a vital resource. In our classes in the art studio, we use such methods and technologies as drawing, modeling from clay and plasticine, appliqué, design, making collages, creating sculptures, listening to music, conversation, self-presentation. Below is a lesson plan according to which we conduct our activities. The work is aimed at developing the process of perception, activating creative processes and self-expression, developing a system of self-regulation and communication skills. The plan states that part of the lessons is dedicated specifically to color (“Purple color”, “White color” , “Yellow color”, etc.), activities that involve working with color in order to use the resource of color therapy - this is a method that takes into account that exposure to color can restore mental balance. Children also draw their emotional states, share fears, sadness , talk about their anger in thematic classes (“Favorite Fairy Tale”, “My Family”, “My Worst Fear”). The most important technique of art therapy here is the technique of active imagination, aimed at bringing the conscious and unconscious face to face and reconcile them with each other through affective interaction. In addition to group forms of work, correction of psychological trauma involves individual meetings. Example. It was the eighth lesson in the art studio when there was a knock on the door, and a girl of about 13-14 years old, pretty in appearance, came into the room. She walked into the room with a firm and confident step, sat down on an empty chair, and when it was her turn, she told about herself. It turned out the girl’s name was Nastya (name changed), she was 14 years old. I learned about the art studio from the school psychologist and came “just to have a look.” In the group, she sincerely shared her feelings and thoughts, but at the end of the lesson, the training participant turned to me and asked for an individual consultation, explaining her decision that “she is not interested in the group members and it would be more pleasant and interesting for her to work with me individually.” I agreed andWe agreed on a meeting, although such a decision was surprising to me, it turns out that Nastya outwardly shows socially approved behavior and attitude to society, but internally she is not comfortable with it. At the first meeting, Nastya told her life story. As it turned out, the girl lived with her father, since her own mother died of drug addiction. Nastya was raised by another woman from the age of 2, until she was 13 years old, but then the child was told that the woman who raised her turned out to be not the girl’s natural mother it was stressful, but she dealt with it on her own. The child had to tell the truth, since the parents separated and according to the law, the woman would not have the right to take Anastasia. As a result, Nastya began to live with her drinking and unemployed father, on her allowance and her grandmother’s pension, who lives separately from them, but helps financially. Living with her father, the teenager is in constant stress, as her father emotionally suppresses and offends her. From the story it was clear that the child was simply talking and did not allow himself to feel. As Nastya said, she is helped to cope with all these difficulties by friends who have replaced her family, and by her father’s new “girlfriend”, who treats her with warmth and care. Having learned the life story, I planned a rough work plan for working with this teenager. 17 consultations were held, during which the teenager worked through the following topics: relationships with her father; feeling of guilt towards a friend; aggression towards father; relationship with a guy; relationship with stepmother; developing your own self-support mechanisms; working through feelings of guilt, fear, sadness, loneliness. During the work, the psychologist used passive and active forms of art therapy. In the passive form, the client “consumes” works of art created by other people: looks at paintings, reads books, listens to music. In an active form of art therapy, the client himself creates creative products - drawings, sculptures, etc. When working with feelings, listening to music was used, since the client turned out to be very sensual and reflective. Music helped her immerse herself in her experiences and then, using an active form of work, that is, drawing on a sheet of paper with finger paints, the client transferred his experiences, and physically felt everything that was happening inside him. Nastya and I worked with the theme of aggression against the father 4 meetings. Since, at the beginning, aggression was not clearly recognized by the client, but was manifested only indirectly, this was evident from its verbal and non-verbal manifestations, and it was also clearly visible in the drawings. But in the process of work, the client accepted this, and quite clearly and without restraining herself, she betrayed aggression to her father (his image). The “empty chair” technique from the Gestalt direction was used here, as it is effective in cases of depressed feelings. Next, the client’s relationship with her stepmother was worked on, since after their divorce from her father, Nastya became more closed and distant with her, due to the fact that she began to feel like a stranger and unnecessary. This work was carried out through plasticine modeling and fairy tale therapy. The girl came up with fairy tales in which she projected her experiences, thoughts and feelings onto fairy-tale characters; this type of work was quite effective and made it possible to cope with the client’s resistance. A lot of work was done in the process, both on the part of the client and on the part of the psychologist, there were instant positive results, and sometimes the meeting ended in “complete failure” and all the work done was devalued by the client, but Nastya did not give up and did not let the specialist “relax” . At the final consultation, the client summed up our work together and talked about the changes that had happened to her. The relationship with her father changed a little for the better, she began to treat him with more restraint, and became less emotional about his drunken antics. In the face of the stepmother I saw not a “strange woman”, but a close person to whom. 115-244.