Features of deviant behavior
Deviant behavior manifests itself through aggression, sadism, theft, deceit, vagrancy, anxiety, and depression. Teenagers with this type of behavior are often purposefully isolated from society, attempt suicide, suffer from various phobias and have eating disorders.
Types of deviations in psychology are considered as separate mental disorders and as symptoms of a certain syndrome or disease. Diagnosis is carried out using clinical and psychological methods, and the treatment process consists of the use of medications, psychocorrection and therapy, and social rehabilitation measures.
In general, the category “deviation” represents a certain “deviation”. Deviant behavior is deviant behavior or social deviation. This behavior is characteristic of 40 - 64% of the total number of adolescents, which can be explained by mental characteristics characteristic of this age (social, physiological and psychological immaturity).
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Boys and girls aged 14 to 18 years are more susceptible to behavioral deviations. As a rule, they are brought up in unfavorable social conditions and have hereditary burdens (mental disorders, drug addiction, alcoholism, etc.).
Psychological support for children and adolescents with deviant behavior
Tatiana Augustinova
Psychological support for children and adolescents with deviant behavior
Specifics of the psychology of deviant adolescents
Psychological characteristics of the transition period leave an imprint on the behavior of a teenager , create, according to A. E. Lichko, unique age-related behavioral models , form “specifically adolescent behavioral reactions to the influence of the surrounding social environment.” These personal reactions, which manifest themselves in children and adolescents mainly in behavioral , have not yet been sufficiently studied and, as V.V. Kovalev rightly noted, are better known to teachers than to clinicians.
Society always pays special attention to the problem of human behavior that does not correspond to generally accepted or officially established social norms. Today, as at the beginning of the last century, society is concerned about the growth of neglect, homelessness, and child and adolescent crime . Psychologists and teachers , doctors, law enforcement and social protection officials are trying to understand the mechanisms of development of deviant forms of behavior , because finding the cause of the problem means half solving it. Hence the special interest of specialists at various levels in the psychology of deviant behavior .
In Russia, the psychology of deviant behavior as an independent branch of psychological knowledge is still at the very beginning of its formation and development. And yet it did not arise out of nowhere. Both abroad and in Russia, there are, mainly within the framework of sociology and criminology, many theories of deviant behavior , the analysis of which is certainly useful. We are talking, first of all, about the works of G. Becker, S. A. Belicheva, E. Durkheim, I. S. Kon, Yu. A. Kleyaberg, V. N. Kudryavtsev, A. E. Lichko, R. K Merton, T. Parsons, A. R. Ratinov, N. J. Smelser, D. I. Feldstein, E. Fromm and many others. In their research, they tried to determine the essence of deviant behavior , identify the causes of this social phenomenon and justify the classification of its types and types. However, even today there is no unambiguous definition of deviant behavior that reflects its essential characteristics and a classification acceptable for practicing psychologists .
The psychology of deviant behavior is a field of scientific knowledge that studies the essence, mechanisms and patterns of development of behavior , as well as methods and methods of its correction.
The vast majority of researchers, when defining deviant behavior , emphasize such an essential feature as deviation from norms. An analysis of the literature shows that legal, moral, aesthetic, social and even mental health . For example, I. S. Kon defines deviant behavior as violating social and cultural norms, as well as norms of mental health and behavior .
Deviant behavior is understood as situationally determined, transient reactions. Typical manifestations of deviant behavior are teenage reactions that occur with family and school maladjustment, and communication difficulties. For example, oppositional-defiant, provocative-aggressive behavior , in which there are no actions that violate the law or the rights of others. Certain stereotypes of deviant behavior include the following : systematic avoidance of study, work, leaving home, vagrancy; addictive behavior (alcoholism, drug addiction, auto-aggression (self-mutilation, suicide)
.
Delinquent behavior is repeated , asocial in its orientation, offenses of children and adolescents , developing into a certain stereotype of actions that violate legal norms, but do not entail criminal liability due to limited danger or not reaching the age of criminal responsibility.
