Deviant behavior of adolescents: causes and methods of overcoming. - presentation

Deviant behavior

(also
social deviation, deviant behavior
) (lat. deviatio - deviation) is a stable behavior of an individual that deviates from the generally accepted, most widespread and established social norms. Negative deviant behavior leads to the application by society of certain formal and informal sanctions (isolation, treatment, correction or punishment of the offender)[1]. Deviance as a social phenomenon and society’s reaction to it is studied by sociology, individual deviations by psychology.

The problem of deviant behavior has been in the spotlight since the beginning of sociology. French sociologist Emile Durkheim, who wrote the classic work Suicide (1897), is considered one of the founders of modern deviantology. He introduced the concept of anomie, a state of confusion and disorientation in society during crises or radical social change. Durkheim explained this using the example of the increase in suicide rates during unexpected economic downturns and booms. A follower of Durkheim, American sociologist Robert King Merton, within the framework of his theory of structural functionalism, created one of the first sociological classifications of human behavioral reactions.

Definition of deviant behavior

Different scientific disciplines give different definitions of deviant behavior:

• Social sciences: social phenomena that pose a real threat to the physical and social survival of a person in a given social environment, immediate environment, a group of social and moral norms and cultural values, disruption of the process of assimilation and reproduction of norms and values, as well as self-development and self-realization in that society, to which a person belongs.
• Medical approach: deviation from the norms of interpersonal interactions accepted in a given society: actions, deeds, statements made both within the framework of mental health and in various forms of neuropsychic pathology, especially at the borderline level.
• Psychological approach: deviation from socio-psychological and moral norms, presented either as an erroneous antisocial pattern of conflict resolution, manifested in violation of socially accepted norms, or in damage caused to public well-being, others and oneself.

Causes and forms of deviations in adolescence article

Causes and forms of deviations in adolescence

The causes of adolescent deviations can be divided into the following groups:

1. Socio-economic decline in the living standards of the population:

• property stratification of society;
• limiting the possibilities of socially approved forms of income; unemployment;
• weakening of the public function of social control;
• availability of alcohol and tobacco for minors;
• widespread advertising of psychoactive substances;
• reduction in the level of social security.

2. Moral and ethical factors are manifested, on the one hand, in the low moral level of modern society, the destruction of values, primarily spiritual, in the establishment of the psychology of “materialism”, the decline of morals; on the other hand, in the neutral attitude of society towards manifestations of deviant behavior. It is not surprising that the consequence of society’s indifference, for example, to the problems of childhood alcoholism or prostitution, is the child’s neglect of family, school, state, idleness, vagrancy, the formation of youth gangs, aggressive attitude towards other people, the use of alcohol, drugs, theft, fights, murders, suicide attempts. Thus, deviant behavior appears as a normal reaction to conditions (social or microsocial) that are abnormal for a child or a group of adolescents in which they find themselves, and at the same time as a language of communication with society when other socially acceptable methods of communication have exhausted themselves or are unavailable.

3. Social and pedagogical weakening of the educational function of the family:

• growing up in a single-parent family;
• excessive demands of parents for the child;
• parental authoritarianism;
• child abuse;
• hostility and conflicts between parents;
• the teenager’s criticism of school, family, alienation from them;
• low status of adolescents in the classroom;
• weak system of out-of-school employment for children and youth.

4. A student’s educational maladjustment goes through the following stages in its development:

• educational decompensation - a condition of a child characterized by difficulties in studying one or more subjects while maintaining general interest in school;
• school maladaptation - a condition of a child when, along with increasing difficulties in learning, behavioral disorders, expressed in the form of conflicts with teachers, classmates, and absences from classes, come to the fore;
• social maladaptation - a condition of a child when there is a complete loss of interest in studying, being in the school community, going into asocial companies, passion for alcoholic beverages, drugs; criminalization of the leisure environment.

5. It is necessary to highlight certain styles of family relationships leading to the formation of antisocial behavior of minors:

• a disharmonious style of educational and intra-family relationships, combining, on the one hand, indulgence of the child’s wishes, overprotection, and on the other, provoking the child into conflict situations; or characterized by the establishment of a double morality in the family: for the family there are some rules of behavior, for society - completely different;
• unstable, conflicting style of educational influences in single-parent families, in situations of divorce, long-term separation of children and parents;
• antisocial style of relationships in a disorganized family with systematic use of alcohol, drugs, immoral lifestyle, criminal behavior of parents, manifestations of unmotivated “family cruelty” and violence. Abuse (insult, neglect) refers to a wide range of actions that harm a child by people who care for him or her. These actions include torture, physical, emotional, sexual abuse, repeated unjustified punishment or restrictions resulting in physical harm to the child.

6. Children are subjected to cruel treatment in the family, on the street, at school, orphanages, hospitals and other children's institutions. Children who are subjected to such acts are deprived of the sense of security necessary for their normal development. This leads to the child’s awareness that he is bad, unnecessary, unloved. Any type of child abuse leads to a wide variety of consequences, but they are united by one thing - damage to the child’s health or danger to his life and social adaptation. The type of reaction of children and adolescents to abuse depends on the age of the child, his personality traits, and social experience. Along with mental reactions (fear, sleep disturbance, appetite, etc.), various forms of behavioral disturbances are observed: increased aggressiveness, pronounced pugnacity, cruelty or lack of self-confidence, timidity, impaired communication with peers, decreased self-esteem.

Children and adolescents who have been subjected to sexual violence (or assault) are also characterized by a violation of sexual behavior: a violation of gender-role identification, fear of any kind of manifestation of sexuality, etc. It seems important that the majority of children who experienced abuse (violence) by adults in childhood , tend to reproduce it, already acting in the role of a rapist and torturer. An analysis of the family and its impact on the psychosocial development of the child shows that in a large group of children the conditions of their early socialization are violated. Some of them are in stressful situations with the risk of physical or mental violence, leading to various forms of deviation; others are involved in criminal activity with the formation of stable forms of delinquent or criminal behavior.

7. Socio-cultural devaluation of traditional moral values ​​in society:

• unstable political situation in the country;
• decline in the moral and ethical level of the population;
• spread of criminal subculture;
• negative influence of the media;
• liberalization of sexual morality;
• dominance of the cult of power among young people;
• shortcomings in the system of extracurricular activities;

8. Psychological desire to be independent from adults:

• desire to be recognized in a peer group;
• craving for self-affirmation;
• an unformed system of moral values;
• low level of emotional-volitional control;
• desire to look grown up;
• hedonic motivations (desire for pleasure);
• the need to change mental state in a stressful situation;
• increased anxiety, low self-esteem;
• infantilism;
• increased level of conformity compared to peers;
• character accentuations, psychopathy;
• psychopathological syndromes (depression, paranoia, vindictiveness, etc.);
• negative properties (envy, greed).

Psychological factors, which include the presence of psychopathology in the child or accentuation (excessive strengthening) of individual character traits. These deviations are expressed in neuropsychiatric diseases, psychopathy, neurasthenia, borderline states, which increase the excitability of the nervous system and cause inadequate reactions of the teenager. Children with pronounced psychopathy, which is a deviation from the norms of human mental health, need the help of psychiatrists. Children with accentuated character traits, which is an extreme version of the mental norm, are extremely vulnerable to various psychological influences and, as a rule, need social and medical rehabilitation along with educational measures. At each period of a child’s development, certain mental qualities, personality traits and character are formed. A teenager experiences two processes of mental development: either alienation from the social environment where he lives, or inclusion. If in a family a child feels a lack of parental affection, love, attention, then the defense mechanism in this case will be alienation. Manifestations of such alienation can be: neurotic reactions, impaired communication with others, emotional instability and coldness, increased vulnerability caused by severe or borderline mental illness, retardation or delayed mental development, and various mental pathologies.

