Deviant behavior of primary school children. Diagnostic criteria for the development of deviations in primary school age Causes of deviant behavior in primary school age

INTRODUCTION

The changes taking place in our society today have raised a number of problems, one of which is the deviant behavior of children and adolescents. Its relevance lies in the fact that every year there is an increase in child crime, drug addiction, there is a tendency to an increase in the number of children with deviant behavior. Of particular concern is the penetration of various types of deviation into the environment of primary schoolchildren, which negatively affects the process of the formation of the child's personality, his adaptation and socialization in society. In this regard, the role of the preventive activities of the primary school teacher, who is a reference person for the student and his family, is increasing.

Scientists of various sciences (V.S.Afanasyev, A.G. Zdravomyslov, I.V. Matochkin, Ya.I. Gilinsky, V.N. Kudryavtsev, R.V. Ovcharova, M.A. Yu.A. Kleyberg, E.V. Zmanovskaya and others).

The relevance of the problem of deviant behavior of primary schoolchildren requires an understanding of the essence of this phenomenon, mastery of the basic methods of its diagnosis and the organization of preventive work in educational institutions.

The relevance of the problem determined the choice of the topic: the activity of a primary school teacher to prevent deviant behavior of primary schoolchildren

Object: Younger schoolchildren with deviant behavior.

Subject of research: teacher's activities to prevent deviant behavior among younger schoolchildren.

Purpose: determination of the optimal forms and methods of work of primary school teachers for the prevention of deviant behavior in primary school children in the context of a general secondary education institution.

To study the problem of deviant behavior of primary schoolchildren at a theoretical level.

Analyze the causes and factors of deviant behavior among younger students.

Determine the forms and methods used by the primary school teacher to prevent deviant behavior in younger students.

To develop and test a program of psychological and pedagogical prevention of deviant behavior in junior schoolchildren.

Research methods: analysis of psychological and pedagogical literature; questioning; testing; experiment; observation.

The research was carried out on the basis of the 4th grade of the State Educational Institution “Secondary School No. 17 of Brest”.

1. THEORETICAL ASPECTS OF STUDYING THE PROBLEM OF PREVENTION OF REJECTIVE BEHAVIOR

deviant behavior school student psychological

1.1 Deviant behavior of younger students as a psychological and pedagogical problem

The problem of deviant behavior of minors is of particular interest to researchers in various fields of scientific knowledge. Modern knowledge about deviant personality behavior makes it possible to assert that the public is dealing with an extremely complex form of social personality behavior. At the same time, extensive information on this issue has been accumulated in various scientific disciplines: medicine, biology, psychology, sociology, law. In social pedagogy and psychology, it is deviantology, the subject of which is social deviation. At the social level, deviant behavior is a stable personality behavior that deviates from the most important social norms, causing real damage to society or the personality itself, as well as accompanied by its social maladjustment. In the psychological and pedagogical literature, the term "deviant behavior" is often replaced by a synonym - deviant behavior (from Lat. Deviatio - deviation). Deviation is a deviation in human behavior from generally accepted norms.

Deviation (deviation) is one of the sides of the phenomenon of variability, which is inherent in both a person and the world around him. Variability in the social sphere is always associated with activity and is expressed in human behavior, which represents his interaction with the environment, mediated by the adolescent's external and internal activity.

V.D. Mendelevich emphasizes that deviation is the border between norm and pathology, an extreme version of the norm. Deviance cannot be determined without relying on knowledge of the norms.

In Russian literature, deviant behavior is understood as:

An act, a person's actions that do not correspond to the officially established or actually established norms in a given society, be it the norms of mental health, law, culture or morality.

A social phenomenon expressed in mass forms of human activity that do not correspond to the officially established or actually established norms in a given society.

In the first sense, deviant behavior is predominantly a subject of general and developmental psychology, pedagogy, and psychiatry. In the second sense - the subject of sociology and social psychology.

Thus, deviant behavior should be understood as a system of actions that deviate from the legal, moral, aesthetic norms accepted in society, manifested in the form of an imbalance in mental processes, inadaptivity, a violation of the process of self-actualization, in the form of deviation from moral control over behavior.

Deviant behavior of an individual is behavior that does not correspond to generally accepted or officially established social norms. In other words, these are actions that do not correspond to existing laws, rules, traditions and social attitudes. When defining deviant behavior as behavior that deviates from the norms, it should be remembered that social norms are changing. This, in turn, gives the deviant behavior a historically transitory character. As an example, we can cite different, depending on the era and country, attitudes towards smoking. Consequently, deviant behavior is not a violation of any, but only the most important social norms for a given society at a given time.

To characterize deviant behavior, such technical terms as "delinquency" and "deviance" are used. Delinquent behavior is understood as a chain of misdemeanors, obligations, minor offenses that differ from criminal ones, since criminally punishable, serious offenses and crimes. Deviance is understood as a deviation from the norms accepted in society. The scope of this concept includes both delinquent and other behavioral disorders (from early alcoholism to suicidal attempts).

According to another classification, all behavioral disorders of schoolchildren are divided into two large groups: delinquent behavior, which manifests itself when interacting with society as a whole, and aggressive behavior.

S.A. Belicheva refers to the social deviations of a selfish orientation as offenses and misdemeanors associated with the desire to illegally obtain material, monetary and property benefits (embezzlement, bribes, theft, fraud, etc.).

Social deviations of an aggressive orientation are manifested in actions directed against the individual (insults, hooliganism, beatings, rape, murder). Social deviations of a selfish and aggressive type can be both verbal (insult with a word) and non-verbal (physical impact) and manifest themselves at both pre-criminogenic and post-criminogenic levels. That is, in the form of misdemeanors and immoral behavior that cause moral condemnation, and in the form of criminal criminally punishable actions.

Deviations of the socially passive type are expressed in the desire to give up active life, evasion of their civic responsibilities, duty, unwillingness to solve both personal and social problems. These kinds of manifestations include school evasion, vagrancy, the use of alcohol, drugs, toxic substances, immersed in the world of artificial illusions and destroying the psyche. The extreme manifestation of a socially passive position is suicide, suicide.

This form of socially passive deviations, such as the use of drugs and toxic substances, has become especially widespread both in our society and abroad, which leads to the rapid and irreversible destruction of the psyche and the body. This behavior has received the name in the West - self-destructive behavior.

Deviant behavior is the result of unfavorable psychosocial development and violations of the socialization process, which is expressed in various forms of child and adolescent maladjustment at a fairly early age.

Younger schoolchildren, whose behavior deviates from the rules and norms of behavior accepted in society, are called difficult or difficult to educate by teachers and psychologists. Difficulty is understood as resistance to pedagogical influences, which can be due to a variety of reasons associated with the assimilation of certain social programs, knowledge, skills, requirements and norms in the process of purposeful training and education.

The difficulty of education of a child, his non-observance of the norms and rules established in society, in science is considered through a phenomenon called deviation.

As mentioned earlier, social behavior can be normal and abnormal.

The normal behavior of a teenager assumes his interaction with the micro-society, which adequately meets the needs and possibilities of his development and socialization. If the child's environment is able to timely and adequately respond to certain features of the adolescent, then his behavior will always (or almost always) be normal.

Hence, deviant behavior can be characterized as the interaction of the child with the microsociety, which disrupts his development and socialization due to the lack of adequate consideration by the environment of the characteristics of his individuality and manifests itself in behavioral opposition to the established moral and legal social norms.

Obviously, deviant behavior is one of the manifestations of social maladjustment. Speaking about child and adolescent maladjustment, it is necessary to clarify the categories of children who are subject to this process:

school-age children out of school;

orphans;

social orphans; the reality is that due to the limited space in orphanages, children wait for months in line to be placed in an orphanage, living with parents deprived of parental rights, not having normal food, clothing, being subjected to physical, mental, sexual violence;

adolescents who use drugs and toxic substances;

adolescents of sexually promiscuous behavior;

Adolescents who have committed unlawful acts; according to official figures, their number among children and adolescents is growing twice as fast as among adults.

Deviations include deviant, delinquent and criminal behavior.

Deviant behavior is one of the types of deviant behavior associated with the violation of age-appropriate social norms and rules of behavior characteristic of microsocial relations (family, school) and small gender and age social groups. That is, this type of behavior can be called anti-disciplinary. Typical manifestations of deviant behavior are situationally conditioned children's and adolescent behavioral reactions, such as: demonstration, aggression, challenge, unauthorized and systematic deviation from studies or work; systematic leaving home and vagrancy, drunkenness and alcoholism of children and adolescents; early drug addiction and associated antisocial actions; antisocial acts of a sexual nature; attempted suicide.

Delinquent behavior, in contrast to deviant behavior, is characterized as repeated antisocial offenses of children and adolescents, which add up to a certain stable stereotype of actions that violate legal norms, but do not entail criminal liability due to their limited social danger or the child's failure to reach the age from which criminal a responsibility.

The following types of delinquent behavior are distinguished:

aggressive and violent behavior, including insults, beatings, arson, sadistic actions directed mainly against the person's personality;

selfish behavior, including petty theft, extortion, theft of vehicles and other property encroachments associated with the desire to obtain material gain.

Delinquent behavior is expressed not only in the external, behavioral side, but also in the internal, personal, when a deformation of value orientations occurs in the younger schoolchild, leading to a weakening of control of the internal regulation system.

Criminal behavior is defined as an unlawful act that, upon reaching the age of criminal responsibility, serves as the basis for initiating a criminal case and is qualified under certain articles of the criminal code. Criminal behavior is usually preceded by various forms of deviant and delinquent behavior.

Depending on the type of norm violated, deviant behavior is classified according to the following characteristics:

types of crime (criminal, administrative) and immoral acts (drunkenness, prostitution);

the level or scale of deviation, when it is customary to talk about individual or mass deviation;

the internal structure of the deviation, when the deviation is associated with belonging to a particular social group, gender and age characteristics;

orientation of the deviation to the external environment (family quarrels, etc.) or to oneself (suicide, alcoholism, etc.).

V.V. Kovalev defines deviant behavior as a deviation from the moral norms of a given society. In his opinion, manifestations of antisocial behavior are diverse and not always easy to systematize.

V.V. Kovalev identified 10 main options for deviant behavior of schoolchildren:

Evasion of educational and work activities. Among schoolchildren, refusal to study, systematic failure to complete assignments, and absenteeism were partially explained by gaps in knowledge, which made it impossible to continue their studies.

Systematic stay in antisocial informal groups.

Antisocial violent acts. They are expressed in aggression, fights, committing petty robberies, damage and destruction of property and similar actions.

Antisocial mercenary actions, expressed mainly in petty thefts, petty speculation, extortion.

Antisocial acts of a sexual nature, expressed in the commission of cynical, obscene acts of a sexual nature, usually aimed at people of the opposite sex.

Alcohol abuse.

The use of narcotic and toxic substances.

Leaving home, vagrancy.

Gambling.

Other types of deviant behavior.

A.E. Lichko identifies the following forms of manifestation of violations in the behavior of primary schoolchildren:

Delinquent behavior.

Home escapes and vagrancy.

Early alcoholism as a substance abuse behavior.

Deviation of sexual behavior.

Suicidal behavior.

Under the delinquent behavior of A.E. Lichko means minor antisocial actions that do not entail criminal liability: school truancy, involvement with an asocial group, petty hooliganism, bullying the weak, taking away small money, etc. In primary school age, the most common forms are violence against younger children or peers, cruelty to animals, theft, petty hooliganism, destruction of property, arson, etc.

However, V.V. Kovalev objects to such an interpretation of delinquency, pointing out that the concept of "delinquent behavior" should be applied only in cases of unlawful, illegal and criminal acts, such as theft, hooliganism, grievous bodily harm, rape, murder. According to the scientist, the expansion of the boundaries of the term "delinquent behavior" leads to the blurring of the boundaries between criminal and non-criminal acts. In the classifications used abroad, the concept of "delinquency" is used to refer to the behavior of juvenile offenders.

S.A. Belicheva believes that deviant behavior, as a result of unfavorable psychosocial development and violations of the socialization process, is expressed in various forms of child and adolescent maladjustment at a fairly early age. Child and adolescent maladjustment manifests itself in difficulties in assimilating social roles, curricula, norms and requirements of social institutions (family, general education school, etc.) that perform the functions of socialization institutions.

An essential sign of deviant behavior is a conflict, a contradiction between the existing norms of morality and law and the inability, unwillingness or inability of the adolescent to fulfill them accordingly.

Early signs of deviation:

Objective signs of deviation:

) age - the youngest, the oldest, below the usual age;

) health and temperament - temporary health problems (a child whose ear is flowing with pus, a boil jumped up, a nail came off, watery eyes, a headache, fever, cough);

Constant physiological characteristics of the child's body, which affect all his development (a state of melancholy, depression, blues due to improper distribution of bile; a state of apathy and sluggishness, phlegm with stagnation of blood circulation with significant accumulations in the legs, etc.);

) behavioral features caused by the negative influence of the environment (distrust, anger, self-doubt, tearfulness and nervousness, etc.).

Subjective signs of deviation:

) character traits (willfulness, persistence, envy, capriciousness, impressionability, irascibility, etc.);

) insufficient formation of mental processes (involuntary attention and memory by the end of junior middle age, children with ADHD, lack of formation of figurative and logical thinking, etc.);

) random reactions to various types of environmental influences;

) a rude answer, a quarrel, etc., caused by a bad mood, fatigue, malaise.

In accordance with the opinion of E.V. Zmanovskaya, specific signs of deviant behavior are the following:

Deviant behavior of an individual is behavior that does not correspond to generally accepted or officially established social norms. At the same time, deviant behavior is not a violation of any, but only the most important social norms for a given society at a given time.

Deviant behavior and the personality that manifests it, cause a negative assessment from other people. A negative assessment can take the form of social condemnation or social sanctions, including criminal penalties.

A feature of deviant behavior is that it causes real damage to the person himself or to people around him. This can be the destabilization of the existing order, causing moral and material damage, physical violence and pain, deterioration of health. In its extreme manifestations, deviant behavior poses an immediate threat to life, for example, suicidal behavior, violent crimes, and the use of "hard" drugs. The psychological marker of harm is the suffering experienced by the person himself or by the people around him.

The behavior in question can be mainly characterized as persistently repetitive (repeated or prolonged). So, if a child of seven years once took without asking a small amount of money from his parents for sweets without subsequent excesses, the definition of this behavior as deviant will not be correct enough.

In order for behavior to be qualified as deviant, it must be consistent with the overall orientation of the individual. At the same time, the behavior should not be the result of a non-standard situation (for example, behavior within the framework of post-traumatic stress syndrome), a consequence of a crisis situation (for example, a reaction of grief in the event of death loved one during the first months) or as a result of self-defense (for example, if there is a real threat to life).

A feature of deviant behavior is that it is considered within the medical norm. It should not be identified with mental illness or pathological conditions, although it can be combined with the latter.

A characteristic feature of deviant behavior is that it is accompanied by various manifestations of social maladjustment. This behavior does not necessarily lead to illness or death, but naturally causes or enhances the state of social maladjustment. The state of maladjustment, in turn, can be an independent cause of deviating personality behavior.

As the last sign of deviant behavior, it is possible to note its pronounced individual and age-sexual uniqueness.

It can be extremely varied from the inside out. The same types of deviant behavior appear differently in different people at different ages.

The classification of forms of deviant behavior of primary schoolchildren, proposed by I.P. Podlasym will help the primary school teacher to correlate the visible manifestations of deviant behavior with the hidden, hidden deep inside the reasons that push schoolchildren to one or another

Table 1 - Classification of deviant behavior (I.P. Podlasiy)

Visible proyavleniyaEmotsional nye sostoniyaTseli deviant povedeniyaOsobennosti proyavleniyaChem caused povedenieGruppy korretsii123456NeposlushanieLegkoe napryazhenieEmotsionalnrazryadkaSoprotivlenie prosbamOsobennosti vozrasta_ShalostNapryazhenie average stepeniVypusk excess energiiSoprotivlenie trebovaniyamOsobennosti vozrasta_OzorstvoDvigatelnoe bespokoystvoUstranenie motor bespokoystvaPostoyannoe resistance sovetamOsobennosti vozrasta_ProstupokBespokoystvoRealizatsiya trebovaniySoznatelnoe unwillingness to properly conduct sebyaTrudnosti adaptatsiiDeviantn povedeniyaNegativizmLegkaya trevozhnostStremlenie to prevoskhodstvuNemotivirovan and unreasonable soprotivleniePovyshennaya emotionally napryazhennostTrevozhnUpryamstvoTrevozhnost average stepeniStremlenie to prevoskhodstvuProtivodeystv requests sovetamPovyshennaya emotsionalnyanapryazhenTrevozhn, asocial behaviorCaprizesHigh anxietyAim for superiorityIntentionally doing inappropriate actionsIncorrect prior education tklonpovedeniyaSvoevolieDepressiyaUhod from trudnosteyNezhelanie, inability to understand ourselves Difficulties zhizniDepressiiasotsialnpovedeniyaGrubostDepressiya protection deprivatsiyaPoisk, the desire to take svoeIgnorirovanie obstacles samoutverzhdenProtivorechie "I - it" Emotsion states NedistsiplDeprivatsSovershenie mestiSoznatelnoe, intentional violation normProtivorech "I - it" AgressivnpovedeniyaAgressiya, pravonarushFrustratsiyaDestruktivnoe behavior rude, cynical violation of the rights drugihProtivorech "I - they are "aggressive behavior

With deviant behavior, the child tries to achieve his goals. Knowing what goals the child pursues, regardless of whether he is aware of them or not, the teacher receives the key to understanding his actions.

Thus, deviant behavior is a system of actions or individual actions of a person, depending on his age, that are in the nature of a deviation from the norms accepted in society. In early school age, the most common forms of deviant behavior are disobedience, expressed in pranks, mischief, misconduct; children's negativism, manifested in stubbornness, whims, self-will, indiscipline, etc.

But it is precisely at primary school age that an idea of the way of life is formed, there is an active acquaintance and interaction with society, which does not always act as a "positive example". Brightly deviant behavior in primary school age may not appear, the main forms of deviation may appear already in adolescence, but to prevent this from happening, it is important to know the causes of deviation, the main characteristics and prevent deviations in behavior in younger students. Deviation of behavior from the norm is also called abnormal, asocial, antisocial, deviant, upset, wrong, twisted, spoiled, delinquent.

All these names speak about one thing: the child's behavior does not correspond to the accepted norm, that is, it is abnormal, or deviating.

2 Causes and factors of deviant behavior of primary schoolchildren

Deviant behavior has a complex nature, due to a wide variety of factors that are in complex interactions and interactions. Human development is due to the interaction of many factors: heredity, environment, upbringing, a person's own practical activities.

There are five main factors that determine the deviant behavior of minors.

Biological factors are expressed in the existence of unfavorable physiological or anatomical features of the child's body, which complicate his social adaptation. And here we are, of course, not talking 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 can be mental disorders, hearing and vision defects, bodily defects, damage to the nervous system. Children acquire these lesions, as a rule, even during the pregnancy of the mother due to inadequate and malnutrition, her consumption of alcoholic beverages, and smoking; diseases of the mother (physical and mental trauma during pregnancy, chronic and somatic infectious diseases, craniocerebral and mental trauma, 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 the constitutional and somatic make-up of a person, which in most cases cause a negative attitude from others, which leads to a distortion of the child's interpersonal relations system among peers, a team.

Psychological factors, which include the presence of psychopathology in the child or accentuation (excessive strengthening) of certain character traits. These deviations are expressed in neuropsychiatric diseases, psychopathy, neurasthenia, borderline states that increase the excitability of the nervous system and cause inadequate reactions of the adolescent. 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.

In each period of the child's development, some mental qualities, personality traits and character are formed. In a younger schoolchild, two processes of development of the psyche are observed: either alienation from the social environment where he lives, or initiation. If in a family a child feels a lack of parental affection, love, attention, then alienation will act as a protective mechanism in this case. The manifestations of such alienation can be: neurotic reactions, impaired communication with others, emotional instability and coldness, increased vulnerability caused by mental illnesses of a pronounced or borderline nature, lagging behind or delayed mental development, various mental pathologies.

Socio-pedagogical factors are expressed in defects in school, family or social education, which are based on gender, age and individual characteristics of the development of children, leading to deviations in the early socialization of the child during childhood with the accumulation of negative experience; in the persistent school failure of the child with a break in ties with the school (pedagogical neglect), leading to the lack of formation in the younger student of cognitive motives, interests and school skills. Such children, as a rule, are initially poorly prepared for school, have a negative attitude to homework, express indifference to school grades, which indicates their educational maladjustment.

An important factor in deviations in the psychosocial development of a child is the family's dysfunction. It is necessary to highlight certain styles of family relationships leading to the formation of asocial behavior of minors:

disharmonious style of upbringing and intrafamily relations, combining, on the one hand, indulgence of the child's wishes, overprotection, and on the other hand, provoking the child into conflict situations; or characterized by the statement in the family of a double morality: for the family - some rules of behavior, for society - completely different;

unstable, conflicting style of educational influences in an incomplete family, in a situation of divorce, prolonged separation of children and their parents;

asocial style of relations 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 take care of him or her. These actions include torture, physical, emotional, sexual abuse, repeated unjustified punishment or restraint, resulting in physical harm to the child.

Children are abused in the family, on the street, in schools, orphanages, hospitals and other institutions. Children who have been exposed to these actions lack the sense of security necessary for their normal development. This leads to the child's realization that he is bad, unnecessary, unloved. Any type of child abuse leads to a wide variety of consequences, but they have one thing in common - damage to the child's health or danger to his life and social adaptation.

Socio-economic factors include social inequality; stratification of society into rich and poor; impoverishment of a significant mass of the population, limitation of socially acceptable ways of obtaining decent earnings; unemployment; inflation and, as a consequence, social tension.

Moral and ethical factors are manifested, on the one hand, in the low moral and ethical level of modern society, the destruction of values, primarily spiritual, in the assertion of the psychology of "materialism", the fall of morals; on the other, in the neutral attitude of society towards manifestations of deviant behavior. It is not surprising that the consequence of the indifference of society, for example, to the problems of child alcoholism or prostitution, is the child's neglect of the family, school, state, idleness, vagrancy, the formation of youth gangs, an aggressive attitude towards other people, the use of alcohol, drugs, theft, fights, murders, suicide attempts.

Typical reasons for deviations in the behavior of primary schoolchildren: insufficient level of social maturity of the child, inability to get used to the social role of the student, with the requirements and norms of school life, lack of psychological mood for learning, increased fatigue, high exhaustion by activity, as a result of psychosomatic weakness, learning difficulties, inability to cope with the academic load, “semantic barriers” in relation to the teacher, a disreputable position among classmates.

In some cases, behavioral disorders are primarily conditioned, i.e. are determined by the characteristics of the individual, including the neurodynamic properties of the child: instability of mental processes, psychomotor retardation, or vice versa, psychomotor disinhibition. These and other neurodynamic disorders reveal themselves mainly in hyperexcitable behavior with emotional instability characteristic of such behavior, the ease of transition from increased activity to passivity and, conversely, from complete inaction to disordered activity.

In other cases, behavioral disturbances are the result of the child's inadequate (defensive) response to certain difficulties in school life or to the child's dissatisfying style of relationships with adults and peers. At the same time, the child's behavior is distinguished by indecision or negativism, stubbornness, aggression. It seems that children with this behavior do not want to behave well, deliberately violate discipline. However, this impression is erroneous. The child is really unable to cope with their experiences. The presence of negative experiences and affects inevitably leads to breakdowns in behavior, is the reason for conflicts with peers and adults.

Forming in activity, the behavior of children becomes arbitrary, i.e. meaningful, purposeful, proactive. Various shortcomings in the behavior of younger schoolchildren restrain the formation of arbitrariness, an important personality trait, disrupt educational activity, make it difficult to master it, and negatively affect the child's relationship with adults and peers.

Voluntary behavior is characterized by the intellectual “highlighting” of connections between the desire to do something and possible actions. This is an intellectual moment that allows a person to more or less adequately assess a future act, behavior in terms of its results and long-term consequences. Semantic orientation in one's own actions, deeds gradually transforms the child's impulsive and direct behavior into voluntary behavior.

Difficulties in the formation of voluntary behavior are often due to the absence or delay in the formation of integrative personality neoformations corresponding to the child's age.

Typical variants of deviations in the behavior of children are hyperactive behavior, as well as demonstrative protest, aggressive infantile, conformal and symptomatic behavior. This is accompanied by the appearance of negative personality traits, such as isolation, stiffness, conformity, lack of initiative, timidity, self-doubt, over-obedience, or, conversely, impulsiveness, restlessness, unrestrainedness, aggressiveness. As a consequence, children have difficulty accepting and maintaining a goal of behavior; find it difficult to control their behavior, its consequences; unable to correctly assess the results of their behavior, make the necessary adjustments to it; unable to behave in accordance with a given way, a rule, or, conversely, when choosing and implementing a strategy of behavior, they are overly dependent on an adult, a peer. Therefore, a necessary condition for overcoming this difficulty, for the successful formation of voluntary behavior is the child's personal development (the development of integrative personal images), the purposeful upbringing of voluntariness - a system-forming personality trait.

Scientists D.B. Kolesov, N.L. Kamensky, T.N. Titarenko, S.I. Yakovenko. the reasons for the deviant behavior of younger students include: Neglect of students.

