Antisocial behavior includes. Medical and psychological points of view on the issue under consideration

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.site/

Antisocial behavior

Introduction

The relevance of the topic is that deviant behavior in adolescents often arises as a manifestation of an acute crisis of adolescence. Social and economic problems in Russian society at this stage of development have significantly weakened the institution of the family and its impact on raising children. The result of this process is an increase in the number of street children, social orphans, and an increase in the spread of drugs, psychotropic drugs, and alcohol among children. And, as a consequence, an increase in the number of antisocial behavior among students.

Pereshina N.V., analyzing the concept of “antisocial behavior”, says that it is considered either as one of the parts of deviant behavior, or in the context of it, or as a synonymous concept.

By and large, currently in the literature, definitions of the essential meaning of such a negative position as “antisocial behavior” are not very different from each other; rather, they come down to indications of sociality and the norms of society; include either an indication of the reasons for antisocial behavior, or the identification of one main cause and sign of antisocial behavior. In various sciences, the definition of antisocial behavior also has its own characteristics. The definitions of different authors and different sciences do not contradict each other, but rather complement each other.

Reasons for the emergence of antisocial behavior in adolescents in the assessment scientific research such authors as Furmanova I.A., Bochkareva G.G., Kleiberg Yu.A. and others are ambiguous. Genetic and social groups of causes are distinguished. Social reasons are divided into socio-historical, socio-psychological, socio-pedagogical, that is, the bulk of the reasons have a social aspect.

The abstract will consider such questions as: what is antisocial behavior, the causes and motives of antisocial behavior, its types.

1. The concept is asocialbehavior

Asocial (from the English asocial - directed against society) behavior is a violation of the norms and rules accepted in society. The name does not always correctly reflect the meaning. For example, drinking alcohol and smoking are quite common norms of adult behavior. And we classify the behavior of children with such habits as antisocial. Therefore, it would be more correct to call such behavior of a schoolchild that does not correspond to his age characteristics as antisocial. There are differences between antisocial and antisocial behavior. A person with antisocial behavior comes into active conflict with the norms of society. Antisocial people do not openly violate norms, they do not rob or kill anyone, but they deliberately exclude themselves from the normal life of society, becoming parasites, homeless people, alcoholics, and drug addicts.

Modern life is replete with asocial things, i.e. inconsistent with the requirements of society and moral standards, the behavior of adults. Constantly having such “samples” before their eyes, children absorb them as a given, as something completely natural. They often do not understand why the teacher demands that they be polite, not use foul language, and not smoke; in their real life such norms are completely absent. This is why it is so difficult to correct antisocial behavior in children. It is constantly being fed real life, which is impossible to resist by moralizing means.

In psychology, it is generally accepted that needs are the basis of all human behavior. Based on the principles of self-preservation, self-development and self-realization of the individual, need should be considered as a state of a certain lack of something that a person tries to fill, an internal tension of the body that motivates activity and determines the nature and direction of all actions and deeds. And the stronger the need, the greater the tension, the more zealously a person strives to achieve the conditions of existence and development that he needs.

The process of satisfying needs goes through three stages:

1. Stage of tension (when there is a feeling of objective insufficiency in something);

2. Evaluation stage (when there is a real possibility of owning, for example, a certain item and a person can satisfy his need);

3. Saturation stage (when tension and activity decrease to a minimum).

Theories focused on the processes of social learning trace the gradual formation of patterns of behavior and take into account how external factors influence the socialization of the individual.

Social learning also manifests itself in deviant behavior due to the influence of the group on the individual. Thus, persons who are in private contact with the criminal world are subject to its strong influence and internalize its “norms.”

It can be assumed that a person will gravitate more toward those groups whose behavioral tendencies correspond to their own ideas about “bad” and “good.” The process of joining such a group is accelerated if one or another individual has certain problems and expectations that are characteristic of the majority of group members. The stronger the dependence of the individual on the group, the more influence the group has on the individual. The influence of a certain group can be a significant factor in the emergence or prevention of various forms of deviant behavior.

In Marxist theories of behavior, social deviations were explained by the specifics of relations in society. In these theories, it is noted that deviations, especially criminal ones, are a product, first of all, of living conditions in a capitalist society. If class differences disappear and the antagonistic society withers away, then deviations will disappear; they are a residual phenomenon, since “socialist society inherited from the old society its everyday consciousness” - dissatisfaction, embitterment and selfishness, self-interest, acquisitiveness and similar motives behavior and methods of implementation.

According to Western ideas, Marxist theories of deviant behavior arose on the basis of the concept of labeling - labeling, tarnished reputation, as they are based on the unification and “social equality” of various sectors of society.

At the end of the existence of socialist countries, the shortcomings of the socialist system itself were recognized as the causes of deviant behavior: imperfect distribution, deteriorating economic situation and growing differentiation of incomes of the population, as well as shortcomings of educational work.

According to supporters of the “labeling” theory, social reactions are constantly being developed or strengthened in society; they have a multifaceted impact on deviant behavior: they strengthen or reduce it. Thus, numerous socio-psychological studies have established that long-term (over 5-7 years) stay in places of deprivation of liberty leads to irreversible changes in the human psyche: prison turns out to be not a place of correction, but a school of criminal professionalization.

L.S. Rubinstein, for example, wrote that the internal psychological content of behavior, which develops under the conditions of a certain situation, especially significant for the individual, turns into relatively stable properties of the individual, and they, in turn, affect his behavior.

Among the various interrelated factors that determine the genesis of antisocial, deviant behavior, we can highlight:

· Individual, operating at the level of psychobiological prerequisites for antisocial behavior, which complicate the social adaptation of the individual;

· Psychological, revealing the unfavorable features of the interaction of a minor with his immediate environment in the family, on the street, in the school community;

· Personal, manifested in a socially active selective attitude individual attitude the individual to the preferred communication environment, the norms and values of his social environment, the ability and readiness to self-regulate his behavior;

· Social, determined by socio-cultural and economic conditions;

· Socio-pedagogical, manifested in defects in school and family education.

2. Causes of antisocial behavior

The reasons for deviant or antisocial behavior of children and adolescents lie in the peculiarities of the relationship and interaction of a person with the outside world, the social environment and himself, but is the result of a specific confluence of necessary and random circumstances of a person’s birth and socialization.

Among the causes of antisocial behavior, many researchers highlight heredity, social environment, training, upbringing and 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 the negative consequences and the nature of the child’s behavior. Therefore, Yu.A. Clayburgh, T.R. Alimkhanova, A.V. Misko identifies only three main factors: biological, psychological and social.

Biological is expressed in the physiological characteristics of a teenager, i.e. in the instability of the vital systems of the body (primarily the nervous system).

Psychological consists in the peculiarities of temperament, accentuation of character, which entails increased suggestibility, rapid assimilation of antisocial attitudes, a tendency to “escape” difficult situations or complete submission to them.

The social factor reflects the interaction of a teenager with society (family, school, other environment).

Family characteristics. There are different points of view on how and in what kind of family children prone to deviation most often grow up. L.S. Alekseeva distinguishes the following types of dysfunctional families: conflict, immoral, pedagogically incompetent and asocial. G.P. Bochkareva singles out a family with a dysfunctional emotional atmosphere, where parents are not only indifferent, but also rude, disrespectful towards their children, and suppress their will. There are families in which there are no emotional contacts between its members, and indifference to the needs of children prevails. A child in such situations strives to find emotionally significant relationships outside the family. There, the child is instilled with socially undesirable needs and interests, and he is drawn into an immoral lifestyle.

There are cases of indecent acts and sexual violence against children. In such families, the child is afraid to go to bed, he is often tormented by nightmares, enuresis, and suicide attempts are not uncommon. In such families, children may awaken sexuality early or experience sexual indifference for life. Running away from home, joining criminal groups, and systematic use of alcohol and drugs are possible. American scientists have found that a significant percentage of prostitutes had intimate relationships with their father in childhood.

It should be noted that psychological cruelty is often no less harmful than physical cruelty. In this case, a violation of the personality structure occurs, fraught with antisocial behavior in the subsequent independent life. There are known cases of teenagers killing abusive parents.

Cruelty towards a child is subject to moral condemnation and sometimes criminal punishment. However, due to the complexity of the problem, it is advisable for the teacher to first discuss such facts with a school psychologist or psychotherapist so as not to cause further harm to the child. In addition, domestic abusers themselves in most cases need the help of doctors and psychologists.

The relationship between mother and child from the first days and months of his life significantly influences the future character and fate of children.

Authoritarianism, cruelty, and excessive dominance of the mother are especially dangerous. If a child has a weak type of nervous system, this can lead to neuropsychiatric diseases; if a child has a strong one, this can lead to serious irreparable defects in the emotional sphere, sensory insensitivity of children, lack of empathy, manifestations of aggressiveness, and committing crimes.

A factor influencing the antisocial behavior of a teenager is the system of punishment and rewards practiced in the family. This requires special caution, prudence, a sense of proportion, and intuition. Both excessive love and cruelty of parents are equally dangerous in raising a child.

Sometimes, even seemingly prosperous families, if they exhibit serious disturbances in interpersonal relationships within the family, are essentially dysfunctional. This happens in families where the parents’ relationships with each other are not established. As a result, not only the child being raised suffers, but also the entire society as a whole, i.e. an initially personal intra-family problem is transformed into a social one.

The causes of family dysfunction are divided into:

· Socio-economic, which include crises in the economic sphere, disruption of the family’s working life, unemployment, hunger, epidemics, intensive migration processes in connection with military conflicts or natural disasters

· Socio-political are associated with the general crisis of the family institution: an increase in the number of divorces and the number of families where there is only one parent (or guardian), imperfect legislation on family issues, its support and raising children.

· Medical and psychological are caused by genetic, physical and mental pathology.

· Psychological and pedagogical are associated with intra-family relationships and raising children in the family.

An important problem in family education is the alienation between parents and child, which leads to the fact that the child, being neglected, goes out onto the street and is subject to the influence of peers. This also happens when parents are overly busy, when there is simply not enough time for the child and his upbringing.