Characterological teenage reactions, such as refusal, protest, grouping, are, as a rule, a consequence of emotionally dependent, disharmonious family relationships. If a teenager’s system of moral values ​​is not formed, his sphere of interests begins to take on a predominantly selfish, violent, parasitic or consumer orientation. Such teenagers are characterized by infantilism, primitiveness in judgment, and a predominance of entertainment interests. The egocentric position of a teenager with a demonstration of disdain for existing norms and the rights of another person leads to “negative leadership”, the imposition of a system of “enslavement” on physically weaker peers, bravado of criminal behavior, justification of one’s actions by external circumstances, and low responsibility for one’s behavior.

9. Biological disorders of the enzymatic and hormonal systems of the body:

• consequences of heredity;
• influence of various environmental factors (radiation level, chemical composition of air).

Biological factors are expressed in the existence of unfavorable physiological or anatomical characteristics of the child’s body, which complicate his social adaptation. Moreover, here we are talking, of course, not about special genes that fatally determine deviant behavior, but only about those factors that, along with socio-pedagogical correction, also require medical correction. These include:

-genetic, which are inherited. These may be mental development disorders, hearing and vision defects, physical defects, and damage to the nervous system. Children, as a rule, acquire these lesions during the mother’s pregnancy due to poor and unhealthy nutrition, her consumption of alcoholic beverages, and smoking; diseases of the mother (physical and mental injuries during pregnancy, chronic and somatic infectious diseases, traumatic brain and mental injuries, sexually transmitted diseases); the influence of hereditary diseases, and especially heredity burdened by alcoholism;

-psychophysiological, associated with the influence on the human body of psychophysiological stress, conflict situations, the chemical composition of the environment, new types of energy, leading to various somatic, allergic, toxic diseases;

-physiological, including speech defects, external unattractiveness, shortcomings of a person’s constitutional and somatic make-up, which in most cases cause a negative attitude from others, which leads to a distortion of the child’s system of interpersonal relationships among peers and the team.

Let's look at the types of deviations.

1. According to the duration of deviations there are: temporary; permanent; sustainable; unstable.

2. By level of organization: spontaneous; planned; structured; unstructured.

. By focus on oneself and others: selfish; altruistic; expansive; non-expansive.

. By level of awareness: conscious; unconscious.

. By number of persons: individual; group.

Let's take a closer look.

Deviant behavior has different dynamic characteristics, can be stable or unstable, have different directions and social significance. Deviant forms of behavior are divided into temporary and permanent, stable and unstable. Temporary deviations are characterized by a limited duration of behavior that contradicts certain norms. For example, teenagers may exhibit deviant forms of behavior only while staying at a holiday camp, be aggressive only in a certain group, etc. Permanent deviations include such forms of antisocial behavior that tend to recur. Stable deviations are those that are characterized by only one type of antisocial behavior (drug addiction, dromomania, etc.). With unstable deviations, there is a tendency to display various types of deviant behavior (alcoholism with aggression towards others, etc.).

Natural deviations are characterized by spontaneity and chaos. They arise under the influence of external circumstances and are characterized by a temporary nature. Their cause, as a rule, is the emotional state of the individual and a combination of circumstances. The most typical spontaneous deviations for adolescents are verbal and physical aggression, suicide attempts, and the like.

Planned deviations are regulated and have a clear focus. A person prepares in advance for their implementation, often experiencing joyful and at the same time anxious anticipation of a certain type of activity (for example, the state of computer addiction in adolescents). Structured (organized) deviation is a group form of behavior within which the roles of all its participants are clearly distributed. An unstructured variety of group deviant behavior is characterized by the absence of hierarchical relationships and regulation of actions.

Deviant forms of behavior, in their focus on oneself and others, can be expansive, non-expansive, egoistic and altruistic. Expansive deviations, in contrast to non-expansive ones, are characterized by intrusion into the sphere of life and activity of others, the implementation of various forms of physical, mental and sexual violence against them. With non-expansive deviations, the individual’s behavior does not affect the interests of others (for example, anorexia nervosa - preoccupation with one’s body weight, constant restriction of one’s food intake). Egoistic deviations are marked by a focus on obtaining pleasure or personal gain. Altruistic deviations are aimed at satisfying the interests of other people, often combined with a tendency to self-sacrifice and self-destruction. A suicide can pursue altruistic goals if he says goodbye to life to save others.

Based on the level of awareness and criticality of behavior, conscious and unconscious deviations are distinguished. Conscious deviation is a type of behavior in which a person realizes that his actions contradict certain norms and regarding which a person can experience negative emotions, wanting to change his behavior. Unconscious deviations, as a rule, are characteristic of people with mental disorders who are convinced that their behavior is adequate in comparison with the actions of others; they lack the desire to change anything in their behavior.

There are also primary and secondary deviations. Primary deviation is actually non-normative behavior that has various reasons (“rebellion” of a teenager against the authoritarianism of adults; a desire for self-expression, which for certain reasons cannot be fulfilled within the framework of “normative” behavior). Secondary deviations arise as a result of the deviant’s conscious or unconscious desire to act in accordance with the label that others noticed in his behavior earlier.

Classifications

There are different approaches to the classification of deviant behavior, both in complexity and content. Differences in classifications are caused by the fact that different branches of science (psychology, medicine, criminology, etc.) and scientific schools have different understandings of what forms of behavior can be called deviations, how to distinguish a norm from a deviation, whether a behavioral deviation can be constructive (positive) ) character, or only destructive.

R. K. Merton, within the framework of his theory of structural functionalism, created one of the first sociological classifications of human behavioral reactions (1938)[2][3]. His model presents 5 ways of adapting an individual to the conditions existing in society, each of which is characterized by whether the individual approves of the goals of society and the means by which society achieves these goals (some of these reactions are essentially types of deviant behavior):

1. Submission (submission to the goals and means of achieving the goals of society);
2. Innovation (subordination to the goals of society, but not to the means of achieving them);
3. Ritualism (the goal is rejected as unattainable, but adherence to tradition remains);
4. Retreatism (withdrawal from society, disagreement with goals and means of achieving goals);
5. Rebellion (an attempt to introduce a new social order, both goals and means change).

Ts. P. Korolenko and T. A. Donskikh proposed the following classification of behavioral deviations:[4]

1. non-standard behavior (actions that go beyond social stereotypes of behavior, but play a positive role in the development of society):
2. destructive behavior:
   externally destructive behavior (aimed at violating social norms): addictive (the use of certain substances or specific activities in order to escape reality and obtain the desired emotions),
3. antisocial (violation of laws and rights of other people);
4. intra-destructive behavior (aimed at the disintegration of the personality itself: suicidal, conformist, narcissistic, fanatical, autistic behavior).

Deviant behavior of minors and its diagnosis

According to the General Prosecutor's Office in Ukraine, in just three months (January - March) of 2014, 169.5 thousand crimes were registered, 1235 of which were committed by minors or with their participation.

The analysis shows that the level of crime (including children’s crime) in the country has remained virtually unchanged in recent years (Table 1).

Table 1

Crimes in Ukraine

*calculated by the authors based on data from the State Statistics Service of Ukraine

At the same time, experts state that crime has become younger during the years of Ukraine’s independence, because the average age of a criminal has decreased by 2-4 years. Today, up to 40% of all crimes are committed by persons under 25 years of age, including about 7% by minors. At the same time, criminologists note that juvenile criminals are superior to their older “comrades” in audacity and cynicism when committing a crime.