The younger student willingly obeys the rules and norms of behavior that are prescribed to him by authoritarian adults. If the child is given complete freedom of action, he feels uncontrollability and connivance, then he sees in this the indifference of an adult, a lack of love and attention to himself. It is especially difficult for a child when, due to their employment, parents leave him unattended for a long time, are not interested in his behavior, success, desires.

Running away from home, absenteeism, and spending time outside the home are a striking form of neglect. Reasons for running away from home:

Dromomania. The first leaving home due to mental trauma, then leaving becomes habitual, fixed, a habitual reaction arises to any minor adverse situation - leaving home.

Finding adventure.

Insufficiency and conflicts in the family. Children of primary school age are acutely experiencing a tense atmosphere of disadvantage.

schoolchildren, especially from disadvantaged families, strive to communicate with people with a strong will.

Hedonism - excessive commitment to pleasure, fun time, entertainment. Pupils run away from home to avoid having to carry out their duties.

If the child has not been brought up to be industrious, if he is not used to doing in the first place what is needed, and not what he wants, then any difficulties will cause him negative emotions, a desire to avoid overcoming them. This explains the decline in academic performance among adolescents who found it easy to study in the lower grades. To prevent this from happening, it is important to educate the child to be industrious, will in early childhood .. Gambling. This is an infantile reaction to failure in educational and socially useful activities, this is a way to assert oneself .. Profanity .. Smoking, alcohol addiction .. Abnormalities in the child's sexual development .. Lies .. Neuroses.

Based on the above, deviant behavior appears as a normal reaction to abnormal conditions for a child or a group of adolescents (social or microsocial) 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 not available. Due to the influence of the factors presented, children and adolescents may experience a feeling of protest, alienation, hostility towards adults, a desire to unite with their own kind, self-organization based on like-mindedness, a common destiny and interests, which is often expressed in the formation of courtyard companies and even asocial groups ...

The main factors that determine the deviant behavior of minors are highlighted: biological, psychological, socio-pedagogical, socio-economic and moral and ethical. Typical causes of deviations in the behavior of primary schoolchildren: insufficient level of social maturity of the child, inability to get used to the social role of the student, with the requirements and norms of school life, lack of psychological mood for learning, increased fatigue, high exhaustion by activity, learning difficulties, inability to cope with the academic load , “Semantic barriers” in relation to the teacher, a low-prestige position among classmates.

Thus, the deviant behavior of schoolchildren has its own specific nature. Deviant behavior should be understood as a system of actions that deviate from the legal, moral, aesthetic norms accepted in society, manifested in the form of an imbalance in mental processes, inadaptivity, a violation of the process of self-actualization, in the form of deviation from moral control over behavior. Deviant behavior is the result of unfavorable psychosocial development and violations of the socialization process, which is expressed in various forms of child and adolescent maladjustment at a fairly early age.

There are objective and subjective signs of the deviant behavior of younger students. Among the reasons for various deviations, as we have already noted, there are biological, psychological, socio-pedagogical, socio-economic and moral-aesthetic factors.

2. METHODS OF WORK OF A TEACHER OF ELEMENTARY CLASSES ON PREVENTION OF REJECTIVE BEHAVIOR OF YOUNGER PUPILS

1 Organization and technology of social and pedagogical prevention of deviant behavior in younger students

In the scientific literature, there are different approaches to the concept of "prevention". Let's take a look at some of them.

According to L.V. Mardakhaev, prevention is the use of a set of measures designed to prevent the emergence and development of any deviations in development, education, education.

R.V. Ovcharova notes that prevention means scientifically grounded and timely taken actions aimed at preventing possible physical, psychological or socio-cultural collisions in certain individuals of the risk group, preserving and protecting normal level life and health of people, helping them to achieve their goals and disclosing their internal potentials.

M.A. Galaguzova considers prevention as a set of state, social, social - medical, organizational and educational measures aimed at preventing, eliminating or neutralizing the main causes and conditions that cause various kinds of social deviations in the behavior of children and adolescents.

D.B. Elkonin classified the periods of human development throughout life into critical and stable. For the period of preschool and junior school childhood there are several critical periods during which the most important neoplasms are formed. However, the formation of these new formations largely depends on the environment of the child, because he himself is not yet in the full sense of the subject of his life. In the process of developing a child's personality, the primary school teacher is assigned the most important role as a guide for the child and a helper for the child's family competent in pedagogy and psychology. In this regard, it becomes clear the importance of psychological and pedagogical prevention as a direction of the teacher's activity. The above is confirmed by the illumination in science of the problem of prevention of deviant behavior. Such scientists as Belicheva S.A., Berzin S.V., Kondrashenko V.T., Kulakov S.A. and others are addressing this problem.

Awareness of any problem entails finding ways to solve it, as well as opportunities to avoid its development. Likewise, the actual problem of deviant behavior forces specialists to develop prevention of deviations. Let's characterize the concept of psychological and pedagogical prevention of deviant behavior.

Having analyzed the definitions of the concept of prevention of deviant behavior in such authors as Belicheva S.A., Kondrashenko V.T. and Internet sources, we will summarize the most important elements of the concept and give the following definition of the concept of prevention of deviant behavior - this is a system of general and special measures at various levels of social organization - national, moral, social, economic, health, pedagogical, psychological, aimed at preventing deviations in the behavior of different age groups.

Kondrashenko V.T. highlights the conditions for the effectiveness of prevention of deviant behavior. The scientist refers to them:

) complexity (consideration of the problem from all levels of social organization);

) consistency (purposefulness and determinism);

) differentiation (individual approach);

) timeliness.

Educational and preventive activities to prevent delinquency and deviant behavior of minors is reduced to solving the following tasks:

identification of unfavorable conditions of family, school, social education and their improvement;

suppression and elimination of antisocial, criminalizing influence on minors;

correction of deviant behavior of minors.

The basic principles of social and preventive programs for individual prevention of deviations in the behavior of primary schoolchildren:

the principle of collective therapy - organizing the process of socialization by means of a team, individual and collective support, solving problems of family, school relations with peers and adults in the form of social and pedagogical counseling;

the principle of the situation of success is the organization of the conditions for the personal achievements of the adolescent, the consolidation of achievements within the framework of collective activities, in the general result, in the independent solution of their own problems;

the principle of partnership is the organization of equal and mutually responsible participation of children and teachers in activities organized jointly and according to agreed rules of mutual support.

Forms of preventive work, from the point of view of the scientist-deviantologist S.V. Belicheva. presented as follows:

) organization of the social environment;

) informing;

) active social teaching of important skills (trainings);

) organization of activities alternative to deviant behavior (attraction of therapy with art, sports, cognitive activity);

) organization of a healthy lifestyle;

) activation of personal resources.

The question of the choice of methods and specific techniques of psychological and pedagogical influence is one of the central issues associated with the work on the prevention of deviant behavior with children of primary school age.

The main methods of work on the prevention of deviant behavior in primary school children can be distinguished:

fairy tale therapy (analysis of fairy tales, group storytelling, dramatization of fairy tales);

art therapy (free and thematic drawing, application, clay modeling, construction from paper and cardboard);

visualization;

psycho-gymnastics (studies for the expression of various emotions); body-oriented techniques (psycho-muscular relaxation, dancing));

game methods (mobile, plot - role-playing games, games - dramatization);

modeling and analysis of problem situations;

ethical conversations;

diagnostic methods;

counseling.

Fairytale therapy. The very name of the method indicates that it is based on the use of a fairy-tale shape. The prospect of using this method in the work on preventing the introduction of children to psychoactive substances is due to the following: the form of metaphor in which fairy tales and stories are created is most accessible to the child's perception, and at the same time, the impact with the help of the metaphor is deep and surprisingly persistent, etc. " affects not only the behavioral layers of the psyche, but also its value structure. " Thus, the practical implementation of work on the formation of intrapersonal "anti-drug" attitudes is possible, the presence of which is recognized as the main protective personal factor in relation to possible drug addiction.

The fairy tale tells the child the basic “formula for the prevention of addiction” - in order to avoid the negative influence of psychoactive substances, it is necessary and sufficient simply not to allow them into your life, in other words “not to try”.

Teachers, of course, are familiar with such a technique as the analysis of fairy tales. When, after reading a fairy tale, the teacher organizes a discussion of it. Analysis of fairy tales in an accessible and attractive form allows one to realize and "try on" various types of behavior in a given situation and at the same time to assess its consequences. An example of the use of such a technique in the work to prevent the introduction of children to psychoactive substances, in particular in order to prevent an unintentional sample of a narcotic substance, is the analysis of fragments of such fairy tales as "The Tale of the Sleeping Beauty and the Seven Bogatyrs", "Little Muk", "Alice in the Country miracles ".

Since it is generally recognized that active manipulation with objects plays a significant role in a child's “concrete” approach to the world, the use of such techniques for working with a fairy tale as staging fairy tales with the help of puppets and dramatizing fairy tales is of particular importance in working with children of primary school age. Playing out fairy tales can also be combined with elements of writing fairy tales.

The great teacher V.A. Sukhomlinsky, paying attention to the impact of fairy tales on the thinking of children: "a fairy tale is that chisel that hones the finest features of the individual thinking of each child", thanks to the fairy tale the child "wants to be smart, wise and does not want to be ignorant." Speaking about this, the teacher also emphasized the importance of the influence of the children's collective on the child, because the fairy tale affects the child more versatile when he is together with partners who are significant to him.

Dramatist S. Jennings and psychologist A. Minde argue that metaphor provides contact between the left and right hemispheres of the brain. In the process of perceiving a fairy tale, the left hemisphere works, which extracts logical meaning from the plot, while the right hemisphere is free for dreams, fantasies, imagination, and creativity. Psychologists who use fairy tales and metaphors in working with clients often note that at a conscious, verbal level, a child may not accept a fairy tale, however, a positive effect from work is still present, i.e. changes often occur on a subconscious level.

Thanks to the mechanism of the metaphor affecting the child, the child develops "moral immunity", which is defined in this way: a person's ability to withstand negative influences of a spiritual, mental and emotional nature emanating from society.

Thus, a fairy tale instills moral values in the child and can significantly influence the child's behavior. as you know, the behavior of any person is a consequence of his moral ideas.

A combination of fairy-tale therapeutic techniques with elements of art therapy can be effective. Art therapy is a method that uses art as a means of psychological and pedagogical influence.

The main goal of art therapy is to establish harmonious connections with the outside world and with oneself through art. Art therapy strengthens the personality of the child, helps to structure his worldview. While creating, children think about the world and look for their own language that connects them with the "big" world and most accurately expresses their inner world.

A variety of ways of self-expression, positive emotions arising in the process of art therapy, reduce aggressiveness, increase self-esteem ("I am no worse than others"), the child's adaptive abilities in everyday life.

Due to the improvement and more frequent use of creative activity, the child expands the zone of control and interaction with others (the communicative function of art therapy). Active creativity contributes to the formation of new psychosocial skills in the child (teaching function). The method allows you to work with feelings: to explore and express them at a symbolic level.

The following methods of prevention of deviant behavior in younger students occupy a special place in the implementation of life skills training programs. So, O.L. Romanova names role play, group discussion and brainstorming among the most effective methods of conducting preventive work.

Role play is a method of learning through hands-on activities. In fact, the child is asked to play some kind of life situation depending on the role that he received in accordance with the plot. The use of role-playing games allows teaching the necessary life skills, in particular, the skills of behavior in situations associated with the possibility of involvement in drug addiction or the negative effect of these substances on the child's health (for example, in the case of secondhand smoke), as well as protection from people who use them (skills of safe interactions with people in a state of intoxication).

Brainstorming is a method used to stimulate the statements of children on certain issues. The educator encourages children to express ideas and opinions without any appreciation or discussion of those ideas and opinions, and records all of the children's statements on the board until the ideas are depleted or the time allotted for this ends. Then the discussion of the expressed ideas is organized in groups.

Group discussion is a way of organizing joint activities of students under the guidance of a teacher in order to solve group problems or influence the opinions and attitudes of participants in the discussion process.

The use of this method in preventive work helps to develop the child's ability to see the problem from different angles, helps to clarify his own position on various issues, to form the skills of constructive cooperation and group decision-making, to satisfy the need of children for the recognition and respect of peers and a teacher.

Educational and preventive work to prevent deviant behavior is carried out in various forms.

MI Rozhkov notes that the basis for the classification of forms can be the means, the subject, the goals and objectives of this work.

If we take the means as the basis, then the following pedagogical forms of educational and preventive work can be distinguished: verbal, practical, or verbal-practical.

On the basis of the subject, the forms of work can be subdivided into state and public, individual and group.

In accordance with the target feature, the forms of educational and preventive work can be subdivided into cognitive, contributing to the formation of conviction in the correctness of a particular position, and practical. Practical ones are called upon to form the correct attitude to the norms of morality and law, through them to other social values.

School also influences the formation and development of personality. Personality education is based only on positive emotions... A tearful or upset student no longer perceives anything, even the most beautiful, that will be offered to him. Even V.A. Sukhomlinsky emphasized that the educational process must preserve functional unity - the unity of the soul, spirit and body. The essence of V.A. Sukhomlinsky saw in the construction of dialogical communication a teacher - a student a sign of which is: "spiritual community, mutual trust, frankness, benevolence."

The pedagogical principle of V.A. Sukhomlinsky had a principle - education without punishment. The most important encouragement and the strongest punishment in pedagogical work is assessment. The educator who loves children has the right to use a sharp assessment tool. In the primary grades, the punishment of an unsatisfactory grade hurts, insults, and degrades the dignity of the child. It is unacceptable that a child, with the "help" of a teacher who gave a two, should lose faith in himself. Children come to school very different, but they are united in one thing - everyone wants to learn. "Evaluation is a reward for work, not a punishment for laziness."

Some teachers and parents use the intimidation method. The practice of intimidation works only in relation to young children; later it has the opposite effect - a loss of faith in an adult.

The following feature of some children should also be taken into account: if I was offended or I did not receive something, then I will hurt myself even more, I will punish myself. This is self-destructive behavior. It can be clearly seen in the example of autism. With this disease, the child, as soon as he feels deprived or something does not work out for him, begins to destroy himself physically (he scratches his eyes, bites himself until he bleeds, pricks with a needle, and when he grows up, burns himself with a cigarette). Therefore, if a person has a tendency to self-destructive behavior, any information about what is bad and fraught with negative consequences will only push him towards this negative.

The system of tactical actions aimed at blocking negative influences, breaking undesirable connections, create favorable conditions for the formation of socially valuable relations of the student in the most significant areas of his communication and thereby act as a prevention of deviant behavior.

An approximate algorithm for working with children to prevent and overcome behavioral deviations can be as follows:

The teacher's assessment of the situation and awareness of their own emotions. At the same time, you should not make hasty decisions so as not to harm the child and not complicate the relationship with him. Taking immediate action is advisable in situations that threaten the life and health of the child,

Analysis of the motives and reasons for the child's action, the outcome of which, it is necessary to select adequate means of pedagogical influence.

Setting an educational goal (“What do I want to get as a result of my pedagogical influence?”). Educational influence should not be intimidating, should not be reduced to punishments. A conscious motivation by the child of the rule-consistent normative behavior is necessary. Only when the child realizes and perceives the rules-rules, he understands their usefulness both for himself and for those around him, only then will he strive to fulfill them. The child must understand that the teacher is not against him, but against the act he has done.

The choice of the optimal means to achieve the set educational goal ("How to achieve the desired result?"). The teacher needs to leave the freedom of choice to the child. It is necessary to create such conditions in which the child “cannot” act badly.

The implementation of educational goals through certain means in accordance with the motives of the child.

Analysis of the educational impact, assessment of the effectiveness of the teacher's communication with children, the formulation of new perspectives.

The inclusion in the preventive work of the school of non-traditional socially oriented forms that simulate various social situations allows:

to draw the attention of minors to the problem of social relations, to prepare them for a "meeting" with difficult, problematic, ambiguous situations;

expand the "bank" of new behaviors;

"Rehearse" the techniques of behavior in situations of interaction, acquire the necessary social skills, learn constructive behavior;

to strengthen self-confidence;

focus the attention of minors on themselves and their internal resources.

Thus, the most important task of the primary school teacher is to carry out primary prevention of deviant behavior, which will allow avoiding problems in the future. Preventive work is most effective when it affects the conditions and causes of deviant behavior in the early stages of the manifestation of the problem.

Based on the above, the prevention of deviant behavior is a system of complex measures to prevent deviations in behavior in all spheres of the child's life. All subjects of the educational process, as well as medicine, the media, and internal affairs bodies, should participate in the prevention process. Since at primary school age the child spends a lot of time at school, it is very important to organize pedagogical conditions for the prevention of deviant behavior. Methods, forms and techniques of work can be very different, the main thing is that they are introduced into the system and the child does not get tired of the process. The question of the choice of methods and specific techniques of psychological and pedagogical influence is one of the central issues associated with the work on the prevention of deviant behavior with children of primary school age. Methods for the prevention of deviant behavior occupy a special place in the implementation of life skills training programs. So, O.L. Romanova names role play, group discussion and brainstorming among the most effective methods of conducting preventive work. Educational and preventive work to prevent deviant behavior is carried out in various forms. M.I. Rozhkov notes that the basis for the classification of forms can be the means, the subject, the goals and objectives of this work. The system of tactical actions aimed at blocking negative influences, breaking undesirable ties, create favorable conditions for the formation of socially valuable relations of a student in the most significant areas of his communication and thereby act as a prevention of deviant behavior.

2 Analysis of experimental work

After analyzing the theoretical aspect of the problem of the pedagogical conditions of deviant behavior, we came to the conclusion that it is necessary to carry out prevention of deviant behavior at primary school age.

The success of preventive work depends, first of all, on a correct, objective, comprehensive assessment of the results of a diagnostic examination. A targeted impact on the student is carried out through a preventive complex, which is a systemic education, which consists of several interconnected blocks. Each block is aimed at solving different problems and consists of special methods and techniques.

The preventive complex includes four main blocks: 1. Diagnostic. 2. Motivational. 3.Preventive.

Block for evaluating the effectiveness of preventive actions.

Diagnostic unit. The goal is to identify the characteristics of personality development, identify risk factors, and form a general program of preventive activities.

Motivational block. The goal is to induce the desire to interact, relieve anxiety, increase the student's self-confidence, form the desire to cooperate with a teacher-psychologist and change or prevent something in his life.

Preventive block. The goal is to harmonize and optimize the development of the student's personality, to prevent the transition from a negative to a positive phase of development, to master the ways of interacting with the world and oneself, to master certain methods of activity.

Block for evaluating the effectiveness of preventive actions. The goal is to measure the psychological content and dynamics of reactions, promote the emergence of positive behavioral reactions and experiences, and stabilize positive self-esteem.

The research was carried out in the State Educational Institution "Secondary School No. 17 of Brest" in the 4th grade.

Purpose of the study: determination of the optimal forms and methods of work of primary school teachers for the prevention of deviant behavior in children of primary school age in the context of a general secondary education institution.

To study deviations in the behavior of younger schoolchildren, the following diagnostic methods were determined:

a technique for diagnosing a tendency to deviant behavior (A.N. Orel) (goal: identifying a predisposition to certain deviations in the behavior of younger students);

methodology "Scale of hostility" (Cook-Medley) (goal: to assess the cynicism, hostility and aggressiveness of the individual);

projective technique "Non-existent animal" (MZ Dukarevich) (goal: diagnostics of personality traits);

Methodology "What to do?" (IB Dermanova) (goal: to identify the attitude of younger students to moral norms).

Diagnostic tools are presented in Appendix A.

Let us analyze the research results at the ascertaining stage of the experiment.

To identify a predisposition to deviant behavior, a diagnostic technique was used, the author of which is A.N. Eagle. This technique assesses the predisposition of minors to deviant behavior using seven scales:

Social Desirability Attitude Scale.

The scale of the propensity to overcome norms and rules.

Addictive Behavior Propensity Scale.

A scale of propensity for self-harm and self-destructive behavior.

Scale of propensity for aggression and violence.

The scale of volitional control of emotional reactions.

Delinquent behavior tendency scale.

The performed diagnostic procedure is shown in Fig. 1 and made it possible to reveal the following features of the predisposition of children to deviations in behavior: a tendency to addictive behavior was revealed in 14 (26%) schoolchildren; tendency to overcome norms and rules in 8 (15%) schoolchildren; self-destruction tendency - in 18 (33%); inclination to social desirability - in 12 (22%); a tendency to aggression and violence - in 28 (52%), a tendency to volitional control of emotional reactions - in 24 (44%) and a tendency to delinquent behavior was revealed in 8 (15%) schoolchildren.

After carrying out the methodology for diagnosing the propensity of primary schoolchildren to deviant behavior, A.N. Eagle, it can be argued that this group of students has an average level of predisposition to deviant behavior, which serves as the basis for developing a program of psychological and pedagogical prevention.

Figure 1 - The values of the results of deviations in behavior according to the method of diagnosing the propensity of younger schoolchildren to deviant behavior A.N. Eagle.

Using the Hostility Scale diagnostic technique, we came to the conclusion that among students there was an average cynicism indicator with a tendency to high in 20 (48%) students, and an average cynicism indicator with a tendency to low in 22 (52%) students. The highest indicators of cynicism and the lowest among schoolchildren were not identified.

Figure 2 - The value of the indicator of cynicism according to the methodology "Scale of hostility" Cook-Medley

On the scale of aggressiveness, it can be stated that in 16 (38%) subjects the average indicator of aggressiveness tends to be high, and in 24 (57%) an average indicator of hostility with a tendency to low and 2 (5%) subjects with a low indicator of aggressiveness was revealed. Thus, we can conclude that the level of aggressiveness in the subjects is moderately expressed and does not exceed the norm. The most pronounced is indirect aggression, the manifestation of which does not entail direct harm.

Figure 3 - The value of the indicator of aggressiveness according to the methodology "Scale of hostility" Cook-Medley

On the hostility scale, 24 (57%) subjects were identified with an average hostility indicator with a tendency to low, 12 (29%) subjects with an average hostility indicator with a tendency to high, and 6 (14%) subjects with a low hostility indicator.

After processing the data obtained by the methodology of Diagnosis of hostility according to the "Cook-Medley Scale", we can conclude that among the subjects cynicism is not pronounced, but is inherent in all students. The level of aggressiveness and hostility in more than half of the students is inclined to a low indicator, in the third part the indicator of aggressiveness and hostility is inclined to a higher indicator, and only in some students these personal qualities are almost not manifested.

Figure 4 - The value of the hostility indicator according to the methodology "Scale of hostility" Cook-Medley

To determine the personality traits, we carried out the method “Non-existent animal” (MZ Dukarevich), the analysis of which showed that a number of students have a tendency to aggression. In the drawings, this is shown by "falling lines", the contour of the figure with the presence of protrusions such as thorns, shells, needles, drawing and darkening of the contour line. The degree of aggressiveness is expressed by the number, location and nature of sharp corners in the drawing, regardless of their connection with a particular detail. Particularly significant in this respect are direct symbols of aggression - claws, beaks, teeth. Horns can often be found in drawings, which are a sign of aggressiveness.

Most children have normal or slightly overestimated self-esteem. Some children have slightly low self-esteem and signs of self-doubt. Egocentrism, the presence of positively colored emotions, activity, sociability and orientation "to the future" are also characteristic of the majority of students. In the drawings of all children, to one degree or another, general anxiety, indecision, fearfulness associated with prohibitions and restrictions on the part of adults were reflected. Aggressiveness is more of a defensive nature and can manifest itself in a verbal form. For girls, demonstrativeness is characteristic.

Based on the diagnostic study, the following conclusions can be drawn: a number of students were found to have a predisposition to aggressive behavior. The following tendency was revealed - the manifestation of destructive aggressive behavior as a defense of one's "I" in response to a changing frustrating situation, the requirement to correct the current situation from its participants, expressed in a hostile, aggressive form. As a result of the diagnostic study, it can be concluded that schoolchildren need preventive work aimed at preventing and correcting deviant behavior, and there is a need to carry out activities aimed at optimizing interpersonal relationships.

In order to study the peculiarities of the development of the moral culture of students, we carried out the diagnostic method "What to do?" The results showed that 8 (19%) schoolchildren do not have clear moral guidelines. The attitude to moral standards is unstable. Wrongly explains actions (they do not correspond to the qualities that he calls), emotional reactions are inadequate or absent. In 14 (33%) moral guidelines exist, but the child does not strive to correspond to them or considers it an unattainable dream. Adequately evaluates actions, however, the attitude to moral norms is unstable, passive. Emotional responses are inadequate.

In 15 (36%), moral guidelines exist, assessments of actions and emotional reactions are adequate, but their attitude to moral norms is not yet stable enough. The remaining 5 (12%) substantiate their choice with moral principles; emotional reactions are adequate, the attitude to moral norms is active and stable.

Figure 5 - The value of the indicator of moral guidelines according to the methodology "What to do?" I.B. Dermanova

The results of the ascertaining stage of the experiment allow us to assert the need for psychological and pedagogical preventive work in the form of active social teaching of socially important skills that affect the conditions and causes that cause deviant behavior at the early stages of its manifestation.

Based on the results of the study, we have developed a correctional and developmental program for the prevention of deviant behavior in primary schoolchildren.

Purpose of the program: formation personality traits and social skills of a younger student, allowing them to understand life values and choose a conscious position.

Objectives of the program:

To develop in students a positive attitude towards themselves and the surrounding society.

Strengthen and develop a sense of self-esteem and the ability to think critically, a sense of responsibility.

Explain the harm of tobacco, alcohol and drugs.

Instill healthy lifestyle habits.

