Diagnosis and correction of schoolchildren's deviations in behavior. Experimental study of deviant behavior of junior schoolchildren Junior schoolchildren with deviant behavior
Download:
Preview:
Deviant behavior of students: causes, signs, organization of work on its prevention
Part 1.
The concept of deviant behavior of students in the light of sociology, psychology and pedagogy.
When judging a particular act, then,
before evaluating it
take into account different circumstances and
take into account the whole
the person who made 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 achieving their goals. Despite the positive moments 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. Under these conditions, the study and rethinking of the problem of school behavior is of great importance, which can become an effective means of 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. The following 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 Neglect and Juvenile Delinquency”, additions to the Federal Law “On the Fundamentals of Social Services for the 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 kind of behavior can be considered appropriate, and which deviant.
Scientific ideas about these concepts and about human behavior in general, arose at the beginning of the 20th century. Initially, scientists understood behavior as any external manifestations of a person. These included motor, vegetative, 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 personality. These include the type of nervous system, motivation, emotional reactions, 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 this field of activity. Translated from Latin, “norm” is a rule, a model, a prescription. The norm performs the function of control on the part of society, informs, allows you to evaluate behavior, predict it. No matter how people treat them, norms exist and are constantly in effect.
The normal behavior of a student presupposes his 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 society, activities, customs, and traditions. Deviant behavior of students is now quite common and is observed in almost every school. This situation has put the phenomenon of deviant behavior in the center of attention of sociologists, teachers, psychologists, doctors, and law enforcement officers. The reason for this deviation lies in the peculiarities of the relationship and interaction of students with the outside world, the 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, like catalysts, affect its dynamics.
There are different approaches to the definition of deviant behavior, and they are interpreted from the point of view of various sciences.
Philosophy deals with the most general questions concerning human life and the world - the world in which man lives and acts. This is also acceptable for teenagers. Features of behavior can be associated with such issues as the causes and purposes of the existence of the world, with the meaning of human life, with the category of freedom and the possibility for a person to use this freedom.
Psychology sees the causes of deviant behavior in the structure of a person's personality, his inner world, level of consciousness, in the features 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 underlies human actions. Each person has his own special set of ideas, experiences, inclinations to act in a certain way, and psychologists are interested in knowing by 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 the persistent, recurring psychological phenomena that underlie people's social behavior, their relationships to each other, and their characteristic ways of thinking." The socio-psychological approach explains the reasons that influence 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 social, 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 to a particular situation formed in a certain cultural environment.
Behavior is a category inherent in students as individuals. Personality is a specific person, the 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 individual 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. 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 on
from the attitude of adults towards them, and not from
adult attitudes towards problems
education.
G. Chesterton
The problem of deviant behavior of school-age children occupies one of the first places among other social and psychological problems. A modern student lives in a world that is complex in content and ability to socialize. Even taking into account the fact that it is currently very difficult to assess the deviant behavior of students, it can be said that the scale of this phenomenon is growing in many ways. Teachers 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 conflict, undisciplined, incapable of self-control schoolchildren.
This is due to many reasons. Let's consider them.
1. At present, scientific and technical transformations are taking place 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 high school, which leads to mental overload, conscious or unconscious dissatisfaction with their character traits, 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 occurs. An unfavorable climate in the school community may be one of the reasons for the emergence of deviant behavior, and an authoritarian pedagogical style may be the cause of an unfavorable climate. 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 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 aimed at suppressing individual students, and this in turn is another cause of deviation.
2. The modern world provides an opportunity and access to a huge flow of diverse information, which is not always positive for growing children who have not yet developed a clear position in life, ideals have not been formed, there is no goal. Modern information and communication technologies open up unprecedented opportunities for a person to access information and knowledge, allow each person 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. For the formation of the information culture of the individual, it is necessary to understand what are the foundations of the information culture of society - what norms of morality and law are acceptable, what is the vector of development of informatization, on what it is built, 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 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 becoming a person. The formation of a personality essentially depends on the totality 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 socialization the student is formed as a member of the society to which he belongs. The school is a place of socialization. It is a model of the existing society, it is here that the assimilation of basic social values, norms, patterns of behavior in the group takes place. At the same time, at a certain stage of education, it is the socialization factor that begins to have a significant impact on the success of a child's education. The socialization of schoolchildren is not always successful. Moreover, the result almost never reaches the ideal, both at the social and personal levels, and the 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 be below the line of socially approved behavior. The socialization of school-age children almost always has a deviation. Deviant, failed socialization is one of the causes of deviant behavior. Timely and successful socialization of a student 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 cause of the child's deviant behavior. The social status of a family can be considered by the number of children in the family, by the presence of one parent - the so-called incomplete families, and by the situation when children are brought up by grandmothers or guardians. Of course, the well-being of the family is also influenced by such factors as alcoholism of parents, unemployment, and psychological deviations. It affects 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, the absence 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 causes of a different nature, associated with a violation of the educational function of the family, causing a change in the personality of the child and leading to deviant behavior. In families where the relationship between children and parents is characterized by indifference, hypocrisy, adolescents have difficulty mastering positive social experience. A teenager in such a family loses early the need to communicate with his parents. A tendency to 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, because 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 difficulty, slowly, with little result.
There are also asocial families where parents lead an immoral, illegal way of life. In such families, as a rule, no one is involved in the upbringing of children. Children are neglected, lag behind in development, become victims of violence, both from their parents and 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, feeling, 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 and abilities are fully manifested, the “I am a concept” is being formed. "I am a concept" is a stable, unique system of a person's ideas 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 is formed about personal qualities, abilities, social significance, and appearance.
Based on the foregoing, it can be seen that the causes of deviant behavior of students lie in the features of the relationship and interaction of a person with the outside world, the social environment and oneself.
Thus, among the causes of deviant behavior, many researchers distinguish heredity, social environment, training, 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 Kleiberg Yuri Aleksandrovich identifies only three main causes of deviant behavior: biological, psychological and social. The biological reason is expressed in the physiological characteristics of a teenager, his health. The psychological reason lies in the peculiarities of temperament, character accentuation. The social reason reflects the interaction of a teenager in society, in the family, at school.
Literature.
1. Rozhkov M.I. Raising a difficult child. Children with deviant behavior. Proc. - method allowance. Moscow: center VLADOS, 2006.
2. Zmanovskaya E.V. Deviantology: (Psychology of deviant behavior): M.: Publishing center "Academy", 2004.
3. Kashchenko V.P. Pedagogical correction: Correct. shortcomings of character in children and adolescents: book. for the teacher. – 2nd ed. - M.: Enlightenment, 1994
4. Kleiberg 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 middle ped. textbook establishments. - M ..: Publishing Center "Academy", 2000.
6. Lichko A.E. Psychopathy and character accentuation 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 younger schoolchildren and adolescent students
Junior schoolchildren - students of grades I-IV at the age of 6 to 10 years. The most important changes taking place in the development of the psyche of children of primary school age are associated with this period of study. The beginning of schooling leads to a radical change in the social situation of development and formation of the child. He becomes an active participant in the educational process and now has socially significant duties, the fulfillment of which receives public assessment. During primary school age, a new type of relationship with the surrounding people begins to take shape. The unconditional authority of an adult is gradually 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 increases.
It is in elementary school that children often acquire the first negative experience of educational activities and exhibit deviant behavior. In this case, deviant behavior is the initial stage of deviant behavior and "this is a behavioral disorder not caused by mental illness" - R.V. Ovcharov.
Many psychologists believe that deviant behavior in junior schoolchildren should be considered as a normal reaction to the conditions that are abnormal for the child in which he finds himself. In this case, the task of the teacher is to help the child cope with his problems, facilitate development, remove the causes that cause deviations in behavior in time, and also, through school classes, influence the child's ideas about this process.
Let us consider the phenomena that a teacher in elementary school encounters when working with younger students.
Almost every day, younger students show disobedience. Disobedience is the most common form of resistance at a young age, which manifests itself in the unwillingness to comply with the teacher's requirements and 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 opposition to the requests, advice, demands and instructions of teachers and parents. This is a kind of stubborn disobedience for which there is no visible, clear motive. The danger of disobedience is that it gives rise to children's deceit, and can also lead to a disorder of the nervous system: neuroses, irritability, a tendency to scandals and conflicts. When such 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 prank 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 student's behavior. But unlike a prank, a mischievous person already deliberately violates the established rules, deliberately commits actions that harm other students. The purpose of mischief is to annoy, avenge, or gain a benefit for oneself.
Misdemeanor is a more negative phenomenon in the behavior of younger schoolchildren, and this is already a socially dangerous phenomenon. The main difference between misconduct and mischief is its repetition and forethought in advance. If a child repeats offenses 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 more often manifests itself by the end of elementary school. Self-will is formed as a result of 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, disrespect adults. Often the causes of rudeness are incontinence, weakness of will, inability of the child to control himself. Thus, self-will leads to deviant behavior.
Children's negativism can manifest itself in younger schoolchildren, 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 one of the types of stubbornness, expressed in the refusal to perform the required action. Active - when the child performs actions opposite to those expected of him. According to the duration of manifestation, negativism can be stable and episodic. The first lasts a long time, and the second appears only at times. 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 seen as a manifestation of deviant behavior and whims of children.
Whims - a feature of the 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 regular 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 weak will and the result of improper upbringing. The main direction in the teacher's work on the prevention of capricious behavior is the strengthening and hardening of the child's nervous system, tactful suggestion, the creation of a healthy atmosphere, calm exactingness. Capricious behavior is mainly characteristic of girls.
Boys are characterized by indiscipline. It can be of two types: malicious and not malicious. As a rule, mischief and prank lead to non-malicious violations of discipline. More dangerous are malicious breaches of discipline, especially if they are repetitive. With social and pedagogical neglect, the indiscipline of younger students can turn into criminal behavior. Some of them are capable of committing significant illegal violations, such as hooliganism, theft, cheating, fraud. Having stepped over the boundaries of what is permitted, children who have lost control of themselves become especially bold, their behavior becomes deviant.
Adolescence.
Adolescence is characterized by the transition from childhood to adulthood. This transition is divided into two stages: adolescence and adolescence. It should be noted that teachers often define the age limits of students in completely different ways, but most teachers attribute the time period of 10-14 years to adolescence, and 14-18 years to youthful age. For some students in recent years, the process of acceleration has violated the usual age boundaries 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 and formed.
The main new feature that appears in the psychology of a teenager compared to a child of primary school age is a higher level of self-awareness, the need to recognize oneself as a person. Lev Semenovich Vygodsky believes that the formation of self-consciousness 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 the teenager a sense of maturity, but his social status in school and family does not change. And then the struggle for the recognition of their rights and independence begins, which inevitably leads to a conflict between adults and adolescents. The result is a crisis of adolescence.
The teenage 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 passion, the reaction of protest, imitation, dromania.
Consider these behavioral responses.
emancipation reaction.
The reaction of emancipation is manifested in the desire to free oneself from the guardianship, control, patronage of older people. It 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 the elders. The reaction of emancipation is formed in the case when there is excessive guardianship on the part of the elders, there is a constant petty control that deprives the teenager of any freedom. At the same time, the need to get out of 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 everyday behavior of a teenager, in the desire to always and everywhere act in his own way, on his own.
Grouping reactions with peers.
Adolescents 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 what group the teenager belongs to - pro-social, where the norms of behavior are observed or asocial, in which these norms are neglected. If emancipation is consolidated with the reaction of grouping with peers, the risk of deviant behavior of 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, which is under the vigilant control and supervision of adults, does not attract teenagers much.
There are two types of youth groups. Some are distinguished by a same-sex composition, the presence of a permanent leader, a rather rigidly fixed role of each member, his firm place on the hierarchical ladder of intragroup relationships. Another type of teenage groups is distinguished by a fuzzy distribution of roles, the absence of a permanent leader - different members of the group carry out his function, depending on what the group is currently doing. The composition of the group is usually heterogeneous and unstable - some leave, others come.
The grouping reaction in adolescence explains most cases of deviant behavior. In the group of peers, as a rule, a teenager is accustomed to smoking, foul language, and the use of narcotic drugs. The grouping reaction is often manifested by hooligan actions, offenses, and drunkenness.
Hobby reaction or hobby-reaction.
Another important feature of adolescent behavior is the hobby response. According to the Soviet psychiatrist, honored scientist and professor Andrey Evgenievich Lichko, “hobbies constitute a special category of mental phenomena, structural components of the personality, located somewhere between instincts and drives, on the one hand, and inclinations and interests, on the other. Unlike drives, hobbies do not have a direct connection with instincts. Unlike interests and inclinations, hobbies are always more emotionally colored, although they do not constitute the main labor orientation of the individual.
Hobbies in adolescents can underlie behavioral disorders - this happens either due to the unusual, strange and even asocial content of the hobbies themselves or the illegality of ways to achieve the desired goal. Gambling hobbies are hobbies associated with a deep interest in certain activities. Gambling hobbies - card games, betting on hockey and football matches, various kinds of betting on money, passion for various types of lotteries. The types of hobbies may vary, but each of them is fueled by a sense of excitement. This kind of hobbies most often provokes teenagers to deviant behavior.
Informative and communicative hobbies are manifested by a thirst for new easy information that does not require any critical intellectual processing, as well as a need for many superficial contacts that allow this information to be exchanged. Hours of idle chatter with random friends, aimless walking through the streets, long sitting in front of the TV. All this can be considered a manner of behavior, a form of communication at the most primitive level.
Bodily-manual hobbies are associated with the intention to strengthen one's strength, endurance, and acquire dexterity.
Leadership hobbies come down to finding situations where you can lead, manage, organize something, guide others.
Any hobbies that are antisocial in nature 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 one’s own well-being is endangered.
It must be understood that teenagers' hobbies themselves do not pose a danger until they acquire antisocial content.
Protest reaction
The protest reaction is one of the most common reactions in adolescence. This is a fickle and transient reaction, characterized by selectivity and direction. Protest reactions are passive and active. Passive reactions of protest are disguised hostility, dissatisfaction, resentment towards the adult who caused such a reaction of the teenager, the loss of the previous emotional contact with him, the desire to avoid communication with him. Active protest reactions can manifest themselves in the form of disobedience, rudeness, defiant and even aggressive behavior in response to a conflict, punishments, reproaches, insults. The protest reaction is directed against those persons who were the source of his experiences. 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 in everything. In childhood, a child imitates his parents, older brothers or sisters, and in general many adults. In adolescence, the object of imitation is often a "negative" hero. Adolescents do not realize what crime is, the law, prison and everything connected with it, they do not know and are not afraid of the social consequences of the offense.
Dromamania.
Under dromomania it is customary to understand the attraction to runaways 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 guilty in this way. It is not uncommon for teenagers to 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 other people, and, above all, with peers. Since adolescents' self-esteem has not yet been determined, value orientations have not developed 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 interact, if at all, more negatively than positively. For adolescents with deviant behavior, a violation of the rules accepted in society is characteristic.
In a teenager with deviant behavior, one can observe such psychological features 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 other people. Adolescents with deviant behavior often shy away from educational and work activities. In adolescents, refusal to study, systematic failure to complete tasks, absenteeism and gaps in knowledge make it impossible to continue their studies.
In adolescents, there is no resistance to the negative influence of the environment in behavior and the likelihood of antisocial behavior is high.
From the point of view of the teenager himself, behavior considered by adults as deviant is considered “normal”, reflecting 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, the variability of behavior and, consequently, the viability and development of human society. From these positions, 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 a 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.
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: Psychology of deviant behavior. - M., 2003.
4. Kozlov V.V. Work with a crisis personality methodical manual, 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 on its prevention
These are the eternal truths:
Late noticed ... passed by ...
Difficult children are not born
They just didn't get help!
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 attraction and contagiousness - most people verbally reject aggression, and at the same time widely demonstrate it in their daily lives.
Aggression is motivated destructive behavior that is contrary to the norms of human coexistence, harming the objects 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 situation of development 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 child aggression are one of the most common forms of behavioral disorders that parents, teachers and 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 manifestations of child aggressiveness are:
The desire to attract the attention of peers;
Get the desired result;
The desire to be the leader in the team;
Protection from attack and revenge;
Desire to show superiority.
In addition to the factors of child aggressiveness, there are reasons that cause a child to have a persistent manifestation of these reactions.
Psychologist Svetlana Afanasyevna Belicheva describes the reasons that provoke the manifestation of child aggressiveness:
1. The child's internal dissatisfaction with his status in the peer group, especially if he has an inherent desire for leadership.
2. Feelings of anxiety and fear of attack.
3. Aggressive behavior as a specific way of attracting the attention of others.
4. The child's unmet need for love and companionship.
5. Broadcasting aggressive behavior, the child can protest, which concerns the established rules and procedures.
In almost every group there is at least one child with signs of aggressive behavior.
Child psychologist Nadezhda Leonidovna Kryazheva characterizes the aggressive behavior of a junior schoolchild. She writes:
“An aggressive student constantly creates conflict situations, attacks peers, uses rude expressions, and fights. Such an aggressive student is difficult to accept for who he is, and even more difficult to understand his behavior. However, the student's aggression is a reflection of his inner discomfort, his inability to adequately respond to the events taking place around him. Aggressive children are often suspicious and wary, they like to shift the blame for the quarrel they started on others. Such children often cannot assess their aggressiveness themselves, they do not notice that they instill fear and anxiety in those around them. On the contrary, it seems to them that the whole world wants to offend them. Thus, a vicious circle is obtained: aggressive children are afraid and hate others, and those in turn are afraid of them.
Consider the types of aggression found in schoolchildren.
Aggressive-insensitive student.
In the school community, there are students who have impaired emotional empathy, sympathy for other children and adults. The reasons for this phenomenon may lie in the unfavorable conditions of family education, violations of the child's intellectual development, as well as in the features of emotional coldness, callousness, increased affective excitability, and emotional instability.
Aggressive and touchy student.
The resentment of a child can be associated not only with shortcomings in education or learning difficulties, but also with the period of adolescence, developmental features of the nervous system and body. Hypersensitivity, irritability, vulnerability can provoke aggressive behavior. On the one hand, this behavior is clearly demonstrative and aimed at drawing attention to oneself. On the other hand, children refuse to communicate with the offender - they are silent, turn away, go aside. Refusal to communicate is used as a means of drawing attention to oneself, as a way of causing guilt and remorse in the one who offended. In one way or another, in certain situations, every person experiences a feeling of resentment.
Hyperactive-aggressive student.
This type manifests itself in the form of molestation to other children, senseless fights, inadequate reactions, temper, excitability, intrusion into someone else's territory, damage to property, etc. This is due to the difficulties of the child's adaptation in an environment that makes too high demands for his level of maturity, and also characterizes the child's inability to structure his activity, see meaning in it, and set goals. For such a child, the world is chaos and he randomly responds to "anything." Such students need to develop the ability to admit their own mistakes, develop empathy for others - peers, adults and all living things.
Aggressive-fearful student.
Fear, fears make the child "be fully armed", that is, be ready to repel an attack or other danger. Hostility, suspicion is a means of protecting the child from an imaginary threat or an imaginary attack. As a rule, fears are exaggerated. And the aggressive reaction of the child 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 significance, being chosen, "genius". Such children are often sure that they are not appreciated, they are not understood, they are treated unfairly. From this, they either take on an arrogant look, leaving only admiring admirers next to them, or close up and isolate themselves, turning into a "white crow", or become extremely aggressive, becoming furious in any situation where their "genius" is questioned. In addition, they sometimes persecute those who are weaker, enjoying their suffering.
Aggression of low self-esteem often manifests itself in the form of increased resentment, irascibility, vulnerability. It is formed in an atmosphere of criticality, nit-picking, ridicule, mockery. Especially prone to this are children who are sensitive to the assessment of others, 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 of aggressiveness of children, one can notice that they differ significantly in the nature of their behavior and in the degree of difficulties that they create for others. Some of them constantly fight, and you have to call them to order all the time, others do their best to attract attention and look "good", others hide from prying eyes and avoid any contact.
Of particular note is the aggressiveness of adolescents - this is one of the most common, painful phenomena in the educational process and in society. External manifestations of 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 the teenage crisis, an extremely unpleasant, but at the same time a natural and natural phenomenon. Adolescent aggression is a sign of internal discomfort and inability to control their emotions.
Adolescent aggression can be expressed in different forms.
Physical Aggression: A teenager uses physical force against other people.
Verbal aggression: a teenager expresses his negative feelings with the help of words, threats, screaming, foul language.
Irritability: the teenager is rude at the slightest provocation, becomes sharp and quick-tempered.
Suspicion: a teenager is negatively inclined towards others, does not trust them, believing that "everyone is against him."
Indirect aggression: a teenager tries to express his aggression through cruel 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 “for the whole world”.
Passive-aggressive behavior: a teenager does not do what is asked, or does it too slowly, forgets about requests and instructions, takes time.
