CC BY
0UDC 159.9.07
CAUSES OF PROFANITY IN ADOLESCENCE AND AREAS OF PREVENTION
KULIKOVA TATYANA IVANOVNA Associate Professor, PhD in Psychological Sciences, Tula State Lev Tolstoy Pedagogical University Tula, Russian Federation
Abstract. The relevance is justified by the increasing number of complaints of teachers and parents about too active use of profanity by teenagers in their speech, which negatively affects the process of dialogue construction and the child's sense of permissiveness. Adolescents' use of profanity in their speech helps them feel more confident, as, in their opinion, it makes them belong to the world of adults and elevates them among other peers. It is in adolescence that the problem and timely prevention of profanity is the most acute topic, because at this stage of age development there are qualitative changes that are associated with the transition to adulthood. The aim of the study: to identify the causes of profanity in adolescents and to determine the content of the prevention of profanity in adolescents. The sample of the empirical study consisted of 97 students of 6-8 grades aged 12-15 years of secondary general education school. As diagnostic material we used the questionnaire 'Swearing in my life'; sociometric method of diagnostics of interpersonal and intergroup relations by J. Moreno; method 'Determination of self-esteem level' by S.V. Kovalev; method of assessment of self-control in communication by M. Snyder and method 'Psychological culture ofpersonality' by O.I. Motkov and T.A. Ogneva. On the basis of the obtained diagnostic data, the main causes of profanity - unstable self-esteem, desire for recognition of one's personality in a group of peers, unformed self-control over one's actions and emotions, and low level of self-management and self-organisation - were revealed and directions of prevention were proposed.
Key words: adolescents, profanity, self-esteem, social status, reference group, self-control, psychological and pedagogical prevention.
Profanity is an actual problem of practical psychology. Irregular or obscene language is one of the forms of manifestation of verbal aggression, as well as the negative reality of adolescents. L.M. Semenyuk, N.S. Yakimova, S.V. Tachina in their works come to the conclusion that deviant behaviour in the use of profanity is reduced to harming the communicative position and self-esteem of another person [11; 12; 15]. However, it is in adolescence that the problem and timely prevention of profanity is the most acute topic, because at this stage of age development there are qualitative changes that are associated with puberty and transition to adulthood. When faced with difficulties in achieving this goal, adolescents experience social maladaptation, deviant behaviour, anxiety and aggression.
Inappropriate language and profanity have a negative impact on the development of adolescents' personality, complicate their adaptation in society, slow down the development of the intellectual sphere and are closely linked to the development of behavioural deviations. The main factors and causes of profanity in adolescence are, firstly, the use of profanity by members of the reference group of adolescents, which determines the desire of adolescents to establish themselves among their peers; secondly, the low level of culture of minors themselves, but at the same time the need for a sense of 'adult self and independence; thirdly, communication and psychological problems [4; 6].
The main task for an adolescent is to find his/her place and position among peers, as otherwise it may lead to social maladaptation and illegal actions [7]. When entering a new group, an adolescent adapts to the norms and rules already existing in it, observes the language with which the members of the group communicate. Swearing is used among peers, but the manner of its use is copied from the manner of speech behaviour of high school students, who seem to the child as adults, independent, 'cool' and authoritative. The adolescent also notices that some adults shy away from those who use
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mat, slang, etc. in their vocabulary, so it seems to him that this is a way to make him respect or fear himself [2].
The problem of profanity in adolescence is especially acute because it is a symbol of adulthood of minors, i.e. the use of profanity in speech is a demonstration of independence and the ability to ignore prohibitions [9].
In adolescence, speech development occurs due to the expansion of the richness of the vocabulary and assimilation of the multitude of meanings encoded by the vocabulary of the native language. The adolescent intuitively realises that language allows him/her to reflect the surrounding reality and fix his/her view of the world. Due to the age peculiarities, adolescents can easily change their speech depending on the style of conversation and the personality of the interlocutor, that is why adolescents need the authority of a cultural speaker, as the highest meaning of development lies precisely in the individualisation of self-consciousness through language [1].
When entering a new group, the adolescent adapts to the norms and rules already existing in the group, observes the language with which the group members communicate. Swearing is used among peers, but the manner in which it is used is copied from the manner of high school students, who seem to the child as adults, independent, 'cool' and authoritative. The adolescent also notices that some adults shy away from those who use mat, slang, etc. in their vocabulary, so it seems to him that this is a way to make him respect or fear himself.
