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Original article ■УДК 378
https://doi.org/10.24412/2414-3995-2023-4-202-206 EDN: https://elibrary.ru/bytuef NIION: 2015-0066-4/23-785 MOSURED: 77/27-011-2023-04-984
Psychological and pedagogical aspect in the intersectoralstudy ofdeviant behavior ofminors: preliminary results ofthe study
Igor A. Kalinichenko1, Ekaterina A. Nikitskaya2
1,2 Moscow University of the Ministry oflnternal Affairs ofRussia named after V.Ya. Kikot', Moscow, Russia
2 katamax@yandex.ru, ORCID: 0000-0003-3187-6534
Abstract. The dynamics of the processes taking place today in the social sphere is presented, which necessitates the intensification of research in the field of the theory and practice of prevention of deviant behavior in minors; imposes more and more specific requirements on the professional preparedness of social sphere specialists, whose activity is connected with the prevention and correction of deviant behavior in minors as well as the creation of conditions for their positive socialization.
The presented materials expand the subject field of humanitarian knowledge and can serve as an incentive to scientific and practical understanding of the problems of socialization and social education of a person.
Keywords: socialization, deviant behavior, underaged, professional activity, social sphere
For citation: Kalinichenko I. A., Nikitskaya E. A. Psychological and pedagogical aspect in the intersectoral study of deviant behavior of minors: preliminary results of the study. Bulletin of economic security. 2023;(4):202-206. (In Russ.). https://doi.org/10.24412/2414-3995-2023-4-202-206. EDN: BYTUEF.
Научная статья
Психолого-педагогический аспект в межотраслевом исследовании девиантного поведения несовершеннолетних: предварительные результаты исследования
Игорь Александрович Калиниченко1, Екатерина Александровна Никитская2
1,2 Московский университет МВД России имени В.Я. Кикотя, Москва, Россия
2 katamax@yandex.ru, ORCID: 0000-0003-3187-6534
Аннотация. Представлена динамика процессов, происходящих сегодня в социальной сфере, которая обусловливает необходимость интенсификации исследований в области теории и практики предупреждения отклоняющегося поведения несовершеннолетних; предъявляет все более конкретные требования к профессиональной готовности специалистов социальной сферы, чья деятельность связана с профилактикой и коррекцией девиантного поведения несовершеннолетних, а также созданием условий для их позитивной социализации.
Представленные материалы расширяют предметное поле гуманитарного знания и могут послужить стимулом к научно-практическому осмыслению проблематики социализации и социального воспитания человека.
Ключевые слова: психолого-педагогическая отрасль знания, социализация, девиантное поведение, несовершеннолетние, профессиональная деятельность, социальная сфера
Для цитирования: Калиниченко И. А., Никитская Е. А. Психолого-педагогический аспект в межотраслевом исследовании девиантного поведения несовершеннолетних: предварительные результаты исследования // Вестник экономической безопасности. 2023. №4. С. 202-6. https://doi.org/10.24412/2414-3995-2023-4-202-206. EDN: BYTUEF.
Modern children and adolescents are in particular conditions of development, the most complex socio-cultural conditions and situations against the background of active (often aggressive) action of media and digital technologies, transformation of social risks, modification of forms of
© Kalinichenko I. A., Nikitskaya E. A., 2023
deviations, as well as the composition of crimes of children and adolescents. This actualizes the great need for social institutions of society for comprehensive training of social specialists ready for these challenges. In this regard, one of the general goals of the professional activity of social
PEDAGOGICAL SCIENCE
sphere specialists becomes obvious, especially in terms of interaction with minors with deviant behavior - providing professional assistance to children and adolescents in overcoming negative factors of their development, as well as emerging personal and social deviations.
This actualizes the great need for social institutions to provide comprehensive training for social sphere specialists, ready for these challenges. In this connection, one of the general goals of the professional activity of specialists in the social sphere, especially in the part of interaction with minors, becomes obvious: providing professional assistance to children and adolescents in overcoming negative factors of their development as well as emerging personal and social deviations.