The program includes 10 lessons, which are conducted with a whole team of students aged 8-10 years. Classes are held once a week in a room where there is an opportunity to both sit the participants in a circle and at the desks to create a confidential and safe environment in the group. The lesson is given 40 minutes. The form of organizing classes is individual and group. Duration of the course is 2-3 months.

Table 2 - Criteria for tracking program performance

Parameters Frequency Diagnostic procedures 1. Hostility at the beginning and end of the course Observation Cook-Medley hostility scale (8-10 years) 2. Aggression at the beginning and end of the course Observation "Non-existent animal" (MZ Dukarevich) 3. Deviation at the beginning and at the end of the course Observation Methodology for diagnosing a tendency to deviant behavior (A.N. Orel) 4. Moral norms at the beginning and end of the course Observation "What to do?" (I.B.Dermanova)

The result of using the program of correctional and developmental work with students of deviant behavior presupposes the formation of adequate forms of behavior and the development of communication skills, as well as the formation of a positive attitude towards one's capabilities, the development of skills for regulating one's behavior, and a decrease in the level of emotional discomfort. Based on the principle of social and pedagogical support, which is the fundamental principle of this program, it is supposed to create a situation of success, which will achieve the desired results in learning, self-education, communication, lifestyle.

№ p / p Topic of the lesson Purpose of the lesson Content and form of conducting 1. Acquaintance. Group work rules 1. Develop proper dating skills. 2. Get to know students and introduce students to each other. 3. To understand the norms of behavior and relationships with each other.1. Organizing time. Game "Interview" 2. Game "Search for common things" 3. Discussion "What is a group of children?" 4. Establishing the rules for group work. 5. Distribution of roles in the group. 6. .2. Do we know how to listen? Give an understanding of what it means to listen. 2. To develop students' ability to listen to each other. 3. Find out how to make you heard and listened to.1. Organizing time. Game-activator "Spoiled phone". 2. Discussion. 3. Exercise "Listening game". 4. Exercise "Learn to listen." 5. The final circle "Interesting - useful". 3. Why are we in conflict? 1. Give an idea of the conflict. 2. Identify the main causes of the conflict. 3. Show the role of conflict in human relationships and the development of the human personality. 1. Organizing time. Game-activator "Build on ..." 2. Discussion "Why are we in conflict?" 3. Role-playing game 3. Quick circle "Signs of a conflict situation". 4. The final circle "Interesting - useful". 4. How to behave in a conflict? 1. Show the historical path of development of the conflict in human society. 2. To acquaint students with methods of conflict resolution. 3. Develop the skill of conflict resolution using the principles of positive communication.1. Organizing time. Game-activator "Understand me". 2. Discussion "How to behave in a conflict?" 3. Micro-assessments "How to get out of the conflict?" 4. Competition "I beg your pardon." 5. The final circle "Interesting - useful". 5. What do I look for in friendship? 1. To acquaint students with the concept of "friendship". 2. To educate students about the values of friendship. 1. Organizing time. Game-activator "Blind Train". 2. Discussion: "What am I looking for in friendship?" 3. Several strict prohibitions for loyal friends. 4. Fast circle. 5. Exercise "Support". 6. Discussion. 7. The final circle "Interesting - useful". 6. How does tobacco affect the human body? 1. Identify the causes of tobacco use. 2. To acquaint with the immediate and long-term effects of smoking. 3. Explain the harm of secondhand smoke for humans. 4. Develop a negative attitude towards smoking.1. Organizing time. Game-activator "Yes - No". 2. Discussion: "What can tobacco use lead to?" 3. The game “What can a smoker's money buy? »4. Ways to refuse the offered cigarette. 5. The final circle "Interesting - useful". 7. How does alcohol affect the human body? To form an idea of the harmful effects of alcohol on the human body. 2. Develop a negative attitude in students towards trying alcohol. 1. Organizing time. Game-activator "Resistance". 2. Discussion about alcohol and attitudes towards the drinker. 3. How to decide whether or not to drink alcohol? 4. Role-playing game "Choice of solution". 5. Game circle "Interesting - useful". 8. What do we know about psychological health? 1. To give an idea of psychological health and the possibility of the influence of people on it. 2. Explain the reasons for adolescent drug use. 3. To acquaint students with the influence of drugs on the psychological health of a person. 4. To form in students an idea of a psychologically healthy person. 1. Organizing time. Game-activator "Bog". 2. Role-play "How are adolescents offered psychoactive substances?" 3. Discussion. 4. How to refuse the proposed drugs? 5. Fast circle. 6. Discussion. 9. How to be confident in yourself? 1. Get acquainted with the concept of "insecure behavior" and ways to overcome it. 2. To form an idea of a confident person in students and explain how to be confident in oneself. Organizing time. Game-activator "Mirror". 2. Discussion 3. Exercise "Speaker". 4. Discussion "What is a feeling of confidence and how to increase it in yourself?" 5. Exercise "Advice to a friend". 6. The final circle "Interesting - useful" 10. Do we know how to respect ourselves? 1. To strengthen the positive self-esteem of students. 2. To help in realizing the possibility of forming positive self-esteem. 3. Show the negative impact of substance use on positive self-esteem. 1. Organizing time. Game-activator "Ladoshka". 2. Discussion "Why is self-respect necessary for a person?" 3. Fast circle. 4. Game "Inscriptions on the back". 5. What is self-esteem. 6. Exercise "Compliment". 7. Final circle. The final ritual.

We have implemented part of the program. It should be noted that during the implementation of the program the most striking and memorable moments were the game "Search for common things" and the game-activator "Build up according to ...". In the game “Search for Common”, the students found common signs in their pairs. But the children were not limited to the total number of these signs, but were looking for as many as possible. Some common signs were so interesting and unusual that even the teacher did not know about them. The activator game "Line up according to ..." became no less memorable. Children, as quickly as possible, without discussion in ascending order, lined up in one row according to certain criteria. It was difficult for the students to line up according to birthdays, there was a lot of controversy, but the children were able to agree. The use of the forms of events we have chosen is not accidental, because they provide for a change of actions, colorfulness, enthusiasm, a variety of tasks and much more, which is very attractive for children of primary school age.

After classes on the prophylaxis program, we carried out repeated diagnostic work (using the method of diagnosing a tendency to deviant behavior (A.N. Orel)), which revealed some improvement in the predisposition to deviant behavior. So the percentage of propensity for addictive behavior decreased by 6% and amounted to 20% (initially 26%); the propensity to overcome norms and rules decreased by 0.5% and amounted to 14.5% (initially 15%); the tendency to self-destruction was 19%, which is also lower than the initial results (initially 33%); the propensity for social desirability did not change and remained at 22%; the propensity for aggression and violence also decreased by 20% and amounted to 32% (initially 52%); the tendency to volitional control of emotional reactions increased by 7% and amounted to 51% (initially 44%); the propensity for delinquent behavior decreased slightly and amounted to 13.5% (initially 15%). The slight decrease in the propensity to overcome norms and rules and the propensity for delinquent behavior suggests that it is necessary to involve juvenile inspectors in the prevention of deviant behavior to conduct legal discussions with students and their parents. The results obtained are reflected in Fig. 6 (Values of the results of deviations in behavior according to the repeated method of diagnosing the propensity of younger schoolchildren to deviating behavior by A.N. Orel). The diagram reflects how the indicator of children who showed deviant behavior has decreased, the indicator of children who have formed volitional control of emotional reactions has grown, and only the indicator of the propensity to social desirability has not changed.

From all of the above, we can conclude about the effectiveness of the developed by us program of psychological and pedagogical prevention of deviant behavior. The decrease in the level of deviant behavior of students can be judged by the results of questionnaires. A favorable climate in the team, a decrease in conflicts and violations of the internal order of educational institutions allow us to talk about the formation of the ability of students to interact with each other in various life situations. The program uses a selection of communicative, active, developmental games and various discussions, which we structured according to the goal and formed from them "Classes".

CONCLUSION

The work considered the concept of deviant behavior of younger students, discussed the factors that determine the tendency of younger students to deviant behavior. On the basis of a theoretical analysis of scientific psychological and pedagogical literature, we have established that many domestic and foreign researchers have dealt with the problem of preventing diviant behavior. Deviant, or deviant, behavior denotes one of the types of deviant behavior associated with a violation of age-appropriate social norms and rules of behavior (demonstration, aggression, unauthorized and systematic deviation from school, systematic behavior - repeated antisocial offenses leaving home and vagrancy, drunkenness, etc. etc.). Deviant behavior is the result of unfavorable psychosocial development and violations of the socialization process, which is expressed in various forms of child and adolescent maladjustment at a fairly early age. Younger schoolchildren, whose behavior deviates from the rules and norms of behavior accepted in society, are called difficult or difficult to educate by teachers and psychologists. Difficulty is understood as resistance to pedagogical influences, which can be due to a variety of reasons associated with the assimilation of certain social programs, knowledge, skills, requirements and norms in the process of purposeful training and education. An essential sign of deviant behavior is a conflict, a contradiction between the existing norms of morality and law and the inability, unwillingness or inability of the adolescent to fulfill them accordingly. With deviant behavior, the child tries to achieve his goals. Knowing what goals the child pursues, regardless of whether he is aware of them or not, the teacher receives the key to understanding his actions.

The main factors that determine the deviant behavior of minors are highlighted: biological, psychological, socio-pedagogical, socio-economic and moral and ethical. Typical reasons for deviations in the behavior of primary schoolchildren: insufficient level of social maturity of the child, inability to get used to the social role of the student, with the requirements and norms of school life, lack of psychological mood for learning, increased fatigue, high exhaustion by activity, as a result of psychosomatic weakness, learning difficulties, inability to cope with the academic load, “semantic barriers” in relation to the teacher, a disreputable position among classmates.

Under the prevention of deviant behavior, it is customary to understand the use of a set of measures designed to prevent the emergence and development of any deviations in development, education, upbringing. The best prevention of deviant behavior is a purposeful, organized impact with a clear definition of the means, forms and methods of upbringing. Moreover, the preventive possibilities of education are much more effective than other means of restraint, since measures of legal prevention, as a rule, are somewhat delayed and begin to act when the act has already been committed. In order for the legal preventive measures to "work", they must be included in the consciousness of the student, become part of his convictions, experience, which can be achieved through targeted educational influence. Relationships of mutual trust and respect destroy antisocial attitudes in minors. It is important to give them the opportunity to feel that they are needed and useful to people and the whole society. I would like to draw your attention to the fact that in the upbringing of 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, whether he will empathize with others. Kindness and responsiveness do not appear on their own, they are brought up, and parental love plays the main role in this - love not in words, but in deeds. If parents do not form in their children (primarily with the help of their own example) a benevolent, cordial, gentle attitude towards people, then the child grows up cruel, callous, aggressive. The surrounding social microsphere, psychological climate in the family, the conditions of upbringing, relationships with parents and teachers - all this is reflected in the child. And if we exclude bad influence, if we are careful about our own and other people's children, then we can be sure that we will raise a good change of active and hardworking people.

We have developed a correctional and developmental program for the prevention of the behavior of younger schoolchildren, in order to form the personal qualities and social skills of a younger student, allowing them to understand life values and choose a conscious position. This program was tested in the State Educational Institution "Secondary School No. 17 of Brest" in the 4th grade. The result of using the program of correctional and developmental work with students of deviant behavior presupposes the formation of adequate forms of behavior and the development of communication skills, as well as the formation of a positive attitude towards one's capabilities, the development of skills for regulating one's behavior, and a decrease in the level of emotional discomfort.

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40. Methods for the prevention of deviant behavior [Electron. resource] / Access mode:<#"justify">ANNEXES

Appendix A

Diagnostic research tools

Methods for diagnosing a tendency to deviant behavior (A.N. Orel)

Purpose: to identify a predisposition to certain deviations in the behavior of primary schoolchildren.

In general, the questionnaire includes 98 non-repeating items-statements.

Keys and Test Scoring Procedure.

Each answer is assigned 1 point in accordance with the key. Then, for each scale, a total score is calculated, which is compared with the test norms below. If the individual results of the subject deviate from the average total score on the scale (see test norms) by 1S more, the measured psychological characteristic can be considered expressed. If the individual total score of the subject is less than the average for test norms by 1S, then the measured property can be assessed as not very pronounced. In addition, if the belonging of the subject to the "delinquent" population is known, then it is advisable to compare his individual results with the test norms calculated for the "delinquent" subsample.

Attitude scale for socially desirable responses:

(no), 4 (no), 6 (no), 13 (yes), 21 (no), 23 (no), 30 (yes), 32 (yes), 33 (no), 38 (no), 47 (no), 54 (no), 79 (no), 83 (no), 87 (no).

Scale of propensity to overcome norms and rules:

(no), 10 (no), 11 (yes), 22 (yes), 34 (yes), 41 (yes), 44 (yes), 50 (yes), 53 (yes), 55 (no), 59 (yes), 61 (no), 80 (yes), 86 (no), 88 (yes), 91 (yes), 93 (no).

The Addictive Behavior Propensity Scale:

(yes), 18 (yes), 22 (yes), 26 (yes), 27 (yes), 31 (yes), 34 (yes). 35 (yes), 43 (yes), 46 (yes), 59 (yes), 60 (yes), 62 (yes), 63 (yes), 64 (yes), 67 (yes), 74 (yes), 81 (yes), 91 (yes), 95 (no).

Questionnaire:

I prefer clothes in soft, muted colors.

It happens that I put off until tomorrow what I have to do today.

I would gladly volunteer to take part in some kind of military action.

It happens that I sometimes quarrel with my parents.

Anyone who did not fight in childhood will grow up to be a "mama's boy" and cannot achieve anything in life.

I would take on a life-threatening job if it was paid well.

Sometimes I feel so anxious that I just can't sit still.

Sometimes it happens that I brag a little.

If I had to become a military man, then I would like to be a fighter pilot.

I value caution and discretion in people.

Only weak and cowardly people follow all the rules and laws.

I would prefer a job related to change and travel, even if it is life-threatening.

I always speak only the truth.

If a person uses stimulating and psychoactive substances in moderation and without harmful consequences, this is quite normal.

Even if I'm angry, I try not to use curses.

I think I would love to hunt lions.

If I was offended, then I must take revenge.

A person should have the right to drink as much as he wants and where he wants.

If my friend is late for the appointed time, then I usually remain calm.

I usually find it difficult to work with the requirement to complete it by a certain deadline.

Sometimes I cross the street where it is more convenient for me, and not where it should be.

Some rules and prohibitions can be dropped if you are experiencing strong sexual (sexual) attraction.

I sometimes disobey my parents.

If, when buying a car, I have to choose between speed and safety, then I will choose safety.

I think I would love to do boxing.

If I could freely choose my profession, I would become a wine taster.

I often feel the need for thrills.

Sometimes I really want to hurt myself.

My attitude to life is well described by the proverb "Measure seven times, cut once."

I always buy public transport tickets.

There are people I know who have tried toxic, intoxicating substances.

I always keep my promises, even if it's not beneficial to me.

It happens that I just want to swear.

Right are the people who follow the proverb in life "If you can't, but you really want to, then you can."

It happened that I accidentally got into a fight after drinking alcohol.

I rarely manage to force myself to keep going after a series of disappointing setbacks.

If gladiator fights were held in our time, then I would definitely take part in them.

It happens that sometimes I am not telling the truth.

To endure pain in spite of everyone is even pleasant.

I'd rather agree with the person than argue.

If I had been born in ancient times, I would have become a noble robber.

If there is no other way out, then the dispute can be resolved by a fight.

There were times when my parents and other adults expressed concern about my drinking a little.

Clothing should at first glance distinguish a person from others in a crowd.

If there is not a single decent fight in the movie, it’s a bad movie.

When people strive for new, unusual sensations and experiences, this is normal.

Sometimes I miss my lessons.

If someone accidentally touches me in a crowd, I will definitely demand an apology from him.

If a person annoys me, then I am ready to tell him everything that I think about him.

When traveling and traveling, I like to deviate from my usual routes.

I would love the profession of animal trainer.

If you have already gotten behind the wheel of a motorcycle, then you should only go very fast.

When I read a detective story, I often want the perpetrator to get away from pursuit.

Sometimes I just can't help laughing when I hear an indecent joke.

I try to avoid phrases in conversation that may confuse others.

I often get upset about little things.

When people object to me, I often explode and answer harshly.

To get pleasure, it is worth breaking some rules and prohibitions.

I like to be in companies where they drink in moderation and have fun.

It annoys me when girls smoke.

I like the state that comes when you drink in moderation and in good company.

It happened that I had a desire to drink, although I realized that now was not the time and place.

A cigarette in a difficult moment calms me down.

It's easy for me to make other people fear me, and sometimes for fun I do it.

I could, with my own hand, execute a criminal justly sentenced to capital punishment.

Pleasure is the main thing worth striving for in life.

I would like to participate in car racing.

When I'm in a bad mood, it's best not to approach me.

Sometimes I get in such a mood that I'm ready to start a fight first.

I can remember times when I was so angry that I grabbed the first thing I could get my hands on and broke it.

I always demand that others respect my rights.

I would love to jump with a parachute.

The harmful effects of alcohol and tobacco on humans are greatly exaggerated.

I rarely fight back, even if someone hits me.

I don't enjoy the feeling of risk.

It is normal for a person to use “strong” language in the heat of an argument.

I often cannot contain my feelings.

It used to be that I was late for lessons.

I like companies where everyone makes fun of each other.

Sex should be one of the main places in the life of young people.

Often times, I cannot help but argue if someone disagrees with me.

Sometimes it happened that I did not complete my school homework.

I often act under the influence of a momentary mood.

It seems to me that I am not capable of hitting a person.

People are rightly indignant when they learn that the criminal has gone unpunished.

It happens that I have to hide some of my actions from adults.

The naive simpletons themselves deserve to be deceived.

Sometimes I get so annoyed that I knock on the table with my fist.

Only unexpected circumstances and a sense of danger allow me to truly prove myself.

I would try some intoxicating substance if I knew for sure that it would not harm my health and would not be punished.

When I stand on the bridge, sometimes I am tempted to jump down.

Any dirt scares me or causes strong disgust.

When I'm angry, I want to hit someone.

I believe that people should give up all drinking.

I could climb a tall factory chimney on a dare.

At times, I can't handle the urge to hurt other people.

I could, after a little preliminary explanation, fly the helicopter.

Cook-Medley's "Hostility Scale"

Purpose: to evaluate the cynicism, hostility and aggressiveness of the individual.

Instructions: carefully read (listen to) the judgments of the questionnaire. Answer options for all judgments are given on a special form. If you think that the judgment is correct and corresponds to your idea of yourself and other people, then in the answer sheet opposite the judgment number, mark the degree of your agreement with it, using the proposed scale:

By chance,

Never.

Method text

I often meet people who call themselves experts, even though they are not.

I often had to follow directions from people who knew less than me.

Many people can be accused of immoral behavior.

Many people exaggerate the severity of their failures in order to gain compassion and help.

At times I had to be rude to people who were impolite towards me and got on my nerves.

Most people make friends because friends can be helpful.

It often takes a lot of effort to convince others that you are right.

People have often disappointed me.

Usually, people demand more respect for their rights than they seek to respect the rights of others.

Most people do not break the law because they are afraid of being caught.

People often resort to dishonest methods so as not to lose the potential benefit.

I believe a lot of people use lies to move on.

There are people who are so unpleasant to me that I involuntarily rejoice when they fail.

I can often deviate from my principles in order to surpass my opponent.

If people treat me badly, I will definitely answer them in kind, at least on principle.

As a rule, I desperately defend my point of view.

Some of my family members have habits that annoy me.

I don't always agree easily with others.

Nobody cares what happens to you.

It's safer not to trust anyone.

I can be friendly with people who, in my opinion, are doing the wrong thing.

Many people avoid situations in which they have to help others.

I do not condemn people for the fact that they seek to appropriate for themselves everything that is possible.

I do not blame the person for the fact that he uses other people for his own purposes, allowing him to do this.

It annoys me when others tear off my department.

I would definitely like it if the criminal was punished with his own crime.

I am not trying to hide my bad opinion of other people.

Processing and interpretation of results:

The sum of points is calculated for each of the scales.

The scale of cynicism is 1, 2, 3, 4, 6, 7, 9, 10, 11, 12, 19, 20, 22.

65 points - average with a tendency to high;

40 points - an average with a tendency to low; h

The scale of aggressiveness is 5, 14, 15, 16, 21, 23, 24, 26, 27.

points and more - a high indicator;

45 points - average with a tendency to high;

30 points - average with a tendency to low;

points and less - a low indicator.

The hostility scale is 8, 13, 17, 18, 25.

points and more - a high indicator;

25 points - an average with a tendency to high;

18 points - average with a tendency to low;

points and less - a low indicator.

Projective technique "Non-existent animal" (M.Z. Dukarevich)

Purpose: diagnostics of personality traits.

Instructions: "Come up with and draw a non-existent animal and call it a non-existent name." Further, you can clarify that it is undesirable to take an animal from cartoons, since it has already been invented by someone; extinct animals don't fit either.

Indicators and interpretation:

The position of the drawing on the sheet. Normally, the drawing is located along the midline of a vertically set sheet. It is best to take a sheet of paper that is white or slightly creamy, not glossy. Use a medium soft pencil; you cannot draw with a pen and felt-tip pen.

The position of the picture closer to the upper edge of the sheet (the closer, the more pronounced) is interpreted as high self-esteem, as dissatisfaction with one's position in society, lack of recognition from others, as a claim for promotion and recognition, a tendency towards self-affirmation.

The position of the picture at the bottom is the opposite tendency: self-doubt, low self-esteem, depression, indecision, disinterest in their position in society, in recognition, lack of a tendency towards self-affirmation.

The central semantic part of the figure (head or part replacing it). The head is turned to the right - a steady tendency towards activity, efficiency: almost everything that is pondered is planned - is being implemented or, at least, begins to be implemented (even if it is not brought to the end). The subject actively proceeds to the realization of his plans and inclinations.

The head is turned to the left - a tendency towards reflection, towards reflection. This is not a man of action: only an insignificant part of the plans is being realized, or at least begins to be realized. Often there is also a fear of active action and indecision. (Option: lack of a tendency to action or fear of activity - should be decided additionally.)

On the head there are details corresponding to the sense organs - ears, mouth, eyes. The meaning of the detail "ears" is direct: interest in information, the significance of the opinions of others about oneself. In addition, according to other indicators and their combination, it is determined whether the subject is doing something to gain a positive assessment or only produces corresponding emotional reactions (joy, pride, resentment, grief) to the assessments of others, without changing his behavior. A slightly open mouth in combination with the tongue in the absence of a drawing of the lips is interpreted as a large speech activity (talkativeness), in combination with a drawing of the lips - as sensuality; sometimes both together. An open mouth without drawing the tongue and lips, especially the outlined one, is interpreted as the ease of the emergence of fears and fears, distrust. A mouth with teeth - verbal aggression, in most cases - defensive (snaps, bully, rude in response to a negative appeal to him, condemnation, censure). For children and adolescents, a pattern of a cut-out mouth of a rounded shape (fearfulness, anxiety) is characteristic.

They attach particular importance to the eyes. This is a symbol of the inherent experience of fear in a person: it is emphasized by a sharp drawing of the iris. Pay attention to the presence or absence of eyelashes. Eyelashes - hysterical demonstrative behavior; for men: feminine character traits with the drawing of the pupil and iris rarely coincide. Eyelashes - also an interest in admiration of others around the external beauty and manner of dress, giving this great importance.

The increased (in accordance with the figure as a whole) head size indicates that the subject appreciates the rational principle (possibly, erudition) in herself and those around her.

Additional details are also located on the head: for example, horns - protection, aggression. Determine by combination with other signs - claws, bristles, needles - the nature of this aggression: spontaneous or defensive-response. Feathers - a tendency towards self-adornment and self-justification, towards demonstrativeness. Mane, fur, a semblance of a hairstyle - sensuality, emphasizing one's gender and, sometimes, orientation towards one's sexual role.

Carrying, supporting part of the figure (legs, paws, sometimes a pedestal). The thoroughness of this part is considered in relation to the size of the entire figure and in shape:

a) thoroughness, deliberation, rationality of decision-making, paths to conclusions, formation of judgment, reliance on essential provisions and significant information;

b) superficial judgments, frivolity in conclusions and unfounded judgments, sometimes impulsive decision-making (especially in the absence or almost no legs).

Pay attention to the nature of the connection of the legs with the body: the connection is accurate, carefully or carelessly, weakly connected or not connected at all - this is the nature of control over your reasoning, conclusions, decisions. The uniformity and unidirectionality of the shape of the legs, paws, any elements of the supporting part - the conformity of judgments and attitudes in decision-making, their standard, banality. The variety in the form and position of these details - the originality of attitudes and judgments, independence and non-banality; sometimes even creativity (according to the unusual form) or dissent (closer to pathology).

Parts that rise above the level of the figure. They can be functional or decorating: wings, additional legs, tentacles, details of the shell, feathers, bows like curls-curls, floral-functional details - the energy of embracing different areas of human activity, self-confidence, "self-propagation" with indelicate and indiscriminate oppression of others, or curiosity, the desire to participate in as many of the affairs of others as possible, the conquest of a place in the sun, enthusiasm for their activities, the courage of enterprises (according to the meaning of the symbol-detail - wings or tentacles, etc.). Decorating details - demonstrativeness, a tendency to attract the attention of others, mannerism (for example, a horse or its nonexistent likeness in a peacock feather sultan).