The most frequent reason for using foul words in the speech of adolescents □ is the expression of emotions, often negative, but sometimes it can be used in positive situations, creating the appearance of an active search for a way out of strong emotional tension [13, p. 32-35]. The main task for a teenager is to find his/her place and position among peers, as otherwise it can lead the teenager to social maladaptation and illegal actions. In this regard, when entering a new group, the adolescent adapts to the norms and rules already existing in it, observes the language with the help of which the group members communicate, because in this way, he becomes a part of this very group.
Age instability of the emotional and volitional sphere, disregard for moral principles, weak control over their behaviour and actions, increased age anxiety leads to the inability of adolescents to resist the spread of antisocial orientations and attitudes contribute to the manifestation of behavioural deviations [10].
For adolescents, the use of abnormal language is a way of satisfying the emerging need for self-realisation and self-assertion. Many children begin to realise that their adaptation to social requirements is not as effective as that of their peers, which makes them search for the causes of this problem. Adolescents with low self-esteem believe that the problem lies in themselves, those who seek self-assertion project their problems on the environment [1, p. 46-48].
Thus, the review of literature and scientific research allows us to state that the problem of the study lies in the contradiction between the desire of adolescents to achieve authority in the peer group, which causes an increase in self-esteem, and ignorance of socially acceptable ways of verbal expression of emotions, evaluations and reactions in the peer group.
The relevance of addressing this topic is justified by the increasing number of complaints from teachers and parents about the too active use of foul language by teenagers in their speech, which negatively affects the process of dialogue construction and the child's sense of permissiveness. In addition, the need to solve this problem is conditioned by the provisions of the current educational standard of general education in the context of 'the formation of students' personal characteristics, qualities necessary for normative behaviour, critical attitude to their actions, healthy, safe lifestyle, constructive values, readiness for interpersonal interaction, active life position' [4]. [4].
Thus, the analysis of scientific publications and research results allows us to state that the problem of identifying the causes and determining the directions of prevention of adolescent profanity is practically necessary and socially important.
In order to identify the causes of profanity in adolescence and to determine the directions of its prevention, an empirical study of 97 students in grades 6-8 at the age of 12-15 years of secondary general education school was conducted. At the preparatory stage, pupils were offered the
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questionnaire 'Swearing in my life' in order to identify adolescents who use profanity and to determine the reasons for using profanity in speech. The questionnaire includes 10 closed questions with a choice of one answer option 'yes', 'no', 'sometimes'. Based on the results of the questionnaire, a sample of adolescents who indicated the answers 'yes' and 'sometimes', i.e. those who use profanity, was formed for further empirical research. There were 43 such teenagers from the total sample who took part in the further research. As a diagnostic material we used the sociometric method of diagnostics of interpersonal and intergroup relations by J. Moreno; the method 'Determination of the level of self-esteem' by S.V. Kovalev; the method of assessment of self-control in communication by M. Snyder and the method 'Psychological culture of personality' by O.I. Motkov and T.A. Ogneva.
Analysis of the results of the questionnaire allows us to conclude that 19 per cent of respondents to the question 'Do you use profanity in your speech?' answered in the affirmative; another 25 per cent of adolescents answered 'sometimes'. Twenty-nine per cent of adolescents use profanity in order to gain recognition in a peer reference group, while the desire to look like an adult is a reason for 27 per cent of adolescents to use profanity. Another 17 per cent simply consider it a virtue to use profanity in their speech. Of the total sample, 14 per cent could not explain the reason and only 8 per cent purposefully use profanity to insult or humiliate another person.
In order to obtain data on the subjects' search for a place and status position in the peer group, the method of diagnostics of interpersonal and intergroup relations "Sociometry" (J. Moreno) was applied. Despite the fact that adolescents of the studied group allow profanity in communication, the majority of adolescents from the empirical sample (47%) occupy the position of preferred, and 32% are star leaders and only 21% are neglected. Thus, according to the results of this methodology we can state that the position of a profanity-speaking teenager in the peer group can be any: from leader to neglected.
Analysis of the results of the methodology for determining the level of self-esteem of S.V. Kovalev allowed us to determine the degree of expression of this parameter in the group under study. The obtained data indicate that the group of subjects includes adolescents with different levels of self-esteem, regardless of age. Moreover, in the same class there are also teenagers with different levels of self-esteem and polar types, which are expressed in self-doubt, high self-criticism or, on the contrary, absolute self-confidence and superiority.