Aggressive behavior of adolescents is one of the most pressing social problems, so it is necessary to determine ways to prevent this phenomenon.
Prevention of aggressive behavior is a set of state, public, 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 of adolescents is becoming not only socially significant, but also psychologically necessary. The problem of prevention of aggressiveness should be addressed in the following areas:
Identification of adverse factors that cause the occurrence of aggressive behavior, and the timely elimination of these adverse effects;
Modern diagnostics of aggressive manifestations in the behavior of adolescents and the implementation of a differentiated approach in the choice of prophylactic agents;
The involvement of adolescents in the affairs of society, when a teenager occupies a certain place in it and keeps 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. Attachment can also 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 given to teachers and psychologists.
4.2. Drug addiction as a form of deviant behavior of adolescents
Drug addiction is another type of deviant behavior of teenagers, which leads to the worst consequences if the problem is not identified in time and no action is taken. A teenager who has become a drug addict is lost to society, as he begins to degrade and lose interest in everything that happens around him. Age characteristics of adolescent drug addiction show that adolescents at the age of 12–14 begin to show interest in this phenomenon, and adolescents at the age of 15–17 use drugs. Teenage drug addiction is constantly rejuvenated, in recent years the age of adolescents has decreased from 17 years to 12 years.
Drugs include anything that is addictive, including alcohol and nicotine; drugs - this is caffeine found in coffee, 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, coca bush.
Consider the main drug addictions found in adolescents at the present time:
Morphinism is a morbid, irresistible craving for opium, which is derived from the poppy 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. Synonyms for hashish are anasha, plan, marijuana.
Cocainism is an irresistible attraction to the juice of the coca bush, which first causes excitation and then depression of the nervous system.
Alcoholism is addiction to alcohol. According to the terminology of the World Health Organization, alcoholism is a type of drug addiction, and in a number of 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. Adolescents also use such toxic substances as vapors of Moment glue, gasoline, and acetone.
Tobacco smoking is a nicotine addiction that has a devastating effect on various organs and body systems. Nicotine is an alkaloid found in the leaves and stems of tobacco. When smoking, it is inhaled with smoke, enters the bloodstream through the lungs, and after a few seconds enters the central nervous system.
Adolescents 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 psychoses that have developed as a result of drug addiction.
Here are the reasons why a child resorts to drugs in adolescence:
The microenvironment in which a teenager rotates, and the appearance of at least one drug addict in this microenvironment can adversely affect him;
Early initiation 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;
The unformed psyche of a teenager, weak willpower, inability to refuse and get away from negative situations;
Depressive state, lack of understanding and joys in life from family and friends;
Psychologically unbalanced teenagers, 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 sense of their own dignity;
Dysfunctional families, alcoholism or drug addiction in parents.
The role of the teacher is to be able to see the first signs of drug use. Depending on the type of narcotic substance, the first signs of drug addiction are different, but they can appear quite clearly:
An unnatural glint in the eyes and constriction or dilation of the pupils appear, regardless of the light;
The behavior of a teenager who has used a drug is very different from the behavior of ordinary students, inexplicable lethargy or hyperactivity appears, movement coordination is disturbed;
The emphasis of the letter and manner of speech change;
The skin becomes pale or vice versa reddens for no reason;
The mood changes quickly, causeless 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, redness of the lips, dry mouth;
When taking opiates - drowsiness, at the most inopportune moments a person falls asleep, periodically wakes up and immediately begins to take part in the 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 animated, cannot sit in one place, speaks very quickly, jumps from one topic to another, his pupils are dilated;
When taking hallucinogens, various visual and auditory hallucinations occur: rats, crocodiles, flies, beetles, snakes are seen, voices are heard, depression and psychosis appear;
When intoxicated, speech is slurred, weaving, coordination of movements is disturbed;
When taking volatile narcotic active substances, the behavior resembles alcohol intoxication, noisy defiant behavior is manifested, such a child smells of acetone, gasoline, glue.
When using tobacco, a teenager's pulse quickens, thirst, irritability arise, and sleep is disturbed. Due to early initiation 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 teen drug addiction should begin with health education in schools. At the same time, the goal is to reveal the terrible harm that drugs can cause. Explain and dispel the frivolous attitude towards their health characteristic of adolescents.
Prevention of teenage 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 teenagers. The teacher should form positive priorities in adolescents, introduce them to the culture.
Prevention of teen 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.
Prevention of drug addiction also includes the identification of adolescents who have used drugs. When identifying the first cases of drug use by a teenager, the position of parents and teachers should be firm, only their extremely severe psychological pressure on a teenager-drug addict during his first drug use, depriving him of material support and dubious friends, can save the teenager from drug addiction in the future. Only such a method of blocking deviant behavior, used by adults in relation to a teenager drug addict, is the most effective at the initial stage.
4.3. Suicidal behavior in 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 is in the nature of situational-personal reactions, i.e. It is actually not connected with the very desire to die, but with the desire to avoid stressful situations or punishment. Suicidal behavior is often demonstrative, including blackmail. Most researchers note that suicidal behavior in children under 13 years of age is a rare occurrence, and only from the age of 14-15 suicidal activity increases sharply, reaching a maximum by the age of 16-19.
The suicidal behavior of adolescents has a number of features characteristic of a growing organism and personality.
In adolescence, suicidal behavior is promoted by depressive states that manifest themselves differently than in adults and are characterized by the following phenomena: sad mood, feeling bored and tired, excessive emotionality, somatic complaints, aggressive behavior, disobedience, poor academic performance, absenteeism from school, 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 such behavior is passive suicidal thoughts about one's death.
The second stage is manifested 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 is added to the plan, which leads to a transition to an 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 sometimes it seems quite unexpected. This type of suicide is always preceded by a depressive state, depressed mood, or simply thoughts of passing away.
Demonstrative suicide is not associated with the desire to die, it is presented as a way to draw attention to oneself, to one's problems, to call for help, to engage in dialogue.
Hidden 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. Hidden suicide refers to actions that contribute to a high probability of death. To a greater extent, such behavior is aimed at risk, at playing with death, than at escaping from life. This type of behavior is characterized, first of all, by actions performed at the height of affect.
Given 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 use of drugs and toxic drugs that exacerbate depression cause psychoses;
Suffering from affective disorders, especially severe depression;
Adolescents with severe family problems: departure from the family of a significant adult, divorce, domestic violence.
The psychological features of adolescents at risk are impressionability, suggestibility, low criticality to their behavior, mood swings, impulsiveness, the ability to feel and experience vividly.
Activity on primary prevention of suicides is the most important direction of work of educational institution. In order to prevent suicidal intentions of adolescents, teachers should carry out preventive measures aimed at:
− formation of healthy life attitudes;
− development of communication skills;
− formation of adequate self-esteem;
- removal of anxiety and improvement of the microclimate in the classroom and in the educational institution;
− training in effective ways of overcoming crisis situations,
− conflict resolution,
− formation of value orientations, value attitude to life and health.
If the teenager is suicidal or has attempted suicide in the past
1. Don't push him away if he decides to share his problems with you, even if you are overwhelmed by the situation. Remember that suicidal teens rarely seek professional help.
2. Trust your intuition if you sense suicidal tendencies in this teenager. Don't ignore warning signs.
3. Don't offer what you can't guarantee. For example, "Of course 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 any information could affect his security.
5. Remain calm, do not judge, no matter what and what you say.
6. Be sincere. Try to determine how serious the threat is. Know that questions about suicidal thoughts do not always lead to suicide attempts. In fact, a teenager may feel relief from realizing the problem.
7. Try to find out if the teenager has a plan of action. A concrete plan is a sign of real danger.
8. Reassure your teen that there is always someone to turn to for help.
9. Don't offer simplistic solutions like "All you need right now is a good night's sleep, you'll feel better in the morning."
10. Show your teen that you want to talk about feelings and that you don't judge them for those feelings.
11. Help your teenager understand how to manage a crisis and understand that severe stress prevents full understanding of the situation. Unobtrusively advise to find some solution.
12. Help find people or places that can reduce the stress you are experiencing. At the slightest opportunity, act in such a way as to slightly reduce the pressure.
13. Help your teen understand that the sense of security that is present won't last forever.
4.4. Vandalism is one form of destructive behavior.
Another form of deviant destructive behavior is vandalism. Vandalism is the 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 pollution of the walls of houses and other structures in settlements, in damage to vehicle equipment: seats, windows, handrails, elevators and residential buildings and institutions , damage and disabling of telephone boxes, damage to garden equipment and attractions in parks.
Vandalism is a kind of "dialogue" that a teenager tries to have 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 others', they misbehave in "public" places.
Vandal behavior is the initial stage of crimes, robberies, pogroms. Numerous studies and statistics show that most acts of vandalism are committed by young people under the age of 20. According to sociologists, vandalism peaks at 11-13 years of age. Teenage vandals have about the same level of intellectual development as their peers, but school performance is much lower. Psychologists believe that almost all teenagers who commit vandalism are in a crisis situation.
The English psychologist D. Kanter identifies the main motives for the manifestation of vandalism:
1. Vandalism as a way 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 insult or insult.
4. Vandalism as a game is a common type of childish destruction, considered as an opportunity to raise the status in a group of peers through the manifestation of strength, dexterity, courage.
5. Vicious vandalism. Represents acts caused by feelings of hostility, dislike for other people and pleasure from causing harm.
Prevention of vandalism in educational institutions should be carried out in the following areas:
Raising in children a respectful attitude to the 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 largely contribute to accuracy and 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 science, 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 in schoolchildren of a sense of patriotism, citizenship, responsibility for the life of their country, the preservation of its spiritual and cultural heritage.
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.
The elimination of conflicts between students and parents, teachers, peers, the 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 daily. The number of children who can work with computer programs and play computer games is increasing. Nowadays, the world of the Internet is so exciting and diverse that many people, especially children and teenagers, give up the joys of real life, devoting all their free time to the computer and the Internet. And it's 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, and the development of depressive states. Researchers fairly objectively assess both positive and negative aspects of the use of the Internet.
The main types of activities carried out through the Internet, namely, communication, cognition and play, have the property of capturing a teenager as a whole, sometimes leaving him neither time nor energy for other activities. In this regard, at present, teachers need to pay attention and prevent Internet addiction.
According to scientists, a teenager can be considered addicted, 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 being addressed to him. Such a teenager experiences an irresistible desire to stay in virtual reality as long as possible, forgetting about everything. In severe stages of addiction, the child has inflamed, reddened eyes, a high degree of nervous and physical exhaustion, tearing, and yawning.
Scientists also identify another type of psychosomatic disorder, which, in terms of symptoms, is similar to Internet addiction, but also causes nervous and physical excitement. This disease is called “gambling addiction”, and its victims are mainly children and adolescents.
In passion for computer games, most often tend to see a threat to personal development, especially when it comes to teenagers.
The most dangerous psychologists consider role-playing games. Especially those in which the player sees the game world not from the outside, but, as it were, through the eyes of his hero. In this case, after a few minutes of the game, the player has a moment of complete identification with the game hero.
Games that require 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. The following signs are characteristic of this type of deviant behavior:
1. Constant involvement, increase in 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. Increasing 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, "internetomania" leads almost to the destruction of the individual, and this is especially true for children.
It becomes obvious that prevention of Internet addiction among adolescents is necessary.
Prevention of computer addiction in adolescents generally does not differ from the prevention of other types of addictive behavior. The most important factor is the emotional situation in the family and the spiritual connection between its members. The likelihood of developing addiction is less if the child does not feel lonely and misunderstood by people close to him.
Among the actual types of preventive work is socio-pedagogical. To prevent computer addiction, it is necessary to actively involve adolescents in the social and educational life of the educational institution in advance, to promote 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 the social contacts of children and involve them in joint activities.
In the process of educational activities, it is necessary to show the student a variety of life, entertainment that is not related to a computer.
An important aspect in the activity of a teacher is the education of teenagers of the culture of Internet use. It is necessary to teach children to use the realm of the limitless possibilities of the Internet to achieve goals and solve real, not virtual tasks, for example, to learn a foreign language or to learn how to print quickly, to obtain information of practical importance.
Teachers need to conduct preventive and explanatory work with parents of students and achieve parental control over children. With the help of parental control, you can protect children and teenagers from the negative impact when working on a computer and on the Internet, for example, protect a child from being at the computer for a long time, from visiting certain websites, restrict 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. Zhuravlev I.I. Typological models of behavior of adolescents with various forms of deviant behavior. Saint Petersburg, 1997
5. Kamynina L.V. Suicidal behavior in adolescents.
6. Komar V.D. Prevention and overcoming deviations in the behavior of adolescents // Class teacher. - 2003. - No. 4. - S. 86-103.
7. Romek V.G., Koptorovich V.A., Krukovich Ya.I. Psychological assistance in crisis situations. SPb., 2004.
8. Slobodchikov. V.I., E.I. Isaev, Human Psychology, M.: School-Press, 1995.
9. Stepanov I. A. Suicide. On measures to prevent suicide among children and adolescents.http://centercep.ru/content/view/149/
Part 5
Organization of the work of the teaching staff with students of deviant behavior.
It is necessary to present to the child solid,
The indisputable demands of society,
Equip with standards of conduct
so that he knows what is possible and what is not,
What is commendable and what is punishable.
A.S. Makarenko
5.1. Prevention of deviant behavior of junior schoolchildren
Primary school age is the pinnacle of childhood. The child retains many childish qualities - naivety, frivolity, looking at an adult from the bottom up. But he is already beginning to lose his childish spontaneity in behavior, he has a different logic of thinking. Teaching 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 his life are changing. It is at primary school age that the foundations are laid, personal traits and qualities are formed, certain attitudes begin to take shape, which later determine the child's behavior in adolescence and youth. Therefore, the role of primary school teachers in shaping 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. This is an intermediary between children and the world of adults, who knows perfectly the mysteries of the formation of the child's psyche. The work of an elementary school teacher is incomparable in its significance with any other work.
According to I.P. Podlasogo: “only the teacher sees the child in a real setting and his real relationships - in everyday worries, work, behavior, contacts with peers, older and younger. 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 the real child in real life situations. He stands closest to the child in the course of his daily activities. And, consequently, only a teacher can make the most correct and, most importantly, holistic judgment about him. And having understood, he can prevent an unfavorable development of events.
Doctor of Psychological Sciences, Professor Belicheva Svetlana Afanasyevna determined the basic principles of preventive measures and individual prevention of deviations in the behavior of younger students, which a primary school teacher should implement in his work. This:
The principle of collective therapy (organization of the process of socialization by means of the collective, individual and collective support, solving the problems of family and school relations, relations with peers and adults in the form of socio-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 the general result, in an independent solution of one's 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 Belicheva Svetlana Afanasievna, 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 healthy lifestyle habits;
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 of younger schoolchildren can be distinguished:
Fairy tale therapy, which includes analysis of fairy tales, group writing of stories, dramatization of fairy tales;
Art therapy is free and thematic drawing, application, clay modeling, paper and cardboard construction;
Visualization;
Psycho-gymnastics - sketches for the expression of various emotions;
Game methods include mobile, role-playing games;
Modeling and analysis of problem situations;
ethical conversations.
A primary school teacher needs to carry out individual prevention in relation to younger students whose behavior has features of deviation 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.
The educational and preventive work of a primary school teacher should be carried out in various forms, depending on the characteristics of the behavior of students.
In the primary grades, it is possible to single out groups of students with special forms of deviant behavior - 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: mannerisms, clowning, ostentatious laziness, deliberate negligence, inappropriate cries, and 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 performed. But any attempts of the child to attract attention through whims, manifestations of aggressiveness should be ignored by the teacher. Such children should be given freedom, the right to make their own decisions and be responsible for them.
Power kids.
This is a very complex type of deviant behavior. Hidden children belonging to this group - power. They are persistent, demanding, wanting to rule, manage others, be constantly in the spotlight. Such a child works little or does not work at all. Can deceive, lie, hypocrisy until he gets his way.
In working with such children, the teacher must take a diplomatic position: do not give in and do not 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 quite harshly, internal prerequisites "explode", causing the child's deviant behavior.
Vengeful children.
It seems to the children of this group that they are constantly offended, they are unfair, they are not treated that way, 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 expressed confidence that any work is feasible for them and can be successfully completed, praised when there is an attempt to do something on their own. It is necessary to practice group rewards more often in order to strengthen their effect on the child.
When organizing activities to prevent deviant behavior of junior schoolchildren, a primary school teacher must use a variety of educational methods. All methods have a cumulative effect on all areas of the child. However, each method of education differs from one another in what area of the student it has a dominant effect on.
In the intellectual sphere, a younger student needs 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 standards: 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 inspire means to act on the feelings, and through them on the mind and will of the child.
In the volitional sphere, it is necessary to form the moral-volitional aspirations of actions: courage, boldness, adherence to principles in upholding moral ideals.
In the field of self-regulation, it is necessary to form the moral legitimacy of the choice: conscientiousness, self-esteem, self-criticism, the ability to correlate one's behavior with others, integrity, self-control, reflection, and others.
In the subject-practical sphere, it is necessary to develop the ability to perform moral deeds, to show an honest and kind attitude towards reality; the ability to evaluate the morality of actions.
In teaching and educational activities for the prevention of deviant behavior of junior schoolchildren, when determining the methods of education, a primary school teacher must take into account the age, individual, personal characteristics of pupils, the degree of "social neglect".
5.2. Prevention of deviant behavior in adolescents
The problems of preventing deviant behavior of adolescents should be addressed by the entire teaching staff of the school. According to the Federal Law "On the Fundamentals 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.
Consider the main areas of preventive activities of the teaching staff:
1. Identification and inclusion in the zone of special attention and care of adolescents at risk of deviant behavior, namely, those who often do not attend school, spend most of their time on the street, have problems in learning, 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 support for a child who has fallen into the zone of special attention, taking into account the social situation of his development, relying on the strengths of his personality and the environment that is significant for him.
If a significant environment poses a threat to his positive socialization, it is necessary to reorient the child to an environment with a positive orientation, creating a situation for him to succeed in a new environment for him.
4. Teaching a teenager the skills of social competence, communication skills, the ability to manage conflicts.
5. Organization of pre-professional training of teenagers, as well as preparing a teenager for life in modern society, the formation of professional self-determination and mastering the skills of labor activity.
6. Psychological-pedagogical and socio-psychological work with children at risk in a school setting.
To identify and study the characteristics of children at risk and the social status of their families in educational institutions, special surveys 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 at risk, but also their psychological characteristics. In this case, the help of an escort service is used - a school psychologist. The characteristics of school students who are included in the “risk group” usually show 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 objectives 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 maladaptation;
Timely identification of orphans, children left without parental care, children with disabilities;
Organization of psychological and pedagogical assistance to children and their parents;
Introduction of modern technologies in work with children and dysfunctional families.
The main problems facing the school in working with children with deviant behavior are relevant and require timely and professional solutions. Each teaching staff should build work in this direction according to the individual characteristics of their educational institution and the contingent of students. 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 the school psychologist in the diagnosis and prevention of deviant behavior of students
To identify deviant behavior in an educational institution, the competent work of a specialist psychologist under the supervision of the administration and with the help of class teachers and teachers should be carried out.
It is essential 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 implies consistent, systematic work on collecting information, drawing up individual and group programs, corrective, psychotherapeutic, developmental activities;
The principle of interaction implies that the work is carried out collectively: the administration, teachers, psychologist, medical and social workers participate in it.
A large role in the diagnosis and prevention of deviant behavior of students is given to the school psychologist. Diagnosis of psychological characteristics associated with the emergence of deviant behavior in schoolchildren makes it possible to identify “risk groups” and carry out preventive measures in the form of personal consultations and group trainings.
Diagnosis of psychological characteristics associated with the emergence of deviant behavior in schoolchildren makes it possible to identify “risk groups” and carry out preventive measures in the form of personal consultations and group trainings.
Any behavior that deviates from the usual norm can be detected at different stages of adolescent development. The earlier the school psychologist starts diagnostic work, the greater the likelihood of a child's complete rehabilitation and his further harmonious development.
The 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 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. Determine the age, gender, social class, health status of a teenager.
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 with the help of psychodiagnostics.
8. Plan and implement a corrective action depending on the diagnosis.
Let us 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 advisory work of the school psychologist is carried out in the following areas:
1. Consulting and education of teachers.
2. Counseling and education of parents.
3. Counseling for schoolchildren.
In turn, counseling can take the form of actual counseling on the issues of education 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 advisory 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.
Psychological support techniques 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 him in case of failures. It is with its lack or its complete absence that the student is disappointed and prone to various actions. Genuine support for a child by a teacher, parent, psychologist should be based on emphasizing his positive aspects, abilities, and opportunities. It is necessary to show the child that his failure in no way detracts from his personal merits, that he is important, needed and respected. An adult should forget about the past failures of the child, help him gain confidence that he will cope with the task.
