In modern psychology, starting from the second half of the 20th century, the problem of deviant behavior has been subjected to a comprehensive analysis in line with the cultural-historical, phenomenological, existential and humanistic psychological traditions and many other domestic and foreign schools. However, the problem of factors and forms of destructive behavior, methods of psychological diagnosis, correction and prevention remains relevant.

Modern legal, psychological, and sociological research designates socially disapproved forms of individual activity through the concepts of “deviant,” “destructive,” and “maladaptive” behavior. In a number of works, these concepts replace each other and act as synonyms, which does not contribute to the expansion of theoretical and methodological knowledge. Thus, the primary task is to distinguish the content of the above concepts.

Destructive behavior is considered as a form of personality activity that causes the destruction of functioning structures. This can be either a purposeful activity associated with the rejection of any social construct, or a psychological reaction to any perfect social or personal construct, Integrity or position. Destructive behavior is often attributed to traditional concepts of psychiatry, although today we should talk about destructiveness in a broad psychological aspect.

We understand destructive behavior as a maladaptive-directed process of interaction between the individual and the environment, mediated by the individual characteristics of the subject, taking the form of external actions - actions. In a psychological sense, destructive behavior is characterized by situational reactions, psychological states, and personality development that deviate from conventional (generally accepted) norms, leading to maladjustment in society.

Socio-psychological maladjustment of the individual is, first of all, expressed in the inability to resolve one’s own needs and aspirations. On the other hand, a person who has violations of psychological adaptation or complete maladjustment is not able to satisfactorily meet the demands and expectations that the social environment and his own social role, his leading professional or other activities motivated from outside and inside in this environment, place on him. One of the significant signs of socio-psychological maladjustment of an individual is the experience of long-term internal and external conflicts without finding the mental mechanisms and forms of behavior necessary to resolve them.

Literary data indicate the presence of generally three conditional areas of analysis of the psyche and its manifestations, which contain specific factors that determine deviant behavior. In this regard, it is necessary to highlight three areas of research psychological problems:

· study of characterological and constitutional-biological characteristics of the individual;

· research of personality self-regulation;

· analysis of the characteristics of the value-semantic sphere of personality.

The identification of these groups does not exhaust all possible options for the determinants of destructive behavior, but is an illustration of the interdisciplinary and inter-paradigm differences that have developed in psychology at the present time.

1. The constitutional-biological properties and characterological characteristics of the personality should be considered that internal factor, internal condition, without which the formation of the mental as a “living process” is impossible. Subject's reactions to destructive influence social factors professional activity depend on the severity of character accentuation, psychotypological prerequisites for development. The interaction of external and internal factors contributes to the formation of personal and behavioral variability in the constitutional space from the psychological norm - accentuation to borderline abnormal personality and further to the range of psychopathy (I.V. Boev, 1995). As noted by Ts.P. Korolenko, a person’s adaptation to extreme conditions is largely determined by his existing higher adaptive psychophysiological levels. The use of certain adaptation strategies is largely determined by the characteristics of a person’s mental make-up. Specified psychological characteristics are largely related to physiological characteristics. According to Yu. A. Aleksandrovsky, the individual typological uniqueness of a person depends on the characteristics of his neuropsychic activity, the combination of congenital and acquired properties.

The individual profile of interhemispheric asymmetry is considered as one of the possible mechanisms linking the physiological characteristics of an individual with his resistance to stress. Thus, under conditions of chronic stress caused by extreme climatic and geographical conditions, indicators of psycho-emotional stress in persons with relative dominance of the right hemisphere were 1.5 times lower than in those examined with left hemisphere dominance, and indicators of anxiety and aggressiveness were 2 times lower.