Thus, we can say that deviant behavior is a consequence of insufficient formation or distortion of the internal boundaries of the individual, which manifests itself in the ineffectiveness of self-regulation and leads to a disruption in the interaction of the individual with the environment.
Behavioral disorders and deviations from generally accepted norms are quite common among adolescents . Suffice it to say that 30–50% of adolescents admitted to psychiatric hospitals have deviant forms of behavior , which is several times higher than the number of those hospitalized for schizophrenia. In community practice, this percentage is even higher. Foreign authors provide approximately the same data.
D. A. Leontyev, together with Yu. A. Vasilyeva, developed an explanatory model of the psychological mechanisms of deviant personality development in juvenile delinquents, based on their approach to the problem of values, their assimilation during socialization and value-need regulation of activities. According to their theory, values are structures in which the generalized semantic experience of large and small social groups crystallizes. They exist in three main forms: as structures of social consciousness (social ideals; as an attribute of specific works and acts in which social ideals are embodied , and as an element of the personal structure of individuals belonging to these social groups and more or less consciously realizing these values in their activities.In relation to the latter form we are talking about personal values.
Values are acquired during socialization, becoming personal through identification with certain reference social groups and communities. In the structure of personality, personal values occupy the same place as sources of meaning formation and motivation as needs. As individual development progresses in ontogenesis, a redistribution of the importance and specific weight of both occurs; As values are learned, they gradually push needs into the background, limit and mediate their influence on behavior . This process constitutes the main content of socialization.
However, this process does not always go smoothly. If a child, while developing, experiences strong pressure on his needs and the boundary between external and internal turns out to be too weak, it falls under the pressure of social values that invade the structure of motivation without encountering resistance and become personal values without undergoing noticeable transformations.
“The individual thereby merges with the group, but loses his personal identity (authenticity, conformally dissolving into the social whole. Such a case can be called hypersocialization. The opposite case - hyposocialization - can occur when this boundary, on the contrary, is too strong and the pressure causes counter-resistance on the part of the individual. In this case, the individual does not allow external regulators into his personality; as a result, values do not occupy their corresponding place in the structure of motivation.”
That is, the psychological basis of deviant development, in the opinion of D. A. Leontyev and Yu. A. Vasilyeva, is the lack of formation of value regulation both in quantitative terms (low proportion of values compared to the needs of both sources of motivation, and in qualitative terms (assimilated into the structure individuals predominantly have the values of small deviant groups, in particular criminal groups; macrosocial values remain purely external for them. Having not learned positive values in the family for one reason or another, the teenager finds a source of social identity in a small “criminal” or “pre-criminal” group, which becomes for him, the values of this group not only set the adolescent’s rules and norms of behavior , but also mediate, filter or block his assimilation of other macrosocial and universal values.
D. A. Leontyev says that “in the case of deviant development, we simultaneously have a picture of hypersocialization and hyposocialization, and hypersocialization in relation to a small reference group, and hyposocialization in relation to macrosocial communities.”
The reason for high susceptibility to criminal values, according to D. A. Leontiev and Yu. A. Vasilyeva, is that they are more “friendly” to individual needs than macrosocial values. As a result, in the process of socialization, it is not so much the displacement of needs by values that occurs, but the transformation of the former into the latter: what was previously only a “personal matter” receives an ideological justification in the group, becomes socially desirable, acquires independence from the situation, absolute significance, and is “untied” from states of need and turns into an ideal. In this case, we are talking about the value formulation of needs.
The nature of behavioral disorders in adolescents can be very diverse. Most often they are expressed in illegal actions, ignoring existing requirements and orders, drunkenness, sexual promiscuity, vagrancy, and suicidal tendencies.
