1. Write down the definition of the concept.
Deviant behavior - Deviant behavior is, on the one hand, an act, human actions that do not correspond to officially established or actually established norms or standards in a given society, and on the other, a social phenomenon expressed in mass forms of human activity that do not correspond to officially established or actually existing norms or standards in a given society. Social control is a mechanism of social regulation, a set of means and methods of social influence, as well as social practice of their use.
Deviant behavior is a kind of social choice: when the goals of social behavior are incommensurate with the real possibilities of achieving them, individuals can use other means to achieve their goals. For example, some individuals, in pursuit of illusory success, wealth or power, choose socially prohibited and sometimes illegal means and become either delinquents or criminals. Another type of deviation from norms is open disobedience and protest, demonstrative rejection of the values and standards accepted in society, characteristic of revolutionaries, terrorists, religious extremists and other similar groups of people actively fighting against the society within which they are located.
In all these cases, deviation is the result of the inability or unwillingness of individuals to adapt to society and its requirements, in other words, it indicates a complete or relative failure of socialization.
2. Fill in the blanks in the diagram.
Deviations from social norms can be:
Positive, aimed at overcoming outdated norms or standards and associated with social creativity, contributing to qualitative changes in the social system;
Negative - dysfunctional, disorganizing the social system and leading to its destruction, leading to deviant behavior.
Illustrate with examples each type of deviant behavior you have indicated at the level of the individual, social group, and state. Fill out the table.
A striking example is the international charity campaigns of the American entrepreneur and public figure George Soros (born in 1930). In Russia alone, the Soros Foundation spent more than $350 million in ten years (1987-1997). Or another, smaller, but significant example is the selfless behavior of a man who gave shelter to homeless animals in his apartment.
Deviant behavior can be depicted as a straight line with two extreme points.
On one half of this line there will be negative actions, actions and habits:
Drunkenness,
Hooliganism,
Drug addiction, etc.
On the other half - positive deviance:
Heroism,
Creative insight,
Superintelligence, etc.
3. Read the text and complete the tasks.
Deviant behavior is always assessed from the point of view of the culture accepted in a given society. This assessment is that some deviations are condemned, while others are approved. In our society, people who fall under the definition of a genius, a hero, a leader, or the chosen one of the people are culturally approved deviations. Such deviations are associated with the concept of exaltation, that is, elevation above others, which is the basis of deviation. We will try to highlight the necessary qualities and modes of behavior that can lead to socially approved deviations.
(Based on the book by modern sociologist S. S. Frolov)
1) How do you understand the phrase “culturally approved deviation”?
Deviant behavior is always assessed from the point of view of the culture accepted in a given society. This assessment is that some deviations are condemned, while others are approved. For example, a wandering monk may be considered a saint in one society, but a worthless slacker in another. In our society, people who fall under the definition of a genius, a hero, a leader, or the chosen one of the people are culturally approved deviations. Such deviations are associated with the concept of exaltation, i.e. elevation above others, which is the basis of deviation. Each of us has our own ideas about the concept of exaltation. The same can be said about group performances. Additionally, rankings of great people change over time. For example, when there is a need to protect society, brilliant commanders come first in importance; at other times, political figures, cultural figures, and scientists can become the greatest. We will try to highlight the necessary qualities and modes of behavior that can lead to socially approved deviations.
2) How are deviant behavior and the process of exalting a person related?
In our society, people who fall under the definition of a genius, a hero, a leader, or the chosen one of the people are culturally approved deviations. Such deviations are associated with the concept of exaltation, that is, elevation above others, which is the basis of deviation.
We will try to highlight the necessary qualities and modes of behavior that can lead to socially approved deviations.
1) Increased intelligence can be considered as a way of behavior that leads to socially approved deviations only when a limited number of social statuses are achieved.
2) Special inclinations allow one to demonstrate unique qualities and specific talent in very narrow, specific areas of activity.
3) Overmotivation. Many scientists believe that intense motivation often serves as compensation for deprivations or experiences experienced in childhood or adolescence.
4) A happy accident can contribute to the manifestation of a person’s abilities in certain types of activities. Great achievements are not only a pronounced talent and desire, but also their manifestation in a certain place and at a certain time.