Socially stressful, extreme factors that destructively influence the constitutional and typological basis of the personality lead to a decrease in the functional activity of the individual barrier to mental and psychological adaptation and deplete the psychobiological reserves of the individual. The overall result is an unstable adaptation of the “borderline” personality in the external environment, manifested not only by personality and behavioral anomalies, but also by pathological forms of destructive behavior and borderline mental disorders. O. A. Rogozhina has experimentally shown that in representatives of a borderline, destructive-oriented personality, under the influence of destructive environmental factors, states of constitutional psychological decompensation are more easily and quickly formed, which leads to pronounced abnormal personality variability, i.e. anomalies are recorded along the “norm” vector -pathology". In the case of extremely significant and life-threatening extreme influences, the formation of borderline mental disorders of a neurotic level is observed, indicating not gradual constitutional variability, but an abrupt transition to the “health-illness” vector.

2. Study of self-regulation of the individual and the totality of its components. Stressful conditions of professional activity that require self-regulation skills in the cognitive, emotional, and volitional spheres are significant prerequisites for the formation of destructive human behavior. Neurotic states, which are a harbinger of borderline ones, are considered in clinical psychiatry as variants of a single psychogenic disease - mental maladjustment syndrome, interconnected by numerous transitional and mixed forms. The relevance of studying the mechanisms of psychological regulation and self-regulation of the individual that contribute to the harmonious resolution of contradictions is beyond doubt. In Russian psychology, conceptual approaches to the study of self-regulation are associated with the research of S. L. Rubinstein, 1989; A. V. Petrovsky, 1995; V. I. Selivanova, 1992; G. S. Nikiforova, 1989; L. D. Stolyarenko, 1997; N. M. Peysakhova, 1997; S. A. Shapkina, 1998; A. A. Krylova, 1999; V. N. Kunitsyna, 1999; E. P. Ilyina, 2000, etc. Personal self-regulation is a core, systemic, multi-level formation, functionally present at various levels of mental analysis and manifested throughout human life. Self-regulation is a systematically organized process of a person’s internal mental activity of initiation, construction, maintenance and management different types and forms of voluntary activity that directly implement the achievement of goals accepted by a person. V.I. Morosanova believes that the criterion for the effectiveness of self-regulation is the development of links in the structure of conscious self-regulation. The author considers two levels of regulation links to be individual-typical or stylistic features of self-regulation:

1. Individual characteristics regulatory processes that implement the main links of the self-regulation system, such as planning, modeling, programming and evaluation of results. The main lines of individual differences lie in the differentiated development of these processes or in differences in the individual “profile” of regulation.

2. Style features that characterize the functioning of all links of the self-regulation system and are at the same time regulatory and personal properties (for example, independence, reliability, flexibility, initiative). The latter can be both prerequisites for the creation of a regulatory style due to their systemic nature, and new formations in the process of its formation. When intrapersonal conflict is expressed, subjects with a high degree of conscious self-regulation use methods of unconscious self-regulation (psychological defenses), with a predominance of their more mature types. Research has shown that if a person with a high individual level of self-regulation resorts to means of intrapsychic defense, then these will be: rationalization, which allows one to find, with the help of intellectual operations, arguments in favor of self-justification or discrediting the external situation, as well as isolation, which is characterized by the separation of affect from intellect. With less developed general self-regulation, the subjects exhibit: a manifestation of rigidity, which prevents them from timely changing goals and methods of achieving them in accordance with the requirements of the real situation, mechanisms of identification (with a strong other) and projection (attributing their repressed feelings to other people).

3. Study of the motivational-semantic sphere and orientation of the individual. It should be noted that the most important indicator of the level of personality development is the ability to mediate and regulate one’s own behavior. The mechanisms of self-regulation are based on the transformation of semantic systems, primarily the value-orientation sphere. Therefore, understanding the regulatory mechanisms of personal functioning is directly related to the analysis of the uniqueness of the hierarchy and dynamics of the value structures of a destructively oriented personality, which is maladaptive in nature and underlies various forms violations of personal regulation of behavior. According to A.G. Zdravomyslov, values ​​act as an important link between society, the social environment and the individual, his inner world. Typologies of personality or character based on differences in value orientations in domestic (as well as in foreign) psychology were constructed primarily on the basis of a focus on any dominant value or group of values. If there is a high motivation to commit an illegal act, a person is internally ready for an antisocial act in violation of all social norms. The distortion of the worldview position, the presence of the so-called antisocial attitude, which is closely related to the deformation of the value orientations of the individual, serves important indicator a person's tendency to engage in destructive behavior. The most consistent with modern ideas is the understanding of the criminogenic significance of mental abnormalities, which mainly consist of interaction with socially acquired characteristics that facilitate the commission of an offense. In this case, personality anomalies act as internal conditions, and not the reasons for committing illegal actions. The criminogenicity and destructive nature of a subject’s behavior is determined not by any of their innate individual properties, but by the peculiarities of their semantic sphere, leading to violations of the motivation of behavior. Systems of value orientations and the associated orientation of the individual are the central link that ultimately determines whether a person’s behavior is law-abiding or illegal. The motivational and semantic sphere of a destructive personality, according to V.V. Luneev, “... is shifted from social to personal, from social to individual, from objective to subjective, from cultural to natural (vital), from spiritual to material, from external to the internal, from the due to the desired, from the stable to the situational, from the promising to the momentary, from the rational to the emotional.”

Destructive behavior is verbal or other manifestations of internal activity aimed at destroying something. Destructions cover all areas of an individual’s existence: socialization, health, relationships with significant people. This behavior leads to a deterioration in the quality of an individual’s existence, a decrease in criticality towards one’s own actions, cognitive distortions in perception and interpretation of what is happening, a decline in self-esteem, and emotional disturbances.

This often leads to social maladjustment, up to the absolute isolation of the individual. Such behavior is sometimes the result of a defense mechanism consisting of identification with the aggressor. The variation in behavior under consideration is characterized by a deviation from behavioral and moral norms accepted by society.

Causes

It is customary to divide behavioral patterns into destructive or abnormal behavior and constructive (normal), generally accepted behavior. An abnormal behavioral response, from which a destructive one is formed, is characterized by non-standardity, bordering on pathology, and disapproval by society. It is often a deviation from the position of social guidelines, medical norms, and psychological attitudes.

Every behavioral model is established in childhood. A four- to five-year-old baby assimilates information that determines his future relationships with the social environment. A full-fledged family in which mutual understanding reigns, care, attention, and love prevail has a beneficial effect on the maturation of the psyche of children and lays the foundations for behavioral patterns. Hence, individuals who have not received adequate education, warmth, attention, love are classified as risk.

You should also be aware that children often borrow the destructive behavior patterns of their own parents.

Scientists have found that destructive personality behavior is successfully formed against the background of the presence of such factors:

– the presence of numerous social deviations (bureaucracy, corruption, alcoholism, crime);

– liberalization of measures of social influence (lowering the level of censure and criticism);

– situational anomalies (speculations, fictitious marriages);

– relaxation of measures to combat abnormal behavior (absence of fines, punishment system).

Freud was convinced that destructive behavior is the result of an individual's negative attitude towards himself. He also argued that destruction represents one of the basic drives. Proponents of psychoanalytic theory argued that abnormal actions are inherent in all human subjects to varying degrees, only the objects of such actions differ (other personified or inanimate objects, or himself). Adler held a similar view, believing that the fundamental cause of destructive behavior is a feeling of alienation and failure.

Fromm argued that destructive behavior provokes a person’s unrealized potential, as well as the inability to use fruitful energy for its intended purpose. Durkheim carried out a social analysis of the considered variation in behavioral response, and the works of Merton, Worsley and other representatives of sociological science are devoted to the study of the causes, factors and types of deviant actions. For example, Merton wrote that destructive behavior is caused by anomie - a special moral and psychological state characterized by the collapse of the system of moral and ethical values ​​and spiritual guidelines. Worsley, in turn, studied the relativity of the relationship between sociocultural norms and “absolute” standards.

Adolescent disruptive behavior

The problem of adolescent self-destruction is quite relevant, since it gives rise to teenage drug addiction, suicide attempts, and alcoholism. The number of children grows over the years. Cases of youth drug addiction and alcoholism have long ceased to surprise anyone. Moreover, the problems described are not only observed in families in distress. Statistical observations say that approximately 37% of children registered in a drug treatment facility come from quite prosperous families.

The behavioral model is laid down from childhood and it is based, first of all, on the parental example. By the age of five, the baby already has a certain amount of knowledge that will guide the child in later life.

Destructive activity is characterized by two vectors of direction: self-destruction, that is, a focus on oneself, expressed in addiction to psychoactive substances, alcohol-containing substances, narcotic drugs, suicidal actions, and external manifestations, including vandalism, terrorist attacks, cruelty to living beings.

Modern progressive development of society, in addition to positive trends, carries with it negative factors that are not in the best possible way influence the fragile minds of young people. Progress, unfortunately, has brought with it culture, a rapid pace of life, permissiveness, easy accessibility (of information, prohibited substances), an increase in the number of dysfunctional families, and an increase in violence.

Also, the negative transformations of modern society have given rise to serious transformations in the maturing generation. For example, one can state a deformation of moral and value orientation. Teenagers experience turning points more acutely, which is reflected in their destructive acts and destructive behavior.

Puberty is a stage of self-standardization, the introduction of one’s own “I” into certain roles, which gives rise to an increased need for a sense of identity, as a result of which a minor often solves this problem through destructive acts.

Socially destructive behavior among young people is most often caused by the desire of adolescents to assert themselves or express themselves through “negative” behavior. Teenagers are characterized by increased emotional sensitivity, which leaves an imprint on their actions. The picture of the world of yesterday's children has not yet been fully formed, however, the increasingly progressive process of life generates additional psychological stress, which not every minor youth can withstand.

The first signs of a teenager’s tendency towards destructive actions are unsociability and aloofness. Then, increased excitability gradually manifests itself, developing into outright aggression towards the social environment, which can be observed both in the school environment and in family and everyday relationships.

Often teenagers strive to assert themselves, defending their own opinions in various ways. At the same time, the inability to fully demonstrate one’s own self, the lack or absence of support from the close environment, significant adults, is the reason for the teenager’s desire to realize himself in a “street” environment and, more often than not, an unfavorable one.

Analyzing the causes of destructive behavior, Vygotsky revealed that the basis of most deviations is the psychological confrontation between the minor and the environment, or between individual aspects of the teenager’s personality. Ipatov, in turn, put forward the assumption that the destruction of a teenager is a manifestation of the distortion of his socialization, which is revealed in actions that contradict social norms.

Aggression, cruelty, alcoholism, smoking, suicidal actions, a desire to modify one’s own body (tattooing, scarring, piercing), foul language - all these are examples of destructive behavior characteristic of both minors and adults.

Types of destructive behavior

A destructive behavioral model is characterized by many manifestations that are directed either at the person himself or at physical or intangible objects in the environment.

Professor Korolenko lists the goals of abnormal behavior directed at phenomena in the surrounding world as follows:

– extermination of living beings (torture, killing, bullying, cannibalism);

– deliberate violation of social relations (revolutionary actions, terrorist attacks, coups);

– causing damage to inanimate objects or natural objects.

Below is the main classification of variations in abnormal behavior. Destructive behavior is usually divided into, that is, representing unlawful acts of an individual, for which he has to bear criminal or administrative responsibility, and, representing a model of behavior that is incompatible with moral standards and ethical norms that have become entrenched in society (difference from the generally accepted standard of behavior) .

Destructive behavior patterns are divided into the following types:

– antisocial (against society);

– addictive (consequence of dependence);

– suicidal (self-destruction);

– fanatical (the result of a fanatical attraction to something);

– autistic;

– narcissistic;

– conformist.

In addition, depending on the type of active acts, the following types of abnormal behavior are distinguished, namely: self-destruction, self-change (body modifications: scarring, tattoos, piercing, mental state transformations: alcohol abuse, drug use), self-harm (ignoring vital and social needs, desire to risk).

The type of behavioral response under consideration can be found in its various forms in the context of adaptation to society:

– radical adaptation (the desire to change a world that does not suit the individual);

– deviant adaptation (justified destructive acts, going beyond the boundaries of the norm);

– conformist adaptation (adaptation to generally accepted standards with which the subject does not agree);

– hyper-adaptation (setting unattainable goals);

– socio-psychological inadaptability (explicit denial of the need to adapt to society, making efforts to avoid this).

Prevention

Preventive measures aimed at correcting destructive patterns of behavior are much more effective than treating them, since therapeutic measures require registration with a psychiatric institution. Ignoring the problem at hand often leads to injury to children, suicidal behavior, and adults can cause harm to others.

The prevention of destructive behavior is understood as a complex process aimed at developing qualities in an individual that contribute to him becoming a true subject of social relations. One of the basic factors of personal maturation is considered to be the preparation of minors for...

And the main institution of socialization of children is the family and the school environment. Therefore, work to prevent destructive behavioral patterns should begin with the school environment and family. Because it is there that the ideals and foundations are laid, from which a further worldview, moral and ethical guidelines and the general direction of behavior are formed.

Preventive measures at the educational institution level must necessarily cover the following areas:

– observation of difficult-to-educate teenagers;

– regular monitoring of class attendance by difficult-to-educate students;

– systematically monitor the progress of such children;

– involve a difficult-to-educate child in labor activity classmates, creative and sporting events, give social assignments;

– try to neutralize the harmful effects of parents, strive to normalize the family situation;

– regularly conduct correctional and developmental training and games.

Basic preventive actions should be carried out in the following directions:

– detection of children at risk of school appearance (identification of students who often miss classes, spend a lot of time in the street environment, are behind in their academic performance, and have conflicts with peers or teachers);

– analysis of the social situation of the development of a student who has manifestations of maladaptive behavior, uniting schoolchildren into groups in accordance with the probable risk, as well as the stages of the maladaptation process;

– teaching students social competence skills (skills of self-regulation, conflict management, self-organization, communication, ability to cope with the bitterness of loss);

– creation and organization of pre-vocational training for minors, which consists of supporting the personality of a teenager and his family in creating adequate conditions for social interaction, preparing the child for existence in society, professional self-determination, mastering methods and skills of work.

Each of us periodically encounters people, communication with whom leaves a vague feeling of some kind of compulsion in our own subsequent actions. At the same time, we cannot always understand the cause of the discomfort, but we understand that we have done or agreed to do something that should not be done. This impression arises after a conversation with a person who manipulates others.

Destructive behavior of this kind is usually associated with the desire to create in other people an erroneous opinion about the true intentions and personal qualities of the manipulator, as well as to make them want to act contrary to their real interests. Today we will talk about the techniques that a manipulative person uses to achieve his goals.

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Gaslighting

Gaslighting is the deliberate misleading of an interlocutor by denying the actions or words of the manipulator. When a person with whom you are for some reason dissatisfied begins to actively and even aggressively deny those of his actions that caused your indignation, his goal is obvious. He wants to make you doubt the correctness of your perception of the situation and, on this basis, abandon your negative opinion.

It is better not to communicate with a gaslighting enthusiast at all: he will try to turn any dubious situation to his advantage. If it is impossible to avoid contacts (for example, when they are necessary to solve production problems), it makes sense to prepare for each conversation and start it only with documents confirming that you are right on each controversial issue.

Projection

This is a manipulative technique in which the interlocutor constantly shifts responsibility for his mistakes to other people or to circumstances beyond his control.

It is especially unpleasant when the habit of creating projections takes over a person so much that he begins to blame others, without even waiting for them to say something unpleasant to him. It turns out that the interlocutor becomes to blame for all his troubles only because he had the imprudence to talk to him. A manipulator of this type always looks offended and unhappy, is capricious and tries to declare the whole world his enemy.

Generalizations

A manipulator prone to generalizations is not going to get acquainted with the opinions of other people. Anyone who disagrees with him is wrong not in essence, but in form. Such a person believes, for example, that the judgment of the interlocutor is unworthy of attention, since the interlocutor does not pronounce certain words correctly, wears unfashionable clothes, or has (or does not have) a certain education or property. Any feature of the interlocutor makes him wrong from the very beginning, regardless of the current situation.

In this case, the manipulator seeks to subjugate other people, forcing them to justify themselves in “sins” that in fact are not sins, or to deny obvious facts that are not related to the situation under discussion.

Nitpicking

A person who is dissatisfied with your every action almost always wants to influence you in his own interests. The point of his nagging is not to correct anything in your appearance or behavior, but to ensure that you become firmly aware of your own imperfections and begin to motivate your actions with them. It's very easy to check if this is true. To do this you need:

• choose one of your interlocutor's claims. It is advisable that it looks as specific as possible (for example, you are dressed or combed incorrectly);
• get clear recommendations from him regarding the necessary corrections;
• follow his instructions literally.

If after this he still remains dissatisfied or his claims change diametrically, you are dealing with a manipulator. In this case, it is important to understand that you should not react to nagging at all. It will still not be possible to achieve the approval of the manipulator, and attempts to adapt to his whims will negatively affect your life.

Changing the topic

The manipulator often knows you well and remembers perfectly all the times when you were wrong about something. When you try to discuss his behavior, he will certainly remember some of your mistakes and exaggerate everything unpleasant consequences and will try to devote the entire conversation to this topic. The fact that you have already admitted your guilt, have corrected everything long ago and no one remembers the event will have no meaning for him.

Slander

In an attempt to influence you, the manipulator may involve other people. Most likely, he will choose your relatives, colleagues or friends and begin to complain to them about the grievances you allegedly caused. As a result, after some time you will have to make excuses for no reason and listen to advice based on (undoubtedly good) intentions to persuade you to change the “wrong” style of behavior. And this is not the saddest scenario: there is a possibility that one of the listeners of such complaints will believe in slander and stop communicating with you. The activities of a manipulator will lead to you losing people with whom you are interested and comfortable.

Checking the limits of what is permitted

The manipulator constantly monitors the reactions of others to attempts to influence them. He seems to be testing the extent to which he can piss off his interlocutor, instill in him false beliefs, or force him to act in the interests of others.

In this sense, the following rule always works: the further you allow the manipulator to go with impunity, the more confident he will feel. For example, cultivating a sense of guilt in the interlocutor and seeking some kind of “conciliatory” actions, over time he begins to demand more and more, bringing the situation to the point of absurdity. In this way, the manipulator makes the other person dependent on his whims and moods and actually replaces his normal motivation with concern for satisfying his whims.

Insults disguised as jokes

A self-confident manipulator sometimes uses a rather risky technique: he humiliates his interlocutor in front of other people, positioning his antics as jokes, and explains the offense of the person whose behavior he seeks to control by the lack of a sense of humor. For example, he may publicly voice information that you consider inappropriate for outsiders to hear (information about personal inclinations, childhood mistakes, health conditions, etc.). It is clear that there is a risk in this way of forcing you to completely refuse communication, but this does not always happen: out of resentment, you can begin to sort things out, which will create additional opportunities for manipulating yourself.