Not only an antisocial group can influence the motivation for deviant behavior The formation of motives for unlawful behavior in this case is facilitated by the very prestigious, in the teenager’s , way of life of this “standard” group, which he can “simply” observe, and only this, and most importantly, the desire to possess such benefits, can become the motive for his antisocial behavior. activities.
There is another important aspect of the influence of the lifestyle of a small group on the motivation of an individual's behavior . Lifestyle of a familiar small group (family, peer group)
develops in
a teenager a unique stereotype of behavior . If a teenager finds himself in a new microenvironment (dormitory, new school, new family, army), he cannot reproduce in his behavior the lifestyle of the microenvironment to which he previously belonged. Therefore, the motive for many of his actions may be the defense (often unconscious)
of his belonging to previous small groups, to their way of life. If the way of life changes suddenly and, as a rule, diverges, and sometimes even contradicts the leading motives of the subject, a person strives to reproduce the way of life that would better ensure the functioning of the leading motives characteristic of him
motives . Ignoring the indicated personal tendency to correspond to the usual lifestyle and the motivation of behavior is often the cause of a misunderstanding of such actions as running away from school, the army, or, conversely, the ineffectiveness of measures to include vagabonds and persistent offenders in a socially useful lifestyle. presents an analysis of the role of social group in motivating deviant behavior . Suffice it to say that the bulk of illegal violations among minors occurs in groups. Formation of criminal motives in a small group (family, informal group)
occurs through the individual’s assimilation of group values in the process of socialization.
The values that the group considers most important for its existence, it imposes on all members and is able to develop in these people traits that make them act as is “needed” in this group. Informal peer groups with antisocial tendencies have
the greatest motive-forming power for deviant behavior The influence of a group is especially significant if the subject values belonging to it, and the group’s lifestyle does not contradict the internal positions of the individual, his most relevant, leading motives. In other words, an asocial group only “finds” a subject if the subject himself “looks” for such a group. Adolescents are easily influenced by an asocial group are characterized by the following psychological characteristics own vulnerability and dependence on the environment. In the formation of motives for deviant behavior under the influence of an asocial group, methods of group integration such as suggestion, coercion, and persuasion are of great importance. Adolescence is characterized by the phenomenon of “contagion,” which is based on ordinary curiosity, conformity, and suggestion . However, suggestion has a special effect only on persons who do not have a developed ability for independent logical thinking and who do not have firm life principles and beliefs. Psychotherapists know that a person, even in a hypnotic somnambulist, will not do something that he fundamentally does not accept while awake. Thus, the influence of an antisocial group on the formation of motives for deviant behavior is indisputable , but not fatal, and most importantly, ambiguous. A person is not born with predetermined socially positive or socially negative properties. His personality is formed in the process of interaction with people around him, united in certain social groups. Moreover, each person simultaneously belongs to several social groups (family, informal group, etc.), and therefore his behavior cannot be considered only as the embodiment of the norms of behavior accepted in any one of them.
The behavior of any person depends on the nature of the so-called “social role” that is assigned to him by society. The concept of “social role” includes “certain requirements and expectations regarding behavior in a particular social situation,” as well as a person’s ideas about how he should behave in a given situation. The motive for deviant behavior can be a “role conflict,” that is, a situation when one of the perceived social roles as “expected behavior ” comes into conflict with the rules of behavior of the assumed second role. So, for example, a teenager , being a family member, a school student, can simultaneously be a member or even the “leader” of an informal asocial group. In certain conditions, a specific life situation that contributes to making a decision to commit a particular action can become a motivating factor. The very fact that the situation influences the motivation of deviant behavior is beyond doubt among most authors who have studied this issue. However, research in recent years shows that the situation for the most part only actualizes the motives for deviant behavior , that is, it brings to life the motives that a person already has and creates conditions for their implementation. Therefore, antisocial actions of adolescents are most often not of a “random” situational nature, but are, for all their suddenness, impulsiveness and emotional dependence, a logical development of their entire previous life.