The professional activity of a psychologist is aimed at creating optimal conditions for the successful prevention of deviant behavior and the socialization of students. To do 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, a verbal description of emotional experiences. Verbalization of experiences causes a positive attitude towards the one who talks to the teenager, readiness for empathy, recognition of the value of the personality of another person. This method involves the emergence of a coincidence of verbal argumentation and the internal state of a teenager, leading to self-realization, when a teenager focuses on personal experiences, thoughts, feelings, desires.
Another tool of the work of a school psychologist, which increases the effectiveness of any activities aimed at improving the mental and physical behavior of students, is the sensory room.
A sensory room is an environment organized by a psychologist in a special way, consisting of many different kinds of stimulants. To work in the sensory room, methods of light, color, sound, herbal medicine are used to influence the state 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, calms; orange - restores, warms, stimulates; purple is inspiring.
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. The calm classical music of Bach, Beethoven, Tchaikovsky, increases the intellectual work of the human brain, activates the body's immune system. Positive emotional experiences during the sounding of musical works that are pleasant to the ear increase attention, tone up the central nervous system.
For teenagers who show anxiety, anxiety, experience fears, tension, a simple listening to music is carried out, which is accompanied by a task. When calm music is played, the teenager is instructed to think about objects that make him feel uncomfortable or to offer to rank unpleasant situations from minimal to most severe.
Phytotherapy - the use of tea for calming, vitaminization, 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 interchangeable shells is used.
These methods create a feeling of comfort and safety. Staying in the sensory room improves the emotional state, reduces anxiety and aggressiveness, relieves nervous excitement and anxiety, normalizes sleep, activates brain activity, and accelerates recovery processes after diseases.
Many psychologists consider a method of psychotherapy that uses movement as a means of communication to be very important. Such methods of psychotherapy include psycho-gymnastics, which allows you to express your feelings, depict emotions with the help of movement, facial expressions, pantomime. With the help of psycho-gymnastics, you can teach a child to control their emotions and manage them. 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'm walking on water," "on hot sand," "I'm in a hurry to school." The combination of facial expressions, gesture, movement creates a more complete opportunity to express and convey one's 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 a teenager. An individual approach means identifying the nature of the psychological difficulties of a particular aggressive adolescent and the actual psychological mechanisms underlying adolescent problems, choosing the methods and methods of work appropriate to this individual case, providing feedback, and correcting 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 a teenager or through his family and class team.
Chinese wisdom says: "There is only the wrong way, but there is no hopeless situation." There are no hopeless situations in education, and there are no incorrigible people who can be considered "finally spoiled."
Literature.
1. Bogdanovich V.I. Psychocorrection in everyday life. - St. Petersburg: Respeks, 1995.
2. Gurevich P.S. Psychology. - M: Knowledge, 1999.
3. Komar V.D. Prevention and overcoming deviations in the behavior of adolescents // Class teacher. - 2003. - No. 4.
4. Romek V.G., Koptorovich V.A., Krukovich Ya.I. Psychological assistance in crisis situations. SPb., 2004.
5. Slobodchikov V.I., E.I. Isaev, Human Psychology, M.: Shkola-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 pedagogue. - M.: TC Sphere, 2002.
8. Podlasy I.P. A course of lectures on correctional pedagogy: textbook for students ped. schools and colleges. - M.: Humanitarian. ed. center VLADOS, 2006.
9. Furmanov I.A. Psychology of children with behavioral disorders: A guide for psychologists and teachers. - M., 2004.
10. Khasengaliyev A. L. The role of a social pedagogue and psychologist in organizing the prevention of deviant behavior among adolescents, Perm: Mercury, 2011.
CHRISTIAN HUMANITARIAN AND ECONOMIC
UNIVERSITY
2nd year student of the Faculty of Humanities
Subject: "Pedagogical psychology"
Topic: "DIAGNOSTICS AND CORRECTION OF DEVIATIONS
STUDENTS IN BEHAVIOR"
Odessa-2008
Introduction
3. Psychocorrection of schoolchildren's behavior.
Conclusion
References
Introduction
The tasks of the psychological service in the education system are to promote the full personal and intellectual development of children at each age stage, to create conditions for the formation of their motivation for self-education and self-development, to provide an individual approach to each child based on psychological and pedagogical study, prevention and correction of deviations in child development. In fulfilling these tasks, the practical psychologist of the school provides psychological support for the development of students, which is the main content of preventive work to overcome the problems of deviant behavior of schoolchildren.
The practical psychologist of the school begins the prevention of delinquency among schoolchildren with the adaptation of first-graders to school life and the identification of children at risk in elementary school. The school psychologist must prevent the maladjustment of students during their transition from elementary school to secondary school, conflicts with teachers and student groups, he works with children at risk, orients children to a healthy lifestyle in different age groups. The school psychologist conducts his work in close contact with the teaching staff, parents and public organizations. Let us consider the content of the concept of “behavioral deviation”, directions for diagnosing and correcting deviations in the behavior of schoolchildren of different age groups.
1. Deviant behavior: basic approaches to the concept
Deviant behavior is behavior with deviations. Psychologists consider deviance as a behavior that is on the border between legal and criminal behavior. Children who are characterized by deviations in behavioral reactions are called differently: undisciplined, pedagogically or socially neglected, difficult children, difficult to educate, prone to delinquency, deviant adolescents, etc. These terms are most often used as synonyms. Deviations in behavior affect others, and society diagnoses deviance or delinquency.
In the psychological and pedagogical literature there is no single approach to the definition of deviance. V. Kovalev defines deviant behavior as a deviation from moral norms, and considers delinquency to be criminal behavior. Hewitt and Jenkins divide difficult teenagers into two categories: 1) children with socialized forms of antisocial behavior; 2) children with socialized aggressive behavior.
N. Maksimova identifies the types of adolescents who are difficult to educate, depending on the determinants of social maladaptation, who resist pedagogical influence: 1) the lack of formation of personal structures, a low level of moral ideas and socially accepted behavior skills (pedagogically neglected); 2) features of the development of higher nervous activity (accentuations of character, emotional instability, impulsiveness); 3) inept educational influence (erroneous or situational difficulty in education); 4) functional neoformation of the personality (actually difficult to educate).
I. Furmanov connects the formation of negative forms of behavior in children with styles of family education: emotional rejection (like Cinderella), "hypoprotection" (the child belongs to himself), dominant hyperprotection (too much attention of parents to children and depriving them of any independence).
V. Vorobyov and N. Konovalova identify three forms, and at the same time, three reasons for school maladaptation: 1) "deprivation" - the impossibility of a person to see his own psychological problem in a real situation; 2) the neurotic nature of school maladaptation; 3) "psychopathic" - the child solves psychological problems incorrectly, and because of this, new problems appear.
There are many other ways to classify delinquency and educational difficulties. All this knowledge is necessary for a practical psychologist to understand the mechanisms for the appearance of deviations in the behavior of schoolchildren, the conditions and causes of deviance. They are a kind of indicator for a psychologist in choosing methods and techniques in working with children: observation, analysis of activity products (material, intellectual, spiritual), questioning, testing, sociometric measurements and verbal methods, conversations, and others.
2. Studying the causes of deviant behavior of schoolchildren
Each deviant child has his own set of deviations in behavior: skipping classes, physical abuse of peers, rudeness in communication with others, hostility towards people, neglect of duties, aggressive opposition to pedagogical requirements, distrust of parents and teachers, increased levels of self-esteem and level of claims , and it is important for a practical psychologist to trace their genesis and only then solve the issues of prevention, diagnosis, counseling and correction, while remembering that the causes of behavioral disorders are almost always interconnected.
The family is the main institution for raising children. Children adopt patterns of behavior from their parents, since it is the parents who determine the norms for evaluating behavior. Children often play the roles of their parents, so it is very important to prevent the consolidation of maladaptive forms of a child's behavior through psycho-correctional and advisory work not only with children, but also with parents.
A comprehensive study of the causes of deviations in behavior, the creation of a prognostic program of real events and ways to overcome the problems of deviant schoolchildren is a simultaneous work to overcome the shortcomings of family and pedagogical education. This approach dictates the need to develop comprehensive measures to provide psychological assistance to all participants in the educational process.
It is advisable in the practice of studying the causes of deviant behavior to use the method of "unfinished sentences" by A. Payne (modified by S. Podmazin) for different age categories. The processing of the results provides information about the student's attitude towards parents, friends, classmates, teachers, and himself; about their dreams, desires, fears, problems of personal development. Based on this, it is possible to make a psychological analysis of the dominant stereotypes of consciousness and activity.
Information for the psychologist is the diagnosis of obstacles to personal development - a questionnaire for children aged 9-11, which includes 90 questions. Questioning gives the psychologist the opportunity to determine the level of anxiety, impulsiveness, aggressiveness, a tendency to dishonest behavior, antisocial withdrawal, insecurity, and aesthetic insensitivity. At the same time, the organization of the survey itself is of great importance, since the honesty of the answers directly depends on the trusting contact that the psychologist can establish with the children. The validity of this diagnosis is confirmed by many years of experience.
To study the type of temperament, you can use G. Eysenck's questionnaire, or a taping test, to study the type of response in a conflict situation - S. Rosenzweig's frustration test.
Adolescents, who are considered difficult to educate, are very different in the directions of the stereotypical reaction to a conflict situation. So, some of them show externality, while others - internality, and some - indifference or take a compromise position.
To work with difficult-to-educate children, psychologists successfully use the pathocharacterological questionnaire (PDO) by A. Lichko, which identifies 11 types of character accentuations. To diagnose personality accentuations, you can use the H. Schmishek questionnaire, which is based on the concept of "personal accentuations" by K. Leonhard and others.
An effective method of the influence of the environment on the child, and vice versa, the relationship of the child to close people, is the method of studying social proximity.
As a result of the analysis of the answers to the questions posed, the psychologist receives information about who from the child’s close circle is the most authoritative for him, with whom he consults most often, from whom he expects help, whom he trusts, whom he wants to be like, etc.
Projective tests have a number of advantages, in particular, because children perceive them as a game and do not realize the goals of the study, which makes it possible to obtain a true result, to slightly open the door to the light of the student's problems, which is not always available to verbal methods.
Personality diagnostics with the help of psychographics (House, tree, person, family drawing, non-existent animal) are quite informative, however, they require good theoretical and practical training of psychologists.
Such types of labor activity are used as: self-service, household work, labor for caring for plants and animals, manual labor. 1.3 The role of labor activity in the correction of the personality of a student with an intellectual disability in extracurricular activities V.V. Voronkova indicates that in the system of pedagogical measures of influence on the psyche of an abnormal child, labor is one of ...
Skills to manage cognitive and behavioral responses in these situations, teaching strategies for self-reinforcement and overcoming symptoms of hyperactivity. 4.3 The role of teachers in the correction of children's hyperactivity In the organization of assistance to hyperactive children and their parents, the participation of teachers - educators, teachers is also necessary. The implementation of a number of psychological recommendations allows you to normalize ...
INTRODUCTION
The changes taking place today in our society have put forward 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 increase the number of children with deviant behavior. Of particular concern is the penetration of various types of deviation into the environment of younger 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 activity of the primary school teacher, who is the reference person for the student and his family, increases.
The problem of deviant behavior was dealt with by scientists of various sciences (V.S. Afanasiev, A.G. Zdravomyslov, I.V. Matochkin, Ya.I. Gilinsky, V.N. Kudryavtsev, R.V. Ovcharova, M.A. Galaguzova, Yu.A. Kleiberg, E.V. Zmanovskaya and others).
The relevance of the problem of deviant behavior of junior schoolchildren requires an understanding of the essence of this phenomenon, mastery of the basic methods of its diagnosis and organization of preventive work in educational institutions.
The urgency of the problem led to the choice of the topic: the activity of a primary school teacher in the prevention of deviant behavior of younger students
Object: junior schoolchildren with deviant behavior.
Subject of research: teacher's activity in prevention of deviant behavior among junior schoolchildren.
Purpose: to determine the optimal forms and methods of work of a primary school teacher to prevent deviant behavior of children of primary school age in a general secondary education institution.
To study the problem of deviant behavior of younger students at the theoretical level.
To 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.
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 study was conducted on the basis of the 4th grade of the State Educational Establishment "Secondary School No. 17 in Brest".
1. THEORETICAL ASPECTS OF STUDYING THE PROBLEM OF PREVENTIVE BEHAVIOR
deviant behavior 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 the deviant behavior of the individual allows us to assert that the public is dealing with an extremely complex form of social behavior of the individual. At the same time, extensive information on this issue has been accumulated in various scientific disciplines: medicine, biology, psychology, sociology, and law. In social pedagogy and psychology, this is deviantology, the subject of which is social deviations. At the social level, deviant behavior is a stable behavior of an individual that deviates from the most important social norms, causing real damage to society or the individual himself, and is also accompanied by his social maladjustment. In the psychological and pedagogical literature, the term "deviant behavior" is often replaced by a synonym - deviant behavior (from Latin deviatio - deviation). Deviation - 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 man 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 external and internal activity of a teenager.
V.D. Mendelevich emphasizes that deviation is the border between the norm and pathology, the extreme version of the norm. Deviance cannot be determined without relying on knowledge of norms.
In domestic 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 officially established or actually established norms in a given society.
In the first sense, deviant behavior is predominantly the subject of general and developmental psychology, pedagogy, and psychiatry. In the second meaning - 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, non-adaptation, a violation of the self-actualization process, in the form of evasion from moral control over behavior.
Deviant behavior of a person is behavior that does not correspond to generally accepted or officially established social norms. In other words, these are actions that do not comply with existing laws, rules, traditions and social attitudes. When defining deviant behavior as behavior that deviates from norms, it should be remembered that social norms change. This, in turn, makes deviant behavior historically transitory. As an example, one can cite a different attitude towards smoking, depending on the era and country. 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 special terms as "delinquency" and "deviant" are used. Delinquent behavior is understood as a chain of misdemeanors, duties, petty offenses that differ from criminal ones, because. criminal, 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 alcoholization to suicidal attempts).
According to another classification, all violations of the behavior 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 social deviations of a selfish orientation offenses and misdemeanors associated with the desire to illegally obtain material, monetary and property benefits (theft, bribes, theft, fraud, etc.).
Social deviations of an aggressive orientation are manifested in actions directed against a person (insults, hooliganism, beatings, rape, murder). Social deviations of the mercenary and aggressive type can be both verbal (insult with a word) and non-verbal in nature (physical impact) and manifest themselves at the level of both pre-criminogenic and post-criminogenic. That is, in the form of misconduct and immoral behavior that cause moral condemnation, and in the form of criminal criminal actions.
Deviations of the socially passive type are expressed in the desire to refuse active life, evasion of their civic duties, duty, unwillingness to solve both personal and social problems. Such manifestations include deviations from studies, vagrancy, the use of alcohol, drugs, toxic drugs, immersing in the world of artificial illusions and destroying the psyche. The extreme manifestation of a socially passive position is suicide, suicide.
Particularly widespread both in our society and abroad has become such a form of socially passive deviations as the use of drugs and toxic drugs, which leads to a rapid and irreversible destruction of the psyche and body. This behavior has been called 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 maladaptation already at a fairly early age.
Younger schoolchildren, whose behavior deviates from the rules and norms of behavior accepted in society, teachers and psychologists call difficult or difficult to educate. Difficulty in education is understood as resistance to pedagogical influences, which can be due to a variety of reasons related to the assimilation of certain social programs, knowledge, skills, requirements and norms in the process of targeted training and education.
Difficulty in bringing up a child, non-compliance with 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 deviant.
The normal behavior of a teenager presupposes his interaction with the micro-society, adequately meeting the needs and possibilities of his development and socialization. If the environment of the child is able to respond promptly and adequately to certain characteristics of a teenager, then his behavior will always (or almost always) be normal.
Hence, deviant behavior can be characterized as the interaction of a child with a microsociety that disrupts its development and socialization due to the lack of adequate consideration by the environment of the characteristics of its individuality and manifests itself in behavioral opposition to established moral and legal social norms.
Obviously, deviant behavior is one of the manifestations of social maladaptation. Speaking about child and adolescent maladaptation, it is necessary to clarify the categories of children who are subject to this process:
school-age children not attending school;
orphans;
social orphans; the reality is that due to limited places in orphanages, children wait for months in line to be placed in an orphanage, living with parents deprived of parental rights, without proper food, clothes, being subjected to physical, mental, sexual violence;
adolescents who use drugs and toxic substances;
teenagers of sexually promiscuous behavior;
Teenagers 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 that are characteristic of microsocial relations (family, school) and small gender and age social groups. That is, this type of behavior can be called antidisciplinary. Typical manifestations of deviant behavior are situationally determined children's and adolescent behavioral reactions, such as: demonstration, aggression, challenge, unauthorized and systematic deviation from study or work; systematic leaving home and vagrancy, drunkenness and alcoholism of children and adolescents; early narcotization and related antisocial actions; antisocial acts of a sexual nature; suicide attempts.
Delinquent behavior, in contrast to deviant behavior, is characterized as repetitive antisocial misconduct of children and adolescents, which develop into 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 at which criminal offenses begin. responsibility.
The following types of delinquent behavior are distinguished:
aggressive-violent behavior, including insults, beatings, arson, sadistic actions directed mainly against a person's personality;
selfish behavior, including petty theft, extortion, vehicle theft 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 younger student experiences a deformation of value orientations, leading to a weakening of the control of the internal regulation system.
Criminal behavior is defined as an unlawful act, which, 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 being 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 the 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;
deviation orientation 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, the 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 from educational and labor activities. For schoolchildren, refusal to study, systematic failure to complete assignments, and absenteeism were partly explained by omissions in knowledge, which made it impossible to continue their studies.
Systematic stay in antisocial-minded 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 theft, petty speculation, extortion.
Anti-social acts of a sexual nature, expressed in the commission of cynical, obscene acts of a sexual nature, usually aimed at persons 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 younger students:
Delinquent behavior.
Runaways from home and vagrancy.
Early alcoholization as substance abuse behavior.
Deviations of sexual behavior.
Suicidal behavior.
Under the delinquent behavior of A.E. Lichko implies petty antisocial actions that do not entail criminal liability: school absenteeism, membership in an asocial group, petty hooliganism, mockery of the weak, taking small money, etc. At primary school age, the most common forms are violence towards 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 illegal, 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 delinquents.
S.A. Belicheva believes that deviant behavior, being the 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 is manifested in difficulties in mastering social roles, curricula, norms and requirements of social institutions (family, comprehensive 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 a teenager to fulfill them appropriately.
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 who has pus flowing from his ear, a boil jumped up, a nail came off, watery eyes, a headache, fever, cough);
Permanent physiological features of the child's body that affect his entire development (a state of sadness, depression, blues due to improper distribution of bile; a state of apathy and slowness, 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, assertiveness, envy, capriciousness, impressionability, irascibility, etc.);
) insufficient formation of mental processes (involuntary attention and memory by the end of younger middle age, children with ADHD, lack of formation of figurative and logical thinking, etc.);
) random responses 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, the specific signs of deviant behavior are the following:
Deviant behavior of a person 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 person who displays it cause a negative assessment from other people. Negative assessment may take the form of social condemnation or social sanctions, including criminal punishment.
A feature of deviant behavior is that it causes real damage to the person himself or to the people around him. This may be the destabilization of the existing order, the infliction of moral and material damage, physical violence and pain, deterioration of health. In its extreme manifestations, deviant behavior poses an immediate threat to life, such as suicidal behavior, violent crime, and the use of "hard" drugs. The psychological marker of damage is the suffering experienced by the person himself or by those around him.
The behavior in question can be predominantly characterized as persistently repetitive (repeated or prolonged). So, if a seven-year-old child once took without asking a small amount of money from his parents for sweets without subsequent excesses, the definition of this behavior as deviant would not be correct enough.
In order for behavior to be qualified as deviant, it must be consistent with the general orientation of the personality. At the same time, the behavior should not be a consequence of a non-standard situation (for example, behavior within the post-traumatic syndrome), a consequence of a crisis situation (for example, a grief reaction in the event of the death of a loved one during the first months) or a consequence of self-defense (for example, in the presence of 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 may be combined with the latter.
A characteristic feature of deviant behavior is that it is accompanied by various manifestations of social maladaptation. This behavior does not necessarily lead to illness or death, but naturally causes or enhances the state of social maladaptation. The state of disadaptation, in turn, can be an independent cause of deviant behavior of the individual.
As the last sign of deviant behavior, one can note its pronounced individual and age-sex originality.
It can be extremely diverse from within. The same types of deviant behavior manifest differently in different people at different ages.
