1. The concept of deviant behavior
In our country, under the influence of the negative aspects of the market economy, the phenomenon of social deviance among a part of young people has become increasingly serious. [1] In its most general form, deviant behavior can be considered as a system of behaviors or individual behaviors that are contrary to the moral norms and legal norms generally accepted in society. This can also be behavior that deviates from mental health standards, legal norms, cultural and moral norms, as well as from societal expectations in a certain period (Шнейдер Л.Б., 2005). Wiesel T.G. considers deviant behavior as the stable behavior of personality, deviating from the most important social norms, causing actual harm to society or to the individual himself and also accompanied by the individual's inability to adapt to society [2].
To prevent law-breaking behaviors among young people, early detection and prevention of behaviors contrary to social norms is of particular importance. [Г.А.Аванесов, 1980].
So what constitutes behavior that violates social norms? And what are its manifestations?
Social behavior can be divided into normative (normal) behavior and deviant behavior.
Deviant behavior can be positive (such as creative talent) and negative. Negative deviant behavior is deviant behavior. Deviant behavior can be divided into antisocial behavior, illegal behavior (excluding criminal behavior), or criminal behavior (when individuals violate the norms of criminal law). In foreign psychology, the term "deviant behavior" is avoided. In that case, people usually talk about problematic behavior. Problematic behavior can be divided into inward-oriented ( self -directed ) behavior and other-directed behavior. In the latter case, antisocial behavior is outward-directed problematic behavior.
L.B. Schneider divides deviant behavior into two major groups:
- The first group includes behaviors that deviate from the standards of mental health. These are either overt or covert mental illnesses.
- The second group includes behaviors that violate certain social, cultural, and especially legal norms.
2. Manifestations of deviant behavior in students
American and British psychologists have identified symptoms (behaviors performed over a period of about 6 months) by which it is possible to definitively determine whether an adolescent's behavior is deviant. These behaviors can be briefly listed as follows: (Kazdin A., 1987) [2]
1. Demonstrating an unprofessional attitude towards learning: Frequently skipping school (doing nothing and being idle).
2. Expressing attitudes towards others:
a. Dishonesty ( Frequently borrowing other people's belongings without permission; cheating in games and in school; frequently lying; breaking into other people's homes and cars; stealing items from someone's house two or more times; using tricks to gain an advantage: watching movies and plays without buying tickets...)
b. Trends in violence (frequently engaging in fights; using weapons in two or more fights; forcing someone into sexual relations; intentionally provoking a fight; Theft with assault ).
c. Cruelty ( Physical cruelty to animals and humans; intentional destruction of other people's property ).
3. Psycho-pedagogical aspects of deviant behavior
Researchers have examined this issue from both an age-appropriate perspective and from the perspective of students' social activism. For example, A.S. Belkin pointed out the link between a lack of education (and therefore the clearly false, morally implausible symbol, lack of education in emotional and social skills.) with corresponding age characteristics and factors influencing the child's moral development. For example, at preschool age, the prerequisites for a lack of education appear. The dominant deviation at this stage is the incomplete development of individual psychological qualities (attention, diligence, memory, emotional stability) and poor readiness for learning in primary school. At primary school age, the first form of deviant behavior appears. This is a negative attitude towards classroom norms and rules. The dominant deviations are lack of academic and social achievement, inability to fulfill teacher requirements, and poor relationships within the class. In the early years of junior high school (grade 6), negative behavioral tendencies become stable; misconduct related to violations of student behavioral norms is situational and, in some situations, intentional. In the later years of junior high school (grades 7 to 9), stable signs of behavior contrary to social norms appear. This is a consequence of unfavorable development due to errors in the educational influence of family and school. Intentional misconduct with social tendencies can exist as precursors to violations of the law and even crime. (A.C. Belkin)
Of course, in reality, the link between age and behavioral deviance does not necessarily exist. It is noteworthy that, under certain socio-educational conditions, the tendency toward deviant behaviors is quite persistent.
Based on the distinction between deviant behaviors and the identification of behavioral trends across age groups resulting from a lack of parental and school education, we see the importance of educating children from a young age. Simultaneously, we need to detect and prevent behaviors that violate social norms early on. This, we believe, is the most effective way to prevent law-breaking behaviors among young people.
REFERENCES
[1] Dang Canh Khanh, http://www.tuyengiao.vn/Home/diendan/317/Ngan-chan-nhung-sai-lech-chuan-and-gia-tri-xa-hoi-trong-loi-song-cua-thanh-thieu , 21/12/2017
[2] “ Определения и классификации отклоняющегося поведения подростков”, Источник: Визель Т.Г., Девиантное поведение подростков. Теории и эксперименты.
[3] https://psyera.ru/opredeleniya-i-klassifikacii-otklonyayushchegosya-povedeniya-podrostkov_7342.htm , December 20, 2017
Written by NgaMTN