Tails. They express their attitude to their own actions, decisions, conclusions, to their verbal production - judging by whether these tails are turned to the right (on the sheet) or to the left. Tails turned to the right - attitude towards their actions and behavior. Left - attitude to your thoughts, decisions; to missed opportunities, to their own indecision. The positive or negative coloring of this attitude is expressed by the direction of the tails up (confidently, positively, cheerfully) or by a falling downward movement (dissatisfaction with oneself, doubt in one's own righteousness, regret about what was done, what was said, repentance, etc.).

The contours of the figure. They are analyzed by the presence or absence of protrusions (such as shields, shells, needles), drawing and darkening of the contour line. This is protection from others, aggressive - if it is done in sharp corners; with fear and anxiety - if there is a darkening, "blurring" of the contour line; with apprehension, suspicion - if shields, "barriers" are set, the line is doubled. The direction of such protection is in accordance with the spatial arrangement: the upper contour of the figure is against the superior, against persons who have the ability to impose a ban, restriction, to exercise coercion, i.e. against elders, parents, teachers, bosses, leaders; lower contour - protection against ridicule, non-recognition, lack of authority among lower subordinates, younger ones, fear of condemnation; lateral contours - undifferentiated fearfulness and readiness for self-defense of any order and in different situations; the same - the elements of "protection", located not along the contour, but inside the contour, on the body of the animal itself. On the right - more in the process of activity (real), on the left - more protection of their opinions, beliefs, tastes.

Total energy. The number of details depicted is assessed - is it only the required amount to give an idea of a fictitious non-existent animal (body, head, limbs or body, tail, wings, etc.): with a filled contour, without shading and additional lines and parts, just primitive contour, - or there is a generous image of not only necessary, but additional details that complicate the design. Accordingly, the more components and elements (in addition to the most essential), the higher the energy. In the opposite case - energy savings, asthenia of the body, chronic somatic disease. (The same is confirmed by the nature of the line - a weak cobweb-like line, "carries a pencil on paper" without pressing it.) The opposite character of the lines - bold with pressure - is not polar: this is not energy, but anxiety. You should pay attention to the sharply pressed lines visible even on the back of the sheet (convulsive, high tone of the muscles of the drawing hand) - sharp anxiety. Pay attention also to what detail, what symbol, is executed in this way (i.e. what the alarm is attached to).

Assessment of the nature of the line (line dubbing, carelessness, inaccurate connections, "islands" of lines overlapping each other, "blackening" of parts of the drawing, "blurring", deviation from the vertical axis, stereotyped lines, etc.). Evaluation is carried out in the same way as when analyzing a pictogram. The same - the fragmentation of lines and shapes, incompleteness, ragged drawing.

Thematically, animals are divided into threatened, threatening, neutral (like a lion, hippo, wolf or bird, snail, ant, or squirrels, dogs, cats). This is an attitude to one's own person and to one's “I”, an idea of one's position in the world, as if identifying oneself by significance (with a hare, a bug, an elephant, a dog, etc.). In this case, the animal being drawn is a representative of the drawing person.

Assimilation of the animal being drawn to a person, starting with setting the animal in an upright position on two legs, instead of four or more, and ending with dressing the animal in human clothing (pants, skirts, bows, belts, dress), including the similarity of the muzzle to the face, legs and paws on hands, - testifies to infantilism, emotional immaturity, respectively, the severity of the "humanization" of the animal. The mechanism is similar (and parallel) to the allegorical meaning of animals and their characters in fairy tales, parables, etc.

The degree of aggressiveness is expressed by the number, location and nature of the corners in the drawing, regardless of their connection with one or another detail of the image. Particularly significant in this respect are direct symbols of aggression - claws, teeth, beaks. Attention should also be paid to the accentuation of sexual characteristics - the udder, nipples, breasts with a humanoid figure, etc. This attitude to sex, up to fixation on the problem of sex.

The shape of a circle (especially - not filled with anything) symbolizes and expresses a tendency towards secrecy, isolation, closeness of one's inner world, unwillingness to give information about oneself to others, and finally, unwillingness to be tested. Such figures usually provide a very limited amount of data for analysis.

Pay attention to cases of mounting mechanical parts into the body of an "animal" - placing an animal on a pedestal, tractor or tank tracks, a tripod; attachment to the head of the propeller, screw; mounting an electric lamp in the eye, in the body and limbs of the animal - handles, keys and antennas. This is observed more often in patients with schizophrenia and deep schizoids.

Creative possibilities are usually expressed by the number of elements combined in the figure: banality, lack of creativity take the form of a “ready-made”, existing animal (people, horse, dog, pig, fish), to which only a “ready-made” existing detail is added so that the drawn animal becomes non-existent - a cat with wings, a fish with feathers, a dog with flippers, etc. Originality is expressed in the form of building a figure from elements, rather than whole blanks.

The name can express a rational combination of semantic parts (flying hare, "begekot", "muhozher", etc.). Another option is word formation with a book-scientific, sometimes Latin suffix or ending ("ratoletius", etc.). The first is rationality, a specific attitude in orientation and adaptation; the second is demonstrativeness, aimed mainly at demonstrating one's own intelligence, erudition, and knowledge. There are superficial-sound names without any comprehension "lalie", "lioshana", "grateker", etc.), signifying a frivolous attitude towards others, inability to take into account the danger signal, the presence of affective criteria in the basis of thinking, the preponderance of aesthetic elements in judgments over rational.

There are ironic and humorous names ("rinochurka", "bubble", etc.) - with a correspondingly ironic and condescending attitude towards others. Infantile names usually have repeated elements ("tru-tru", "lyu-lyu", "couscous", etc.). The tendency to fantasize (more often of a defensive nature) is usually expressed by elongated names ("aberosynoticliron", "gulobarnikletamieshinia", etc.).

Methodology "What to do?" (I.B.Dermanova)

Purpose: to identify younger students' attitude to moral norms.

Instructions for the test: the child is asked to imagine a given situation and tell how he would behave in it.

Test material:

The first situation: during a break, one of your classmates broke a window. Did you see that. He didn’t confess. What do you say? Why?

The second situation: classmates conspired to disrupt the lesson. What will you do? Why?

Processing and interpretation of test results

For processing the results, you can use the following indicative scale:

points - the child does not have clear moral guidelines. The attitude to moral standards is unstable. Wrongly explains actions (they do not correspond to the qualities that he calls), emotional reactions are inadequate or absent.

point - moral guidelines exist, but the child does not strive to correspond to them or considers it an unattainable dream. Appreciates actions adequately, however, the attitude to moral norms is unstable, passive. Emotional responses are inadequate.

points - moral guidelines exist, assessments of actions and emotional reactions are adequate, but the attitude to moral norms is not yet stable enough.

points - the child justifies his choice with moral attitudes; emotional reactions are adequate, the attitude to moral norms is active and stable.

APPENDIX B

Outline plans for educational activities as part of the program for the prevention of deviant behavior in younger schoolchildren.

Lesson 1. Acquaintance. Group work rules

Materials for the lesson:

Several large sheets of whatman paper to record agreements on the rules of the group's work.

Markers.

The presenter introduces himself:

Hello. My name is (full name). I will teach you a course on the problems of human communication, the ability to listen to the interlocutor, human behavior in a conflict situation, we will talk with you about who can be a good friend, how to become a self-confident person, to maintain your health without allowing his tobacco, alcohol and drugs. Our course will consist of 10 lessons, which will take place at (specify location) according to the schedule of (specify time of lessons) over the course of a month. Our classes, as a rule, are quite interesting. There are many games in them. In order for you to get an idea of how this will go, we will now play the game "Acquaintance"

Dating game "Interview"

Each player receives a card on which the name of each of the participants is written. At the signal from the host, you need to find a partner, whose name is written on the card, and interview him. The list of questions is determined by the organizers of the game. All information must be written on a sheet. All notes are placed in the newspaper "Let's get to know!" Those who complete the task before the rest of the players win.

Leading:

Do you think it's always easy to get to know each other. Please provide examples of when and why people find it difficult to get to know each other. How can this be overcome.

General search game

The group is divided into twos, two people find a certain number of common features, then twos are combined into fours for the same purpose, etc.

group rules

Leading:

Now we will talk with you about how our classes will be held. We'll be talking to you most of the time. But this will not be a simple conversation, but a group work.

Discussion

What is a group of guys?

How is the group created and lived?

What are the possible reasons for the ineffective work of the group?

Leading:

Group work differs from simple conversation in that it follows certain rules. What are rules for? (The answers of the guys are listened to and generalized).

To:

We all felt comfortable.

Everyone could freely express their opinion and not be afraid that the spoken words would harm ourselves or anyone else.

Everyone had the right to speak out.

The lesson did not drag on, and everyone left on time for recess.

Host: Here are the rules of conduct in a group I suggest you:

Rules of conduct in the group:

Be sincere.

Look at who you are speaking to.

Respect other people's opinions.

Express your opinion using the pronoun "I"

... "I think", "I think."

Be a good listener.

Argue if you disagree.

Speak one at a time.

Smile and joke.

Listen carefully when others are speaking.

Start and finish your classes on time.

Interrupt each other.

Distracted.

Threatening, mimicking, etc.

Gossiping (talking about the feelings of another person outside the group).

Criticize.

Deceive.

Start your speech with the words: "you, you, he, she, they, we."

Be late.

Leading:

These rules are mandatory for everyone who participates in the work of the group. Anyone have questions about these rules? Is everything clear? Do you agree with everything? (The rules need to be acceptable to everyone.) It is also necessary to discuss the following points of work in a group:

How will the sequence of statements be established, what signal will be a sign that someone wants to speak?

What measures will be taken against those who violate the group rules? (Students themselves offer sanctions to violators).

Leading:

To ensure the safety and rights of everyone in the group, the following principles must be observed:

Everyone is involved in the work of the group.

What is happening in the group does not go beyond its boundaries.

Questions are asked that require only a detailed answer ("yes", "no" - should not be).

Time to think over the answer - 10 seconds.

Everyone has the right to refuse the offer to speak once per lesson.

The responsibility of each and every one in the group is established.

Final circle "Interesting - useful"

Leading:

We now know how to behave during class. Hope everyone will feel comfortable in the group. And now let's say in a circle what turned out to be interesting and useful in this lesson. Or maybe someone found something wrong and offensive? Everyone can speak for half a minute - a minute, or just say a few words.

Lesson 2. Do we know how to listen?

Leading:

Hello! It’s very nice to see you all again. Do you all agree with the group rules we discussed in the previous session? What wishes and suggestions do you have? (Students' answers are listened to). And today we will talk with you about whether we know how to listen. To get you in the mood for a conversation, I suggest you play "Broken Phone".

Damaged Phone Activator Game

Now we are going to play a game that you have known since childhood, it is called "Broken Phone". 8 people participate in the game, the rest are spectators. Your task is to convey information as without distortion as possible. The first of your group will receive information on a piece of paper that needs to be quickly and accurately conveyed to the second. The rest of the participants in the game are waiting outside the door. Then a third participant is invited to the room, to whom the second tells the story he heard, etc. The audience listens carefully and writes down all distortions of the text on paper.

Leading:

You see how often the information coming from one person is distorted by another, and this is done unintentionally. This is just how a person hears what the other is saying to him; everyone perceives and conveys information in their own way. What is a Hearing? (Hearing is an active process that requires attention to what is being discussed. It requires constant effort and focus on the subject.)

Listening Game Exercise

You can play alone, but it's more interesting with someone. Close your eyes and listen to sounds around you for about one minute. Then open your eyes and tell your partner all the sounds you have heard. Compare what you heard. Did you hear the same sounds? There are sounds that one of you heard and the other did not. Was it?

Leading:

Hearing is an important communicative quality of a person, and this must be learned first of all, since you have to listen often. Of all types of communication, listening is the least learned. Each of us can listen more effectively. Guys, how do you think you should listen? (The opinion of students is listened to, the opinion of a specialist is summarized and given). Hearing does not exclude active participation in the conversation, otherwise two-way communication would be impossible.

Exercise "Be able to listen"

Two talk, one listens, then he is invited to a conversation - and listen carefully to the third. Then all together discuss the tone of voice, facial expression, posture, touch, gestures, distance between the interlocutors.

Discussion

What do you feel when you want to say something important to yourself, and those around you are talking?

How can and when should you draw attention to yourself?

Why can't you interrupt, interfere with the conversation?

What are the techniques for interfering with friends' conversation?

What do you need to do to be interesting to the interlocutor? (The opinion of students is listened to, the opinion of a specialist is summarized and given).

What you need to do to make people want to listen to you:

Show a sincere interest in the interlocutor, in his personality.

Smile! It is good for people to see smiling faces.

A person will be disposed to you if you remember his name.

Show sincere attention to the interlocutor.

Do not interrupt the interlocutor until he or she speaks out.

Final circle "Interesting - useful"

Leading:

Thank you all very much. And now let's say in a circle what was interesting and useful for us in this lesson. Or maybe something seemed wrong or offensive. Everyone can speak for half a minute or a minute, or just say a few words.

Lesson 3. Why are we in conflict?

Leading:

Hello! In the last lesson, we talked about listening skills. Share your observations and impressions of the completed assignment. Today the topic of our lesson is "Why are we in conflict?" To get you in the mood for a lesson, I suggest you play a game.

Game-activator "Line up on ..."

The leader gives a command, and the students, in a place free of chairs, try as quickly as possible without discussion to line up in ascending order according to a number of changing signs:

By height;

Hair length;

Alphabetically by name.

Leading:

Okay, everyone had a lot of fun. This game clearly shows that we can negotiate without words. But sometimes quarrels or conflicts arise between people.

Discussion "Why are we in conflict?"

How do you understand what a conflict is?

A conflict is a contradiction or lack of agreement between two or more parties.

For what reasons do conflicts arise?

Conflicts occur most often when people do not agree with each other about something.

Leading:

Now let's name and write on the board the reasons for the conflicts. Causes of conflicts:

Difference of characters.

Intolerant attitude towards each other.

Disrespect for the feelings of another person.

Inability to listen to a person.

Role-playing game

Leading:

Let's try to play out a conflict situation using the example of Sasha does not want to be friends with Vitya, who let him down while playing football. Who wants to participate in the game? Let each participant choose a role for themselves. Within 5-10 minutes, these situations will need to be played out and a decision should be made instead of his characters.

Leading:

In your opinion, did the participants in the game manage to resolve the conflict situation? Whose side are you on? What helped or prevented you from resolving this situation?

Quick circle "Signs of a conflict situation"

On what grounds can one conclude that the situation is conflict?

Leading:

As we can see, each of us once faced a conflict situation. Is it only a negative experience that we endure from it? Conflict makes it possible to understand yourself and in your relationship with another person, how dear he is to us, how much we value his friendship and trust.

Final circle "Interesting - useful"

Lesson 4. How to behave in a conflict?

Hello! In the last lesson, you and I talked about the conflict and the reasons for its occurrence. Today in the lesson we will continue talking about conflict and styles of behavior in it. To get you in the mood for conversation, I suggest you play the game "Understand me."

Game - activator "Remember me"

Leading:

Good relationships between people depend on how accurately they perceive the information transmitted to each other. Sometimes it seems to us that we understand each other, while each conjectures the words of the interlocutor as he pleases. Let's do the next exercise. Tell the other person what you believe to be true. He should repeat what you said, trying to imitate your voice, intonation, facial expression, posture. If your interlocutor was not mistaken and everything is exactly repeated, let him know about it. Be sincere. Then switch roles and do the same.

Leading:

As you can see, it is very important for a person to be able to listen and see another person. Otherwise, we begin to draw the wrong conclusions, and this can lead to misunderstanding, conflict.

Discussion "How to behave in a conflict?"

What knowledge do we need to resolve conflicts?

Do we know how to behave in a conflict situation? What should be done to resolve conflicts faster? (The opinions of the children are listened to. They can be offered an algorithm for resolving a conflict situation proposed by Sh. And Bower G. (Barlas TV Popular psychology. P. 103).

Explanation for the presenter.

The scheme includes 4 steps:

Stage - describe as concretely and objectively as possible to the person involved in the conflict a situation that does not suit you.

Step - Tell us about your thoughts and feelings about the situation.

Stage - suggest your own version of behavior in this situation.

Step - tell (but not in the form of an ultimatum) how you see the consequences of the development of this situation: positive, in case of a successful resolution of the conflict, or negative, if nothing changes.

Leading:

There are no unsolvable situations, so today we will learn to find constructive ways out of the conflict, to choose constructive behavior.

Constructive conflict resolution involves:

1.understanding by both parties of differences, misunderstandings;

2.elimination of aggressive positions;

3.search for a compromise, the ability to make concessions to each other;

.looking for opportunities for interaction, focusing on the general.

Micro-assessments "How to get out of the conflict?"

And now we are going to put on a small theater. Who wants to be an actor? I need six people: four girls and two young men.

Leading:

Let's get down to playing. Try to stick to a four-step conflict resolution scheme.

Scene No. 1. Dad scolds his daughter for coming home late from a walk, although she promised to come on time.

Scene No. 2. Mom comes home from work tired, and the son skipped the whole day, did not clean the house.

Scene No. 3. A friend promised to bring the cassette, but gave it to another girl.

Leading:

Well, are the "artists" ready? You guys, now watch these scenes and try to answer the question: "How are the participants feeling?" Find ways out of the existing conflict situations (Students show prepared scenes. After showing each, the presenter discusses with the class how the participants in the game succeeded in adhering to the conflict resolution scheme).

Leading:

Thank you for your active work. Guys, when a person realized his mistake, did something wrong, what should be done in this case? That's right, ask for forgiveness. Now the competition "I beg your pardon" is offered to your attention.

Competition "I beg your pardon"

You will now split into groups of 3-4 people and come up with your apology, for what - decide for yourself. But pronounce it so that after some disagreement you will experience the most tender and warm feelings. At the end of the competition, each group will anonymously put marks on the Whatman sheet (on a five-point system) for the performance who was more sincere. 5 minutes are given for preparation.

Final circle "Interesting - useful"

Thanks a lot to everyone! And now let's say in a circle everything that turned out to be interesting and useful for us in this lesson. Or maybe someone thought something was wrong or offensive? Everyone can speak for half a minute or a minute, or just say a few words.

Lesson 5. What am I looking for in friendship?

Leading:

Hello! It’s very nice to see you all again. How are you doing? The topic of our lesson today is about friendship. We will try with you to find the answer to the question "What am I looking for in friendship?" But let's play first.

Game-activator "Blind Train"

Participants are chained into small trains in twos or threes. The one in front closes his eyes and obeys the movements of the latter. The one in the middle is neutral. The game takes place in silence. It is interesting when at least 5 trains are moving at the same time.

Purpose of the game: relaxation, rallying, experience of responsibility, trust or mistrust in a partner.

Leading:

Let's turn to the topic of our lesson "What am I looking for in friendship?"

Discussion "What am I looking for in friendship?"

What does the word "friendship" mean?

What kind of person do we call friend?

Whom do we call "bosom friend" and why?

What qualities should a true friend have?

What do you want to develop in yourself in order to become a true friend?

Can a real friend suggest a cigarette, alcohol, drugs?

What are the motives for friendship?

Why do people value friendship?

Can friends quarrel?

Can dad (mom) be a friend?

Several "strict prohibitions" for loyal friends

Don't leave your friend alone in trouble.

Never lie to a friend.

Don't be arrogant.

Do not reject friendly advice, help, and comments.

Don't argue with your friend over trifles.

Do not envy your friend in anything.

Have no secrets from your faithful friend.

Do not betray your friend.

Do not laugh at your friend's mistakes, better help him correct.

Fast circle

How did you meet your friend?

Exercise "Support"

The two participants stand on their backs, lean on each other, relaxing and giving all the weight to the support. Another option is to keep your partner, neglecting your convenience.

Discussion

When is it more comfortable to stand?

When did you want to stand longer?

Which is easier - leaning or supporting?

Final circle "Interesting - useful"

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FEDERAL EDUCATION AGENCY

State educational institution

Higher professional education

ALTAIS STATE PEDAGOGICAL ACADEMY

Institute of Psychology and Pedagogy

Department of Pedagogy and Psychology of Education

Course work

Causes and features of deviant behavior in younger students

Completed by a student

3 courses, 705 groups

Sapegina Margarita

supervisor

Zharikova Lyudmila Ivanovna

Barnaul 2013

Content

Introduction
Conclusion
Annex 1

Introduction

An object: Deviant behavior of children at primary school age.

Item: Causes and features of deviant behavior in primary school age.

Target: Investigate the concept of deviant behavior in primary school children and identify the factors influencing the formation of deviant behavior and its features.

Tasks:

- to study the psychological and pedagogical literature on the problem of deviant behavior of younger students;

- to identify the psychological and pedagogical features of the deviant behavior of children;

- to carry out diagnostics to study the deviant behavior of younger students;

- to develop a recommendation for a primary school teacher to identify the causes and characteristics of deviant behavior in children of primary school age.

Hypothesis: We assume that children of primary school age are prone to deviant behavior.

Relevance This study is determined by the fact that currently the perestroika processes taking place in society have led to the modernization of Russian education. There is an intensive search for ways to transform it. Unfortunately, it should be noted that pedagogical science, as well as the Russian education system, is experiencing a crisis.

There is a problem that is determined by the contradiction between the growth of social requirements for increasing the efficiency of the educational process of the school and the lack of theoretical and experimental pedagogical research. In society, such problems of young people as an increase in the number of children involved in drug addiction, alcoholism, and an increase in deviant strata of the population are becoming more and more aggravated.

Among the reasons for the growth of deviant behavior, it is especially necessary to highlight the shortcomings of educational work with children, the ineffectiveness of organizing work with them in the classroom and after school hours, the teacher's inability to overcome the shortcomings associated with the individual characteristics of children with deviant behavior, as well as the loss of educational functions by many public institutions. exclusion from the ongoing public policy of purposeful educational work to prevent the deviant behavior of primary schoolchildren.

The works of M.I. Bobneva, S.A. Belicheva, M.I. Golikova, V.A. Zakharchuk, A.A. Ivina, E.M. Penkov, V.D. Plakhova, Yu.A. Kleyberg, M.A. Kovalchuk, M. Yu. Kondratyev, A. Cohen, A.E. Lichko, I. Nevsky, M. Rutter, M.P. Sturova, I. Shchelina and others. Despite this, it should be noted that this topic is insufficiently developed.

Theoretical and methodologicalbasis the research compiled theoretical and practical provisions of deviant behavior (E.V. Zmanovskaya, A.A. Ivin, M.A.Kovalchuk, Yu.A. Kleyberg, V.N. Kudryavtsev, A.A. , V.V. Novikov, V.F. Pirozhkov, N.V. Pereshina, M.N. Zaostrovtseva, T.I. Shulga and others);

When conducting research on the topic "Features of the development of memory in a younger schoolchild", the following research methods were used:

· Analysis of the existing source base on the issues under consideration (method of scientific analysis);

· Generalization and synthesis of points of view presented in the source base (method of scientific synthesis and generalization).

deviant behavior junior high school student

The work consists of an introduction, chapters of the main part, conclusions (conclusions), a list of used literature, applications.

Chapter 1. Theoretical and methodological foundations of the problem of deviant behavior in primary school age

1.1 Child development at primary school age

The basis for determining the age limits of this period is the time of education of children in primary grades. In other countries, the boundaries of this period are determined depending on the educational systems adopted in them. However, the decisive factor in all cases is the child's transition to learning as a systematic, purposeful activity.

By the age of 7, the morphological maturation of the frontal part of the cerebral hemispheres occurs, which creates opportunities for the implementation of purposeful voluntary behavior, planning and implementation of action programs. By the age of 6-7 years, the mobility of nervous processes increases, there is a greater balance of excitation and inhibition processes than in preschoolers, although excitation processes prevail (which determines such characteristic features of younger students as restlessness, increased emotional excitability, etc.). The functional significance of the second signaling system increases, the word acquires a generalizing meaning similar to that which it has in an adult. In general, we can say that in children 7-10 years old, the main properties of nervous processes in their characteristics are close to the properties of the nervous processes of adults. At the same time, these properties in individual children are still very unstable; therefore, many physiologists believe that talking about the type of the nervous system in younger schoolchildren can only be conditional.

At this age, there are also significant changes in the organs and tissues of the body, significantly increasing, in comparison with the previous period, the physical endurance of the child. All this creates favorable anatomical and physiological prerequisites for the implementation of educational activities.

Of the features of anatomical and physiological maturation, the following points also deserve attention: the development of large muscles outpaces the development of small ones, and therefore children perform better relatively strong and sweeping movements than those that require accuracy, which must be taken into account when teaching children to write. It is also important to keep in mind the uneven anatomical and physiological maturation of children.

Increased physical endurance, increased working capacity are of a relative nature, and in general, children are characterized by high fatigue. Their performance usually drops sharply after 25-30 minutes of the lesson and after the second lesson. Children are very tired in the case of visiting an extended day group, as well as with increased emotional saturation of lessons and activities. All this must be specially taken into account, bearing in mind the already mentioned increased emotional excitability.

When a child enters school, significant changes take place in his life, the social situation of development changes radically, educational activity is formed, which is the leading one for him. It is on the basis of educational activity that the main psychological neoplasms of primary school age develop. Teaching brings thinking to the center of the child's consciousness (L.S.Vygotsky). Thus, thinking becomes the dominant function, begins to determine the work of all other functions of consciousness - they are intellectualized and become arbitrary. In Soviet psychological literature, at present, the arbitrariness of mental processes and the development of an internal plan of action are singled out as the main new formations of primary school age.