4) Explain why the exaltation of superintelligent people is possible only in a few types of activities.
Because few professions are suitable for super-intelligent people. For example, the professions of a plumber, builder, welder, mechanic, etc. do not require special mental abilities, and vice versa, the professions of a mathematician, economist, scientist, etc. suitable for highly intelligent people, as there is great potential in these professions; You can develop in them for a very long time.
5) Give an example of a specific personal talent.
There are people who are able to distinguish odors very subtly, and their talent is used in the perfume industry.
6) Give an example of a figure whose exaltation was helped by a happy accident.
The Great Suvorov only became Suvorov because he once ordered the walls of the monastery to be stormed in order to train soldiers. Catherine found out about this eccentricity and from then on Suvorov’s affairs went up (this is his own opinion).
4. When discussing the problem of deviant behavior of adolescents, the opinion is often expressed that parental control can prevent a teenager from violating social norms.
Give some arguments for and some arguments against this opinion.
1) If a parent controls the child, he will be able to prevent deviant behavior in time.
1) All people are different. And it may happen that the teenager may not understand parental control. This can lead to a quarrel with parents and to the fact that the teenager will more covertly violate norms of behavior.
I think everything is good in moderation. To prevent deviant behavior, you should not control your child all the time. It still won't work. Parents need to instill morality in their child from childhood, teach him how to live. Then there will be no problems with deviant behavior.
5. Research on the motivation of teenagers to take up drugs, conducted in schools in one of the regions this academic year, revealed the following motives (the lexical features of the answers are preserved):
They help take your mind off personal troubles;
It’s nice, they make you “go crazy”;
All my friends are trying, I don’t want to be the “black sheep”;
Using a drug is "cool";
At a disco you have to do what everyone else does.
Compose a short message to your peers with any of these motivations and explain why drugs should not be taken.
To the last argument - it is not always good to do what everyone else does. If everyone jumps from a bridge, you won’t jump like everyone else.
There are many other ways to distract yourself from troubles, and drugs entail much greater troubles than those from which you will try to distract yourself.
Getting a Nobel Prize is cool, but drugs are a vice, most people don't respect and despise drug addicts. So drugs are far from cool, they are scary and terrible.
1An analysis of psychological and pedagogical literature on the problem of deviant (deviant behavior) of children of primary school age was carried out. Deviant behavior as a specific construct has been studied by different scientific directions and schools in terms of various concepts, such as: “deviant behavior”, “asocial behavior”, “antisocial behavior”, “delinquent behavior”, “addictive behavior”, “destructive behavior”, "amoral behavior". The variety of theories, principles, approaches to the interpretation of this concept makes it possible to more fully and thoroughly consider the phenomenon of deviant behavior, its true causes, the originality of its manifestation and the specifics of its formation. The question of defining the concept of “deviant behavior” is of an interdisciplinary and debatable nature. The starting points for understanding the essence of deviant behavior are the following categories: “norm”, “social norm”, “deviation (deviation)”, “pathology”, “behaviour”, “act”, “misconduct”, which are also considered by the author in this article. Based on a comparison of philosophical, sociological, psychological and pedagogical aspects, the author gives his definition of the concept of “deviant behavior”.
social norm
deviation (deviation)
pathology
behavior
deviant behavior
1. Larionova I.A. Formation of the readiness of social teachers to work with adolescents of deviant behavior in educational institutions: monograph / I.A. Larionova, O.S. Toisteva. – Ekaterinburg: Ural. state ped. univ. 2007. – 194 p.
2. Ozhegov S.I. Dictionary of the Russian language: Ok. 57,000 words / ed. N.Yu. Shvedova. – 20th ed., stereotype. – M.: Rus. lang., 1988. – 750 p.
3. Pedagogy: Great modern encyclopedia / comp. E.S. Rapacevich. – Minsk: “We will modernize. word", 2005. – 720 p.
4. Pedagogical dictionary: textbook. aid for students higher textbook institutions / author: V.I. Zagvyazinsky, A.F. Zakirova, T.A. Strokova etc.; edited by IN AND. Zagvyazinsky, A.F. Zakirova. – M.: Publishing center “Academy”. 2008. – 352 p.
5. Pedagogical encyclopedic dictionary / ch. ed. B.M. Bim-Bad. – M.: Great Russian Encyclopedia, 2002. – 528 p.
6.Polonsky, V.M. Dictionary of education and pedagogy. – M.: Higher. school, 2004. – 512 p.
7. Dictionary of social pedagogy: textbook. aid for students higher textbook establishments / auto-comp. L.V. Mardakhaev. – M.: Publishing Center “Academy”, 2002. – 368 p.
8. Sociological encyclopedic dictionary / editor-coord. G.V. Osipov. – M.: Publishing group INFRA-M – NORMA, 1998. – 488 p.
9. Philosophical encyclopedic dictionary / editorial board: S.S. Averintsev, L.F. Ilyichev, S.M. Kovalev etc. – 2nd ed. – M.: Soviet Encyclopedia, 1989. – 815 p.
The problem of deviant (deviant) behavior, despite the huge amount of empirical and theoretical research in various fields of scientific knowledge, belongs to the category of the most complex, controversial and at the same time relevant. Its relevance lies in the fact that every year there is a tendency to increase the number of children with behavioral disorders. In addition, the problem of deviant behavior in primary school age remains insufficiently studied today.
Most children with deviant behavior experience difficulties in social adaptation. Violations of interaction with the social environment are the cause of deviations in the behavior of children, which, in turn, determines the specifics of their training and upbringing in general.
The organization and implementation of the prevention of deviant behavior in children requires a comprehensive understanding of the concept of “deviant behavior.”
Deviant behavior as a specific construct has been studied by different scientific directions and schools in the aspect of such concepts as “deviant behavior”, “asocial behavior”, “antisocial behavior”, “delinquent behavior”, “addictive behavior”, “illegal behavior”, “destructive behavior” ", "amoral behavior". The question of defining the concept of “deviant behavior” is interdisciplinary and debatable. The variety of theories, principles, and approaches to the interpretation of this concept makes it possible to more fully and thoroughly consider the phenomenon of deviant behavior, its true causes, the originality of its manifestation and the specifics of its formation. Let us dwell on the variability in the interpretation of the concept of “deviant behavior”.
S.Yu. Borodulina, V.I. Dobrenkov, I.A. Nevsky, V.G. Stepanov, M.V. Firsov defines deviant behavior as the social behavior of an individual or group that does not correspond to established norms, patterns and rules that have developed in a given society, as a result of which these norms are violated by them.
I.S. Kohn clarifies the definition of the concept of “deviant behavior” as “a system of actions that deviate from generally accepted or implied norms, be they norms of mental health, law, culture or morality.” The behavior in question is interpreted in a similar way by V.G. Bazhenov, A.V. Ivanov, F.A. Mustaeva, V.A. Pyatunin, focusing on the system of actions that violate the manifesting norms and standards of society in various spheres of its life.
According to A.Yu. Egorova, E.V. Zmanovskaya, G.I. Makartycheva, deviant or deviant behavior is a stable behavior of an individual, deviating from the most important social norms, causing real damage to society or the individual himself, and also accompanied by his social disadaptation.
Point of view of A.V. Petrovsky and M.G. Yaroshevsky is shared by S.A. Belicheva, who notes that deviant (deviant) behavior is behavior (social deviations) that contradicts the legal or moral norms established in society and is the result of unfavorable social development, socialization disorders that occur at different age stages.
According to L.V. Mardakhaev, most often deviant behavior is understood as a negative deviation in a person’s behavior depending on his age, which contradicts not only legal or moral norms accepted in society, but also role purposes.
Psychiatrist A.G. Konyakhin, as well as teachers I.A. Larionov and O.S. Toisteva consider deviant behavior as a stereotype of behavioral response associated with a violation of social norms and rules of behavior corresponding to a certain age period, characteristic of microsocial relations (family, school) and small gender and age social groups, which leads to social maladjustment.
According to A.I. Lozhkin, deviant behavior is not just behavior that differs in its unusualness from the standard, average one, but behavior that is undesirable from the point of view of maintaining health or maintaining public order, as it is formed due to unfavorable psychosocial development and disturbances in the socialization process, manifested in various forms of maladjustment of behavior.