The dynamics of motivation for deviant behavior consistently correlates with age-related changes. In particular, in the motivation of deviant behavior in adolescents, unlike adults, motives of an impulsive and situational nature, false self-affirmation, group behavior , motives due to suggestion and imitation .
Thus, the motivation for deviant behavior is the result of a complex interaction of an unfavorable social environment (microenvironment)
and personality.
Consequently, only changes in these external and internal conditions can influence changes in behavioral . This is the origin of the prevention of deviant behavior .
Recommendations for working with deviant children and adolescents .
1. When interacting with an aggressive child:
• accept the child as he is;
• when making your demands on a child, take into account not your desires, but his capabilities;
• expand your child's horizons;
• include the child in joint activities, emphasizing his importance in the task at hand;
• ignore mild manifestations of aggressiveness, do not focus the attention of others on them.
You need to fight aggression with patience. This is the greatest virtue that parents and teachers can have. An explanation. Tell your child what interesting things he can do. Encouragement. If you praise your student for good behavior , this will awaken in him the desire to hear this praise again.
Strategy for working with aggressive children:
Incompatible response strategy. A person cannot simultaneously experience two opposite, incompatible emotions. It is necessary to place emphasis on the manifestation of such emotions that are incompatible with aggressiveness:
• empathy;
• humor;
• stroking, cuddling.
It is necessary to encourage alternative forms of behavior , create an atmosphere that would evoke sympathy for the pain of others, strive in complex, high-conflict situations to ease tension with the help of jokes and humor, preventing it from developing into hostile relationships with people.
Work with children.
Goals: 1. Learn to express anger in an acceptable form.
2. Teach behavior in various situations.
3. Develop empathy (a sense of trust in people)
.
2. If the child experiences fears:
• accept the child as he is, giving him the opportunity to change;
• develop positive emotions in your child, give him your time and attention more often;
• treat the child’s experiences and fears with understanding, do not ridicule them and do not try to eradicate this fear with decisive measures;
• play out the situation that causes anxiety with your child in advance.
3. If your child is lying, follow these rules:
• praise, approve of the child more often, encourage him for good deeds;
• if you are sure that the child is lying, try to force him to be frank and find out the reason for the lie;
• having found a possible reason for the lie, try to delicately eliminate it so as to resolve this problem;
• do not punish a child if he himself admits to lying and evaluates his own actions.
4. The conversation with the child is carried out according to the following plan:
1. Study (favorite and least favorite subjects, reasons for failure, relationship with teachers, participation in public life).
2. Relationship with peers (preference for one close friend or a group of friends, position among comrades (the soul of the company, persecuted, outcast, independent loner, etc., reasons for choosing friends - for certain personal qualities, for common hobbies, for entertainment, etc. . P.).
3. Hobbies (in the present and past, under whose influence the choice was made, what results were achieved, why abandoned, etc.).
4. Relationships with parents, intra-family relationships (family composition (who was named first, whom I forgot to mention, the closest family member, with whom there are conflicting relationships in the family and the cause of conflicts between other family members and the teenager’s attitude towards them ) ; in the case of a broken family , it is necessary to find out what age the child was, his attitude towards this, maintains contact with the one who left the family).
5. Behavioral (truancy, disorderly conduct, smoking, drinking, toxic and narcotic substances).
6. The most difficult events in a past life and reaction to them.
5. The conversation with parents is carried out according to the following plan:
1. The structure of a given family (typology by number of children , composition, family structure, atmosphere, type of consumer relationships).
2. Relationships between different generations in the family. The relationships between close relatives were clarified. Often in families, conflicts arise between grandmother and mother or grandmother and father, into which the child is drawn.
3. Pedagogical and socio-psychological training of parents (moral, physical, aesthetic, sex education of children in the family, taking into account their age characteristics). Parents do not pay due attention to these issues and are often completely unaware of the information.
