1.Reaction of opposition or protest. At early preschool age, it can occur when the child’s activity is limited, with excessive or forced feeding, with premature or immoderately strict potty training. demands, unbearable workloads, loss or lack of attention, unfair or cruel punishments. 2.Reactions of active protest. Disobedience, rudeness, destructive actions, defiant or aggressive behavior. 3. Reactions of passive protest. Refusal to eat, leaving home, suicide attempts, refusal to speak (mutism), enuresis, encopresis, repeated vomiting, constipation, violent cough, disguised hostility to the "offender", withdrawal, violation of emotional contact. 4. Refusal reaction. Its most typical manifestations occur at an early age. It arises in connection with the child's loss of a sense of security, an unsatisfied need for communication with an emotionally significant figure. The most pronounced manifestations of this reaction are immobility, lethargy, lack of desire for communication, the disappearance of reactions to what is happening around. The desire to play, to enjoy sweets is lost. There are depression, sleep disturbance, loss of appetite. The weakening of somatic diseases contributes to the occurrence of this reaction. 5. Simulation reaction. It is characterized by copying the behavior of the most authoritative person for the child. The child can imitate the activity of an adult or the behavior of a reference group (an asocial company of children). Violation of behavior occurs when antisocial forms of behavior (foul language, hooligan acts, theft, vagrancy), addictive behavior (smoking, inhalation of volatile substances, alcohol consumption) are copied. This reaction is especially stubbornly repeated and leads to deeper maladaptation if it develops against the background of disinhibited drives or if it itself provokes the premature development of instinctive manifestations (for example, sexual ones). 6.Compensation response. It can arise as a form of psychological defense, in which children, frustrated by their failure in one area, strive to achieve great success in other areas. This reaction can form the basis of behavioral disorders if a child who has not been able to prove himself at school begins to strengthen his authority through antisocial behavior (hooliganism, theft, etc.). 7. Hypercompensation reaction. It differs from the previous one in that children overcome their inability or their defect due to super-efforts in the most difficult area of ​​activity for them. If a fearful teenager tries to overcompensate for his fear by attacks on other teenagers or by dangerous riding a bicycle, motorcycle, car (stealing them from their owners), then this reaction will thus become a mechanism for the development of disturbed behavior. 8. Reaction of emancipation. This is a desire to free oneself from the care of parents, educators and, in general, all adults. This reaction is facilitated by petty guardianship, deprivation of independence, constant pressure, attitude towards a teenager as an unintelligent little child. The reaction of emancipation is manifested by hidden resistance to the order or attempts to get out of the control of adults. In the first case, this is ignoring advice, instructions and instructions, not accepting help, stubborn attempts to do everything on their own, rejecting the rules and norms established by adults. In the second case, these are attempts to arrange an independent life. 9. Grouping reaction. It is carried out by the creation of informal groups of peers and adolescents, somewhat older or younger in age. These groups are usually distinguished by a certain persistence. Teenagers who are neglected and neglected are most inclined to unite. The activity of such groups is often anti-social in nature (hooliganism, fraud, theft). 11. Fascination reactions. Closely related to the inclinations, inclinations, interests of the individual and are manifested by the satisfaction of certain needs, motives. Allocate informative and communicative hobbies(satisfaction of the thirst for new information, the need for contacts that allow the exchange of new information ); hobbies based on the satisfaction of a sense of excitement(arising from various games, especially for money or other "interest"); egocentric hobbies, allowing you to be in the spotlight (participation in amateur performances, sports performances), etc. Constant focus on hobbies, affective charge in the process of exercising your hobby allow these reactions in some cases to be considered as overvalued formations (implementation of overvalued ideas). The painful nature of these hobbies is also confirmed by the absurdity of the goal that the teenager sets for himself (to make a collection of insect paws, fragments of dishes), the unproductiveness of the hobby (there are no completed results of what years can be spent on.

Behavioral responses

Two categories of responses have been identified by both Leung and Stephan (1998, 2000) and Wright and Taylor (1998) - overt responses to injustice and lack of overt responses. The behavioral response to injustice has four stages. First, the situation is defined as unfair. At this stage, the person comes to the conclusion that he deserves a different outcome or better treatment than the one that took place (Crosby, 1976). According to Jost (Jost, 1995; Jost & Banaji, 1994), some people do not feel injustice in justifying the current system, which is due to the lack of revolutionary class consciousness, the lack of communication of those who are unfairly treated, and the low level of group identity. Another reason is that the desire to believe in a just world also makes people feel that they should not suffer injustice (Lerner, 1980).

Furnham (Furnhara, 1985), for example, found that during apartheid in South Africa, blacks showed a greater propensity to believe in a just world order than their counterparts in the UK. The belief of black South Africans in a just world order reduced their susceptibility to unfair treatment, and this may have made their behavioral reactions to the injustice of the social system less pronounced. Finally, as noted above, certain cultural attitudes can mitigate the severity of injustice. The concept of karma in India is the basis of the belief in the predestination of suffering and muffles the feeling of injustice. Thus, if injustice is not defined as such, then there may be no behavioral response to it.

In the second stage, the culprit is accused of perfect injustice. Guilt attribution involves deciding that an individual or group is responsible for an injustice, their actions were premeditated and malicious (Tedeschi & Nesler, 1993). Guilt attribution is usually associated with feelings of anger, at least in the West (Quigley & Tedeschi, 1996). Sometimes attribution of guilt to oneself or others is erroneous (Jost, 1995; Jost & Banaji, 1994). In this case, although the injustice does not go unnoticed, no action is taken against the perpetrator, since he is not held responsible for the injustice committed. Similarly, when those who are responsible for an injustice admit their responsibility for what happened, the perception of injustice becomes less acute and prevents possible reactions (Bies, 1987; Davidson & Friedman, 1998).

Similarly, research in Japan shows that the perpetrator's apology for what they have done can mitigate negative reactions to injustice (Ohbuchi, Kameda & Agaric, 1989). In the study, students who received an undeserved negative assessment from another student reacted less aggressively to it if the offender apologized for his misconceptions that led to an unfair assessment.