Previously, it was generally accepted that concrete-figurative thinking is the leading one for children of primary school age, but at present, primarily due to the works of D.B. Elkonina, V.V. Davydov and their collaborators, it has been proven that children of this age have much greater cognitive capabilities, which allows them to develop the foundations of theoretical forms of thinking.

According to the concept of the famous American psychologist Erickson, during this period, such an important personal education as a sense of social and psychological competence (or in case of unfavorable development - social and psychological inferiority), as well as a sense of differentiation of one's capabilities, is formed.

A special role in the life of a younger student is played by the teacher, who often acts as a kind of center of his life (even in those cases when the child “does not accept” the teacher); it is on the teacher that the child’s emotional well-being is “tied”. By the end of primary school age, the opinion of peers begins to acquire special importance, the child begins to strive to win the recognition of his comrades.

Along with educational activities, play activities continue to occupy a significant place in the life of primary schoolchildren, primarily games with rules, dramatization games.

Thus, primary school age is the age of intensive intellectual development. At this age, self-knowledge and personal reflection develops as the ability to independently establish the boundaries of one's capabilities, an internal plan of action, arbitrariness, and self-control. The child is mastering his own behavior. He more accurately and differentially understands the norms of behavior at home and in public places, captures the nature of relationships with adults and peers, begins to express his emotions, especially negative ones, with more restraint. The norms of behavior turn into an internal requirement for oneself, which gives rise to the experience of pangs of conscience. Higher feelings develop: aesthetic, moral, moral. Nevertheless, instability of moral character, inconstancy of feelings and attitudes are quite typical for the younger schoolchild.

1.2 Causes of Deviant Behavior in Early School Age

Deviations of behavior from the norm are also called abnormal, asocial, antisocial, deviant, upset, wrong, twisted, spoiled, delinquent. All these names speak about one thing: the child's behavior does not correspond to the accepted norm, i.e. is abnormal, or abnormal.

Deviant (from the English. deviation - deviation) behavior is a general name for various violations of the rules of conduct used in foreign literature. The behavior of schoolchildren caused by nonspecific (i.e. not congenital) factors is usually called deviant. This includes the usual children's pranks, violations of discipline, and sometimes hooligan behavior inherent in childhood. They are most often determined by the situation and children's readiness to commit them, and not by internal reasons, mental disorders.

Deviant behavior is a common developmental difficulty in a child.

In all cases of deviant behavior, an increase in emotional tension is noted. It is characterized by going beyond the normal limits of feelings, emotions, experiences of children. Tension leads to a loss of a sense of reality, a decrease in self-control, an inability to correctly assess one's behavior. Under the influence of raging emotions, a child, like an adult, ceases to control his actions, is capable of reckless actions. It doesn't cost him anything to be rude, hit, or break something. And what else can an unprotected, weak person answer to a worsening of conditions, if not by a change in their behavior? Thus, deviant behavior is a change in the child's reaction to an unacceptable situation for him.

According to scientists, the deviant behavior of children can be due to a number of factors:

· Features of individual, including neurodynamic, properties of a child - instability of mental processes, psychomotor retardation (or disinhibition);

· Improper upbringing (hypoprotection, dominant hyperprotection, conniving hyperprotection, etc.);

• the peculiarities of the child's perception and interpretation of certain actions of the parent (if the child evaluates the actions of the parent as an obstacle to the satisfaction of urgent needs, a behavior disorder occurs);

· Inadequate (defensive) response of the child to certain difficulties in school life or to the style of relationships with adults and peers that does not satisfy the child;

· Pedagogical mistakes of teachers;

· Stressful situations in family society, among which: parents' divorce and their preoccupation with their personal experiences (deviant behavior as a reaction to emotional inattention of parents); death of a loved one (deviation as a reaction to the loss of a significant person); the birth of a new child in the family and the switching of parents' attention to the baby (deviation as jealousy); various forms of violence applied to a child in the family - humiliation, verbal abuse, neglect of his needs (deviation as a compensatory mechanism, as a response to violence, etc.).

In early school age, the most common forms of deviant behavior are disobedience, expressed in pranks, mischief, misconduct; children's negativism, manifested in stubbornness, whims, self-will, indiscipline.

E.V. Zmanovskaya combines all types of deviant behavior into three groups:

· Antisocial (delinquent);

· Asocial (immoral);

· Self-destructive (self-destructive).

In the age group from 7 to 12 years, the scientist refers to the first group such forms of deviation as violence towards younger children or peers, cruelty to animals, theft, petty hooliganism, destruction of property, arson; the second group - running away from home, vagrancy, truancy, aggressive behavior, backbiting, lying, theft, extortion (begging); to the third - smoking and substance abuse, but in general, the scientist believes, for this age period, autodestruction is not very typical.

Typical behavioral disorders in children, according to M.E. Weiner are:

· Hyperactive behavior (increased need for movement, due mainly to the neurodynamic characteristics of the child);

Demonstrative behavior (deliberate and deliberate violation of accepted norms, rules of behavior; variants of such behavior: childish antics, whims, accompanied by external manifestations of irritation);

• protest behavior (negativism, obstinacy, stubbornness);

· Aggressive behavior (physical, verbal aggression);

· Infantile behavior (preservation in the child's behavior of features inherent in an earlier age);

· Conformal behavior (completely subordinated to external conditions - the requirements of other people);

· Symptomatic behavior (coded message, a kind of alarm signal from the child's side, for example, the child's temperature naturally rises on the day of the test, dictation).

Deviant behavior is almost always the result of poor parenting. Improper upbringing is both insufficient upbringing and excessive upbringing. He is characterized by two main styles: greenhouse care and cold rejection. With a normal, balanced, balanced upbringing, based on the individuality of the child, there are no deviations and normal people are formed.

Here's an example of over-parenting, or so-called over-parenting. The child lives in a prosperous, well-to-do family. He is the only heir. For parents "the most, most". They constantly caress him, take care of him, admire him, find in him all sorts of talents, the best qualities. He is never denied anything. At the same time, he grows inept, dependent, helpless. Day after day, an egoist is formed, a family despot who does not know how and does not want to do anything, but only demands the fulfillment of his desires. One can easily guess what it will be like for him at school. For him, unaccustomed to work, the usual tasks and requirements of the school routine are excessive. Inevitably, deviant behavior arises, the result of which is not difficult to predict - a hysterical character. The child reacts negatively to all labor efforts. He will remain infantile for a long time, he will enter life without proper preparation and tempering, with a difficult, quarrelsome character. Selfishness, selfishness, unwillingness to work, the habit of living at the expense of others will accompany this person all his life. It will not be easy for him among normally educated people, and it will be difficult for society to satisfy all his whims.

Another very common example of inadequate education today. The child is left to the mercy of fate. Nobody does it. There is essentially no education. The child spontaneously inherits what he sees in the life around him - both good and bad in equal measure. But, unfortunately, there is less good. Such a child enters into adulthood, having absorbed all the vices. His behavior will inevitably be deviating from the norm, because such a child knows no other behavior, no one has ever taught him how a normal person should behave.

Domestic and foreign researchers have proposed different approaches to the classification of non-standard behavior. Most of them belong to doctors and psychologists and are based on an analysis of the mental characteristics of people, such as focus, motivation, character, temperament.

There are signs that can be used to classify the deviant behavior of schoolchildren, suitable for the implementation of correctional work in the classroom. These, first of all, include those that determine the nature of deviant behavior, its direction, characteristic ways of manifestation. It is also necessary that these signs are not only important, but also visible to the teacher so that he can diagnose them. Then it will be easier for the teacher to correlate what he sees with hidden, hidden deep inside the reasons that push students to certain actions.

The requirements put forward are met by the multidimensional classification of the deviant behavior of primary schoolchildren. In unity and interdependence, it takes into account:

· Visible most characteristic signs of deviant behavior;

· Level (depth) of behavior deviations;

· The nature (content) of deviant behavior;

· Duration (neglect) of deviant behavior;

· The main hereditary and characterological reasons that caused a certain type of deviant behavior;

· Goals (focus) of non-standard behavior;

· Main sources (causes) of occurrence;

· Emotional states;

· Features of manifestation of deviant behavior;

· Type (name, definition) of deviant behavior.

Table 1

Classification of deviant behavior

Visible manifestations	Emotional states	Goals of deviant behavior	Features of manifestation	What caused the behavior
Disobedience	Light stress	Emotional release	Resisting requests	Age features
	Medium voltage	Excess energy release	Resistance to demands	Age features
Mischief	Motor restlessness	Elimination of motor restlessness	Constant resistance to advice	Age features
Misdemeanor	Anxiety	Implementation of requirements	Conscious unwillingness to behave correctly	Difficulties in adaptation
Negativism	Mild anxiety	Striving for excellence	Unmotivated and unreasonable resistance
Stubbornness	Moderate anxiety	Striving for excellence	Counteraction to requests, advice	Increased emotional tension
	High anxiety	Striving for excellence	Deliberately performing inappropriate actions	Incorrect prior upbringing
Willfulness	Depression	Avoiding difficulties	Unwillingness, inability to understand oneself	Difficulties of life
Coarseness	Depression, deprivation	Seeking protection, striving to take your own	Ignoring obstacles to self-assertion	Contradiction "I - they"
Indiscipline	Deprivation	Committing revenge	Deliberate, intentional violation of norms	Contradiction "I - they"
Aggression, offenses	Frustration	Destructive behavior	Gross, cynical violation of the rights of others	Contradiction "I - they"

Thus, knowledge of the classification of deviant behavior in younger students and the reasons that cause it can be used by a teacher when working with children of this category - from determining the type (type and name) of deviant behavior to choosing working methods. The teacher gets a complete overview of the picture of deviant behavior. He no longer tries to remedy the situation for any recommendations, but approaches the matter professionally: he understands his problems, establishes their nature, the main reasons, determines what exactly needs to be done to eliminate, applies the appropriate methods.

The teacher always sees in front of him a complex and holistic picture of deviant behavior, where light forms are replaced by heavier ones. A chain of increasing deviations can be, for example, the following: lies, secrecy, rudeness; bullying kids; petty hooliganism; bike theft; passion for gambling; alcohol, smoking; neglect; escape from school; leaving home; vagrancy. If the teacher, on the basis of the defining and accompanying signs, establishes the belonging of deviant behavior to one of the types, then in the future he relies on recommendations.

1.3 Indicators and characteristics of deviant behavior of primary schoolchildren

The manifestations of deviant behavior are so varied that it can be very difficult for a teacher to discern common signs behind them. It is even more difficult for him to notice the difference in apparently identical acts of deviant behavior. Combined in the most bizarre way, they give inimitable pictures of individual behavior. To paraphrase the classic, we can say: all happy children are equally happy, every unhappy child is unhappy in its own way. In order not to drown in the variety of deviations and not to consider each separately as a unique case, it is necessary to find out the reasons, the most characteristic signs.

Science tries to reduce the variety of manifestations of deviant behavior to typical schemes. This is the only way to isolate the characteristic, main and secondary causes, to identify general and auxiliary signs. This makes a lot of practical sense; the teacher should always rely on the main reasons, to catch the most characteristic signs inherent in all or many children, and then take into account other accompanying factors.

Externalview

The teacher can easily detect children with deviant behavior according to the features identified by V.P. Kashchenko. Defectiveness of character, he argues, is associated with physical signs: “Children who are exceptional in character differ from strictly normal children in a number of somatic (bodily) signs: general weakness and anemia, endocrine disorders, abnormal structure of the head, face, ears, teeth, the whole body, insufficient or excessive development of facial expressions and gestures, very low or too thin, high-pitched voice (falsetto), various impairments of vision and hearing, migraines.This also includes poor appetite, sleep disorders, some speech defects (dyslalia and stuttering), incontinence urine (enuresis) ".

Emotionalfortunes

The main reason for deviant behavior, which has already been much talked about, is emotional tension.It manifests itself in varying degrees: from mild, tonic, causing a natural desire to run, play pranks, to be hard, fraught with deep disorders and destructive behavior. Let's highlight the following levels of emotional tension:

slight emotional excitement,

motor restlessness,

slight anxiety

moderate anxiety,

severe anxiety

extreme anxiety, depression,

oppressive feeling of deprivation, deprivation (deprivation),

the collapse of all hopes (frustration).

Goalsdeviatingbehavior. With deviant behavior, the child tries to achieve his goals. This is a very important position for us. There is no aimless behavior. No living creature performs aimless actions. That which has no purpose does not exist. Knowing what goals the child pursues, regardless of whether he is aware of them or not, we get the key to understanding his actions.

What are the goals of deviant behavior of students? The main thing we have already identified - an attempt to get rid of stress. Usually this target is deeply disguised. It is only implied and not realized by the child. A wide variety of small targets act on the surface. Everyone knows such types of behavior as pranks, self-indulgence, minor violations. Their goal is to give relaxation to the body, relieve accumulated tension, and eliminate muscle stagnation. Typically, such disturbances cease as soon as the excess energy is burned off. They do not entail any danger either for children or for others and should not bother us.

But if many small goals form a kind of need, then large goals - behavior strategies - come to the surface. By the generality of goals, threethe mainstrategydeviantbehavior:

1) satisfactionrequirements;

2) realandzationauthorities;

3) committingto sweep. They deserve to be thoroughly understood. Children with such behavioral strategies will be called accordingly demanding, owastupid, vindictive . Consider their intentions and typical ways of achieving their goals.

Demandingchildren. Children in this group can hardly be called deviant, but their behavior is alarming. Their main goal is to attract attention to themselves, to be always in sight, to show superiority over others, to consolidate their own high status. These are children with a very developed need to be always in the spotlight.

Ways to achieve goals: mannerism, clowning, ostentatious laziness, deliberate negligence, inappropriate shouts, sometimes hooligan acts. Such children constantly revolve around the teacher, climb "into the eyes", ask irrelevant and inappropriate questions solely in order to attract attention, are ready to fulfill any teacher's instructions. To be noticed, put up in front of others, praised, they are ready for anything. Often such children are favorites with teachers, but the real purpose of their behavior is self-improvement, not cooperation.

Characteristic features of the behavior of a demanding student:

· Good behavior, reliable, constant teacher's assistant;

· Diligent, diligent;

• annoying, fickle, unbalanced, jealous;

· Is capable of small dirty tricks in order to take revenge on the teacher and friends "for treason";

· Increased anxiety;

· Likes to lie, to embellish events.

Domineeringchildren. This is a very complex type of deviant behavior. The hidden goal of children in this group is power. They are persistent, demanding, demanding attention, wanting to lead, control others, be constantly in the spotlight. The children of this group subconsciously put the question "Who is more important?" From the cradle, they believed: they are loved only when they are inferior to them. They are accustomed to defending their rights with the help of demands, i.e. screaming, raised intonations, refusals to complete tasks. An overbearing child in a tough confrontation with elders and peers can abandon everyone and everything. Insists on his own. She objects, often harshly and rudely. He wants to rule, explodes with anger, does the opposite. Doesn't work very much or doesn't work at all. Can deceive, lie, be a hypocrite, until he gets his way.

Visible signs of behavior:

• lazy, unkempt, with bad manners;

• distrustful, disobedient;

• often bristles and objects;

• forgets promises, does not keep his word;

• if strong physically, then offend everyone who is weaker;

· If physically weak, then he is afraid of the strong, cowardly, avoids a fair fight, prefers to act by deception.

Vindictivechildren. The goal of their non-standard behavior is revenge. To everyone and everyone. This goal is not realized and is most often conditioned by self-hypnosis, a sense of one's own inferiority. The emotional state of vengeful children is most often caused by physical disabilities (for example, stuttering) or deprivation (poverty, deprivation). Hence the desire to hurt others, to invent their shortcomings in order to maintain their own prestige. The children of this group think that they are constantly offended, they are unfair, they are not treated so, that everyone is against them, that they have nothing and will not have anything. With an inattentive attitude towards them, their deviant behavior progresses, becomes uncontrollable, aggressive, destructive. Vengeful children are most often in a state of prolonged, sluggish current depression. They do not understand friendly relations, they want everyone to be loved equally, so that everyone will be equally. Grades are groaning, teachers are harassed with questions like: why is this so, but me so?

Characteristic features of behavior:

• closed, downcast, inhibited;

· Often with delayed mental, social development;

· Hurts others when it hurts;

• easily retreats from the intended goal, refuses to fight;

• painfully perceives his defeats and failures;

• has bad habits, hidden vices;

• likes to be alone with their experiences;

· Withdraws from communication;

· Susceptible to suicidal moods.

To understand what the teacher is dealing with in each particular case, the classification of deviant behavior will help.It presents in unity the causes, goals, conditions, visible forms of abnormal behavior. Children with the same impairments belong to the general groups of correction, for which purposeful methods of corrective action are drawn up.

Chapter 2. Experimental study of deviant behavior in primary school children

2.1 Diagnosis of deviant behavior in younger students

The research was carried out on the basis of the secondary school of the MOU "Gymnasium No. 42"

The study involved 10 first grade students 7 years old. This sample of subjects did not imply identifying the gender characteristics of the study, as well as the dependence of the study on the social status of children (C, good, excellent), so the children were randomly selected.

To diagnose the child's tendency to deviant behavior, stimulus material for the Rosenzweig Test (adapted for children) was used

This version of the stimulus material of the Rosenzweig test, containing 15 pictures, was developed and tested by V.V. Dobrov.

The pictures depict plots that cause a situation of frustration in a child.

The examination is carried out individually. The age-appropriate version of the method is used. The researcher instructs the interviewee before conducting the research.

Instructions for the child.

The picture shows two characters. Imagine that the words spoken by a parent, teacher, or peer are addressed to you. What would you answer to him in this situation? And then, the form of the answer can be one, and you can experience other feelings that do not coincide with the form of the answer. Therefore, write your possible answer, and in brackets what you felt at the same time.

As a result of the study, a table is filled in which takes into account all the adequate answers of the child.

Assessment of the results:

% of adequate answers below 60 indicates that the child has a tendency to deviant behavior.

The lower the percentage of adequate answers, the more this property is enhanced.

The study was carried out during the period from 04/01/2013 - 04/14/2013.

table 2

Results of a survey of primary school children using the stimulus material of the Rosenzweig test

Child's name

Plot no.

% of adequate answers

The data in Table 2 show that 4 children have a tendency to deviant behavior (< 60 %), причем, у одного ребенка это свойство ярко выражено (20%).

Further examination was carried out only for 4 children with a low percentage of adequate answers. The study was carried out by the observation method.

2.2 Analysis of diagnostic results

There are several polar types of behavior in a situation of frustration.

· Actively included - passive, non-included (v the situation frustrations) type of povedenia.

With an actively activated type of behavior, the assessment of the situation of frustration is significant, the liveliness of emotional and communicative reactions is manifested. This can often be a manifestation of active defensive reactions.

With a non-included, passive type of behavior, the situation is usually assessed as insignificant, which may be due to low self-esteem or a low assessment of another. The likely reason for this behavior is passive defense.

· Adequate - inadequate type of behavior.

Adequate type of behavior represents a socially normative response to a situation.

An inappropriate type of behavior represents a normatively distorted response to a situation. A typical example is an apology in response to an insult (frustration).

· Loyal - disloyal type of behavior.

A loyal type of behavior represents a correct reaction to a communication situation.

A disloyal type of behavior is an incorrect reaction to a situation. With this type of behavior, the following forms of response are distinguished: aggression towards the character or ignoring him.

· Type of behavior, directed on overcoming frusTwalkie-talkies, - fixed on situations frustrations type of NSOconducting.

The type of behavior aimed at overcoming frustration is characterized by a search for a way out of the situation of frustration - this is the highest form of social response.

The type of behavior fixed on the situation of frustration is characterized by the fact that frustration determines the behavior of the subject.

Some non-polar types of behavior are at the same time mutually exclusive in relation to others, for example, with non-included, passive behavior, neither loyalty (disloyalty) nor adequacy (inadequacy) is expressed. Thus, it turned out to be possible to single out five major types behavior on the situation frustrations.

· An actively included, adequate, loyal type of behavior striving to overcome frustration is the highest adaptive form of social response.

With a natural emotional reaction, the words of the characters, especially the parents, in the drawing are often perceived by the child as anxiety for his fate, and in response, a positive appeal to them and a promise to change follows, for example: "Mom, my beloved, I will correct myself, you will see!"

With a pragmatic orientation, an intellectual solution of the situation occurs: it is proposed to look at the circumstances in a new way, to reassess them, the question is raised about the reason for such a statement, for example: "Why do you think so?"

· Actively included, inadequate, loyal, fixed on frustration type of behavior - an adaptive form of social response.

With this type of behavior of the subject in a situation of frustration, an apology, agreement with the characters in the drawing or an answer to a question usually follows, as well as an excuse.

· An actively included, adequate, disloyal, aggressive type of behavior fixed on frustration is a negative normative form of social reaction.

This type of behavior is expressed either in a direct insult to the characters in the drawing, including the use of curses, or in the translation of a frustrating statement to the child being interviewed, for example: "He's like that!", "I hear from this!"

· An actively included, adequate, disloyal, ignoring type of behavior fixed on frustration is a negative form of social reaction.

This type of behavior manifests itself in ignoring a frustrating situation. Typical are responses like "So what?", Or the search for reasons exclusively in external circumstances.

· Passive non-included, inadequate, disloyal type of behavior - an undeveloped, non-adaptive form of social response.

· This type of behavior is characterized by the answers "I will not say anything", "I will turn away", "I do not know what to do."

The study, carried out using the stimulus material of the Rosenzweig test, made it possible to determine that out of 10 respondents, 4 children have behavioral deviations. The percentage of adequate answers of these children was less than 60. Moreover, for one child, the percentage of adequate answers was 20.

Based on the analysis of the research data, the following conclusions can be drawn:

· Three children showed compliance of their behavior with a negative normative form of social reaction, which corresponds to the behavior of a demanding child.

· One child showed the correspondence of his behavior to an undeveloped, non-adaptive form of social reaction, which corresponds to the behavior of a domineering child.

2.3 Guidelines for Working with Behavioral Children at Primary School Age

During the survey of children, three children were identified with deviant behavior, which corresponds to the behavior of a demanding child, and one child, whose behavior corresponds to the behavior of a domineering child. The following recommendations can be offered for educators and parents of children.

NSbehaviordemandingbaby:

· It is better to pay attention to a demanding child when he is busy with something. The teacher will praise his work, draw the attention of other children how well the task is being done. The teacher will ignore any attempts by the child to attract attention (whims, manifestations of aggressiveness, etc.). He will ask: "Do you want me to be only with you?", "Should I forget about all the other children?"

· The teacher will not show his displeasure with intrusiveness, inappropriate persistence of the student.

· Will be persistent, calm, balanced, will behave evenly, predictably, so as not to give the student a reason to suspect him of changeable behavior.

· The teacher will be equally attentive to all students, so as not to give rise to jealousy.

NSovedeniyaimperiousbaby:

· Do not give in and do not fight. Take a wait-and-see, calm, diplomatic attitude. Find weak spots for decisive action;

· To abandon authoritarian pressure, because an authoritarian position only strengthens the desire for active opposition;

• avoid punishment, as punishment in any form reinforces bad behavior; practice individual ethical conversations, show by examples that the right to rule over others must be earned. Power always belongs to the elder, standing higher, more educated, kind, loving people to a person;

· Give freedom, the right to independently make decisions and be responsible for them. The reasons for this behavior are often that the child was not allowed to think or act independently;

· Create situations for a powerful child to suffer from his own rash actions, apply the method of natural consequences. Perhaps he himself will wean himself from his unfounded claims;

· The teacher should not allow himself to be drawn into a conflict when difficult situations arise, from which the children themselves need to find the right way out;

· The teacher treats everyone with respect, asks for help: this strengthens the children's self-confidence;

· Constantly look for ways to cooperate;

Only in work with powerful and vindictive children can the recommended A.S. Makarenko is the method of "explosion", when at once, abruptly and rather harshly "explode" internal prerequisites causing the child's deviant behavior.

It must be remembered that the first professional reaction to the complicated behavior of such a student is extremely important. There are seven links of pedagogical reaction:

1. "not to be surprised" at complicated behavior, to instrument it as one of the phenomena of life, which, unfortunately, occurs on earth ("I have met this more than once ...", "It's a pity, but we have to observe this sometimes ...");

2. "join" the subject of complicated behavior, expressing openly understanding of what is happening to him ("Probably, in your place, many would have done this ...", "Some also could not cope with themselves in such a situation ...");

3. to outline the objective and social result of what was done in order to help to comprehend what is happening ("Now it has become dirty here ... it will not be possible to have a good rest ... and most importantly, the relationship is broken ...");

4. to present a different pattern of behavior as a possible solution in the current situation ("It seemed to me that in this case ...", "Probably, it would be better ...");

5. "appeal to the self-consciousness" of the subject of complicated behavior, the presentation to him of the opportunity to explain what happened, to reveal the real motives of the action ("What do you think about this ...", "How do you feel about the event ...");

6. protection of the insults from the outside and an attempt to justify what happened with serious reasons ("At your age, this is ...", "In a state of frustration, a person does not always control himself ...");

7. the birth of an unexpected pedagogical solution for the teacher himself, leading a logical chain of influences and analyzing each step of the pupil for one effect ("If this is so, then of course it is necessary ...", "So, it should be ...").

Gradually, the impact is most often interrupted at the first step or at the third, because the teacher's entry into a dialogue with the child stimulates the latter's ability to comprehend, even the smallest, and the teacher's benevolence disposes to communication.