Every tenth crime is committed by minors in Ukraine while under the influence of alcohol or drugs. And this is a consequence of the fact that today in Ukraine 68% of boys and 64% of girls drink alcohol, and 13% of young people use soft drugs. The World Health Organization confirms the fact that in terms of such an indicator as “teenage alcoholism” Ukraine confidently ranks first in the world. According to the Ministry of Health of Ukraine, from 8% to 26% of schoolchildren aged 13–16 years have tried drugs at least once. In 2012 alone, 2 thousand minor drug addicts were recorded in the country. Taking into account latency, this figure must be increased by 6–10 times.

Every crime has its own roots - genetic, physiological or social. They all start in the family. It is the family that has been and remains the main institution of socialization of the child, because The family plays the main role in the formation of moral principles and life principles. Unfortunately, the institution of family in Ukraine is experiencing a crisis. The number of dysfunctional families is growing, in particular, “incomplete families”, families with a “step-father”, “civil families”, families with low social status, low-income families, etc. For various reasons, families today are increasingly withdrawing from performing one of their main functions - educational. Research shows that parents in Ukraine currently spend an average of about five minutes a day communicating with their own children. The situation is further aggravated by the fact that today’s young parents are people aged 25-35, whose childhood was in the critical 1990s, when the moral education of children was practically forgotten. Unfortunately, it is precisely such parents today who provoke children’s deviance with their behavior.

One cannot but agree with the opinion of Kyiv psychologist Vadim Vasyutinsky, who noted that “A prosperous family is not one where the child is fed and not beaten, but one where he is loved and supported.”

Establishing the level of family well-being (from the point of view of raising children) is very difficult. As a rule, documents, for example, available in a student’s personal file, do not provide an answer even to questions of a formal nature (about the completeness of the family, paternity, presence of brothers and sisters, cohabitation, etc.). Attempts through additional questionnaires or surveys to find out the real state of affairs in the family, in most cases, turn out to be ineffective, since parents (usually mothers) either do not answer questions at all or answer incompletely, hiding part of the information.

In this situation, we decided to use the indirect projective diagnostic method, which has become widespread in assessing child-parent and sibling relationships. Family psychologists have noted that when assessing a child’s experience and perception of his place in the family and clarifying the child’s attitude towards the family as a whole and its individual members, drawing methods are quite productive. At the same time, it was stated that when applied to children of primary school age, a simple method known as “Family Drawing” is effective. We took this method as a basis.

The study was conducted in Sevastopol, which, according to the People's Deputy of Ukraine Gennady Moskal, is the most criminal city in Ukraine (in January 2013, the crime rate per 10 thousand residents in Sevastopol reached 61.2, which is 1.6 times higher than in Kyiv and 2.5 times higher than the average for Ukraine). The object of the study was the first grade of one of the oldest schools in the city, located in the central part of Sevastopol.

The technique included: 1) drawing by children in class on a standard sheet of paper with colored pencils of their families; 2) assessment of the emotional impact of the drawing on viewers; 3) formalized analysis of the structure of the drawing from the point of view of the completeness of the drawn family (in comparison with the real one); 4) meaningful characteristics of the drawing, including interpretation of the features of the location of the figures of family members and their graphic representation. 5 system complexes were assessed: favorability of the family situation, anxiety, conflict, feelings of inferiority and hostility.

Analysis of the drawings showed the following: 1) people’s drawings are very variable. 70% of them are schematic images (III stage of development of children's drawings), 20% are semi-schematic (IV stage) and 10% are plausible (V stage). This result indicates that only 30% of students have a mental age not lower than chronological (6-8 years). This assessment coincides with data on academic performance (reading, writing, counting) and logical thinking ability; 2) the number of figures in the figure coincided with the data on the quantitative composition of the family only in 40% of cases, while in two figures there were no human figures at all. The family, as a rule, was depicted in a reduced composition, without some brothers and sisters, which indicates intra-family competition and conflict in sibling relationships. In three pictures, the family composition was increased, which may be due to unmet psychological needs in the family. 3) in 40% of cases, the figures of people were monochrome, which indicates an indifferent-neutral or negative (when drawing in black) attitude of the child towards these family members; 4) in two drawings, all human figures are depicted with raised arms and long spread fingers, which indicates aggressive motives; 5) in 50% of the drawings, in addition to human figures, houses, cars, etc. were present (and in some cases dominated). The presence of such objects in a family picture indicates the priority of material wealth in the life of the family.

Based on the analysis, it was established: 1) the real composition of the family differs significantly from that known to the teacher; 2) in approximately every fourth family a child experiences emotional discomfort.

These findings prompted us to conduct an additional special study of the composition of families of first-graders. As a result, it was revealed that out of 30 schoolchildren, 18 are brought up in families with latent signs of trouble.

The results obtained suggest that drawing can be an effective means of diagnosing the predisposition of primary school children to deviant behavior.

Deviant behavior of minors is the subject of research in many sciences, including pedagogy. At the same time, the pedagogical aspect seems to us to be especially important, because allows us to formulate recommendations for the prevention and prevention of crime among children and adolescents and propose a set of preventive measures.

In this regard, the issue of reflecting this topic in the dissertations of academic teachers is interesting. An array of dissertations from the National Library of Ukraine named after V.I. was chosen as the object of study. Vernadsky (NBUV).

The “Pedagogical Sciences” section of the NBUV electronic catalog contains more than 3,300 sources of information - dissertations and abstracts (Table 2).

table 2

Number of abstracts of dissertations on pedagogy in the funds of the NBUV

Due to such a large number of works, it was decided to conduct an analysis only under five headings: A) “Difficulties in educating the behavior of school-age children and overcoming them”; B) “Raising difficult and neglected children (school pedagogy)”; C) “Education of students in grades 5-8. Education of teenagers (school pedagogy)”; D) “Legal education (school pedagogy)”; D) “Juvenile crime” (Table 3).

Table 3

Number of abstracts on pedagogy in 5 selected headings

*numerator – number of candidate’s theses, denominator – number of doctoral theses

In these headings we found 8 doctoral and 94 candidate dissertations. During the analysis, it was found that some of these works were positioned by the library simultaneously in several different headings. It was possible to reveal that the number of original (in terms of repetition of submission) dissertations was 79, including 6 doctoral and 73 candidate dissertations. However, due to the fact that it is not possible to give priority to any of the headings, the analysis was carried out on all 102 works.

The largest number of dissertation research (37) was carried out within the specialty “Theory and Methods of Teaching”, a little less - 34 within the specialty “General Pedagogy and History of Pedagogy”, but the largest number of doctoral dissertations were presented here (7). We have found that over the past 7 years, almost 60% of all dissertations have been defended, which indicates both an increase in interest in the topic of deviant behavior of minors and, apparently, an increase in the significance of the problem itself.

Our research has shown that the problem of deviant behavior of minors is of both scientific and practical interest for teachers, which is confirmed by the discovery in the collections of the NBUV of a significant (at least 2.5% of the total) number of dissertation studies devoted to this issue.

Causes and signs of deviant behavior

1. Deviant personal behavior is behavior that does not correspond to generally accepted or officially established social norms.
2. Deviant behavior and the personality exhibiting it cause negative evaluation from other people (social sanctions).
3. Deviant behavior causes real damage to the person himself or to the people around him. Thus, deviant behavior is destructive or self-destructive.
4. Deviant behavior can be characterized as persistently repeated (repeated or prolonged).
5. Deviant behavior must be consistent with the general orientation of the individual.
6. Deviant behavior is considered within the medical norm.
7. Deviant behavior is accompanied by phenomena of social maladjustment.
8. Deviant behavior has a pronounced individual and age-gender specificity.

The term “deviant behavior” can be applied to children at least 5 years old.

The causes of deviant behavior can be determined by several prevailing factors that could influence the individual.