In some families, there is rejection of the child, his obvious or hidden emotional rejection by the parents.

Excessive guardianship, the affectiveness of parents, as well as their anxiety and fear for their children, interfere with their cheerfulness and optimism, infect children with the same anxiety and lead to nervous system disorders.

Thus, in the entire set of causes and factors causing family dysfunction, the determining ones are violations in interpersonal relationships. In other words, pathogenic factors are often not the composition and structure of the family, not the level of its material well-being, but the family psychological climate.

School. Along with its direct purpose, the school acts as an institution for the socialization of the younger generation; it shapes personality throughout their entire growing up. The positive and negative impact of the school is largely determined by the professionalism and interest in the results of their activities of teachers and administration.

There are often students who do not want to go to school; not interested in acquiring knowledge: truants, disrupting classes.

The attitude towards the educational process, towards the school as a whole, towards teachers and classmates is formed in elementary school. Surveys of first-graders confirm that 98% of children come to school and study in the first weeks with great desire and pleasure. This means that something is wrong in the school atmosphere if children’s attitudes towards school change. This happens for various reasons. For example, a student has gaps in knowledge because he was ill, could not catch up with his friends, and his family did not help; as a result, he received a bad grade, did not want (or was unable) to correct it, and became a “bad” student; resentment appeared, he began to receive reprimands from teachers for talking in class, skipping them, the main mark becomes a “three” with alternating “twos”, after some time such a student is called “difficult”. Another student comes into conflict with the teacher, behaves badly, as a result receives bad grades, does not want to attend school (or best case scenario lessons from this teacher), resulting in poor performance in the subject, and again we hear “difficult”. Someone knows the subject well, but they don’t ask him (after all, everyone needs to learn), they don’t want to listen to his point of view, the student loses the incentive to study. Resentment towards teachers extinguishes energy, and the student falls into the category of “difficult”. These particulars are always associated with a complex of other reasons.

Social reasons. Numerous statistical studies show that children from lower social classes are more susceptible to school failure. Poverty and poor living conditions prevent children from developing their intellectual abilities; the difference between the values accepted in the family and close circle and those accepted at school is reflected; the attitudes of the corresponding social class dominate.

On the other hand, the attitude of parents towards school, the interest they have in their children's education, plays a fundamental role in the motives that motivate the child to perform well in the classroom.

Psychological reasons. They include a sense of self-confidence, the child's physical and mental limitations, his own rhythm, motivation, successes and failures, the degree of family stability that he has already gone through. Often school failure is a sign of deep mental discord of the teenager himself, dependent on his relationship with his parents. The feeling of confidence that a child receives in the family is probably one of best guarantees school success.

Pedagogical reasons. A.S. Makarenko noted that the main tasks of a teacher and educator are the organization of a children's team, the development of children's self-government bodies, the creation of short-term and long-term prospects for collective development, a major tone in the team, i.e. providing psychological comfort to all children and especially those with difficult upbringing, since an unfavorable climate in the school community may be one of the reasons for the emergence of deviant behavior.

The cause of the unfavorable climate may be an authoritarian teaching style.

An authoritarian teacher's students often experience psychological discomfort and dissatisfaction; they are forced to look for comrades on the side in order to fulfill the need for communication and self-affirmation.

An authoritarian pedagogical style leads to deformation of the structure of formal and informal relations; as a result, the process of forming a team is hampered and it loses its educational capabilities.

Something similar happens in classes with a permissive teacher’s attitude, where self-government bodies are actually removed from fulfilling their responsibilities for team unity. Without proper pedagogical guidance, the laws of collective life in the classroom can be replaced by the cruel laws of group conformism aimed at suppressing the individual, and this in turn is another deviation.

Subjective reasons. Each age stage of a child’s development is not reduced to purely quantitatively measured changes in the consciousness and behavior of students, but leads to qualitative changes in the psyche. Therefore, children sometimes understand each other better than their adult teachers. Children are not always like their parents. Reading psychological and pedagogical literature and constant monitoring of the student. Otherwise, difficulties arise in communicating with the child.

Mental development has its own driving forces. Self-development occurs to overcome the internal contradictions of the individual. Most often they talk about the contradiction between the existing level of development of needs and the real possibilities of satisfying them.

The driving forces of his mental development are associated with the emergence and resolution of internal contradictions. However, the importance of social and biological factors for psychological development cannot be discounted.

Age characteristics must be taken into account. Thus, dissatisfaction with a teenager’s need to be or appear to be an adult, treating him like a child, often leads to the emergence and consolidation of stubbornness, capriciousness, rudeness, and gives rise to conflicts with educators.

Overestimation or underestimation of his characterological qualities has an adverse effect on a teenager. (Pereshina N.V., 2006)

3. Types of antisocialbehavior

Types of deviant or antisocial behavior manifest themselves in bad habits, the harmfulness of which adolescents do not realize.

One of the most common bad habits among teenagers is smoking. They join it because of the desire to imitate (consider themselves) adults. Fearing his parents, the teenager begins to smoke secretly in the company of his peers. To buy cigarettes, he begins to “snatch” money from the money given by his parents for various purposes (breakfasts, movies, etc.). A passionate desire appears to chicly take a pack in a beautiful package out of your pocket, print it out, take out a cigarette, light it and treat your peers. An emotional background and incidental conversations on taboo topics help reinforce the habit, although at the initial stage it causes unpleasant sensations (cough, dizziness, nausea).

As the habit takes hold, teenagers no longer hide from their parents and smoke in their presence, despite the ban. This manifests their desire to free themselves from the guardianship and control of their elders. Gradually, a bad habit turns into an addiction. Soon a break from smoking causes mental discomfort, internal dissatisfaction, and a feeling of unreasonable anxiety may appear. Tolerance for nicotine increases; a teenager can smoke up to a pack of cigarettes a day. This is fraught with negative consequences: bronchitis, heartburn, gastritis, changes in pulse, fluctuations in blood pressure, disorders of the central nervous system in the form of sleep disturbances, irritability.

Alcoholism. This is a disease that arises from excessive consumption of alcohol, manifested by pathological dependence on it and other characteristic mental, somatic and neurological disorders. The concept of “alcoholism” includes medical and social aspects. Social is manifested in the spiritual, material and biological harm that excessive alcohol consumption causes to both the individual and the entire society. The medical aspect reflects pathological changes in the body directly caused by chronic alcohol intoxication and its consequences.

Alcoholism is preceded by drunkenness - an antisocial form of behavior, the forerunner of the disease, the soil on which it develops.

There are several degrees of drunkenness in adolescents: occasional rare (5-6 times a year), episodic frequent and systematic. In recent decades, drunkenness has become increasingly common among teenagers and young men. Many of them view beer and wine as an obligatory attribute of the cult of entertainment, and the ritual of drinking itself as a manifestation of masculinity and independence.

The process of drinking in them is often bravado, has the character of opposing oneself to others, and therefore, from the very beginning, adolescents can drink large doses of strong drinks, which leads to severe intoxication. But even with rare episodic drunkenness and relatively small doses of alcohol in adolescents, due to the immaturity of the body, the development of deep toxic conditions with a severe hangover and amnestic disorders (vomiting, autonomic disorders, etc.) is possible.

Addiction. In the scientific literature, the concept of drug addiction is understood as a type of deviant behavior, expressed in the consumption of narcotic or other toxic drugs by a certain part of the population. Drug abuse is characterized by the prevalence of drug use, their range and availability social problems associated with drug or toxic substance abuse.

Nowadays, drug addiction has become not just an international, but a global problem. Of course, in each country it has its own specifics, reasons and characteristics. But it is absurd to ignore global trends. Drugs have been known to people for several thousand years. They were consumed by people of different cultures, for different purposes (during religious rituals, to restore strength, change consciousness, to relieve pain and discomfort).

Obviously, drugs, like alcohol, perform very specific social and psychological functions. With their help, physical pain is removed or weakened, mental worries and anxieties, fatigue, etc. are overcome or weakened. Most people who enjoy drinking strong coffee or tea do not think about the fact that they are taking a narcotic (theine or caffeine). Collective, joint use of drugs helps to bond, communicate, and develop a sense of belonging. This is the famous “peace pipe”, and our usual “smoke breaks” (nicotine consumption), and oriental smoking rooms, and even Chinese “tea ceremonies”. That is why the joint use of alcohol and drugs often has a ritual character. In some cultures (subcultures), drug consumption serves as an indicator of a certain social status (prestigious consumption). Turning to drugs can also serve protest functions.

Running away from home and vagrancy. Vagrancy is one of the extreme forms of outsiderism. Social outsiders are people who, due to a number of objective and subjective reasons, could not find a worthy place in society and ended up in its lowest strata. According to R. Merton, outsiderism is a type of retreat behavior that is the result of a double conflict - failure to achieve a goal by legal means and the inability to resort to illegal means due to internal prohibition. Therefore, the individual distances himself from a specific order, which leads him to “flight” from the demands of society, defeatism, complacency, and humility.

In adolescents, repeated leaving home, sometimes multi-day vagrancy, mainly occurs in the period from 7 to 16 years (usually 7-13 years). Starting from the age of 14-15, wandering and wandering occur less frequently, and then gradually stop.

Of all the factors contributing to adolescents leaving home, the main one is an unhealthy family environment. As a rule, when explaining their departure, runaways talk about conflicts with their parents, a desire for independence, pickiness and hostility on the part of adults, and conflicts and quarrels between their parents. There is a point of view that leaving home caused by conflict is an attempt by a teenager to express himself in a family that limits his freedom and personal development.

Boys usually leave home for various reasons. Girls are more likely to run away due to difficulties in their personal lives, complicated by poor understanding with parents or other adults.

Pressure from teachers, difficulties and failures at school also contribute to leaving home. Children who find it difficult to study, who are not liked by teachers, are left for the second year, tend to leave school, and get rid of all the troubles associated with it.