Data on the peculiarities of adolescents' self-control in communication were obtained using M. Snyder's method of diagnostics of self-control assessment in communication. As a result, it was revealed that a low level of self-control is characteristic of 37% of respondents. They are characterised by rather stable behaviour and due to their straight for wardness they are 'uncomfortable' in communication. Moreover, they do not even seek to change their style and nature of communication. These are teenagers who believe that profanity 'elevates' them in the eyes of their peers.
Using the method 'Psychological culture of personality' by O.I. Motkov and T.A. Ogneva, we obtained data on how harmoniously adolescents build and manage their behaviour strategies. The results of this technique indicate self-regulation of their actions and emotions, and the constructiveness of communication. The lowest values in the group of respondents (43%) were found in the indicators of mental self-regulation and self-organisation, which indicates a low level of self-management of their behaviour.
Thus, the results obtained in the course of the empirical study allowed us to identify the main causes of profanity in adolescence - these are: unstable self-esteem, desire for recognition of one's personality in the peer group, unformed self-control over one's actions and emotions and low level of self-management and self-organisation. The causes of profanity identified by us are confirmed in the works of modern researchers of this problem [3; 8; 14].
We agree with the authors [5; 6; 10] that the prevention and overcoming of profanity among minors requires the elimination of its root causes, i.e. through prevention. The algorithm for developing a programme of profanity prevention involves a preliminary analysis of the situation, defining goals and setting objectives, correlating the planned work to the goals and elimination of the
main identified causes, observing the sequence of work, as well as using the possibilities of interaction between specialists, teachers, psychologists and social workers [6].
The empirical study of the causes of profanity in adolescence showed that the use of bad words for adolescents is one of the ways of manifestation of adulthood, an opportunity to occupy a more significant position in the reference group. Adolescents who use profanity have an inadequate level of self-esteem. As a result, according to the results of the research, it was found that profanity in adolescents, which is the use of verbal aggressive communicative means, harms self-esteem. A specially designed psychological and pedagogical programme can be an effective way to correct self-esteem and form negative attitude of adolescents to profanity.
Based on the results of the empirical study, a programme of psychological and pedagogical correction of self-esteem and formation of negative attitude of adolescents to profanity was developed.
The aim of the programme: correction of the level of self-esteem of adolescents and the formation of negative attitudes to profanity.
Programme objectives:
1. Formation of positive self-relationship and adequate level of self-esteem of adolescents.
2. Development of skills that promote confident behaviour in adolescents.
3. Formation of a conscious understanding of the influence of self-esteem on one's own development and interpersonal relations.
4. Increasing adolescents' perceptions of their own significance.
5. Increasing the level of adolescents' speech culture.
6. To create an atmosphere of intolerance towards profanity among adolescents.
The programme includes 12 sessions lasting from 1 to 1.5 hours with the frequency of sessions 2 times a week for 1.5 months, due to the workload of the older children in the group. The classes take place in a school classroom equipped with desks, chairs and a blackboard. Additional materials and equipment may be prepared for some classes.
Stages of the programme:
1. Group work (implementation of the lessons according to the developed programme).
2. Advisory and methodological work.
Class Structure:
The first session begins with a greeting. The students get to know each other better, which helps to get to know the personality of others and to create a favourable psychological climate in the group.
Each new session begins with a reflection, which helps to learn about the state of the students and their willingness to continue further work, then the purpose of the session is announced and the transition to the main exercises. An obligatory stage of work is a warm-up, which helps to relieve fatigue and tension and helps to actively engage in further work.
Reflexion 'Associations' is a necessary stage at the end of each lesson. Each participant is invited to think and express what the lesson is like, which gives feedback. This can be done in a circle and the right to vote can be transferred with the help of an object.
At the end of the work an express-diagnosis of each participant's state and understanding of what happened during the session is carried out. The class ends with a farewell of the whole group, where the leader provides support to each participant.
The analysis of the conducted research gives grounds for such conclusions:
-the main causes of profanity in adolescence are unstable self-esteem, desire for recognition of one's personality in the peer group, unformed self-control over one's actions and emotions and low level of self-management and self-organisation;
-a psychological and pedagogical programme that takes into account the main causes of profanity among adolescents and focuses on comprehensive and consistent work not only with adolescents but also with their parents can be an effective way of prevention;
-targeted, consistent and comprehensive work on the organisation of psychological and
pedagogical prevention will contribute to the formation of adolescents' negative attitudes towards
profanity.
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