1. Biological. People, by their biological make-up, are already predisposed to act differently from what society tells them to do. Most often, such people can be identified by their appearance.
2. Psychological. Deviation develops due to the influence of external factors and stimuli on a person, as well as his personal psychological qualities, which are innate in nature.
3. Sociological. The easiest way to explain them is with the help of the Theory of Anomie, according to which in society there is a rejection of social norms and values, their complete collapse, and a certain state of vacuum is formed in society.

Preface

The book describes the criminological and psychological aspects of metacriminology. Meta (Greek Μετά, meta - after, after, after, through), as a rule, means: 1) the level of description of an object or system, higher than the previous description; 2) following something, transition to something else, change of state, transformation.

Crime, the causes of it and individual criminal behavior, the personality of the criminal, preventive measures are traditional elements of the subject of criminology. Deviations, the personality of a deviant (delinquent), the psychology of deviant behavior are elements of the subject of deviantology. Studies of the sociology of crime, victimization and personal deviance have always been of interest to criminologists. Moreover, famous criminologists V. N. Kudryavtsev, Yu. M. Antonyan and other scientists made a worthy contribution to the description and solution of problems of deviant behavior.

In our case, an attempt has been made to consider those types of deviant behavior that deviate from socially approved, most widespread and established norms in certain communities in a specific period of their development, which turn into socially dangerous acts (crimes) or other determinants of them and, as a rule, serve as background phenomena for crime.

The continuous growth of various manifestations of deviant behavior of young people and minors poses as one of the main tasks for society not only the fight against the consequences of deviations from social norms (including legal norms), but, mainly, their prevention, or the neutralization of the causal complex, the elimination of social contradictions, maladjustment of persons that have a negative impact on the actions and actions of primarily the younger generation, including individual young people under 25 years of age, whose body also does not have time, due to emotional immaturity, to stabilize to the criterion of adulthood established in society [1] .

Note that in Russia the age of majority is 18 years old, in a number of other countries it is 21 years old. An eighteen-year-old receives all the rights of an adult, including the ability to drink alcoholic beverages. You can get a driver's license at 16 years old, have sex at 18, since the United States criminalizes sex with a person under 18 years old, but a person only gets the right to drink alcohol at 21 years old.

In this regard, the problem of studying the deviant behavior of youth and minors is professionally necessary and practically significant.

Deviant behavior in dystopia

Science fiction authors sometimes use ordinary humane behavior as deviant in the dystopian societies they describe. This is how Ray Bradbury shows reading as deviant in Fahrenheit 451; in Sergei Lukyanenko’s “Stars are Cold Toys” Geometers consider touching and hugging deviant (for everyone except Mentors); For the world of the novel “1984” described by George Orwell, any personal relationship is deviant. Natural behavior that we understand becomes the starting point for deviation

society itself.

Another example is Yevgeny Zamyatin’s novel “”; in which a deviant is considered a person who has a soul, is capable of loving and thinking abstractly from the accepted dogma in society, based on Taylorism, the subordination of any human activity to the laws of algebra and geometry.

Our experimental work and psychological and pedagogical research have shown that in adolescents with deviant behavior, a socially negative, egoistic orientation predominates,

determining the appropriate life position: a tendency towards entertainment, an idle lifestyle, the pursuit of pleasure. According to some researchers, more than 73% of minors smoke, 59% drink alcohol, and 10% use drugs. Adolescent offenders have significantly deformed spiritual, cognitive and aesthetic needs. They have no interest in knowledge, in educational activities (45%), they spend their free time aimlessly, and do not engage in socially useful activities (73%). Due to the underdevelopment of cognitive interests and a negative attitude towards school, this category of adolescents has a rather low level of moral and legal culture.

To determine the volume and nature of the legal knowledge of minors, a questionnaire was given to school students, students of a rehabilitation center, students of vocational schools and technical colleges, which asked questions about their knowledge of certain legal norms and the characteristics of certain illegal acts. To the question: “What do you think a crime is?” - the vast majority of educationally neglected teenagers chose the answer that “this is a thoughtless action” (50.7% of VTC students; 47.8% of students registered in the IDI; 38.5% of students Vocational schools), and only 27% of ordinary schoolchildren indicated that “this is a socially dangerous act committed by a sane person at the age of criminal responsibility.” When asked to characterize petty hooliganism, the priority in the choice of characteristics among the students of the Higher Technical School turned out to be pestering passers-by on the street, among vocational school students - “damage to state property (broke a chair, table, broke a window)”, among teenagers registered with the IDN - “rudeness in transport, obscene expressions, among ordinary schoolchildren - “noise at night”. To the question: “Is it possible to live in our country without breaking the law?” - legal nihilism is clearly visible in the answers. A negative answer was given by 73.2% of VTK students, 65.4% of vocational school students, 61.5% of teenagers registered with the IDN, and about 5% of ordinary schoolchildren.

No less original are the answers to questions that determine the attitude of adolescents to modern legislation and violations of legal norms. Half of the interviewed teenagers with deviant behavior had an indifferent attitude towards obscene language, drinking alcohol, vagrancy, and petty theft, and if it was associated with an assessment of the actions of comrades or close people, then the answer “depending on the circumstances” was chosen.

In the legal and special psychological and pedagogical literature that analyzes the legal consciousness of adolescents with deviant behavior, the following features are highlighted.

First of all, this is an imaginary knowledge of criminal law. Faced with individual articles of the criminal code that determine the nature of their specific offense, adolescents get the impression that they know not only the number of the article, but also its essence. But legal practice and research results show the limitations of this knowledge and the lack of clarity of ideas about legal norms.

Secondly, teenagers have difficulty comparing their behavior and the requirements of the law. People are inclined to consider their action as an innocent prank, as a careless action, and not as an offense or crime.

Thirdly, underage teenagers do not know how to apply legal knowledge in a specific situation. If they are asked to find a legally correct solution in a conflict situation and justify it, they are not able to do this, since their legal knowledge is usually scarce, and the practice of its application is limited.

Fourthly, when assessing or characterizing a particular illegal act, adolescents are guided not by the rule of law, but by the motive of the action. If, for example, the money was “taken” in order to help someone, and not spent aimlessly, then they do not see a crime here.

Fifthly, there is a dependence of the legal consciousness of minors on the influence of adults and people more authoritative for them or the influence of the group’s opinion. In order not to seem like a coward or to lose their authority in the eyes of their peers, teenagers commit illegal actions or decide to commit them.

It is necessary to note in adolescents with deviant behavior disturbances in the emotional-volitional sphere of personality.

It is worth saying that they are characterized by instability, hot temper, impulsiveness (more than 30% of adolescents), frequent mood swings, and emotional instability. Instability of the emotional sphere and instability of character affect relationships in the classroom with peers and adults, leading to frequent conflicts.

On average, every ordinary teenager during the week from time to time comes into conflict in 30.5% of cases, vocational school students - in 45% of cases, teenagers are delinquents and juvenile delinquents, respectively, in 60.8 and 76.9% of cases. The causes of conflict among ordinary schoolchildren are misunderstanding on the part of peers (23.1%), among vocational school students - the desire to stand out (30.8%), among adolescent delinquents - the desire to prove that “I am also a person” (37.8%). Conflicts usually occur with different categories of people.

