Prevention and prevention of antisocial behavior

Description

Antisociality

differs from
asociality
in that in the second case the individual treats social norms with indifference and misunderstanding, and does not seek to counteract them [4].

A. L. Wenger o[4].

Razumovskaya, and also that “antisocial behavior manifests itself not only in the external behavioral side, but also in changes in value orientations and ideas, that is, in the deformation of the system of internal regulation of individual behavior”[3].

Definition of the concept

Deviation from generally accepted social norms is defined as deviant behavior. There are quite numerous examples of this phenomenon. At the same time, specialists from various fields define deviant behavior in their own way:

• From a sociological point of view, we can say that this is a phenomenon that poses a real threat to human survival in society. In this case, we are talking about both the deviant himself and his environment. In addition, there is a disruption in the processes of assimilation of information, reproduction of generally accepted values, as well as self-development and self-realization.
• From a medical point of view, disruption of interpersonal interactions and behavioral deviations are caused by the presence of neuropsychic pathologies of varying severity.
• From a psychological point of view, deviant behavior is an antisocial way of resolving conflict situations. At the same time, there is a desire to harm one’s own and public well-being.

Qualities of antisocial behavior

Ts. P. Korolenko, N. V. Dmitrieva, according to DSM-IV, identify the following negative qualities of persons with antisocial behavior [5]:

1. frequent leaving home and not returning at night;
2. tendency to physical violence, pugnacity with weaker peers;
3. cruelty to others and cruelty to animals;
4. knowingly damaging property belonging to others;
5. targeted arson;
6. frequent lies caused by various reasons;
7. tendency to theft and robbery
8. the desire to involve people of the opposite sex in violent sexual activity.

After the age of 15, carriers of antisocial disorders exhibit the following symptoms[5]:

1. difficulties in learning associated with failure to prepare homework;
2. difficulties in production activities due to the fact that such persons often do not work even in cases where work is available to them;
3. frequent, unjustified absences from school and work;
4. frequent leaving work without real plans related to further employment;
5. non-compliance with social norms, antisocial actions of a criminal nature;
6. irritability, aggressiveness, manifested both in relation to family members (beating one’s own children) and in relation to others;
7. failure to fulfill their financial obligations (they do not repay debts, do not provide financial assistance to needy relatives);
8. lack of planning of your life;
9. impulsiveness, expressed in moving from place to place without a clear goal;
10. deceit;
11. lack of loyalty to others with the desire to “shift” the blame onto others, to put others at risk, for example, by leaving open electrical wiring that is dangerous to life. Failure to comply with safety regulations when working at risk to life. The desire to engage in risky driving that puts others at risk.
12. lack of activities related to caring for one’s own children. Frequent divorces.
13. lack of remorse for harm caused to others.
14. Anxiety and fear are not present, so they are not afraid of the consequences of their actions.

Ts. P. Korolenko, N. V. Dmitrieva note that the desire of adults to punish persons with antisocial behavior “is accompanied by unfulfilled promises not to repeat such behavior”[5].

Prevention of antisocial behavior in students

Tishakova Lyubov Sergeevna

Prevention of antisocial behavior in students

“Even if a person suffers because of himself,

Isn't it better to get help for him?

if anyone is capable of this?

Soren Kierkegaard.

In recent years, we have observed a significant increase in juvenile delinquency, so the importance of working to prevent among teenagers has now become obvious.

Only through systematic work and while maintaining the unity of all participants in the educational process (teachers, parents, the public, etc.)

sustainable results are possible in the correction
of antisocial behavior .
The main task of preventive work is to find the “key”

to understanding
the “difficult”
child.
That “key”
that will allow us to develop a system of adequate educational measures and help create conditions under which the child would want to change his
behavior . It is necessary to remember the rule of the “Three Ps”
- Understand! Accept! Help!

The behavior of some students in my class attracts attention as a violation of norms, inconsistency with the advice and recommendations received. This behavior is called deviant . In my 9th grade class it includes anti-disciplinary behavior. Most often, this behavior is a reaction of adolescents to difficult circumstances that have arisen in their lives. In my opinion, most of the emerging deviations in behavior are also related to the characteristics of physical development, conditions of upbringing and social environment.

Over the past year, together with the guys, we have gone through various crisis situations: this includes assessing our body, when the words “long”

,
“clumsy”
,
“fat”
boys rushed into a fight; this and assessment of their appearance:
“I’m ugly”
,
“my hair is bad”
(girl,
“why do I need these curls” (boy)
. Hints and reproaches from others caused a storm reaction, distorted
behavior .
Tall boys are convinced of their masculinity and strength. They may not fight for the respect of others. In this regard, they behave more confidently, naturally, they are more obedient and require less attention. But there are short boys in the class who, until recently, they seemed small, immature and unadapted to others. They felt the need for care, showed rebellion. In order to change the unfavorable impression of themselves, they were forced to constantly show ingenuity, enterprise, and “bravery”

, to be visible, and with their
“achievements”
to prove their usefulness and even indispensability in the group to which they belong. Such activity leads to communication difficulties and emotional tension in the classroom.

