Educational psychologist

Primary diagnosis of deviant behavior

The number of schoolchildren with deviant behavior, unfortunately, is increasing every year, which determines the relevance of this problem not only for pedagogy, psychology and medicine, but also for society as a whole, which is only beginning to realize the complexity of the situation.

The main aspect of the work is not so much on nasological diagnosis, but rather on the differentiation of the main clinical and psychological types of behavioral disorders, providing the teacher with a real opportunity to isolate them and provide psychological and pedagogical correction. Distinguishing between these types of behavioral disorders is necessary for their prevention in pre-adolescence, as well as for resolving issues of selection into special schools that are currently being opened for children and adolescents with persistent behavioral disorders.

In almost every educational organization, school, or orphanage, there are children and adolescents who are not ready to coordinate their actions with generally accepted requirements and norms. Troubled teenagers make up up to 40% of all students in secondary education. Such children are characterized by insufficient concentration of attention, unstable memory, increased distractibility, and weak self-government. The chronic manifestation of these violations in the behavior of children causes them to have a rather persistent aversion to learning, despite the standard level of intelligence. Alternating short periods of work and “rest - involuntary shutdown” does not allow one to maintain the school regime - 45-minute lessons, during which constant attention and productive work without distractions are required in compliance with disciplinary requirements. It is these students who are unable to learn on an equal basis with other children; they constitute a group at increased risk of developing deviant behavior and cause despair among both teachers and parents of students.

The basis of the difficulties of adolescents are: aggressiveness, rudeness, conflict, intolerance to comments, hot temper, reluctance to study, absenteeism, low academic performance and a whole bunch of similar characteristics that are found both individually and as a whole.

The main forms of deviant (deviating from generally accepted norms) behavior that occurs among students of schools and boarding schools include addictive behavior - smoking, substance abuse, alcohol consumption, as well as hypersexuality, theft, running away and leaving, committing offenses and crimes.

Thus, deviant behavior can be defined as a system of actions that contradict accepted norms in society and manifest themselves against the background of an imbalance of mental processes, in the form of a lack of moral and aesthetic control over one’s own behavior.

It is obvious that early identification of both the physiological characteristics of the child and unfavorable upbringing situations could contribute to the correction of his behavior, primarily by creating the social conditions necessary for the formation of a full-fledged personality. And here the role of medical-psychological-pedagogical diagnostics increases. Early psychological diagnosis makes it possible to identify defects in the development of mental activity and timely draw up a personality-oriented program for correction of upbringing and education.

If deviant behavior is associated with abnormalities of nervous and mental activity, then the child should be examined by a psychiatrist and treated by all necessary means. In this case, psychological and psychotherapeutic assistance must be provided to the family. When carrying out rehabilitation and treatment and correctional measures, the efforts of doctors, psychologists and teachers are combined. Therefore, pedagogical, psychopharmacological, psychotherapeutic and psychological correction is distinguished, aimed at the development of individual mental processes.

The main goal in working with such children and adolescents is to diagnose the characteristics of the personal and intellectual development of students, find out the causes of violations and their prevention in education and upbringing, ensuring its full mental development, personality correction, eradication of its negative qualities and the formation of positive personality traits on this basis. To realize these goals, it is essential.

At the first stage of diagnosing deviant behavior, it is necessary to collect general information about the child, information about his family, and family relationships. To do this, you can use the Map of Psychological Characteristics of a Teenager’s Personal Development (Psychology of Deviant Behavior). Then begin diagnosing the personal and intellectual development of the child or adolescent.

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the most effective diagnostic techniques, questionnaires and tests for studying the personal development of a child.

personality test

Methods and methodological techniques for examining children with behavioral disorders

Conscious motives for learning. Methodology. Identification of the place of the most conscious motives in the system of motivation for learning of younger schoolchildren. External and internal motives for learning. Methodology. Establishing the direction, strength, and stability of motivation. Emotional attitude towards school. Compiled by Determining the child's idea of school. Achieving a goal in the face of interference. Compiler, etc. Studying the ability to complete work when there is interference. Unfinished sentences. Methodology. Identification of awareness and adequacy of self-esteem and self-control. Type of volitional activity (author's). Determination of the formation of volitional activity. Unfinished stories. Methodology. Identifying the emotional intensity of experiences. The Cattell Children's Personality Inventory, modified. Identification of the structure of school maladjustment. Personal anxiety. Methodology. Diagnosis of increased fatigue in a teenager in the absence of objective medical indications for this, or conflict with peers. Self-assessment of mental states of the individual. yzenka. Determination of the level of anxiety, frustration, aggression, rigidity. Graphic test "Class Drawing". Compiler, etc. Identification of features of intra-class relations among students. Emotional color analogy. Methodology. Identifying color perception to determine emotional perception. Diagnostic sheet to identify the nature of deviations in behavior. Compiled by

In more detail, we can consider several techniques that can be used to diagnose deviant behavior.

They proposed a method for testing a child’s level of aggressiveness. A questionnaire of 20 questions is proposed, where each positive answer to each of the proposed statements is scored 1 point.

At times it seems that he is possessed by an evil spirit. He cannot remain silent when he is dissatisfied with something. When someone does him harm, he always tries to repay the same. Sometimes he feels like cursing for no reason. It happens that he takes pleasure in breaking toys, smashing something, gutting something. Sometimes he insists on something so much that those around him lose patience. He doesn't mind teasing animals. It's hard to argue with him. He gets very angry when he thinks that someone is making fun of him. Sometimes he has a desire to do something bad, shocking those around him. In response to ordinary orders, he strives to do the opposite. Often grouchy beyond his age. Perceives himself as independent and decisive. Likes to be the first, to command, to subjugate others. Failures cause him great irritation and a desire to find someone to blame. He quarrels easily and gets into fights. Tries to communicate with younger and physically weaker people. He often has bouts of gloomy irritability. Doesn't take into account peers, doesn't yield, doesn't share. I am confident that he will complete any task to the best of his ability.

Indicators:

High aggressiveness – 15-20 points.

Average aggressiveness – 7-14 points.

Low aggressiveness – 1-6 points.

Criteria for aggressiveness (child observation scheme) Often loses control of himself.

Often argues and quarrels with adults.

Often refuses to follow rules.

Often deliberately annoys people.

Often blames others for his mistakes.

Often gets angry and refuses to do anything.

Often envious and vindictive.

He is sensitive, reacts very quickly to various actions of others (children and adults), which often irritate him.

The “Complete the Sentence” technique is intended to identify subjects’ attitudes toward moral standards. Students are required to complete the sentence with one or more words on the test form.

Test material

If I know that I did the wrong thing, then... When I find it difficult to make the right decision myself, then... Choosing between an interesting, but optional, and a necessary, but boring activity, I usually... When a person is offended in my presence, I... When a lie becomes the only means of preservation good attitude to me, I... If I were in the teacher’s place, I...

Processing and interpretation of test results:

To process the results, you can use the following indicative scale:

0 points – the child does not have clear moral guidelines. The attitude towards moral standards is unstable. Incorrectly explains actions (they do not correspond to the qualities he names), emotional reactions are inadequate or absent.

1 point – moral guidelines exist, but the child does not strive to meet them or considers this an unattainable dream. Adequately evaluates actions, but the attitude towards moral standards is unstable and passive. Emotional reactions are inappropriate.

2 points – moral guidelines exist, assessments of actions and emotional reactions are adequate, but the attitude towards moral standards is not yet stable enough.

3 points – the child justifies his choice with moral principles; emotional reactions are adequate, the attitude towards moral standards is active and stable.

Methodology for measuring anxiety level - J. Taylor's scale consists of 50 statements. Serves to assess the general level of anxiety, fear (fear).

Instructions: read each of the statements below carefully and put “+” if the statement applies to you - “-” if you disagree. In case of difficulties, the answer “I don’t know” is possible, then put “?”.

I'm usually calm and it's not easy to get angry. My nerves are no more upset than other people's. I rarely have constipation. I rarely have headaches. I rarely get tired. I almost always feel quite happy. I'm confident. I practically never blush. Compared to my friends, I consider myself quite a brave person. I don't blush more often than others. I rarely have palpitations or shortness of breath. Usually my hands and feet are quite warm. I'm no more shy than others. I lack self-confidence. Sometimes I feel like I'm good for nothing. I have periods of such anxiety that I cannot sit still. My stomach is bothering me a lot. I don't have the courage to endure all the difficulties ahead. I would like to be as happy as others. It sometimes seems to me that difficulties are piled up in front of me that I cannot overcome. I often have nightmares. I notice that my hands start to shake when I try to do something. I have extremely restless and interrupted sleep. I am very worried about possible failures. I have had to experience fear in cases where I knew for sure that nothing threatened me. I find it difficult to concentrate on work or any task. I work under a lot of pressure. I get confused easily. Almost all the time I feel anxious about someone or something. I tend to take things too seriously. I often cry, my eyes are wet. I often suffer from bouts of vomiting and nausea. Once a month I have a bowel disorder (or more often). I'm often afraid that I'm going to blush. I find it very difficult to concentrate on anything. My financial situation in the family worries me very much. Often I think about things that I would not like to talk about with anyone. I have had periods when anxiety deprived me of sleep. At times, when I am confused, I sweat profusely and this makes me extremely embarrassed. Even on cold days I sweat easily. At times I become so excited that I have difficulty falling asleep. I am an easily excitable person. At times I feel completely useless. Sometimes it seems to me that my nervous system is shaken and I’m about to lose my temper. I often find myself worrying about something. I'm much more sensitive than most people. I feel hungry almost all the time. Sometimes I get upset over little things. Life for me is always associated with unusual tension. Waiting always makes me nervous.

Processing the results:

Each answer that matches the key is scored 1 point, with an uncertain answer given 0.5 points. The indicators are ranked as follows:

From 0 to 6 points - low anxiety, from 6 to 20 points - average, above 20 points - high.

Key: questions 1-12 answer no; 13-50 - the answer is yes.

The method of observing the deviant behavior of a junior schoolchild involves identifying the level of deviant behavior of a junior schoolchild.

The diagnostician observes behavior during lessons, behavior during extracurricular hours, while visiting the canteen, behavior during visits to theaters, exhibitions, excursions, behavior during recess, during games, and independently fills out an observation card for the junior schoolchild. The card is filled out individually for each primary school student. Characteristics of levels of development of deviant behavior (high, medium, low).

Processing the results.

High level: assumes a rating of “3”

walks during lessons, gets up from his seat; does not complete educational tasks during lessons; distracted, turns, talks; undisciplined; irritable; passive in activity; skips classes without a good reason; sudden change of mood; aggressive; violates the norms and rules of behavior in the institution during recess and after school; provokes conflicts; hot-tempered; is an informal negative leader; does not carry out public assignments; behaves aggressively towards classmates (pushes, spits, kicks, snaps); does not comply with the rules of conduct in the dining room; exhibits inappropriate reactions (throws food, overturns chairs, screams); seeks to attract attention; passive; dependent on others; instability of behavior; is rude; reacts inadequately to the teacher’s comments; exhibits negative reactions to what he sees; laughs loudly, talks, screams; shows protest reactions; susceptible to influence; is an asocial leader; for no reason he can attack and hit a peer; invents or participates in aggressive games. We can talk about a high level of deviant behavior in younger schoolchildren.

Intermediate level: assumes a rating of “2”

Signs of deviant behavior are the following manifestations in the behavior of a junior schoolchild:

sometimes shows indiscipline; partially educational tasks during lessons; does not always answer verbal questions, reacts aggressively; sometimes shows irritability; sometimes or rarely misses classes without a good reason; there is rarely a sudden change in mood; sometimes does not control himself, is rarely quick-tempered; may sometimes violate norms of behavior; sometimes acts as an informal negative leader; rarely takes part in class life

sometimes behaves aggressively towards classmates and adults (pushes, spits, kicks, snaps); not often, but violates the rules of conduct in the dining room; sometimes attracts attention by antisocial behavior; may show irritability, at some points exhibit instability in behavior; may respond inadequately to comments from an adult or classmate; sometimes shows protest reactions; does not often show negative reactions to what he sees; sometimes attracts attention by antisocial behavior; may be an antisocial leader; rarely invents or engages in aggressive games. An average level of deviant behavior is noted.

Low level: assumes a rating of “1”

Signs of deviant behavior are the following manifestations in the behavior of a junior schoolchild:

disciplined; actively participates in the lesson process; friendly; strictly follows instructions; always present in classes; diligent; is a leader; knows how to control himself; communicates with all classmates; complies with standards of behavior; independent from others; can organize interest groups; is a leader; knows how to think critically and make adequate decisions; non-conflict; participates in the social life of the class; willingly carries out public assignments; neat; restrained; complies with the rules of behavior in the dining room; actively participates in the process of learning new things; interested in what he saw; complies with the rules for visiting public places (theatres, exhibitions, excursions); knows how to think logically and make adequate decisions; self-disciplined; follows the rules of the games; can organize interest groups; is a leader. The behavior of a junior schoolchild is N(normal).

The level of education of students according to the method allows us to assess the personality qualities that need to be developed in oneself in order to achieve success.

Index

I evaluate myself

The teacher is evaluating me

Final grades

Curiosity:

I'm interested in learning

I'm interested in finding answers to unclear questions

I always do my homework

I strive to get good grades

Diligence:

I am diligent in my studies

I'm attentive

I'm independent

I help others with business and ask for help myself

I like self-care at school and at home

Attitude to nature:

I take care of the earth

I take care of the plants

I take care of animals

I take care of nature

Me and school:

I follow the rules for students

I follow the rules of school life

I am kind in my relationships with people

I participate in class and school activities

I am fair in my dealings with people

Beautiful things in my life:

I'm neat and tidy

I comply with the culture of behavior

I care about health

I know how to properly manage study and rest time

I have no bad habits

Evaluation of results:

5 – always One arithmetic mean score is displayed for each quality.

4 – often As a result, each student has 5 marks.

3 – rarely

2 – never

1 – I have a different position

Then the 5 scores are added up and divided by 5. The average score is a conditional determination of the level of education.

Thus, the use of the presented methods will make it possible to fully assess the presence of prerequisites and elements of deviant behavior of a junior schoolchild.

The effectiveness of psychological assistance to children and adolescents with behavioral disorders depends not only on the professional level of the psychologist and the level of psychological knowledge of teachers, doctors and other specialists surrounding children and adolescents, but also on how correctly the cause of a particular deviation is identified. Only in the process of close professional cooperation is it possible to achieve success in adaptation and harmonization of the personality of children and adolescents with behavioral disorders.

Literature

Gogol's behavior and its prevention. – M.:; Voronezh, 2003. Deviant behavior of children and adolescents: experience of pedagogical work on prevention and correction. – Kurgan, 2004. Karpov’s diagnosis of deviant behavior in schoolchildren. – Ekaterinburg, 1997. Ovcharova psychology in primary school. – M., 1996. Ovcharova, practical educational psychologist. – M., 2000. Shilova and correction of children with behavioral problems. – M., 2005. Kleibert of deviant behavior. - M., 2001.

Gogol's behavior and its prevention. – M.:; Voronezh, 2003. Deviant behavior of children and adolescents: experience of pedagogical work on prevention and correction. – Kurgan, 2004. Karpov’s diagnosis of deviant behavior in schoolchildren. – Yekaterinburg, 1997. Ovcharova psychology in elementary school. – M., 1996. Ovcharova, practical educational psychologist. – M., 2000. Shilova and correction of children with behavioral problems. – M., 2005.

Scales: tendency to overcome norms and rules, tendency to addictive (dependent) behavior, tendency to self-harmful and self-destructive behavior, tendency to aggression and violence, volitional control of emotional reactions, tendency to delinquent behavior

Purpose of the test

The proposed method for diagnosing propensity for deviant behavior (SOP) is a standardized test questionnaire designed to measure the readiness (propensity) of adolescents to implement various forms of deviant behavior. The questionnaire is a set of specialized psychodiagnostic scales aimed at measuring readiness (propensity) to implement certain forms of deviant behavior.

The technique involves taking into account and correcting the attitudes towards socially desirable responses of the subjects.

The scales of the questionnaire are divided into content and service. Content scales are aimed at measuring the psychological content of a complex of interconnected forms of deviant behavior, that is, the social and personal attitudes behind these behavioral manifestations.

The service scale is intended to measure the subject’s predisposition to give socially approved information about himself, to assess the reliability of the results of the questionnaire as a whole, and also to correct the results on the content scales depending on the severity of the subject’s attitude towards socially desirable answers.

Test instructions

There are a number of statements before you. They relate to certain aspects of your life, your character, habits. Read the first statement and decide whether this statement is true for you.

If true, then on the answer form next to the number corresponding to the statement, in the box under the designation “yes”, put a cross or a tick.
. If it is incorrect, then put a cross or a tick in the box under the designation “no”.
. If you find it difficult to answer, then try to choose the answer option that best suits your opinion.

Then answer all questions on the questionnaire in the same way. If you make a mistake, cross out the wrong answer and put the one you think is necessary. Remember that you are expressing your own opinion about yourself in currently. There can be no “bad” or “good”, “right” or “wrong” answers here. Don’t think about your answers for too long; your first reaction to the content of the statements is important. Take your work carefully and seriously. Carelessness, as well as the desire to “improve” or “worse” answers lead to unreliable results. If you have any difficulties, read these instructions again or contact the person conducting the testing. Do not make any notes in the text of the questionnaire.

Test

Male version

1. I prefer clothes in soft, muted colors.
2. It happens that I put off until tomorrow what I have to do today.
3. I would willingly sign up as a volunteer to participate in any military operations.
5. Anyone who didn’t fight as a child grows up “ mama's boy"and can't achieve anything in life.
6. I would take a life-threatening job if it paid well.
8. Sometimes it happens that I brag a little.
9. If I had to become a military man, I would like to be a fighter pilot.
10. I value caution and prudence in people.
11. Only weak and cowardly people follow all the rules and laws.
12. I would prefer a job that involves change and travel.
14. If a person uses stimulants and substances that affect the psyche in moderation and without harmful consequences, this is quite normal.
15. Even if I’m angry, I try not to resort to curse words.
16. I think I would like to hunt lions.
17. If I was offended, then I must definitely take revenge.
18. A person should have the right to drink as much as he wants.
19. If my friend is late for the appointed time, then I usually remain calm.
20. The requirement to complete it by a certain deadline usually makes it difficult for me to do my work.
21. Sometimes I cross the street where it’s convenient for me, and not where I’m supposed to.
22. Some rules and prohibitions can be discarded if you experience strong sexual (sexual) attraction.
23. I sometimes disobey my parents.
24. If when buying a car I have to choose between speed and safety, then I will choose safety.
25. I think I would like to practice boxing.
26. If I could freely choose a profession, I would become a wine taster.

29. My attitude to life is well described by the proverb: “Measure twice, cut once.”
30. I always buy tickets on public transport.
32. I always keep my promises, even if it is unprofitable for me.
34. People are right who follow the proverb in life: “If you can’t, but you really want to, then you can.”
35. It happened that I accidentally got into a fight after drinking alcohol.
36. I rarely manage to force myself to continue working after a series of disappointing failures.
37. If gladiator fights were held in our time, I would definitely take part in them.

41. If I had been born in ancient times, I would have become a noble robber.
42. If there is no other way out, then the dispute can be resolved by a fight.
43. There were times when my parents and other adults expressed concern that I drank a little.
45. If there is not a single decent fight in a movie, it is a bad movie.
46. When people strive for new unusual sensations and experiences, this is normal.
47. Sometimes I get bored in class.
48. If someone accidentally hurt me in the crowd, then I will definitely demand an apology from him.
49. If a person annoys me, then I am ready to tell him everything that I think about him.
50. When traveling and traveling, I like to deviate from the usual routes.
51. I would like the profession of a trainer of wild animals.
52. If you are already behind the wheel of a motorcycle, then you should only drive very fast.
53. When I read a detective story, I often want the criminal to escape prosecution.
54. Sometimes I just can’t stop laughing when I hear an indecent joke.
55. I try to avoid expressions in conversation that may confuse others.
56. I often get upset about little things.
57. When people object to me, I often explode and answer sharply.
58. I like reading about adventures more than love stories.
59. To have fun, you should break some rules and prohibitions.
60. I like to be in groups where they drink in moderation and have fun.
61. It annoys me when girls smoke.
62. I like the state that comes when you drink in moderation and in good company.
63. It happened that I had a desire to drink, although I understood that now was not the time or place.
64. A cigarette calms me down in difficult times.
65. It’s easy for me to make other people afraid of me, and sometimes I do it for fun.
66. I could execute with my own hand a criminal who was rightly sentenced to capital punishment.
67. Pleasure is the main thing you should strive for in life.
68. I would like to take part in car racing.
69. When I’m in a bad mood, it’s better not to approach me.
70. Sometimes I am in such a mood that I am ready to be the first to start a fight.
71. I can remember times when I was so angry that I grabbed the first thing that came to hand and broke it.
72. I always demand that others respect my rights.
73. I would like to jump with a parachute.
74. The harmful effects of alcohol and tobacco on humans are greatly exaggerated.
75. I rarely fight back, even if someone hits me.
76. I do not enjoy the feeling of risk.
77. When a person, in the heat of an argument, resorts to “strong” expressions, this is normal.
78. I often cannot contain my feelings.
79. It happened that I was late for classes.
80. I like companies where everyone makes fun of each other.
81. Sex should occupy one of the main places in the lives of young people.
82. I often cannot resist arguing if someone disagrees with me.
83. Sometimes it happened that I did not do my homework.
84. I often do things under the influence of a momentary mood.
85. It seems to me that I am not capable of hitting a person.
86. People are rightly indignant when they find out that a criminal has gone unpunished.
87. It happens that I have to hide some of my actions from adults.
88. Naive simpletons themselves deserve to be deceived.
89. Sometimes I get so irritated that I bang on the table with my fist.
90. Only unexpected circumstances and a sense of danger allow me to truly express myself.
91. I would try some intoxicating substance if I knew for sure that it would not harm my health and would not entail punishment.
92. When I stand on a bridge, sometimes I feel the urge to jump down.
93. Any dirt scares me or causes strong disgust.
94. When I get angry, I want to hit someone.
95. I believe that people should completely stop drinking alcohol.
96. I could climb a high factory chimney on a dare.
97. At times I cannot cope with the desire to hurt other people.
98. After a little preliminary explanation, I could fly a helicopter.

Female version

1. I strive to follow the latest fashion in clothes or even get ahead of it.
2. It happens that I put off until tomorrow what I should do today.
3. If there was such an opportunity, I would gladly join the army.
4. It happens that sometimes I quarrel with my parents.
5. To get her way, a girl can sometimes fight.
6. I would take on a job that is dangerous to my health if it paid well.
7. Sometimes I feel so anxious that I simply cannot sit still.
8. I sometimes like to gossip.
9. I like professions that involve risk to life.
10. I like it when my clothes and appearance irritate older people.
11. Only stupid and cowardly people follow all the rules and laws.
12. I would prefer a job that involves change and travel, even if it is life-threatening.
13. I always tell only the truth.
14. If a person uses stimulants and substances that affect the psyche in moderation and without harmful consequences, this is normal.
15. Even if I’m angry, I try not to scold anyone.
16. I enjoy watching action films.
17. If I was offended, then I must definitely take revenge.
18. A person should have the right to drink as much as he wants and where he wants.
19. If my friend is late for the appointed time, then I usually remain calm.
20. It is often difficult for me to complete a project by a precisely defined deadline.
21. Sometimes I cross the street where it’s convenient for me, and not where I’m supposed to.
22. Some rules and prohibitions can be discarded if you really want something.
23. It happened that I did not obey my parents.
24. In a car, I value safety more than speed.
25. I think I would like to do karate or a similar sport.
26. I would like to work as a waitress in a restaurant.
27. I often feel the need for thrills.
28. Sometimes I just want to hurt myself.
29. My attitude to life is well described by the proverb: “Measure twice, cut once.”
30. I always pay for travel on public transport.
31. Among my friends there are people who have tried intoxicating toxic substances.
32. I always keep my promises, even if it is not profitable for me.
33. It happens that I just want to swear.
34. People are right who follow the proverb in life: “If you can’t, but you really want to, then you can.”
35. It happened that I accidentally got into trouble after drinking alcohol.
36. I often cannot bring myself to continue any activity after an offensive failure.
37. Many taboos in the field of sex are old-fashioned and can be discarded.
38. It happens that sometimes I tell lies.
39. It can even be pleasant to endure pain in spite of everyone.
40. I would rather agree with a person than argue.
41. If I had been born in ancient times, I would have become a noble robber.
42. You need to achieve victory in a dispute at any cost.
43. There were times when my parents and other adults expressed concern about the fact that I drank a little.
44. Clothes should make a person stand out from others in the crowd at first glance.
45. If there is not a single decent fight in a film, it is a bad film.
46. Sometimes I get bored in class.
47. If someone accidentally hurt me in the crowd, then I will definitely demand an apology from him.
48. If a person annoys me, then I am ready to tell him everything I think about him.
49. When traveling and traveling, I like to deviate from the usual routes.
50. I would like the profession of a trainer of wild animals.
51. I like the feeling of speed when driving fast in a car or motorcycle.
52. When I read a detective story, I often want the criminal to escape prosecution.
53. It happens that I listen with interest to an indecent but funny joke.
54. I sometimes like to embarrass and embarrass others.
55. I often get upset about little things.
56. When people object to me, I often explode and answer sharply.
57. I prefer to read about bloody crimes or disasters.
58. To have fun, you should break some rules and prohibitions.
59. I like to be in groups where they drink in moderation and have fun.
60. I think it’s quite normal if a girl smokes.
61. I like the feeling that comes when you drink in moderation and in good company.
62. It happened that I had a desire to drink, although I understood that now was not the time or place.
63. A cigarette calms me down in difficult times.
64. Some people are afraid of me..
65. I would like to be present at the execution of a criminal who was rightly sentenced to capital punishment..
66. Pleasure is the main thing you should strive for in life.
67. If I could, I would gladly take part in car racing.
68. When I’m in a bad mood, it’s better not to approach me.
69. Sometimes I am in such a mood that I am ready to be the first to start a fight.
70. I can remember times when I got so angry that I grabbed the first thing that came to hand and broke it.
71. I always demand that others respect my rights.
72. I would like to jump with a parachute out of curiosity.
73. The harmful effects of alcohol and tobacco on humans are greatly exaggerated.
74. Happy are those who die young.
75. I enjoy taking a little risk.
76. When a person, in the heat of an argument, resorts to swearing, this is acceptable.
77. I often cannot contain my feelings.
78. It happened that I was late for classes.
79. I like companies where everyone makes fun of each other.
80. Sex should occupy one of the main places in the lives of young people.
81. I often cannot resist arguing if someone disagrees with me.
82. Sometimes it happened that I didn’t do my school homework.
83. I often do things under the influence of a momentary mood.
84. There are times when I can hit a person.
85. People are rightly indignant when they find out that a criminal has gone unpunished.
86. It happens that I have to hide some of my actions from adults.
87. Naive simpletons themselves deserve to be deceived.
88. Sometimes I get so irritated that I scream loudly.
89. Only unexpected circumstances and a sense of danger allow me to truly express myself.
90. I would try some intoxicating substance if I knew for sure that it would not harm my health and would not entail punishment.
91. When I stand on a bridge, sometimes I feel the urge to jump down.
92. Any dirt scares me or causes strong disgust.
93. When I get angry, I want to loudly curse the person responsible for my troubles.
94. I think that people should give up all drinking.
95. I would love to go skiing down a steep slope.
96. Sometimes, if someone hurts me, it can even be pleasant.
97. I would love to do diving in the pool.
98. Sometimes I don’t want to live.
99. To succeed in life, a girl must be strong and be able to stand up for herself.
100. Only those people who cause fear in others are truly respected.
101. I love watching boxers perform.
102. I can hit a person if I decide that he has seriously insulted me.
103. I believe that giving in to an argument means showing your weakness.
104. I like to cook and do housework.
105. If I could live my life again, I would want to become a man, not a woman.
106. As a child, I wanted to become an actress or singer.
107. As a child, I was always indifferent to playing with dolls.

Processing and interpretation of test results

Key to the test

Male version

1. Attitude scale for socially desirable responses: 2 (no), 4 (no), 6 (no), 13 (yes), 21 (no), 23 (no), 30 (yes), 32 (yes), 33 (no), 38 (no) , 47 (no), 54 (no), 79 (no), 83 (no), 87 (no).
2. Scale of tendency to overcome norms and rules: 1 (no), 10 (no), 11 (yes), 22 (yes), 34 (yes), 41 (yes), 44 (yes), 50 (yes), 53 (yes), 55 (no) , 59 (yes), 61 (no), 80 (yes), 86 (no), 88 (yes), 91 (yes), 93 (no).
3. 14 (yes), 18 (yes), 22 (yes), 26 (yes), 27 (yes), 31 (yes), 34 (yes), 35 (yes), 43 (yes), 46 (yes), 59 (yes), 60 (yes), 62 (yes), 63 (yes), 64 (yes), 67 (yes), 74 (yes), 81 (yes), 91 (yes), 95 (no).
4. : 3 (yes), 6 (yes), 9 (yes), 12 (yes), 16 (yes), 24 (no), 27 (yes), 28 (yes), 37 (yes), 39 (yes) , 51 (yes), 52 (yes), 58 (yes), 68 (yes), 73 (yes), 76 (no), 90 (yes), 91 (yes), 92 (yes), 96 (yes) , 98 (yes).
5. Scale of propensity to aggression and violence: 3 (yes), 5 (yes), 15 (no), 16 (yes), 17 (yes), 17 (yes), 25 (yes), 37 (yes), 40 (no), 42 (yes), 45 (yes), 48 (yes), 49 (yes), 51 (yes), 65 (yes), 66 (yes), 70 (yes), 71 (yes), 72 (yes), 75 (no), 77 (yes), 82 (no), 89 (yes), 94 (yes), 97 (yes).
6.
7. Propensity to Delinquent Behavior Scale: 18 (yes), 26 (yes), 31 (yes), 34 (yes), 35 (yes), 42 (yes), 43 (yes), 44 (yes), 48 (yes), 52 (yes) , 55 (no), 61 (no), 62 (yes), 63 (yes), 64 (yes), 67 (yes), 74 (yes), 86 (no), 91 (yes), 94 (yes) .

Female version

1. Scale for socially desirable responses: 2 (no), 4 (no), 8 (no), 13 (yes), 21 (no), 30 (yes), 32 (yes), 33 (no), 38 (no), 54 (no), 79 (no), 83 (no), 87 (no).
2. Scale of tendency to overcome norms and rules: 1 (yes), 10 (no), 11 (yes), 22 (yes), 34 (yes), 41 (yes), 44 (yes), 50 (yes), 53 (yes), 55 (yes), 59 (yes), 61 (yes), 80 (yes), 86 (no), 91 (yes), 93 (no).
3. Scale of propensity to addictive behavior: 14 (yes), 18 (yes), 22 (yes), 26 (yes), 27 (yes), 31 (yes), 34 (yes), 35 (yes), 43 (yes), 59 (yes), 60 (yes), 62 (yes), 63 (yes), 64 (yes), 67 (yes), 74 (yes), 81 (yes), 91 (yes), 95 (no).
4. Self-injurious and self-destructive behavior scale: 3 (yes), 6 (yes), 9 (yes), 12 (yes), 24 (no), 27 (yes), 28 (yes), 39 (yes), 51 (yes), 52 (yes) , 58 (yes), 68 (yes), 73 (yes), 75 (yes), 76 (yes), 90 (yes), 91 (yes), 92 (yes), 96 (yes), 98 (yes) , 99 (yes).
5. Scale of propensity to aggression and violence: 3 (yes), 5 (yes), 15 (no), 16 (yes), 17 (yes), 25 (yes), 40 (no), 42 (yes), 45 (yes), 48 (yes) , 49 (yes), 51 (yes), 65 (yes), 66 (yes), 71 (yes), 77 (yes), 82 (yes), 85 (yes), 89 (yes), 94 (yes) , 101 (yes), 102 (yes), 103 (yes), 104 (yes).
6. Scale of volitional control of emotional reactions: 7 (yes), 19 (yes), 20 (yes), 29 (no), 36 (yes), 49 (yes), 56 (yes), 57 (yes), 69 (yes), 70 (yes) , 71 (yes), 78 (yes), 84 (yes), 89 (yes), 94 (yes).
7. Scale of propensity for delinquent behavior: 1 (yes), 3 (yes), 7 (yes), 11 (yes), 25 (yes), 28 (yes), 31 (yes), 35 (yes), 43 (yes), 48 (yes), 53 (yes), 58 (yes), 61 (yes), 63 (yes), 64 (yes), 66 (yes), 79 (yes), 93 (no), 98 (yes), 99 (yes), 102 (yes).
8. Female social role acceptance scale: 3 (none), 5 (none), 9 (none), 16 (none), 18 (none), 25 (none), 41 (none), 45 (none), 51 (none), 58 (none), 61 (no), 68 (no), 73 (no), 85 (no), 93 (yes), 95 (yes), 96 (no), 105 (yes), 106 (no), 107 (yes).

Processing test results

The first option for processing test results

Attention: There are some inaccuracies with the second option for processing results, so we recommend using this option.

Each answer in accordance with the key is assigned 1 point. Next, the total score is calculated for each scale and compared with test standards. If the individual results of the subject deviate from the average total score on the scale by more than 1S, the measured psychological characteristic can be considered pronounced. If the individual total score of the subject is 1S less than the average, then the measured property is assessed as slightly expressed. In addition, if it is known that the person being studied belongs to the “delinquent” population, then it is advisable to compare his individual results with test norms that are calculated for the “delinquent” subsample.

Test standards of the SOP methodology

Scales “Normal” sample “Delinquent” sample
M S M S
1 2,27 2,06 2,49 2,13
2 7,73 2,88 10,27 2,42
3 9,23 4,59 15,97 3,04
4 10,36 3,41 10,98 2,76
5 12,47 4,23 14,64 3,94
6 8,04 3,29 9,37 3,01
7 7,17 4,05 14,38 3,22

Second option for processing test results

Each answer corresponds to the key and is assigned one point. A raw total score is then calculated for each scale, which is then adjusted, if necessary, for special desirability factors in accordance with the procedure described above. Then the raw scores are converted to standard T-scores. If the user has specialized test norms collected by him, then the conversion to standard T-scores is made according to the formula:

T=10 * (Xi - M) / (S + 50), Where

. Xi- primary (“raw”) score on the scale;
. M- the average value of the primary total score on the scale in the standardization sample;
. S- standard deviation of the values of the primary scores in the standardization sample.

Options for correction factors depending on the values of the “raw” score on scale No. 1

Male version of the technique

If the primary score on scale No. 1 is less than or equal to 6 points for “ordinary” subjects, then the correction factor is:

For scale No. 2 = 0.3
. For scale No. 3 = 0.3
. For scale No. 4 = 0.2
. For scale No. 5 = 0.2
. For scale No. 6 = 0.3
. For scale No. 7 = 0.2

If the primary score on scale No. 1 is less than or equal to 6 points for “delinquent” subjects, then the correction coefficient is:

For scale No. 2 = 0.3
. For scale No. 3 = 0.5
. For scale No. 4 = 0.3
. For scale No. 5 = 0.2
. For scale No. 6 = 0.3
. For scale No. 7 = 0.5

If the primary score on scale No. 1 is more than 6 points for both “ordinary” and “delinquent” subjects, then the correction coefficient is:

For scale No. 2 = 0.7
. For scale No. 3 = 0.6
. For scale No. 4 = 0.4
. For scale No. 5 = 0.5
. For scale No. 6 = 0.3
. For scale No. 7 = 0.5

Female version of the technique

If the subjects belong to the subsample of “ordinary” subjects, then the correction coefficient is

For scale No. 2 = 0.4
. For scale No. 3 = 0.4
. For scale No. 4 = 0.2
. For scale No. 5 = 0.3
. For scale No. 6 = 0.5
. For scale No. 7 = 0.4

If the subjects obviously belong to the subsample of “delinquent” subjects, then the correction coefficient is:

For scale No. 2 = 0.4
. For scale No. 3 = 0.4
. For scale No. 4 = 0.3
. For scale No. 5 = 0.4
. For scale No. 6 = 0.5
. For scale No. 7 = 0.5

Table of norms for converting “raw” points into T-scores

“Raw” score T-scores
Scales
1 2 3 4 5 6 7
0 35 26 30
1 44 27 28 24 24 26 32
2 50 31 30 26 27 30 34
3 55 34 33 29 29 33 37
4 58 37 35 32 31 37 39
5 62 40 37 35 34 40 41
6 65 43 39 37 36 44 43
7 67 46 42 40 39 48 46
8 70 50 44 43 41 51 48
9 74 53 46 45 43 55 50
10 85 56 48 48 46 58 53
11 89 59 50 51 48 62 55
12 63 53 54 51 65 57
13 66 55 56 53 69 59
14 69 57 59 55 73 62
15 72 59 62 58 77 64
16 75 62 64 60 81 66
17 78 64 67 62 85 68
18 81 66 70 65 71
19 84 68 72 67 73
20 87 70 75 70 75
21 90 72 78 72 77
22 74 81 74 79
23 76 84 77 81
24 78 87 79 83
25 80 90 81 85
26 82 83 87
27 84 85
28 87
29 89

Description of scales and their interpretation

1. Social desirability scale (service scale)

This scale is designed to measure the subject's willingness to present himself in the most favorable light from the point of view of social desirability.

Indicators from 50 to 60 T-scores indicate a moderate tendency to give socially desirable answers when filling out the questionnaire. Indicators over 60 points indicate the subject’s tendency to demonstrate strict adherence to even minor social norms, a deliberate desire to show himself in the best light, and wariness in relation to the examination situation.

Results in the range of 70-89 points indicate the subject’s high alertness in relation to the psychodiagnostic situation and the questionable reliability of the results on the main scales. The perception of the situation as expert at the same time as moderately high indicators on scale No. 1 is also evidenced by their sharp decrease on the main diagnostic scales and an increase on the scale of women's social role.

For the male population, an excess of the total primary score on the social desirability scale of 11 primary points indicates the unreliability of the results on the main scales.

Indicators below 50 T-scores indicate that the subject is not inclined to hide his own norms and values and adjust his answers in the direction of social desirability.

It was also noted that younger adolescents (14 years of age and younger) are not able to adhere to socially desirable responses for a long time.

At the same time, high scores on the service scale and on the main scales (except for scale 8) indicate either the questionable reliability of the results, or a dissociation in the mind of the subject of known and real norms of behavior.

2. Scale of tendency to overcome norms and rules

This scale is intended to measure the subject’s predisposition to overcome any norms and rules, the tendency to deny generally accepted norms and values, and patterns of behavior.

Results lying in the range of 50-60 T-scores indicate the severity of the above tendencies, the non-conformist attitudes of the subject, his tendency to contrast his own norms and values with group ones, his tendency to “disturb the peace”, to look for difficulties that could be overcome.

Indicators in the range of 60-70 T-scores indicate extreme expression of nonconformist tendencies, manifestations of negativism and cast doubt on the reliability of testing results on this scale.

Results below 50 T-scores on this scale indicate the subject’s conformist attitudes, a tendency to follow stereotypes and generally accepted norms of behavior. In some cases, if combined with a sufficiently high intellectual level of the subject and a tendency to hide his real norms and values, such assessments may reflect falsification of the results.

3. Scale of propensity to addictive behavior

This scale is designed to measure readiness to engage in addictive behavior.

Results in the range of 50-70 T-scores on this scale indicate the subject’s predisposition to escape reality by changing his mental state, and a tendency towards an illusory-compensatory method of solving personal problems. In addition, these results indicate an orientation towards the sensory side of life, the presence of “sensory thirst”, and hedonistically oriented norms and values.

Indicators over 70 T-scores indicate that the results are questionable or that there is a pronounced psychological need for addictive states, which must be clarified using additional psychodiagnostic tools.

Indicators below 50 T-scores indicate either the lack of expression of the above trends, or good social control of behavioral reactions.

4. Scale of propensity to self-harmful and self-destructive behavior

This scale is designed to measure readiness to implement various forms of auto aggressive behavior. The object of measurement obviously partially overlaps with the psychological properties measured by scale No. 3.

Results in the range of 50-70 T-scores on scale No. 4 indicate a low value of one’s own life, a propensity to take risks, a pronounced need for thrills, and sadomasochistic tendencies.

Results above 70 T-scores indicate questionable reliability of the results.

Indicators below 50 T-scores on this scale indicate a lack of readiness to implement self-destructive behavior, the absence of a tendency to somatize anxiety, and the absence of a tendency to implement guilt complexes in behavioral reactions.

5. Scale of propensity to aggression and violence

This scale is intended to measure the subject’s readiness to implement aggressive tendencies in behavior.

Indicators in the range of 50-60 T-scores indicate the presence of aggressive tendencies in the subject. Indicators in the range of 60-70 T-scores indicate an aggressive personality in relationships with other people, a tendency to solve problems through violence, a tendency to use humiliation of a communication partner as a means of stabilizing self-esteem, and the presence of sadistic tendencies.

Indicators over 70 T-scores indicate questionable reliability of the results.

Indicators below 50 T-scores indicate the lack of expression of aggressive tendencies, the unacceptability of violence as a means of solving problems, and the atypicality of aggression as a way out of a frustrating situation. Low scores on this scale, combined with high scores on the social desirability scale, indicate a high level of social control of behavioral reactions.

6. Scale of volitional control of emotional reactions

This scale is designed to measure the subject’s tendency to control the behavioral manifestations of emotional reactions (Attention! This scale is reverse).

Indicators lying in the range of 60-70 T-scores indicate a weakness of volitional control of the emotional sphere, an unwillingness or inability to control the behavioral manifestations of emotional reactions. In addition, this indicates a tendency to realize negative emotions directly in behavior, without delay, and the immaturity of volitional control of one’s needs and sensory drives.

Indicators below 50 T-scores on this scale indicate the lack of expression of these tendencies, strict self-control of any behavioral emotional reactions, sensory inclinations.

7. Scale of propensity for delinquent behavior

The name of the scale is conditional, since the scale is formed from statements differentiating “ordinary” teenagers and persons with recorded offenses who came into conflict with the generally accepted way of life and legal norms.

In our opinion, this scale measures the readiness (predisposition) of adolescents to engage in delinquent behavior. Metaphorically speaking, the scale reveals “delinquent potential”, which can only be realized in the life of a teenager under certain circumstances.

Results in the range of 50-60 T-scores indicate the presence of delinquent tendencies in the subject and a low level of social control.

Results above 60 T-scores indicate a high readiness to implement delinquent behavior.

Results below 50 T-scores indicate that these tendencies are not expressed, which, combined with high scores on the social desirability scale, may indicate a high level of social control.

It is also necessary to take into account that the content and structure of delinquent behavior in boys and girls are significantly different and, accordingly, the points included in the delinquency scale for the female and male types of methodology differ.

Sources

Determination of propensity for deviant behavior (A.N. Orel) / Fetiskin N.P., Kozlov V.V., Manuylov G.M. Socio-psychological diagnostics of personality development and small groups. – M., Publishing House of the Institute of Psychotherapy. 2002. P.362-370 Determination of propensity for deviant behavior (A.N. Orel) / Kleiberg Yu.A. Social Psychology Deviant behavior: a textbook for universities. – M., 2004. P.141-154.

Leus E.V. Methodological guidelines for using the SDP test (propensity for deviant behavior)

Purpose of the method

The method for diagnosing deviant behavior of minors (SDP test - propensity for deviant behavior) was developed by a team of authors (E.V. Leus, Northern Federal University named after M.V. Lomonosov; A.G. Solovyov, SSMU, Arkhangelsk) and went through the adaptation procedure and standardization.

The technique is intended to measure the severity of maladaptation in adolescents with different types of deviant behavior. Indicators of the severity of dependent behavior (DP), self-harmful behavior (SP), aggressive behavior (AP), delinquent behavior (DP), socially conditioned behavior (SBP) are determined by the content of the questions, each of which is assessed in points on the questionnaire scale. Depending on the amount of points scored on the scale, the degree of severity of specific types of deviant behavior is assessed: absence of signs of socio-psychological maladaptation, mild degree of socio-psychological maladaptation, high degree of socio-psychological maladjustment. The method allows you to obtain the most complete information about the presence of various types of behavioral deviations in adolescents when conducting monitoring studies.

Theoretical and methodological justification

Socio-psychological maladaptation presupposes a violation of the individual’s ability to adapt to the influences of society and to adapt to it and his failure to accept the conditions of the environment and life. The problem of social maladaptation of adolescents is relevant, since destructive processes that have affected various public spheres have led to an increase in drug addiction and crime not only among adults, but also among young people.

Deviant behavior is an act, action of a person or group of persons that does not correspond to the officially established or actually established norms and expectations in a given society, culture, subculture, group. In modern science, various industry approaches to the classification of deviant behavior are known: clinical (medical classification of behavioral disorders), socio-legal (behavioral deviations and deviant behavior), pedagogical (school and social maladjustment), psychological. Having analyzed the available approaches, we have identified several leading types of abnormal personal behavior to which minors are most susceptible: socially desirable behavior, delinquent behavior, addictive behavior, aggressive behavior, auto-aggressive behavior. Thus, it is important to early identify adolescents at risk who are prone to display deviant behavior, as well as identify their aggressive, self-aggressive and criminal orientation.

The proposed method for diagnosing propensity for deviant behavior (SDB) is a standardized test questionnaire designed to measure the readiness (propensity) of adolescents to implement various forms of deviant behavior. When developing the method, the most common types of behavioral deviations were taken into account, such as dependent, suicidal, aggressive, delinquent behavior, which determine not only the behavior and lifestyle of a teenager, but also have serious consequences for health.

To conduct mass surveys and monitoring, in our opinion, it is first necessary to significantly simplify the procedure for collecting primary information by replacing conversations with the teenager’s environment with an accessible test, which he fills out independently, marking his preferred answer options. There are various approaches to attempts to identify deviant behavior, for example, questionnaires, observation cards, plans, schemes for collecting primary material, which involve a conversation with parents and the child, analysis of personal files, class journals and medical records. For example, the scale of socio-psychological adaptation; Methodology for studying the personality of a maladjusted teenager and his immediate environment; Determination of propensity for deviant behavior. The proposed methodology for diagnosing a tendency to deviant behavior for adolescents contains direct and projective questions grouped according to the following scales: socially approved behavior (SAP), delinquent (illegal) (DP), addictive (dependent) (ZP), aggressive (AP), self-harmful ( auto-aggressive behavior (SB). The technique allows not only to identify a tendency to deviant behavior, but also to differentiate it according to the main types of manifestation; filled out in a short time, which is important when working with restless, excitable, difficult teenagers. The ease of processing the results obtained is an advantage of the method when conducting mass screening examinations.

Description of scales

The developed method is a questionnaire (Appendix 1), consisting of 75 questions, divided into 5 blocks of 15 questions each.

In block I (questions 1 to 15) assesses the predisposition of adolescents to socially conditioned behavior (scale of sincerity of answers), as prosocial, relatively destructive, adapted to the norms of the leading, significant or reference group, possibly having an antisocial or deviant orientation in different variants, taking into account exposure to the influence of others, the influence of social attitudes, the opinion of the group, the degree of control in actions.

The average values on the SOP scale correspond to the age norm for adolescents, who are characterized by communication as the leading activity and the basis of mental and personal development; the need to belong to a group and orientation towards its ideals, the desire to be noticed, accepted and understood.

Low values may indicate a teenager’s lack of adaptation and even isolation from peer groups, isolation, and secrecy.

High values are an indicator of high adaptation in the group, but at the same time it is evidence of close fusion with a significant group, which may be one of the manifestations of dependence on other people or communication.

In block II (questions 16 to 30) - delinquent (pre-illegal) behavior (DP) - evaluates antisocial behavior that is contrary to legal norms, threatening social order and the well-being of surrounding people, including any actions or inactions prohibited by law.

Delinquent offenses include: 1) administrative offenses - violation of rules traffic, petty hooliganism, foul language, obscene language in public places, offensive harassment of citizens, drinking alcoholic beverages and appearing drunk in public places; 2) disciplinary offenses are failure to perform or improper performance of one’s immediate duties; for teenagers this is absenteeism without good reason, appearance in an educational institution or in public places in a state of alcoholic, narcotic or toxic intoxication, drinking alcoholic beverages, using narcotic or toxic drugs place of study and during school hours, violation of safety rules; 3) crimes - socially dangerous acts provided for by criminal law and prohibited by it under threat of punishment - theft, causing harm to health, theft of vehicles, vandalism, terrorism and other acts for which criminal liability is provided from the age of 16, and for some crimes from 14 years; the commission of acts recognized as crimes by persons who have not achieved criminal liability entails the use of educational measures (placement in a special educational institution, etc.).

In block III dependent (addictive) behavior (DD) is assessed (questions 31 to 45) - 1) abuse of various substances that alter the mental state, including alcohol and tobacco smoking, before dependence on them has formed; 2) one of the forms of destructive behavior, which is expressed in the desire to escape from reality by changing one’s mental state through taking certain substances or constant fixation on certain objects or active activities, which is accompanied by the development of intense emotions; 3) not a disease, but a behavioral disorder.

It is necessary to take into account the variety of types of addictions: 1) traditionally interpreted - chemical - dependence on psychoactive substances; 2) intermediate – food addiction (starvation, overeating); 3) non-chemical – pathological addiction to gambling (gambling, gambling addiction), erotic (love and avoidance addictions, sexual), socially acceptable (workaholism, sports addiction, compulsive shopping, addiction to communication, religious addictions), technological – (Internet dependence, dependence on social networks, addiction to mobile phones and SMS, television addiction), undifferentiated (addiction to pleasure, collecting, fanaticism, spiritual search).

In block IV aggressive behavior (AP) is assessed (questions 46 to 60) - verbal and physical aggression directed at people around, hostility, negativism, insolence and vindictiveness.

An aggressive teenager opposes his parents, he seeks his authority on the side, which is characteristic of age; he wants to be left behind, while aggressiveness takes on various forms, which later become character traits. Aggressive behavior can take the following forms: physical, verbal, indirect aggression; irritation, resentment, suspicion, negativism. Physical and verbal aggression have external expression, while its other forms have a rather hidden nature: vandalism, observation of bullying, damage to property and clothing, irritation and eternal discontent, resentment and guilt, excessive suspicion, attacks and criticism of another person. Any form of aggressive behavior is aimed at the teenager’s stubborn defense of his selfhood. Since the basic needs of a child are freedom and self-determination, a teacher who deprives a child of freedom of action kills the natural forces of his development.

In block V Self-harmful (auto-aggressive) behavior (SB) is assessed (questions 61 to 75), the desire to cause pain and/or physical harm to oneself, as a person’s conscious refusal to live, associated with actions aimed at ending it, or incomplete attempts.

Due to age characteristics - high emotional receptivity and sensitivity, low resistance to stress, lack of formed models of coping with external situational problems and internal experiences, the need for close contacts with peers, the desire for emancipation from adults, worry age crisis and others - teenagers constitute a risk group and require attention to their experiences. Specialists working with minors must have extensive knowledge on the problem in order to implement preventive measures, know the scientific interpretation of concepts and their content, and be able to speak on a complex topic with both teenagers and their parents (Appendix 5).

Self-harming behavior(self-injury) is defined as intentionally causing harm to one's own body as a result of damage to body tissue; aimed at releasing or reducing unbearable emotions - a person hopes to cope with emotional pain, or associated with a feeling of being unable to act or feel.

Self-harmful behavior does not necessarily lead to suicide attempts.

Signs self-harming behavior:

Intentional desire to cause physical harm to oneself, premeditation, repetition;

Inability to resist the impulse to harm oneself;

Harm but not death is the desired end result, lack of suicidal intent, social unacceptable;

Feelings of tension or anxiety preceding the act and feelings of relief or anxiety after the act of self-harm.

Self-harming behavior includes:

Psychological component- the psychological distress of the individual and his desire to overcome this distress; form of response “to disturbing psychological symptoms or events in the surrounding world”;

Physical component- physical trauma; harm caused to one's own body, including acts of removing, destroying, disfiguring or damaging a part of the body, regardless of obvious or hidden intentions - damage to tissues and organs of the body; harm to the body through eating disorders (anorexia and bulimia), tattoos, piercings, a number of compulsive behaviors (nail and lip biting, hair pulling, skin picking), dislocated finger joints, and other forms of non-fatal injury (biting hands and other body parts) , scratching the skin, scratching wounds, ulcers, stitches, birthmarks, self-cutting, perforation of body parts with foreign objects placed in the hole, hitting the fist and head on objects and beating oneself (usually with a fist, wire), injections (with pins, nails, wire, with a pen), self-burns (usually with a cigarette), incomplete self-strangulation, abuse of alcohol, medicines and drugs (with poisoning and overdose without suicidal intent), ingestion of corrosive chemicals, batteries, pins;

Hidden forms - behavior associated with neglect of danger, increased risk, desire for exciting experiences or avoidance of depression.

*Terminology:

Self harm- an attempt at self-healing, when local self-destruction, being a form of partial suicide, prevents total suicide.

Self-harming behavior- violation of volitional control, a certain syndrome due to which acts of self-harm become repeated responses to disturbing psychological symptoms or events in the surrounding world; This is behavior that involves a person causing physical harm to himself without suicidal intent, which is visible for more than a few minutes.

Parasuicide - behavior that imitates suicidal behavior, but without the intention to kill oneself.

Suicide, suicide - deliberate taking of one's life, usually independent and voluntary.

Suicidal behavior -The concept is broader and, in addition to suicide, includes:

Suicidal attempts - all suicidal acts that did not end in death due to a reason beyond the control of the suicide (rope breakage, timely resuscitation measures)

Suicidal attempts are demonstrative and installation actions in which the suicide person most often knows about the safety of the act he is using during the attempt

Suicidal manifestations are thoughts, statements, hints that are not accompanied by any actions aimed at taking one’s own life.

Test structure, procedure

The solution to this problem is carried out by answering the test questions. The subject is asked to express his attitude to each of these questions, which are given in an accessible form and addressed personally, by choosing one of the three possible proposed answer options, which is most typical at the present time, and marking it on the form. Experimenters should not be allowed to skip questions, as this will not allow them to obtain a reliable result (Appendix 2).

The developed method for assessing the degree of socio-psychological maladaptation due to the severity of deviant behavior in adolescents allows not only to objectify the picture of behavioral maladjustment, but also to see which types of behavior are disturbed.

Approbation

Testing and standardization of the methodology was carried out on a sample of adolescents of different ages and gender, with different life experiences, varying degrees of severity of deviations in behavior. The study involved 1919 people, both with and without previously recorded types of studied behavior, students of general education institutions in Arkhangelsk and the Arkhangelsk region.

Based on the results of the study, identical trends in the prevalence of various forms of behavioral deviations were identified, regardless of gender and age. Most of all, the focus is on socially preferred behavior among peers or significant adults, parents, which is a manifestation of age-related characteristics. In second place isself-aggressive behavior withself-harm, which often manifests itself in the form of demonstrative suicide and threats against parents. In third place is delinquent behavior - delinquent or illegal actions that do not carry criminal liability. This is followed by a manifestation of aggressive behavior, or a hidden need forverbal or physical actions towards others to relieve physical and mental stress, as a response to harsh actions of peers or adults. Least manifesteda tendency to addictive, dependent behavior, the use of certain substances or specific activities in order to escape from reality and obtain the desired emotions.

The data obtained during the study made it possible to establish approximate average values for each test scale, taking into account differentiation by age (Appendix 4).

The presented SDP test makes it possible not only to objectify the picture of behavioral maladaptation, but also to see which types of behavior are violated; determine the degree of various forms of deviant behavior quickly and effectively, which contributes to early detection adolescents at risk, allows you to apply adequate methods of primary prevention and corrective action, and plan work with the family.

Examples of specific implementation of the method

Example 1. Girl, 12 years old. The reason for the appeal is increased nervousness, problems in relationships with family. Previously, behavioral deviations and propensities for violations were not noted.

1. SOP=4.0

2. DP=2.0

3. Salary = 3.0

4. AP=4.0

5. SP=14.0

Conclusion: at first glance, the girl does not have any violations of socio-psychological adaptation, since all scales have low values - she is not prone to breaking rules, aggression directed at other people, or developing addiction, however, an increased result was obtained on the “suicidal behavior” scale, which , in combination with a low value on the scale of propensity for socially approved behavior, indicates closeness, experiences in the internal plane, possibly a smooth or reduced background of emotional reactions. This is a signal of possible thoughts of self-harm due to the inability to cope with external events or the presence of feelings of guilt; in the absence of attention from adults - suicidal thoughts.

Example 2. The boy, 14 years old, is in the Temporary Detention Center for Juvenile Offenders. According to the psychologist, he exhibits delinquent behavior, addictive (smoking), aggressive (fighting with peers).

The examination is carried out using a methodology form. The completed form is processed, indicators of socially conditioned behavior (SOP), delinquent behavior (DP), dependent behavior (AD), aggressive behavior (AP), self-harmful behavior (SP) are calculated:

1. SOP=15.0

2. DP=19.0

3. Salary = 22.0

4. AP=17.0

5. SP=22.0

Conclusion: on all scales, increased and high values were obtained - the teenager has a pronounced tendency towards dependent and suicidal behavior and a situational tendency towards delinquent and aggressive behavior, which, first of all, is confirmed by his social and criminal history, and also indicates certain character traits - extroversion, high emotionality, need for contacts, likelihood of demonstrating manifestations of behavioral deviations. All this requires targeted influence on the part of specialists in the resocialization of the teenager and the formation of socially approved attitudes.

Annex 1

TEST SDP

Code………………………………… Age Gender

If you agree with the statement - YES, if you disagree - NO, if you are not sure - SOMETIMES.

QUESTION	YES	SOMETIMES	NO
I always keep my promises.
I have thoughts that I would not like to share.
When I get angry, I often lose my temper.
Sometimes I gossip.
It happens that I talk about things that I know nothing about.
I always tell only the truth.
I love to brag.
I'm never late.
I consider all my habits to be good.
Sometimes I argue and quarrel with my parents.
Sometimes I cross the street where it’s convenient for me, and not where I’m supposed to.
I always buy a ticket on public transport.
Sometimes I want to swear with rude obscene words.
Among my friends there are people I don't like.
I never break the rules of social behavior.
I don't want to study and work.
I can leave home to live somewhere else.
I was taken to the police for bad behavior.
I can take someone else’s if I need it or really want it.
I am registered with the juvenile affairs unit.
People around me often offend me (they call me names, beat me, take away my money and things).
I have convicted relatives and/or friends.
I have strong desires that definitely need to be fulfilled.
I sometimes have a desire to take revenge, to restore justice.
I don't trust others.
I want to be great and omnipotent.
I feel despair, resentment, impotent anger.
I envy my classmates, other people, adults.
If you can’t, but really want to, then you can.
Powerful and rich people do not have to follow all the rules and laws.
I smoke.
I drink beer and/or other alcoholic beverages.
I sniffed glue, solvents, tried drugs, smoking mixtures.
My parents abuse alcohol.
My friends smoke and drink alcohol.
People drink for company to maintain a good mood
Drinking and smoking are signs of adulthood.
I drink/smoke because of problems in the family, school, and because of loneliness.
Children and adults drink and smoke because it is fashionable and affordable.
Children drink and smoke out of curiosity, out of stupidity.
Pleasure is the main thing to strive for in life.
I need strong experiences and feelings.
I would like to try alcohol, cigarettes, drugs, if no one knew about it.
The harmful effects of alcohol and tobacco on humans are greatly exaggerated.
If it is accepted in my company, then I will smoke and drink beer.
I rarely feel sorry for animals or people.
I often argue or quarrel with teachers and classmates.
I often quarrel with my parents.
I don't forgive insults.
If I'm in a bad mood, I'll spoil it for someone else.
I love to gossip.
I love to be obeyed.
I prefer to resolve disputes by fighting rather than by words.
In the company of friends I can break something and pester strangers.
I often experience irritation, disgust, anger, rage, and rage.
I sometimes have a desire to break something, slam the door loudly, scream, quarrel or fight.
In a fit of anger, I may shout or hit someone.
I would gladly participate in any military operations.
I can deliberately ruin someone else’s thing if I don’t like something.
I want to be grown up and strong.
I feel that no one understands me, no one is interested in me.
I feel like nothing depends on me, hopelessness, helplessness.
I can hurt myself.
I would take on a life-threatening task ifthey paid well for it.
It would be better if I died.
I feel guilty before others and my parents.
I don't like solving problems myself.
I have desires that can never come true.
I'm not a very good person.
I don't always understand what can and cannot be done.
I often cannot decide to take any action.
When I stand on a bridge, sometimes I feel like jumping down.
I need warm, trusting relationships.
It can even be pleasant for me to endure pain out of spite.
I feel the need for thrills.

Appendix 2

Briefing before testing

(read by the person responsible for testing,

diagnostic specialist)

You are asked a series of questions that will help determine some of the properties of your personality. There can be no “right” or “wrong” answers here. We are waiting for your response based on your opinion. When answering each question, choose the answer that most closely matches your opinion about yourself, and put a mark opposite it in the form of any icon (x, v, + and or other mark).

When answering, remember:

You don't need to spend a lot of time thinking about it. Give the answer that comes to your mind first. You need to answer as accurately as possible, but not too slowly.
Try not to get carried away with vague answers too often.
Be sure to answer all the questions in a row, without leaving anything out. Perhaps some questions may not seem very precisely formulated to you, but even then try to find the most accurate answer. Some questions may seem personal to you, but you can be sure that the answers will not be disclosed.

4. Don't try to produce good impression their answers must correspond to reality.

Thank you for your cooperation!

Appendix 3

I scale socially conditioned behavior (SOP)	0-10	lack of orientation towards socially conditioned behavior, individualization predominates
	11-20	orientation towards socially conditioned behavior was discovered - teenage reaction of grouping
	21-30	formed model of socially conditioned behavior
II scale delinquent behavior (DP)	0-10	no signs of delinquent behavior
	11-20	a situational predisposition to delinquent behavior was discovered
	21-30	formed model of delinquent behavior
III scale dependent (addictive) behavior (ZP)	0-10	no signs of addictive behavior
	11-20	a situational predisposition to addictive behavior was discovered
	21-30	formed model of dependent behavior
IV scale aggressive behavior (AP)	0-10	no signs of aggressive behavior
	11-20	a situational predisposition to aggressive behavior was discovered
	21-30	formed model of aggressive behavior
V scale suicidal (auto-aggressive) behavior (SP)	0-10	no signs of self-aggressive behavior
	11-20	a situational predisposition to auto-aggressive behavior was discovered
	21-30	formed model of self-aggressive behavior

Appendix 4

Average group indicators of adolescents’ propensity for deviant behavior (M±m),

in points

Indicators (in points)	Younger teenagers (10-12 years old) n=906	Middle Teens (13-15 years old) n=919	Older teenagers (from 16 years old) n=87
Socially desirable behavior	15.44±0.18	17.28±0.18	18.55±0.60
Delinquent behavior	7.63±0.21	8.95±0.21	9.25±0.63
Addictive behavior	5.90±0.19	8.19±0.20	9.37±0.61
Aggressive behavior	6.82±0.25	9.20±0.21	9.98±0.96
Suicidal behavior	10.09±0.27	10.87±0.23	11.44±0.80

Appendix 5

Memo to parents:

prevent suicide!

A child can directly talk about suicide, talk about the meaninglessness of life, that the world will be better without it. Phrases like “I’m tired of everything”, “I hate everyone and myself”, “it’s time to put an end to everything”, “when will it all end”, “it’s impossible to live like this”, questions like “what would you do if I were gone?” should alert you. ", discussions about funerals. An alarming signal is an attempt to pay off all debts, make peace with enemies, give away your things, especially with the mention that he will not need them.

In addition to those listed, there are several more signs that a child is ready for suicide, and if 1-2 of them appear, special attention should be paid:

Loss of interest in favorite activities, decreased activity, apathy, lack of will;

Neglect of one's own appearance, sloppiness;

The emergence of a craving for solitude, distance from loved ones;

Sudden mood swings, inadequate reaction to words, causeless tears, slow and unexpressive speech;

Sudden decline in academic performance and absent-mindedness;

Poor behavior at school, absenteeism, violations of discipline;

Tendency to risk and unjustified and reckless actions;

Health problems: loss of appetite, poor health, insomnia, nightmares;

Indifferent parting with things or money, giving them away;

The desire to put things in order, to take stock, to ask for forgiveness for everything that happened;

Self-accusation or vice versa - recognition depending on others;

Jokes and ironic statements or philosophical reflections on the topic of death.

What to do? How to help?

If you notice suicidal tendencies in a child, try to have a heart-to-heart talk with him. Just don’t suddenly ask a question about suicide if the person himself does not address this topic. Try to find out what worries him, whether he feels lonely, unhappy, trapped, useless or indebted, who his friends are and what he is passionate about. You can try to find a way out of this situation, but most often the child just needs to speak out, relieve the accumulated tension, and his readiness for suicide decreases. You should always understand “What is the reason” and “What is the purpose” of the action performed by the child. Do not be afraid to contact psychological specialists.Contacting a psychologist does not mean registration and the stigma of mental inferiority.

Most people who make attempts on their lives are mentally healthy people, creatively gifted individuals, who simply find themselves in a difficult situation. The only way to save a child from loneliness is love!

If a minor is found to be suicidal, the following tips will help change the situation:

Listen carefully to the teenager. In a state of mental crisis, we need someone who is willing to listen to us. Make every effort to understand the problem behind the words.
Assess the seriousness of the child's intentions and feelings.
Assess the depth of the emotional crisis. If a person who has recently been depressed suddenly begins to engage in vigorous, restless activity, this behavior may also be cause for concern.
Pay attention to all, even the most insignificant grievances and complaints. Don't ignore anything that has been said. He or she may not give vent to feelings, hiding their problems, but at the same time be in a state of deep depression.
Try to gently ask if he or she is thinking about suicide. Such a question rarely does any harm. Often, a teenager will be glad to have the opportunity to openly express their problems and may feel relieved after talking about suicide, but soon they may return to the same thoughts again. Therefore, it is important not to leave him alone even after a successful conversation.
Support him and be persistent. A person in a state of mental crisis needs strict and affirmative instructions.
Convince him that he took the right step by accepting your help. Awareness of your competence, interest in his fate and willingness to help will give him emotional support.
Other possible sources of help should be taken into account: friends, family, doctors, priests to whom you can turn. Discuss with him the work of services that can provide assistance in a situation involving a risk to life; write down the corresponding phone numbers; Write down your work phone numbers, as well as the phone numbers of people your parents trust.

Dear parents! Pay attention to emotional condition your child. Communicate and discuss problems. Teach them to resolve them, instill optimism. If you can’t cope on your own, if you feel trouble in the social and emotional sphere of your child, do not hesitate to ask for help. You shouldn’t rely on time - that everything will pass and get better on its own. Be vigilant. Specialists will help alleviate your child’s suffering and help find a way out of a difficult situation.

DEAR PARENTS,

Be attentive to your children!

Leus E.V. Methodological guidelines for using the SDP test (propensity for deviant behavior)
Purpose of the method

The technique is intended to measure the severity of maladaptation in adolescents with different types of deviant behavior. Indicators of the severity of dependent behavior (DP), self-harmful behavior (SP), aggressive behavior (AP), delinquent behavior (DP), socially conditioned behavior (SBP) are determined by the content of the questions, each of which is assessed in points on the questionnaire scale. Depending on the amount of points scored on the scale, the degree of severity of specific types of deviant behavior is assessed: absence of signs of socio-psychological maladjustment, mild degree of socio-psychological maladaptation, high degree of socio-psychological maladaptation. The method allows you to obtain the most complete information about the presence of various types of behavioral deviations in adolescents when conducting monitoring studies.
Theoretical and methodological justification

Suggested diagnostic method penchant for deviant behavior(SDP) is a standardized test questionnaire designed to measure the readiness (propensity) of adolescents to implement various forms of deviant behavior. When developing the method, the most common types of behavioral deviations were taken into account, such as dependent, suicidal, aggressive, delinquent behavior, which determine not only the behavior and lifestyle of a teenager, but also have serious consequences for health.

This method of assessing the degree of socio-psychological maladjustment during deviant behavior in adolescents allows us to determine the presence and severity of deviations in adolescents. The design of the method was carried out in accordance with the classical theory of test creation; the measurement used was a metric interval scale, and the mental property being measured is considered to be linear and unidimensional.
To conduct mass surveys and monitoring, in our opinion, it is first necessary to significantly simplify the procedure for collecting primary information by replacing conversations with the teenager’s environment with an accessible test, which he fills out independently, marking his preferred answer options. There are various approaches to attempts to identify deviant behavior, for example, questionnaires, observation cards, plans, schemes for collecting primary material, which involve a conversation with parents and the child, analysis of personal files, class journals and medical records. For example, the scale of socio-psychological adaptation; Methodology for studying the personality of a maladjusted teenager and his immediate environment; Determination of propensity for deviant behavior. The proposed methodology for diagnosing a tendency to deviant behavior for adolescents contains direct and projective questions grouped according to the following scales: socially approved behavior (SAP), delinquent (illegal) (DP), addictive (dependent) (ZP), aggressive (AP), self-harmful ( auto-aggressive behavior (SB). The technique allows not only to identify a tendency to deviant behavior, but also to differentiate it according to the main types of manifestation; filled out in a short time, which is important when working with restless, excitable, difficult teenagers. The ease of processing the results obtained is an advantage of the method when conducting mass screening examinations.
Description of scales

The developed method is a questionnaire (Appendix 1), consisting of 75 questions, divided into 5 blocks of 15 questions each.

In block I(questions 1 to 15) assesses the predisposition of adolescents to socially conditioned behavior (scale of sincerity of answers), as prosocial, relatively destructive, adapted to the norms of the leading, significant or reference group, possibly having an antisocial or deviant orientation in different variants, taking into account exposure to the influence of others, the influence of social attitudes, the opinion of the group, the degree of control in actions.

Low values may indicate a teenager’s lack of adaptation and even isolation from peer groups, isolation, and secrecy.

In block II(questions 16 to 30) - delinquent (pre-illegal) behavior (DP) - evaluates antisocial behavior that is contrary to legal norms, threatening social order and the well-being of surrounding people, including any actions or inactions prohibited by law.

Delinquent offenses include: 1) administrative offenses - violation of traffic rules, petty hooliganism, foul language, obscene language in public places, offensive harassment of citizens, drinking alcoholic beverages and appearing drunk in public places; 2) disciplinary offenses are failure to perform or improper performance of one’s immediate duties; for teenagers this is absenteeism without good reason, appearance in an educational institution or in public places in a state of alcoholic, narcotic or toxic intoxication, drinking alcoholic beverages, using narcotic or toxic drugs place of study and during school hours, violation of safety rules; 3) crimes - socially dangerous acts provided for by criminal law and prohibited by it under threat of punishment - theft, causing harm to health, theft of vehicles, vandalism, terrorism and other acts for which criminal liability is provided from the age of 16, and for some crimes from 14 years; the commission of acts recognized as crimes by persons who have not achieved criminal liability entails the use of educational measures (placement in a special educational institution, etc.).

In block III dependent (addictive) behavior (DD) is assessed (questions 31 to 45) - 1) abuse of various substances that alter the mental state, including alcohol and tobacco smoking, before dependence on them has formed; 2) one of the forms of destructive behavior, which is expressed in the desire to escape from reality by changing one’s mental state through taking certain substances or constant fixation on certain objects or active activities, which is accompanied by the development of intense emotions; 3) not a disease, but a behavioral disorder.

It is necessary to take into account the variety of types of addictions: 1) traditionally interpreted - chemical - dependence on psychoactive substances; 2) intermediate – food addiction (starvation, overeating); 3) non-chemical – pathological addiction to gambling (gambling, gambling addiction), erotic (love and avoidance addictions, sexual), socially acceptable (workaholism, sports addiction, compulsive shopping, addiction to communication, religious addictions), technological – (Internet addiction, addiction to social networks, addiction to mobile phones and SMS, television addiction), undifferentiated (addiction to pleasure, collecting, fanaticism, spiritual search).

In block IV aggressive behavior (AP) is assessed (questions 46 to 60) - verbal and physical aggression directed at people around, hostility, negativism, insolence and vindictiveness.

In block V Self-harmful (auto-aggressive) behavior (SB) is assessed (questions 61 to 75), the desire to cause pain and/or physical harm to oneself, as a person’s conscious refusal to live, associated with actions aimed at ending it, or incomplete attempts.

Due to age characteristics - high emotional receptivity and sensitivity, low resistance to stress, lack of formed models of coping with external situational problems and internal experiences, the need for close contacts with peers, the desire for emancipation from adults, experiencing an age-related crisis and others - adolescents constitute a risk group and require attention to their experiences. Specialists working with minors must have extensive knowledge on the problem in order to implement preventive measures, know the scientific interpretation of concepts and their content, and be able to speak on a complex topic with both teenagers and their parents (Appendix 5).

Self-harming behavior (self-injury) is defined as intentionally causing harm to one's own body as a result of damage to body tissue; aimed at releasing or reducing unbearable emotions - a person hopes to cope with emotional pain, or associated with a feeling of being unable to act or feel.

Self-harmful behavior does not necessarily lead to suicide attempts.

Signs self-harming behavior:

Deliberate desire to cause physical harm to oneself, intentionality, repetition;

Inability to resist the impulse to harm oneself;

Harm but not death is the desired end result, lack of suicidal intent, social unacceptable;

Feelings of tension or anxiety preceding the act and feelings of relief or anxiety after the act of self-harm.

Self-harmful behavior includes:

- psychological component - the psychological distress of the individual and his desire to overcome this distress; form of response “to disturbing psychological symptoms or events in the surrounding world”;

- physical component- physical trauma; harm caused to one's own body, including acts of removing, destroying, disfiguring or damaging a part of the body, regardless of obvious or hidden intentions - damage to tissues and organs of the body; harm to the body through eating disorders (anorexia and bulimia), tattoos, piercings, a number of compulsive behaviors (nail and lip biting, hair pulling, skin picking), dislocated finger joints, and other forms of non-fatal injury (biting hands and other body parts) , scratching the skin, scratching wounds, ulcers, stitches, birthmarks, self-cutting, perforation of body parts with foreign objects placed in the hole, hitting the fist and head on objects and beating oneself (usually with a fist, wire), injections (with pins, nails, wire, with a pen), self-burns (usually with a cigarette), incomplete self-strangulation, abuse of alcohol, medicines and drugs (with poisoning and overdose without suicidal intent), ingestion of corrosive chemicals, batteries, pins;

- hidden forms- behavior associated with neglect of danger, increased risk, desire for exciting experiences or avoidance of depression.

*Terminology:

Self harm - an attempt at self-healing, when local self-destruction, being a form of partial suicide, prevents total suicide.

Self-harming behavior- violation of volitional control, a certain syndrome due to which acts of self-harm become repeated responses to disturbing psychological symptoms or events in the surrounding world; This is behavior that involves a person causing physical harm to himself without suicidal intent, which is visible for more than a few minutes.

Parasuicide- behavior that imitates suicidal behavior, but without the intention to kill oneself.

Suicide, suicide- deliberate taking of one's life, usually independent and voluntary.

Suicidal behavior - The concept is broader and, in addition to suicide, includes:

Suicidal attempts - all suicidal acts that did not end in death due to a reason beyond the control of the suicide (rope breakage, timely resuscitation measures)

Suicidal attempts are demonstrative and installation actions in which the suicide person most often knows about the safety of the act he is using during the attempt

Suicidal manifestations are thoughts, statements, hints that are not accompanied by any actions aimed at taking one’s own life.
Test structure, procedure

When processing forms, each answer is scored from 2 to 0 points; “yes” - 2 points, “sometimes” - 1 point, “no” - 0 points. A subject can receive a maximum of 30 points on each scale. The interpretation of the results obtained is based on the fact that a higher total score (in points) on the scale indicates a higher degree of socio-psychological maladaptation: values from 21 to 30 points are assessed as severe socio-psychological maladaptation, from 11 to 20 - a mild degree of social -psychological maladaptation, from 0 to 10 – no signs of socio-psychological maladaptation (Appendix 3).
The developed method for assessing the degree of socio-psychological maladaptation due to the severity of deviant behavior in adolescents allows not only to objectify the picture of behavioral maladjustment, but also to see which types of behavior are disturbed.
Approbation

Testing and standardization of the methodology was carried out on a sample of adolescents of different ages and genders, with different life experiences, and varying degrees of severity of deviations in behavior. The study involved 1919 people, both with and without previously recorded types of studied behavior, students of general education institutions in Arkhangelsk and the Arkhangelsk region.
Based on the results of the study, identical trends in the prevalence of various forms of behavioral deviations were identified, regardless of gender and age. Most of all, the focus is on socially preferred behavior among peers or significant adults, parents, which is a manifestation of age-related characteristics. In second place is auto-aggressive behavior with self-harm, which more often manifests itself in the form of demonstrative suicide and threats against parents. In third place is delinquent behavior - delinquent or illegal actions that do not carry criminal liability. This is followed by a manifestation of aggressive behavior, or a hidden need for verbal or physical actions towards others to relieve physical and mental stress, as a response to harsh actions of peers or adults. The least manifested tendency is towards addictive, dependent behavior, the use of certain substances or specific activities in order to escape reality and obtain the desired emotions.