Classification of forms of deviant behavior of younger 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 reasons that push schoolchildren to one or another
Table 1 - Classification of deviant behavior (I.P. Podlasy)
Visible Manifestations Emotional States Goals of Deviant Behavior Features of Manifestation What Causes Behavior Groups of Correction Implementation of requirements Conscious unwillingness to behave correctly Difficulties in adaptation Deviant behavior Negativism Mild anxiety Striving for superiority Unmotivated and unreasonable resistance Increased emotional tension antisocial behaviorWhimsHigh anxietyStriving for superiorityIntentional performance of inappropriate actionsIncorrect previous educationAsocial deviation of behaviorWilfulnessDepressionEscape from difficultiesUnwillingness, inability to understand oneself Lack of discipline Deprivation Committing revenge Deliberate, intentional violation of norms Controversy "I - they" Aggressive behavior Aggression, delinquent Frustration Destructive behavior Rude , cynical violation of the rights of others Controversial "I - they" Aggressive behavior
The teacher always sees before him a complex and holistic picture of deviant behavior, where light forms are replaced by more severe ones. The chain of increasing deviations can be, for example, the following: lies, secrecy, rudeness; child abuse; petty hooliganism; bicycle theft; passion for gambling; alcohol, smoking; neglect; running away from school; leaving home; vagrancy.
With deviant behavior, the child tries to achieve his goals. Knowing what goals the child is pursuing, 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, which are in the nature of deviations from the norms accepted in society. At primary 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 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”. Clearly deviant behavior at primary school age may not manifest itself, 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 behavioral deviations in younger students. Deviation of behavior from the norm is also called abnormal, asocial, antisocial, deviant, upset, wrong, twisted, spoiled, delinquent.
All these names mean one thing: the child's behavior does not correspond to the accepted norm, that is, it is abnormal, or deviant.
2 Causes and factors of deviant behavior of younger students
Deviant behavior has a complex nature, due to a wide variety of factors that are in complex interaction and mutual influence. Human development is conditioned by the interaction of many factors: heredity, environment, upbringing, a person's own practical activity.
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 impede his social adaptation. And here we are talking, of course, not about special genes that fatally determine deviant behavior, but only about those factors that, along with socio-pedagogical correction, also require medical correction. These include:
genetic, which are inherited. These 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 mother's pregnancy due to malnutrition and malnutrition, her drinking of alcoholic beverages, smoking; mother's diseases (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 aggravated by alcoholism;
psychophysiological, associated with the impact 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 warehouse of a person, which in most cases cause a negative attitude on the part of others, which leads to a distortion of the system of interpersonal relations of the child among peers, the team.
Psychological factors, which include the presence of a child's psychopathology or accentuation (excessive strengthening) of individual 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 a child's development, some mental qualities, personality traits and character are formed. The younger schoolchild has two processes of development of the psyche: either alienation from the social environment where he lives, or familiarization. If in the family the child feels a lack of parental affection, love, attention, then alienation will act as a defense mechanism in this case. Manifestations of such alienation can be: neurotic reactions, impaired communication with others, emotional instability and coldness, increased vulnerability due to mental illness of a pronounced or borderline nature, mental retardation or delay, various mental pathologies.
Socio-pedagogical factors are expressed in defects in school, family or public education, which are based on the age and gender 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 underdevelopment of cognitive motives, interests and school skills in the younger student. Such children, as a rule, are initially poorly prepared for school, have a negative attitude towards homework, and express indifference to school grades, which indicates their educational maladjustment.
An important factor of deviations in the psychosocial development of the child is the trouble of the family. It is necessary to highlight certain styles of family relationships that lead to the formation of asocial behavior of minors:
disharmonious style of educational and intra-family relations, combining, on the one hand, indulgence in the wishes of the child, overprotection, and on the other hand, provoking the child into conflict situations; or characterized by the statement in the family of double morality: for the family - one rule of conduct, for society - completely different;
unstable, conflicting style of educational influences in an incomplete family, in a situation of divorce, long-term separation of children and their parents;
asocial style of relationships in a disorganized family with the 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 guard or care for him. These acts include torment, physical, emotional, sexual abuse, repeated unjustified punishment or restraints that result in physical harm to the child.
Children are subjected to cruel treatment in the family, on the street, at school, orphanages, hospitals and other children's institutions. Children who have been subjected to such acts lack the sense of security necessary for their normal development. This leads to the child's realization that he is bad, unnecessary, unloved. Any kind of child abuse leads to a wide variety of consequences, but they are united by one thing - damage to the child's health or danger to his life and social adaptation.
Socio-economic factors include social inequality; the stratification of society into rich and poor; the impoverishment of a significant mass of the population, the restriction of socially acceptable ways of obtaining a decent income; unemployment; inflation and, as a result, social tension.
Moral and ethical factors are manifested, on the one hand, in the low moral and moral level of modern society, the destruction of values, primarily spiritual ones, in the assertion of the psychology of “materialism”, a decline in morals; on the other hand, in the neutral attitude of society towards manifestations of deviant behavior. It is not surprising that the result of society's indifference, 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 causes of deviations in the behavior of younger students: 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 attitude to learning, increased fatigue, high exhaustion by activity, as a result of psychosomatic weakness, difficulties in learning, inability to cope with the academic load, "meaningful barriers" in relation to the teacher, an unprestigious position among classmates.
In some cases, behavioral disorders have a primary conditionality, i.e. are determined by the characteristics of the individual, including the neurodynamic properties of the child: the instability of mental processes, psychomotor retardation, or vice versa, psychomotor disinhibition. These and other neurodynamic disorders manifest themselves mainly in hyperexcitable behavior with emotional instability characteristic of such behavior, ease of transition from increased activity to passivity and, conversely, from complete inactivity to disordered activity.
In other cases, behavioral disorders are the result of an inadequate (defensive) response of the child to certain difficulties in school life or to a style of relationships with adults and peers that is unsatisfactory for the child. The behavior of the child in this case is characterized by indecision or negativism, stubbornness, aggression. It seems that children with such behavior do not want to behave well, they 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 the emergence of conflicts with peers and adults.
Being formed in activity, the behavior of children becomes arbitrary, i.e. intelligent, purposeful, proactive. Various shortcomings in the behavior of younger students hinder the development of arbitrariness - an important personality trait, disrupt educational activities, make it difficult to master, and adversely affect the child's relationship with adults and peers.
Voluntary behavior is characterized by 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 evaluate a future act, behavior in terms of its results and long-term consequences. Semantic orientation in one's own actions and deeds gradually turns 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 neoplasms 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, constraint, conformity, lack of initiative, timidity, self-doubt, super-obedience, or, conversely, impulsiveness, restlessness, unrestraint, aggressiveness. As a consequence, children have difficulty accepting and maintaining the purpose of the behavior; find it difficult to control their behavior and its consequences; unable to correctly evaluate the results of their behavior, make the necessary adjustments to it; are unable to behave in accordance with a given image, rule, or, conversely, when choosing and implementing a behavior strategy, they are overly dependent on an adult, a peer. Therefore, the necessary condition for overcoming this difficulty, the successful formation of voluntary behavior is the personal development of the child (development of integrative personal images), purposeful education of arbitrariness - the backbone quality of the personality.
Scientists Kolesov D.B., Kamensky N.L., Titarenko T.N., Yakovenko S.I. The reasons for deviant behavior of younger students include: Student neglect.
The younger student willingly obeys the rules and norms of behavior that authoritarian adults prescribe to him. If the child is given complete freedom of action, he feels lack of control and connivance, then he sees in this the indifference of an adult, the lack of love and attention to himself. It is especially difficult for a child when parents, due to their employment, leave him unattended for a long time, are not interested in his behavior, successes, desires.
A striking form of neglect is running away from home, skipping classes, spending time aimlessly outside the home. Reasons for running away from home:
Dromamania. The first departure from home due to a mental trauma, then departures become habitual, fixed, a habitual reaction arises to any minor unfavorable situation - leaving home.
Looking for adventure.
Trouble and conflicts in the family. Children of primary school age are acutely experiencing a tense atmosphere of trouble.
Despotic attitude towards children (cruel punishments) leads to leaving home. In such families, children are obedient, but grow up passive, weak-willed, or succumb to the influence of people with a strong will. A
schoolchildren, especially from dysfunctional families, tend to communicate with people with a strong will.
Hedonism is an excessive commitment to pleasure, fun, entertainment. Students run away from home to avoid having to perform their duties.
If diligence has not been brought up in a child, if he is not used to doing what he needs first and not what he wants, then any difficulties will cause him negative emotions, a desire to evade 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 industriousness, 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 .. Foul language .. Smoking, alcohol addiction .. Deviations in the sexual development of the child .. Lies .. Neurosis.
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 ways of communication have exhausted themselves or not available. Due to the influence of the presented factors, children and adolescents may experience a feeling of protest, alienation, hostility towards adults, the desire to unite with their own kind, self-organization based on like-mindedness, 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 singled out: biological, psychological, socio-pedagogical, socio-economic, moral and ethical. Typical causes of deviations in the behavior of younger students: 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 attitude to learning, increased fatigue, high exhaustion by activities, difficulties in learning, inability to cope with the academic load , "semantic barriers" in relation to the teacher, a non-prestigious 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, non-adaptation, a violation of the process of self-actualization, in the form of evasion of 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 already at a fairly early age.
There are objective and subjective signs of 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.
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, constraint, conformity, lack of initiative, timidity, self-doubt, super-obedience, or, conversely, impulsiveness, restlessness, unrestraint, aggressiveness. Clearly deviant behavior at primary school age may not manifest itself, 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 behavioral deviations in younger students.
2. WORK METHODOLOGY OF THE PRIMARY SCHOOL TEACHER ON THE PREVENTION OF DEFECTIVE BEHAVIOR IN YOUNGER SCHOOLCHILDREN
1 Organization and technology of socio-pedagogical prevention of deviant behavior of junior schoolchildren
In the scientific literature, there are different approaches to the concept of "prevention". Let's consider some of them.
According to L.V. Mardakhaeva, prevention is the use of a set of measures designed to prevent the occurrence and development of any deviations in development, training, education.
R.V. Ovcharova notes that prevention means science-based and timely actions taken to prevent possible physical, psychological or socio-cultural conflicts among individual individuals at risk, maintain and protect a normal standard of living and health of people, assist them in achieving their goals and revealing their internal potentials .
M.A. Galaguzova considers prevention as a set of state, public, socio-medical, organizational and educational activities 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 periods of human development throughout life into critical and stable. The period of preschool and primary school childhood has several critical periods during which the most important neoplasms are formed. However, the formation of these neoplasms depends largely on the environment of the child, because he himself is not yet in the full sense the subject of his life. The primary school teacher in the process of developing the child's personality is given the most important role of a guide for the child and an assistant competent in pedagogy and psychology for the child's family. In this regard, the importance of psychological and pedagogical prevention as a direction of the teacher's activity becomes clear. The foregoing is also confirmed by the coverage in science of the problem of preventing deviant behavior. Such scientists as Belicheva S.A., Berzin S.V., Kondrashenko V.T., Kulakov S.A. and others are working on solving this problem.
Awareness of any problem entails finding ways to solve it, as well as ways to avoid its development. So the actual problem of deviant behavior makes specialists develop prevention of deviations. Let us characterize the concept of psychological and pedagogical prevention of deviant behavior.
After analyzing the definitions of the concept of prevention of deviant behavior in such authors as Belicheva S.A., Kondrashenko V.T. and Internet sources, 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 events 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 the 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 offenses and deviant behavior of minors are reduced to solving the following tasks:
identification of unfavorable conditions of family, school, public education and their improvement;
suppression and elimination of the action of antisocial, criminalizing influence on minors;
implementation of correction of deviant behavior of minors .
The main principles of social and preventive programs for the individual prevention of deviations in the behavior of younger students:
the principle of collective therapy - organizing the process of socialization by means of the collective, individual and collective support, solving the problems of family, school relations with peers and adults in the form of social and pedagogical counseling;
the principle of a situation of success - the organization of the conditions for the personal achievements of a teenager, the consolidation of achievements within the framework of collective activity, in the general result, in the independent solution of one's 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 Belicheva S.V. presented as follows:
) organization of the social environment;
) informing;
) active social learning in important skills (trainings);
) organizing activities that are alternative to deviant behavior (attracting therapy through art, sports, cognitive activities);
) organization of 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.
It is possible to single out the main methods of work on the prevention of deviant behavior of younger students:
fairy tale therapy (analysis of fairy tales, group writing of stories, dramatization of fairy tales);
art therapy (free and thematic drawing, appliqué, clay modeling, paper and cardboard construction);
visualization;
psycho-gymnastics (studies for the expression of various emotions); body-oriented techniques (psycho-muscular relaxation, dancing));
game methods (moving, plot-role-playing games, dramatization games);
modeling and analysis of problem situations;
ethical conversations;
diagnostic methods;
counseling.
Fairy tale therapy. The very name of the method indicates that its basis is the use of a fabulous form. The prospects of using this method in the work to prevent the initiation of children to psychoactive substances are due to the following: the form of metaphor in which fairy tales and stories are created is the most accessible for the perception of the child, and at the same time, the impact through 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 also tells the child the main “formula for the prevention of addiction” - in order to avoid the negative impact of psychoactive substances, it is necessary and quite simply not to allow them into your life, in other words, “do not try”.
Teachers, of course, know such a technique as the analysis of fairy tales. When, after reading a fairy tale, the teacher organizes its discussion. Analysis of fairy tales in an accessible and attractive form allows you to realize and "try on" various types of behavior in a given situation and at the same time evaluate its consequences. An example of the use of such a technique in the work to prevent the introduction of children to PAS, in particular in order to prevent an unintentional sample of a narcotic substance, can be the analysis of fragments of such fairy tales as "The Tale of the Sleeping Beauty and the Seven Heroes", "Little Muk", "Alice in the Country miracles."
Since it is generally recognized that active manipulation with objects plays a significant role in children's "concrete" approach to the world, the use of such methods of working with a fairy tale as staging fairy tales with the help of puppets and dramatization of fairy tale plots is of particular importance in working with children of primary school age. Playing out fairy tales can also be combined with elements of composing fairy tales.
The great teacher V.A. also spoke about the value of a fairy tale in the development of children. Sukhomlinsky, paying attention to the impact of fairy tales on the thinking of children: “a fairy tale is the cutter that sharpens 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 team on the child, because the fairy tale affects the child more versatile when he is with significant partners for him.
Dramatherapist Jennings S. and psychologist Minde A. 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 the 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 their work with clients often note that at a conscious, verbal level, a child may not accept a fairy tale, however, the positive effect of the work is still present, i.e. changes often occur on a subconscious level.
Thanks to the mechanism of influence on the child of the metaphor, the child develops "moral immunity", which is defined as follows: the ability of a person to resist negative influences of a spiritual, mental and emotional nature emanating from society.
Thus, a fairy tale instills moral values in a child and can significantly influence a child's behavior. As you know, the behavior of any person is a consequence of his moral ideas.
A combination of fairy tale therapy 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 that arise in the process of art therapy reduce aggressiveness, increase self-esteem (“I am no worse than others”), and 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: explore and express them on a symbolic level.
The following methods of preventing deviant behavior among younger students occupy a special place in the implementation of life skills training programs. So, O.L. Romanova names role-playing, 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 offered 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 you to teach the necessary life skills, in particular, the skills of behavior in situations associated with the possibility of involvement in drug addiction or the negative impact of these substances on the health of the child (for example, in the case of passive smoking), as well as protection from people who use them (safe skills). interacting with people who are intoxicated).
Brainstorming - a method used to stimulate children's statements on certain issues. The teacher invites the children to express ideas and opinions without any evaluation or discussion of these ideas and opinions and records all the statements of the children on the board until the ideas are exhausted or the time allotted for this ends. Then a discussion of the expressed ideas in groups is organized.
Group discussion - 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 allows you to develop the child's ability to see the problem from different angles, helps to clarify their own position on various issues, to form the skills of constructive cooperation and group decision-making, to satisfy the children's need for recognition and respect from peers and the teacher.
Educational and preventive work on the prevention of deviant behavior is carried out in various forms.
M.I Rozhkov notes that the means, subject, goals and objectives of this work can serve as the basis for the classification of forms.
If we take the means as a basis, then we can distinguish the following pedagogical forms of educational and preventive work: verbal, practical or verbal-practical.
On the basis of the subject, the forms of work can be divided into state and public, individual and group.
In accordance with the target feature, the forms of educational and preventive work can be divided into cognitive, contributing to the formation of conviction in the correctness of a particular position, and practical. Practical ones are designed to form the correct attitude to the norms of morality and law, through them to other social values.
The school also influences the formation and development of personality. Personal education is based only on positive emotions. A tearful or upset student no longer perceives anything, even the most beautiful, which will be offered to him. More V.A. Sukhomlinsky focused on the fact that the educational process must preserve the functional unity - the unity of the soul, spirit and body. The essence of education V.A. Sukhomlinsky saw in the construction of dialogic communication teacher-student a sign, which is: "spiritual community, mutual trust, frankness, goodwill".
The pedagogical principle of V.A. Sukhomlinsky was the principle - education without punishment. The most important encouragement and the strongest punishment in pedagogical work is evaluation. The teacher who loves children has the right to use a sharp assessment tool. In primary school, punishment with an unsatisfactory grade hurts, insults, and humiliates the dignity of the child. It is unacceptable that a child, with the “help” of a teacher who has put a deuce, loses 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, parents use the method of intimidation. The practice of bullying only works on young children, later it backfires - losing faith in the adult.
One should also take into account such a feature of some children: if I was offended or I didn’t get something, then I will hurt myself even more, I will punish myself. This is self-destructive behavior. It is 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 (scratches his eyes, bites himself until he bleeds, pricks himself with a needle, and, having matured, burns him 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 to this negativity.
The system of tactical actions aimed at blocking negative influences, breaking unwanted connections, creates favorable conditions for the formation of socially valuable relations of the student in the most significant areas of his communication and thus act as a prevention of deviant behavior.
An approximate algorithm for working with children to prevent and overcome deviations in behavior can be as follows:
Evaluation by the teacher of the situation and awareness of one's own emotions. At the same time, one should not make hasty decisions so as not to harm the child and complicate relations with him. It is advisable to take immediate measures in situations that threaten the life and health of the child,
Analysis of the motives and causes of the child's act, 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 punishment. Conscious motivation by the child of rule-compliant normative behavior is necessary. Only when the child realizes and accepts the norms-rules, 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 committed.
Choosing the best means to achieve the educational goal ("How to achieve the desired result?"). The teacher must leave the freedom of choice for the child. It is necessary to create conditions in which the child "cannot" do bad things.
Realization of educational goals through certain means in accordance with the motives of the child.
Analysis of educational impact, evaluation of the effectiveness of communication between the teacher and children, the formulation of new perspectives.
The inclusion of non-traditional socially oriented forms in the preventive work of the school, simulating a variety of social situations, allows:
to draw the attention of minors to the problem of social relations, to prepare for a “meeting” with difficult, problematic, ambiguous situations;
expand the "bank" of new behaviors;
"rehearse" behavior techniques in situations of interaction, acquire the necessary social skills, learn constructive behavior;
strengthen self-confidence;
to focus the attention of minors on themselves and their internal resources.
Thus, the most important task of a primary school teacher is to carry out primary prevention of deviant behavior, which will avoid 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 problem.
Based on the foregoing, the prevention of deviant behavior is a system of complex measures to prevent deviations in behavior in all spheres of a child's life. In the process of prevention, all subjects of the educational process, as well as medicine, the media, and internal affairs bodies should participate. Since at primary school age a 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 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. 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-playing, group discussion and brainstorming among the most effective methods of conducting preventive work. Educational and preventive work on the prevention of deviant behavior is carried out in various forms. M.I. Rozhkov notes that the means, subject, goals and objectives of this work can serve as the basis for the classification of forms. The system of tactical actions aimed at blocking negative influences, breaking unwanted connections, creates favorable conditions for the formation of socially valuable relations of the student in the most significant areas of his communication and thus acts as a prevention of deviant behavior.
2 Analysis of experimental work
After analyzing the theoretical aspect of the problem of pedagogical conditions for deviant behavior, we came to the conclusion that it is necessary to prevent deviant behavior in primary school age.
The success of preventive work depends, first of all, on the 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 various problems and consists of special methods and techniques.
The preventive complex includes four main blocks: 1. Diagnostic. 2.Motivational. 3.Prophylactic.
Block for evaluating the effectiveness of preventive actions.
Diagnostic block. The goal is to identify the features of personality development, identify risk factors, and form a general program of preventive activities.
Motivational block. The goal is to stimulate the desire to interact, relieve anxiety, increase the student's self-confidence, form the desire to cooperate with the teacher-psychologist and change or prevent something in his life.
Prevention block. The goal is to harmonize and optimize the development of the student's personality, to prevent the transition from a negative phase of development to a positive one, to master ways of interacting with the world and oneself, to master certain ways 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 study was conducted in the State Educational Establishment "Secondary School No. 17 in Brest" in the 4th grade.
The purpose of the study: to determine the optimal forms and methods of work of a primary school teacher to prevent deviant behavior of children of primary school age in a general secondary education institution.