Currently, puberty has the behavior Some experience emotional behavioral (pretentiousness, short temper, aggressiveness; others experience slowness, lack of concentration, uncertainty, impulsiveness and difficulties in adaptation.

At the age of 14-15, teenagers are concerned about the right to independence, they are looking for their place in life. Purposefulness and perseverance at this age still coexist with impulsiveness and instability. Excessive self-confidence and categoricalness are combined with sensitivity and self-doubt. The desire for broad contacts coexists with the desire to be alone, unceremoniousness with shyness, romanticism with pragmatism and cynicism.

K. is inquisitive, active, interested in everything, ready for good deeds and deeds. However, her life experience is still small, so sometimes it is difficult to evaluate an action from the standpoint of “good or bad”

. She does everything to attract the attention of others, to always be the center of attention.

T. tries to please his friend, so he strives to copy her behavior and support her in everything.

N. felt embarrassed among his peers because he was the only one who did not have a cell phone, and this made him feel “inferior”

in a circle of peers.
Having successfully demonstrated his mathematical knowledge, he “rose”
in the eyes of his classmates.

A. and J. are impetuous, very active, can be rude in words and actions, sometimes they are cunning and lie. Their peers don't trust them. They use different methods (sometimes false)

trying to attract their attention. Constant supervision from parents and teachers is required.

As a class teacher, I use various forms and methods of individual preventive work with students .

I study the individual characteristics of children, their employment in their free time in institutions of additional education, social status and material and living conditions of families. Based on the results of these surveys, at the beginning of the school year, I compiled a social passport of the class, identified difficult children, children from a socially unprotected category; children in their care, children at risk

for further assistance.

In order to prevent crime , drug addiction and alcoholism, smoking, and improve the legal culture of minors in the classroom, I conduct monthly thematic class hours and collective creative activities. Class hours were held on the topics: “What is a healthy lifestyle for you?”

,
“Rights and Responsibilities of Teenagers”
,
“Problems in the Modern World”
,
“Say NO to Smoking”
and others.

I believe that preventive propaganda in the classroom should be carried out regularly and purposefully, since single unsystematic events cannot form stable correct beliefs in adolescents.

I accompany lectures and conversations with references to specific facts from life, give examples from fiction and popular science literature, feature films, from the media, and highlight the legal aspects of the surrounding society.

I would like to more often involve police officers, KDN inspectors, doctors, and psychologists preventive

The effectiveness of educational and preventive work in the classroom is the result of enormous work:

1. I monitor difficult-to-educate children,

2. Every day I monitor the attendance of difficult-to-educate students.

3. I notify parents about absences on the same day.

4. Together with subject teachers, I constantly keep the issue of academic performance under control.

5. I keep track of the grades in the diary.

6. I control the employment of difficult-to-educate children in their free time.

7. I involve the difficult-to-educate person in work, sports and creative activities of the class, using public assignments.

8. I teach children methods of self-education.

9. I neutralize the harmful influence of parents and try to normalize the family environment.

10. I attract the parent community to re-educate difficult-to-educate children.

11. In conflict situations, I don’t try to win at any cost; I think that sometimes you can give in.

12. I act only by tactical maneuver and never by direct attack.

13. I listen to everything without reacting immediately, and only then, without irritation, express an opinion that amends what I heard.

14. I try to strengthen the trust of children so much that they share their troubles with me.

15. I always start a conversation with a friendly tone.

16. In the process of communication, I keep the initiative in my hands, I try to conduct the dialogue on equal terms.

17. I try to look at things through the eyes of a teenager. I believe that in order to achieve success in issues of prevention in working with adolescents, it is necessary to place the main emphasis on the development of personal qualities and social skills of adolescents, teach children new forms of behavior , develop resistance to stress, and educate individuals who are capable of independently and responsibly building their lives.

I consider the following important areas of my work:

— establishing trusting relationships with parents;

- explaining to parents the reasons for negative manifestations in the child’s behavior : anger, aggression, resentment, fear, etc., so that they realize that the true cause of destructive experiences may lie deeper than external manifestations;

- formation in parents of the need for attention to the child’s successes and his need for recognition;

- an attitude aimed at developing in parents a sense of self-confidence in solving emerging problems in education.

Some specific ADVICE from a PSYCHOLOGIST to us TEACHERS:

- Remember, any activity involves resistance of the material. Your "material"

, is particularly difficult to process. Do not prepare for easy success, do not lose composure and restraint when your teaching efforts are resisted. It takes time for the seeds of good to sprout.