According to a number of researchers in the field of pedagogy and psychology of deviant behavior, the unstable socio-economic situation in society and many social risks to which the younger generations may be exposed create a demand for their effective resolution among a wide range of practitioners.
Nowadays, humanitarian sciences increasingly state that there is no standard, sustainable methodological approach to the definition of deviant behavior. The evident reasons for this situation are a very broad spectrum of manifestations of deviation, changes (and often devaluation) in behavior's assessment as «normative» or «deviant», and, respectively, the values, ideas, views, patterns, actions, and expectations of social groups and society as a whole. In this regard, it is particularly important to consider basic approaches to understanding the phenomenon of deviant behavior and, in particular those that are closest to the psychological and pedagogical context or directly related to it.
Undoubtedly, the psychological and pedagogical branches of knowledge have their own understandings both of the phenomenon of deviant behavior in general and of the variants of its manifestation in minors in particular. Moreover, teachers and psychologists, perhaps more than anyone else, come into contact with various kinds of effects of deviant behavior in minors, in connection with the fact that in the field of psycho-pedagogy mainly lies an array of tasks associated with the need to address the educational and social problems arising in this social and age category. The solution to these tasks is usually conditioned by the specificity of professional understanding of the factors of a particular social environment, the social position of the individual in these conditions, his activities and role, as well as the need to comprehend the possibilities of creating conditions for the development of children and teenagers, stimulating their positive socialization, and leveling the negative consequences arising (which may arise) as a result of deviant behavior.
The analysis of the indicated problems allows us to state that in domestic psychological and pedagogical science, the study of deviant behavior is mainly connected with the names of outstanding scientists such as V. M. Bekhterev, P. P. Blonsky, L. S. Vygotsky, A. S. Makarenko, V N. Myasishchev and others [3; 4; 5; 11; 15]. As for more
recent and modern domestic research in the field of pedagogy and psychology on the phenomenon of socialization of minors with behavioral deviations, the emergence of delinquent behavior, victimogenic factors of personality formation, causes, mechanisms, and understanding of ways to prevent deviations corresponding to psychological features of minors, as well as social and psychological support, prevention, and psychological and educational correction of children at risk, they are reflected in a number of [2; 6; 8; 10].
The analysis of scientists' works allows us to state that modern psychological and pedagogical thought prioritizes the study of modern man and society, the mechanisms of their constructive and nonconstructive interaction, and the analysis of negative factors that affect the personal formation of representatives of the younger generations. The study of various scientific sources and modern psychological literature allows us to identify a number of reasons that stimulate minors to various kinds of behavioral deviations. On the basis of research on the peculiarities of age and the conditions of development of children and teenagers in modern sociocultural realities, it is possible to refer to the following ones:
- curiosity, the desire to know and experience as much as possible (conflating the search for new sensations and forms of self-expression with illegal actions);
- experiencing the sense of «drive» (taking risks, testing oneself, proving one's adulthood);
- pleasure-seeking (a combination of a desire to get everything at once and a desire to break down inhibitions and get what we want);
- searching for ways to get rid of boredom (the emergence and desire to get rid of a state of noogenic neurosis, which may be based on psychological trauma from early childhood (violence, abuse), a «crown prince» type of upbringing, a high level of criticism for even a minor misstep, and fear of being humiliated or ridiculed, as well as unorganized free time, underdeveloped creativity, an inability to build a life perspective, a negative attitude towards one's own future and development, the inability to set short- and long-term goals, etc.);
- fear of the reference group (fear of the consequences of the crime is much lower than the fear of refusing peers and/or friends to commit a non-normative or illegal act, including fear of physical or moral reprisals);
- protest against the requirements of parents and society as a whole (committing a particular illegal act out of a spirit of contradiction, to spite parents and the entire «adult world», with a subconscious or conscious goal to draw attentionto oneself, to prove one's adulthood);
- specific personality traits (heightened suggestibility, low stress, and failure tolerance, egocentrism, inadequate self-esteem, emotional instability, aggressiveness (physical, verbal), outbursts of anger, sadistic manifestations, lack of guilt for offenses committed, etc.);
- grief (parents' divorce, illness, separation, or death of a loved one, a relative, a friend, or own serious somatic illness);
- anti-social attitudes (unwillingness to seek help and rejection of help, absence or non-recognition of pro-social authorities, inability (unwillingness) to care, empathy);
- attempted suicide (suicide) in the minor's immediate environment.