One researcher described three categories of young people leaving home. The first type includes teenagers running away from tension in the family caused by various critical circumstances (financial, the departure of a parent, or the appearance of a stepfather and stepmother in the family). Another type are runaways from excessive parental control and strict demands. The third is those running away from physical or sexual violence.

Sexual deviations. Sexopathologists distinguish between pathological and non-pathological deviations.

Pathological deviations (perversions, perversions, paraphilias) are considered as diseases. Non-pathological (sexual deviations) is a socio-psychological concept that includes deviations from social and moral norms.

For a long time, sexual deviations were approached only as a medical problem. Moreover, any deviation was considered a mental disorder, and sexopathology itself was considered a branch of psychiatry. Kraft Ebing’s monograph “Sexual Psychopathy,” published in 18886, played a significant role in this regard. The author’s broad interpretation of such concepts as “sexual” and “perverse” psychopathy led to the fact that their framework included not only (and not so much) character pathology, but also a large group of sexual deviations that “did not coincide” with traditional concepts morality and law accepted in a particular society. Excessive biologization of sexual deviations inevitably led to camouflaging the social aspects of the problem and limiting corrective measures.

The following periods of sexual development are conventionally distinguished:

1. parapubertal (1-7 years);

2. prepubertal (7-13 years);

3. puberty (12-18 years);

4. transitional (18-26 years old);

5. period of mature sexuality (26-55 years);

6. involutionary (55-70 years).

The most turbulent and unstable of all the listed periods is puberty (adolescence). At this time, sexual consciousness, gender role behavior, and psychosexual orientations are formed.

Modern classifications of sexual deviations represent a list of all the diverse options for deviant sexual behavior. This:

· violations of psychosexual orientation by object, i.e. substitution of a normal object (narcissism, exhibitionism, visionism, fetishism, bestiality, necrophilia);

· violation of the age of the object (pedophilia, ephebophilia, gerontophilia);

· violations of orientation by the gender of the object (homosexuality).

Also, sexual deviations (non-pathological and pathological) can manifest themselves in various forms of sexual activity. Among teenagers, masturbation, petting, oral-genital contact, early sexual activity, and promiscuity are the most common.

Suicide as an extreme phase of manifestation of deviance. An individual's suicidal intentions are usually caused by global transformations in the personal structure. We can only talk about their character and intensity.

Suicide (suicide) is the deliberate taking of one's own life. It is often preceded by suicide attempts, attempts and manifestations.

Suicidal attempts are considered demonstrative and installation actions in which a person most often knows about the safety of the method of deprivation of life he is using or expects timely resuscitation measures. Suicidal manifestations include thoughts, statements, and hints that are not, however, accompanied by any actions aimed at taking one’s own life.

Those who attempt suicide often say that they do not feel close to any adult. They often find it difficult to communicate with other people significant to them; they have no one to turn to when they need to talk to someone or receive emotional support. One study identified three common characteristics of students who contemplated suicide. They had poor relationships with their parents and peers, they were convinced of their helplessness and considered themselves unable to influence the future.

The main reasons that stimulate suicide:

· Social isolation with the loss of a love object; for adolescents who have lost their parents in childhood, the loss of other family members, friends or loved ones is especially difficult;

· Depression can be a consequence of previous stress, the loss of a love object, accompanied by sadness, depression, loss of interest in life and lack of motivation to solve pressing life problems;

· Addiction to drugs or alcohol;

· Stress arising from a difficult home environment, difficulties with studies, conflicts on sexual grounds, hesitation in choosing a profession, unsuccessful attempts to find one’s place in society;

· Experiencing failure in personal relationships. Feelings of guilt and shame due to an out-of-wedlock pregnancy are a strong motivating factor for committing suicide.

· Mental illness.

Fears and obsessions. They are characteristic of childhood and puberty. Most often this is a neurotic fear of the dark, loneliness, separation from parents and loved ones, and excessive attention to one’s health. In some cases, these fears are short-term (10-20 minutes), quite rare and usually caused by some emotionally significant situations. They pass easily after a calming conversation. In other cases, fears can take the form of short attacks that occur quite often and have a relatively long period of time (1-1.5 months). The cause of such attacks is protracted situations that traumatize the child’s psyche (serious illness of relatives and friends, intractable conflict at school or in the family, etc.). Often an attack of fear is accompanied by unpleasant bodily sensations (“heart stops,” “not enough air,” “lump in the throat”), motor fussiness, tearfulness and irritability.

With timely identification and taking adequate measures, fears gradually disappear. Otherwise, they develop into a protracted course (from several months to a year or more) and then therapeutic measures do not always bring the desired results.

Dysmorphophobia. They mean an unfounded belief in the presence of physical defects that are unpleasant for others. This phenomenon occurs mainly in girls.

They often find defects in their face (a large thin nose, a hump, too full lips, an unattractive shape of the ears, the presence of pimples and blackheads, etc.). Sometimes these are flaws in the figure (short or too tall, full hips, narrow shoulders, excessive thinness or fullness, thin legs, etc.).

Thoughts about one’s imagined defectiveness occupy a central place in a teenager’s experiences and determine the stereotype of his behavior. He can spend hours looking at himself in the mirror, finding more and more flaws. The teenager begins to retire, so as not to be the subject of discussion, and avoids the company of peers. At school he tries to sit in the back desk, he is very reluctant to answer to the board, and during breaks he also strives to be alone.

Motor disinhibition. It manifests itself in restlessness and an abundance of unfocused movements. Violent playfulness, the desire to run races, jump, and start various outdoor games are combined in such people with increased distractibility and an inability to concentrate for a long time. The child cannot concentrate on the teacher’s explanations and is easily distracted when doing homework, as a result of which his academic performance suffers.

Pathological fantasy and hobbies. They are closely related to the age-related evolution of imagination. At primary school age, these are mainly figurative fantasies about traveling to other countries, meeting various animals, etc. Their content is inspired by fairy tales heard and the plots of books read.

In frequent cases, fantasies are of a sadistic, masochistic or erotic nature.

Gambling. They are attracted primarily by teenagers, whose development is classified as unfavorable. In a certain sense, the very passion for gambling can serve as a sign of personal trouble, and therefore it should not be ignored by teachers and parents. This hobby is typical for those teenagers who cannot assert themselves in other activities.

Graffiti relate to deviant behavior. Compared to other types of vandalism and violent crime, graffiti is a small, insignificant, relatively harmless manifestation, but it is not far from other antisocial acts. (Pereshina N.V., 2006)

4. Antisocial behavior of a schoolchild

Under the epithet difficult, we emphasize a characteristic feature in their life manifestations (as well as in pedagogical terms), associated with a stable deviation from the norm of certain aspects of the emerging personality, caused by physical and mental disabilities, defects manifested in a complicated form of behavior.

Childhood is preparation for adult life. If it is properly organized, then the person will grow up good; poorly directed will always result in a difficult fate. A difficult childhood is not always the worst thing. A bad childhood is a homeless, unkind childhood, in which the child is lost, like an unnecessary thing.

Not so long ago about antisocial behavior junior schoolchildren there was no speech. Ordinary pranks and school violations did not pose any social danger. But since police began to be called to schools and even kindergartens, it became clear that society was faced with a new problem - antisocial behavior of children. Child crime has become much younger in recent years. Antisocial behavior of younger schoolchildren is a natural result of a deformed socio-economic system, shortcomings in the educational system, as well as lack of spirituality and low cultural level of the family.

What deviations in children's behavior are considered antisocial? There are many of them: rudeness, dishonesty, laziness, foul language, disrespect for elders, theft, hooliganism, vagrancy, smoking, drinking alcohol, drugs, etc. Most often they manifest themselves in a complex, and then the child affected by them is called difficult, and then asocial . Antisocial means almost bordering on antisocial. The pattern of the fall from difficult to asocial is approximately this: first, individual distortions appear, then a “shaky” orientation, which can turn negative, and, finally, a stable antisocial orientation of the individual can form. Antisocial behavior manifests itself over a wide range - from mild, minor violations of the rules of conduct to illegal actions caused by deep moral neglect.

At first the child becomes difficult. Previously, this word was written in quotation marks, but now it has become a pedagogical concept. A difficult child is one who finds it difficult. This is exactly how you need to understand what is happening to him. It is difficult not only for adults, but first of all for yourself. A difficult child is suffering, rushing about in search of warmth and affection, destitute and almost doomed. He feels it. All difficult children, as a rule, did not have a friendly, caring environment either in the family or at school. At first, difficulties with adaptation, lack of abilities, and then a reluctance to learn led these children to disorganization and violations of discipline. Against the background of the moral infantilism of children, other asocial “growths” easily formed - rudeness, skipping classes, hooliganism, etc.

It's difficult for the child himself. This is his unsatisfied need to be like everyone else, to be loved, desired, caressed. The fact that these children are rejected at home and in the classroom further alienates them from other people. Traditionally, the main criterion for classifying a child as difficult is, in the vast majority of cases, poor academic performance and lack of discipline. This is a consequence of the difficult situation for the child in which he finds himself in the school community from the very beginning of his studies. The main thing here is the internal experiences of the child himself, his personal attitude towards the teacher, the classmates around him, and towards himself. Thus, what should be paramount for the teacher - the inner world, emotional states, experiences of the child - often turns out to be outside the scope of his pedagogical action. Hence the formal inclusion of the child in the category of difficult, but in fact - unknown.

The child becomes difficult, rightly notes Prof. A.I. Kochetov, when there is a coincidence, the imposition of negative external influences (immoral behavior of adults, the bad influence of the street, the company of delinquents), failures at school and pedagogical mistakes of teachers, the negative influence of family life and intra-family relationships. In other words, the child falls out of the sphere of education at many levels at once and is in the zone of active negative influences.

Difficult children are usually classified as those children who are characterized by certain deviations in moral development, the presence of fixed negative forms of behavior, and indiscipline. Difficult children study poorly, rarely and carelessly do their homework, and often miss school. They behave badly in class and fight. There are many repeaters among them. Usually little attention is paid to their upbringing in the family. They grow up on their own. They are often forced to steal and beg. They are aggressive, embittered, and practically familiar with the shadow sides of life. They begin to smoke, drink alcohol, and take up drugs at an early age. As they grow up, they form organized groups , commit thefts, robberies and even murders.