V.F. Shevchuk believes that deviant behavior must be understood as a set of actions and deeds that do not correspond to formalized or informal social norms, bordering on socio-psychological degradation of the individual and causing negative psychological effects in the social environment.
In the studies of N.S. Soldatov’s deviant (deviant) behavior is presented as an act that can manifest itself in the form of a person’s action or inaction, can be expressed in words or attitudes towards something, in the form of a gesture, look, tone of speech, semantic subtext, in the form of an action aimed at overcoming any obstacles or restrictions.
Deviant behavior, as defined by N.R. Sidorov, is the behavior of an individual that consistently destroys the established system of interpersonal interactions and communication in the human community to which he belongs. The psychological basis of an individual’s deviant behavior is some characteristic features of the dynamic system of his semantic relationships to the people around him and himself. The researcher emphasizes the fact that deviant behavior of an individual is behavior that disrupts or destroys interpersonal interactions that have developed during the optimal course of joint activity, the result of which is useful and valuable for the group as a whole.
V.T. Kondrashenko and S.A. Igumnov define deviant, or deviant, behavior as follows: “deviation from the norms of interpersonal relationships accepted in a given specific historical society: actions, deeds and statements made within the framework of mental health; These are behavioral disorders not caused by neuropsychiatric diseases.”
Yu.A. Clayberg, as well as N.V. Pereshein and M.N. Zaostrovtsev characterize deviant behavior as a specific way of changing social norms and expectations through an individual’s demonstration of a value-based attitude towards society. At the same time, Yu.A. Clayburgh notes that deviant actions act as a means to achieve a significant goal; as a way of psychological relaxation, satisfying blocked needs and switching activities; as an end in itself in self-realization and self-affirmation.
Let us summarize the points of view stated above. In most scientific works, despite some differences, deviant behavior is generally described as the actions and actions of people that do not correspond to traditional socio-cultural, legal, moral norms, expectations or patterns of behavior. However, many scientists also believe that deviant behavior is, as a rule, negative actions and actions of an individual who comes into confrontation with the prevailing rules, standards and values in society.
In addition, as the main criterion of deviant behavior, researchers, on the one hand, designate behavior or a set of actions that contradict social norms, standards, and standards, and on the other hand, behavior that does not meet social expectations.
Thus, the essence of deviant (deviant) behavior lies in the fact that such behavior is always formed on the basis of a discrepancy between the behavior and activities of an individual with the rules and standards common in society or a specific social group and in most cases has a destructive nature, individual-typological, age-related and gender characteristics of manifestation, causes a reaction of condemnation and a negative assessment of others, and is accompanied not only by social and psychological maladaptation, but also by personal destruction.
Thus, in philosophical literature, deviant behavior in most cases is considered as individual actions or a system of actions that contradict both written and unwritten legal or moral norms and laws of a given society.
From a psychological point of view, deviant behavior is predominantly interpreted as a set of actions or individual actions, actions that violate social, psychological, moral norms, rules and principles accepted in society; behavior that causes harm (psychological, physical, social, moral) to the individual or society as a whole and leads the offender (deviant) to isolation, treatment, correction or punishment.
In pedagogical science, deviant behavior is most often understood as persistently repeating behavior from socio-moral, legal norms and imperatives given or traditionally established in a society (group), or recognized standards of behavior and interaction with the environment (social) environment, a violation of the process of internalization and extrapolation of moral norms and cultural values, as well as self-realization and self-actualization of the individual in society, accompanied by its social maladjustment.
As a rule, in sociology this term (“deviant or deviant behavior”) refers to human behavior (activity) that does not coincide with regulated social norms, stereotypes, values and expectations, as well as social roles and criteria of behavior and, as a consequence, causing the need for appropriate reactions from others (social group) or society as a whole (for example, conflict situations).
The disciplinary distinction presented is relative.
It is known that the term “deviant behavior” often acts as a synonym for the concept “deviant behavior”. The expression “deviant behavior” literally translated from Latin - deviation means “deviating from the road.” These concepts are considered by many scientists, as shown above, to be adjacent, equivalent and interchangeable.
According to the above, the starting points for understanding the essence of deviant behavior are the following categories: “norm”, “social norm”, “deviation (deviation)”, “pathology”, “behavior”, “act”, “misconduct”. Let's take a closer look at these concepts.