To study deviations in the behavior of younger students, the following diagnostic methods were identified:
methodology 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" (Cooka-Medley) (goal: to assess the cynicism, hostility and aggressiveness of the individual);
projective technique "Non-existent animal" (M.Z. Dukarevich) (goal: diagnosis of personality traits);
Method "How to do it?" (I.B. Dermanova) (goal: identifying attitudes towards moral standards among junior schoolchildren).
Diagnostic tools are presented in Appendix A.
Let us analyze the results of the study 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 scale.
A scale of propensity to overcome norms and rules.
Scale of propensity to addictive behavior.
A scale of propensity for self-injurious and self-destructive behavior.
A scale of propensity to aggression and violence.
Scale of volitional control of emotional reactions.
Scale of propensity to delinquent behavior.
The carried out diagnostic procedure is presented in fig. 1 and made it possible to identify the following features of children's predisposition to behavioral deviations: a tendency to addictive behavior was found in 14 (26%) schoolchildren; propensity to overcome norms and rules in 8 (15%) schoolchildren; tendency to self-destruction - in 18 (33%); propensity for 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 found in 8 (15%) schoolchildren.
After carrying out the methodology for diagnosing the propensity of younger schoolchildren to deviant behavior, A.N. Orel, 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 students to deviant behavior A.N. Eagle.
Using the diagnostic technique "Hostility Scale", we came to the conclusion that among the students there was an average indicator of cynicism with a tendency to high in 20 (48%) students, and an average indicator of cynicism with a tendency to low in 22 (52%) students. The highest scores for cynicism and the lowest among schoolchildren were not identified.
Figure 2 - The value of the indicator of cynicism according to the method "Scale of hostility" Cook-Medley
According to the scale of aggressiveness, it can be stated that 16 (38%) of the subjects had an average indicator of aggressiveness tending to high, and 24 (57%) had an average indicator of hostility with a tendency to low, and 2 (5%) subjects had a low indicator of aggressiveness. Thus, we can conclude that the level of aggressiveness in the subjects is moderately pronounced and does not exceed the norm. The most pronounced indirect aggression, the manifestation of which does not entail direct harm.
Figure 3 - The value of the indicator of aggressiveness according to the method "Scale of hostility" Cook-Medley
According to the hostility scale, 24 (57%) subjects were identified with an average hostility score with a tendency to low, 12 (29%) subjects with an average hostility score with a tendency to high, and 6 (14%) subjects with a low hostility score.
Having processed the data obtained using the method of Hostility Diagnostics 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 index of hostility according to the method "Scale of hostility" Cook-Medley
To determine personal characteristics, we carried out the method “Non-existent animal” (M.Z. 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 spikes, 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 weighty in this respect are direct symbols of aggression - claws, beaks, teeth. Often in the drawings you can find horns, which are a sign of aggressiveness.
Most children have normal or slightly elevated self-esteem. Some children have somewhat low self-esteem and signs of self-doubt. Characteristic for the majority of students is also egocentrism, the presence of positively colored emotions, activity, sociability and orientation "to the future". The drawings of all children to some extent reflected the general anxiety, indecision, timidity associated with prohibitions and restrictions on the part of adults. Aggression is more defensive in nature and can manifest itself in verbal form. Girls tend to be ostentatious.
On the basis of the conducted diagnostic study, the following conclusions can be drawn: a number of students showed 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 take measures aimed at optimizing interpersonal relationships.
In order to study the features of the development of the moral culture of students, we carried out a diagnostic technique "What to do?". The results showed that 8 (19%) schoolchildren do not have clear moral guidelines. Moral standards are unstable. Incorrectly explains actions (they do not correspond to the qualities that he names), emotional reactions are inadequate or absent. 14 (33%) have moral guidelines, but the child does not strive to comply with them or considers this an unattainable dream. Adequately assesses actions, however, the attitude to moral standards is unstable, passive. Emotional reactions are inadequate.
15 (36%) have moral guidelines, assessments of actions and emotional reactions are adequate, but the attitude towards moral standards is not yet sufficiently stable. The remaining 5 (12%) justify their choice with moral principles; emotional reactions are adequate, the attitude to moral standards is active and stable.
Figure 5 - The value of the indicator of moral guidelines according to the method "How to act?" 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 training in socially important skills that affect the conditions and causes of deviant behavior in the early stages of its manifestation.
Based on the results of the study, we developed a correctional and developmental program for the prevention of deviant behavior in younger students.
The purpose of the program: the formation of personal qualities and social skills of a younger student, allowing them to understand life values and choose a conscious position.
Program objectives:
To develop in students a positive attitude towards themselves and the surrounding society.
Strengthen and develop a sense of self-respect and the ability to think critically, a sense of responsibility.
Explain the dangers of tobacco, alcohol and drugs.
Instill healthy lifestyle habits.
The program includes 10 lessons, which are held with a whole team of students aged 8 - 10 years. Classes are held once a week in a room where it is possible to both seat participants in a circle and at desks to create a trusting and safe environment in the group. The lesson is 40 minutes. The form of organization of classes is individual and group. The duration of the course is 2-3 months.
Table 2 - Criteria for monitoring program performance
Parameters Periodicity Diagnostic methods1. 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 end of the course Observation Method for diagnosing a tendency to deviant behavior (A.N. Orel)4. Moral standards at the beginning and end of the course Observation Method "How to act?" (I.B. Dermanova)
The result of using the program of correctional and developmental work with students with deviant behavior involves 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 abilities, the development of skills to regulate one's behavior, and a decrease in the level of emotional discomfort. Based on the principle of socio-pedagogical support, which is the fundamental principle of this program, it is supposed to create a situation of success that will achieve the desired results in learning, self-education, communication, and lifestyle.
No. p / n Topic of the lesson Purpose of the lesson Content and form of conducting 1. Acquaintance. Group work rules 1. Develop good communication skills. 2. Get to know the students and introduce the students to each other. 3. Understand the norms of behavior and relationships with each other.1. Organizing time. Game "Interview" 2. Game "Search for a common" 3. Discussion "What is a group of guys like?" 4. Establishing rules for group work. 5. Distribution of roles in the group. 6. .2. Can we listen? 1. Define what it means to listen. 2. To form students' ability to listen to each other. 3. Figure out how to make yourself heard and listened to.1. Organizing time. Game-activator "Broken phone". 2. Discussion. 3. Exercise "Game of listening." 4. Exercise "Know how 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. Activator game “Line up according to...” 2. Discussion “Why are we in conflict?”. 3. Role play 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 conflict in human society. 2. To acquaint students with ways to resolve the conflict. 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 conflict?” 3. Micro-sketch "How to get out of the conflict?" 4. Competition "I ask your forgiveness." 5. The final circle "Interesting - useful". 5. What am I looking for in friendship? 1. Introduce students to the concept of friendship. 2. To form students' understanding of the values of friendship.1. Organizing time. Game-activator "Blind train". 2. Discussion: "What am I looking for in a friendship?" 3. Several strict prohibitions for true friends. 4. Fast lap. 5. Exercise "Support". 6. Discussion. 7. The final circle "Interesting - useful". 6. How does tobacco affect the human body? 1. Find out the causes of tobacco use. 2. Introduce the immediate and long-term effects of smoking. 3. Explain the dangers of passive smoking 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 you buy with a smoker's money? » 4. Ways to refuse the offered cigarette. 5. The final circle "Interesting - useful." 7. How does alcohol affect the human body? 1. To form an idea about the harmful effects of alcohol on the human body. 2. To develop in students a negative attitude 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 "Decision choice". 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 people's influence on it. 2. Reveal the reasons why teenagers use drugs. 3. To acquaint students with the influence of drugs on a person's psychological health. 4. To form in students an idea of a psychologically healthy person.1. Organizing time. Game-activator "Swamp". 2. Role play "How are teenagers offered psychoactive substances?" 3. Discussion. 4. How to refuse offered drugs? 5. Fast lap. 6. Discussion.9.How to be self-confident?1. To get acquainted with the concept of "insecure behavior" and ways to overcome it. 2. To form in students an idea of a confident person and explain how to be confident in oneself.1. Organizing time. Game-activator "Mirror". 2. Discussion 3. Exercise "Speaker". 4. Discussion "What is a sense of confidence and how to increase it in yourself?" 5. Exercise "Advice to a friend." 6. The final circle "Interesting - useful" 10. Can we respect ourselves? 1. Strengthen students' positive self-esteem. 2. Help in understanding the possibility of forming a 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 lap. 4. The game "Inscriptions on the back." 5. What is self-esteem. 6. Exercise "Compliment". 7. The final circle. 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 a common" and the activator game "Line up by ...". In the game "Search for a common" students found common features in their pairs. But the children did not limit themselves to the total number of these signs, but searched for as many as possible. Some common features were so interesting and unusual that even the teacher didn't know about them. No less memorable was the game-activator "Line up by ...". 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 on birthdays, there were many disputes, 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 to children of primary school age.
After classes on the prevention program, we carried out a repeated diagnostic work (using the method for diagnosing a tendency to deviant behavior (A.N. Orel)), which revealed some improvement in the predisposition to deviant behavior. So the percentage of inclination to addictive behavior decreased by 6% and amounted to 20% (originally 26%); the propensity to overcome norms and rules decreased by 0.5% and amounted to 14.5% (originally 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% (originally 52%); the propensity for volitional control of emotional reactions increased by 7% and amounted to 51% (initially 44%); the propensity to delinquent behavior decreased slightly and amounted to 13.5% (originally 15%). A slight decrease in the propensity to overcome the rules and regulations and the tendency to delinquent behavior suggests that it is necessary to involve juvenile inspectors in the work on the prevention of deviant behavior to conduct conversations on legal issues 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 deviant behavior A.N. Orel). The diagram shows how the indicator of children who exhibited deviant behavior decreased, the indicator of children who developed volitional control of emotional reactions increased, and only the indicator of inclination to social desirability did not change.
From the foregoing, we can conclude that the program of psychological and pedagogical prevention of deviant behavior developed by us is effective. The decrease in the level of deviant behavior of students can be judged by the results of the questionnaires. A favorable climate in the team, a decrease in conflicts and violations of the internal regulations of educational institutions allow us to talk about the formation of the ability to interact with students in various life situations. The program uses a selection of communicative, mobile, educational games and various discussions, which we structured according to the goal and formed “Classes” from them.
CONCLUSION
In the paper, the concept of deviant behavior of junior schoolchildren was considered, the factors that determine the propensity of junior schoolchildren to deviant behavior were discussed. On the basis of a theoretical analysis of scientific psychological and pedagogical literature, we found that many domestic and foreign researchers dealt with the problem of preventing deviant behavior. Deviant or deviant behavior refers to one of the types of deviant behavior associated with the violation of age-appropriate social norms and rules of behavior (demonstration, aggression, unauthorized and systematic deviation from studies, systematic behavior - repetitive asocial misconduct, leaving home and vagrancy, drunkenness and 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 already at a fairly early age. Younger schoolchildren, whose behavior deviates from the rules and norms of behavior accepted in society, teachers and psychologists call difficult or difficult to educate. Difficulty in education is understood as resistance to pedagogical influences, which can be due to a variety of reasons related to the assimilation of certain social programs, knowledge, skills, requirements and norms in the process of targeted 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 a teenager to fulfill them appropriately. With deviant behavior, the child tries to achieve his goals. Knowing what goals the child is pursuing, 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 singled out: biological, psychological, socio-pedagogical, socio-economic, moral and ethical. Typical causes of deviations in the behavior of younger students: 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 attitude to learning, increased fatigue, high exhaustion by activity, as a result of psychosomatic weakness, difficulties in learning, inability to cope with the academic load, "meaningful barriers" in relation to the teacher, an unprestigious 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 occurrence and development of any deviations in development, training, education. The best prevention of deviant behavior is a purposeful, organized with a clear definition of the means, forms and methods of education. Moreover, the preventive possibilities of education are much more effective than other means of restraint, since legal preventive measures, as a rule, are somewhat late and begin to act when the act has already been committed. In order for legal preventive measures to “work”, they must be included in the mind 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 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, will he 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 is not in words, but in deeds. If parents do not form in 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, the 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 influences, if we are careful about our own and other people's children, then we can be sure that we will raise a good succession of active and hardworking people.
We have developed a correctional and developmental program for the prevention of the behavior of younger students, 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 in Brest" in the 4th grade. The result of using the program of correctional and developmental work with students with deviant behavior involves 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 abilities, the development of skills to regulate one's behavior, and a decrease in the level of emotional discomfort.
LIST OF USED LITERATURE
1.Andreeva, G.M. Social psychology / G.M. Andreeva. - M., 1996.
2.Aleshina, Yu.E. Individual and family psychological counseling / Yu.E. Aleshin. - M.: Independent firm "Class", 2000. - 208 p.
Almazov, B.N. Psychological environmental disadaptation of minors / B.N. Almazov. - Sverdlovsk: Ural University, - 1996.
Belicheva, S.A. Fundamentals of preventive psychology / S.A. Belicheva. - M., 1993.
Byutner, K. Living with aggressive children / K. Byutner, - M .: Eksmopress, 2000.- 117 p.
Verzilina Ya.V. Childhood with a fairy tale / Ya.V. Verzilin. // Elementary School. - 2009. - No. 6. - With. 5-6.
7. Wenger, A.L. Psychological drawing tests. Illustrated guide / A.L. Wenger. - M. : Vlados-Press, 2006. - 160 p.
8. Raising a difficult child. Children with deviant behavior: Proc. - method allowance / [M.I. Rozhkov et al.]: ed. M.I. Rozhkov. - M.: VLADOS, 2006. - 239 p.
9. Gilinsky, Ya.I. Sociology of deviant behavior as a special sociological theory / Ya.I. Gilinsky. - Socis. -1991.
10. Grishchenko, L.A. Psychology of deviant behavior and tasks of pedagogical rehabilitation of hard-to-educate students / L.A. Grishchenko, B.I. Diamonds. - Sverdlovsk, 2007. - 233 p.
11. Deviant behavior of children and adolescents: problems and ways to solve them / V.M. Nikitina [i dr.]; ed. V.M. Nikitin. - M., 1996.
Diagnostics of emotional and moral development / Methodology "How to act" / I.B. Dermanova [i dr.]; ed. I.B. Dermanova. - SPb., 2002. P.114
Dmitriev M.G., Belov V.G., Parfenov Yu.A. Psychological and pedagogical diagnosis of delinquent behavior in difficult adolescents. - St. Petersburg: CJSC "PONI", 2010. - 316 p.
Dubrovina I.V., Andreeva A.D., Danilova E.E., Vokhmyanina T.V. Psychocorrectional and developmental work with children. - M.: Publishing Center "Academy", 1999.
Janes, W. Psychology. / Janes W. - M .: Publishing House "Pedagogy", 2001. - 348 p.
Zmanovskaya E.V. Deviantology (psychology of deviant behavior): textbook. allowance for university students. M.: Publishing house. Center "Academy", 2003. 288 p.
Zmanovskaya E.V. Psychology of deviant behavior: a structural-dynamic approach: a monograph. St. Petersburg: Publishing House of St. Petersburg. University of the Ministry of Internal Affairs of Russia, 2005. 274 p.
Zmanovskaya E.V., Rybnikov V.Yu. Deviant behavior of an individual and a group: a study guide. St. Petersburg: Piter, 2011. 352 p.
Kleiberg Yu.A. Psychology of deviant behavior. - M.: TC Sphere, with the participation of "Yurayt-M", 2001.
Kleiberg Yu.A. Social psychology of deviant behavior: Textbook for universities. - M: TC Sphere, 2004. - 192 p.
Kovalchuk M.A., Tarkhanova I.Yu. Deviant behavior. Prevention, correction, rehabilitation. - Publisher: Vlados-Press - 2010.
Kondrashenko V.T. Deviant behavior in adolescents. - Minsk, 1988.
Leites N.S. Mental abilities and age. - M .: Pedagogy, 2001. - 280 s
Lichko A.E. Psychopathy and character accentuation in adolescents. L .: Medicine, 1983. S. 31-51
Maslova N.F. Social Pedagogy in the Context of Culture / Teacher's Workbook. Ch. . - Eagle, 1995.
Mendelevich V.D. Psychology of deviant behavior.- Publisher: "Rech", 2004.-445s
Nichishina T.V. Deviant behavior of minors: forms of prevention, ed. M.P. Osipova. - Brest: BrGU, 2012. - 107 p.
Ovcharova R.V. Reference book of the social pedagogue. - M.: TC Sphere, 2002. - 480 p.
Podlasy I.P. A course of lectures on correctional pedagogy: textbook for students ped. schools and colleges. - M.: Humanitarian. ed. center VLADOS, 2006. - 350 p.
Rozhkov M.I., Baiborodov L.V. Theory and methodology of education: Textbook for students. higher textbook establishments. - M.: Publishing House VLADOS - PRESS, 2004. - 384 p.
Dictionary of social pedagogy: Proc. allowance for students. higher textbook institutions / Ed. - comp. L.V. Mardakhaev. -M.: Publishing Center "Academy", 2002. - 368 p.
Social Pedagogy: Course of lectures: Proc. allowance for C69 stud. higher textbook institutions / Under the total. ed. M.A. Galaguzova. - M.: Humanit. ed. center VLADOS, 2003. - 416 p.
Stepanov V.G. Psychology of difficult students: Textbook for teachers and parents. - M.: Academy, 1997. - 320 p.
Sukhomlinsky V.A. Team education methodology. - M.; Enlightenment, 1981.
Sukhomlinsky V.A. About education. Publishing house of political literature. Moscow. 1973.
Von Frans M.-L. The psychology of fairy tales. - St. Petersburg, 1998.
Furmanov I.A. Psychology of children with behavioral disorders: A guide for psychologists and teachers. - M., 2004.
Khristoforova M.I. Psychological features of co-dependent families of adolescent drug addicts / M.I. Khristoforova, L.M. Shipitsina / Collection of abstracts of the international conference: teenager and youth in a changing society (problems of deviant behavior). - M.: Ed. RGU - 2001. - 220 p.
39. Chubinashvili, N.G. The development of the moral culture of children by means of fairy tale therapy: a guide / N.G. Chubinashvili; ed. M.P. Osipova; Brest, Mrs. un-t im. A.S. Pushkin. - Brest: BrSU, 2013. - 113p.
40. Methods for the prevention of deviant behavior [Electron. resource] / Access mode:<#"justify">APPS
Annex A
Diagnostic tools for research
Methodology for diagnosing a tendency to deviant behavior (A.N. Orel)
Purpose: to identify predisposition to certain deviations in the behavior of younger students.
In general, the questionnaire includes 98 non-repeating items-statements.
Keys and procedure for calculating test scores.
Each answer according to the key is assigned 1 point. Then, for each scale, the total score is calculated, which is compared with the test norms given below. If the individual results of the subject deviate from the average total score on the scale (see test norms) by more than 1S, the measured psychological characteristic can be considered pronounced. If the individual total score of the subject is less than the average according to the test norms by 1S, then the measured property can be assessed as poorly expressed. In addition, if the subject's belonging to the "delinquent" population is known, then it is advisable to compare his individual results with the test norms calculated for the "delinquent" subsample.
Scale of installation on socially desirable responses:
(no), 4(no), 6(no), 13(yes), 21(no), 23(no), 30(yes), 32(yes), 33(no), 38(no), 47 (none), 54(none), 79(none), 83(none), 87(none).
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).
Scale of propensity to addictive behavior:
(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 tones.
Sometimes I put off until tomorrow what I have to do today.
I would gladly sign up as a volunteer to participate in some military operations.
Sometimes I get into fights with my parents.
Anyone who did not fight as a child will grow up as a “sissy” and cannot achieve anything in life.
I would take a life-threatening job if it paid well.
Sometimes I feel so much anxiety that I just can't sit still.
Sometimes it happens that I boast a little.
If I had to become a military man, I would like to be a fighter pilot.
I appreciate caution and prudence in people.
Only weak and cowardly people follow all the rules and laws.
I would prefer a job that involves change and travel, even if it is life threatening.
I always tell the truth.
If a person in moderation and without harmful consequences uses substances that stimulate and affect the psyche, this is quite normal.
Even if I'm angry, I try not to use swear words.
I think I would enjoy hunting 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 by the requirement to do it by a certain date.
Sometimes I cross the street where it is more convenient for me, and not where it is supposed to.
Some rules and prohibitions can be discarded if you experience a strong sexual (sex) attraction.
Sometimes I disobey my parents.
If I have to choose between speed and safety when buying a car, then I will choose safety.
I think I would like boxing.
If I could freely choose my profession, I would become a wine taster.
I often feel the need for thrills.
Sometimes I just want to hurt myself.
My attitude to life is well described by the proverb “Measure seven times, cut once”.
I always buy tickets on public transport.
Among my acquaintances there are people who have tried toxic, intoxicating substances.
I always keep my promises, even if it's not profitable for me.
Sometimes I feel like cursing.