Among the motives for antisocial behavior of adolescents, almost half of the crimes committed are related to the satisfaction of primitive ones, incl. needs that are abnormal for adolescence (alcohol, tobacco products). Some teenagers (up to 20%) commit crimes out of a desire to learn new things, to experience the unknown, another part - out of mischief, out of nothing to do (11%). About a quarter of percent of offenses are committed out of a desire to assert oneself among peers. However, deviant behavior of adolescents is a rather capacious and meaningful concept, including deviations in behavior, ranging from elementary, simple violations of order (motives are very different) to the commission of serious offenses bordering on violation of the law. In psychological and pedagogical literature and school practice, adolescents with deviant behavior include all mentally healthy children (with deviations within the normal range), but who have problems (delays, lags) in moral, mental, emotional and volitional development due to shortcomings and miscalculations of upbringing (family or social), an unfavorable developmental situation in a particular period of ontogenesis and, therefore, not amenable to conventional measures of pedagogical influence.

Because of this, when speaking about the deviant behavior of minor adolescents, we will mean that group of children who are included in the category of difficult-to-educate, pedagogically and socially neglected adolescents, and a certain part of adolescent delinquents.

The very word difficult to educate indicates difficulties in the upbringing, formation of the child’s personality, his inability or unwillingness to assimilate pedagogical influences and actively respond to them. A difficult-to-educate child is, first of all, one who actively resists upbringing, expresses disrespect and distrust of the teacher, and shows

negativism towards the educational process provokes and creates preconditions for conflict situations. Difficulty in upbringing can manifest itself as a result of an age-related crisis in the child’s development, the inability to find an individual approach to him or as a consequence of a defect in mental and social development, as well as pedagogical errors, especially when the child demonstrates independence.

In the absence of full-fledged and timely correctional and pedagogical work, a state of pedagogical neglect arises in the child, and the scope of manifestation of his educational difficulties expands.

Pedagogically neglected -

This is a child whose level of bad manners is expressed in the lack of formation of the most important social qualities of the individual that are relevant for the corresponding age. The traits and qualities of a pedagogically neglected schoolchild determine his inadequate reactions to pedagogical influences due to insufficient development of will and feelings. This category of children is characterized by a chronic lag in a number of academic subjects, intense resistance to pedagogical influences, a negative attitude towards learning, various antisocial manifestations (missing lessons, conflicts with classmates and teachers, acquiring bad habits, etc.).

Pedagogical neglect should be not only a consequence, but also the source of difficult education, strengthening it and leading the teenager to social neglect and delinquency.

Socially neglected children and adolescents are difficult to educate and pedagogically neglected minors who lack professional orientation, useful skills and abilities, and their sphere of social interests is sharply narrowed. It is worth saying that they are characterized by deep alienation from family and school, and their formation and social development occur under the influence of asocial teenagers and their groups; they are characterized by serious social deviations (vagrancy, drug addiction, alcoholism, delinquency, immoral behavior, etc.).

However, social and pedagogical neglect are closely related to educational difficulties, complement and deepen each other, and under certain conditions lead to delinquency. For this reason, their prevention and elimination require comprehensive socio-psychological and correctional-pedagogical measures, a balanced scientific approach and thoughtful measures of pedagogical influence, based on knowledge of the nature, conditions and causes of this asocial phenomenon.

Notes

1. Gromov I. A., Matskevich I. A., Semenov V. A. Western sociology. - St. Petersburg: DNA Publishing House LLC, 2003. - P. 532.
2. Merton RK “Social Structure and Anomie”, American Sociological Review (English) Russian, 3, October, 1938, p. 672—682
3. Merton R.K.
   Social structure and anomie // Sociology of crime (Modern bourgeois theories) / trans. from French Samarskaya E. A., editor. lane Gretsky M. N. - M.: Progress, 1966.
4. Korolenko T.P., Donskikh T.A. Seven paths to disaster: Destructive behavior in the modern world. - Novosibirsk: Publishing House "Nauka", 1990.

How to write a term paper on speech therapy

07.09.2010 176576

These guidelines are compiled to help students gain an understanding of the content and structure of coursework in speech therapy.

Logopedia of pedagogical science that studies anomalies of speech development with normal hearing, explores the manifestations, nature and mechanisms of speech disorders, develops the scientific basis for overcoming and preventing them means of special training and education.

The subject of speech therapy as a science is speech disorders and the process of training and education of persons with speech disorders.

The object of study is a person suffering from a speech disorder.

The main task of speech therapy as a science is the study, prevention and elimination of various types of speech disorders.

Coursework in speech therapy is a student's scientific and experimental research. This type of educational activity, provided for by the educational and professional program and curriculum, contributes to the acquisition of skills in working with literature, analyzing and summarizing literary sources in order to determine the range of insufficiently studied problems, determining the content and methods of experimental research, processing skills and qualitative analysis of the results obtained. The need to complete coursework in speech therapy is due to the updating of knowledge concerning the content, organization, principles, methods and techniques of speech therapy work.

As a rule, during their studies, students must write two term papers - theoretical and practical.

The first course work should be devoted to the analysis and synthesis of general and specialized literature on the chosen topic. Based on this analysis, it is necessary to justify and develop a method of ascertaining (diagnostic) experiment.

In the second course work, it is necessary to provide an analysis of the results obtained during the ascertaining experiment, as well as determine the directions and content of speech therapy work, and select adequate methods and techniques of correction.

So, let’s present the general requirements for the content and design of coursework in speech therapy.

The initial and most important stage of working on a course project is the choice of a topic, which is either proposed by the supervisor or chosen by the student independently from a list of topics that are consistent with the areas of scientific research of the department.

Each topic can be modified, considered in different aspects, but taking into account a theoretical and practical approach. Having chosen a topic, the student needs to think through in detail its specific content, areas of work, practical material, etc., which should be reflected both in the formulation of the topic and in the further construction of the study. It should be recalled that the chosen topic may not only have a purely theoretical orientation, for example: “Dysarthria. Characteristics of the defect”, “Classification of dysgraphia”, but also take into account the practical significance of the problem under consideration, for example: “Speech therapy work on speech correction for dysarthria”. It should also be taken into account that when formulating a topic, excessive detail should be avoided, for example: “Formation of prosodic components of speech in preschoolers of the sixth year of life attending a preschool institution for children with severe speech impairments.”

The course work includes such mandatory parts as: introduction, three chapters, conclusion, bibliography and appendix.

The text of the term paper begins with the title page . An example of its design can be seen here.

Then the content of the work is given, in which the names of chapters, paragraphs, and sections are formulated in strict accordance with the content of the thesis. An example of its design can be seen here.

In the text, each subsequent chapter and paragraph begins on a new page. At the end of each chapter, the materials are summarized and conclusions are formulated.

The introduction reveals the relevance of the problem under consideration in general and the topic being studied in particular; the problem, subject, object, and purpose of the study are defined. In accordance with the goal and hypothesis, objectives and a set of research methods aimed at achieving the objectives must be defined.

The relevance of the topic lies in reflecting the current level of pedagogical science and practice, meeting the requirements of novelty and usefulness.

When defining the research problem, it is important to indicate what practical tasks it will help to implement in training and educating people with speech pathology.

The object of research is understood as certain aspects of pedagogical reality, perceived through a system of theoretical and practical knowledge. The ultimate goal of any research is to improve this object.

The subject of research is some part, property, element of an object, i.e. the subject of research always indicates a specific aspect of the object that is to be studied and about which the researcher wants to gain new knowledge. An object is a part of an object.

You can give an example of the formulation of the object, subject and problem of research:

– The object of the study is the speech activity of preschool children with phonetic-phonemic speech disorders.

– The subject of the study is the features of intonation speech of children with phonetic-phonemic speech disorders.

– The research problem is to determine effective directions for speech therapy work on the formation of intonation expressiveness of speech in the system of correctional intervention.

The purpose of the study contributes to the specification of the object being studied. The goal of any research is to solve a specific problem. The goal is specified in tasks taking into account the subject of research.

The research objectives are formulated in a certain sequence, which determines the logic of the research. The research objectives are set on the basis of a theoretical analysis of the problem and an assessment of the state of its solution in practice.

The first chapter is an analysis of literary sources, which examines the state of this problem in historical and modern aspects, and presents the most important theoretical principles that formed the basis of the study.

When writing the first chapter, you should pay attention to the fact that the text of the course work must be written in a scientific style. When presenting scientific material, it is necessary to comply with the following requirements:

– Specificity – a review of only those sources that are necessary to disclose only a given topic or solve only a given problem;

– Clarity – which is characterized by semantic coherence and integrity of individual parts of the text;

– Logicality – which provides for a certain structure of presentation of the material;

– Reasoning – evidence of thoughts (why this and not otherwise);

– Precision of wording, excluding ambiguous interpretation of the authors’ statements.

A literary review of the state of the problem being studied should not be reduced to a consistent presentation of literary sources. It should present a generalized description of the literature: highlight the main directions (currents, concepts, points of view), analyze in detail and evaluate the most fundamental works of representatives of these directions.

When writing a work, the student must correctly use literary materials, make references to the authors and sources from which the results of scientific research are borrowed. Failure to provide required references will reduce your coursework grade.

As a rule, in coursework on speech therapy, references to literary sources are formatted as follows: the number of the cited source in the general list of references is placed in square brackets. For example: General speech underdevelopment is a speech pathology in which there is a persistent lag in the formation of all components of the language system: phonetics, vocabulary and grammar [17].

When using quotations, in square brackets, in addition to indicating the source number, the page number from which this excerpt is taken is indicated, for example: Speech rhythm is based on a physiological and intellectual basis, since, firstly, it is directly related to the rhythm of breathing. Secondly, being an element that performs a communicative function, “correlates with meaning, i.e. controlled intellectually” [23, P.40].

However, course work should not be of a purely abstract nature, so you should not abuse the unreasonable abundance of citations. Quoting should be logically justified, convincing and used only when really necessary.

In the second chapter , devoted to experimental research, the organization should be described and the program of the ascertaining experiment should be presented. The survey methodology, as a rule, consists of a description of several series of tasks, with detailed instructions, visual and lexical material, the procedure for completing tasks by experiment participants, and scoring criteria. This chapter also provides a qualitative and quantitative analysis of the results obtained.

When analyzing the results of an experiment, it is necessary to use a scoring system. Examples of various criteria for quantitative and qualitative assessment are presented in the following works:

– Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. - M.: Arkti, 2002. - 144 p.

– Fotekova T.A. Test methodology for diagnosing oral speech of primary schoolchildren. - M.: Arkti, 2000. - 56 p.

– Levchenko I.Yu. Pathopsychology: Theory and practice. - M.: Academy, 2000. - 232 p.

In order to visually present the results obtained during the experimental study, it is recommended to use tables, graphs, diagrams, etc. Histograms can be used in a variety of ways - columnar, cylindrical, planar, volumetric, etc. An example of the design of tables, figures, and histograms can be found here.

The third chapter provides a rationale for the proposed methods and techniques and reveals the content of the main stages of correctional work.

The conclusion contains a summary of the material presented and the main conclusions formulated by the author.

The bibliography must contain at least 25 sources. The list includes bibliographic information about the sources used in preparing the work. An example of its design can be seen here.

In the application you can present bulky tables or illustrations, examination protocols, observation records, products of activity (drawings, written works of children), notes from speech therapy classes, etc.

The volume of one course work must be at least 30 pages of typewritten text.

In general, coursework in speech therapy is the basis for a future thesis, in which the study of the begun problem can be continued, but from the standpoint of a different approach or a comparative analysis of the disorders being studied in different age categories of people with different types of speech disorders.

The content and format of theses in speech therapy can be found here.

Literature:

1. How to write a term paper on speech therapy: Methodological recommendations. Educational and methodological manual / Comp. Artemova E.E., Tishina L.A. / Ed. Orlova O.S. – M.: MGOPU, 2008. – 35 p.

2. Research work of students in the system of higher professional pedagogical education (specialty 031800 - Speech therapy). Methodological recommendations for completing the thesis / Compiled by. L.V. Lopatina, V.I. Lipakova, G.G. Golubeva. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2002. - 140 p.

Literature

in Russian

• Gilinsky Ya. I. Deviantology: sociology of crime, drug addiction, prostitution, suicide and other “deviations.” — 2nd ed. corr. and additional - St. Petersburg: Publishing house of R. Aslanov "Legal Center Press", 2007. - 528 p.
• Deviating behavior / Gilinsky Ya. I. // Oceanarium - Oyashio. - M.: Great Russian Encyclopedia, 2014. - P. 652. - (Big Russian Encyclopedia: [in 35 volumes] / chief editor Yu. S. Osipov; 2004-2017, vol. 24). — ISBN 978-5-85270-361-3.
• Zmanovskaya E.V. Deviantology (Psychology of deviant behavior): Textbook. aid for students higher textbook establishments. — 2nd ed., rev. - M.: Publishing House, 2004. - 288 p. ISBN 5-7695-1782-4.
• Kovalchuk M. A. Prevention of deviant behavior among high school students: Monograph. Yaroslavl: Publishing house YAGPU im. K. D. Ushinsky, 2002. - 242 p. ISBN 5-87555-132-1.
• Komlev Yu. Yu., Safiullin N. Kh. Sociology of deviant behavior. 2nd ed. Kazan, 2006;
• Kozachenko I. Ya., Korsakov K. V. Criminology: Textbook. M.: NORMA-INFRA-M, 2011. - 304 p. ISBN 978-5-91768-209-9.
• Ostapenko G.S., Ostapenko R.I. Analysis of personality traits of adolescents with deviant behavior // Perspectives of science and education. - 2013. - No. 1. - P.54-60.
• Plakhov V.D. Norm and deviation in society: a philosophical and theoretical introduction to social ethology. St. Petersburg, 2011;

in other languages

• Goode E. Deviant behavior. 9th ed. Upper Saddle River, 2011.

Article "Manifestation of deviant behavior in children and adolescents"

Prevention and correction of deviation in an educational institution

The global changes taking place in Russia today are leading to a restructuring of human psychology, his views, beliefs, habits, moral values ​​and social roles. Adolescent children are the most sensitive to social and psychological stress, therefore they are the ones who most often respond with deviant behavior to the challenges of the surrounding world, which contains a lot of cruelty, violence, aggression, hostility, individualism,

The problem of deviant behavior of adolescents ranks high among other social and psychological problems. It is during adolescence that there is a sharp increase in conflict-ridden, undisciplined teenagers who do not know how to control themselves.

In this regard, the problem of prevention and correction of deviant behavior of adolescents in an educational institution is becoming extremely relevant in modern conditions. The space of non-normative behavior has recently expanded significantly due to an increase in the list of sociocultural deviations and addictions (such as gambling, Internet addiction), as well as due to the expansion of the range of antisocial and illegal activities of adolescents. A lifestyle based on deviant activity and dependent forms of behavior is inevitably accompanied by biological, genetic and social degradation of the individual and significantly worsens the “starting” conditions for the socialization of the younger generation.

Therefore, the main task of solving this problem of deviant behavior of adolescents is preventive measures to prevent deviation, prophylaxis and, if necessary, psychological and pedagogical correction within educational institutions, where they are in the zone of social control and influence of the teaching staff. The decisive factor in the prevention and correction of deviant behavior is the pedagogically controlled socio-cultural environment, which for a teenager is the most important condition for socialization and a space for personal development.

Experts conventionally distinguish three types of deviant behavior:

• deviant;
• delinquent (illegal);
• criminal (criminal) behavior.