As can be seen from the presented list, when analyzing the psychological problems of socialization in childhood and adolescence and the possibilities of appropriate preventive work, attention should be paid primarily to the facts of unfavorable social development, disorders arising in the early stages of socialization and manifested in actions contrary to the generally accepted norms. It is these facts that are predominantly considered key by psychologists in analyzing the causes ofbehavioral deviations injuveniles.
Undoubtedly, the pedagogical community of scientists and specialists also focuses their professional attention on the problem of deviant behavior among minors. It is teachers who have the terminological, and therefore semantic and content diversity of designations for children with deviant behavior - «difficult», «educationally neglected», «socially neglected», «socially maladapted», «hard to educate», etc. Pedagogically neglected children are defined by scientists as quite healthy and potentially complete but not sufficiently educated, trained, and developed [17, P. 6], and the consequence of this, along with possible other problems, are behavioral problems. A quite understandable and «sighted» pedagogical characteristic of minors with deviant behavior is the so-called «hard-to-educate» syndrome. The latter, as we know, implies a certain degree of resistance on the part of the child to purposeful pedagogical influences, an unwillingness (often an inability) to perceive them adequately. Teachers are clearly aware that this problem can be and usually is caused by a number of reasons, including the subjects' own pedagogical errors, deformed motivation for mastering school programs, and generally accepted social norms (M. A. Alemaskin, L. M. Zyubin, A.M. Pechenyuk, etc.) [1; 9; 16]. Social pedagogy considers such deviations mainly in the context of violations of the essential foundations of the socialization process, namely the balance of adaptation, or, in other words, social adaptation (i. e. coordination of personal claims and interests with the requirements of the environment), and isolation (i.e. achievement of value, emotional, and behavioral autonomy) of a person in the society [13, P. 34-37], as well as the predisposition of a person to become a latent, real, or potential victim of unfavorable conditions of socialization [12, P. 533-539]. Socio-pedagogical victimology studies objective factors that contribute to the fact that not only a particular person but also entire groups of people can become victims of these factors (in a more accurate formulation - victims of adverse conditions of socialization). In the case of the age of consent, the following are considered disadvantages immorality and/ or drunkenness of parents, conflicts, and violence in the family, divorce of parents, stepfather or stepmother, family poverty; hypo- or hyper-care; video viewing content (from various video sources); poorly developed speech, unreadiness to learn; mistakes of teachers and parents; negative attitude
of teachers and/or peers; negative influence of peers and/or older children; physical trauma and defects; loss of parents; rape, molestation; harassment or bullying by peers, including ethnicity; involvement with asocial and antisocial groups; advanced or delayed psychosexual development; computer («gadget») addiction, etc [14, P. 83-84].
The understanding and careful study of unfavorable conditions of socialization of minors are of fundamental pedagogical importance not only for this study but also for the psychological and pedagogical industry as a whole, since the measure and completeness of knowledge about them evidently determine the scope and content of professional activities of specialists in the diagnosis, prevention and correction of deviant behavior of minors. Considering this significance, I. V. Ulyanova used the typology ofbehavioral deviations proposed by Ts. P. Korolenko and T. A. Donskoy and presented a socio-pedagogical classification of deviant behavior of children and adolescents in the context of a humanistic paradigm, which identifies not only the types of deviant behavior (constructive, destructive and internally destructive behavior) but also reveals the main content indicators of this behavior, as well as suggests the main forms of professional work of specialists involved in socio-pedagogical activities on prevention and correction of deviant behavior of minors, including in educational institutions. In the same context, understanding the optimal methods of diagnosis, prevention, and correction of deviant behavior of minors, M. A. Erofeeva analyzes the trends in the development of modern society that contribute to the emergence of unfavorable conditions for the socialization of younger generations and determines that social stratification, leveling of traditional values (primarily family values), the spread of various types of violence, egocentrism stimulate the spread of such forms of gender deviations as hyper-role behavior, inversion of gender style patterns, changing sexual orientations and preferences on the basis of a gender approach. The research also draws the attention of social sphere specialists to the need for comprehensive preventive work based on combining the pedagogical efforts of the family, school, and other public institutions.