Conclusion

Younger school age is the age of intensive intellectual development. Intellect mediates the development of all other functions, there is an intellectualization of all mental processes, their awareness and arbitrariness. Voluntary and deliberate memorization arises, the task of voluntary reproduction is posed. Children themselves begin to use the means of memorization. The development of memory is in direct proportion to the development of intelligence. As for the intelligence itself, at this age, according to L.S. Vygotsky, we are dealing with the development of an intellect that does not know itself.

The main psychological neoplasms of primary school age are:

· Arbitrariness and awareness of all mental processes and their intellectualization, their internal mediation, which occurs due to the assimilation of a system of scientific concepts. Everyone except intellect.

· Awareness of their own changes as a result of the development of educational activities.

All these achievements indicate the transition of the child to the next age period, which ends childhood.

The deviant behavior of a person is based on the results of his social upbringing, his assimilation of negative social experience of behavior. As we have noticed, there are a lot of factors that determine the formation of deviant behavior.

During the survey of children, three children were identified with deviant behavior, which corresponds to the behavior of a demanding child, and one child, whose behavior corresponds to the behavior of a domineering child. To work with these children, recommendations were proposed for teachers and parents of children.

Let us summarize what has been said: working with children with complicated behavior is not essentially "correctional" education, because pedagogical efforts are not directed at correcting behavior, but at forming in the child himself the ability to self-regulation, freedom of choice and personal responsibility for the course of his life. The teacher is not concerned with the behavior itself, but with the student's ability to enter the context of universal human culture and live freely in this generally accepted world of values.

List of used literature

1. Blonsky P.P. Pedagogy. Moscow: Vlados, 2009, 145 p.

2. Bozhovich L.I. Personality and its formation in childhood. Moscow: Academy, 2007, 464 p.

3. Bozhovich L.I., Slavina L.S. The mental development of the student and his upbringing. Moscow: Education, 2007, 256 p.

4. Burlachuk A.F., Morozov S.M. Dictionary-reference book on psychological diagnostics. M .: VLADOS, 2003.199 p.

5. Vygotsky L.S. Selected Psychological Research. Moscow: Academy, 2007 234 p.

6. Vygotsky L.S. Thinking and speaking. Moscow: Academy, 1982, 324 p.

7. Davydov V.V. Developmental and educational psychology. Moscow: Academy, 2001, 288 p.

8. Dubrovina I.V., Akimova M.K., Borisova E.M. School psychologist's workbook. Moscow: Education, 1191.303 p.

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Annex 1

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Deviant behavior of students: causes, signs, organization of work to prevent it

Part 1.

The concept of deviant behavior of students in the light of sociology, psychology and pedagogy.

When judging a separate act, then,

before you evaluate it, you must

take into account different circumstances and

take into account the whole appearance

the person who did it.

M. Montaigne

The problem of student behavior has always worried teachers and parents. Modern students have become more active, independent and free in expressing their opinions, in defending their point of view, they are actively pursuing their goal. Despite the positive aspects of these qualities, the circumstances associated with deviations in behavior can cause significant difficulties in the educational process, reduce its effectiveness and negatively affect the level of education of schoolchildren. In these conditions, the study and rethinking of the problem of school behavior, which can become effective remedy solving urgent problems of modern education.

Among the problems of social and economic recovery to be solved, an important place is occupied by the creation of a fundamentally new model of the state system of social prevention of deviant behavior of minors. The state pays attention to these problems and adopts a number of laws. The International Convention on the Rights of the Child has been signed, and a new Family Code has been adopted that meets generally accepted international standards. Laws have been adopted: "On the basic guarantees of the rights of the child in the Russian Federation", "On the fundamentals of the system for the prevention of child neglect and juvenile delinquency, amendments to the Federal Law" On the social service population of the Russian Federation ".

The problem of deviant behavior of minors remains very relevant, and therefore it is very important for every teacher to have an idea of what behavior is, what behavior can be considered appropriate to the norms, and what is deviant.

Scientific ideas about these concepts and about human behavior in general, arose at the beginning of the twentieth century. Initially, scientists understood behavior as any external manifestation of a person. These included motor, autonomic, speech reactions. These reactions were considered as responses to any irritation from the external environment.

The modern understanding of behavior goes far beyond the totality of reactions to the external environment. Almost all scientists agreed that behavior is also an internal manifestation of a personality. These include the type of the nervous system, motivation, emotional reactions, and self-regulation processes. Thus, behavior should be understood as the process of interaction of a person with the environment, based on its individual characteristics.

Human behaviorin a broad sense, this is his way of life and actions, the way he behaves in relation to society, ideas, other people, the external and internal world, to himself. This is behavior that is based on social norms of morality, aesthetics and law.

Normal behavior- this is any behavior that does not destroy the social relations that form the given field of activity. Translated from Latin, "norm" is a rule, a sample, a prescription. The norm performs the function of control on the part of society, informs, allows to evaluate behavior, to predict it. No matter how people relate to them, the norms exist and continuously operate.

The normal behavior of a student presupposes his / her adequate attitude to the educational process and society that meets the needs and possibilities. If teachers, parents and other adults are able to timely and adequately respond to certain actions of the child, then his behavior will almost always be normal.

Deviant behavior- This is behavior that is contrary to generally accepted norms, violating social norms and contrary to the rules of human life, activities, customs, traditions. Deviant behavior of students is now encountered quite often and is practically observed in every school. This situation has placed the phenomenon of deviant behavior at the center of attention of sociologists, educators, psychologists, physicians, and law enforcement officials. The reason for this deviation lies in the peculiarities of the relationship and interaction of students with the outside world, social environment and themselves. Therefore, it is important to consider the basic concepts and theories of deviant behavior, the main approaches, to understand its essence and the factors that, as catalysts, affect its dynamics.

There are different approaches to defining deviant behavior, and they are interpreted from the point of view of various sciences.

Philosophy deals with the most general issues concerning human life and the world - the world in which a person lives and acts. This is also acceptable for adolescents. Features of behavior can be associated with such issues as the reasons and goals of the existence of the world, with the meaning of human life, with the category of freedom and the ability for a person to use this freedom.

Psychology sees the reasons for deviant behavior in the structure of a person's personality, his inner world, level of consciousness, in the peculiarities of psychological reactions to the ability to satisfy basic needs, as well as in various types of character, perception and emotions. One of the main interests of psychology is the desire to understand what lies at the heart of a person's actions. Each person has his own special complex of ideas, experiences, tendencies to act in a certain way, and psychologists are interested in knowing according to what laws the inner world of a person functions.

Social psychology is one of the youngest branches of knowledge about man and society. Doctor of Sociological Sciences T.A. Khagurov believes that "social psychology studies stable, repetitive psychological phenomena that underlie social behavior of people, their relationship to each other and characteristic ways of thinking." The socio-psychological approach explains the reasons influencing the emergence of deviant behavior: deviant behavior is the result of a complex interaction of processes occurring in society and human consciousness.

Pedagogy understands deviant behavior as a violation of socio-moral, legal norms and standards of behavior traditionally established in society. From the point of view of pedagogy, the norm of behavior is the socially expected reactions and actions of a person of a certain age, gender and position, formed in a certain cultural environment, to a particular situation.

Behavior is a category inherent in learners as individuals. Personality is a specific person, a bearer of a certain individuality and the owner of a certain social position in the family, at school, in society. In the actions of the student, in his actions and behavior, the inner maturity of the personality is manifested.

Literature.

1 Psychological dictionary / under. ed. A.V. Petrovsky. M., 1990.

2. Galaguzova M.A. Social pedagogy. - M., 1994.

3.Gippenreiter Yu.B. An introduction to general psychology. - M: 1997.

4. Zmanovskaya E.V. Deviantology (Psychology of deviant behavior). - M .: Academy, 2003.

5.Kodzhaspirova G.M. Pedagogical Dictionary - M: 2000.

Part 2.

The main reasons for the deviant behavior of schoolchildren

The upbringing of children is entirely dependent

from the attitude of adults towards them, and not from

attitude of adults to problems

education.

G. Chesterton

The problem of deviant behavior in schoolchildren occupies one of the first places among other social and psychological problems. The modern schoolchild lives in a world that is complex in its content and ability to socialize. Even taking into account the fact that at present it is very difficult to assess the deviant behavior of students, we can say that the scale of this phenomenon is growing according to many criteria. Educators and psychologists note that school-age children are most sensitive to social and psychological stress. It is at this age that there is a sharp increase in schoolchildren who are conflicted, undisciplined, and unable to control themselves.

This is due to many reasons. Let's consider them.

1. At present, scientific and technical transformations are proceeding at a rapid pace, which impose new requirements on modern schoolchildren. School education makes unbearable demands on students in the form of complicated programs, especially in the senior grades, which leads to the appearance of mental overload, conscious or unconscious dissatisfaction with one's character traits and the results of educational activities. If these painful experiences are combined with negative emotions, then this forms an inferiority complex and, as a result, deviant behavior arises. An unfavorable climate in the school team can be one of the reasons for the emergence of deviant behavior, and the cause of an unfavorable climate can be an authoritarian pedagogical style... With an authoritarian teacher, students often experience psychological discomfort and dissatisfaction. Sometimes this also happens in classes with a conniving attitude of the teacher, where the teacher is removed from fulfilling his duties of team building. Without proper pedagogical guidance, the laws of collective life in the classroom can be replaced by the rigid laws of the group and be aimed at suppressing individual students, and this in turn is another reason for deviation.

2. The modern world provides an opportunity and access to a huge flow of various information, which is not always positive for growing children, who have not yet developed a clear life position, have not formed ideals, and have no goals. Modern information and communication technologies open up unprecedented opportunities for a person to access information and knowledge, allow everyone to realize their potential and improve the quality of life. The determining factor in the information society is the formation and development of the information culture of the individual. To form the information culture of an individual, it is necessary to understand what are the foundations of the information culture of society - what moral and legal norms are acceptable, what is the vector of development of informatization, what is it based on, what are its ideological foundations and values.

3. The tense, unstable social and economic situation in society contributes to the growth of various deviations in the personal development and behavior of students. The reasons for deviations in the behavior of adolescents are also the realities of the present period in the life of society. Adolescents are acutely experiencing social stratification, the inability for many to get the desired education, to live in abundance; in recent years, the value orientations of minors have changed.

4. Socialization is the process of personality formation. The formation of a personality essentially depends on the entire set of conditions characteristic of a particular socio-economic situation, and therefore the process of education and training provides for the socialization of the student's personality.

The essence of socialization lies in the fact that in the process of its formation the student is formed as a member of the society to which he belongs. School is a place of socialization. It is a model of the existing society, it is here that the assimilation of the basic social values, norms, patterns of behavior in the group takes place. At the same time, at a certain stage of learning, it is the socialization factor that begins to have a significant impact on the success of the child's learning. The socialization of schoolchildren is not always successful. Moreover, the result almost never reaches the ideal, both on the social and on the personal level, and society itself, its social institutions and organizations do not fully realize their functions. As a result, the student acquires traits that are undesirable for society. In addition, the student himself, even under positive external conditions for him, may find himself below the line of socially approved behavior. The socialization of schoolchildren is almost always abnormal. Deviant, failed socialization is one of the causes of deviant behavior. Timely and successful socialization of a schoolchild prevents the development of deviant behavior, contributes to the prevention of delinquency among children and adolescents, the solution of psychological problems in communicating with people, and the self-realization of future citizens.

5. The social status of the family can also be the reason for the child's deviant behavior. The social status of the family can be considered by the number of children in the family, by the presence of one parent - the so-called single parent families, and according to the situation when children are brought up by grandmothers or guardians. Of course, such factors as parental alcoholism, unemployment, psychological deviations also affect the well-being of the family. Influences the behavior of children and the weakening or even rupture of family ties between children and parents, as well as over-employment of parents, a conflict situation in the family, cases of child abuse, lack of a favorable emotional atmosphere in the family and typical mistakes of parents in raising children. Family trouble must be considered as an independent socio-psychological factor in the deviant behavior of children. Family trouble is a complex of reasons of a different nature associated with a violation of the educational function of the family, causing a change in the child's personality and leading to deviant behavior. In families where the relationship between children and parents is characterized by indifference, hypocrisy, adolescents have difficulty in mastering positive social experience. A teenager in such a family loses the need for communication with parents early. A tendency towards deviant behavior is observed in those adolescents who do not recognize the authority of their parents, do not respect them. Such an attitude develops if adolescents, when comparing the words and actions of their parents with social norms, notice their discrepancy.

The problem is caused by dysfunctional families, since having a low social status, they cannot cope with the functions of raising a child assigned to them. The formation of the child's behavior proceeds with great difficulties, slowly, with little result.

There are also asocial families where parents lead an immoral, illegal lifestyle. In such families, as a rule, no one is involved in raising children. Children find themselves neglected, lagging behind in development, and become victims of violence, both by their parents and by other citizens of the same social stratum.

6. The level of development of personal qualities, another factor that shapes the behavior of the student. In adolescence, there is always the formation of such important mental processes as thinking, sensation, perception. In adolescents, the world of emotions and feelings is changing, there is an intensive formation and consolidation of existing character traits, the traits of temperament, abilities are fully manifested, the "I - concept" is being formed. “I am a concept” is a stable, unique system of ideas of a person about himself, on the basis of which he builds his relationship with the environment and himself. At this time, the image of one's own "I" is formed as an attitude towards oneself, an idea of personal qualities, abilities, social significance, appearance is formed.

Based on the foregoing, it can be seen that the reasons for the deviant behavior of students lie in the peculiarities of the relationship and interaction of a person with the world around him, the social environment and himself.

Thus, among the causes of deviant behavior, many researchers single out heredity, social environment, education, upbringing, and finally, the social activity of the person himself. All these factors have an impact in a direct or indirect form, but there is no direct relationship between their negative consequences and the nature of the child's behavior. Therefore, the famous scientist Yuri Alexandrovich Kleiberg identifies only three main reasons for deviant behavior: biological, psychological and social. The biological reason is expressed in the physiological characteristics of the adolescent, his health. The psychological reason lies in the characteristics of temperament, character accentuation. The social cause reflects the interaction of the adolescent in society, in the family, at school.

Literature.

1. Rozhkov M.I. Raising a difficult child. Children with deviant behavior. Textbook. - method manual. M .: center VLADOS, 2006.

2. Zmanovskaya E.V. Deviantology: (Psychology of deviant behavior): M .: Publishing center "Academy", 2004.

3. Kashchenko V.P. Pedagogical correction: Rev. character defects in children and adolescents: book. for the teacher. - 2nd ed. - M .: Education, 1994

4. Kleyberg Yu.A. Social psychology of deviant behavior: Textbook for universities. - M: TC Sphere, 2004.

5. Kodzhaspirova G.M., Kodzhaspirov A.Yu. Pedagogical Dictionary: For students. higher. and wednesday ped. study. institutions. - M ..: Publishing Center "Academy", 2000.

6. Lichko A.E. Psychopathies and character accentuations in adolescents. L., "Medicine", 1983

7. Malyshev K. Prevention and correction of deviant behavior // OBZH. - 2003. - No. 2.

Part 3.

Characteristics of the main signs of deviant behavior of primary schoolchildren and adolescent students

Younger schoolchildren are students of grades I-IV at the age of 6 to 10 years. This period of study is associated with the most important changes occurring in the development of the psyche of children of primary school age. The beginning of schooling leads to a radical change in the social situation of the development and formation of the child. He becomes an active participant in the educational process and now has socially significant responsibilities, the implementation of which receives a public assessment. Throughout primary school age, a new type of relationship with the people around begins to take shape. The unconditional authority of an adult is gradually being lost, and by the end of primary school age, peers begin to acquire more and more importance for the child, and the role of the children's community is growing.

It is in elementary school that children often acquire the first negative experience of educational activity and exhibit deviant behavior. In this case, deviant behavior is the initial stage of deviant behavior and “this is a behavior disorder not caused by mental illness” - defines R.V. Ovcharova.

Many psychologists believe that deviant behavior in younger schoolchildren should be considered as a normal reaction to the conditions in which the child finds himself abnormal for the child. In this case, the teacher's task is to help the child cope with his problems, facilitate development, remove in time the reasons causing the deviation in behavior, and also, through school lessons, influence the child's ideas about this process.

Consider the phenomena that a teacher encounters in elementary school when working with younger students.

Almost every day, younger students are disobedient. Disobedience is the most common form of resistance at a young age, which manifests itself in an unwillingness to comply with the teacher's requirements, to follow the rules. Disobedience sometimes manifests itself in persistent stubbornness. Stubbornness is a negative feature of the behavior of younger students, which manifests itself in opposing the requests, advice, demands and instructions of teachers and parents. This is a kind of stubborn disobedience for which there are no visible, clear motives. The danger of disobedience is that it gives rise to childish deceit, and can also lead to a disorder of the nervous system: neuroses, irritability, a tendency to scandals and conflicts. When this behavior becomes chronic, problems arise in the learning process.

A prank is a short, episodic segment of the behavior of an individual child, in which his activity, initiative, and selectivity are clearly manifested. A feature of pranks is its necessarily kind attitude towards others and such behavior, although it is a deviation from the norm, does not lead to negative phenomena.

Mischief is also typical for younger students and is an episode in the behavior of a student. But unlike pranks, the mischievous person already deliberately violates the established rules, deliberately performs actions that harm other students. The purpose of mischief is to annoy, take revenge, or gain benefit for yourself.

A misdemeanor is a more negative phenomenon in the behavior of primary schoolchildren and is already a socially dangerous phenomenon. The main difference between misconduct and mischief is in its repetition and forethought. If a child repeats misconduct repeatedly, there is every reason to talk about developing, he has negative character traits and a tendency to deviant behavior.

Self-will arises as the child grows up and is more often manifested by the end of primary school. Self-will is formed as a result of the developing independence and will in the child's behavior, his desire to assert himself, but at the same time the child does not know how to choose the right actions. The student begins to speak rudely, show impudence, and disrespect adults. Often the reasons for rudeness are incontinence, weakness, inability of the child to control himself. Thus, self-will leads to deviant behavior.

Younger schoolchildren may exhibit children's negativism, which undoubtedly affects the student's behavior in the educational process.

Children's negativism - manifests itself as unmotivated, unreasonable and unreasonable resistance of students to the requirements of the teacher, parents and other people. Psychologists distinguish active and passive children's negativism. Passive is a type of stubbornness that is expressed in refusing to perform the required action. Active - when the child performs actions opposite to those expected of him. In terms of the duration of manifestation, negativism is stable and episodic. The first one lasts a long time, and the second one manifests itself only from time to time. The main reasons for the emergence of children's negativism are overexcitation of the nervous system, overwork, protest against unfair treatment, the whims of a spoiled child.

At primary school age, it can be viewed as a manifestation of deviant behavior and whims of children.

Whims are a feature of a child's behavior, expressed in the desire to insist on his own. Whims are manifested in irritability, crying, motor overexcitation. They can be episodic, but they can turn into a common form of behavior. As a rule, in most capricious children, a fragile nervous system and whims arise as a result of overwork, overexcitation, strong impressions, fatigue or malaise. But mostly whims are the consequences of an unconscious and fragile will and the result of improper upbringing. The main direction in the teacher's work to prevent capricious behavior is to strengthen and harden the child's nervous system, tactful suggestion, creating a healthy atmosphere, calm exactingness. Capricious behavior is mainly typical for girls.

For boys, however, indiscipline is characteristic. It can be of two types: malicious and not malicious. Mischief, prank, as a rule, lead to non-malicious violations of discipline. Serious misconduct is more dangerous, especially if it is of a repetitive nature. With social and pedagogical neglect, the indiscipline of younger schoolchildren can turn into criminal behavior. Some of them are capable of committing significant illegal violations such as hooliganism, theft, cheating, and fraud. Having crossed the boundaries of what is permissible, children who have lost control over themselves become especially impudent, their behavior becomes deviant.

Adolescence.

The peculiarity of adolescence is the transition from childhood to adulthood. This transition is divided into two stages: adolescence and adolescence. It should be noted that the age boundaries of students, teachers often define in completely different ways, but most teachers refer to adolescence as a time interval of 10-14 years, and to adolescence 14-18 years. For some students in recent years, the acceleration process has violated the usual age limits of adolescence.

Adolescence is an important and difficult stage in a person's life, a time of choice that largely determines the rest of his life. At this time, stable forms of behavior, character traits and ways of emotional response are formed, formed.

The main new feature that appears in the psychology of a teenager in comparison with a child of primary school age is a higher level of self-awareness, the need to become aware of oneself as a person. Lev Semenovich Vygodsky believes that the formation of self-awareness is the main result of the transitional age.

In adolescence, the formation in a teenager of a peculiar sense of maturity, an attitude towards himself as an adult, is clearly manifested. Physical maturity gives a teenager a sense of maturity, but his social status in school and family does not change. And then the struggle begins for the recognition of their rights, independence, which inevitably leads to a conflict between adults and adolescents. The result is a crisis of adolescence.

The adolescent crisis manifests itself in the form of adolescent behavioral reactions characteristic of this age. These include: the reaction of emancipation, the reaction of grouping with peers, the reaction of infatuation, the reaction of protest, imitation, dromomania.

Consider these behavioral responses.

Emancipation reaction.

The emancipation reaction is manifested in the desire to free oneself from the care, control, patronage of older people. These can be parents, relatives, teachers and other people of the older generation. The reaction of emancipation can extend to the orders, rules, laws, standards of their behavior and spiritual values established by elders. The reaction of emancipation is formed in the case when there is excessive custody on the part of the elders, there is constant petty control that deprives the teenager of all freedom. At the same time, the need to free oneself from control is associated with the struggle for independence, for self-affirmation as a person.

The manifestations of the reaction of emancipation are very diverse. It can be felt in the daily behavior of a teenager, in the desire to always and everywhere act in his own way, independently.

Peer grouping reaction.

Adolescents tend to have an almost instinctive grouping with their peers. Teenage groups run through the entire history of mankind. The reaction of grouping with peers is one of the features of the mental development of a teenager. The question is which group the adolescent belongs to - prosocial, where norms of behavior are observed, or asocial, in which these norms are neglected. If emancipation is consolidated with peer grouping responses, the risk of deviant behavior in adolescents increases. In the educational process, there is always a process of grouping and uniting adolescents into formal groups, such as classes, circles, clubs, sections, creative associations. But observations show that the formal group, under the vigilant control and supervision of adults, attracts little adolescents.

There are two types of teenage groups. Some are distinguished by the same-sex composition, the presence of a permanent leader, a rather rigidly fixed role for each member, and his firm place on the hierarchical ladder of intragroup relationships. Another type of adolescent groups is distinguished by a fuzzy distribution of roles, the absence of a permanent leader - his function is carried out by different members of the group, depending on what the group is currently doing. The composition of the group is usually heterosexual and unstable - some leave, others come.

The grouping reaction in adolescence explains most of the cases of deviant behavior. In a peer group, as a rule, a teenager is accustomed to smoking, foul language, and the use of narcotic drugs. The grouping reaction is often manifested by hooliganism, offenses, and drunkenness.

Infatuation reaction or hobby reaction.

Another important feature of adolescent behavior is the hobby reaction. According to the Soviet psychiatrist, Honored Scientist and Professor Andrei Evgenievich Lichko, “hobbies constitute a special category of mental phenomena, structural components of personality, located somewhere between instincts and drives, on the one hand, and inclinations and interests, on the other. Unlike cravings, hobbies are not directly related to instincts. Unlike interests and inclinations, hobbies are always more emotionally colored, although they do not constitute the main work orientation of the individual. "

Hobbies in adolescents can underlie behavioral disorders - this happens either due to the unusual, odd and even asocial content of the hobbies themselves or the illegality of the ways to achieve the desired goal. Gambling hobbies are hobbies associated with a deep interest in certain events. Gambling hobbies - gambling, betting on hockey and football matches, various kinds of betting on money, hobby for various types of lotteries. The types of hobbies can change, but each of them feeds on a sense of excitement. This kind of hobbies most often provokes adolescents to deviant behavior.

Informative and communicative hobbies are manifested by the thirst for new easy information that does not require any critical intellectual processing, as well as the need for many superficial contacts that allow this information to be exchanged. Hours of idle chatter with random friends, aimless walking on the streets, long sitting in front of the TV. All this can be considered a demeanor, a form of communication at the most primitive level.

Body-manual hobbies are associated with the intention to strengthen their strength, endurance, and dexterity.

Leadership hobbies boil down to finding situations where you can lead, lead, organize something, guide others.

Any hobbies that are antisocial can become the basis for behavioral disorders in adolescents. This happens due to the excessive intensity of the hobby, when studies are abandoned for the sake of it, all affairs are forgotten, and even their own well-being is endangered.

It is necessary to understand that the hobbies of adolescents themselves are not dangerous until they acquire an antisocial content.

Protest reaction

The protest reaction is one of the most common reactions in adolescence. It is a fickle and transient response characterized by selectivity and directionality. Protest reactions are passive and active. Passive protest reactions are disguised hostility, discontent, resentment against an adult who caused such a reaction of a teenager, loss of previous emotional contact with him, a desire to avoid communication with him. Reactions of active protest can manifest themselves in the form of disobedience, rudeness, defiant and even aggressive behavior in response to a conflict, punishment, reproaches, and insults. The protest reaction is directed against those persons who were the source of his feelings. Such reactions are relatively short-lived and are characteristic of adolescents with an excitable type of character accentuation.

Imitation.

Imitation is the desire to imitate someone else in everything. As a child, a child imitates his parents, older brothers or sisters and, in general, many adults. In adolescence, the "negative" hero is often the object of imitation. Adolescents do not understand what crime, the law, prison and everything connected with it are, they do not know and do not fear the social consequences of an offense.