— Take care of your good mood, emotional tone, and attractive appearance. Learn to relax, relieve the stress of the working day, see beauty, and appreciate friendship. Remember, in order to educate others, you yourself must be a harmonious, happy person.

I would like to end my speech with the words of Goethe:

"Learn from those you love"

.

To change others, you must love them. Our influence on others is directly proportional to our attitude towards them.

Literature

• Wenger A.L.
  Glossary of terms // Psychological counseling and diagnostics. Practical guide. Part 1.. - M.: Genesis, 2001. - 160 p. — ISBN 5-85297-031-X. (unavailable link).
• Wenger A.L.
  Glossary of terms // Psychological drawing tests: Illustrated manual. - M.: Publishing house VLADOS-PRESS, 2003. - 160 p..
• Korolenko T.P., Dmitrieva N.V.
  Qualities of antisocial behavior // Sociodynamic psychiatry.. - M., Ekaterinburg: Academic project, Business book, 2000. - 460 p. — ISBN 5-8291-0015-0. (unavailable link)
• Razumovskaya P. E.
  Peculiarities of life-meaning orientations of teenage girls with antisocial behavior / N. L. Nagibina. — Abstract of a dissertation for the degree of candidate of psychological sciences. - M.: Moscow State University, 2009. - 26 p. — 100 copies.

Main reasons

Unfortunately, psychologists still cannot accurately determine the range of reasons that provoke deviant behavior. The examples provide only a rough list. It looks like this:

• inconsistency between the goals set and the available means that can be used to achieve them;
• a decrease in the level of society's expectations from a particular individual, which gradually leads to marginalization;
• addiction to alcohol and drugs, deterioration of the genetic fund and other social pathologies;
• mental illnesses of various types;
• lack of clear motivation that would allow one to accurately determine adequate actions for a specific situation;
• social inequality and injustice that encourage aggression;
• armed conflicts, man-made disasters and natural disasters that disrupt the human psyche.

Literary examples

If you are interested in examples of deviant behavior, you can learn a lot of interesting things from the literature. Here are the most striking of them:

• Raskolnikov from Dostoevsky’s “Crime and Punishment” demonstrates an example of deviant behavior. For the sake of material gain, he decides to kill.
• Chatsky’s behavior in the play “Woe from Wit” by Griboyedov. This character is sometimes hot-tempered and completely tactless. He acts as an exposer of other people's vices, as well as a strict judge of moral principles.
• In Tolstoy's novel Anna Karenina, the main character can also be cited as an example of deviant behavior. Adultery, extramarital affairs, and suicide are the clearest signs.
• In Makarenko’s “Pedagogical Poem,” almost all the orphanage students in one way or another personify deviant behavior. This work is interesting primarily because the talented teacher managed to correct the situation.
• The hero of Balzac's "Gobsek" is a rather interesting example of deviant behavior. A greedy moneylender has a pathological tendency to accumulate. As a result, in his closet they find a huge amount of material assets, as well as food that has simply spoiled.

Examples of positive deviant behavior

Increasingly, in society one can encounter such a phenomenon as deviant behavior. Examples allow us to highlight a number of common features that are common to all people with this problem. Thus, deviants can be characterized as follows:

• cause a sharp negative reaction and condemnation from society;
• may cause physical or material harm to themselves or others;
• abnormal behavior is constantly repeated or has a permanent character;
• there is social maladjustment;
• behavioral deviations are fully consistent with individual personality characteristics;
• there is a desire to express one’s personal characteristics.

Despite the fact that theoretical definitions clearly describe behavioral signs, they do not always fully reflect the essence of the phenomenon. However, if you look around, you will be surprised how often deviant behavior occurs in society. Real life examples are as follows:

• People without a fixed place of residence. Due to the prevailing circumstances, their behavior differs significantly from generally accepted norms.
• Begging may cause pity or negative reactions from others. In any case, in a society where the vast majority provides themselves with material resources through work, such behavior is perceived inadequately.
• Prostitutes are morally reprehensible.
• Drug addicts and alcoholics are recognized as deviants not only because of their dependence on the use of certain substances. When intoxicated, they can pose a real physical threat to others.
• Oddly enough, monks, from the point of view of society, are also considered deviants. Most people do not understand the desire to give up all public benefits and opportunities.
• Geniuses are also treated with caution, despite the fact that scientific and technological progress has firmly entered modern life. Nevertheless, the attitude towards people with a high level of intelligence cannot be called negative.
• Murderers, maniacs and other criminals are condemned not only by society. The legislation provides for severe punishment for them.

When considering deviant behavior, examples from life can be given for a very long time. So, for example, someone might include here people of art, parasites, informal people, and so on. In any case, if desired, a person can rid himself of such a characteristic (regardless of whether it is acquired or congenital).

Positive deviant behavior is actions aimed at changing outdated values ​​and norms that hinder further social development. It can manifest itself in creativity, political activity, or simply personal protest. Despite the fact that at the initial stage society may have a negative attitude towards such phenomena, examples of positive deviant behavior prove the effectiveness of this model:

• G. Perelman is a brilliant mathematician who became famous for proving the Poincaré theorem (other scientists worked on this for more than 100 years). As a result, he was nominated for several prestigious awards. But Perelman categorically refused all awards, which is bad form in scientific circles. However, this behavior did not bring any harm to society. In addition, Perelman considered it unnecessary to belittle the contributions of other mathematicians and generally transfer science to a commercial plane.

• The next example is also quite interesting, but there is no evidence of its veracity. Thus, the original method of psychiatrist D. Rogers was recognized as a mockery of patients, for which he was sentenced to death. The idea was to bring the patient to an extreme form of hysteria, after which he would recover and continue to live a normal life. Only 50 years after the execution, the doctor’s deviant behavior was recognized as effective.
• Some examples of positive deviant behavior have had a significant impact on our lives today. So, in the late 60s, computers were the size of a living room or even a school gym. A real revolution in this area was made by Steve Jobs and Bill Gates. What many considered madness, they brought to life. Today, almost everyone has a compact and functional computer.

Negative deviant behavior causes harm to the individual himself and others. Examples are crime, prostitution, alcoholism, drug addiction, and many other illegal and immoral acts. Often people who commit such actions end up in the hands of law enforcement agencies or for compulsory treatment by psychotherapists. In addition, society itself creates a background of contempt for negative deviants.

Without even thinking about it, every day we encounter situations of deviant behavior. An example might be:

• A physically healthy young man enters public transport and takes an empty seat. There is nothing wrong with this, but at the next stop an elderly man gets on. Not wanting to give up his seat, the young man begins to pretend that he is sleeping and does not notice the old man. In most cases, this deviation is due not only to personal qualities, but also to improper upbringing.
• The student constantly violates discipline in the classroom, disturbing the teacher and his peers. Unfortunately, such manifestations of deviant behavior often cause a sharp reaction from teachers, which generates even greater resistance. As a rule, indiscipline among schoolchildren is a direct reflection of the psycho-emotional state and problems in the family.
• Social inequality and financial difficulties, in theory, should encourage people to take active action to overcome this situation. However, not everyone has the willpower to do this. Some people start using alcohol or drugs to escape reality, which inevitably causes social condemnation.
• People strive for the benefits of life, but the ways of obtaining them are different for everyone. For example, many, not feeling the desire or strength to earn money on their own, resort to theft.

Unfortunately, deviant behavior in children is not uncommon. Examples that are most common are verbal aggression (foul language, rudeness and rudeness) and physical attack (hitting, biting or pushing). This phenomenon has specific reasons, the main ones being the following:

• Genetic predisposition to aggression, which is transmitted from close relatives. It is worth paying special attention to diseases associated with hearing and vision impairment, delayed mental and physical development, and mental disorders.
• The influence of external stimuli on the child’s psyche. This may be due to a tense situation in the family, conflicts with peers, or biased attitudes on the part of teachers.
• Physiological defects (speech or physical) often cause ridicule and negativity from others, and especially from children. This causes the child to feel inferior, which becomes one of the main causes of aggression.

To prevent and correct deviant behavior in children, the following measures can be taken:

• the task of adults is to arouse in the child a keen interest in communicating with peers, as well as teachers, psychologists and other adults who can help in solving the problem;
• formation of knowledge about the culture of behavior in society and skills of live communication with others;
• assistance in developing an adequate assessment of one’s own personality, as well as training in self-control techniques that will help stop attacks of aggression;
• independent or shared reading of fiction that contains positive examples of correct social behavior;
• organizing situational games during which children will independently model ways to resolve conflicts;
• rejection of habitual censures and prohibitions in favor of constructive dialogue, which is aimed at explaining to the child why deviant behavior is unacceptable.

A pressing problem is the deviant behavior of adolescents, examples of which, unfortunately, are numerous. The first manifestations can be noticed around 12-13 years of age. This is the most dangerous age, when a child still has a child’s perception of the world, but at the same time there is an irresistible desire to show himself to adults.

• running away from home and vagrancy;
• smoking, as well as alcohol and drug use;
• theft;
• association with “bad” companies;
• criminal activity;
• passion for extremist ideas;
• computer addiction;
• early sexual life;
• life-threatening hobbies.

There are known examples of negative and positive deviant behavior of adolescents. If everything is clear with the first, then many perceive the second as a normal manifestation. This may be about excessive effort in learning or physical development. Despite the fact that these actions have a positive connotation, it is important to ensure that the child does not withdraw into himself, so that hobbies do not replace communication with peers.