Many people believe that the likelihood of meeting a manipulator is low, since there are few such individuals. Unfortunately, this is not true: in reality, all people manipulate each other to one degree or another. Therefore, the most unpleasant situation does not occur when some attacker tries to influence your behavior. It is much worse if close people are involved in manipulation (sometimes unknowingly), justifying not entirely correct means with their concerns for your good.

What to do? If the manipulator is a stranger who is clearly trying to benefit from your situation, there is only one piece of advice: stop communicating. If your relative or close friend shows signs of destructive behavior and a final breakup is undesirable, try not to succumb to provocations and soberly assess the reasons for his actions. Perhaps attempts at manipulation are a consequence of mental disorders that arise due to illness or aging. Consult a psychologist: his recommendations will help you develop the right line of behavior. In any case, do not try to subordinate your actions to the whims of the manipulator. There will be no benefit from this, and your life will become completely unbearable.

It is equally important not to succumb to the temptation to influence the behavior of loved ones using manipulative techniques. Firstly, what seems unconditionally good and right to you may not be good for another person at all. Secondly, even if you are sure that the actions you recommend will have a positive impact on his fate, it is better to try to convince him during a calm, confidential conversation. Remember that no amount of success will compensate for the negative results of using unscrupulous tricks that can destroy your relationship forever.

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The reason for the unfavorable development of children is destructive processes that violate the holistic structure of the personality. It is known that the simplest consists of three components: the intellectual, emotional and behavioral spheres. The harmonious development of all three components ensures the success of human development. may appear in a student as a result of ignorance of the rules of behavior or unwillingness to apply them in their activities.

Sources of destructiveness in the behavior of schoolchildren:

1) Submission of the child to the will of the adult. By suppressing independence and initiative, the teacher hinders the development of children’s individuality and their activity, which leads to conflicts. Deviantness, which is based on the theory of destructiveness, is the result of suppression and resistance of the individual under a strict authoritarian teaching style.

2) Carrying out the education process only during problematic periods of the child’s life. With this approach, the adult shows active attention to the child only when a problem has already arisen. But as soon as the problem loses its significance, the teacher loses interest in the student, leaves him in the zone of inattention, believing that as long as everything is going well, there is nothing to worry about. Destructive behavior becomes a means of attracting attention to one’s personality. The teacher involuntarily directs the child along a “problematic” path of development, since in order to attract attention to himself, the student will increasingly commit offenses to which the adult reacts.

3) Monopolization of the child by the school. The child is placed in a position of obligation; he is “obliged” to serve the school. With a heavy academic load, children and parents are left with a feeling of being very busy, tired, and physically and nervously overloaded, which is too much for a fragile child’s body and psyche. Protest against monopolization is expressed as destructive behavior aimed at destroying the rules established by the school: tardiness, absenteeism, dress code violations, etc.

According to Erich Fromm, signs of destructiveness as character traits appear in 10-15% of the population. In his book “The Anatomy of Human Destructiveness,” he defines this quality as an attraction to destruction, which is clearly manifested in aggressive people who have hatred of humanity. These are criminals, rapists, warmongers. According to the author, in children destructive behavior can be sublimated or transformed into constructive aggressiveness aimed at destroying the old, unnecessary and building something new, more perfect.

Child psychology offers ways to reconstruct destructive personal drive into constructive education:

1) By directing the destructive impulse to use it in future profession. This could be dentistry, veterinary medicine, surgery and other specialties where aggression is used for the purpose of treatment and recovery.

2) By expressing oneself in sports such as shooting, darts, discus throwing, wrestling. Aggressive impulses no longer destroy, but are directed towards sporting achievements.

3) In the process of reflecting destructiveness in works of art: writing pictures about war, poetry, scripts for films, games. The internal desire for destructiveness becomes a product of creativity or culture.

Destructive noticed in preschool or school age, cannot be eliminated by suppression methods. The most effective way is the transformation and direction of impulse energy towards socially significant goals.