Dromomania.

Under dromomania, it is customary to understand the attraction to escaping from home, wandering. It is considered by psychiatrists as one of the variants of the disorder of control over impulsive urges - usually this is an uncontrollable attraction to distant wanderings. Runaways from home are most often committed as a protest against injustice, out of a desire to "punish" the culprit in this way. Often, adolescents themselves return home exhausted and hungry.

The behavior of a teenager is regulated by his self-esteem, and self-esteem is formed in the course of communication with people around him, and, above all, with peers. Since adolescents have not yet determined their self-esteem, value orientations have not formed into a system, we can talk about deviations in behavior. Most adolescents with low self-esteem have a negative attitude towards school and classmates, with whom they communicate, if they do, it is more negative than good. For adolescents with deviant behavior, violation of the rules accepted in society is characteristic.

In a teenager with deviant behavior, one can observe such psychological characteristics as the inability to overcome difficulties, self-doubt generated by systematic educational failures, as well as negative attitudes towards educational activities, physical labor, towards oneself and the people around. Deviant teens often shy away from school and work. In adolescents, refusal to study, systematic failure to complete assignments, absenteeism and gaps in knowledge make it impossible to continue their studies.

In adolescents in behavior there is no resistance to the negative influence of the environment and the likelihood of antisocial behavior is high.

From the point of view of the adolescent himself, behavior considered by adults as deviant is considered "normal", reflects the desire for adventure, gaining recognition, testing the boundaries of what is permitted. The search activity of a teenager serves to expand the boundaries of individual experience, variability of behavior and, consequently, vitality and development. human society... From this perspective, deviant behavior is natural and necessary. It is no coincidence that H. Remschmidt notes that during the period of growing up it is difficult to draw the line between normal and deviant behavior. Therefore, a teenager with deviant behavior can be called a teenager who “not just one-time and accidentally deviated from the behavioral norm, but constantly demonstrates deviant behavior that is socially negative in nature.

Literature.

1. Asmolov A.G. Psychology of Personality. - M., 1990.

2. Zakharov A.I. Deviations in the behavior of the child. - M., 1993.

3. Zmanovskaya E.V. Deviantology: The Psychology of Deviant Behavior. - M., 2003.

4. Kozlov V.V. Working with a crisis personality methodological guide, 2nd ed., Add. M: 2007.

5.Kondrashenko V.T. Deviant behavior in adolescents. Minsk, 2005.

6. Lichko A.E. Adolescent psychiatry. L., 1979

Part 4.

Characteristics of the main forms of deviant behavior of schoolchildren and the organization of work to prevent it

These are these eternal truths:

Late noticed ... passed by ...

Children are not born difficult

They just didn't get help on time!

S. Davidovich

4.1. Aggressive behavior of schoolchildren

The entire history of mankind convincingly proves that aggression is an integral part of the life of any person and society. Moreover, aggression has a powerful attractive force and the property of contagion - most people verbally reject aggression, and at the same time demonstrate it widely in their daily life.

Aggression is motivated destructive behavior that contradicts the norms of human coexistence, harming the targets of attack, causing physical harm to people or causing them psychological discomfort.

The nature of aggressive behavior is largely determined by age characteristics. Each age stage has a specific developmental situation and puts forward certain requirements for the individual. Adaptation to age requirements is often accompanied by various manifestations of aggressive behavior.

According to numerous studies, manifestations of childish aggression are one of the most common forms of behavioral disturbances that parents and educational psychologists have to deal with. At primary school age, aggression is more often manifested in relation to weaker students in the form of ridicule, pressure, swearing, and fights.

Aggressive children are stubborn, touchy, pugnacious, easily excitable, irritable, intractable, hostile to others. Aggressive behavior of children is not just an alarming phenomenon, but a very serious social, pedagogical and psychological problem.

The main factors in the manifestation of child aggression are:

Desire to attract the attention of peers;

Get the desired result;

Striving to be the main thing in the team;

Protection from attack and revenge;

The desire to indicate their superiority.

In addition to the factors of children's aggressiveness, there are reasons that cause a persistent manifestation of these reactions in a child.

Psychologist Svetlana Afanasyevna Belicheva describes the reasons that provoke the manifestation of childish aggression:

1. Internal dissatisfaction of the child with his status in the peer group, especially if he has a desire for leadership.

2. Feeling of anxiety and fear of attack.

3. Aggressive behavior as a specific way to attract the attention of others.

4. The child's unmet need for love and companionship.

5. Broadcasting aggressive behavior, the child can express a protest that concerns the established rules and procedures.

In almost every collective there is at least one child with signs of aggressive behavior.

Child psychologist Nadezhda Leonidovna Kryazheva characterizes the aggressive behavior of a younger student. She writes:

“Aggressive schoolchildren constantly create conflict situations, attack their peers, use rude language, and fight. It is difficult to accept such an aggressive student as he is, and even more difficult to understand his behavior. However, the student's aggression is a reflection of his inner discomfort, inability to adequately respond to the events taking place around him. Aggressive children are often suspicious and wary, like to shift the blame for the quarrel they have started on others. Such children often cannot assess their aggressiveness themselves, they do not notice that they instill fear and anxiety in others. On the contrary, it seems to them that the whole world wants to offend them. Thus, a vicious circle turns out: aggressive children are afraid and hate others, and those, in turn, are afraid of them. "

Consider the types of aggression found in schoolchildren.

Aggressively insensitive schoolboy.

In the school team, there are students whose ability to emotional empathy, sympathy for other children and adults is impaired. The reasons for this phenomenon may lie in unfavorable conditions of family education, impaired intellectual development of the child, as well as in the features of emotional coldness, callousness, increased affective excitability, emotional instability.

Aggressive and resentful schoolboy.

A child's sensitivity can be associated not only with shortcomings in upbringing or learning difficulties, but also with the period of adolescence, the peculiarities of the development of the nervous system and the body. Hypersensitivity, irritability, vulnerability can provoke aggressive behavior. On the one hand, this behavior is clearly demonstrative and is aimed at drawing attention to oneself. On the other hand, children refuse to communicate with the offender - they are silent, turn away, walk away. Refusal to communicate is used as a means of drawing attention to oneself, as a way to induce feelings of guilt and remorse in the one who offended. To one degree or another, in certain situations, every person experiences a feeling of resentment.

A hyperactive aggressive student.

This type manifests itself in the form of molestation to other children, senseless fights, inappropriate reactions, hot temper, excitability, invasion of someone else's territory, damage to property, etc. This is due to the difficulties of adaptation of the child in an environment that imposes too high requirements for his level of maturity, and also characterizes the child's inability to structure his activities, see the meaning in it, and set goals. For such a child, the world is chaos and he randomly responds to "whatever". Such students need to develop the ability to admit their own mistakes, develop empathy for others - peers, adults and all living things.

Aggressively fearful schoolboy.

Fear, fears make the child "fully armed", that is, to be ready to repel an attack or other danger. Hostility, suspicion is a means of protecting a child from an imaginary threat or imaginary attack. As a rule, fears are exaggerated. And the child's aggressive reaction is often excessive and anticipatory.

A child with poor self-esteem.

Aggression of inadequately high self-esteem is manifested in arrogance, confidence in one's own importance, chosenness, "genius". Such children are often convinced that they are not appreciated, understood, and treated unfairly. From this, they either take an arrogant look, leaving only admiring admirers next to them, or withdraw and isolate themselves, turning into a "black sheep", or become extremely aggressive, becoming enraged in any situation where their "genius" is questioned. In addition, they sometimes persecute those who are weaker, experiencing the pleasure of their suffering.

Aggression of low self-esteem often manifests itself in the form of increased sensitivity, hot temper, and vulnerability. It is formed in an atmosphere of criticism, nagging, ridicule, mockery. Children who are sensitive to the assessment of others are especially prone to this, when the assessment comes from significant people. If such a student finds himself in a situation that threatens his self-esteem, he may become aggressive.

Thus, comparing different types aggressiveness of children, it can be seen that they differ significantly in the nature of their behavior and in the degree of difficulties that they create for others. Some of them are constantly fighting, and you have to call them to order all the time, others try with all their might to attract attention and look "good", others hide from prying eyes and avoid any contact.

Particularly noteworthy is the aggressiveness of adolescents - this is one of the most common, painful phenomena in the educational process and in society. External manifestations teenage aggression is a matter of particular concern for adults, since often the aggression of children goes beyond all norms of what is permissible.

Psychologists believe that adolescent aggression is one of the most typical manifestations of adolescent crisis, extremely unpleasant, but at the same time a logical and natural phenomenon. Aggression in adolescents is a sign of internal discomfort and inability to control their emotions.

Aggression in adolescents can take many forms.

Physical aggression: A teenager uses physical force against other people.

Verbal aggression: a teenager expresses his negative feelings through words, threats, shouting, foul language.

Irritability: The teenager is rude at the slightest provocation, becomes harsh and hot-tempered.

Suspiciousness: a teenager has a negative attitude towards others, does not trust them, believing that "everyone is against him."

Indirect aggression: the teenager tries to express his aggression through evil jokes, gossip, bullying.

Resentment: a teenager can be offended for the slightest reason and for no reason, at a specific person, at all at once, or "the whole world."

Passive-aggressive behavior: the teenager does not do what is asked, or does it too slowly, forgets about requests and instructions, wasting time.

Aggressive behavior of adolescents is one of the most pressing social problems, therefore it is necessary to determine the ways of preventing this phenomenon.

Prevention of aggressive behavior is a set of state, social, medical and pedagogical measures aimed at preventing and eliminating the main causes and conditions that cause social deviations in the behavior of adolescents.

Prevention and prevention of aggressive behavior in adolescents is becoming not only socially significant, but also psychologically necessary. The problem of preventing aggressiveness should be addressed in the following directions:

Identification of unfavorable factors that cause the emergence of aggressive behavior, and the timely elimination of these unfavorable influences;

Modern diagnostics of aggressive manifestations in the behavior of adolescents and the implementation of a differentiated approach in the choice of prophylactic agents;

Involvement of adolescents in the affairs of society, when a teenager takes a certain place in it and maintains his new social position among adults and peers;

One of the conditions for effective socialization and prevention of the formation of aggressive forms of behavior is the development of attachment motivation, through which the child learns to desire the attention and approval of others. Also, attachment can contribute to the adaptation of the child to social requirements and prohibitions;

Punishment as a way to prevent aggressive behavior, however, aggressive actions stopped in this way will not necessarily disappear altogether, but may appear in situations where the threat of punishment is weaker;

To prevent aggressive behavior, it is necessary to teach adolescents the skills of positive communication, interaction with other members of society, the ability to find peaceful ways to resolve conflicts.

The leading role in the prevention and correction of aggressiveness in younger schoolchildren and adolescents belongs to the family and parents. However, great importance is attached to teachers and psychologists.

4.2. Drug addiction as a form of deviant behavior in adolescents

Drug addiction is another type of deviant behavior in adolescents, which leads to the worst consequences if the problem is not identified in time and no action is taken. A teenager who becomes a drug addict is lost to society, as he begins to degrade and lose interest in everything that happens around him. The age characteristics of adolescent drug addiction show that adolescents at the age of 12-14 begin to show interest in this phenomenon, and adolescents of 15-17 years old use drugs. Teenage drug addiction is constantly rejuvenating, in recent years the age of adolescents has decreased from 17 to 12 years.

Drugs include anything that is addictive, including alcohol and nicotine; drugs - caffeine is found in coffee, in tea - tannin, there are narcotic substances in cocoa and drinks such as Coca-Cola and Pepsi-Cola, as well as in some plants - hemp, poppy seeds, coca bush.

Consider the main drug addictions currently encountered in adolescents:

Morphinism is a painful, irrepressible craving for opium, which is obtained from poppy seeds and is called morphine. Opium derivatives are called codeine and dionine; this also includes the synthetic drug promedol.

Hashishism is an addiction to hashish, which is obtained from hemp. The synonyms for hashish are anasha, plan, marijuana.

Cocainism is an irrepressible craving for the juice of a coca bush, causing first excitement and then depression of the nervous system.

Alcoholism is an addiction to alcohol. By terminology The World Organization health care, alcoholism is a type of drug addiction, and in some countries alcohol is sold only in pharmacies.

Substance abuse - addiction to toxic substances - poisons of any origin, and a special place is occupied by stimulants such as caffeine, ephedrine, tannin. Teenagers also use such toxic substances as vapors of Moment glue, gasoline, acetone.

Tobacco smoking is a nicotine addiction that destructively affects various organs and systems of the body. Nicotine is an alkaloid found in the leaves and stems of tobacco. When smoked, it is inhaled with smoke, through the lungs it enters the bloodstream, and after a few seconds it enters the central nervous system.

Teenagers who use drugs are prone to deviant and even criminal behavior. This is due to changes in their personality: adolescent drug addicts commit crimes related both to the acquisition of drugs and in connection with severe mental disorders and psychosis that have developed as a result of drug addiction.

Here are the reasons why a child uses drugs in adolescence:

The microenvironment in which a teenager revolves, and the appearance in this microenvironment of at least one drug addict can adversely affect him;

The early exposure of adolescents to drugs is facilitated by rudeness, physical violence and cruelty in treatment;

Companies of teenagers in which it is customary to use drugs;

Unformed psyche of a teenager, weak willpower, inability to refuse and avoid negative situations;

Depression, lack of understanding and joy in life from family and friends;

Psychologically unbalanced adolescents, who perceive everything that happens very painfully, resort to drugs in order to raise their "value" in the eyes of others, to create an illusory self-esteem;

Dysfunctional families, alcoholism or drug addiction in parents.

The role of the educator is to be able to see the first signs of drug use. Depending on the type of drug substance, the first signs of drug addiction are different, but they can manifest themselves quite clearly:

Unnatural glare in the eyes and constriction or dilation of the pupils appear, regardless of light;

The behavior of a teenager who has used a drug is very different from the behavior of ordinary students, unexplained lethargy or hyperactivity appears, coordination of movement is impaired;

The underline of the letter and the manner of speech change;

The skin becomes pale or, on the contrary, turns red for no reason;

Mood changes rapidly, unreasonable laughter or anger, sometimes turning into inexplicable aggression;

Differences in signs depending on the drug:

When using cannabis, the addict has dilated pupils, red eyes, red lips, dry mouth;

When taking opiates - drowsiness, at the most inappropriate moments a person falls asleep, periodically wakes up and immediately begins to take part in a conversation, while speech is slow, he can talk about the same thing several times, the pupil does not react to light;

When taking psychostimulants, the addict is unusually lively, cannot sit in one place, speaks very quickly, jumps from one topic to another, his pupils are dilated;

When taking hallucinogens, a variety of visual and auditory hallucinations occur: rats, crocodiles, flies, beetles, snakes are seen, voices are heard, depression, psychosis are manifested;

With alcoholic intoxication, speech is slurred, intertwined, coordination of movements is impaired;

When taking volatile narcotic substances, the behavior resembles alcohol intoxication, noisy defiant behavior is manifested, from such a child it smells of acetone, gasoline, glue.

When using tobacco, a teenager's pulse quickens, thirst, irritability, and sleep disturbances. Due to early exposure to smoking, skin lesions occur - acne, seborrhea, which is explained by disturbances in the activity of not only the thyroid, but also other glands of the endocrine system.

Prevention of adolescent drug abuse should start with health education at school. At the same time, the goal is to reveal the terrible harm that drugs can do. Explain and dispel the frivolous attitude towards their health inherent in adolescents.

Prevention of adolescent drug addiction in the educational process should be carried out in effective ways for example, lectures, talks, films, class hours should be prepared and conducted at a high professional level, so as not to provoke an interest in drugs in insufficiently stable adolescents. The teacher must form positive priorities in adolescents, introduce them to the culture.

Prevention of adolescent drug addiction should also be carried out by experienced professionals who are able to identify adolescents at risk. In addition to teachers, drug addiction prevention among adolescents should be dealt with by a narcologist with extensive experience in adolescent narcology and a school psychologist.

The identification of adolescents who used drugs is also related to the prevention of drug addiction. When detecting the first cases of drug use by a teenager, the position of parents and teachers must be firm, only their extremely harsh psychological pressure on a teenage drug addict during his first drug use, depriving him of material support and dubious friends, can further save the teenager from drug addiction. Only this method of blocking deviant behavior, used by adults in relation to a teenage addict, is at the initial stage the most effective.

4.3. Suicidal behavior of adolescents.

Suicidal behavior also belongs to the deviant behavior of adolescents.

Suicide is a form of behavioral and mental activity, the purpose of which is voluntary self-destruction.

Suicidal behavior in childhood has the character of situational and personal reactions, i.e. it is actually connected not with the desire to die itself, but with the desire to avoid stressful situations or punishment. Suicidal behavior is often demonstrative in nature, including blackmail. Most researchers note that suicidal behavior in children under 13 is a rare phenomenon, and only from 14-15 years of age, suicidal activity increases sharply, reaching a maximum by the age of 16-19.

The suicidal behavior of adolescents has a number of characteristics characteristic of a growing organism and personality.

In adolescence, depressive states, which manifest themselves differently than in adults and are characterized by the following phenomena, contribute to the occurrence of suicidal behavior: sad mood, feelings of boredom and fatigue, excessive emotionality, somatic complaints, aggressive behavior, disobedience, poor academic performance, absenteeism, alcohol abuse or drugs.

The factors contributing to suicide include, first of all: dysfunctional families, school problems, depression, immaturity of the personality and its social attitudes, interpersonal problems.

Suicidal behavior of adolescents, depending on the forms of manifestation, can be divided into three stages.

The first stage of this behavior is passive suicidal thoughts about their death.

The second stage manifests itself in suicidal intentions - at this time, the time, place and method of committing suicide are thought out.

The third stage is suicidal intentions, at this stage a volitional decision joins the plan, which leads to a transition to the external manifestation of behavior.

According to the form, suicides are divided into three main groups: true, demonstrative, hidden.

True suicide expresses precisely the desire to die; it is not spontaneous, although at times it seems rather unexpected. This type of suicide is always preceded by a depressive state, depressed mood, or simply thoughts of leaving life.

Demonstrative suicide is not associated with a desire to die, it seems to be a way to draw attention to oneself, to one's problems, call for help, and conduct a dialogue.

Latent suicide (indirect suicide) is a type of suicidal behavior that does not correspond to its signs in the literal sense, but has the same direction and result. Latent suicide refers to actions that contribute to a high probability of death. To a large extent, this behavior is aimed at risk, at playing with death, than at leaving life. This type of behavior is characterized, first of all, by actions performed at the height of passion.

Considering the above, it is possible to determine the risk group, which includes adolescents.

With a previous suicide attempt;

Demonstrating suicidal threats, direct or veiled;

Who have had cases of suicidal behavior in their family;

Alcohol abusers, adolescents with chronic drug use and toxic drugs that exacerbate depression, cause psychosis;

Suffering from affective disorders, especially severe depression;

Adolescents with pronounced family problems: leaving the family of a significant adult, divorce, domestic violence.

The psychological characteristics of adolescents at risk are impressionability, suggestibility, low criticality to their behavior, mood swings, impulsivity, the ability to feel and experience vividly.

Primary prevention of suicides is the most important area of work of an educational institution. In order to prevent suicidal intentions of adolescents, teachers should carry out preventive measures aimed at:

- the formation of healthy attitudes;

- development of communication skills;

- formation of adequate self-esteem;

- relieving anxiety and improving the microclimate in the classroom and in the educational institution;

- training effective ways getting out of crisis situations,

- conflict resolution,

- the formation of value orientations, value attitudes towards life and health.

If the teenager is suicidal or has attempted suicide in the past

1. Do not push him away if he decides to share his problems with you, even if you are shocked by the situation. Remember that adolescents with suicidal tendencies rarely seek professional help.

2. Trust your gut if you feel suicidal in this teenager. Don't ignore warning signs.

3. Do not offer what you cannot guarantee. For example, "Surely your family will help you."

4. Let him know that you want to help him, but do not see the need to keep everything secret, if some information could affect his safety.

5. Remain calm, do not judge, no matter what and what you say.

6. Speak sincerely. Try to determine how serious the threat is. Be aware that questions about suicidal thoughts do not always lead to attempts to commit suicide. In fact, a teenager can feel relief from realizing the problem.

7. Try to find out if your teen has a plan of action. A concrete plan is a sign of real danger.

8. Reassure your teen that there is definitely someone to turn to for help.

9. Do not offer simplistic solutions like "All you need now is a good night's sleep, in the morning you will feel better."

10. Show your teenager that you want to talk about feelings, that you do not judge him for these feelings.

11. Help your teen to learn how to manage a crisis and understand that high stress interferes with the full awareness of the situation. Unobtrusively advise you to find some kind of solution.

12. Help find people or places that can reduce the stress you are experiencing. At the slightest opportunity, act to reduce the pressure slightly.

13. Help your teen understand that the sense of security present will not last forever.

4.4. Vandalism is a form of destructive behavior.

Vandalism is another form of deviant destructive behavior. Vandalism is a senseless destruction of material and spiritual values, damage to property in public places. Vandalism is expressed in the application of various inscriptions, often of an obscene nature, on the facades of buildings, on fences and other structures, in the contamination of the walls of houses and other structures in settlements, damage to vehicle equipment: seats, windows, handrails, elevators and residential buildings and institutions , damage and disablement of telephone booths, damage to garden equipment and attractions in parks.

Vandalism is a kind of "dialogue" that a teenager tries to conduct with the "adult" world. This is an attempt to be heard, to attract attention. That is why young vandals do not spoil their own things, but that of others, and do disgrace in "public" places.

Vandalism is the initial stage of crimes, robberies, and pogroms. Numerous studies and statistics show that most acts of vandalism are committed by young people under the age of 20. According to sociologists, the peak of vandalism falls on 11-13 years. Vandal teenagers have about the same level of intellectual development as their peers, but school performance is much lower. Psychologists believe that almost all adolescents who commit vandalism are in a crisis situation.

English psychologist D. Kanter identifies the main motives for the manifestation of vandalism:

1. Vandalism as a method of acquisition, the main motive for destruction is material gain.

2. Boredom, the reason is the desire to have fun.

3. Vandalism as revenge, destruction occurs in response to an offense or insult.

4. Vandalism as a game is a widespread type of child destruction, it is seen as an opportunity to raise status in a peer group through the manifestation of strength, dexterity, and courage.

5. Spiteful vandalism. Represents acts triggered by feelings of hostility, hostility towards others, and pleasure in harming.

Vandalism prevention in educational institutions should be carried out in the following areas:

Fostering in children a respectful attitude towards national and cultural heritage, historical values, products of human labor and creative activity is the basis for preventing acts of vandalism.

The formation of a healthy lifestyle and law-abiding behavior, the development of a sense of patriotism, love for one's fatherland, city, home, school, family in many ways contribute to neatness and observance of order, both in appearance and in everything around, intolerance to destruction and damage.

When studying such school subjects as: the basics of life safety, social studies, it is necessary to use the possibilities of educational programs for the formation of the legal education of students.

Educational work at school should contribute to the formation of a sense of patriotism, citizenship, responsibility for the life of their country, the preservation of its spiritual and cultural heritage in schoolchildren.

The educational work of the school is to involve adolescents in socially useful activities, explanatory work among the parents of students of the "risk group", the formation of parental responsibility for the actions of their children.

Elimination of conflicts between students and parents, teachers, peers, normalization of the situation in the family and the team largely contribute to the reduction of aggression and protest, expressed in destructive behavior.

4.5. Internet addiction

Modern man uses the Internet almost every day. The number of children who can work with computer programs and play computer games is growing. Nowadays, the world of the Internet is so exciting and diverse that many people, especially children and adolescents, give up the joys of real life, devoting everything free time computer and the Internet. And this is not always helpful.

Intensive use of the Internet leads to a narrowing of social ties, up to loneliness, to a reduction in intra-family communication, the development of depressive states. Researchers fairly objectively assess both the positive and negative aspects of using the Internet.

The main types of activity carried out through the Internet, namely, communication, cognition and play, have the property of capturing a teenager entirely, sometimes leaving him neither time nor energy for other types of activity. In this regard, at the present time, teachers need to pay attention and lead the prevention of dependence on the Internet.

According to scientists, an addict can be considered a teenager who, in his virtual travels, forgets about time, eats in front of the monitor, and not at the table, and practically does not react to an appeal to it. Such a teenager has an irresistible desire to be in virtual reality for as long as possible, forgetting about everything. In severe stages of addiction, a child has sore, reddened eyes, a high degree of nervous and physical exhaustion, tearing, and yawning.

Scientists also identify another type of psychosomatic disorder, which is similar in symptoms to Internet addiction, but also causes nervous and physical arousal. This disease is called "gambling addiction", and its victims, mainly, are children and adolescents.

They tend to see their hobby for computer games as a threat to personal development, especially when it comes to adolescents.

The most dangerous psychologists consider role-playing games. Especially those in which the player sees the game world not from the outside, but as if through the eyes of his hero. In this case, after just a few minutes of the game, the player has a moment of complete identification with the game hero.

Games in which you need to score a large number of points are considered quite dangerous - they can also provoke the development of gambling addiction in adolescents. Passion for computer games is a form of deviant behavior. There are the following signs characteristic of this type of deviant behavior:

1. Constant involvement, increasing the time spent in the game situation.

2. Displacement of former interests, constant thoughts about the game, the predominance in the imagination of situations associated with game combinations.