Sociologists define deviation

as behavior that is contrary to the norms of social behavior in a particular community, and entails isolation, treatment, correction or punishment of the offender. According to E. Durkgain, the likelihood of behavioral deviations increases significantly with the weakening of normative control occurring at the social level. In accordance with the theory of anomie (a state of lawlessness) by R. Merton, deviant behavior arises primarily when socially accepted and given values ​​cannot be achieved by some part of this society.

Significant signs of deviant
behavior
are:

1. Deviation from social standards. Such deviations include any actions that do not comply with the current rules, laws and guidelines of society. However, you need to be aware that social norms can change over time.
2. Obligatory censure from the public. A person exhibiting such behavioral deviation always causes negative evaluations from other people.
3. Destructiveness. It is expressed in the ability to cause significant damage to the individual or to surrounding people.
4. Regularly repeated actions (multiple). For example, the conscious, regular theft of money by a child from the parents’ pocket is a form of deviation - delinquent behavior.
5. Medical norm. Deviations are always considered within the clinical norm.
6. Social maladjustment. Any human behavior that deviates from the norm always causes or intensifies a state of maladjustment in society.
7. Pronounced age and gender diversity. One type of deviation manifests itself differently in people of different genders and ages.

It should be remembered that the term deviant behavior can be applied to children at least 9 years old.

Deviance can be expressed in mild inconsistencies with social norms, namely in the form of extremely individualized thinking and behavior, in various forms of social pathology (drunkenness, prostitution, drug addiction, etc.). This kind of deviation disorganizes the social system, undermines its foundations, and damages the individual himself.

Some researchers also call anti-disciplinary behavior deviant and include situationally determined behavioral reactions as deviant: aggressiveness, unauthorized and systematic deviation from educational activities.

The socio-pedagogical parameters of deviant behavior of children and adolescents, its structure and content in the scientific literature are assessed and characterized ambiguously.

Thus, according to the American sociologist N. Smelser and the Belarusian sociologist O. Osinova, deviance is determined by the compliance or non-compliance of adolescents’ actions with social expectations. Since social expectations are varied and often seem controversial, it is not easy to determine whether a particular action is deviant. Smelser notes that the same act is perceived by some as deviant, by others as non-deviant. The scientist emphasizes that deviance is a deviation from the group norm, which in principle entails isolation, treatment, imprisonment or other punishment for the violator

Kleiberg Yu.A. defines deviant behavior of adolescents as a specific way of changing social norms and expectations through demonstrating a value-based attitude towards them. To do this, teenagers use their own methods of self-expression: slang, style, manners, fashion, etc. In this case, deviant actions are:

• as a means of achieving a significant goal;
• as a way of psychological release, replacing blocked needs and switching activities;
• as an end in itself, satisfying the need for self-realization and self-affirmation. In this case, deviant behavior is directly related to the “I-concept” of the teenager’s personality.

Deviant adolescents are often characterized by significant emotional disturbances: impulsiveness, irritability, hot temper, conflicts with others, and aggressiveness. They are characterized by such properties of the emotional-volitional and value-normative spheres of personality as anxiety, defective value systems, especially in the area of ​​goals and meaning of life.

Forms of manifestation of deviant behavior

Despite the relativity of the concept of “deviant behavior,” there is a

No less hidden are very real and various social phenomena that manifest themselves in various types and forms:

• drunkenness and alcoholism;
• substance abuse and drug addiction;
• suicidal behavior;
• prostitution;
• deviant behavior due to sexual deviations;
• running away from home and vagrancy;
• vandalism.

As an analysis of a number of psychological and pedagogical sources shows, common features characteristic of adolescents with deviant behavior are a state of psychological isolation, a low level of socialization, developmental delays, various kinds of disturbances in the emotional sphere, defects in self-attitude and a negative self-concept, undifferentiated self-image ", mismatch of cognitive, emotional and behavioral components. In addition, scientists have identified the following specific socio-psychological characteristics among the population of adolescents under consideration: lack of experience in moral behavior; distortion or misunderstanding of such social values ​​as friendship, love, courage, etc.; inappropriately high or low self-esteem; incorrect attitude towards the system of moral norms (immoral behavior - one’s own or those of others - is assessed as normal, corresponding to social attitudes); the situational nature of the psychological mood, associated with the insufficient social experience of the individual and expressed in the pliability of his behavior to external influences.

Deviant behavior has a complex nature, due to a wide variety of reasons and factors.

1. Social reasons.

Social conditions play a role in the origin of criminal behavior. These primarily include:

• small social groups (primarily family

  , peer group);

• school;
• multi-level social processes (weakness of power and imperfect legislation, social cataclysms and low standard of living).

Social reasons also include social inequality, stratification of society into rich and poor, instability of the socio-economic situation, limitation of socially acceptable ways to earn a decent income, and unemployment.

2.
Moral and ethical reasons
: low moral level of modern society; his lack of spirituality; loss of moral values; society's indifference to many children's problems; prosperity among the population of alcoholism and drug addiction.

3.
Social and pedagogical reasons
: defects in family and school education; the child's failure at school; decline in the prestige of education; pedagogical neglect, etc.

4.
Family as a cause of deviant behavior
. In a family, risk factors should consider the following family characteristics: the nature of relationships and communication in the family; educational potential of the family; family structure; social conditions; psychological microclimate; educational and cultural level of parents.

Families with conflicting demands on children, hypersocial, hyposocial, pedagogically insolvent can cause deviant behavior in children and adolescents. At the same time, it has been proven that the criminal activity of adolescents does not depend on the material well-being of the family. World statistics are as follows: 50% are children from dysfunctional and low-income families and 50% are children with deviant behavior who were brought up in quite prosperous families.

The formation of deviant behavior is facilitated by the presence of the following factors in the family:

parental use of alcoholic beverages; lack of control over the teenager (54%); cruel treatment of one or both parents towards a teenager or other family members (48%); difficult financial situation (20%); having relatives in prison (13%); absence of one parent in the family (11%); increased control and guardianship over the teenager (8%).

5.

Informal peer groups
should be considered as an independent reason . A friendly group of teenagers becomes a favorable environment for the criminogenic behavior of teenagers when the authority and prestige of the leading subjects of socialization - family and school - are lost.

6.
Features of adolescence
. Adolescence and adolescence are at high risk because they are characterized by:

• internal difficulties of adolescence, starting with psychohormonal processes and ending with the restructuring of the “I-concept”;
• borderline uncertainty of social status: no longer a child, but not yet an adult;
• the desire for novelty, for originality of behavior (including deviant), the desire to understand, fight, achieve, assert itself, attempts to change the existing system of assessments and views accepted in the immediate environment

7. Biological factors.

They are expressed in the existence of unfavorable physiological or anatomical features of the child’s body, which complicate his social adaptation.

There are no special genes that cause deviant behavior. However, there are reasons for deviant behavior that are associated not with socio-pedagogical correction, but with medical ones. These include:

• Genetic factors. Some diseases are inherited, in particular, such as schizophrenia, visual defects, hearing defects, and damage to the nervous system; neuropsychic disorders caused by family alcoholism, drug addiction.
• Psychophysiological factors. Recently, the influence on the human body of psychophysiological stress, conflict and stressful situations, and environmental factors has been increasing, which leads to various somatic, allergic and toxic diseases.
• Physiological reasons. Speech impairment, speech defects, hearing defects, external unattractiveness, constitutional and somatic defects, which often cause negative attitudes from others, which leads to disruption of the child’s interpersonal relationships in the peer group, in the team.

8. Psychological factors

are associated with the presence of psychopathology or accentuation (excessive strengthening) of individual character traits in a person, which is accompanied by emotional instability, neurasthenia, increased excitability of the nervous system, and psychopathy. A person with pronounced psychopathy or accentuated character traits needs social and medical rehabilitation, psychological and pedagogical correction.