Of great concern is the growing trend of difficulties among girls. Although they are less prone than boys to violence, rude and harsh manifestations of indiscipline, they are often (like boys) characterized by immoral actions and manifestations, as well as deceit, hysteria, rudeness and insolence. Some girls show a tendency to steal small things, drink alcohol, and smoke. These girls naturally require a particularly attentive approach, tact, and benevolent gentleness.

Psychologists and teachers have proposed several systems for typing difficult children. Almost all of them relate to children of a later age, when a difficult child becomes an antisocial teenager. One of the most developed systems belongs to prof. A.I. Kochetov. He identifies the following types of difficult children: 1) children with communication disorders, 2) children with increased or decreased emotional reaction (with increased excitability, acute reaction or, conversely, passive, indifferent), 3) children with mental retardation, 4 ) children with abnormal development strong-willed qualities(stubborn, weak-willed, capricious, self-willed, undisciplined, disorganized).

Difficult children become antisocial teenagers, whom psychology professor M.S. Neimark characterizes it as follows: 1) cynics; leaders of asocial groups with an established immoral system of views and needs; violate order and rules out of conviction and consider themselves right; consciously oppose themselves to society; 2) unstable, do not have strong moral convictions and deep moral feelings; their behavior, views, assessments depend entirely on the situation; subject to bad influence, unable to resist it; 3) teenagers and high school students who are pushed into antisocial acts by strong personal immediate needs in the presence of very weak inhibitors; immediate needs (for entertainment, delicious food, often - tobacco, wine, etc.) turn out to be stronger for them than their moral feelings and intentions, and are satisfied in an illicit way; 4) affective children who experience a constant feeling of resentment based on the opinion that they are underestimated, infringed, and do not recognize that they are being unfair.

D. Futer believes that the main signs of abnormal behavior of difficult children are that a tendency to loiter is vagrancy, deceit, the formation of gangs with leaders, heightened sexual life, fluctuations in the affective sphere, aggressiveness and associated antisociality.

There is no need to look for any special reasons for the occurrence of antisocial behavior in children, there are none. They are in our daily life, in thousands of large and small examples of adult behavior. Adults should look for the reasons for dissatisfaction with children's behavior in themselves, in their actions, which are presented as models of behavior.

Children have copied and will always copy adults. This is how they enter life and develop, adopting everything indiscriminately. They still don’t know how to distinguish good from bad.

An important reason for antisocial behavior in children is certain innate biological characteristics caused by heredity. Unfavorable heredity is combined with conditions external environment- abnormal relationships and everyday life in the family, errors in training and education, etc. Ultimately, all these reasons, acting in combination, create the ground for antisocial behavior.

5. Motives for antisocial behavior

Deviant behavior is behavior that deviates from socially accepted legal or moral norms.

Delinquent behavior is a type of deviant behavior; illegal, criminal behavior.

Antisocial behavior is synonymous with deviant behavior.

If human behavior is based on needs that directly impel an individual to activity, then the direction of behavior is determined by a system of dominant motives. Experience, which is the source of action, the motivation for it, acts as its motive. The motive is always the experience of something personally significant for the individual.

Motives of behavior can be both unconscious (instincts and drives) and conscious (aspirations, desires, desires). In addition, the implementation of a particular motive is closely related to volitional effort (voluntariness-involuntariness) and control over behavior.

Instinct is a set of innate human actions, which are unconditioned reflexes necessary for adaptation and performance of vital functions (food, sexual and protective instincts, self-preservation instinct, etc.).

Attraction is most common in very young children. Attraction is most closely connected with elementary feelings of pleasure and displeasure. Any feeling of pleasure is associated with a natural desire to maintain and continue this state. This is especially noticeable when, for one reason or another, sensory pleasure is interrupted. In these cases, the child begins to show a state of greater or lesser anxiety. On the other hand, every unpleasant feeling is accompanied by a natural desire to get rid of its source. Since the characteristic feature of the drive, despite all its unconsciousness, is its active nature, it should be considered as the starting point in the development of the will. Drives in their true form are characteristic of infancy, when needs are strong, but consciousness is still weak and undeveloped.

Pursuit. As the child’s consciousness develops, his drives begin to be accompanied, at first by a still vague, and then by an increasingly clear consciousness of the need he is experiencing. This occurs in cases where the unconscious desire to satisfy an emerging need encounters an obstacle and cannot be fulfilled. In such cases, the unsatisfied need begins to be realized in the form of a still vague desire for a more or less specific object or object with the help of which this need can be satisfied.

Wish. Its characteristic feature is a clear and definite representation of the goal to which a person strives. Desire always refers to the future, to what is not yet in the present, what has not yet arrived, but what one would like to have or what one would like to do. At the same time, there are still no or very vague ideas about the means by which a clearly defined goal can be achieved.

Wants are a higher stage in the development of motives for action, when the idea of a goal is joined by the idea of the means by which this goal can be achieved. This allows you to create a plan to achieve your goal. Compared to a simple desire, wanting has a more active, businesslike nature: it expresses the intention to carry out an action, the desire to achieve a goal using certain means. The very idea of the goal becomes more definite and concrete, more real, which is greatly facilitated by the knowledge expressed in the desire of specific means and ways to achieve the goal.

Adolescence and adolescence are considered as one of the most dangerous for the formation of deviant and delinquent personality development. Teenagers continue to constitute the most criminally active part of the country's population. Thus, according to statistical data, the number of crimes committed during the year for every 100 thousand adolescents is 2030, while on average there are 1629 crimes per 100 thousand people (the total population).

Antisocial behavior, however, refers not only to criminal behavior, but also to a wide variety of social deviations. These include: drinking alcohol, drugs, smoking, vagrancy, suicide.

Addictive behavior (English addiction - inclination, addiction) is the abuse of one or more chemical substances, occurring against the background of an altered state of consciousness (Ilyin E.P., 2000).

The development of addictive needs, as a rule, begins in adolescence and early adolescence and subsequently takes on stable forms in many people. So, for example, according to F.G. Uglova, among adults who abuse alcohol, 31.8% began drinking before the age of 10, 64.4% at the age of 11-15, 3.8% at the age of 16-18. The motives for taking up alcohol can be very different. So, E.P. Ilyin names traditions and customs as the main motives, operating in more than a third of cases, the observance of which serves as a means of inclusion in the reference group (Ilyin E.P., 2000).

Another powerful influence is the idea that alcohol is a symbol of maturity and adulthood.

In addition, drinking alcohol may be a teenager's response to feelings of anxiety and loneliness. In such cases, alcohol helps a teenager free himself from feelings of self-doubt, shyness, and can also act as a form of protest against parents and society as a whole.

The reasons why teenagers start smoking also have different motivations. They are largely determined by the image of this phenomenon in society, where smoking is identified with masculinity, independence, youth, sexuality, sociability, etc.

The motives for teenage drug addiction, according to many researchers, are primarily associated with the mental experimentation of adolescents, the search for new, unusual sensations and experiences.

Thus, according to the observations of narcologists, two-thirds of young people first become involved with narcotic substances out of curiosity, a desire to find out what is “out there,” beyond the forbidden. Others begin to use drugs as a means of protest and expression of dissatisfaction with traditional norms and value systems. Another strong motive may be the teenager’s desire to keep up with friends, the desire to join some kind of group. In addition, the reason for a teenager’s involvement in drugs may be his desire to get rid of internal tension and anxiety, thus getting away from problems or, conversely, gaining the ability to resist them.

At the ages of 11 to 19 years, radical transformations occur in the structure of the motivational and personal sphere of a teenager. It acquires a hierarchical character, motives become not directly active, but arise on the basis of a consciously made decision, many interests take on the character of a persistent hobby.

Individual personal behavior

Individual personal behavior is always a multi-level and very complex phenomenon - the result of the interaction of certain systems. These include the social environment, the specific situation and the individual himself.

Based on this, the behavior of a particular individual can be represented as a list of social norms, supplemented by the personal psychological characteristics of a person. These include:

In everyday understanding, all these characteristics have two assessments:

Normal behavior in which there are no signs of mental abnormalities, that is, consistent with the norms and expectations in society.
Abnormal or abnormal behavior, that is, does not correspond to the norms and expectations in society and has signs of mental abnormalities.

Forms of unwanted or abnormal behavior

Forms of undesirable behavior are obvious characteristics of a person’s rejection of socially accepted norms, ranging from completely harmless manifestations to complete total destruction of the personality.

A manifestation of such behavior is considered to be a tendency to vagrancy, bad habits, rudeness, use of profanity, aggression towards family and friends. Regular offenses, such as prank calls (pranks), drawing on the walls of buildings (graffiti), fights, theft, violence (both mental and physical intimidation), petty hooliganism, are often the reason for being brought to the police.

If the progressive process of antisociality in an individual is not interrupted in time and correction is not started, then internal self-destruction of his personality may occur.

These forms of abnormal behavior include:

pathological;
non-standard and creative;
marginal;
retrist;
deviant, as antisocial.

Symptoms of antisociality

The manifestation of antisociality syndrome begins with the main symptom in human behavior. It becomes psychopathic. This means that a person develops uncontrollable, excessive impulsiveness, which, as a rule, leads to a violation of generally accepted norms in society.

The norms of society are usually taken to be:

Spiritual, moral norm. It is expressed in universal human values, represented by world culture and scientific thought in society.
Morals and ethical standards. Ethics of individual behavior in society.
Rule of law and law. In case of violation, the inevitability of punishment follows, which the antisocialist does not fear.
Aesthetic and cultural norm. Compliance with the ideal of style, beauty, behavior and communication.

Signs that can help identify such behavior. Behavioral vectors

In order to recognize this particular type of behavior and not confuse it with others, you need to know that there are signs by which this can be accurately determined.