3. Loss of control and inability to stop the game in time.

4. The state of discomfort outside the game situation, irritability, anxiety.

5. Increase in the frequency of participation in the game and the desire for ever higher risk.

The World Health Organization has classified Internet addiction as a pathological addiction and a special form of deviant behavior. According to many experts, "Internet addiction" leads to almost destruction of the personality, and this is especially true for children.

It becomes obvious that it is necessary to prevent Internet addiction among adolescents.

Prevention of computer addiction in adolescents generally does not differ from prevention of other types of addictive behavior. The most important factor is the emotional environment in the family and the spiritual connection between its members. The likelihood of developing addiction is less if the child does not feel loneliness and misunderstanding on the part of people close to him.

Among the actual types of preventive work is socio-pedagogical. To prevent computer addiction, you need to actively involve adolescents in social and educational life in advance. educational institution, contribute to their social development. The teacher needs to involve parents in educational activities - this will contribute to the harmonization of relations with children. The class teacher should establish contacts with various social institutions to expand social contacts of children and involve them in joint activities.

In the process of educational activities, it is necessary to show the student the diversity of life, entertainment not related to the computer.

An important aspect in the activities of a teacher is the upbringing of a culture of Internet use among adolescents. It is necessary to teach children to use the realm of unlimited possibilities of the Internet to achieve goals and solutions, real, not virtual tasks, for example, for learning a foreign language or for teaching fast typing, obtaining information of practical importance.

Educators need to conduct preventive and educational work with parents of students and seek parental control of children. With the help of parental control, you can protect children and adolescents from negative influences while working on the computer and on the Internet, for example, to protect the child from being at the computer for a long time, from visiting some websites, and restricting access to web resources intended for an adult audience.

Literature.

3. Ivanova L.Yu .. Personality problems, prevention of deviations in its development. Moscow & Arkhangelsk, 1993

4. Isaev D.D. I. I. Zhuravlev Typological models of behavior of adolescents with various forms of deviant behavior. Saint Petersburg, 1997

5. Kamynina L.V. Suicidal behavior of adolescents.

6. Komar V.D. Prevention and overcoming of deviations in the behavior of adolescents // Classroom teacher. - 2003. - No. 4. - S. 86-103.

7. Romek VG, Koptorovich VA, Krukovich Ya. I. Psychological assistance in crisis situations. SPb., 2004.

8. Slobodchikov V.I., E.I. Isaev, Human Psychology, Moscow: School-Press, 1995.

9. Stepanov I. A. Suicide. On measures for the prevention of suicide among children and adolescents.http://centercep.ru/content/view/149/

Part 5.

Organization of work of the teaching staff with students of deviant behavior.

It is necessary to present to the child hard,

The indisputable demands of society,

Arming with norms of behavior,

so that he knows what is allowed and what is not,

What is commendable and what is punishable.

A.S. Makarenko

5.1. Prevention of deviant behavior in younger schoolchildren

Younger school age is the pinnacle of childhood. A child retains many childish qualities - naivety, frivolity, a bottom-up look at an adult. But he is already beginning to lose his childish spontaneity in behavior, he has a different logic of thinking. Learning for him is a meaningful activity. At school, he acquires not only new knowledge and skills, but also a certain social status. The interests, values of the child, the whole way of life are changing. It is at the elementary school age that the foundations are laid, personality traits and qualities are formed, certain attitudes begin to take shape, which in the future determine the behavior of the child in adolescence and adolescence. Therefore, the role of primary school teachers in the formation of the behavioral foundations of schoolchildren is very large and significant. The first teacher instills moral values in the student and is able to significantly influence his behavior. An elementary school teacher is a special teacher. It is a mediator between children and the world of adults, who perfectly knows the mysteries of the formation of the child's psyche. The work of an elementary school teacher is incomparable in its importance with any other work.

According to I.P. Podlasogo: “only the teacher sees the child in the real environment and his real relationships - in everyday worries, work, behavior, contacts with peers, seniors and juniors. Only the teacher sees how the child works, how he thinks and experiences, how he walks, stands, runs, makes friends, how he expresses his inner position. Only the teacher sees a real child in real life situations. He stands closest to the child in the course of his daily activities. And, therefore, only a teacher can make the most correct and, most importantly, holistic judgment about him. And having understood, he can prevent the unfavorable development of events. "

Doctor of Psychology, Professor Belicheva Svetlana Afanasyevna identified the basic principles of preventive measures and individual prevention of deviations in the behavior of primary schoolchildren, which should be implemented in their activities by a primary school teacher. It:

The principle of collective therapy (organizing the process of socialization by means of a team, individual and collective support, solving problems of family and school relations, relations with peers and adults in the form of social and pedagogical counseling);
- the principle of a situation of success (organization of the conditions for personal achievements of a younger student, consolidation of achievements within the framework of collective activities, in general, in the independent solution of their own problems);

The principle of partnership (it includes the organization in the collective activities of children, parents and teachers).

Forms of preventive work, from the point of view of Svetlana Afanasyevna Belicheva, can be represented as follows:

Organization of the social environment;

Informing;

Active social learning in important skills (trainings);

Organization of activities alternative to deviant behavior;

Instilling skills in a healthy lifestyle;

Activation of personal resources.

The question of the choice of methods and specific methods of psychological and pedagogical influence is one of the central issues related to the work on the prevention of deviant behavior with children of primary school age. The main methods of work on the prevention of deviant behavior in younger schoolchildren can be identified:

Fairytale therapy, which includes analysis of fairy tales, group storytelling, dramatization of fairy tales;

Art therapy is free and thematic drawing, application, clay modeling, paper and cardboard design;

Visualization;

Psycho-gymnastics - studies for the expression of various emotions;

Game methods include mobile, plot-based role-playing games;

Modeling and analysis of problem situations;

Ethical conversations.

The primary school teacher needs to carry out individual prevention in relation to younger schoolchildren whose behavior has deviating features or is problematic.

Individual work is carried out in a number of areas: direct work with children, identification of persons and conditions that positively affect the child and their involvement in preventive work, identification of persons and conditions that negatively affect children and neutralize their negative impact.

The deviant behavior of younger schoolchildren differs significantly from the deviant behavior of adolescents and is due to various factors, including age characteristics.

Educational and preventive work of primary school teachers should be carried out in various forms, depending on the characteristics of the behavior of students.

In the primary grades, groups of students with special forms of deviant behavior can be distinguished - these are demanding children, domineering children and vengeful children.

Demanding children.

Their main goal is to attract attention to themselves, to be always in sight, to show superiority over others, to consolidate their own high status. These are children with a very developed need to be always in the spotlight. Their ways of achieving their goals are varied: mannerism, clowning, ostentatious laziness, deliberate negligence, inappropriate shouts, sometimes hooligan acts.

It is better to pay attention to a demanding child when he is busy with something. The teacher should praise his work, draw the attention of other children, how well the task is being performed. But any attempts by the child to draw attention to himself through whims, manifestations of aggressiveness by the teacher should be ignored. Such children should be given freedom, the right to independently make decisions and be responsible for them.

Powerful children.

This is a very complex type of deviant behavior. The hidden children of this group are power. They are persistent, demanding, wanting to rule, control others, and be constantly in the spotlight. Such a child works little or no work at all. Can deceive, lie, be a hypocrite, until he gets his way.

In working with such children, the teacher must take a diplomatic position: not to give in and not to fight. Constantly use the technology of cooperation, bring up responsibility for their actions. Here it is advisable to use the "explosion" method, when at once, abruptly and rather harshly "explode" the internal prerequisites that cause the child's deviant behavior.

Vengeful children.

The children of this group think that they are constantly offended, they are unjust, they are not treated so that everyone is against them. With an inattentive attitude towards them, their deviant behavior progresses, becomes uncontrollable, aggressive, destructive.

Such children need to be supported, encouraged in case of mistakes, failures, constantly express confidence that any work is within their power and can be successfully completed, praise when there is an attempt to do something on their own. It is necessary to practice group rewards more often in order to enhance their effect on the child.

When organizing activities for the prevention of deviant behavior in younger schoolchildren, the primary school teacher must use a variety of methods of education. All methods have a cumulative effect on all areas of the child. However, each method of upbringing differs from one another in what area of the student it has a dominant influence on.

In the intellectual sphere, it is necessary for a younger student to form an understanding of moral ideals, principles and norms of behavior.

In the motivational sphere, it is advisable to form the legitimacy and validity of the attitude to moral norms: respect for a person; combination of personal and public interests; striving for the ideal; truthfulness; moral attitudes; goals.

In the emotional sphere, it is necessary to form the nature of moral experiences associated with norms or deviations from norms and ideals: pity, sympathy, trust, responsiveness, conscientiousness, and others. The method that influences the emotional sphere of the child is suggestion. To instill means to influence the feelings, and through them to the mind and will of the child.

In the volitional sphere, it is necessary to form moral-volitional aspirations of actions: courage, courage, adherence to principles in upholding moral ideals.

In the sphere of self-regulation, it is necessary to form the moral legitimacy of choice: conscientiousness, self-esteem, self-criticism, the ability to correlate one's behavior with others, decency, self-control, reflection and others.

In the substantive and practical sphere, it is necessary to develop the ability to commit moral deeds, to show an honest and kind attitude towards reality; the ability to assess the morality of actions.

In teaching and educational activities for the prevention of deviant behavior in primary school students, when determining the methods of education, the primary school teacher must take into account the age, individual, personal characteristics of students, the degree of "social neglect".

5.2. Prevention of deviant behavior in adolescents

Problems of prevention of deviant behavior of adolescents should be solved by the entire teaching staff of the school. According to the Federal Law "On the Foundations of the System for the Prevention of Neglect and Juvenile Delinquency", the most important social order of society is educational and preventive work with adolescents to prevent delinquency. Prevention is one of the main and promising areas of activity in pedagogical work.

Let's consider the main directions of the preventive activities of the teaching staff:

1. Identification and inclusion in the zone of special attention and care of adolescents who are at risk of deviant behavior, namely, who often do not attend school, spend most of their time on the street, have learning problems, in relationships with peers and teachers.

2. Monitoring the development of adolescents, identifying groups of possible risk.

3. Creation of a program of individual support and accompaniment of a child who has fallen into the zone of special attention, taking into account the social situation of his development, based on the strengths of his personality and the environment that is significant for him.

If the significant environment poses a threat to his positive socialization, it is necessary to reorient the child to the environment with a positive orientation, creating a situation of success for him in a new environment for him.

4. Teaching the adolescent skills of social competence, communication skills, the ability to manage conflicts.

5. Organization of pre-vocational training for adolescents, as well as preparing adolescents for life in modern society, the formation of professional self-determination and mastering the skills of work.

6. Psychological-pedagogical and socio-psychological work with children at risk in school conditions.

To identify and study the characteristics of children at risk and the social status of their families in educational institutions, special questionnaires should be conducted and on the basis of them a social passport of the school should be drawn up.

To address the issues of providing psychological and socio-pedagogical assistance to children and adolescents, it is necessary not only to know the contingent of students of the "risk group", but also their psychological characteristics. In this case, the help of the escort service is used - a school psychologist. The characterization of schoolchildren at risk usually indicates that they have psychological, social and pedagogical problems. These problems require a comprehensive solution. Therefore, at the next stage, it becomes necessary to develop a program to solve them.

The tasks of the program should include:

Timely prevention and correction of deviations in the development and behavior of children;

Timely diagnosis of children at risk for school and social maladjustment;

Timely identification of orphans, children left without parental care, children with disabilities;

Organization of psychological and pedagogical assistance to children and their parents;

Implementation of modern technologies in work with children and disadvantaged families.

The main problems facing the school in working with children of deviant behavior are relevant and require a timely and professional solution. Each teaching staff must build work in this direction according to the individual characteristics of their educational institution and the student population. The main thing is that all educational services of the school and, of course, the entire teaching staff should actively participate in this work.

5.3. The role of a school psychologist in the diagnosis and prevention of deviant behavior of students

To identify deviant behavior in an educational institution, competent work of a specialist psychologist should be carried out under the supervision of the administration and with the help of class teachers and teachers.

It is necessary that this area of work meets the following principles:

The principle of prevention is the identification of adolescents of the "risk group" and the organization of preventive measures;

The principle of consistency assumes consistent systematic work to collect information, drawing up individual and group programs, correctional, psychotherapeutic, developmental activities;

The principle of interaction implies that the work is carried out collectively: administration, teachers, psychologist, medical and social workers participate in it.

A great role in the diagnosis and prevention of deviant behavior of students is assigned to the school psychologist. Diagnostics of the psychological characteristics accompanying the occurrence of deviant behavior in schoolchildren makes it possible to identify "risk groups" and to carry out preventive measures in the form of personal consultations, group trainings.

Diagnostics of the psychological characteristics accompanying the occurrence of deviant behavior in schoolchildren makes it possible to identify "risk groups" and to carry out preventive measures in the form of personal consultations, group trainings.

Any behavior that deviates from the usual norm can be identified at different stages of a teenager's development. The earlier the school psychologist begins diagnostic work, the greater the likelihood of complete rehabilitation of the child and his further harmonious development.

General diagnosis of deviant behavior essentially coincides with the general diagnosis of personality, is complex and includes:

Socio-psychological,

Socio-pedagogical,

Psychological and medical aspects.

The choice of a diagnostic technique depends on what area of deviations is supposed to be examined.

When organizing preventive work in an educational institution, a psychologist should use the following algorithm:

1. Establish the age, gender, social status, health status of the adolescent.

2. Find out the wording of the problem in the interpretation of the child and / or people close to him.

3. Determine the structure of deviant behavior.

4. Find out what socio-cultural norms are violated: age, professional, cultural, social.

5. Determine the type of interaction with reality.

6. Put forward several hypotheses about the causes and duration of deviant behavior.

7. Test hypotheses using psychodiagnostics.

8. Plan and implement a corrective action depending on the diagnosis.

Let's consider some methods of psychotherapeutic influence used by a school psychologist in the social correction of deviant adolescents.

One of the most effective methods in the psychotherapeutic activity of a teacher-psychologist is psychological counseling, which is aimed at providing direct psychological assistance to people who need it in the form of recommendations.
The counseling work of the school psychologist is carried out in the following areas:

1. Consulting and educating teachers.

2. Counseling and education for parents.

3. Counseling for schoolchildren.

In turn, counseling can take the form of actual counseling on the learning and mental development of the child, as well as in the form of educational work with all participants in the educational process at school.

One of the functions of counseling work with parents is to inform parents about the child's school problems. Also, the purpose of counseling may be the need for psychological support for parents in case of detection of serious psychological problems in a child or in connection with serious emotional experiences and events in his family.

Methods of psychological support are necessary for all schoolchildren, but children of the "risk group" especially need it. Psychological support helps to strengthen the child's self-esteem, help him believe in himself and his abilities, and support in case of failures. It is with its lack or its complete absence that the student experiences disappointment and is prone to various actions. Genuine support for a child by a teacher, parent, psychologist should be based on emphasizing his positive sides, abilities, and capabilities. It is necessary to show the child that his failure in no way diminishes his personal merits, that he is important, necessary and respected. An adult should forget about the child's past failures, help him gain confidence that he will cope with the task at hand.

The professional activity of a psychologist is aimed at creating optimal conditions for the successful prevention of deviant behavior and socialization of students. For this, the school psychologist uses various methods and techniques. One of them is the method of conversational psychotherapy.

The method of conversational psychotherapy - logotherapy - is a conversation between a psychologist and a teenager aimed at verbalizing emotional states, verbal description of emotional experiences. Verbalization of experiences causes a positive attitude towards the person who is talking to the adolescent, readiness for empathy, recognition of the value of another person's personality. This method assumes the appearance of a coincidence of verbal argumentation and the adolescent's internal state, leading to self-realization, when the adolescent focuses on personal experiences, thoughts, feelings, desires.

Another tool in the work of a school psychologist that increases the effectiveness of any activities aimed at improving the mental and physical behavior of students is the sensory room.

The sensory room is an environment organized by the psychologist in a special way, consisting of many different kinds of stimulants. To work in the sensory room, methods of light, color, sound, phytotherapy are used to influence the condition of the child through the corresponding sense organs.

Color therapy - used to influence the mood and general condition of a person. In the sensory room, the walls have colors such as green - it compensates for energy losses, relieves tension, soothes; orange - restores, warms, stimulates; purple - inspires.

Sound therapy - the therapeutic effect of this technique is based on the frequency fluctuation of various sounds. The therapeutic direction of sound therapy is used - treatment with the sounds of nature.

Music therapy is a psychotherapeutic method based on the healing effect of music on the psychological state. Calm classical music by Bach, Beethoven, Tchaikovsky, increases the intellectual work of the human brain, activates the body's immune system. Positive emotional experiences while listening to music, pleasant to the ear, increase attention, tone up the central nervous system.

For adolescents who show anxiety, anxiety, fear, stress, simple listening to music is conducted, which is accompanied by an assignment. When soft music is playing, the teenager is instructed to think about objects that make him feel uncomfortable or to be asked to rank unpleasant situations from minimal to most severe.

Herbal medicine - the use of tea for calming, vitaminizing, general strengthening and relaxation of the body.

Tactile environment - dry shower, sensory footpath, massage balls and rollers, water fountain. For the development of fine motor skills, a turtle with replaceable shells is used.

These methods create a sense of comfort and safety. Staying in a sensory room helps to improve the emotional state, reduce anxiety and aggressiveness, relieve nervous excitement and anxiety, normalize sleep, activate brain activity, and accelerate recovery processes after illness.

Many psychologists consider a very important method of psychotherapy, which uses movement as a means of communication. These methods of psychotherapy include psycho-gymnastics, which allows you to express your feelings, depict emotions using movement, facial expressions, pantomime. With the help of psycho-gymnastics, you can teach a child to control and manage their emotions. Psycho-gymnastics is a way to relieve emotional stress, reduce aggression and anxiety, and get rid of feelings of insecurity. Also, this method helps to improve the condition of students through certain exercises.

For example, stress relief exercises consist of the simplest movements "I am walking on water", "on hot sand", "I am in a hurry to school." The combination of facial expressions, gesture, movement creates a fuller opportunity to express and convey your feelings and intentions without words.

The choice of psychotherapeutic influence and interaction depends on the individual characteristics of the personality of the deviant teenager.

Correction of deviant behavior will be as effective as it takes into account the uniqueness and originality of the adolescent. An individual approach means identifying the nature of the psychological difficulties of a specific aggressive adolescent and the actual psychological mechanisms underlying adolescent problems, choosing appropriate ways and methods of work for a given individual case, providing feedback, and adjusting the chosen one.

Individual assistance to a deviant teenager in the classroom is a special activity of the class teacher, social teacher and subject teachers. It is carried out by them directly in interaction with the teenager or through his family and classroom.

Chinese wisdom says: "There is only a wrong path, but there is no hopeless situation." In upbringing, there are no hopeless situations, and there are no incorrigible people who can be considered "completely spoiled."

Literature.

1. Bogdanovich V.I. Psychocorrection in everyday life. - SPb .: Respeks, 1995.

2. Gurevich P.S. Psychology. - M: Knowledge, 1999.

3. Komar V. D. Prevention and overcoming of deviations in the behavior of adolescents // Classroom teacher. - 2003. - No. 4.

4. Romek VG, Koptorovich VA, Krukovich Ya. I. Psychological assistance in crisis situations. SPb., 2004.

5. Slobodchikov V.I., E.I. Isaev, Human Psychology, Moscow: School-Press, 1995

6. Nichishina T.V. Deviant behavior of minors: forms of prevention, ed. M.P. Osipova. - Brest: BrSU, 2012

7. Ovcharova R.V. Reference book of the social educator. - M .: TC Sphere, 2002.

8. Podlasy I.P. A course of lectures on correctional pedagogy: textbook for students ped. schools and colleges. - M .: Humanities. ed. center VLADOS, 2006.

9. Furmanov I.A. Psychology of Children with Behavioral Disorders: A Guide for Psychologists and Educators. - M., 2004.

10. Khasengaliev A. L. The role of social educator and psychologist in the organization of prevention of deviant behavior in adolescents Perm: Mercury, 2011.

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Deviant behavior of primary school children. Diagnostic criteria for the development of deviations in primary school age Causes of deviant behavior in primary school age

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Introduction

An object: Deviant behavior of children at primary school age.

Item: Causes and features of deviant behavior in primary school age.

Target: Investigate the concept of deviant behavior in primary school children and identify the factors influencing the formation of deviant behavior and its features.

Tasks:

- to study the psychological and pedagogical literature on the problem of deviant behavior of younger students;

- to identify the psychological and pedagogical features of the deviant behavior of children;

- to carry out diagnostics to study the deviant behavior of younger students;

- to develop a recommendation for a primary school teacher to identify the causes and characteristics of deviant behavior in children of primary school age.

Hypothesis: We assume that children of primary school age are prone to deviant behavior.

Theoretical and methodologicalbasis the research compiled theoretical and practical provisions of deviant behavior (E.V. Zmanovskaya, A.A. Ivin, M.A.Kovalchuk, Yu.A. Kleyberg, V.N. Kudryavtsev, A.A. , V.V. Novikov, V.F. Pirozhkov, N.V. Pereshina, M.N. Zaostrovtseva, T.I. Shulga and others);

When conducting research on the topic "Features of the development of memory in a younger schoolchild", the following research methods were used:

· Analysis of the existing source base on the issues under consideration (method of scientific analysis);

· Generalization and synthesis of points of view presented in the source base (method of scientific synthesis and generalization).

Chapter 1. Theoretical and methodological foundations of the problem of deviant behavior in primary school age

1.1 Child development at primary school age

Along with educational activities, play activities continue to occupy a significant place in the life of primary schoolchildren, primarily games with rules, dramatization games.

1.2 Causes of Deviant Behavior in Early School Age

Deviations of behavior from the norm are also called abnormal, asocial, antisocial, deviant, upset, wrong, twisted, spoiled, delinquent. All these names speak about one thing: the child's behavior does not correspond to the accepted norm, i.e. is abnormal, or abnormal.

Deviant behavior is a common developmental difficulty in a child.

According to scientists, the deviant behavior of children can be due to a number of factors:

· Features of individual, including neurodynamic, properties of a child - instability of mental processes, psychomotor retardation (or disinhibition);

· Improper upbringing (hypoprotection, dominant hyperprotection, conniving hyperprotection, etc.);

• the peculiarities of the child's perception and interpretation of certain actions of the parent (if the child evaluates the actions of the parent as an obstacle to the satisfaction of urgent needs, a behavior disorder occurs);

· Inadequate (defensive) response of the child to certain difficulties in school life or to the style of relationships with adults and peers that does not satisfy the child;

· Pedagogical mistakes of teachers;

In early school age, the most common forms of deviant behavior are disobedience, expressed in pranks, mischief, misconduct; children's negativism, manifested in stubbornness, whims, self-will, indiscipline.

E.V. Zmanovskaya combines all types of deviant behavior into three groups:

· Antisocial (delinquent);

· Asocial (immoral);

· Self-destructive (self-destructive).

Typical behavioral disorders in children, according to M.E. Weiner are:

· Hyperactive behavior (increased need for movement, due mainly to the neurodynamic characteristics of the child);

Demonstrative behavior (deliberate and deliberate violation of accepted norms, rules of behavior; variants of such behavior: childish antics, whims, accompanied by external manifestations of irritation);

• protest behavior (negativism, obstinacy, stubbornness);

· Aggressive behavior (physical, verbal aggression);

· Infantile behavior (preservation in the child's behavior of features inherent in an earlier age);

· Conformal behavior (completely subordinated to external conditions - the requirements of other people);

· Symptomatic behavior (coded message, a kind of alarm signal from the child's side, for example, the child's temperature naturally rises on the day of the test, dictation).

Domestic and foreign researchers have proposed different approaches to the classification of non-standard behavior. Most of them belong to doctors and psychologists and are based on an analysis of the mental characteristics of people, such as focus, motivation, character, temperament.

The requirements put forward are met by the multidimensional classification of the deviant behavior of primary schoolchildren. In unity and interdependence, it takes into account:

· Visible most characteristic signs of deviant behavior;

· Level (depth) of behavior deviations;

· The nature (content) of deviant behavior;

· Duration (neglect) of deviant behavior;

· The main hereditary and characterological reasons that caused a certain type of deviant behavior;

· Goals (focus) of non-standard behavior;

· Main sources (causes) of occurrence;

· Emotional states;

· Features of manifestation of deviant behavior;

· Type (name, definition) of deviant behavior.

Table 1

Classification of deviant behavior

1.3 Indicators and characteristics of deviant behavior of primary schoolchildren

Externalview

Emotionalfortunes

slight emotional excitement,

motor restlessness,

slight anxiety

moderate anxiety,

severe anxiety

extreme anxiety, depression,

oppressive feeling of deprivation, deprivation (deprivation),

the collapse of all hopes (frustration).

But if many small goals form a kind of need, then large goals - behavior strategies - come to the surface. By the generality of goals, threethe mainstrategydeviantbehavior:

1) satisfactionrequirements;

2) realandzationauthorities;

3) committingto sweep. They deserve to be thoroughly understood. Children with such behavioral strategies will be called accordingly demanding, owastupid, vindictive . Consider their intentions and typical ways of achieving their goals.

Characteristic features of the behavior of a demanding student:

· Good behavior, reliable, constant teacher's assistant;

· Diligent, diligent;

• annoying, fickle, unbalanced, jealous;

· Is capable of small dirty tricks in order to take revenge on the teacher and friends "for treason";

· Increased anxiety;

· Likes to lie, to embellish events.

Visible signs of behavior: