employee
Krasnodar, Krasnodar, Russian Federation
UDK 37.062 Взаимоотношения между учебными заведениями и учащимися (влияние на учащихся, отношение к учебному заведению и т.д.)
Deviant behavior is the area of research of many sciences; pedagogy is primarily focused on opportunities and resources for its early prevention. One of the actual issues of preventive pedagogy is the analysis of the challenges and mistakes that teachers face with in the process of preventing deviant behavior. The aim of the research: institutional, descriptive-analytical and concretising presentation of scientific data on the main challenges and mistakes made by teachers when preventing deviant behavior among children and young people in a general education school. The main method for collecting empirical information involved a survey of 200 teachers across all the federal regions of the Russian Federation. The novelty of the research lies in the systematisation of challenges and mistakes of teachers in preventing deviant behavior of school students; in obtaining new factual material significant for the optimisation of deviant behavior prevention. The practical significance of the research results consists in clarifying the scientific categories and concepts that develop the idea of the conditions of effectiveness of deviant behavior prevention; specification of deviantological competence of teachers. The results can also be taken into account when developing training, retraining and advanced training programmes for teachers. The results of the study differentiated the challenges teachers face with in preventing deviant behavior among school students (into «general» and «specific deviant-preventive» challenges); identified areas of difficulties; and determined typical preventive mistakes made by teachers.
deviant behavior prevention, teachers, challenges, barriers, pedagogical mistakes, school
1. Belousova, S. A. (2019). Problemy standartizacii deyatel’nosti obrazovatel’noj organizacii po profilaktike deviantnogo povedeniya obuchayushchihsya: podhody, instrumenty. V Zh. V Murzina (gl. red.), Obrazovanie: teoriya, metod¬ologiya, praktika: monografiya (Chuvashskij respublikanskij institut obrazovaniya, str. 126-136). Cheboksary: Izdatel’skij dom «Sreda». https://doi.org/10.31483/a-85
2. Galushchak, K. Yu., Hamzeeva, D. R. (2021). Psihologicheskie bar’ery v professional’noj deyatel’nosti pedagoga. Vestnik nauki i obrazovaniya, 8-3(111), 77-80.
3. Grigorovich, L. A., Gorelov, A. A., Chudakov, A. Yu. (2022). Deviantologicheskaya kompetentnost’ budushchih pedagogov i psihologov. Rossijskij deviantologicheskij zhurnal, 2(1), 63-76. https://doi.org/10.35750/2713-0622-2022-1-63-76
4. Gut, Yu. N., Kabardov, M. K. (2018). Prirodnye i social’nye faktory deviantnogo povedeniya u podrostkov. Psihologicheskaya nauka i obrazovanie, 23(4), 80-90. https://doi.org/10.17759/pse.2018230408
5. Danilkov, A. A. (2014). Pedagogicheskaya oshibka. Narodnoe obrazovanie, 7(1440), 102-105.
6. Drozdova, A. V., Koshenova, M. I. (2022). Problema deviantologicheskoj kompetentnosti pedagogov i psihologov obshchego obrazovaniya. SMAL’TA, (4), 53-69. https://doi.org/10.15293/2312-1580.2204.06
7. Eroshenkova, E. I., Shapovalova, E. I., Karabutova, E. A., Anohina, S. V., Miroshnikova, O. S. (2022). Prosocial’naya kompetentnostnaya model’ budushchego pedagoga. Obrazovanie i nauka, 24(2), 11-47. https://doi.org/10.17853/1994- 5639-2022-2-11-47
8. Zmanovskaya, E. V. (2013). Strukturno-dinamicheskaya koncepciya deviantnogo povedeniya. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta, 5(133), 189-195.
9. Ivanyushina, V. A., Hodorenko, D. K., Aleksandrov, D. A. (2021). Rasprostranennost’ bullinga: vozrastnye i gendernye razlichiya, znachimost’ razmera i tipa shkoly. Voprosy obrazovaniya, (4), 220-242. https://doi.org/10.17323/1814- 9545-2021-4-220-242
10. Klejmyonov, M. P., Klejmyonov, I. M. (2022). Kriminal’nye serialy sovremennoj Rossii: kriminologicheskij analiz. Vserossijskij kriminologicheskij zhurnal, 16(4), 429-438. https://doi.org/10.17150/2500-4255.2022.16(4).429-438
11. Knizhnikova, S. V. (2019). Trudnosti pedagogicheskoj profilaktiki suicidal’nogo povedeniya. Pedagogika, (6). 32-38.
12. Komlev, Yu. Yu. (2021). Relyativizaciya norm brachnogo povedeniya, disfunkcii sem’i i semejnaya deviantnost’ v mire postmoderna. Vestnik ekonomiki, prava i sociologii, (1), 138-145.
13. Kostolomova, M. V. (2020). Cifrovaya deviaciya kak fenomen novoj social’noj real’nosti: metodologicheskie osnovaniya i konceptualizaciya ponyatiya. Sociologicheskaya nauka i social’naya praktika, 8(2), 41-53. https://doi.org/10.19181/snsp.2020.8.2.7302
14. Kuz’mina, N. V. (1967). Ocherki psihologii truda uchitelya: Psihologicheskaya struktura deyatel’nosti uchitelya i formirovanie ego lichnosti. Leningrad: Izdatel’stvo Leningradskogo universiteta.
15. Levchenko, N. V., Maeva, A. V. (2022). Rabota pedagoga s sem’ej po profilaktike deviantnogo povedeniya mladshih shkol’nikov. Problemy sovremennogo pedagogicheskogo obrazovaniya, 74-1, 144-147.
16. Malyshko, S. V. (2008). Pedagogicheskie trudnosti sovremennogo uchitelya i strategii ih preodoleniya. Vestnik Stavropol’skogo gosudarstvennogo universiteta, (6), 175-180.
17. Markova, A. K. (1996). Psihologiya professionalizma. Moskow: Mezhdunarodnyj gumanitarnyj fond «Znanie».
18. Nazarov, V. L., Averbuh, N. V., Bujnacheva, A. V. (2022). Bulling i kiberbulling v sovremennoj shkole. Obrazovanie i nauka, 24(2), 169-205. https://doi.org/10.17853/1994-5639-2022-2-169-205
19. Novikova, M. A., Rean, A. A., Konovalov, I. A. (2021). Bulling v rossijskih shkolah: opyt diagnostiki rasprostranennosti, polovozrastnyh osobennostej i svyazi so shkol’nym klimatom. Voprosy obrazovaniya / Educational Studies, (3), 62-90. https://doi.org/10.17323/1814- 9545-2021-3-62-90
20. Orlov, A. A. (2006). Professional’noe myshlenie uchitelya kak cennost’. Tula: Izdatel’stvo Tul’skogo gosudarstvennogo pedagogicheskogo universiteta im. L. N. Tolstogo.
21. Ostapenko, A. A. (2019). Kuda my vedyom nashih detej? Antropologicheskie osnovaniya pedagogicheskih strategij i taktik. Shkol’nye tekhnologii, (1), 48-63.
22. Parygin, B. D. (1999). Social’naya psihologiya. Problemy metodologii, istorii i teorii. Saint Petersburg: IGUP.
23. Pinskaya, M. A., Ponomareva, A. A., Kosareckij, S. G. (2016). Professional’noe razvitie i podgotovka molodyh uchitelej v Rossii. Voprosy obrazovaniya / Educational Studies, (2), 100-124. https://doi.org/10.17323/1814-9545-2016-2-100-124
24. Popova, I. N. (2021). Aktual’nye problemy pedagogov v rabote s det’mi, nahodyashchimisya v trudnoj zhiznennoj situacii. Perspektivy nauki i obrazovaniya, 4(52), 64-79. https://doi.org/10.32744/pse.2021.4.4
25. Rean, A. A., Kosheleva, E. S. (2021). Agressiya i asocial’noe povedenie podrostkov v soznanii pedagogov. Vestnik Moskovskogo universiteta MVD Rossii, (4), 305-312. https://doi.org/10.24412/2073-0454-2021-4-305-312
26. Rean, A. A., Konovalov, I. A., Kosheleva, E. S. (2022). Sovladanie pedagoga s destruktivnym povedeniem uchashchihsya: reakciya na agressiyu uchashchihsya i agressivnost’ pedagogov. Integraciya obrazovaniya, 26(4), 688-707. https:// doi.org/10.15507/1991-9468.109.026.202204.688-707
27. Red’kina, L. V. (2010). Psihologicheskie bar’ery: struktura i soderzhanie. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki, 10(90), 102-105.
28. Roslyakova, S. V., Chernikova, E. G. (2021). Sovremennye formy deviantnogo povedeniya podrostkov i ih social’naya profilaktika. Azimut nauchnyh issledovanij: pedagogika i psihologiya, 1(34), 209-212. https://doi.org/10.26140/ anip-2021-1001-0053
29. Samoderzhenkov, A. N., Kardanova, E. YU., Satova, A. K., Orel, E. A., Kulikova, A. A., Mombieva, G. A., Kazahbaeva, G. I., Dujsenbaeva, A. O. (2021). Ocenka psihologicheskoj gotovnosti studentov pedagogicheskih vuzov k professional’noj deyatel’nosti. Voprosy obrazovaniya / Educational Studies, (3), 114-137. https://doi.org/10.17323/1814- 9545-2021-3-114-137
30. Safin, F. Yu., Bazhenov, A. V. (2022). Destruktivnoe vliyanie igrovogo komp’yuternogo kontenta na kriminalizaciyu nesovershennoletnih. Vserossijskij kriminologicheskij zhurnal, 16(1), 39-46. https://doi.org/10.17150/2500- 4255.2022.16(1).39-46
31. Hagurov, T. A., Slobodchikov, V. I., Pozdnyakova, M. E. (2023). Deviantologiya - sociologiya i psihologiya zla: monografiya (v rabote). Moskow: Nauchno-izdatel’skij centr «INFRA-M». https://doi.org/10.12737/1868916
32. Shipunova, T. V. (2018). Agenty social’nogo kontrolya o riskah deviantnosti molodezhi. Vestnik Moskovskogo universiteta. Seriya 18. Sociologiya i politologiya, 24(3), 133-149. https://doi.org/10.24290/1029-3736-2018-24-3-133-149
33. Yuzefavichus, T. A. (2014). Istoki oshibochnogo v pedagogicheskoj profilaktike molodezhnogo ekstremizma. V Molodezhnyj ekstremizm: istoki, preduprezhdenie, profilaktika: materialy mezhdunarodnoj nauchno-prakticheskoj konferencii v dvuh chastyah (g. Moskva, 23-24 maya 2014 goda, Tom CHast’ 1, str. 457-461). Moskva: Moskovskij psihologo-social’nyj universitet.
34. Yuzefavichus, T. A. (2014). Pedagogicheskaya errologiya v professional’noj podgotovke budushchih uchitelej: monografiya. Moskow: Moskovskij gosudarstvennyj oblastnoj universitet.
35. Bears Augustyn, M., Loughran, T., Larroulet, P., Fulco, C. J., & Henry, K. L. (2020). Intergenerational marijuana use: A life course examination of the relationship between parental trajectories of marijuana use and the onset of marijuana use by offspring. Psychology of Addictive Behaviors, 34(8), 818-829. https://doi.org/10.1037/adb0000530
36. Franzén, A. G., & Gottzén, L. (2022). Childhood Adversities and Individual Responsibility as Explanations for Criminality in Incarcerated Young Men’s Narratives. Deviant Behavior, 43(9), 1021-1035, https://doi.org/10.1080/01639625. 2021.1952121
37. Nägel, L., Bleck, V., & Lipowsky, F. (2023). “Research findings and daily teaching practice are worlds apart” - Predictors and consequences of scepticism toward the relevance of scientific content for teaching practice. Teaching and Teacher Education, (121), 103911. https://doi.org/10.1016/j.tate.2022.103911
38. Sandmeier, A., Baeriswyl, S., Krause, A., & Muehlhausen, J. (2022). Work until you drop: Effects of work overload, prolonging working hours, and autonomy need satisfaction on exhaustion in teachers. Teaching and Teacher Education, (118), 103843. https://doi.org/10.1016/j.tate.2022.103843
39. Wang, H., Li, Y., Cai, T., & Jiang, Ch. (2023). The General Theory of Crime Revisited: Comparing the Relative Effects of Parental Responsiveness and Parental Behavioral Control on Aggressive and Nonaggressive Antisocial Behavior in Adolescence. Deviant Behavior, 44(1), 112-125, https://doi.org/10.1080/01639625.2021.2014766