In a study that takes into account a number of aspects of these two stages, Freudenthaler and Minula (Frcudenthaler & Mikula, 1998) found that Austrian women's sense of injustice over the division of household responsibilities was determined by a sense of violation of their rights and attribution of guilt to a partner, while justifying partner's circumstances were not taken into account. In the previous section, we discussed how, in general, the offender is more likely to be blamed for his misbehavior in an individualistic than in a collectivist culture. However, it remains unclear whether there are cultural differences in the effectiveness of compensatory behaviors associated with wrongdoing, such as explaining one's misbehavior or apologizing.

In the third stage, the individual must come to understand that it is in his interest, or in the interest of his group, to respond to injustice with certain actions rather than inaction. However, it should be noted that sometimes people react spontaneously to injustice, almost without thinking about their behavior.

At the fourth stage, a person must implement his decision. According to the theory of resource mobilization, certain types of behavioral responses are possible only if the individual who has been treated unfairly has certain resources (Klandermans, 1989; Martin, Brickman & Murray, 1984; Tilly, 1978). These theorists argue that, for example, a collective protest is not feasible in the absence of the necessary resources (time, resources, money, support). Perhaps this provision should be considered more broadly. In general, people are unlikely to respond to injustice with certain actions if they do not have the appropriate resources. Similarly, if a person believes that his behavioral response to injustice is meaningless and will not lead to any result, he is unlikely to do anything (Klandermans, 1989). It may be appropriate to note that the behavioral response to injustice does not have to be constructive, meaningful and effective in the eyes of the subject of behavior. Revenge, aggression, outrages, and destructive protest, for example, can bring deep satisfaction to those who engage in the behavior, even though the situation that created the injustice may remain the same as a result of the behavior. Thus, if people do not believe that they deserve a better fate, do not blame the offender, do not believe that it is in their best interest to take certain actions, do not have at their disposal the resources necessary to implement a certain behavior, or do not believe that their behavior will lead to to the desired result, they are inactive. Of course, the absence of a behavioral response does not mean the absence of a psychological response.

We have considered a number of reasons why the range of behavioral reactions of representatives of a collectivist culture can be quite narrow. Their desire to avoid conflict leads to the suppression of behavioral responses. In collectivist societies such as Japan and Thailand, secondary control (changing oneself according to one's environment) predominates, whereas individualistic societies such as the United States favor primary control (changing one's environment according to one's personality) (McCartyetal., 1999). ; Weisz, Rothbaum & Blackburn, 1984), and this is another reason why behavioral responses are less pronounced in collectivist societies.

In summary, culture can influence the processes that underlie behavioral responses to injustice at any stage. Collectivist cultures appear to be oblivious to minor injustices on the part of in-group members in the interests of maintaining harmony. They are probably more receptive to explanations and apologies than members of individualistic cultures. Even if an injustice is noticed, there are enough circumstances under which members of collectivist cultures may decide that the cost of responding to an injustice is unjustifiably high compared to the results. In addition, perhaps the destructive reaction is seen by them as meaningless and useless. At the same time, representatives of collectivist cultures, apparently, more often than representatives of individualistic cultures, react to injustice constructively.

As mentioned above, the emphasis on egalitarianism and justice in cultures with little power distance is highly likely to lead to destructive behavior in cultures as reactions to injustice. In cultures where power distance is significant, people of high social standing may be particularly sensitive to injustice because they obviously do not expect it and tend to have the power and resources to respond. People of low social status in such cultures are more likely to be collectivists in their desire not to feel or react to injustice, since their reaction may violate the norms of the hierarchy and entail the threat of retribution. The fatalism inherent in cultures with high power distance scores also contributes to a reluctance to respond to injustice (Qost, 1995). In cultures where power distance is significant, the response to injustice appears to be highly dependent on the individual's ability level, in contrast to cultures where power distance is small.

Two categories of responses have been identified by both Leung and Stephan (1998, 2000) and Wright and Taylor (1998) - overt responses to injustice and lack of overt responses. The behavioral response to injustice has four stages. First, the situation is defined as unfair. At this stage, the person comes to the conclusion that he deserves a different outcome or better treatment than the one that took place (Crosby, 1976). According to Jost (Jost, 1995; Jost & Banaji, 1994), some people do not feel injustice in justifying the current system, which is due to the lack of revolutionary class consciousness, the lack of communication of those who are unfairly treated, and the low level of group identity. Another reason is that the desire to believe in a just world also makes people feel that they should not suffer injustice (Lerner, 1980).

Furnham (Furnhara, 1985), for example, found that during apartheid in South Africa, blacks showed a greater propensity to believe in a just world order than their counterparts in the UK. The belief of black South Africans in a just world order reduced their susceptibility to unfair treatment, and this may have made their behavioral reactions to the injustice of the social system less pronounced. Finally, as noted above, certain cultural attitudes can mitigate the severity of injustice. The concept of karma in India is the basis of the belief in the predestination of suffering and muffles the feeling of injustice. Thus, if injustice is not defined as such, then there may be no behavioral response to it.

In the second stage, the culprit is accused of perfect injustice. Guilt attribution involves deciding that an individual or group is responsible for an injustice, their actions were premeditated and malicious (Tedeschi & Nesler, 1993). Guilt attribution is usually associated with feelings of anger, at least in the West (Quigley & Tedeschi, 1996). Sometimes attribution of guilt to oneself or others is erroneous (Jost, 1995; Jost & Banaji, 1994). In this case, although the injustice does not go unnoticed, no action is taken against the perpetrator, since he is not held responsible for the injustice committed. Similarly, when those who are responsible for an injustice admit their responsibility for what happened, the perception of injustice becomes less acute and prevents possible reactions (Bies, 1987; Davidson & Friedman, 1998).

Similarly, research in Japan shows that the perpetrator's apology for what they have done can mitigate negative reactions to injustice (Ohbuchi, Kameda & Agaric, 1989). In the study, students who received an undeserved negative assessment from another student reacted less aggressively to it if the offender apologized for his misconceptions that led to an unfair assessment.

In a study that takes into account a number of aspects of these two stages, Freudenthaler and Minula (Frcudenthaler & Mikula, 1998) found that Austrian women's sense of injustice over the division of household responsibilities was determined by a sense of violation of their rights and attribution of guilt to a partner, while justifying partner's circumstances were not taken into account. In the previous section, we discussed how, in general, the offender is more likely to be blamed for his misbehavior in an individualistic than in a collectivist culture. However, it remains unclear whether there are cultural differences in the effectiveness of compensatory behaviors associated with wrongdoing, such as explaining one's misbehavior or apologizing.

In the third stage, the individual must come to understand that it is in his interest, or in the interest of his group, to respond to injustice with certain actions rather than inaction. However, it should be noted that sometimes people react spontaneously to injustice, almost without thinking about their behavior.

At the fourth stage, a person must implement his decision. According to the theory of resource mobilization, certain types of behavioral responses are possible only if the individual who has been treated unfairly has certain resources (Klandermans, 1989; Martin, Brickman & Murray, 1984; Tilly, 1978). These theorists argue that, for example, a collective protest is not feasible in the absence of the necessary resources (time, resources, money, support). Perhaps this provision should be considered more broadly. In general, people are unlikely to respond to injustice with certain actions if they do not have the appropriate resources. Similarly, if a person believes that his behavioral response to injustice is meaningless and will not lead to any result, he is unlikely to do anything (Klandermans, 1989). It may be appropriate to note that the behavioral response to injustice does not have to be constructive, meaningful and effective in the eyes of the subject of behavior. Revenge, aggression, outrages, and destructive protest, for example, can bring deep satisfaction to those who engage in the behavior, even though the situation that created the injustice may remain the same as a result of the behavior. Thus, if people do not believe that they deserve a better fate, do not blame the offender, do not believe that it is in their best interest to take certain actions, do not have at their disposal the resources necessary to implement a certain behavior, or do not believe that their behavior will lead to to the desired result, they are inactive. Of course, the absence of a behavioral response does not mean the absence of a psychological response.

We have considered a number of reasons why the range of behavioral reactions of representatives of a collectivist culture can be quite narrow. Their desire to avoid conflict leads to the suppression of behavioral responses. In collectivist societies such as Japan and Thailand, secondary control (changing oneself according to one's environment) predominates, whereas individualistic societies such as the United States favor primary control (changing one's environment according to one's personality) (McCartyetal., 1999). ; Weisz, Rothbaum & Blackburn, 1984), and this is another reason why behavioral responses are less pronounced in collectivist societies.

In summary, culture can influence the processes that underlie behavioral responses to injustice at any stage. Collectivist cultures appear to be oblivious to minor injustices on the part of in-group members in the interests of maintaining harmony. They are probably more receptive to explanations and apologies than members of individualistic cultures. Even if an injustice is noticed, there are enough circumstances under which members of collectivist cultures may decide that the cost of responding to an injustice is unjustifiably high compared to the results. In addition, perhaps the destructive reaction is seen by them as meaningless and useless. At the same time, representatives of collectivist cultures, apparently, more often than representatives of individualistic cultures, react to injustice constructively.

As mentioned above, the emphasis on egalitarianism and justice in cultures with little power distance is highly likely to lead to destructive behavior in cultures as reactions to injustice. In cultures where power distance is significant, people of high social standing may be particularly sensitive to injustice because they obviously do not expect it and tend to have the power and resources to respond. People of low social status in such cultures are more likely to be collectivists in their desire not to feel or react to injustice, since their reaction may violate the norms of the hierarchy and entail the threat of retribution. The fatalism inherent in cultures with high power distance scores also contributes to a reluctance to respond to injustice (Qost, 1995). In cultures where power distance is significant, the response to injustice appears to be highly dependent on the individual's ability level, in contrast to cultures where power distance is small.

Most often found in children's and younger adolescence the following behavioral responses:

• a) the reaction of refusal as a lack or decrease in the desire for contacts with others (often occurs when separated from the family, especially in infantile adolescents);
• b) the reaction of the opposition, caused by excessive demands on the child and expressed in the form of deliberately rude behavior, as well as refusal to eat, leaving home, suicidal behavior;
• c) imitation reaction - the desire to imitate a certain person in everything;
• d) compensation reaction - the desire to make up for one's weaknesses and shortcomings in one area at the expense of success in another;
• e) hypercompensation reaction - striving for success precisely in the area where there are greatest weaknesses.

Behavioral responses that are predominantly teenagers and often conditioned characteristics of adolescence relate:

• a) the reaction of emancipation - the need for liberation from the control and guardianship of adults, the desire for independence and assertion of oneself as a person; one of the manifestations of such a reaction is disobedience, rudeness;
• b) the reaction of grouping with peers - the desire to unite in informal groups and an antisocial lifestyle as one of the forms of protest against the usual way of life and guardianship on the part of elders (socially positive and negative orientation);
• c) hobby-reaction - various hobbies that are asocial and antisocial in nature;
• d) reactions due to sexual desire - promiscuity, sexual perversions.

It is possible to talk about deviant behavior as an independent micro-socio-psychological phenomenon only in the absence of borderline mental pathology, otherwise the deviation should be regarded as a sign of pathology, but in any case, deviation retains a connection with personal manifestations and non-pathological deviations. These mainly include such forms as the psychological characteristics of puberty, age-related non-pathological situational-personal reactions, character traits (accentuations), socio-pedagogical neglect.

The structure of individual deviant behavior consists of deed, having objective and subjective features and aimed at a specific object, as well as motives and goals. Deviant acts increase the attractiveness of the adolescent who commits them to those who adopt such a style of behavior; by committing anti-normative acts, a teenager attracts attention, interest, etc. At the same time, deviant actions increase the adolescent's need for the social approval of the group, especially if he grew up in a normal environment where such actions are condemned. Finally, deviant actions cause a negative attitude on the part of the “normal”, up to the exclusion of the deviant teenager from communicating with them. This social alienation contributes to the activation of the adolescent's communication with the deviant environment, reduces the possibilities of social control and contributes to the further strengthening of deviant behavior and inclination to it. As a result, deviant actions from unmotivated become motivated.

delinquent behavior, in contrast to the deviant, it is characterized as repetitive antisocial misconduct of children and adolescents, which add up to a certain stable stereotype of actions that violate legal norms, but do not entail criminal liability due to their limited social danger or the child’s failure to reach the age from which criminal liability begins. This includes petty hooliganism, bullying of the younger and weaker, bicycle theft, fraud, petty theft. The same form includes absenteeism, disruption of lessons, violation of public order, hooliganism.

Delinquent behavior is expressed not only in the external, behavioral side, but also in the internal, personal, when a teenager experiences a deformation of value orientations, leading to a weakening of internal self-control. Thus, we can conclude that delinquent behavior is somehow associated with criminal behavior, which is primarily aimed at violating the norms of social life reflected in the laws.

criminal behavior is defined as an unlawful act, which, upon reaching the age of criminal responsibility, serves as the basis for initiating a criminal case and is qualified under certain articles of the criminal law. Criminal behavior, as a rule, is preceded by various forms of deviant and delinquent behavior.

To criminogenic manifestations include social deviations, expressed in criminal criminal actions, when a minor becomes the subject of a crime that is considered by the investigative and judicial authorities, poses a serious public danger.

Very important for understanding the causes of criminal behavior of adolescents is such a category as conformism,- unconditional agreement with the views of the group, submission to them, and sometimes blind obedience to its norms and values. Consideration of the criminal behavior of minors from the point of view of conformism makes it possible to more correctly explain such cases when an individual commits an offense that is unfavorable for his personality, for example, hooliganism and other crimes committed in a group. The main role in this is played not by the achievement of external goals, but by the psychological desire for approval from the group or its leaders, whose attitude is highly valued by this person.

Studies show that many juveniles who have embarked on the path of delinquency are characterized by a deformation of the social positions inherent in their age: the absence or premature loss of official positions (student, member of the labor collective, etc.), the simultaneous expansion of unofficial positions associated with participation in informal associations and, most importantly, with an increase in the personal significance of the latter.

There are also "qualitative" features of the manifestation of delinquent behavior at different ages. Violations of social behavior at an early age are probably problems in the child's mental development or neurotic reactions that are of a transient nature. For example, theft of a five-year-old child may be associated with hyperactivity, a neurotic need for attention and love, a reaction to the loss of a loved one, a delay in intellectual development, and the inability to obtain the necessary food and things.

From the moment of entering school, the situation fundamentally changes - the stage of intensive socialization of the individual begins in the conditions of the increased mental capabilities of the child. Since that time, certain actions of the child can indeed be considered as close to illegal. At primary school age (6-11 years), criminal behavior can manifest itself in the following forms: petty hooliganism, running away from home, theft.

Illegal actions in adolescence (12-16 years) are even more conscious and arbitrary. Along with the "typical" for this age violations, such as hooliganism, their new forms have become widespread: drug trafficking, extortion, fraud, robbery and robbery. According to statistics, most of the crimes committed by teenagers are group crimes. In the group, the fear of punishment decreases, aggression and cruelty increase sharply, and criticality towards what is happening and towards oneself decreases.

E. V. Zmanovskaya by definition distinguishes the following groups of teenagers-law-violators.

The first group is represented by adolescents who, due to a number of reasons, have undeveloped higher feelings (conscience, a sense of duty, responsibility, affection for loved ones) or ideas about good and evil, which distorts their emotional reaction to actions.

The second group includes adolescents with hypertrophied age-related reactions, which indicates the transient nature of their oppositional and antisocial behavior (under other favorable conditions).

The third group consists of those who reproduce the delinquent behavior of their immediate environment more steadily and for whom such behavior is habitually normal (with a negative image of themselves, lack of self-control skills, underdeveloped conscience, consumer attitude towards people).

The fourth group includes adolescents with mental and neurotic disorders (along with criminal behavior, they have painful symptoms or signs of intellectual underdevelopment).

Finally, there is a fifth group of adolescents who consciously choose criminal behavior (who do not suffer from mental disorders, have sufficient self-control and understand the consequences of their choice).

Addictive behavior- one of the types of deviant behavior with the formation of a desire for care from reality by artificially changing one's mental state by taking certain substances or by constantly fixing one's attention on certain activities in order to develop intense emotions.

Term addiction(from English, addiction- addiction, addiction, addiction) was originally applied to describe the behavior of people dependent on chemicals such as nicotine, alcohol, drugs. According to B. I. Mura and B. D. Fine, dependent behavior- this is a self-destructive behavior associated with dependence on the use of any substance in order to change the mental state. In a broad sense, under addiction the authors understand "the desire to rely on someone or something in order to obtain satisfaction or adaptation" .

Thus, we can say that addiction is common to all people. However, in some cases there may be a violation of the balance of normative relations to the agent of dependence. As a result, the concept of "addiction" is associated with excessive or pathological attachment to something or someone, i.e. object or dependency agent.

concept addictiveness N. P. Fetiskin considers in two contexts, distinguishing chemical and non-chemical addictions. In the first case, addictive behavior is self-destructive behavior associated with dependence on the use of a substance in order to change the mental state. Subjectively, it is experienced as the impossibility of living without the object of addiction, as an irresistible attraction to it. This behavior has a pronounced self-destructive character, since it inevitably destroys the body and personality. In the second case, addictive behavior is one of the forms of deviant behavior of a person, which is associated with the abuse of something or someone for the purpose of self-regulation or adaptation. Non-chemical addictions include overvalued hobbies: gambling and computer games, Internet addiction, fanaticism of various kinds, workaholism, as well as love and sexual addictions.

Addictive personalities are characterized by infantilism. N. P. Fetiskin writes: “For a psychologically mature person, the world seems to be an arena in which one can create and embody one’s desires, while for an addict the world looks like a prison, from which it is not an act that allows one to escape, but an escape from reality in any way possible. According to this view, addiction is, to one degree or another, an evasion of adult responsibility inherent in a psychologically mature person.

In our opinion, when discussing this problem, one can speak not only about the psychological, but also about the social immaturity of the individual, because addicts are selfish and lack the need to realize social contacts, they become isolated on themselves and the object of their passion, do not take into account the norms imposed by society.

Thus, the destructive nature of addiction is manifested in the fact that distraction from experiences and difficulties through a change in the state of consciousness becomes a lifestyle, and the teenager is trapped because of the constant departure from reality.

In some studies, as a separate type of deviant behavior, aggressive behavior. The word "aggression" comes from the Latin aggredi, which means "attack". It has long existed in European languages, but the meaning was not always given to the same. Until the beginning of the XIX century. any active behavior, both benevolent and hostile, was considered aggressive. Later, the meaning of this word changed, became narrower. Currently under aggression began to understand hostile behavior towards others, and in this concept acts of behavior of various forms and results are combined: from such acts as evil jokes, gossip, hostile fantasies, to banditry and murders.

The manifestations of aggression are very diverse. There are different types, types and forms of it. In table. 3.2 presents the classification developed by A. Bass and A. Darki.

Table 3.2

Types of aggression

aggression	Behavioral manifestations of aggressive behavior
Negativism	Oppositional form of behavior directed against authority and leadership (from passive resistance to active actions against requirements, rules, laws)
Irritation	Tendency to be irritable, irascible, harsh, rude at the slightest excitement
Suspicion	Tendency to be distrustful and wary of people because of the belief that others intend to harm
	The manifestation of envy towards others, due to a feeling of anger, dissatisfaction with someone specific or the whole world for real or imaginary suffering
Self-aggression or guilt	Relationships and actions in relation to oneself and others, associated with the possible belief of the subject that he is a bad person, acts badly (harmfully, maliciously or shamelessly)

Depending on the goal, Bass and Darky allocate direct and indirect aggression. Direct aggression is aimed at causing pain or injury to another person. Indirect aggression may be aimed at oppressing another person, the desire to cause fear or fear in him.

The aggressive behavior of children has its own characteristics depending on the age category to which the child belongs. Aggressive actions can be observed in him from early childhood. In the first years of life, aggression manifests itself almost exclusively in impulsive attacks of stubbornness, often beyond the control of adults. This is expressed by outbursts of anger or anger, accompanied by screaming, kicking, biting, pugnacity.

Aggressiveness in the personal characteristics of adolescents is formed mainly as a form of protest against the misunderstanding of adults, due to dissatisfaction with their position in society, which is manifested in appropriate behavior. At the same time, the development of a teenager's aggressiveness can be influenced by the natural features of his temperament, for example, excitability and the strength of emotions, which contribute to the formation of such character traits as irascibility, irritability, and inability to restrain oneself. Naturally, in a state of frustration, a teenager with a similar mental organization is looking for an outlet for internal tension, including in a fight, swearing, etc. In addition, aggression can be caused by the need to protect oneself or satisfy one's needs in a situation in which a growing person sees no other way. way out, except for a fight or at least verbal threats, especially since for some teenagers, participation in fights, asserting oneself in the eyes of others with the help of fists is an established line of behavior that reflects the norms adopted in certain social groups.

In adolescence, due to the complexity and inconsistency of the characteristics of growing people, the internal and external conditions of their development, situations may arise that disrupt the normal course of personal development, creating objective prerequisites for the emergence and manifestation of aggressiveness.

Aggressive teenagers for all the difference in their personal characteristics and behavioral characteristics, they differ in some common features. These features include the poverty of value orientations, their primitiveness, lack of hobbies, narrowness and instability of interests. These children, as a rule, have a low level of intellectual development, increased suggestibility, imitation, and underdevelopment of moral ideas. They are characterized by emotional rudeness, anger both against their peers and against surrounding adults. Such adolescents have extreme self-esteem (maximum positive or maximum negative), increased anxiety, fear of wide social contacts, egocentrism, inability to find a way out of difficult situations, the predominance of defense mechanisms over other mechanisms that regulate behavior.

A broad consideration of deviations from the norm allows us to interpret them in a positive context, such as, for example, creativity and talent 1 . In the field of additional education for children, creativity is the most effective method of intervention for deviant behavior. In creative activity, an alternative space for self-realization of the individual is created, but it must be remembered that the creativity of adolescents and young people can also be antisocial and even antisocial in nature. Varieties of creativity from the standpoint of social normativity are presented in Table. 3.3.

Table 3.3

Typology of creativity from the standpoint of social normativity

1 Tolstykh N. N. The study of the motivation of adolescents with addictions // Questions of psychology. 1989. No. 2. S. 123-135.

Kinds more creative stva	socially approved	socially neutral	socially frowned upon
			asocial	anti-social
Technical creativity	Modeling; invention; innovation	Invention "on the table" (without implementation), technocracy	Invention for profit	Invention for criminal purposes
Organizational creation	Business, political activity, participation in public organizations and movements; tourism	Organization flash mobs, massive events without violation social	Destructive organizational activity: disrupting lessons, organizing boycotts, holding unauthorized rallies	Creation of criminal communities
Computer creation	Computer graphics, graphic design, computer engineering		Trolling (incitement of conflicts, insults, violation of the ethics of network interaction)	Cybercrimes (hacking, distribution of pornography and other Internet crimes)

Both different types of creativity, and different types of manifestations undesirable for society, are forms of social activity. For all their social diversity, there is something in common that allows us to catch their unity: non-standard, non-standard actions, going beyond the usual, beyond the norm. “Creativity is feasible and explicable only as going beyond any predetermined limitation, as a result of the ability to overcome any predetermined limit over time, to create a fundamentally new possibility.” Therefore, creativity is such that some essential norms of activity are certainly violated in it, i.e. found, in essence, a systematic deviation from the norm. It is important to give these deviations a socially approved character.

Mura B. I. Non-chemical addictions. SPb. : Peter, 2000.

Fetiskin N. P. Psychology of addictive behavior: scientific method, edition. M.-Kostroma, 2005.

Fetiskin N. P. Psychology of addictive behavior. S. 36.

Kovalchuk M. A. Deviant behavior: prevention, correction, rehabilitation: textbook, manual. M. : VLADOS, 2014.

Questionnaire of A. Bass and A. Darki // Workshop on the psychology of states: textbook, manual / ed. O. A. Prokhorova. SPb. : Speech, 2004.

emancipation reaction. This is a desire to free oneself from the care of parents, educators and, in general, all adults. This reaction is facilitated by petty guardianship, deprivation of independence, constant pressure, attitude towards a teenager as an unintelligent little child. The reaction of emancipation is manifested by hidden resistance to the order or attempts to get out of the control of adults. In the first case, this is ignoring advice, instructions and instructions, not accepting help, stubborn attempts to do everything on their own, rejecting the rules and norms established by adults. In the second case, these are attempts to arrange an independent life.

Grouping reaction is carried out by the creation of informal groups of peers and adolescents, a few older or younger in age. These groups are usually distinguished by a certain persistence. Teenagers who are neglected and neglected are most inclined to unite. The activity of such groups is often anti-social in nature (hooliganism, fraud, theft).

Entrainment reactions are closely related to the inclinations, inclinations, interests of the individual and are manifested by the satisfaction of certain needs, motives. Allocate informative

communicative hobbies (satisfaction of the thirst for new information, the need for contacts that allow the exchange of new information); hobbies based on the satisfaction of a sense of excitement (arising from various games, especially for money or other "interest"); egocentric hobbies that allow you to be in the spotlight (participation in amateur performances, sports performances); hobbies caused by passion for hoarding (different types of collecting); hobbies based on the desire for bodily-manual improvement (bodybuilding, body-building); hobbies based on the desire for leadership (search for situations where you can lead); intellectual and aesthetic hobbies (associated with a deep interest in modern or classical music, drawing, radio engineering, modeling). These hobbies can be one of the reasons for the violation of behavior, since for the sake of fulfilling one’s “passion”, studies are abandoned, dubious acquaintances are made, illegal exchange operations, sales, etc. are carried out. hobbies allow these reactions in some cases to be considered as overvalued formations (implementation of overvalued ideas). The painful nature of these hobbies is also confirmed by the absurdity of the goal that the teenager sets for himself (to make a collection of animal excrement, insect legs, fragments of dishes), the unproductive hobby (there are no completed results of what years can be spent on), neglect of one's duties as a family member, student, friend and lack of attention to their health, appearance, career, good name.

Behavioral disorder caused by a reaction to one's physical condition. Assessing his body, a teenager, faced with his physical unusualness, draws a conclusion about his social inferiority. You may want to compensate for your shortcomings in another area or try to correct them. Rapid growth during puberty leads to a disproportionate elongation of the limbs, a delay in the formation of the neuromuscular apparatus, which disrupts the coordination of movements and manifests itself in clumsiness. Hints or reproaches of others about a peculiar appearance or awkwardness cause violent affects, distort behavior. Lagging behind in development, thin and undersized boys (retardants) appear to others as immature and unadapted. They feel the need for guardianship, show rebelliousness. In order to change the unfavorable impression of themselves, they are forced to constantly show ingenuity, enterprise, "courage", be in sight and prove their usefulness and even indispensability in the group to which they belong with their "achievements". Such activity leads to communication difficulties and emotional stress, which create conditions for disturbed behavior. Early maturing adolescents have little time to adapt to a new physical appearance, resulting mental state and position among peers and in the family. Reactions to body features are different in boys and girls.

Behavioral disorders due to emerging sexual attraction. The pace, time, complexity of puberty affect behavior.

With precocious puberty in some cases, affective disorders occur, in others - psychopathic-like behavioral disorders such as disharmonic infantilism, behavioral disorders (pretentiousness, irascibility, aggressiveness), disorder of drives, especially sexual.

With delayed sexual development slowness, lack of concentration, uncertainty, clumsiness, lethargy, impulsiveness and difficulties in adapting to a new situation appear. Teenagers become unassembled, unsure of themselves.

Older children may experience unusual cruelty (sadism), peeping at naked people, cross-dressing, self-exposing, cooperative masturbation, forcing other teenagers and children to nude, perverted interest in urination and defecation, seduction of younger children. Adolescents also have sexual fantasies with masturbation, discussions on erotic themes, exhibitionistic games (with undressing each other), early heterosexual contacts, homosexual oral-genital and anal-genital contacts, promiscuity. Sexual desires can lead to aggression.

Adolescents have insufficiently conscious and increased sexual desire. Gender identification has not yet been completed. Therefore, deviations in sexual behavior easily occur. Adolescents with accelerated and delayed maturation are especially susceptible to them. For the former, a strong sexual desire arises long before social maturity, for the latter, there is a desire to assert themselves, overtaking peers in sexual activity. In addition, those who are lagging behind in development may become the object of seduction by their older comrades. Sexual deviations in adolescents depend on the situation and are transient. Among them may be visionism (peeping at the naked), exhibitionism (demonstration of one's nudity), manipulation of the genitals of younger children or animals. As they grow older and during the transition to a normal sexual life, deviations disappear completely. In unfavorable cases, they become

they become a bad habit and persist along with normal sexual behavior or resume in the absence of a normal sexual life, seductive influence. If masturbation appears before puberty, reaches a high frequency, is accompanied by neurotic symptoms or depressive experiences due to one's behavior, it should be considered as a deviation. Petting, i.e. mutual caresses without sexual intercourse, to achieve orgasm, is used by adolescents in order to avoid defloration and pregnancy. It can be considered deviant if practiced before the age of puberty. The emergence of sexual relations before full physical maturation can be considered as a deviation. Adolescent promiscuity (repeated change of partners and frequent sexual intercourse) is a sexual deviation. It is often combined with alcoholism, which in some disinhibits drives, while in others leads to passive submission. Transient adolescent homosexuality is usually situational. Often it manifests itself in closed educational institutions, where adolescents of the same sex are concentrated. In younger adolescents, this deviation may be due to corruption, imitation and coercion. This deviation is more often found in male adolescents than in girls. The possibility of transient homosexuality is explained by the insufficient maturity of sexual desire. Unlike true homosexuality, an object of the opposite sex is always attractive.

Behavioral disorder due to psychological characteristics. In younger adolescents, there are disproportions in the level and pace of personality development. The emerging sense of adulthood leads to an overestimated level of claims. Emotionality becomes unstable, characterized by sharp mood swings, rapid transitions from exaltation to a depressed mood. When a teenager encounters a misunderstanding of his aspirations for independence, as well as in response to criticism of physical abilities or external data, flashes of affect arise. The most unstable mood is noted at 11-13 years old in boys and at 13-15 years old in girls. The most pronounced stubbornness falls on the same age. In older adolescents, physical maturation is completed, emotional instability becomes less pronounced. They are concerned about the right to independence, they are looking for their place in life. There is a differentiation of abilities, interests, a worldview is developed, a psychosexual orientation is determined. However, purposefulness and perseverance at this age still coexist with impulsiveness and instability. Excessive self-confidence and categoricalness are combined with sensitivity and self-doubt. The desire for wide contacts coexists with the desire to be alone, arrogance with shyness, romanticism with pragmatism and cynicism, the need for tenderness with sadism. The development of the personality of a teenager occurs under the influence of the culture and society that educates him, is associated with the socio-economic status and gender. Puberty in modern adolescents ends before the onset of social maturity. The existing freedom of choice of life path lengthens the time of adaptation. At the same time, social maturation occurs unevenly and depends on the completion of education, material independence or the onset of adulthood. A teenager in some areas of life may be unadapted and it is hard to experience his failure. For example, having authority in a group of athletes, a teenager may be completely immature in relationships with people of the opposite sex. During the life of a teenager, the range of social roles expands: a student, an amateur participant, a member of a sports team, etc. However, their development is difficult, which can lead to great emotional stress and behavioral disorders. The subjective significance and correlation of different roles and relationships is changing.

ACCENTUATIONS OF CHARACTER

The behavior of children and adolescents is determined by what the characteristics of their psyche are, because, as the bearer of previous experience and innate, as well as acquired ways of responding to life circumstances, it actually organizes a system of relations with the environment. It is not enough to evaluate behavior as a separate process; one should study the carrier of this process - the personality. Otherwise, the activity will be studied in isolation from the actor. Personality is revealed in every activity, being determined in every reaction by the history of its past. Therefore, for a correct explanation of the activity performed, knowledge of the personality and its characteristics is necessary. Personality is a dynamic organization in the individual of those psychophysical systems that determine its integral adaptation to its environment (Allport G.). The personality acts as a united set of internal mental conditions through which all external influences are refracted.

People differ from each other in such distinctive features that give them individual traits. These individual traits, according to K. Leonhard (1976), belong to the sphere of orientation of interests and inclinations, to the sphere of feelings and will, and to the sphere associated with intelligence (interest, desire for orderliness). The accentuated traits are nowhere near as numerous as the varying individual ones. Accentuation is, in essence, the same individual traits, but with a tendency to move into a pathological state. With great severity, they leave an imprint on the personality as such and, finally, can acquire a pathological character, destroying the structure of the personality. Accentuated personalities are not pathological. Among them are individuals with a pronounced original mental warehouse.

Accentuated personalities potentially contain both the possibility of socially positive achievements and a socially negative charge. V. M. Bekhterev (1886) wrote about the transitional degrees between psychopathy and the normal state and about such a weak severity of psychopathy that under normal conditions it is not detected. This also includes "easily losing balance", discordant-normal, "latent psychopaths" [GannushkinP. B., 1933].

A. E. Lichko (1983) argues that with character accentuations, his features, as opposed to psychopathy, may not appear everywhere and not always. They can only be found under certain conditions. These features do not prevent satisfactory social adaptation, or its violations are transient. Each type of accentuation has its own “weak points” that are different from other types. So, for a hyperthymic character, the situation of isolation is difficult, and for a schizoid character, the need to establish informal emotional contacts is difficult. Under certain circumstances, the accentuator may find increased resistance. The schizoid easily tolerates loneliness, hyperthymia - an environment that requires increased activity. In connection with the foregoing, A.E. Lichko gives the following definition: character accentuations are extreme variants of his norm, in which individual character traits are excessively strengthened, which reveals selective vulnerability to a certain kind of psychogenic influences with good and even increased resistance to others.

The number of accentuated personalities in the population is 50%. Moreover, these data are valid for both adults and children. Among older adolescents, accentuants are found in 62% [Ivanov N. Ya., 1978]. The dependence of the frequency of occurrence of character accentuations on gender is noted. For example, both in the younger adolescence and in the older one, there are more accentuators among males, 52-42% and 52-51%, respectively.

A. E. Lichko (1977) describes the following main types of accentuations character: hyperthymic, cycloid, labile, asthenoneurotic, sensitive, psychasthenic, schizoid, epileptoid, hysteroid, unstable.

Hyperthymic type. It is characterized by high spirits, a thirst for activity, increased talkativeness, inextinguishable optimism, only for a short time overshadowed by misfortunes and failures. An increased thirst for activity contributes to the achievement of production and creative success. Lack of sustained attention can lead to interesting associations. Hyperthymic individuals are brilliant conversationalists, always finding enthusiastic and appreciative listeners, yet they may miss things that need to be taken seriously. They are able to violate ethical norms without much remorse. They embark on dubious enterprises, often putting their property, position, and authority at stake. They take on a lot, but do not always bring the matter to the end. From childhood, they are noisy, sociable, overly independent, bold, prone to mischief, quick-tempered, easily enter into conflicts, always strive to lead, because of distractions and restlessness, they study unevenly.

Sexual feeling awakens early, so early manifestations of sexuality are possible.