Signs of antisocial personality disorders may begin to appear with preschool age and develop throughout life. They are characterized by a lack of emotions and any other types of attachment to loved ones and parents, constant lies, cruelty to pets and aggressiveness.

This behavior is always destructive. Moreover, the direction of the vector matters. If this is an “inter-vector” (direction “into oneself”), then the force of energy destruction will be directed by the person towards himself. This is called autodestructive influence.

If this is an “exterior vector” (direction “away from oneself”), then the force of destruction will be directed to his immediate environment - mainly to the family. That is, there is a destructive effect.

This behavior is regular, persistently repeated, long-term and repeated. It is consistent with the inner world of the individual, its orientation. Quite often it is predictable and regularly appears in everyday life. A person gradually loses the ability to contact people around him, changing his circle of contacts.

A dramatic change in behavior occurs. Material needs and spiritual desire are not consistent with the proposals. Negative value attitudes arise towards one’s name, physique, or simply towards oneself. A stable attitude towards the existing new way of behavior and upholding it are consolidated.

Antisociality often manifests itself through regular drug use, prostitution, and increased runaways from home leading to begging and vagrancy.

An imbalance of mental processes and non-adaptation arises. There is a violation of the process of self-actualization.

Antisocial (“antisocial”) behavior cannot manifest itself as a result of a difficult life situation - a serious illness, psychological trauma, but can be caused by its cause.

Types of such behavior

Depending on the norm of behavior accepted by society that a person violates, antisocial (“antisocial”) behavior can be classified into types.

Reasons why this behavior may occur

Psychologists, when considering this issue, identify several reasons for its occurrence.

Biological or medical. These include genetic predisposition. There were individuals in the family, relatives on one of the branches, who suffered from antisocial behavior in their behavior.
Personal, that is, psychological and psychopathological. These include the desire to assert oneself. This also includes weak levels of development of personal psychological characteristics and their relationships within the framework of the mental norm. For example, insufficient self-regulation in behavior, low self-esteem, insufficient development of social skills, lack of communication.
Family and social risk factors. These include misunderstandings in the family between children and parents, an unstable socio-economic situation both in the country and in the family, Negative influence television and radio, imperfect legislation.

Character qualities characteristic of persons with such behavior

These people tend to:

Medical and psychological points of view on the issue under consideration

From a psychological point of view, antisocial behavior is seen as a signal to society that an individual has problems.

Society ignores problem people, thereby worsening their situation. Today, negative behavior on the part of antisocial people, unfortunately, is becoming the norm and forces retaliatory measures. Society is forced to apply formal and informal sanctions to them, including: isolation, compulsory treatment, correction through occupational therapy, or punishment of the offender by applying the law to him.

From a medical point of view, such a deviation is considered as a component of the antisocial disorder personality. ICD-10 interprets this disease as a deviation from socially accepted norms and rules for the health of an individual in various forms of borderline level of neuropsychic pathology.

Preventing this type of behavior

To prevent this type of behavior, it is necessary to provide psychological education to families whose members suffer from the destructive behavior of their members. Such education should be aimed at increasing the psychological competence of persons in contact with this special group.

It should be noted that the second component of prevention is improving the psychological climate in the family and immediate environment, as a micro-community in which the individual is constantly located.

The combination of these two components leads a person to socialization and, as a consequence, the acquisition of psychological well-being.

Description of the presentation by individual slides:

1 slide

Slide description:

“Prevention of antisocial behavior and antisocial actions” Social teacher Municipal Educational Institution School p. Katravozh Koneva Veronika Vasilievna

2 slide

Slide description:

ASOCIAL BEHAVIOR is a type of deviant behavior that is harmful to society. Unlike antisocial behavior (theft, hooliganism, etc.), antisocial behavior is not directed against existing social relations.

3 slide

Slide description:

Deviant behavior (asocial behavior) is defined as deviant behavior, that is, as individual actions or a system of actions that contradict generally accepted legal or moral norms in society.

4 slide

Slide description:

5 slide

Slide description:

The stages of antisocial behavior are determined on the basis of signs: 1) the degree of violation of social requirements, norms, laws on the part of the individual, which is determined by analyzing the actions committed; 2) degree of non-compliance social demands, norms and laws; determined through an analysis of the individual’s attitude to these requirements and laws, as well as an assessment of one’s own behavior; 3) singularity and recurrence of antisocial actions.

6 slide

Slide description:

Stages of formation of antisocial behavior At the first stage of pre-asocial behavior, the characteristics of the violation include disagreement, disobedience, denial, and failure to fulfill certain social requirements. Genuine antisocial behavior is still absent. The individual perceives his behavior as normal, consistent with his own social values and attitudes. The reasons for deviation lie primarily in incorrect educational influence. Help here has two educational aspects: it is aimed at adjusting the educational impact or on the child’s personality, having the character of a modified educational activity. At this stage, there may be initial elements of a negative public opinion about the child’s personality; comments, disciplinary measures from parents, teachers, etc. Help from consultation rooms at schools, clinics, and regional institutions is possible social work. At successful work the prognosis may be positive. In the absence or failure of help, two outcomes are possible: either the individual will cope with the problems on his own or behavioral disturbances will deepen.

7 slide

Slide description:

At the onset of antisocial behavior, the characteristic includes violation of social requirements, norms and manifestations of illegal actions (petty theft, deception, hooliganism). Inclusion in groups with pronounced antisocial behavior is possible. The individual’s attitude towards social norms here can be different: - the individual perceives his behavior as normal - the individual approves of his behavior, believes that it corresponds to the norms and values of people from his close environment; - a person evaluates his behavior negatively and believes that it does not correspond to his own values and attitudes. Help and sanctions from society can have two aspects here. If the immediate environment has an asocial system of norms and values, then it is necessary that help be directed towards this environment. You can add special advice, family therapy, the work of a social worker, school teacher and psychologist with families and small groups. Helping a child has the nature of a correctional activity. Its goal is to destroy the manifested elements of readiness for antisocial behavior and to form a stable system of norms and values that correspond to the norms and values of society. Individual and group work is required at school and extracurricular activity centers, and work with children's associations. In case of timely attention and successful assistance, the prognosis will be positive. Otherwise, behavioral disturbances are more likely to deepen.

8 slide

Slide description:

At the third stage of antisocial behavior, the characteristics include: relapses of illegal actions and accumulation of experience in this regard (theft, violence, gross hooliganism), inclusion in groups with antisocial behavior. The attitude of the individual to social norms: - the individual accepts his behavior as normal, consistent with his own values and attitudes, - a crisis occurs in the individual’s self-image and assessment of public opinion about him, which leads to conflict. Help should be in the nature of intensive correctional and educational activities with the aim of destroying socially negative and forming socially relevant dispositions. This can be achieved through individual and group educational work, individual and group therapy, work and the acquisition of professional qualifications, by creating conditions for the development of interests. Sanctions at this stage may be in the nature of forced stay in specialized open-type educational institutions by a court decision, at the proposal of parents, teachers, social workers in order to separate them from the harmful influence of the environment. At this stage, the likelihood that the individual will cope with the problems on his own is minimal. The formation of a stable readiness for antisocial behavior and the enrichment of learned antisocial experience is more likely.

Slide 9

Slide description:

The fourth stage is stable antisocial behavior: relapse and escalation of illegal actions, manifestation of dangerous crimes, inclusion in groups with a pronounced antisocial character. Perhaps the person evaluates his actions negatively, but he lacks confidence in his own abilities to overcome them. Help from society should consist of the creation of open educational institutions and specialized training of teachers and educators for them. The possibility of successfully solving problems is very small, renunciation of criminal actions is possible, but a favorable result is complicated by the fact that the processes of “labeling” are already stable. The fifth stage is stable, especially dangerous antisocial behavior; characterized by persistent illegal activities and serious crimes. Sanctions: forced stay in a closed institution. At this stage, there is an insignificant probability of a favorable outcome, since the alienation of the individual from society is stable.

10 slide

Slide description:

DEVIATIONS Deviant behavior is one of the types of deviant behavior associated with a violation of age-appropriate social norms and rules of behavior characteristic of microsocial relationships (family, school). Manifestations: demonstration, aggression, challenge, deviation from studies; leaving home, vagrancy, drunkenness and alcoholism; early drug addiction; antisocial acts of a sexual nature; suicide attempts. Delinquent behavior is repeated asocial offenses that develop into a certain stable stereotype of actions that violate legal norms, but do not entail criminal liability due to limited social danger or the child not reaching the age at which criminal liability begins. Manifestations of insults, beatings, arson, sadistic acts, petty thefts, extortion, distribution and sale of drugs. Criminal behavior is 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. Negative forms of deviation are a social pathology: They disorganize the system, undermine its foundations and cause significant damage, first of all, to the personality of the teenager himself.

11 slide

Slide description:

What factors can explain antisocial behavior in society? predominance of biological instincts genetic characteristics regional factors psychophysiological characteristics social environment social environment psychophysiological characteristics genetic characteristics

12 slide

Slide description:

1. Low resistance to mental overload and stress. 2. Frequent self-doubt, low self-esteem, inflated demands on oneself. 3. Difficulties in communicating with peers on the street. Factors influencing the occurrence of antisocial behavior 4. Anxiety and tension in communication at the place of study. 5. The desire to obtain new sensations, and as quickly as possible. 6. Excessive dependence on friends, desire to imitate friends. 7. Intolerance of conflicts, desire to escape into the world of illusions. 8. Obsessive forms of behavior; overeating, gambling and computer gambling addiction. 9. Deviations in behavior due to injuries, diseases, brain pathology. 10. Post-traumatic syndrome; suffered violence. 11. Leaving home, belonging to informal associations. 12. Compounded heredity (alcoholism, drug addiction), obvious troubles in the family.

Slide 13

Slide description:

A small or friendly group can also be a factor in antisocial behavior if there are antisocial elements in the system of norms that guide group members in their behavior; in relationships in the group, an authoritarian style dominates and violence manifests itself; if an anti-school subculture is widespread in the group.