Deviant (deviant) behavior, as well as deviation, is traditionally correlated with the concept of “norm”, “social norm”.
In the Russian language dictionary S.I. Ozhegov’s norm is defined as “a legalized establishment, a recognized obligatory order, a structure of something.”
In the Russian explanatory dictionary V.V. Lopatin and L.E. Lopatina, a norm is “a legalized establishment, a recognized mandatory order, state; pattern, rule."
From the point of view of pedagogy, a norm (behavior) is the socially expected reactions and actions of a person of a certain age, gender and position to a particular situation formed in a certain cultural environment.
According to V.I. Zagvyazinsky and A.F. Zakirova, the norm can be cultural, professional, situational, age-related and other in nature. Consequently, the fact of deviation in behavior depends on the cultural, territorial and other characteristics of the environment and situation in which the behavior is reproduced, as well as on the personal, age, role, social and other characteristics of the person who carries it out.
Social (group) norm V.M. Polonsky, the author of a dictionary on education and pedagogy, is considered as objectively developed or accepted and established requirements, standards of behavior, and communication in a given social group, imposed on an individual (child, teenager, adult), compliance with which is a necessary condition for regulating the behavior of members of this group, the nature of their relationships, interaction and communication and acts as a necessary condition for the inclusion of individuals in this social group, community.
The sociological encyclopedic dictionary gives the following definition of the concept “social norms” - these are patterns, standards of activity, rules of behavior, the fulfillment of which is expected from a member of a group or society and is supported by sanctions. Social norms ensure orderliness and regularity of social interaction.
In terms of interpretation of this concept, Yu.A. Clayburgh draws attention to the fact that he understands a social norm as a sociocultural instrument conditioned by social practice for regulating relations between people (groups) in the specific historical conditions of their life and activities.
L.V. Mardakhaev characterizes deviation as “deviation from the normal position, structure,” and Yu.Yu. Komlev and N.Kh. Safiullin - as “an act of deviation that goes beyond one or more social norms.”
In the Explanatory Dictionary of the Russian Language, the concept of “deviation” is “discrepancy, violation.”
Social deviations, as emphasized by V.N. Kudryavtsev, these are “violations of social norms that are characterized by a certain mass, stability and prevalence under similar social conditions.” Deviation from the norm is called social, primarily because the norm itself is social.
So, the concepts of “norm” and “deviation” (deviation) should be considered as interdependent and interdependent categories. Norm and deviation always imply each other; one cannot exist without the other. It is known that a deviation without the presence of a corresponding norm cannot be identified, and a norm without deviation cannot be identified and established.
The next concept that has a certain meaning in the context of the study of deviant behavior is “pathology”.
In the Russian Explanatory Dictionary, pathology is presented as “painful deviation from the norm,” and in the Pedagogical Encyclopedic Dictionary B.M. Bim-Bada pathology is interpreted as the doctrine of the essence, causes and symptoms of diseases.
In the Sociological Encyclopedic Dictionary, the concept of “social pathology” is highlighted, meaning:
1) human actions, deeds, types of behavior that society regards as harmful, undermining law and order and public morality (crime, hooliganism, alcoholism, drug addiction, etc.);
2) various diseases that accompany the development of the social organism and weaken its functioning.
In the first case, the definition of the concept “social pathology” coincides with the interpretation of the essence of deviant behavior, as evidenced by the fact that the concepts under consideration are identified in this literary source.
In addition, based on an analysis of scientific literature, it was found that “pathology” is predominantly a medical category, rather than a pedagogical one.
When studying deviant behavior, it is also important to focus on the definition of such concepts as “behavior”, “act”, “offence”.
Behavior is “the nature of actions, actions.” Action and offense are units of behavior. An act, in turn, is “an action performed by someone.” Accordingly, an offense is “an act that is a violation of some norms or rules of behavior.”
From a pedagogical point of view, behavior is defined as a conscious or unconscious emotionally charged way of a person’s reaction to a certain situation caused by a particular desire in different circumstances.
In a certain way V.M. Polonsky considers an act as a conscious action or inaction, a position expressed in words, an action aimed at overcoming physical obstacles or the search for truth, in which a person asserts himself as an individual in his relationship to a group, society, himself.