4. The most common upbringing defects inherent in this family. These families are characterized to a greater extent by authoritarian hypersocialization and hyposocial hypoprotection.
5. Rewards and punishments used in the process of education in a given family. In these families, punishment is more often used or left to chance.
6. Organization of work, study, rest and leisure hours for children in the family . In almost all families this regime is not organized.
7. Identification of the relationship between deviant behavior of adolescents and antisocial preferences of parents. Parents often drink alcohol, work periodically, and beat family members.
Causes of deviant behavior in adolescents
The causes of deviant behavior in adolescents can be combined into 2 large groups: social environmental factors and medical and biological factors.
Social environmental factors include:
- Single-parent families
- Asocial families
- conflict families,
- Teaching and educational errors.
In conditions of being raised in a single-parent family by one parent, there is a risk of pathological relationships with children, which are based on the requirement of unconditional submission, insufficient participation, and misunderstanding. There is no pattern of interaction with the opposite sex.
Tension between mother and father, frequent quarrels, lack of understanding negatively affects upbringing and leads to deviant behavior. Antisocial tendencies and a parasitic lifestyle begin to act as a model for action.
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Teaching and educational errors appear due to insufficient attention of teachers who do not know how or do not want to establish contact with a teenager. This behavior acts as the basis for the formation of academic failure and conflict situations with classmates and teachers.
The second group of reasons that lead to the formation of deviant behavior in the teenage generation is represented by medical and biological factors, which include:
- Heavy heredity
- Pathologies of the central nervous system,
- Features of adolescence.
Burdened heredity is associated with the fact that the development of deviations is influenced by reduced protective mechanisms that limit the nature of human adaptive functions. These features can be observed when a child inherits mental deficiency, abnormal character traits, and a tendency toward alcoholism and drug addiction.
The development of biological inferiority, which occurs in the nerve cells of the brain, occurs with the appearance of severe diseases in the first years of life. It also manifests itself if there have been traumatic brain injuries. This factor manifests itself through emotional instability and decreased adaptive capabilities.
In general, during adolescence, hormonal changes in the body occur, which contributes to the emergence of deviant behavior. The child’s parts of the cerebral cortex are actively maturing, and higher mental functions are being formed. All this manifests itself through the exacerbation of character traits and leads to the commission of antisocial acts.
General characteristics of deviant behavior of minors
Cultural and leisure activities as a means of preventing deviant behavior among adolescents Read more: Alcoholization. This phenomenon is becoming more and more widespread. The number of teenagers drinking alcohol increases every year
1.1 General characteristics of deviant behavior of minors
Each of us daily faces various manifestations of socially undesirable behavior - aggression, bad habits, illegal actions... Specialists dealing with such problems have been looking for answers to a number of questions for many years. What are the reasons for this behavior? What makes a person repeatedly harm himself and others? How to avoid this? Finally, is it legal to use the term “deviant behavior”? The connection of the term with the concept of “social norm” greatly complicates the problem, since the boundaries of the norm are very arbitrary, and a person who is absolutely normal in all respects simply does not exist. Information on the problem of deviant behavior must be sought in various disciplines, for example, in sociology, medicine, law, psychology, and pedagogy. The available literature, as a rule, is either highly specialized or too popular. There is clearly not enough literature on the psychology of deviant behavior, as well as insufficient effective technologies for influencing it.
Definition of the concept of “deviant personal behavior” from a broader generic concept.
Deviant behavior is, first of all, a certain form of personal behavior; therefore, it has all the basic properties of human behavior, with which I will begin.
In psychology, the term behavior is widely used to denote the type and level of human activity, along with such manifestations as activity, contemplation, cognition, and communication. Scientific ideas about human behavior developed particularly rapidly at the beginning of the 20th century, from the time when behaviorists declared it the subject of psychological science. Initially, behavior was understood as any externally observable reactions of an individual (motor, autonomic, speech), functioning according to the “stimulus-response” scheme. As empirical data has accumulated, understanding of the nature of human behavior has deepened.