9. Sociocultural reasons

are associated with the stratification of society, the receptivity of young people and adolescents to everything new and the uncritical perception of these norms of behavior, the desire to replace regime behavior.

10. Personal factor

. The most dangerous seems to be a low level of self-esteem and the lack of established mechanisms of self-control and self-correction of behavior. Research by the American psychologist G. Kaplan has shown that a decrease in self-esteem in young men is associated with almost all types of deviant behavior and, as a rule, leads to an increase in anti-normative behavior. The most susceptible to various types of deviant behavior are adolescents aged 14-15 years.

An educational institution of any type acts as one of the central links in the system of bodies for the general prevention of deviant behavior of minors. On the one hand, it is called upon to provide pedagogical support for the educational and preventive activities of the family and other social institutions; on the other hand, the school must fully implement its own educational and preventive functions for correcting the behavior of adolescents, carried out directly in the educational process, creating an educational environment in an educational institution, at the place of residence, to improve the conditions for family education of children and adolescents.

Prevention of deviant behavior of minors in educational institutions is based on the following principles:

• formation of counter-flow installations;
• systematicity and continuity in promoting a healthy lifestyle;
• taking into account the psychological characteristics of different age groups of students;
• the unity of the emotional and substantive aspects of promoting a healthy lifestyle;
• organization of leisure and social activity of minors.

Modern prevention of deviant behavior in adolescents is aimed at developing the stability of their psyche in relation to bad habits and antisocial norms.

Working with minors with behavioral problems, as a continuously operating system, has the following main stages:

1. Early prevention stage.
2. Stage of direct prevention of deviant behavior.
3. Stage of prevention of pre-criminal behavior.

At these stages, the following tasks are solved:

• At the stage of early prevention, it is necessary to improve the environment and help minors who find themselves in unfavorable conditions, even before the negative effects of these conditions significantly affect their behavior.

• The objectives of the second stage are to prevent the transition to a pre-criminal level of behavior and create conditions for the correction of persons with an already significant degree of maladjustment who commit non-criminal offenses.
• The main task of the stage of preventing pre-criminal behavior is to prevent transition to a criminal path and create conditions for the correction of persons who systematically commit offenses, the nature and intensity of which indicate the likelihood of committing a crime in the near future.

What are the pedagogical conditions that promote the socialization of students with deviant behavior? Such pedagogical conditions should be understood as a set of methods, forms and means aimed at the process of socialization of students with deviant behavior. The main methods used in the process of socialization are such methods of education as:

• methods of forming the consciousness of the individual (various types of conversations, discussions, debates and the example method). These methods contribute to the formation of an adequate attitude towards the environment and increase individual self-esteem;
• methods of stimulating motivation for activity and behavior (role-playing games and competitions). These methods cause positive emotional experiences and form the moral culture of the individual;
• control methods (conversations and psychological surveys). These methods make it possible to timely identify and prevent problems that arise in the process of socialization of students with deviant behavior.

The use of these methods should be conditioned by taking into account the individual characteristics of the individual and the choice of certain pedagogical situations. The leading forms of the socialization process of students with deviant behavior are:

• conducting classroom hours and extracurricular activities aimed at developing the key competencies of an individual, that is, competencies in the sphere of everyday life, cultural and leisure, cognitive and civil social activities;
• organization of round tables, seminars, conferences and trainings with the involvement of healthcare workers, physical education and sports, successful people, production leaders for the purpose of self-determination and comprehensive personal development;
• organizing excursions and hiking trips that are aimed at acquiring new knowledge, skills and abilities.

It is the diverse use of these forms of influence that will create favorable pedagogical conditions for the process of socialization of students with deviant behavior.

The main means of creating pedagogical conditions that promote the socialization of students with deviant behavior are:

• surrounding products of material culture;
• language and speech of the immediate environment of children and adolescents;
• elements of spiritual culture (works of art and literature, customs, songs);
• various types of relationships in the main sectors of life;
• methods of encouragement.

With the help of these means of socialization, deviant behavior is normalized in accordance with the values ​​and norms of society.

As a result of the integrated application of these forms, methods and means, the process of socialization of students with deviant behavior will take place in three stages:

• at the first stage, familiarization with the new requirements for the individual occurs;
• at the second stage, familiarization with the surrounding society and inclusion in various types of activities and communication occurs;
• at the third stage, self-determination and self-realization of the individual occurs.

The process of socialization itself should be built on the basis of educational activities, a system of relationships (teacher - child - parent) and psychological assistance. Another important pedagogical condition is that the socialization process should be based on the following factors:

• trusting relationship;
• positive attitude;
• individual approach;
• systematic impact;
• belief;
• encouragement

It is these components that will contribute to the effectiveness of the socialization process. And in order for the socialization process to be carried out organically, the teacher must be guided by the following principles:

• the principle of support (the student should see the teacher not as an oppressor, but as a well-wisher);
• the principle of stimulation (the teacher must constantly find new forms and methods of work in order to maintain students’ involvement in the socialization process);
• the principle of moderate demands (everything is allowed that does not contradict the laws, the educational system, does not harm health and does not lower the self-esteem of other students).

These forms, methods, means, conditions and principles of work will allow students with deviant behavior to find their place in life, feel needed, be an initiator and simply a responsible performer.

Doctor of Pedagogical Sciences A.D. Goneev, the author of a textbook on the basics of correctional pedagogy, identifies four groups of methods aimed at correcting deviant behavior of an individual:

1. The method of destroying a negative type of character (the “explosion” method (according to A. S. Makarenko) and the method of character reconstruction.

2. Method of restructuring the motivational sphere and self-awareness:

• objective rethinking of one’s strengths and weaknesses;
• reorientation of self-awareness;
• persuasion;
• predicting negative behavior.

3. Method of restructuring life experience:

• prescription;
• limitation;
• retraining;
• switching;
• regulation of lifestyle.

4. Method of preventing negative and stimulating positive behavior:

• reward and punishment;
• competition;
• positive outlook.

HELL. Goneev notes that the combination of individual and collective pedagogical and psychological influence, the use of various forms, methods and types of extracurricular activities in correctional, pedagogical and psychological work with adolescents with deviant behavior enhances its effectiveness, helps to make the process of overcoming shortcomings in personality development and deviations in behavior adolescents is real, effective, and the tasks of forming the positive qualities of his personality are quite feasible.

The family plays a special role in psychocorrectional work with deviant adolescents. It should be noted that the effectiveness of communication correction in families raising adolescents with deviant behavior depends on a skillful combination of both direct (psychological education of parents) and indirect (carried out through adolescents, through the organization of joint activities and communication between children and adults in the family, in school, place of residence) impact on the family.

The best prevention of deviant behavior is targeted influence, organized with a clear definition of the means, forms and methods of education. Moreover, preventive educational opportunities are much more effective than other means of deterrence, since legal preventive measures, as a rule, are somewhat delayed and begin to take effect when the act has already been committed. In order for legal preventive measures to “work”, they must be included in the consciousness of a teenager, become part of his beliefs and experience, which can be achieved through targeted educational influence.

Relationships of mutual trust and respect destroy antisocial attitudes in minors. It is important to make them feel that they are needed. In raising the younger generation, the main thing is not only how smart, knowledgeable, educated and persistent a person will be in achieving his life goals, but also whether he will be kind, sympathetic, and whether he will empathize with others.

The surrounding social microsphere, the psychological climate in the family, the conditions of upbringing, relationships with parents and teachers - all this is reflected in the child. The character of children is in the hands of adults. Let these hands be gentle, reasonable and fair!

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