Thus, the psychological and pedagogical analysis of various manifestations of deviant behavior of minors allows us to accumulate an understanding of the main behavioral «signals» of minors at a particular age, which can affect the formation and further development of deviant behavior (Table 1).
Psychological and pedagogical analysis of the various manifestations of deviant behavior of minors, including careful study of the unfavorable conditions of their socialization, is of fundamental importance to the psychological and pedagogical branch since the completeness of knowledge about it makes it possible to professionally understand the main behavioral «signals» of minors, timely response to the formation and further escalation of manifestations of deviant behavior in the child-adolescent environment, and it also makes the most obvious way.
PEDAGOGICAL SCIENCE
Table 1
Psychological, pedagogical and social markers of deviant behavior
Early and preschool age Primary school age Teen years Adolescence
- excessive stubbornness; - use ofpsychoactive substances - aggression and (or) - superficialityoffeelings;
demonstrative disobedience, (tobacco, alcohol); autoaggression; - consumer and dependent
- insubordination, disobedience; - useofobscenelanguage; - loneliness; position;
touchiness; - low level of self-regulation; - involvement in antisocial and - unrealistic or lack ofdesire for
- shorttemper; - violation of social norms and antisocial subcultures; professional activity;
- targeted actions to annoy rules; - anti-vital behavior; - inadequate self-esteem;
adults, peers; - refusal to attend school, - lethargy, a feeling of - low level of reflection;
- open disregard for other people study, systematic absenteeism, hopelessness, uselessness and - infantilism;
and their needs; combined with academic failure; helplessness; hostility; - low level of social intelligence;
- low cognitive abilities; - escapes from home; - increased inadequate - difficulties in establishing
- mental retardation; - systematic lies; sensitivity to failures; contacts (lack of communication
- delayed speech development; - absence from home at a later - expressed anxiety; skills);
conflict; time; - reduced interest in the activity; - low social activity;
- lowlevelofindependence; - reduced intellectual abilities; - advance or lag in psychosexual - lack of friends;
- hyperactivity; - dependent behavior, including development; - emotional stupidity;
- manifestationsofanger from gadgets; - antisociality in the direction of - addictions and addictive
- general somatic weakness, interests and values; behavior;
vagrancy - detachment(subjectiveor - lack oflife prospects and
objective) from socially approved purposefulness
forms ofbehavior and prosocial
values;
- character accentuations
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Information about the authors
I. A. Kalinichenko - Head of the Moscow University of the Ministry of Internal Affairs of Russia named after VYa. Kikot', Candidate ofPedagogical Sciences;
E. A. Nikitskaya - Moscow University of the Ministry of Internal Affairs of Russia named after V.Ya. Kikot', Candidate ofPedagogical Sciences, Associate Professor.
Информация об авторах
И. А. Калиниченко - начальник Московского университета МВД России имени В.Я. Кикотя, кандидат педагогических наук;
Е. А. Никитская - Московский университет МВД России имени В. Я. Кикотя, кандидат педагогических наук, доцент.
Contribution of the authors: the authors contributed equally to this article. The authors declare no conflicts of interests.
Вклад авторов: все авторы сделали эквивалентный вклад в подготовку публикации. Авторы заявляют об отсутствии конфликта интересов.
The article was submitted 20.09.2023; approved after reviewing 27.09.2023; accepted for publication 16.10.2023.
Статья поступила в редакцию 20.09.2023; одобрена после рецензирования 27.09.2023; принята к публикации 16.10.2023.