The data obtained during the study made it possible to establish approximate average values for each test scale, taking into account differentiation by age (Appendix 4).
The presented SDP test makes it possible not only to objectify the picture of behavioral maladaptation, but also to see which types of behavior are violated; determine the degree of various forms of deviant behavior quickly and effectively, which contributes to the early identification of adolescents at risk, allows the use of adequate methods of primary prevention and corrective action, and planning work with the family.

Popov Viktor Alekseevich, Doctor of Pedagogical Sciences, Professor, Head of the Department of Social Pedagogy and Psychology "Vladimir State University named after Alexander Grigorievich and Nikolai Grigorievich Stoletov", Vladimir

Smirnova Maria Vyacheslavovna, student at Vladimir State University named after Alexander Grigorievich and Nikolai Grigorievich Stoletov, Vladimir [email protected]

Psychological assessment of the tendency to deviant behavior in adolescence

Annotation. The article analyzes various approaches to defining the concept of “deviant behavior”. A psychodiagnostic assessment of the tendency of adolescents to deviant behavior is provided. The personal pathology of pupils of specialized institutions is confirmed, gender and age differences in the manifestations of deviant behavior are revealed. Key words: deviant behavior, deviant behavior, norm, teenager, inclination.

Currently, a teenager lives in a world that is complex in its content and trends. This is due to the increasing pace of development of technological transformations, which present new demands to modern youth. A large number of information affects a teenager who has not yet developed a clear life position. Analyzing statistical data on various forms of deviant behavior, it is clear that over the past 10 years the number of drug addicted citizens in Russia has increased by 60%. Adolescents (from 14 to 18 years old) use alcoholic beverages making up 90%; 45% of boys and 18% of girls use drugs. Next, let's look at juvenile crime statistics. As of 2005, the number of juvenile offenders is 53%. In 2012, 69% were identified in Russia. In 2014, the number of crimes committed by minors decreased by approximately 5%. The growth of various deviations is associated with the unstable social, economic, and ideological situation that is developing in society. Teenagers become anxious, cynical, aggressive and cruel. Young people rapidly develop a sense of unconscious protest, their individualization increases, which can lead to selfishness. The age group most susceptible to the influence of the unstable situation in the world is teenagers. The growth of deviant behavior among adolescents is considered one of the most dangerous social diseases of modern Russian society. The high scientific and social significance of the problem of preventing deviant behavior is confirmed in many theoretical and applied studies by V.A. Popova, E.V. Zmanovskaya, I.S. Kona, V.D. Mendelevich, A.E. Lichko, S.A. Belicheva and others. Regarding minors with various developmental disabilities, researchers use definitions such as:

“difficult children” (L.S. Slavina, K.S. Lebedinskaya), these are children whose behavior sharply deviates from generally accepted norms and interferes with full education; (V.G. Stepanov, D.I. Feldshtein) children with deviations in personality formation, accentuations of character, who have disorders of the affective-volitional sphere, deviations in actions;

children “at risk” (I.A. Nevsky), these are children with various forms of mental and social maladaptation, expressed in inappropriate behavior that contradicts the requirements of the immediate environment. Deviant behavior is associated with various disagreements in actions, behavior and rules of behavior, stereotypes, values, social attitudes. Foreign sociologist A. Cohen understands deviant behavior as “such behavior that goes against institutionalized expectations, that is, with expectations that are shared and recognized as legitimate from within the social system.” According to E.V. Zmanovskaya, deviant behavior is behavior that deviates from the norm. Criminologist Ya.I. Gilinsky defines deviant behavior as a social phenomenon, expressed in relatively massive, statistically stable forms (types) of human activity that do not correspond to officially established or actually established norms and expectations in a given society. Thus, an analysis of the most relevant research points of view regarding the definition of the essence of deviant behavior showed that this concept can be defined as behavior that contradicts legal and social moral norms accepted in society. The essence lies in the incorrect awareness of one’s place in society, in certain distortions of the moral and legal consciousness of young people. The problem of deviant behavior is widely covered in foreign and domestic literature, but it is important to note that its specific aspect - adolescent deviation - has been studied to a lesser extent. Deviant behavior in adolescence is a complex phenomenon, so the study of this problem is interdisciplinary and multifaceted. In the literature, a synonym for the term “deviant behavior” is “deviant behavior.” According to E.V. Zmanovskaya deviant behavior has specific features that help distinguish it from other socio-psychological phenomena:

non-compliance with generally accepted or officially established social norms;

the presence of negative assessment from others;

causing harm to the teenager or others around him;

behavior that is persistently repeated (repeated or prolonged);

coordination of deviant behavior with the general orientation of the individual;

accompaniment with various manifestations of social maladjustment;

the presence of gender, age and individual uniqueness. A teenager is a person who is at a special stage in the formation of his most important traits and qualities: he is not yet developed enough to be considered an adult, and at the same time so developed that he is able to consciously enter into relationships with others and follow in his actions and actions to the requirements of social norms and rules. Along with this, a teenager is a person who has entered a period of legal responsibility for his actions and actions, i.e. a teenager is able to make thoughtful decisions, perform reasonable actions and bear moral and legal responsibility for them. Our study, the purpose of which was a psychodiagnostic assessment of the tendency of adolescents to deviate behavior, was carried out on the basis of the Vladimir Temporary Detention Center for Juvenile Offenders and the Vladimir Social Rehabilitation Center for Minors. The total number of subjects was 52 people (34 boys and 18 girls) aged from 13 to 17 years. It should be emphasized that the contingent of both experimental sites consists of youth “at risk”: children and adolescents from socially disadvantaged, single-parent families who find themselves in a difficult life situation. Tendency to deviant behavior was identified using testing methods, questionnaires and expert assessment. The test “Determination of propensity for deviant behavior” (A.N. Orel) was used, which is intended to measure the propensity of adolescents to various forms deviant behavior, addictive behavior, self-injurious and self-destructive behavior, aggression and violence, as well as delinquent behavior. According to the results of the survey, 94% of the centers' pupils are prone to various forms of deviant behavior. These data confirm the opinions of competent specialists - employees of institutions when implementing the expert assessment procedure. As a result of the study, it was found that the majority of adolescents have a tendency to aggression and violence (53%), which indicates an aggressive orientation of the individual in relationships with others, a tendency to decide problems through violence, about the tendency to use humiliation of a communication partner as a means of stabilizing self-esteem. 48% showed a tendency toward addictive behavior, which indicates a predisposition to escape reality by changing their mental state. 31% of the subjects showed a tendency toward delinquent behavior, which may indicate a low level of social control. A small number of adolescents showed tendencies towards self-harming and self-destructive behavior (9%). Such adolescents are characterized by a low value of their own life, a tendency to take risks, a pronounced need for thrills, and a tendency towards sadomasochism. (Fig. 1)

Rice. 1Results of the test “Determination of propensity for deviant behavior” (A.N. Orel)

The results of the study showed that 73% of adolescents showed high results on two or more scales, which allows them to be classified as a “risk group”. Analyzing the gender and age aspect of the problem of deviant behavior, it should be noted that the majority of the “risk group” in our study were girls, which are more characterized by manifestations of aggressive reactions in interaction with the social environment. The behavior of young men in most cases is characterized by self-destructive tendencies and the presence of various types of addictions (including alcohol, tobacco, toxicological, narcotic). Older adolescence (15-17 years old) turned out to be the most susceptible to negative influences, which is determined primarily by psychophysiological characteristics. Thus, as a result of a study of disadvantaged adolescents “at risk” for a tendency to deviant behavior, as well as its most characteristic varieties, it is possible draw the following conclusions: 1. Data from a psychodiagnostic examination confirm the personal pathology of the tested pupils of specialized institutions. Most teenagers are prone to aggressive and addictive behavior. 2. There are gender and age differences in the manifestations of deviant behavior: the sensitive period for a surge in deviant behavior in girls is the age of 1516, for boys - 1617 years old, there are differences in the forms of deviations themselves. Girls are characterized by manifestations of aggressive reactions, and boys are characterized by self-destructive tendencies. Undoubtedly, the data of a psychodiagnostic study determine the content of the activities that underlie psychological and pedagogical work with students. First, it is planned to study the problem, analyze scientific literature, publications in order to gain new knowledge on this problem. Next, a discussion is held among the pupils, the participants acquire new knowledge about deviations, about deviant behavior, and become involved in a healthy lifestyle. The basis of psychological and pedagogical work is various kinds of trainings, conversations with pupils on the topic of the relevance of the problem of deviant behavior among young people, about the value healthy image life, also thematic conversations with parents about deviation, the presence of quest games, the use of creative activities. Based on the results of the psychological and pedagogical work in progress statistical data processing, assessing the effectiveness of project implementation.

Links to sources1. Vulfov B.Z., Sinyagin Yu.V., Sinyagina N.Yu., Selezneva E.V. Interests and needs of modern children and adolescents. – St. Petersburg: Karo, 2007. –144 p.2. Gilinsky Ya.I. Deviance, crime, social control. –SPb.: “Legal Center Press”, 2004.3. Zmanovskaya E.V. Deviant behavior of individuals and groups: Study. allowance / E.V. Zmanovskaya, V.Yu. Rybnikov. St. Petersburg: Peter, 2010. 352 pp. 4. Zmanovskaya E.V. Deviantology: Psychology of deviant behavior: Textbook. aid for students higher textbook establishments. 2nd ed., rev. M.: Publishing center "Academy", 2004. 288 p.5. Cohen A. Study of problems of social disorganization and deviant behavior // Sociology today. –M., 1965.6. Ovcharova R.V. Reference book of a social educator. –M., 2001.7. Peresheina N.V., Zaostrovtseva M.N. Deviant schoolchild: Prevention and correction of deviations. –M.: TC Sfera, 2006.-192 p. 8. Personality development and self-determination of adolescents at school / Nevsky I. A., Kolesova L. S.; Institute of Personality Development, Ros. acad. education. 2011. 57 p.9. Sociological encyclopedic dictionary/ed.coord. G.V. Osipov. – M., 2000.10. Difficult teenager / D. I. Feldshtein. –2nd ed. –M.: Publishing house of the Moscow Psychosocial Institute; Voronezh: Publishing house NPO "MODEK", 2008. –208 p.