The modern understanding of behavior goes far beyond the totality of reactions to an external stimulus. Thus, in the psychological dictionary, behavior is defined as “the interaction inherent in living beings with the environment, mediated by their external and internal activity” [13, p. 126]. External human activity refers to any external manifestations: movement, actions, deeds, statements, vegetative reactions. The internal components of behavior are considered: motivation and goal setting, cognitive processing, emotional reaction, self-regulation processes.
In the future, by behavior I will understand the process of interaction between the individual and the environment, mediated by individual characteristics and internal activity of the individual, taking the form of predominantly external actions and deeds.
One of the most essential properties of human behavior is that it is social in its essence - it is formed and implemented in society. Another important feature of human behavior is its close connection with speech regulation and goal setting. In general, the behavior of an individual reflects the process of its socialization - integration into society. Socialization, in turn, involves adaptation to the social environment, taking into account individual characteristics. Based on the relationship between the processes of adaptation and individualization, as well as the position of the individual in society, the following options for social adaptation can be distinguished:
radical adaptation - self-realization through a personality changing the existing social world;
hyper-adaptation - self-realization through the influence of the individual on social life through its super-achievement;
harmonious adaptation – self-realization of the individual in society through orientation to social requirements;
conformist adaptation - adaptation due to the suppression of individuality, blocking self-realization;
deviant adaptation – self-realization by going beyond existing social requirements (norms);
socio-psychological disadaptation is a state of blocking the processes of self-realization and adaptation.
With any type of socialization, the behavior of a particular person can be described using general characteristics of behavior:
motivation – internal readiness to act, directed by the needs and goals of the individual;
adaptability – compliance with the leading requirements of the social environment;
authenticity – compliance of behavior with individuality, its naturalness for a given person;
productivity – realization of conscious goals;
adequacy – consistency with a specific situation.
More private, but no less important, are such signs of personality behavior as:
— level of activity (energy and initiative);
— emotional expressiveness (strength and nature of manifested affects);
— dynamism (tempo);
- stability (constancy of manifestations at different times and in different situations);
— awareness (understanding of one’s behavior, the ability to explain it in words);
— arbitrariness (self-control);
— flexibility (changes in behavior in response to changes in the environment).
All the considered characteristics of the generic concept of “behavior” fully apply to such a variety as “deviant personal behavior.”
In most sciences, phenomena are divided into “normal” and “abnormal”. As J. Godefroy rightly noted, the question “What behavior can be considered normal?” is central to explaining human behavior, including deviant behavior. In a strict sense, the boundaries between the concepts of “normal” / “abnormal” behavior are very blurred.
Nevertheless, in science and in everyday life these concepts are used everywhere. At the same time, normal behavior, as a rule, is understood as normatively approved behavior that is not associated with a painful disorder, and is also characteristic of most people. Similarly, abnormal behavior can be divided into: normative-disapproved, pathological, non-standard. Of course, modern requirements for a person are not limited to his ability to fulfill social requirements, but also presuppose self-knowledge and the original existence of the individual. In this regard, the fundamental qualities of a personality in our era can be called: its internal position in relation to the outside world and itself, the ability to make decisions and choices, as well as personal responsibility for one’s own behavior.
The subject of my study is only those aspects of individual behavior that can be qualified as deviant behavior.
It is known that in the specialized literature the term “deviant behavior” is often replaced by a synonym - deviant behavior (from the Latin deviatio - deviation).
In my work, I use both terms – “deviant”, “deviant” – interchangeably.
Having considered the points of view of various authors on the concept of “deviant behavior,” I want to define some of them.
In The Great Psychological Encyclopedia, ed. B.G. Meshcheryakova, V.P. Zinchenko deviant behavior (from the English deviation - deviation) is defined as actions that do not correspond to the officially established or actually established moral and legal norms in a given society (social group) and lead the offender (deviant) to isolation, treatment, correction or punishment.