People who in life follow the proverb “If you can’t, but really want to, then you can” are right.
There were times when I accidentally got into a fight after drinking alcohol.
I rarely manage to force myself to continue working after a series of embarrassing failures.
If in our time there were gladiator fights, then I would definitely take part in them.
Sometimes I tell lies.
To endure pain in spite of everyone can even be pleasant.
I'd rather agree with a 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, other adults expressed concern that I had a little to drink.
Clothing should at first glance distinguish a person from others in the crowd.
If a movie doesn't have a single decent fight, 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 touched me in the crowd, then I will definitely demand an apology from him.
If a person irritates me, then I am ready to tell him everything that I think about him.
When traveling and traveling, I like to deviate from the usual routes.
I would like the profession of a trainer of predatory animals.
If you already got behind the wheel of a motorcycle, then you should only go very fast.
When I read a detective story, I often want the criminal to get away from prosecution.
Sometimes I just can't stop laughing when I hear a dirty joke.
I try to avoid in conversation expressions that can confuse others.
I often get upset over the little things.
When people object to me, I often explode and respond sharply.
To have fun, 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 not the place.
A cigarette calms me in difficult times.
It's easy for me to make other people fear me, and sometimes I do it for fun.
I could, with my own hand, execute a criminal who has justly been sentenced to capital punishment.
Pleasure is the most important thing to strive for in life.
I would like to participate in car racing.
When I'm in a bad mood, it's better not to approach me.
Sometimes I'm in such a mood that I'm ready to be the first to start a fight.
I can remember times when I was so angry that I grabbed the first thing that came to hand and broke it.
I always demand that others respect my rights.
I would love to skydive.
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.
When a person in the heat of a dispute resorts to "strong" expressions, this is normal.
I often cannot contain my feelings.
I used to be late for class.
I like companies where everyone makes fun of each other.
Sex should occupy one of the main places in the life of young people.
Often I can't help arguing if someone disagrees with me.
Sometimes it happened that I did not do my school homework.
I often do things 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 find out that the criminal has gone unpunished.
Sometimes I have to hide some of my actions from adults.
Naive simpletons themselves deserve to be deceived.
Sometimes I get so irritated that I bang on the table with my fist.
Only unexpected circumstances and a sense of danger allow me to truly express myself.
I would try some intoxicating substance if I knew for sure that it would not harm my health and would not entail punishment.
When I stand on a bridge, sometimes I feel like jumping down.
Any dirt frightens me or causes strong disgust.
When I get angry, I want to hit someone.
I believe that people should abstain from all consumption of alcoholic beverages.
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 a helicopter.
"Hostility scale" Kuka-Medley
Purpose: to assess 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 true and corresponds to your idea of yourself and other people, then in the answer sheet opposite the number of the judgment, indicate the degree of your agreement with it, using the proposed scale:
Accidentally,
Never.
Text of the methodology
I often meet people who claim to be experts when they are not.
I often had to follow instructions from people who knew less than I did.
Many people can be accused of immoral behavior.
Many people exaggerate the severity of their failures in order to get sympathy 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 don't break the law because they're afraid of getting caught.
Often people resort to dishonest methods in order not to lose possible benefits.
I find that 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 outdo my opponent.
If people treat me badly, I will definitely answer them the same, at least out of principle.
As a rule, I desperately defend my point of view.
Some members of my family 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 I think are doing wrong.
Many people avoid situations in which they have to help others.
I do not blame people for the fact that they seek to appropriate everything that is possible for themselves.
I do not blame a person for using other people for his own purposes, allowing him to do this.
It annoys me when others tear me off the department.
I would definitely like it if the criminal was punished with his own crime.
I don't try to hide a bad opinion about other people.
Processing and interpretation of results:
The sum of points for each of the scales is calculated.
Cynicism scale - 1,2,3,4,6,7,9, 10, 11,12, 19,20,22.
65 points - average with a tendency to high;
40 points - average with a tendency to low; h
Aggressiveness scale - 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;
scores or less is a low score.
Hostility scale - 8, 13, 17, 18, 25.
points and more - a high indicator;
25 points - average with a tendency to high;
18 points - average with a tendency to low;
scores or less is a low score.
Projective technique "Non-existent animal" (M.Z. Dukarevich)
Purpose: diagnosis of personality traits.
Instruction: "Invent 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 are also not suitable.
Indicators and interpretation:
The position of the drawing on the sheet. Normally, the pattern is located along the midline of a vertically set sheet. A sheet of paper is best taken white or slightly creamy, not glossy. Use a pencil of medium softness; You can't draw with a pen or marker.
The position of the drawing is closer to the top 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 to self-affirmation.
The position of the picture in the lower part is the reverse trend: self-doubt, low self-esteem, depression, indecision, disinterest in one's position in society, in recognition, lack of a tendency to self-affirmation.
The central semantic part of the figure (the head or its replacement part). The head is turned to the right - a steady tendency towards activity, efficiency: almost everything that is thought about, planned, is carried out or, at least, begins to be carried out (if not even brought to an end). The subject actively proceeds to the implementation of his plans, inclinations.
The head is turned to the left - a tendency to reflection, to reflection. This is not a man of action: only an insignificant part of the plans is realized or at least begins to be realized. Often also fear of active action and indecision. (Option: no tendency to act or fear of activity - should be decided additionally.)
On the head 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. Additionally, according to other indicators and their combination, it is determined whether the subject is doing something to win a positive assessment or only produces appropriate emotional reactions (joy, pride, resentment, chagrin) to the assessments of others without changing his behavior. A slightly open mouth in combination with the tongue in the absence of lips is interpreted as a great speech activity (talkiness), in combination with lips drawing - as sensuality; sometimes both together. An open mouth without a drawing of the tongue and lips, especially a drawn one, is interpreted as the ease of fears and fears, mistrust. Mouth with teeth - verbal aggression, in most cases - protective (snarls, bullies, is rude in response to a negative appeal to him, condemnation, censure). For children and adolescents, a pattern of a drawn round mouth is characteristic (fearfulness, anxiety).
The eyes are of particular importance. This is a symbol of the experience of fear inherent in a person: it is emphasized by the sharp drawing of the iris. Pay attention to the presence or absence of eyelashes. Eyelashes - hysteroid-demonstrative behavior; for men: feminine character traits rarely coincide with the drawing of the pupil and iris. Eyelashes - also an interest in the admiration of others by the external beauty and manner of dressing, attaching great importance to this.
The enlarged (in accordance with the figure as a whole) head size indicates that the subject appreciates the rational principle (perhaps 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 to self-decoration and self-justification, to demonstrativeness. Mane, hair, a kind of hairstyle - sensuality, emphasizing one's gender and, sometimes, orientation to one's sexual role.
The bearing, supporting part of the figure (legs, paws, sometimes - a pedestal). The solidity of this part is considered in relation to the size of the whole figure and in shape:
a) thoroughness, deliberation, rationality of decision-making, ways to conclusions, formation of judgment, reliance on significant provisions and significant information;
b) superficiality of judgments, frivolity in conclusions and unfounded judgments, sometimes impulsive decision-making (especially in the absence or almost absence of 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 one's reasoning, conclusions, decisions. Uniformity and unidirectional shape of the legs, paws, any elements of the supporting part - the conformity of judgments and attitudes in decision-making, their standardity, banality. 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 rising above the level of the figure. They can be functional or decorative: wings, extra legs, tentacles, carapace details, feathers, bows like curls, flower-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 other things as possible, winning a place in the sun for oneself, being passionate about one's activities, 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, mannerisms (for example, a horse or its non-existent likeness in a peacock feather sultan).
Tails. They express their attitude to their own actions, decisions, conclusions, to their verbal products - 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. To the left - attitude to one's 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 upwards (confidently, positively, cheerfully) or a falling downward movement (dissatisfaction with oneself, doubts about one's own rightness, regret about what has been done, said, remorse, 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 made in sharp corners; with fear and anxiety - if there is a darkening, "staining" of the contour line; with apprehension, suspicion - if shields, "barriers" are placed, 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 superiors, against persons who have the opportunity 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 subordinate subordinates, juniors, fear of condemnation; lateral contours - undifferentiated apprehension and readiness for self-defense of any order and in different situations; the same - 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 one's opinions, beliefs, tastes.
General energy. The number of details depicted is estimated - is it only the necessary amount to give an idea of a fictional non-existent animal (body, head, limbs or body, tail, wings, etc.): with a filled outline, 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 necessary), the higher the energy. In the opposite case - energy saving, 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 reverse character of the lines - bold with pressure - is not polar: this is not energy, but anxiety. You should pay attention to sharply pressed lines, visible even on the reverse side of the sheet (convulsive, high muscle tone of the drawing hand) - sharp anxiety. Pay attention also to what detail, what symbol, is made in this way (that is, what the alarm is attached to).
Evaluation of the nature of the line (duplication of the line, negligence, inaccurate connections, "islands" of overlapping lines, "blackening" of parts of the drawing, "staining", deviation from the vertical axis, line stereotyping, etc.). The evaluation is carried out in the same way as in the analysis of the pictogram. The same - fragmentation of lines and forms, incompleteness, raggedness of the picture.
Thematically, animals are divided into threatened, threatening, neutral (likeness of a lion, hippopotamus, wolf or bird, snail, ant, or squirrel, dog, cat). 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, an insect, an elephant, a dog, etc.). In this case, the drawn animal is a representative of the drawing person himself.
Assimilation of the drawn animal to a human, starting with placing the animal in the upright position on two legs, instead of four or more, and ending with dressing the animal in human clothes (pants, skirts, bows, belts, dresses), including the similarity of the muzzle to the face, legs and paws to hands, - testifies to infantilism, emotional immaturity, according to the degree of 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 angles in the drawing, regardless of their connection with one or another detail of the image. Especially weighty in this regard are direct symbols of aggression - claws, teeth, beaks. Attention should also be paid to the emphasis on sexual characteristics - udders, nipples, breasts with a humanoid figure, etc. This is an attitude to sex, up to a fixation on the problem of sex.
The figure of a circle (especially - not filled with anything) symbolizes and expresses a tendency to 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 the cases of mounting mechanical parts in the body of the "animal" - placing the animal on a pedestal, tractor or tank tracks, a tripod; attachment to the head of the propeller, screw; mounting in the eye of an electric lamp, 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, horses, dogs, pigs, fish), to which only a “ready-made” existing detail is attached 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 constructing a figure from elements, and not whole blanks.
The name can express a rational combination of semantic parts (flying hare, "begekot", "flycat", etc.). Another option is word formation with a book-scientific, sometimes Latin suffix or ending (“ratoletius”, etc.). The first is rationality, a specific setting for orientation and adaptation; the second is demonstrativeness, aimed mainly at demonstrating one's own mind, erudition, and knowledge. There are superficial-sound names without any comprehension (lyalie, lioshana, grateker, etc.), which signify a frivolous attitude towards others, the inability to take into account the danger signal, the presence of affective criteria at the basis of thinking, the preponderance of aesthetic elements in judgments over rational.
There are ironic-humorous names ("rhinochurka", "bubble", etc.) - with a correspondingly ironically condescending attitude towards others. Infantile names usually have repeating elements (“tru-tru”, “lu-lu”, “couscous”, etc.). The tendency to fantasize (more often of a defensive nature) is usually expressed by elongated names ("aberosynoticliron", "gulobarnicletamieshinia", etc.).
Method "How to do it?" (I.B. Dermanova)
Purpose: to reveal the attitude to moral standards in younger schoolchildren.
Instructions for the test: the child is asked to imagine a given situation and report how he would behave in it.
Test material:
The first situation: during the break, one of your classmates broke the window. Did you see that. He didn't confess. What are you going to say? Why?
The second situation: classmates conspired to disrupt the lesson. How will you do it? Why?
Processing and interpretation of test results
To process the results, you can use the following indicative scale:
points - the child does not have clear moral guidelines. Moral standards are unstable. Incorrectly explains actions (they do not correspond to the qualities that he names), emotional reactions are inadequate or absent.
score - moral guidelines exist, but the child does not strive to comply with them or considers this an unattainable dream. Adequately assesses actions, but the attitude to moral standards is unstable, passive. Emotional reactions are inadequate.
points - moral guidelines exist, assessments of actions and emotional reactions are adequate, but the attitude towards moral standards is not yet sufficiently stable.
points - the child justifies his choice with moral principles; emotional reactions are adequate, the attitude to moral standards is active and stable.
APPENDIX B
Plans-summaries of educational activities in the framework of the program for the prevention of deviant behavior of younger students.
Lesson 1. Acquaintance. Group work rules
Materials for the lesson:
Several large sheets of drawing paper for recording agreements on the rules of the group.
Markers.
The leader 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 an 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, maintain your health, not allowing to destroy his tobacco, alcohol and drugs. Our course will consist of 10 lessons that will be held at (specify location) on schedule (specify class time) throughout the month. Our classes are usually quite interesting. They have a lot of games. To give you an idea of how this will go, we will now play the game "Introduction"
Dating game "Interview"
Each player receives a card with the name of each participant written on it. At the signal of the presenter, 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 the sheet. All notes are placed in the newspaper "Let's Get Acquainted!" Those who complete the task before the rest of the players win.
Leading:
Do you think it's always easy to get acquainted. Please give examples of when and why it is difficult for people to get to know each other. How can this be overcome.
Game "Search for a common"
The group is divided into twos, two people find a certain number of common features, then the 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. Most of the time we will be talking to you. But this will not be a simple conversation, but group work.
Discussion
What is a group of guys?
How is a group created and living?
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 the rules for? (Children's answers are heard and summarized).
In order to:
We all felt comfortable.
Everyone was free to express their opinions and not be afraid that the words spoken would harm us or anyone else.
Everyone had the right to speak.
The class didn't last long and everyone left on time.
Moderator: Here are the rules of behavior in a group that I suggest to you:
Rules of behavior in the group:
Be sincere.
Look at who you are talking 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 talking.
Start and end classes on time.
Interrupt each other.
Get distracted.
Threaten, mimic, etc.
Gossip (talking about the feelings of another person outside the group).
Criticize.
Deceive.
Begin your speech with the words: "you, you, he, she, they, we."
Be late.
Leading:
These rules are binding on all who participate in the work of the group. Who has questions about these rules? Is everything clear? Do you agree with everything? (The rules need to be acceptable to all.). It is also necessary to discuss the following points of work in the group:
How will the order of statements be established, what signal will be the sign that someone wants to speak?
What measures will be applied to those who violate the rules of the group? (Sanctions for violators are proposed by the students themselves).
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 happens in the group does not go beyond it.
Questions are asked that require only a detailed answer (“yes”, “no” - should not be).
Time to think about the answer - 10 seconds.
Everyone has the right to refuse an offer to speak once per session.
The responsibility of everyone and everyone in the group is established.
The final circle "Interesting - useful"
Leading:
We now know how to behave during classes. I hope that everyone will feel comfortable in the group. And now let's say in a circle that this lesson turned out to be interesting and useful. Or maybe something seemed wrong and offensive to someone? Everyone can speak for half a minute - a minute or just say a few words.
Session 2. Can we listen?
Leading:
Hello! It's very nice to see you all again. Do you all agree with the rules of group work that we discussed in the previous lesson? What wishes and suggestions do you have? (listen to students' answers). 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.
Game-activator "Broken phone"
Now we will play a game familiar to you from childhood, it is called "Broken Phone". 8 people participate in the game, the rest are spectators. Your task is to convey information without distortion as much as possible. The first person in your group will receive information on a piece of paper that needs to be conveyed quickly and accurately to the second. The rest of the participants in the game are waiting outside the door. Then a third participant is invited into the room, to whom the second one tells the story he heard, and so on. The audience listens carefully and writes down on paper all the distortions of the text.
Leading:
You see how often information coming from one person is distorted by another, and this is done unintentionally. It's just that this is how a person hears what another is saying to him; Everyone perceives and transmits information in their own way. What is listening? (Listening is an active process that requires attention to what is being said. 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 the sounds around you for about one minute. Then open your eyes, list to your partner all the sounds you heard. Compare what you hear. Did you hear the same sounds? There are sounds that one of you heard and the other didn't. Was it?
Leading:
Listening is an important communicative quality of a person, and it is necessary to learn this first of all, since you have to listen often. Of all forms of communication, listening is the least learned skill. Each of us can listen more effectively. Guys, what do you think, how to listen? (The opinion of students is listened to, the opinion of a specialist is summarized and given). Listening does not exclude active participation in the conversation, otherwise two-way communication would not be possible.
Exercise "Know how to listen"
Two talk, one listens, then he is invited to talk - and listen carefully to the third. Then all together discuss the tone of voice, facial expression, posture, touch, gestures, distance between the interlocutors.
Discussion
How do you feel when you want to say something important to yourself, and others are talking?
How and when should you pay attention?
Why can't you interrupt, interfere with the conversation?
What are the methods of intervening in the conversation of friends?
What needs to be done 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 want to listen to you:
Show sincere interest in the interlocutor, in his personality.
Smile! People love to see smiling faces.
A person will be disposed towards you if you remember his name.
Show sincere attention to the interlocutor.
Do not interrupt the interlocutor until he speaks out.
The final circle "Interesting - useful"
Leading:
Thank you very much. And now let's say in a circle that in this lesson it turned out to be interesting and useful for us. Or maybe something seemed wrong or offensive. Everyone can speak for half a minute or a minute or just say a few words.
Session 3. Why are we in conflict?
Leading:
Hello! In the last lesson, we talked about the ability to listen. Share your observations and impressions of the completed task. Today the topic of our lesson is “Why do we conflict?”. To get you ready for class, I suggest you play a game.
Game-activator "Line up by ..."
The leader gives a command, and the students in a place free from chairs try to line up as quickly as possible without discussion in ascending order according to a number of changing signs:
By height;
According to the length of the hair;
In alphabetical order by name.
Leading:
Okay, everyone had a lot of fun. This game clearly shows that we can negotiate without words. But sometimes between people there are quarrels or conflicts.
Discussion “Why are we in conflict?”
How do you understand what conflict is?
A conflict is a contradiction or lack of agreement between two or more parties.
What are the reasons for conflicts?
Conflicts occur most often when people disagree with each other about something.
Leading:
Now let's name and write down on the board the causes of conflicts. Reasons for conflicts:
Difference of characters.
intolerant attitude towards each other.
Disrespect for the other person's feelings.
Failure to listen to people.
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 play? Let each participant choose a role for himself. Within 5-10 minutes, these situations will need to be played out and a decision will be made instead of his characters.
Leading:
In your opinion, did the participants of the game manage to resolve the conflict situation? Whose side are you on? What helped or hindered this situation?
Quick circle "Signs of a conflict situation"
On what grounds can you conclude that the situation is a conflict?
Leading:
As we can see, each of us once faced a conflict situation. Do we only take negative experiences out of it? The conflict provides an opportunity to understand yourself and your relationship with another person, how dear he is to us, how much we value his friendship and trust.
The final circle "Interesting - useful"
Lesson 4. How to behave in conflict?
Hello! In the last lesson, we talked about conflict and the causes of its occurrence. Today in class we will continue talking about conflict and behavioral styles in it. To get you in the mood for a 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 everyone thinks out the words of the interlocutor, as he pleases. Let's do the following exercise. Tell your interlocutor the statements that you think are 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 wrong conclusions, and this can lead to misunderstanding, conflict.
Discussion "How to behave in a conflict?"
What knowledge do we need to resolve conflicts?
Are we able to behave in a conflict situation? What should be done to resolve conflicts faster? (The opinions of the guys are heard. They can be offered an algorithm for resolving a conflict situation proposed by Sh. and Bower G. (Barlas T.V. Popular psychology. P. 103).
Explanation for the leader.
The scheme includes 4 steps:
Stage - describe the situation that does not suit you to the person involved in the conflict as specifically and objectively as possible.
Step - talk about your thoughts and feelings about the situation.
Step - offer your own variant 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 successful resolution of the conflict, or negative, if nothing changes.
Leading:
There are no unsolvable situations, so today we will learn how to find constructive ways out of the conflict, 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;
.search for opportunities for interaction, focusing on the common.
Micro-sketch "How to get out of the conflict?"
And now we will arrange a small theater. Who wants to be an actor? I need six people: four girls and two young men.
Leading:
Let's start the game. Try to stick to the 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 her son skipped all day, did not clean the house.
Scene No. 3. A friend promised to bring a cassette, but gave it to another girl.
Leading:
So, artists, are you ready? You guys now watch these skits and try to answer the question: “How do the participants feel?” Find ways out of the current conflict situations (Students show prepared scenes. After each show, the facilitator discusses with the class how much the game participants managed to adhere 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 your attention is invited to the competition "I ask your forgiveness."
Contest "I beg your pardon"
You will now break into groups of 3-4 people and come up with your own apology, for which - decide for yourself. But say it in such a way that after some kind of quarrel, you will experience the most tender and warm feelings. At the end of the competition, each group will anonymously put marks on a sheet of drawing paper (according to a five-point system) for the performance of who was more sincere. 5 minutes are allotted for preparation.
The final circle "Interesting - useful"
Thank you very much! And now let's all say in a circle that in this lesson it turned out to be interesting and useful for us. Or maybe something seemed wrong or offensive to someone? Everyone can speak for half a minute or a minute or just say a few words.
Session 5. What am I looking for in a friendship?
Leading:
Hello! It's very nice to see you all again. How are you doing? The theme of our lesson today is friendship. We will try to find the answer to the question “What am I looking for in friendship?” But first, let's play.
Game-activator "Blind Train"
Participants grapple 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 is played silently. It is interesting when at least 5 trains are moving at the same time.
The purpose of the game: detente, rallying, experience of responsibility, trust or distrust in a partner.
Leading:
Let's turn to the topic of our lesson "What am I looking for in friendship?"
Discussion "What do I look for in a friendship?"
What does the word "friendship" mean?
What kind of person do we call a friend?
Who do we call "bosom friend" and why?
What qualities should a true friend have?
What do you want to develop in yourself to become a true friend?
Can a real friend offer a cigarette, alcohol, drugs?
What are the motives of friendship?
Why do people value friendship?
Can friends fight?
Can dad (mom) be a friend?
A few "strict prohibitions" for true friends
Do not leave a friend alone in trouble.
Never lie to a friend.
Don't get recognized.
Do not reject friendly advice, help and comments.
Do not argue with a friend over trifles.
Don't be jealous of your friend.
Keep no secrets from a true friend.
Don't betray your friend.
Don't laugh at your friend's mistakes, it's better to help him improve.
Fast Lap
How did you meet your friend?
Exercise "Support"
Two participants become backs, lean on each other, relaxing and giving all the weight to the support. In another option, keep your partner, neglecting your convenience.
Discussion
In which case is it more convenient to stand?
When did you want to stand longer?
Which is easier - to lean or to support?
The final circle "Interesting - useful"
Thank you very much! And now let's all say in a circle that in this lesson it turned out to be interesting and useful for us. Or maybe something seemed wrong or offensive to someone? Everyone can speak for half a minute or a minute or just say a few words.
Tutoring
Need help learning a topic?
Our experts will advise or provide tutoring services on topics of interest to you.
Submit an application indicating the topic right now to find out about the possibility of obtaining a consultation.
The study was conducted on the basis of the secondary school of the MOU "Gymnasium No. 42"
The study involved 10 students of the first grade of 7 years. This sample of the surveyed did not imply the identification of gender characteristics of the study, as well as the dependence of the study on the social status of children (C student, good student, excellent student), so the children were randomly selected.
To diagnose the child's propensity for deviant behavior, the 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. An age-appropriate version of the method is used. The researcher instructs the interviewee before conducting the research.
Instruction for the child.
The picture shows two characters. Imagine that the words that a parent, teacher, or peer says are addressed to you. What would you say 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.
Evaluation of the results obtained:
% 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 conducted during the period from April 1, 2013 to April 14, 2013.
table 2
The results of the examination of children of primary school age using the stimulus material of the Rosenzweig test
|
Child's name |
plot number |
% of adequate answers |
|||||||||||||||
Table 2 data 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 4 children with a low percentage of adequate responses. The study was conducted by observation method.
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Posted on http:// www. all best. en/
Introduction
1.1 The essence of deviant behavior of primary school children
age
1.2 Psychological and pedagogical features of primary school
age
Conclusion
Bibliographic list
Introduction
The problem of deviant behavior of children is extremely acute in Russian society. Every year the proportion of minors among persons committing illegal acts is increasing. At present, very unfavorable conditions have developed that significantly complicate the mental development and upbringing of the younger generation. These conditions are formed under the influence of a whole complex of socio-psychological and biological factors: an increase in birth injuries, an unfavorable environmental situation, shortcomings in medical control and assistance, a deterioration in the material and economic situation of people, increasing employment of parents, a steady increase in divorces and conflicts in families, negative information, violence, aggression, overwhelmed television screens. In addition, the appearance of deviant behavior among schoolchildren and young people is often associated with their getting into bad companies. This opinion is partly confirmed by the data of psychology, which singles out communication with peers as the leading activity of the adolescent and even primary school period of development.
Gradually, as human society develops, the deviant behavior of children has become the focus of attention of sociologists, teachers, psychologists, and law enforcement officers. The problems of deviant behavior, its formation and prevention were dealt with by such scientists as M. Kovalev, V.N. Kudryavtsev, S.A. Kozlova and other famous scientists around the world. In the psychological and pedagogical literature, the topic of deviant behavior is devoted to theoretical studies, publications, systematizing knowledge about the causes of its occurrence, forms of manifestation (R. Baron, D.A. Berkovtits, A. Bandurov and others.)
Purpose: on the basis of theoretical study and experimental work, to identify effective methods and methods for correcting behavioral disorders in children of primary school age.
Object: deviant behavior of children of primary school age.
Subject: the process of correcting the deviant behavior of children of primary school age.
Hypothesis: the process of correcting the behavior of children of primary school age will be effective if:
take into account the psychological and pedagogical features of primary school age;
use effective methods of correction of children of primary school age (observation, test survey, etc.)
In accordance with the problem, purpose, object, subject and hypothesis of the study, the following tasks were set:
reveal the essence of the concept of correction of deviant behavior of children of primary school age;
to study the psychological and pedagogical features of primary school age;
identify methods and forms of correction of deviant behavior of children of primary school age;
to conduct experimental work on the correction of deviant behavior of children of primary school age;
The following methods were used in the study:
analysis of scientific and educational literature
generalization
observation
testing
pedagogical experiment (stating stage)
processing and interpretation of the obtained results
These research methods made it possible to identify the pedagogical features and causes of deviant behavior of children, which must be taken into account when developing a program for correcting their behavior.
The theoretical basis of the study is the work of domestic scientists such as: S.A. Belicheva, V.N. Kudryavtsev, S.A. Kozlova, N.V. Basaeva and others.
Experimental base: MOU secondary school in the village of Rudnichny, Verkhnekamsky district, Kirov region.
The practical significance of the study lies in the development of guidelines for teachers on the correction of deviant behavior of children of primary school age.
Chapter 1. Theoretical foundations for the correction of deviant behavior of children of primary school age
1.1 The essence of deviant behavior of children of primary school age
The problem of deviant (deviant) behavior, despite the huge amount of empirical and theoretical research in various fields of scientific knowledge, belongs to the category of the most complex, ambiguous and at the same time relevant. Its relevance lies in the fact that every year there is a tendency to increase the number of children with behavioral disorders. In addition, the problem of deviant behavior in primary school age remains insufficiently studied today. Deviant behavior as a specific construct has been studied by various scientific directions and schools for many years. The variety of theories, principles, approaches to the interpretation of this concept is very wide. Let's consider some of them.
S.Yu. Belicheva, V.I. Kovalev, Firsov define deviant (deviant) behavior as the social behavior of an individual or group that does not comply with the established norms, patterns and rules that have developed in a given society, as a result of which these norms are violated by them.
According to N.V. Basaeva, S.A. Belicheva, V.N. Kudryavtsev, deviant or deviant behavior is a stable behavior of an individual that deviates from the most important social norms, causing real damage to society or the individual himself, and also accompanied by its social maladjustment.
According to V.V. Kovaleva, most often, deviant behavior is understood as a negative (negative) deviation in a person’s behavior depending on his age, which contradicts not only legal or moral norms accepted in society, but also role assignments.
Let us summarize the above points of view. In most scientific works, despite some differences, deviant (deviant) behavior is generally described as the actions and deeds of people that do not correspond to traditional socio-cultural, legal, moral norms, expectations or patterns of behavior. However, many scientists also believe that deviant behavior is, as a rule, negative actions and actions of a person who comes into confrontation with the rules, standards and values that prevail in society.
In a child with deviant norms, deviant behavior manifests itself in various forms and degrees of its expression. Therefore, it would be rational to consider the types of deviant behavior:
Delinquent behavior
Additive behavior
Pathocharacterological behavior
Psychopathological behavior
Deviations based on hyperabilities
Delinquent behavior (from the Latin delinquens - committing a misdemeanor) is understood as an offense not punishable from the point of view of the Criminal Code, but more often regarded as offenses for which administrative responsibility arises. This could include: petty hooliganism, fights without causing serious bodily harm, cheating by the seller, deception of the tax inspector, being late for work, crossing the street in the wrong place, etc. According to foreign and domestic sociologists, the number of delinquent acts of schoolchildren usually includes such actions: not returning home at night, drinking alcohol, illegal possession of weapons, absenteeism from school, etc.
Violations of social norms by young people can be serious and frivolous, conscious and unconscious. All serious violations, whether conscious or not, that fall under the category of unlawful act are considered delinquent conduct. It happens that the adoption of certain legislative acts in the country leads to the fact that deviant behavior begins to qualify as delinquent. Thus, any behavior that is not approved by public opinion is called deviant, and behavior that is also not approved by the law is called delinquent. The possibility of applying punishment draws the line between delinquent and criminal behavior.
Additive behavior is one of the forms of destructive (destructive) behavior, the desire to escape from reality by changing one's mental state by taking certain substances or constantly fixing attention on certain objects or activities (types of activity), accompanied by the development of intense emotions
Forms of additive behavior:
alcoholism, drug addiction, substance abuse, tobacco smoking (chemical addiction);
gambling, computer addiction, prolonged listening to rhythm-based music;
eating disorder;
full immersion in some kind of activity, ignoring vital duties and problems, etc.
It can be concluded that distraction from doubts and worries in difficult situations is periodically necessary for everyone, but in the case of addictive behavior, it becomes a lifestyle when a person is trapped due to constant avoidance of reality.
The pathocharacterological type of deviant behavior is due to pathological changes in character that have formed in the process of education. These include personality disorders (psychopathy) and overt or pronounced character accentuations. According to L.M. Balabanova, with an emotionally unstable personality disorder (i.e., excitable psychopathy), the most common motive for behavior is the desire to realize an inadequately high level of claims, a tendency to dominate and dominate, stubbornness, resentment, intolerance for opposition, a tendency to self-inflate and search for reasons for discharge of affective tension [6, p. 74]. In persons with hysterical personality disorder (hysterical psychopathy), the motive of deviant behavior is egocentrism, a thirst for recognition, and high self-esteem. The most important motivational mechanism is the desire to manipulate others and control them. In individuals with anxious (avoidant) personality disorders (psychopathy), pathological self-actualization is expressed in the preservation of their habitual stereotype of actions, in avoiding overstrain and stress, unwanted contacts, in maintaining personal independence. Deviations manifest themselves in the form of neurotic obsessions and rituals that permeate all human life.
The psychopathological type of deviant behavior is based on psychopathological symptoms and syndromes, which are manifestations of certain mental disorders and diseases. The child may exhibit deviant behavior due to perceptual disturbances - hallucinations and illusions.
A variety of pathocharacterological, psychopathological and addictive types of deviant behavior is self-destructive behavior. The system of human actions is not aimed at development and personal growth, and not at harmonious interaction with reality, but at the destruction of the personality. Thus, aggression is directed at oneself and manifests itself in the form of suicidal behavior, drug and alcohol addiction, and some other types of deviations. The motives for self-destructive behavior are addictions and the inability to cope with everyday life, psychopathological changes in character, as well as psychopathological symptoms and syndromes.
Hyperabilities-based deviant behavior is a special type of deviant behavior. In such cases, they speak of manifestations of giftedness, talent, genius in any one of the human activities. Deviation towards giftedness in one area is often accompanied by deviations in everyday life.
Such a person is often not adapted to "everyday, mundane" life. He is not able to correctly understand and evaluate the actions and behavior of other people, turns out to be naive, dependent and unprepared for the difficulties of everyday life. If with delinquent behavior there is a confrontation in interaction with reality, with addictive behavior - an escape from reality, with pathocharacterological and psychopathological - a painful confrontation, then with behavior associated with hyperabilities - ignoring reality. It follows from this that a person exists in reality (“here and now”) and at the same time, as it were, lives in a different, own reality, without thinking about the need for an “objective reality”, where other surrounding people act. He regards the ordinary world as something insignificant, insignificant and therefore does not take any part in interacting with it. Forced contacts are perceived by a person with hyperabilities as optional, temporary and are not significant for his personal development. All interest is focused on activities related to his extraordinary abilities (musical, mathematical, artistic, and others).
Even a far from complete analysis makes it possible to better understand these very complex elements of social life, to more concretely imagine the nature of deviant behavior in general, and, perhaps, to get rid of some of the usual illusions and myths.
The main reasons for the high degree of probability of deviations from social norms are:
1) Social inequality. This finds expression in the low, sometimes beggarly, standard of living of the majority of the population, especially young people; in the stratification of society into rich and poor, unemployment, inflation, corruption, etc.
2) The moral and ethical factor of deviant behavior is expressed in the low moral and ethical level of society, lack of spirituality, the psychology of materialism, alienation of the individual. The life of a society with a market economy resembles a market where everything is bought and sold, the trade in labor and the body is an ordinary event. The degradation and decline of morals find their expression in mass alcoholism, vagrancy, the spread of drug addiction, an explosion of violence and delinquency;
3) An environment that is neutral-favorable to deviant behavior. Young deviants mostly come from unfavorable families. Unfavorable living conditions and upbringing in the family, problems of mastering knowledge and related failures in studies, inability to build relationships with others and conflicts arising on this basis, various psychophysical deviations in the state of health, as a rule, lead to a crisis of the spirit, loss of the meaning of existence.
Based on the above factors, I would like to say that the deviant behavior of the child is formed from the socialization of the individual, that is, from psychological attitudes, social norms and values, knowledge, skills with which he functions in society.
If we consider deviation as a process, then we can distinguish a number of possible transitional moments or stages in the development of deviant behavior. Above, we talked about how deviant behavior manifests itself in a child. But it is also important to consider the fact to what extent this behavior is expressed. To do this, it would be rational to study the stages of deviant behavior.
The first (initial) stage of deviant behavior is considered as predisposing to negative behavior (mainly corresponds to preschool and primary school age), the causes of which include:
Improper upbringing in the family;
Mistakes of employees of preschool institutions;
Weak psychological and pedagogical readiness for schooling;
Unformed experience of behavior;
Constant failures in game and educational activities;
Variety of negative emotional experiences;
Isolation in children's and school groups, etc.
Thus, under the influence of these reasons, a complex of negative qualities may arise in children of preschool and primary school age, individual behavioral deficiencies may form, initial forms of deviant behavior may appear, the first signs of pedagogical neglect and difficult education.
The second stage of deviant behavior is characterized by a deepening negative attitude towards the norms and rules of behavior and activity (mainly manifested in adolescence). It comes as a result of:
Misunderstanding of the psychology of adolescents by adults;
Formalism in academic and extracurricular work;
Lack of useful communication in the class team;
Search for contacts in spontaneous street groups and associations;
Undesirable influence of the environment;
Violations of the rules of conduct at school and at home;
Deepening failures in various activities;
Distorted moral ideas about honor, duty, behavior;
Limited opportunities for self-affirmation in the collectives of the school, class;
Immaturity of judgments;
Irritability, increased excitability, instability of behavior, etc.
Consequently, adolescents develop pedagogical neglect and difficult education, there are separate asocial tendencies of deviant behavior: rudeness, aggressiveness, hooliganism, absenteeism, petty theft, individual offenses.
The third stage of deviant behavior is characterized by an aggravation of pedagogical neglect and a steady manifestation of the social neglect of young people. Deviant behavior at this stage is expressed in:
Negative ways of behavior that are contrary to accepted norms;
Negative attitude to study and work;
The manifestation of the antisocial orientation of the individual;
The presence of socially incorrect views, positions, bad habits;
Hostile attitude towards many established values;
Boasting, bravado, desperation, unreasonable risk, recklessness in behavior;
Systematic violations of educational and labor discipline, etc.
Thus, during the third stage, pedagogical neglect turns into social neglect, stable deviant behavior develops, its forms such as aggressiveness, malicious hooliganism, drunkenness and early alcoholism, theft, drug addiction, substance abuse, racketeering, legal violations, crimes, etc. bit by bit, young people are building up elements of future negative behavior.
So, we have considered the most important theoretical problems that arise in the study of the psychology of deviant behavior. From this we can draw some conclusions. Deviant behavior is a holistic behavioral act, actions or deeds of adolescents that do not correspond to generally accepted social, cultural and moral norms, as well as norms, traditions and patterns of behavior in those groups in which their life activity takes place. The allocation of specific types of deviant behavior is conditional and is used for the purpose of a detailed study of the most common deviations in the behavior of underage youth in a particular group or in a given period of time, as well as for the purpose of classifying various manifestations of deviations. In real conditions of life, deviant behavior is of a multiple nature, i.e. in the behavior of a teenager, various types of deviations are combined, with the priority severity of one or another type, and this severity can be very dynamic and depend on many factors.
1.2 Psychological and pedagogical features of primary school age
Early school childhood (from 6 to 9 years old) is a complex and controversial period of human development, since at this time adaptation to school takes place. Some children make noise, scream, rush along the corridors, are often distracted in class, and behave rather cheekily with teachers. Others, on the contrary, are clamped, constrained, overly timid, crying at the slightest failure. In the third group of younger schoolchildren, sleep is disturbed, appetite is lost, they become very capricious, their number of diseases increases. These violations (usually called functional deviations) are caused by the load that the child's psyche experiences, his body due to a sharp change in lifestyle, a significant increase in the requirements that he must meet. At this time, there is an intensive biological development of the child's body (central and autonomic nervous systems, bone and muscle systems, the activity of internal organs). At the heart of such a restructuring (it is also called the second physiological crisis) is a distinct endocrine shift - the "new" endocrine glands are activated and the "old" glands cease to operate. Such a physiological restructuring requires a lot of stress from the child's body in order to mobilize all the reserves. During this period, the mobility of nervous processes increases, excitation processes predominate, and this determines such characteristic features of younger students as increased emotional excitability and restlessness.
Regardless of when a child starts school, at age 6 or 7, at some point in their development they go through a crisis. This fracture may begin at 7 years of age, or may shift to 6 or 8 years. Like any crisis, the crisis of 7 years is not rigidly connected with an objective change in the situation. It is important how the child experiences the system of relationships in which he is included, whether it is a stable relationship or a relationship that changes dramatically. The perception of one's place in the system of relations has changed, which means that the social situation of development is changing, and the child finds himself on the border of a new age period.
Thus, the crisis of 7 years arises on the basis of the emergence of personal consciousness. The main symptoms of the crisis:
loss of immediacy. Wedged between desire and action is the experience of what significance this action will have for the child himself;
mannerisms; the child builds something out of himself, hides something (the soul is already closed);
a symptom of "bitter candy": the child feels bad, but he tries not to show it. Difficulties in upbringing arise, the child begins to withdraw and becomes uncontrollable.
These symptoms are based on the generalization of experiences. A new inner life has arisen in the child, a life of experiences that is not directly and immediately superimposed on the outer life. But this inner life is not indifferent to the outer, it influences it.
During the crisis of 7 years, it is manifested that L.S. Vygotsky calls the generalization of experiences. A chain of failures or successes (in school, in broad communication), each time experienced by the child in approximately the same way, leads to the formation of a stable affective complex - a feeling of inferiority, humiliation, hurt pride or a sense of self-worth, competence, exclusivity. Of course, in the future, these affective formations can change, even disappear, as experience of a different kind is accumulated. But some of them, supported by relevant events and assessments, will be fixed in the personality structure and influence the development of the child's self-esteem, his level of aspirations. Thanks to the generalization of experiences, at the age of 7, the logic of feelings appears. Experiences acquire a new meaning for the child, connections are established between them, the struggle of experiences becomes possible.
A purely crisis manifestation of the differentiation of the external and internal life of children usually becomes antics, mannerisms, artificial stiffness of behavior, a certain independence and independence, perseverance and perseverance, even stubbornness, purposefulness and, in connection with this, increased cognitive activity. These external features, as well as the tendency to whims, affective reactions, conflicts, begin to disappear when the child emerges from the crisis and enters a new age.
The problem of school performance, evaluation of the results of children's educational work is central at primary school age. The development of learning motivation depends on the assessment, it is on this basis that in some cases there are difficult experiences and school maladaptation. School assessment directly affects the formation of self-esteem. Children, guided by the teacher's assessment, consider themselves and their peers as excellent students, "losers" and "triples", good and average students, endowing the representatives of each group with a set of appropriate qualities. Assessment of progress at the beginning of schooling is, in essence, an assessment of the personality as a whole and determines the social status of the child.
High achievers and some well-performing children develop inflated self-esteem. For underachieving and extremely weak students, systematic failures and low grades reduce their self-confidence, in their abilities. Their self-esteem develops in a peculiar way. A.I. Lipkina, studying the dynamics of self-esteem in primary school, revealed the following trend.
One should not always consider the characterological manifestations of younger schoolchildren as stable and fixed forms of behavior in which a system of relations is realized. Character in primary school age is only developing.
The characterological manifestations of younger schoolchildren may differ in inconsistency and instability. In this regard, sometimes temporary mental states can be mistaken for character traits. N. D. Levitov gave an example of such a mistake. The teacher of the 1st grade considered one of her students to be a persistent girl, able to overcome difficulties, to bring every task to the end. Meanwhile, the objective observation of an experienced psychologist showed that the girl's persistence is a temporary mental state that occurs only under certain conditions: when she sees the example of her friend and when, moreover, her activity is successful. Failure unsettles her.
In the behavior of younger schoolchildren, typological features of higher nervous activity are more clearly and transparently manifested, which later are usually overlapped (or masked, as psychologists say) by the usual forms of behavior that has developed in life. Shyness, isolation can be a direct manifestation of the weakness of the nervous system, impulsivity, incontinence - a manifestation of the weakness of the inhibitory process, slow reaction and switching from one activity to another - a manifestation of low mobility of nervous processes.
Of course, this circumstance does not in the least remove the task of education: the nervous system, as I.A. Furmanov, is very plastic and capable of some changes under the influence of external influences. In addition, as we know, typological manifestations can be controlled by consciousness, which is necessary to educate schoolchildren.
The nature of primary school age differs in some features. First of all, let us point out impulsiveness - the tendency to act immediately under the influence of direct impulses, motives, for random reasons, without thinking and weighing all the circumstances. The reason for this phenomenon is clear: age-related weakness of volitional regulation of behavior, the need for active external relaxation. Therefore, not all cases of violation of the rules of internal regulations at school by younger school ages should be explained by indiscipline.
An age-related feature is also a general lack of will: a younger schoolchild (especially 7-8 years old) still does not know how to pursue the intended goal for a long time, stubbornly overcome difficulties and obstacles. If he fails, he may lose faith in his strengths and capabilities.
Character flaws common in primary school age - capriciousness, stubbornness - are explained by the shortcomings of family education. The child is accustomed to the fact that all his desires and requirements are satisfied. Capriciousness and stubbornness are a kind of protest of the child against the firm demands that the school makes on him, against the need to sacrifice what he wants for the sake of what he needs.
The age characteristics of the character of primary school age also include such positive traits as responsiveness, curiosity, spontaneity, gullibility. An important age feature is imitation - younger students tend to imitate adults and some peers, as well as the heroes of their favorite books and films. This, on the one hand, makes it possible to educate socially valuable personality traits through personal example, on the other hand, it also poses a certain danger: the younger student adopts not only the positive. If a first grader liked how an older student deftly plays volleyball, then everything is copied: a loose gait, rude expressions, vulgar manners of this elder.
The most typical signs of trouble in the behavior of younger schoolchildren are violations in the system of educational influences and interactions (a negative attitude of teachers towards poor and undisciplined schoolchildren is formed). Students have difficulties in mastering the program material, low grades; intellectual security is closely linked to low self-esteem; certain discrepancies are found between what is required of schoolchildren and what they are able to perform. Most underachieving children overestimate the results of their educational activities. They have violations in the field of communication with peers associated with academic failures; in relation to teachers, children experience a feeling of fear, fear, depression, timidity, etc.). There are violations in the "personality-collective" system.
Thus, in the course of the study, it was determined that at the beginning of each age period, a completely peculiar, specific for a given age, exclusive, unique and inimitable relationship develops between the child and the reality surrounding him, primarily social. Vygotsky calls this attitude the social situation of development at a given age. The social situation of development is the starting point for all the dynamic changes that take place in development during a given period. It determines entirely and completely those forms and the path, following which the child acquires new and new personality traits, drawing them from social reality, as from the main source of development, the path along which the social becomes individual. The social situation of development, specific for each age, determines in a strictly natural way the whole way of life of the child, or his social existence.
1.3 Methods and forms of correction of behavioral disorders in children of primary school age
Correction methods are directly dependent on the nature of pedagogical neglect, the level of upbringing of the child as a whole, the educational opportunities of the school and family, specific behavior, his lifestyle and environment. Pedagogical correction is an expediently organized system of pedagogical influences aimed at changing certain features (properties, processes, states, traits) of behavior.
Organization of children's activities based on their interests is one of the areas of correction that has become widespread in recent years. Pedagogy has always defended the idea of the relationship between the methods of education and correction, condemned the practice of "solitary means" (the term of A.S. Makarenko), i.e. isolated application of a single method. In their totality, the methods of correction are designed to activate the child in the fight against his negative qualities, bad habits. Each method performs a specific leading function.
Currently, there are many directions and methodological methods for correcting violations of the behavior of children. Consider some methods of psychotherapeutic influence used by the teacher in correcting children's behavioral disorders:
Observation
Suggestion
Belief
Analogy
Role-playing games
The method of observation allows you to get information about the reactions, states and personal characteristics of the child, to see. It is important to observe the tone of speech, facial expressions, gestures, details of appearance, communication style, features of behavioral and emotional reactions. Surveillance must go unnoticed. Some of its results are recorded by the consultant arbitrarily, which will make it possible to make a more thorough analysis in the consultation process.
Observation stages:
definition of tasks and goals (for what, for what purpose the observation is being carried out);
choice of object, subject and situation (what to observe);
choosing the method of observation that has the least effect on the object under study and provides the most necessary information (how to observe);
the choice of methods for recording the observed (how to keep records);
processing and interpretation of the received information (what is the result).
Distinguish observation included, when the researcher becomes a member of the group in which the observation is conducted, and non-included observation - "from outside"; open and hidden (incognito); complete and selective.
Observation is a very accessible method, but it has its drawbacks related to the fact that the results of observation are influenced by the personal characteristics (attitudes, interests, mental states) of the researcher.
The suggestion method consists in a reasoned verbal influence on the counseling participants in order to change their opinions, attitudes and attitudes. Suggestion is both direct and indirect (indirect) influencing the child.
The method of persuasion is the basic method for all stages, allowing logically and reasonably to prove the correctness of its arguments and provisions. At the same time, it is important to remember that it affects the consciousness of the individual through an appeal to her own critical judgment. A very common and effective means is the formation of beliefs through clarification. To explain means to ensure that the interlocutor understands the meaning of the phenomenon, event, document, determines his attitude towards it, knows how to give it a correct assessment.
An important type of persuasion is refutation. It is used when it is necessary to convince the child on some theoretical or practical issue, to refute the inconsistency of his evidence. This is the most difficult type of persuasion, since a person refuses his views, even erroneous ones, with great difficulty, through overcoming various doubts and hesitations.
Analogy is a logical conclusion, as a result of which knowledge about the features of one object arises on the basis of its known similarity with other objects. This property allows, after studying one subject, to draw a conclusion, although not final, not conclusive in the full sense of the word, about another subject. In this case, an analogy of three kinds is used: properties, relations, and isomorphism. The analogy affects the worldview, stereotypes, opinions, views, attitudes of the child. The essence of the method is to attract specific cases from practical life, fiction, history.
Conversation - a method of obtaining information based on verbal communication; related to survey methods. The main thing in the conversation is a carefully thought-out system of questions that gradually leads students to gain new knowledge. Preparing for a conversation, the teacher, as a rule, should outline the main, additional, leading, clarifying questions. An inductive conversation usually develops into a so-called heuristic one, since students from private observations come to general conclusions under the guidance of a teacher. In the deductive construction of a conversation, first a rule is given, a general conclusion, and then its reinforcement, argumentation is organized. The conversation, as a rule, serves as an auxiliary method, because when analyzing the course of the conversation and its results, a number of difficult-to-resolve problems arise regarding the frankness of the subject and his attitude towards the researcher. And the researcher himself is not free from subjectivity: although the conversation is planned in advance, in the course of communication it is almost impossible to abstract from the personal relationship to the subject. We can say that the use of conversation as the main method is possible with the appropriate qualifications of the teacher, which implies the ability to establish contact with the subject, to give him the opportunity to express himself as freely as possible - and at the same time the ability to abstract personal relationships from the content of the conversation. The conversation is used at different stages of the study and for primary orientation, and to clarify the conclusions obtained by other methods, especially observation. Skillful use of conversation can yield very valuable results. How specific types of conversation are distinguished:
1) introduction to the experiment - involvement in cooperation;
2) experimental conversation - during which working hypotheses are tested;
3) interview.
Role playing is the best path to mental stability. The basis of the various methods defined by this concept is the recognition of the game as an important factor in the development of personality. Play therapy performs three functions: diagnostic, therapeutic and educational, which are interconnected. Game therapy is also used to eliminate social and mental maladaptation, emotional and personality disorders.
The system of measures aimed at correcting behavioral disorders includes psychohygienic, corrective, medical and pedagogical, general health measures, psychopharmacology, and psychotherapy. This takes into account the individual medical and biological characteristics of the child, the nature of mental pathology, the structure and form of aggressive behavior, the level of social adaptation, the ratio of biological and socio-psychological factors. Age, individual conditions of education are also taken into account.
Successful correction of behavioral disorders is possible only with the mutual and deep penetration of one area into another, with the assistance of a doctor and a teacher, providing them with an individual approach to a teenager.
Correction of violations of behavior will be as effective as it takes into account the uniqueness and originality of the child. An individual approach means identifying the nature of the psychological difficulties of a particular child and the actual psychological mechanisms underlying the problems, choosing the appropriate methods and methods of work for this individual case.
Individual assistance to a child in the classroom is a special activity of teachers, carried out by them directly in interaction with the child or indirectly, through his family and class staff, aimed at assisting in solving his age-related socialization tasks and related individual problems.
Group correction of behavioral disorders is also effective. The advantage of the group is that the group is a kind of island of the world in which the child, with the help of a teacher and other members of the group, can analyze his own behavior and try out new forms of it. This is achieved through a special organization of communication in groups, active social learning, the main characteristic of which is "the correspondence of the learning procedure itself to the processes and phenomena that are created in the course of its implementation, i.e., the relations of the training group participants are built in full accordance with all the requirements of communication -dialog".
It should be noted that the methods of psychological training, one of the forms of which is group correction of children's behavior, go back to the ideas of intensive communication by K. Rogers /4, p. what is happening in this group, the principle of partnership and equality of group members (joint perception and discussion of a common seen situation or problem and maximum consideration of the interests of all participants), awareness and emotional experience of the problems of each member of the group, the ability to put oneself in the position of another, read the situation through his eyes and etc. This means that in the group attention is focused on direct experience and involvement in it.
Thus, the most effective method of correcting behavioral disorders is play therapy. Any method of correction, individual or group, is effective. When choosing methods and methods for correcting children's behavioral disorders, the individual characteristics of the child, the nature of mental pathology, the structure and form of aggressive behavior, the level of social adaptation, the ratio of biological and socio-psychological factors are taken into account. Age, individual conditions of education are also taken into account.
Summarizing the above, we emphasize that correctional and educational activities are aimed mainly at the destruction of certain attitudes, ideas, values, motives, stereotypes of behavior and the formation of new ones in order to achieve self-realization of the individual in society, carried out by socio-pedagogical means. This destruction is manifested in a change in views, rethinking, reassessment of many things in life, and as a result, the behavior of the individual is corrected in accordance with the norms accepted in the social environment, society as a whole. Thanks to this activity, the previously formed motives, attitudes, etc. are destroyed.
The need for correctional and educational activities arises in cases of social deviations in the behavior of a teenager, a young man, caused mainly by social violations. The help rendered to the personality of a teenager here has the character of correctional and educational activity. Its goal is the destruction of the elements of readiness for antisocial behavior and the formation of a stable system of norms and values that correspond to the norms and values of society.
So, summing up the results of the first chapter, we can say that regardless of the direction and characteristics of behavior in most approaches, the main qualitative characteristic of behavioral disorders is aggressiveness. Therefore, in order to correct violations of the behavior of children of primary school age, it is necessary to determine the type and causes of violations of behavior, while it is necessary to take into account the age characteristics of children, since at primary school age the foundation of moral behavior is laid, moral norms and rules of behavior are assimilated, and the social orientation of the individual begins to form. .
Chapter 2. Experimental work on the correction of deviant behavior of children of primary school age
2.1 The ascertaining stage of the pedagogical experiment
A theoretical analysis of the psychological and pedagogical literature showed that, regardless of the direction and characteristics of behavior in most approaches, the main qualitative characteristic of behavioral disorders is aggressiveness. Therefore, in order to correct violations of the behavior of children of primary school age, it is necessary to determine the type and causes of violations of behavior, while it is necessary to take into account the age characteristics of children, since at primary school age the foundation of moral behavior is laid, moral norms and rules of behavior are assimilated, and the social orientation of the individual begins to form. .
For more successful correctional work, it is necessary to search for the most effective methods and means of influencing each individual child or group of children with behavioral disorders. An individual approach means identifying the nature of the psychological difficulties of a particular child and the actual psychological mechanisms, choosing the appropriate methods and methods of work for this individual case.
This pedagogical experiment should confirm:
1) the conclusions obtained in the theoretical study;
2) the hypothesis of the study, the essence of which is that the correction of behavioral disorders in children of primary school age will give positive results if individual or group methods and forms of correction of children's behavioral disorders are selected and, at the same time, the following are taken into account:
age and psychological and pedagogical characteristics of children of primary school age;
causes of behavioral disorders in primary school children
The pedagogical experiment consists of successive stages, each of which requires certain methods.
At the first stage, stating - the dynamic characteristics of the personality are studied, the social status structure of the personality is studied, the conditions and factors of socio-psychological indices that affect interpersonal conflicts among adolescents are determined. Experience shows that the characteristics identified at this stage are important diagnostic indicators for the subsequent stages of the pedagogical experiment.
The task of the second stage is to develop and implement a program for correcting behavioral disorders in children of primary school age.
At the third stage, the final one, as a result of the diagnostic procedures carried out and the implementation of the program, a comparative analysis is carried out and an assessment of the effectiveness is given.
The purpose of the pedagogical experiment: development and implementation of a program for correcting behavioral disorders in children of primary school age, determining its effectiveness.
Research base: MOU secondary school, Rudnichny settlement. The study involved 24 children of primary school age. The study was conducted anonymously and with the full consent of the subjects. The selection of subjects was carried out according to the personal affairs of children.
In order to ensure individualization, a comprehensive diagnosis of indicators of children's behavioral disorders was carried out, where the following methods were identified:
sociometry;
test questionnaire for identifying Shmishek accentuations;
the Kondash anxiety scale;
conversation with the class teacher.
Sociometry conducted in the 4th grade of the MOU secondary school in the village of Rudnichny revealed that in the study group, the majority of children have a more or less favorable status (Fig. 1). On the basis of the histogram, one can say about the nature of the relations that exist in the group, that is, it indicates the disunity of the group into separate groups by gender, and in the group of girls there is disunity into two groups led by leaders (Kolesnikova, Nafieva).
As a result of the analysis of sociometry, the following data were obtained:
interpreter - 1 person;
performers - 6 people;
swamp - 10 people;
outcasts - 5 people;
leaders - 2 people
Thus, the motive for choosing children of the same sex for girls or boys is based on friendly relations, and there is also an interest in joint activities with the chosen child. In this group, the position of both girls and boys is equally favorable.
In addition, such a nature of communication as mutual sympathy was revealed. The motivation for elections in most cases is determined by the desire of children to communicate, to have a common cause, other reasons act as secondary. Also in the group there is one interpreter who manipulates 6 classmates who do not have their own point of view and they willingly obey the interpreter.
Among the popular members of the group are: Artamonov, Golovanova. Unpopular children (Karpenko, Golovin, Igoshkina, Belonogov) must not be ignored. It is necessary to identify and develop their positive qualities, raise their low self-esteem, the level of claims in order to improve their position in the system of interpersonal relations. It is also necessary for the teacher to reconsider his personal attitude towards these children.
The Shmishek Questionnaire is a personality questionnaire that is designed to diagnose the type of personality accentuation. Using this technique, the following 10 types of personality accentuation are determined (according to the classification of K. Leonhard). K. Leonhard identified 10 types of accentuated personalities, which are divided into two groups: character accentuations (demonstrative, pedantic, stuck, excitable) and temperament accentuations (hyperthymic, dysthymic, anxious-fearful, cyclothymic, affective-exalted, emotive).
The test showed:
demonstrative accentuation - 3 people.
emotive-2 pers.,
hyperthymic - 5 people,
dysthymic-1 person,
practical-1 person,
pedantic-1person,
excitable-1 person,
cyclothymic - 1 person,
exalted-3 people
mixed type of accentuations-7 people:
emotive + exalted-2 people,
emotive + anxious - 2 people,
emotive + hyperthymic-1 person,
exalted+anxious-1
As a result of the study, it was found that children with a mixed type of accentuations predominate in the group (Fig. 2). You can also see a lot of varieties of accentuations, which suggests that few people in the team converge in character. This is where the manifestation of deviant behavior comes from. The group is dominated by five hyperactive guys with whom it is difficult to "get along". There are also 3 children who contribute to the displacement from the team. There are also children with a quick change of mood, special sensitivity and impressionability. All this suggests that it is difficult for each child to get along in such a class with different types of accentuations. Based on the results of the analysis, a group of children was identified with pronounced deviations in character accentuations, school maladjustment and a particularly difficult family situation.
The next research methodology is the Kondash anxiety scale (Fig. 3). As a result of the study, it was found that this group of students had a moderate level of situational anxiety, since the indicators in the majority (80%) did not exceed the average level (31 - 44 points).
This suggests that in this group of subjects in various cases of their life activity, the level of anxiety is normal, that is, they are able to adequately respond to a variety of situations.
Summing up, I would like to characterize the group of subjects as a whole. This group of students is characterized by great mobility, sociability, talkativeness, expressiveness of gestures, facial expressions, excessive independence. A great desire for independence can serve as a source of conflict for them. They are characterized by outbursts of anger, irritation, especially when they meet with strong opposition, fail. Prone to immoral acts, increased irritability. They can often find it difficult to endure the conditions of strict discipline, monotonous activity, forced loneliness. Also, this group is characterized by outbursts of anger, irritation, especially when they meet with strong opposition, fail.
The main areas of work with deviant behavior in younger students are: diagnosis of deviant behavior and its signs, preventive measures and correction of deviant behavior. For the effective activity of a general education school in correcting the deviant behavior of junior schoolchildren, an integrated approach to solving the problem of various groups of specialists is carried out.
The interaction of the class teacher, social teacher and subject teacher is aimed at jointly identifying problems that arise in a child or a group of children in behavior, predicting the development of the child's personality and its behavioral manifestations, the possible development of a group of schoolchildren and organizing work to prevent and correct aggressive behavior of schoolchildren.
Similar Documents
Phenomenology of deviant behavior. The concept of psychological and pedagogical prevention of deviant behavior. Early signs of deviant behavior. Features of the use of fairy tales for the prevention of deviant behavior of children of primary school age.
term paper, added 04/15/2012
Characteristics of personal characteristics of children of primary school age. Determination of the causes and description of the types of aggressive behavior of younger students. Development of a program for the psychological correction of aggressive behavior in primary school children.
thesis, added 07/09/2014
Psychological characteristics of primary school age. Causes and specifics of the occurrence of aggression in children. Exploring interpersonal relationships in the classroom. The program for correcting the aggressive behavior of schoolchildren by means of thematic drawing.
thesis, added 10/28/2012
Consideration of the difficulties of communication in children of primary school age in the psychological and pedagogical literature. Diagnostic study of children of primary school age with communication difficulties. Compilation of a series of lessons to eliminate this problem.
thesis, added 05/21/2015
Psychological and pedagogical characteristics of children of primary school age. Domestic system of organization of medical care. Personality changes in chronic somatic diseases. Adaptation of children of primary school age to learning at school.
term paper, added 10/22/2012
Theoretical foundations of aggressive behavior in children of primary school age. Aggressiveness as the main characteristic of delinquent behavior. Psychological characteristics of primary school age. Organization of the ascertaining experiment.
term paper, added 10/28/2012
Study of the characteristics of the manifestation of aggressive behavior in children of primary school age with mental retardation. The study of the causes and main types of child aggression. Analysis of the diagnostic examination of younger schoolchildren with intellectual disabilities.
thesis, added 05/24/2014
Characteristics of the age characteristics of children of primary school age. Peculiarities of psychodiagnostics of schoolchildren. Development of motivation to achieve success. Formation of personality in primary school age. Learning the norms and rules of communication.
thesis, added 07/21/2011
Psychological essence and meaning of emotions. Features of emotional development in children of preschool and primary school age. Emotional disorders in children of primary school age. Methods and methods of psychodiagnostics of emotional disorders.
thesis, added 07/18/2011
Art-therapeutic technologies in work with children with special needs. Correction of aggressive behavior in school-age children with mental retardation by means of art therapy technologies. Development of classes using art therapy exercises.