Slide 14

Slide description:

An important factor that can contribute to the emergence and development of antisocial behavior in children is school. Working style matters. Important has trained teachers to work with difficult children. Practice shows that teachers often do not have social and pedagogical training. It is necessary to cooperate with trained personnel - psychologists, social educators. 1. Authoritarian character The work is aimed at achieving obedience, discipline, order. Sanctions, punishments, and restrictions predominate among pedagogical means. There is no individual and differentiated work. The organization, forms and methods of teaching do not create opportunities for the success of every teenager. 2. Liberal character This often applies not so much to the school, but to certain groups of teachers. At the same time, there is often a lack of systematic and consistent work necessary to achieve educational goals. 3. All work is aimed at acquiring knowledge; the necessary attention is not paid to educational work.

15 slide

Slide description:

The prerequisites for antisocial behavior can manifest themselves at school age. Neglect of students. Gambling. Foul language. Smoking, alcohol addiction. Deviations in sexual development child Lies Neuroses

16 slide

Slide description:

Signs of Attention Deficit Hyperactivity Disorder (ADHD): - the child is whiny and irritable - restless - often quarrels with other children - is capricious at the table - does not fall asleep for a long time - cannot dress independently - cannot listen to others, constantly interrupts - does not finish what he starts - characterized by mood swings, outbursts of anger - makes hasty decisions - problems arise with academic performance - manifestation of selfishness - problems with the police - psychology of not giving a damn - speaks foul language - shouts from his seat in class - low stress resistance: “He makes a molehill out of a molehill,” - this is about them - doing homework for a child and his parents is torture for many hours - it also happens that children behave calmly and give the impression of being lethargic, apathetic - they do poorly in school, are uncommunicative

Slide 17

Slide description:

Children at risk are a category of children who, due to certain circumstances of their lives, are more susceptible than other categories to negative external influences from society and its criminal elements, which cause maladaptation of minors

18 slide

Slide description:

The main reasons are the following life circumstances of such children: - drunkenness of one and both parents, their antisocial behavior (parasitism, begging, theft, prostitution); - establishment of dens for criminal and asocial elements in the parents’ apartment, - - - sexual corruption by parents of their own children, trafficking in them; - one of the parents serving a prison term, treatment of one of the parents; - alcoholism, mental illness of one or both parents, etc.

Slide 19

Slide description:

The concept of children “at risk” should mean the following categories of children: - children with developmental problems that do not have clearly defined clinicopathological characteristics; - children left without parental care due to various circumstances; - children from asocial families; - children from families in need of socio-economic and socio-psychological assistance and support; - children with manifestations of social and psychological-pedagogical maladjustment

20 slide

Slide description:

21 slides

Slide description:

Prevention is a set of state, public, socio-medical and organizational and educational measures aimed at preventing, eliminating or neutralizing the main causes and conditions that cause various kinds of social deviations in human behavior.

EDUCATIONAL SCIENCES

UDC 371.01:151.8 BBK 74.200.44:88.5

O.S. Amosova

antisocial behavior of young people: factors, causes, methods of prevention

and corrections

The article is devoted to the problem of antisocial behavior of young people - one of the most serious problems of modern society. The article reveals the etiology, genealogy and ontogenesis of the phenomenon under study, reveals the factors and causes of the sought-for definition and argues for ways and means of prevention and correction of the phenomenon under study.

Key words: antisocial behavior, deviant behavior, delinquent behavior, addictive behavior, prevention, correction.

antisocial behavior by young people: factors, causes, methods of prevention and correction

The article is devoted to the problem of antisocial behavior of young people being one of the most significant challenges of the modern society. The authors reveal etiology, genealogy, and ontogeny of the phenomenon under study, define factors and reasons of the definition sought, and argue ways and means to prevent and correct of the phenomenon.

Key words: antisocial behavior, deviant behavior, delinquent behavior, prevention, correction.

The problem of antisocial behavior of adolescents and young people has been and remains the most pressing problem of modern Russian society and the state. Recently, statistical data have recorded a steady increase in the rates of young people brought to justice, which indicates the criminalization of the youth environment. Compared to the 30s of the twentieth century, the number of antisocial youth in Russia has more than tripled. It is this ever-increasing social maladjustment among young people that leads to the growth of such phenomena as drug addiction, alcoholism, and sectarianism.

A person’s behavior is his way of life, his actions in relation to society.

society, people, from the point of view of morality and law. It is axiomatically believed that all behavior is socially determined, all of it is social, but it can also be asocial. Antisocial behavior is considered to be behavior that violates social norms, such as criminal, administrative, family norms. Antisocial behavior is unacceptable for individuals and society as a whole, since it contradicts the basics of human life, his activities, customs, traditions, and moral norms. The closest thing to the concept of “antisocial behavior” is the term “deviant”. “Deviant” is considered non-normative behavior that deviates from the social norm. According to A.A. Krylov, maybe

if o o< с

look at antisocial behavior from the point of view of adaptation/maladaptation. Then social behavior is adaptive, and antisocial behavior is maladaptive.

The term “criminal”, “criminal” behavior, and immoral behavior are also close to antisocial behavior. Antisocial behavior is a type of aggressive behavior that is expressed in destructive actions with the ultimate goal of causing harm to a person. Aggression in people is expressed physically or verbally, actively or passively, directly or indirectly. Young people whose behavior deviates from the rules accepted in society are called difficult, difficult to educate, with deviant, deviant, asocial behavior.

Theories based on the achievements of various disciplines can explain the antisocial behavior of young people. Moffitt's psychopathological model of development identifies two types of antisocial youth: those with a fixed lifestyle and those with a restricted lifestyle. A person with a limited lifestyle behaves normally in childhood, but is prone to crimes such as vandalism and dromomania. Young people with a regular lifestyle from childhood are characterized by behavioral disorders, and in adolescence they take part in more serious crimes. The public health model emphasizes the influence of environment and others external factors. The model prioritizes preventative strategies and views violence as subject to systematic, scientifically sound, ongoing intervention. The third model examines a person's antisocial behavior inside and outside the family. According to this theory, harsh, neglectful treatment of a child, violence in childhood, insults and violence in adolescence, all this makes a person ultimately antisocial and leads to violent crimes, delinquency, suicide or premature death. Them

at least none of these theories gives full explanation emergence of antisocial behavior.

There are several clinical signs of antisocial behavior that you need to be able to recognize and take the necessary measures to correct them. The most common pathologies associated with aggressive behavior in adolescents are mental retardation, moderately severe speech disorders, and mental disorders (attention deficit, hyperactivity, depression, anxiety, character abnormalities). Conduct disorder and oppositional defiant behavior are psychiatric diagnoses caused by antisocial behavior. These diagnoses are characterized by attention deficit, hyperactivity, increased propensity to crime, abuse of psychoactive drugs, and criminal behavior.

The reasons for the antisocial behavior of young people can be seen in the peculiarities of the relationship between a person and the environment, the social environment, and themselves and are the result of the individual circumstances of a person’s birth and socialization. Numerous researchers of antisocial behavior, such as: P.G. Velsky, L.S. Vygotsky, A.S. Makarenko, D.I. Feldshtein, A.V. Mudrik, S.A. Zavrazhnov, L.K. Fortova et al., among the reasons for this behavior include heredity, social environment, training, upbringing and social activity of the person himself. All of these factors affect the individual directly or indirectly, but there is no direct relationship between the negative consequences and the nature of a person’s behavior. This is why researchers like T.R. Alimkhanova, Yu.A. Clayberg, A.V. Misko identifies only three main factors: biological, psychological and social. The biological factor lies in the physiological characteristics of the individual, the psychological factor lies in the characteristics of temperament, character accentuation, the social factor reflects the interaction

a person with society (family, educational institution, environment). In general, according to statistical data, among the most common causes of antisocial behavior are the following: 1) most often, antisocial behavior occurs in adolescents whose families have mental disorders, other diseases, or the consequences of illness; 2) if young people have an addiction to drugs, alcohol and antisocial behavior in society; 3) if the relationship between parents in the family is based on misunderstanding, disrespect for each other, and such parents show hostility towards their children. A factor influencing the antisocial behavior of a teenager is the system of punishment and rewards practiced in the family. Both parental cruelty and excessive love are equally dangerous in raising a teenager; 4) there is no paternal education; 5) the family is dominated by an authoritarian way of upbringing, or excessive guardianship towards the teenager. Authoritarianism, cruelty and excessive dominance of the mother are especially dangerous. And if a child has a weak type of nervous system, this can lead to neuropsychiatric diseases, and, ultimately, irreparable defects in the emotional sphere, lack of empathy, aggressiveness and crime.

Antisocial behavior can be expressed in the following forms: 1. Deviant behavior - manifests itself in violation of social norms, established rules of behavior in the family and educational institution. Most often, deviant behavior manifests itself in the form of aggression, reluctance to learn, and demonstration of one’s negative attitude towards one’s environment. This behavior can be expressed in leaving home, vagrancy and even suicide, alcoholism, and drug use. 2. Delinquent behavior is expressed in the established stable behavior of young people, leading to violations of public order. Most often, this behavior manifests itself in the form of insults, beatings,

burns, extortion, petty thefts. 3. Addictive behavior is characterized by running away from oneself, from one’s problems. Such an escape may be accompanied by the following deviations: bulimia, anorexia, workaholism, constant playing of computer games, religious deviations, drugs and suicide.

Today at Russian state serious changes are taking place that lead to a restructuring of the psychology of a person (especially young people), his views, habits, beliefs, moral values and social roles. Not all of them can adapt to these changes and transformations in their lives. Youth is the stratum of the population most sensitive to social and psychological stress. It is among young people that there is a sharp increase in conflict-ridden, undisciplined people who do not know how to control themselves. It is in this group that the origins of alcoholism, drug addiction, moral degradation, delinquency and crime lie. According to modern statistics across the country, antisocial behavior among young people is growing exponentially. Over the past five years, the most widespread problems have become: alcoholism - 20%, drug addiction - 90-100%, sexual relations(homosexuality) - 15%, dromomania -50%, criminal (criminal) behavior of young people -50%.