The “weak point” of hyperthymia is intolerance to a monotonous environment, monotonous work, limited contacts, idleness, opposition to leadership attitudes.

cycloid type. This type is characterized by a change in hyper- and dysthymic states, which occurs without an apparent reason or in connection with certain events. The duration of these conditions ranges from several days to several weeks. In dysthymic states, lethargy, loss of strength, decreased mood are observed, communication becomes difficult, efficiency decreases, even minor troubles and experiences are hard to experience. Appetite drops, sleep worsens, weakness is often noted in the mornings, complaints of boredom appear, there are thoughts about one's own worthlessness, suicidal intentions. In this phase, it is especially difficult to change the habitual routine of life, for example, the change from a strictly regulated life with parents to an independent existence outside the family.

The hyperthymic state in its characteristics approaches what is observed with hyperthymic accentuation.

Labile type. Carriers of this type react to life more violently than others. They are equally easily delighted with joyful events and despair with sad ones. Mood changes are less associated with selfish stimuli, more often they are motivated by altruistic urges. They develop strong attachments. To the depths of their souls, they are permeated with love for music, art, nature. These accentuators are extremely impressionable, compassion and pity for the offended and destitute can lead them to despair. Artistic talent is a frequent quality of labile personalities.

In childhood, they do not differ from their peers or turn out to be more neurotic. Sexual activity is usually limited to courtship. The drive remains insufficiently differentiated for a long time.

The "weak link" in this type of people is their emotional rejection by significant persons, the loss of loved ones or separation.

Asthenoneurotic type. Accents of this type are characterized by increased fatigue, irritability, a tendency to hypochondria, affective outbursts, and tearfulness.

As children, accentuants show signs of neuropathy: sleep disturbances, moodiness, tearfulness, fearfulness.

"Vulnerable point" - the realization of the impracticability of plans, the unreality of hopes and desires, resulting in neurasthenia or other psychogenic disorders.

sensitive type. The main features of this type are: excessive impressionability and a sense of inferiority. These accentuants reveal many shortcomings in the field of moral, ethical and volitional qualities. They are very attached to loved ones. They have a highly developed sense of duty, responsibility, unusually high moral requirements for themselves and others.

In childhood, they are shy, afraid of the dark, animals, loneliness, avoid too lively peers, do not like noisy games, timid and shy. They are afraid of exams, they are embarrassed by the answers at the blackboard. Sexual desires increase shyness and feelings of inferiority, especially when onanism appears. "Weak link" - a situation in which the accentuator is the object of ill will, ridicule and suspicion of unseemly behavior.

psychasthenic type. Representatives of this type are indecisive, hesitate for a long time at the beginning of any business, seek confirmation of the success of future activity, doubt. They are suspicious, afraid of everything new, constantly in doubt, fear of the bad, dangers, misfortunes, in connection with this, it is very difficult for them to wait. In childhood, they are timid, timid, motor awkward, prone to reasoning, "adult" intellectual interests and the development of phobias of strangers, new objects, darkness.

Sexual development is often ahead of the physical.

Breakdowns are possible when experiencing a situation of increased responsibility.

Schizoid type. To assess reality, an accentuant of this type is more important than his own ideas than perceptions and sensations. He creates a picture of the world around him in accordance with his own judgments and on the basis of life experience. The more pronounced the accentuation, the more the person moves away from reality. Unexpressed introversion contributes to independence of judgment, and strong introversion favors the creation of an unreal world. Attempts to act in this regard lead to a collision with a reality that was not sufficiently taken into account when creating action plans. Accentuants are more thoughtful and less ready to act. Expressed immersion in one's own experiences leads to isolation from other people. Another reason for communication difficulties may be the weakness of emotional contacts. The latter is largely determined by the poverty of their effectiveness, the underdevelopment of instincts, the ability to empathize and the lack of intuition.

From an early age, these children prefer solitude, play alone, avoid noisy peer groups, preferring to them the company of adults whose conversations are of interest to them. They are not childishly restrained and lack lively efficiency.

Sexual activity is often not noticeable to others. Contempt for sexual life can be combined with persistent onanism and vivid erotic fantasies in reality and in a dream.

The need to quickly and easily enter into informal contacts creates an unbearable situation for schizoids.

epileptoid type. Accentuants of this type are characterized by aspirations for affective relaxation, explosiveness, impulsiveness, discontent, violent and rude protests, and resolving conflicts with physical force. There is an underlying build-up of affect, cruelty. Thinking is heavy, detailed, stuck,

In childhood, this accentuation is rarely found, but if it is formed early, then excessive, inconsolable tearfulness, sadistic inclinations, frugality and petty accuracy unusual for age are observed.

Strong sexual desire, a tendency to sexual excesses, sadistic and masochistic tendencies are characteristic of epileptoids.

They do not tolerate disobedience, material losses, they are not able to limit their lust for power, curb jealousy, almost any affect can become uncontrollable and lead to cruel aggression.

hysterical type. They are characterized by egocentrism, capriciousness, demonstrativeness, intrigue, the need for

knowledge, overestimation, the desire to seem, and not be, self-praise, self-incrimination, slander of other people, fantasies, extravagant appearance and actions, self-pity, thoughtlessness of actions, lack of deep and sincere feelings.

From childhood, they can’t stand it when others are praised, toys are not so much played as they brag about. They strive to attract attention, solicit admiration and praise, for this they demonstrate their knowledge, skills, "talents".

Sexual attraction is not strong, sexual behavior is extravagant, defiant. They talk about "victories, adventures", present themselves as experienced, dissolute,

unstable type. Representatives of this type strive for pleasure, idleness, entertainment. In this regard, they soon obey those who offer to try smoking, drinks, psychoactive substances, they are looking for unusual adventures, including in sexual relationships. They are suggestible and carefree. They are indifferent to family members, neglect household duties. Close people are often seen as a source of funds for pleasure and entertainment. They are cowardly, lack initiative, and in this regard, they easily become the prey of criminal elements.

In childhood, they are naughty, restless, easily fall under the influence of others, and with difficulty learn the rules of behavior. Refusing to study. They are engaged and perform the regimen only under strict control.

Sexual attraction is not strong, under the influence of someone else's example, they start a sexual life early, which becomes a source of entertainment for them.

The weak point of accents is leaving them to themselves without any control.