In “New Dictionary of Foreign Words,” ed. V.V. Adamczyk deviant behavior is behavior that violates generally accepted norms and rules in a given society: delinquency, crime, alcoholism, drug addiction, etc.
"Psychological Dictionary" ed. M.G. Yaroshevsky, A.V. Rebrovsky interprets deviant behavior as (from the Latin deviatio - deviation) - a system of actions or individual actions that contradict the legal or moral norms accepted in society. Crime and criminally unpunished (not illegal) immoral behavior (systematic drunkenness, money-grubbing, promiscuity in sexual relations, etc.).
“Deviantology” E.V. Zmanovskaya gives the following definition of deviant behavior - it is a stable behavior of an individual, deviating from the most important social norms, causing real damage to society or the individual himself, and also accompanied by his social disadaptation.
This definition is of the greatest interest to me, being close to my research, and I take it as fundamental, since it is rather descriptive in nature, and, above all, is focused on practical work with people with deviant behavior. This definition can help in the implementation of such professional goals as diagnosing deviant behavior in a particular case, planning professional impact, assessing the dynamics of an individual’s behavior and the effectiveness of working with it. In addition, it allows you to differentiate deviant behavior from other behavioral phenomena.
Even in my thesis, I consider the concept of “Cultural and leisure activities”. HELL. Zharkov “Technology of cultural and leisure activities” defines cultural and leisure activities as: a specialized subsystem of the spiritual and cultural life of society, functionally uniting social institutions that ensure the reproduction, consumption, preservation and dissemination of cultural values; as a collective and individual way of human life, which is based on multilateral activities; as a sphere of life activity that opens up unique conditions for the formation of the inner world, enhancement of culture and comprehensive development of the individual; as a means of revealing and realizing the essential powers of man.
This definition is taken as fundamental in my research, as it is of the greatest interest to me.
I consider it the most complete and meaningful, reflecting all the necessary essence of cultural and leisure activities.
I believe that it can help build a system necessary for the intervention of adolescents with deviant behavior. After all, it is in adolescence that the first manifestations of deviant behavior are observed, which are explained by a relatively low level of intellectual development, the incompleteness of the process of personality formation, the negative influence of the family, immediate environment, and the teenager’s dependence on the demands of the group and the value orientations accepted in it. Consequently, at the personal level, deviant behavior is the social position of the individual, appearing in the form of a deviant style and lifestyle /E.V. Zmanovskaya/. Most people can change their position in relation to society if they wish.
Deviant behavior in adolescents often serves as a means of self-affirmation and expresses protest against the reality or perceived injustice of adults.
In turn, deviations are divided into:
• deviations from selfish orientation;
• aggressive orientation;
• deviations of the social-passive type.
Social deviations of a selfish orientation. These include offenses and misdemeanors associated with the desire to receive material, monetary, property support (theft, theft). Among minors, this kind of deviation manifests itself in the form of criminal acts and in the form of misdeeds and immoral behavior.
Social deviations of an aggressive orientation are manifested in actions directed against the individual (insult, hooliganism, beatings, rape and murder).
Deviations of the socially passive type are expressed in the desire to withdraw from active public life, in evasion of one’s civic responsibilities and duties, and reluctance to solve both personal and social problems. Such manifestations include avoidance of work and school, vagrancy, consumption of alcohol, drugs, and toxic substances.
Thus, antisocial behavior varies both in content and target orientation, and in the degree of social danger, and can manifest itself in various social deviations, from violations of moral and legal norms, to minor offenses, as well as serious crimes.
There are several forms of manifestation of deviant behavior of minors:
Cultural and leisure activities as a means of preventing deviant behavior among adolescents Read more: Alcoholization. This phenomenon is becoming more and more widespread. The number of teenagers drinking alcohol increases every year
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