Based on statistical data, we can conclude that the main task of solving the problem of antisocial behavior of young people is preventive measures to prevent deviations in behavior, prevention and psychological and pedagogical correction (if necessary). Since the formation of any personality occurs in the environment, this is of decisive importance for the upbringing of a person. The main role in the formation belongs to small groups: family, educational institutions, informal communication groups. Difficulties in shaping an individual’s behavior are usually due to

"1 o o< с

are determined by the characteristics of the group in which the person is located. In our opinion, the most important role in the process of socialization and prevention of antisocial behavior of young people belongs to educational institutions, as the main official institutions of education, which are designed to instill in a young person the norms, rules, and moral values accepted in society. In addition, in an educational institution, youth spend most time and learns many norms of behavior in society. The professional staff of the educational institution is not only a specialist in the field of certain subjects, but also in the field of education and personal development.

Correction of antisocial behavior is a socio-pedagogical and psychological set of procedures aimed at establishing the value behavior of an individual, capable of correcting personal qualities, characterizing attitudes towards social actions and behavior. Back in the 30s. twentieth century, famous scientist V.K. Kashchenko developed a classification of correction methods. They were asked to combine these methods into two groups: pedagogical and psychotherapeutic. Pedagogical methods included methods of social influence (correction of active-volitional defects, correction of fears, the method of ignoring, correction of obsessive thoughts and actions, correction of vagrancy, self-correction), special or private pedagogical methods (correction of behavioral or nervous defects), method of correction through work . Psychotherapeutic methods included: suggestion and self-hypnosis, hypnosis, persuasion, psychoanalysis.

Correctional work in youth groups consists of the following stages: 1. Identification of the socio-pedagogical and psychological problem. 2. Determining the causes of antisocial behavior. 3. Diagnostics. 4. Determination of correction methods and technologies and their use. 5. Development, implementation

Implementation and monitoring of the effectiveness of the correction program.

Today, most scientists are of the opinion that the antisocial behavior of young people is caused by destructive socio-political processes occurring in society (mistakes in the implementation of socio-economic reforms, a decline in the living standards of citizens, a crisis of the traditional value system). Therefore, economic measures for reforming social relations, the need to increase the material level and social security of citizens are put in first place in addressing issues of preventing antisocial behavior among young people. A study of the problem of antisocial behavior of young people shows that material wealth and high social status of parents do not guarantee that young people comply with social norms. Therefore, it is necessary to note among the reasons for the increase in antisocial behavior the shortcomings of educational work with adolescents and young people. The best prevention of antisocial behavior in young people is a clear, purposefully organized educational intervention. It is important to note that preventive educational opportunities are more effective than other means, because Legal preventive measures, as a rule, begin to take effect when the act has already been committed. Using targeted educational influence on young people, it is necessary to include in the consciousness of a teenager legal preventive measures, which should become part of his beliefs and experience. Antisocial behavioral attitudes of young people can be destroyed by applying methods of mutual trust and respect to them. The surrounding social microsphere, the psychological climate in the family, the conditions of upbringing, relationships with parents and teachers - all this is reflected in young people and should become a determining factor in upbringing.

Bibliography

1. Belicheva, S.A. Fundamentals of preventive psychology [Text] / S.A. Belicheva. - M.: Editorial and Publishing Center of the Consortium “Social Health of Russia”, 1994. - 236 p.

2. Gillenbrand, K. Correctional pedagogy. Teaching difficult schoolchildren [Text] / K. Gillenbrand. - M.: Academia, 2007. - 237 p.

3. Zmanovskaya, E.V. Deviantology: psychology of deviant behavior [Text] / E.V. Zma-novskaya. - M.: Academy, 2008. - 288 p.

4. Kashchenko, V.P. Pedagogical correction: correction of character defects in children and adolescents [Text]: a manual for students. avg. and higher ped. textbook establishments / V.P. Kashchenko. - M.: Academy, 2000. - 304 p.

5. Krylov, A.A. Psychology [Text]: tutorial for universities / A.A. Krylov. - M.: TC Sfera, 2009. - 191 p.

1. Belicheva S.A. Fundamentals of preventive psychology. M.: Redaktsionno-izdatelskiy tsentr Konsortsiuma "Sotsialnoye zdorovye Rossii", 1994. P. 236. .

2. Hillenbrand K. Correctional pedagogy. Teaching difficult students. M.: Akademiya, 2007. P. 237. .

3. Zmanovskaya E.V. Deviantology: psychology of deviant behavior. M.: Akademiya, 2008. P. 288. .

4. Kashchenko V.P. Pedagogical correction: Correction of character flaws in children and adolescents: textbook. M.: Akademiya, 2000. P. 304. .

5. Krylov A.A. Psychology: textbook. M.: TC Sfera, 2009. P. 191. .

Candidate of Legal Sciences, Senior Lecturer at the Department of State Legal Disciplines, Faculty of Law, Vladimir Law Institute of the Federal Penitentiary Service of Russia, Vladimir, Russian Federation. KtaI: [email protected]

Information about the authors: Amosova Oksana Sergeevna,

Candidate of Sciences (Law), Senior Lecturer Department of State and Law Disciplines, Vladimir Law Institute of the Federal Penitentiary Service of Russia, Vladimir, Russia. Email: [email protected]

By antisocial, or delinquent (Latin Delinquo - to commit an offense, to be guilty), behavior is meant a chain of actions, offenses, minor offenses that differ from crime, that is, serious offenses and crimes punishable according to the Criminal Code of the Russian Federation. The main features of this behavior are the commission of actions that are contrary to ethics and morality, irresponsibility, and disregard for laws and the rights of other people. Sometimes all these behavioral disorders are called “deviant behavior,” which does not accurately reflect the essence. Deviance (asociality, or deviation from accepted norms) is a broader concept, therefore it includes not only delinquency, but also other behavioral disorders: addictive, suicidal, conformist, fanatical, narcissistic, autistic.

Antisocial behavior usually begins with truancy from school and association with an antisocial peer group. This is followed by petty hooliganism, bullying of the younger and weaker, taking away small pocket money from the younger ones, theft of motor vehicles without the intent of theft, and fraud. Antisocial behavior is usually the most common cause proceedings in commissions for the prevention of juvenile delinquency. Antisocial behavior has become widespread in large cities, where conditions are often created around numerous leisure centers (discos, beer bars) that facilitate the involvement of adolescents in various types of criminal activities.

In the International Classification of Diseases (ICD-10), antisocial behavior is considered within the framework of “antisocial personality disorder.” Its signs appear already in childhood: lack of emotional attachment to parents and loved ones, lies, cruelty shown to animals, weaker children, aggressiveness. Such children often get into fights and commit hooligan acts; they also tend to skip school, return home late, wander, and steal. In adolescents, antisocial behavior is characterized by a general lack of responsibility and sense of duty. They do not fulfill their household duties, are not reliable in all respects, cope poorly with professional responsibilities, violate ethical and moral standards, and commit direct offenses: fraud, theft, forgery. Antisocial teenagers are irritable, impulsive, prone to aggression, which is especially often manifested in the home (beating animals, younger peers, etc.). Antisocial behavior is usually combined with promiscuity (frequent sexual relations with different partners). At the same time, there is no remorse regarding their actions; on the contrary, they constantly blame other people for something. They get bored with everything very quickly, including interpersonal relationships with specific people. They are not able to maintain long-term normal relationships with friends, family members, etc. Antisocial behavior is usually combined with the use of various substances that alter the mental state, in some cases with gambling, i.e. a combination of antisocial and addictive behavior. Persons with antisocial behavior already in early adolescence begin to smoke, drink alcohol and other euphoric substances, they early engage in promiscuous sexual relations, usually with their peers, and are prone to sexual aggression. Antisocial persons are prone in adolescence to destructive actions, damage to other people's property, and arson.

Here is an excerpt from A. Loy’s story “The Diary of Lenochka Sosnovskaya” (cited by T.P. Korolenko and T.A. Donskikh, 1990), in which the author described the features of her heroine’s antisocial behavior. The situation of a conversation with a doctor in the venereology department is described: “Eduard Konstantinovich sat down at the table, nodding his head to the chair. I sat down. We were now separated only by a polished surface on which papers lay in disarray. He took cigarettes from the desk drawer.

Yes! — I answered defiantly. He looked at me with a searching glance and handed me the pack. We started smoking. After a pause, he asked:

Did you do well at school? “I looked at him in surprise.

So-so, average.

“He really does look like Alain Delon,” an uninvited thought flashed through his mind.

She did not want. I liked hanging around the cafe more than studying. Remember how it is: “I don’t want to study, but I want to get married!”

“I remember, I remember,” he continues.

So I followed this advice. I took it and fell in love. So much so that I contracted syphilis. Is it possible to love more? “She fell in love until she had syphilis! “Does it sound?!”

Adolescents with antisocial behavior are characterized by a desire for vagrancy, parasitism, and a lack of desire to participate in socially useful work. Almost half of the teenagers registered with the inspectorate for the prevention of juvenile delinquency (42.3%) do not work or study. They explain this by saying that studying and working are boring for them; it is much more interesting to spend time in the company of friends. When asked where they get the money, some answer that they live on their parents’ money, others do not hide the fact that they live on the funds of one of the company members or on the common money of all members of their microgroup; When asked where the common money comes from, they usually refused to answer.

Let's give examples. Teenager T. 14 years old. Lives with his mother and stepfather. The mother is emotionally cold and cares only about the material side of the girl’s life. The stepfather is busy with his work and does not pay attention to the girl. From an early age T. “does not obey” his parents. Capricious, disobedient, prone to deception. The mother noticed that from the age of five the girl wanted to sing “thieves’ songs” that she heard somewhere on the street. From the age of nine, T. runs away from home, does not return at night, spending the night in hallways, “since she can smoke freely, but she is bored at home.” She first tried alcohol at the age of 10, and since that time she drinks periodically in the company of older teenagers. He declares that “you won’t do anything with me anyway, I’ll end up in prison or a brothel.” Communicates with individuals who abuse various medications. He constantly skips school because “study is uninteresting and boring” and prefers to spend time with friends. She has a negative attitude towards her mother and stepfather; she believes that they do not need her, but only get in the way.

Teenager L., 17 years old. Doesn't work anywhere. Education is not complete secondary. She was brought up in an orphanage. Doesn't know his parents. Has an older brother and sister. The brother is in prison. She practically does not communicate with her sister, since her sister “despises” her. According to the sister, it is known that the patient’s mother abuses alcohol. The girl studied poorly due to lack of interest in school and often left lessons. Starting at the age of 13, she ran away from the orphanage, went to other cities, and wandered. Sexual life from the age of 14. From the age of 11 he occasionally drinks alcohol, from the age of 14 he uses surrogates (windshield wipers), inhalants (gasoline, Moment glue, nitro paints). I like the effect of alcohol better. The main motivation for drinking alcohol is hedonic. Strives for drinking, “to make it more fun and joyful.” Considers drinking alcohol one of the ways to get a “high,” although he can do without it. Drinks only when treated, at someone else's expense. She was registered with the police for hooliganism and theft. Likes to be “active” and constantly communicate with someone. Doesn't tolerate loneliness well, everything gets boring quickly. Strives for leadership among peers. He does not feel sympathy for others, he lives “for today”. He considers the main thing in life to be pleasure.

In the overwhelming majority of cases, teenage delinquency has social causes - primarily shortcomings in upbringing. From 30 to 85% of adolescents with antisocial behavior grow up in an incomplete or deformed family - with a newly appeared stepfather or stepmother. Neglect and “hypoprotection”-type education are of considerable importance. The growth of antisocial behavior among adolescents is facilitated by social upheavals, leading to fatherlessness and deprivation of family care. Delinquency is not always associated with character anomalies, with psychopathy. However, with some of these anomalies, including extreme variants of the norm in the form of character accentuations, there is less resistance to the adverse effects of the immediate environment, and greater susceptibility to harmful influences. A.A. Vdovichenko (1976) among adolescents with antisocial behavior found in 66% Various types character accentuations and psychopathic states.

Features of the type of education of adolescents with antisocial behavior

A study of adolescents with antisocial behavior showed that in most cases there were clearly unfavorable family upbringing conditions; they were expressed in insufficient attention to them from their parents, lack of warmth, and emotional attachment on the part of one or both parents. In a number of cases, families were single-parent, children were raised by their mother, mother and stepfather, the home environment was characterized by frequent quarrels, scandals, constant conflict situation. At times, this tense situation led to big scandals with mutual insults, after which the teenagers left home. Parents had little interest in the teenager’s performance at school and the inner life of their teenager. At best, parents' concern was limited to providing their children with food and clothing. The teenagers did not develop a positive parental image, there was no emotional attachment to home, and there was no desire to come home.

Teenagers did not receive enough information. This concerned, first of all, formal school knowledge; interest in reading and love for books did not develop. Reading books was usually associated with unpleasant emotional reactions and was experienced as a burden, an uninteresting task. At home, it was replaced by watching television programs of an exclusively entertaining nature. Tastes were formed in accordance with fashion and coincided with the values of mass culture. In adolescence, images of positive heroes were formed, which were, as a rule, movie stars, popular rock singers, and sometimes bards. The most typical was the weak representation of constructive socially positive motivations: the desire for a beautiful and easy life, which should have come by itself, without any serious effort, came to the fore. Ethical and moral criteria were poorly represented and were mostly of a superficial nature: the sense of empathy, moral responsibility for others, and the need to fulfill one’s duty was poorly expressed. Frequent loves arose, based on sexual attraction, but lasting attachments did not develop. The basic attitudes were formed: to live for today, not to think about the future, while life’s difficulties were not overcome, but were simply not taken into account, everything in life flowed as if “at the will of the waves.” The behavior was largely chaotic in nature and was extremely dependent on the search for pleasure in different situations. The “carnal” range of entertainment included being in company, smoking, early drinking, and drugs (at first, always only in the company of friends). For the sake of “pleasure,” teenagers skipped classes at school, did not prepare homework, and deceived parents and teachers. There was no remorse, and in most cases there was practically no fear of punishment, which to some extent could be explained by the home situation, but mainly by the personal characteristics of those studied. In addition, mechanism behavior was important: immediate pleasure was more important than more distant punishment.

According to Ts.P. Korolenko and T.A. Donskikh (1990), one of the characteristic features of teenage girls with antisocial behavior is increased activity. From early childhood they attracted attention with their restlessness, capriciousness, and constant desire to communicate. It was difficult to attract them to any work or productive activity. They did not like to play games traditional for girls: “dolls”, “cooking”, “mothers and daughters”, etc., but preferred to participate in boys’ games: “war”, “hide and seek”, rushing along the street, making hooligan acts: setting fire to mailboxes, damaging elevators, painting walls, etc. Interest in school activities was absent, which resulted in frequent tardiness and missed lessons. They often did not prepare their homework; at best, they copied it. The girls deceived teachers, parents, and also their peers, without experiencing any remorse. Along with this, they tried to produce good impression on adults, to demonstrate their awareness, to emphasize independence, to arouse interest in themselves, to flirt, dress extravagantly, use cosmetics, and try to be fashionable.

At home, such teenagers were bored, and they tried to spend as little time as possible within its walls and communicate with their parents. If for some reason leaving home was impossible, they preferred to talk on the phone for a long time. The content of these telephone conversations did not relate to any business topics related, for example, to discussions of school activities, homework, solving mathematical problems, etc. They usually discussed relationships with one of their mutual acquaintances, love stories, interpersonal conflicts, quarrels, plans to spend time together the next day and evening, organizing parties, out-of-town trips, modern fashion, the “black” market, and various ways to get a “high.” If they did not have a telephone at home, they preferred to watch television programs for a long time, if the latter were of an entertaining nature.

Spending time outside the home is quite typical for adolescents with antisocial behavior. It primarily involves socializing in a group that includes other adolescents with antisocial behavior. The mixed-sex composition of such companies is not sufficiently stable, since other people are accepted very easily. Each of the groups has favorite places to spend time: in the summer - the streets of the central part of the city, places near hotels, restaurants, cinemas, parks, squares, sometimes station areas, embankment, in the winter - vacant apartments of one of the group members in the event of, for example, departure parents, often incompletely completed buildings, as well as basements of residential buildings, attics, garages, and dachas. Typically, each group spends time in its own area.

In the structuring of spending time among such adolescents, hedonic motivations predominate, i.e. desire for pleasure. They are practically at the mercy of their desires and do not pay attention to the possible unfavorable or dangerous consequences of their actions. This is obviously connected with the well-known psychological mechanism of action on the principle of immediate satisfaction of desires, obtaining pleasure at any cost, regardless of more distant results. Fear of punishment was little expressed and did not delay the development of behavioral deviations.

A distinctive feature of the antisocial behavior of adolescents is the numerous sexual relationships they enter into with unfamiliar or even strangers. Teenagers with antisocial behavior often visit brothels where there are individuals who have committed repeated crimes, have been convicted, and have been released after the end of their prison term. Often, attention is drawn to the striking contrast between the prosperous environment of one’s own home and the environment in which adolescents with antisocial behavior tend to live. It was established that sexual contacts themselves, in isolation from a specific environment, for example at home, were not of interest and there was no active desire for them among adolescents.

Teenagers with antisocial behavior are in constant conflict with the people around them. They lack an understanding of the rights of other people, they are incapable of empathy, which is combined with a desire for shameless exploitation of all those who succumb to this, including, first of all, those closest to them. To achieve their egocentric goals, they are not shy in choosing means: they can deceive, betray, blackmail. Such teenagers also have little awareness of public interests and social requirements placed on a person. Only their own desires, impulses and emotions were put at the forefront. They are little familiar with the feeling of anxiety. Noteworthy is the cynicism and demonstrative disregard for ethical standards of behavior.

As an illustration, we present the following observation. Teenager O., 16 years old, is registered with the inspectorate for the prevention of juvenile delinquency. Not studying. 9th grade education. Doesn't know his father. The mother was deprived of parental rights due to alcohol abuse. Lately he has been living with his aunt. Previously, she lived with her grandmother, with whom she often quarreled. Sometimes he visits his mother, but does not stay with her for more than a few days, which he explains by his mother’s drinking. He has been drinking alcohol since he was 9 years old. He has been smoking since he was 8 years old. She studied poorly and often missed school. She loved to be outside for a long time, in the company of friends. Due to the thefts she committed, she was transferred to a special school from the 7th grade. After drinking alcohol, he likes to walk the streets and pick on passers-by, whom he tries to offend. Sexual life from the age of 13. She considers herself “very amorous,” but her “love passes quickly.” Often has sexual relations with casual partners. He talks about it without hesitation, laughs, and is not going to change anything in his life. Prone to lies. When she finds herself in difficult situations, she tries to evoke sympathy, which is in conflict with her previous statements and does not correspond to reality. He often spends the night at the station, where he is detained by the police.

Thus, we can draw a conclusion about the role of certain types of upbringing in the emergence of antisocial behavior. The prevention of this destructive behavior is associated with socio-psychological factors, increasing psychological literacy in the family, and improving the psychological climate in the microsocial environment.

Antisocial behavior includes. Medical and psychological points of view on the issue under consideration

Send your good work in the knowledge base is simple. Use the form below

Similar documents

Individual personal behavior

Forms of unwanted or abnormal behavior

Symptoms of antisociality

Signs that can help identify such behavior. Behavioral vectors

Types of such behavior

Reasons why this behavior may occur

Character qualities characteristic of persons with such behavior

Medical and psychological points of view on the issue under consideration

Preventing this type of behavior

Features of the type of education of adolescents with antisocial behavior

Latest

You need to know this