Misdemeanor, according to E.S. Rapacevich, is an action that violates moral and legal norms, punishable by public condemnation or a fine. Consequently, an offense is a unique form of manifestation of deviation, since its basis is also determined by the violation of relevant norms.
Thus, the study of the key categories that make up the content of the concept of deviant behavior indicates its specificity, manifested in various classifications, approaches, and characteristics of deviant behavior.
Based on a comparison of philosophical, sociological, psychological and pedagogical aspects, the concept of “deviant (deviant) behavior” can be interpreted as a negative and disapproved system of actions or individual actions, actions, gestures, words, statements of a person that do not correspond to or contradict officially established or actually established society and the state to norms, rules, principles, ideas and role purposes, namely the value-normative system, at a certain stage of the functioning and development of society as a result of the influence of unfavorable factors that cause disruption of the process of formation and socialization of the individual.
Reviewers:
Belkin A.S., Doctor of Pedagogical Sciences, Professor, Director of the Institute of Fundamental Psychological and Pedagogical Education of the Ural State Pedagogical University, Yekaterinburg;
Pozdnyak S.N., Doctor of Pedagogical Sciences, Professor of the Department of Economic Geography and MOG, Ural State Pedagogical University, Yekaterinburg.
The work was received by the editor on November 14, 2012.
Bibliographic link
Larionova S.O. DEVIANT BEHAVIOR AS A SCIENTIFIC AND PEDAGOGICAL PROBLEM // Fundamental Research. – 2013. – No. 1-1. – P. 90-94;URL: http://fundamental-research.ru/ru/article/view?id=30882 (access date: 01/24/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
Features of deviant behavior
Definition 1
In addition, it is important to understand what the norm is. To determine it, a statistical criterion is used: they look at how often a particular phenomenon occurs in society. The statistical criterion is complemented by qualitative and quantitative assessment. Here the degree of severity and threat to life is analyzed. In medicine, the psychopathological criterion is also used.
Note 2
There is behavior that is recognized as deviant even without such assessments: for example, crimes or attempted suicide.
Principles of diagnosing deviant behavior
In modern practice, the diagnosis of deviant behavior is based on the following principles:
- the principle of prevention, which consists in carrying out preventive measures;
- the principle of consistency, which involves a number of related activities;
- the principle of collective work of all systems;
- principle of objectivity;
- the principle of integrity in the perception of the diagnostic object;
- the principle of considering all processes in dynamics;
- the principle of determinism - the search for cause-and-effect relationships;
- principle of competence;
- principle of personalization.
In school practice today, diagnosis is symptomatic, but is not carried out constantly, as it should be.
(C. Lombroso, W. Pierce, H. Eysenck, W. Scott, G. Allport, E. Durkheim - reports).
The problem of deviant behavior quite widely represented Vscientific literature, has a long history. Thus, already in the 19th century, a new approach to solving this problem was emerging, the main essence of which was the desire to reveal the causes of deviant behavior, to identify its mechanisms and factors that provoke behavioral attitudes from accepted norms and, on their basis, to develop programs of measures to prevent various types of deviant behavior .
Numerous concepts of deviant behavior are known, ranging from biogenetic to cultural-historical.
The authors of sociologizing concepts (D. Watson and others) believe that there is nothing innate in human behavior, and each of his actions is only a product of external stimulation. From here, by manipulating external stimuli, you can “make” a person of any type.
Recently, there has been a convergence of “biosocial” and “socio-biological” theories of deviant behavior. In this regard, the concepts of neo-Lombrosians are indicative, where we are no longer talking about “innateness” (C. Lambroso), but about a person’s “predisposition” to criminal behavior (T. Gibbens, H. Jones, V. Sauer, L. Steiner, etc. ).
A popular theory of deviant behavior is the theory of “social anomaly” by R. Merton. Pointing out the close connection of deviant behavior with social structures, R. Merton tries to trace how the latter exerts a certain pressure on members of society, pushing them onto the path of deviations from generally accepted rules. As a result, five types of deviant behavior are identified, arising as a way of adapting individuals to the conditions of their immediate environment: - submission, innovation (renewal), ritualism, retreatism (withdrawal from life - tramps, renegades, chronic alcoholics, drug addicts), rebellion.
The theory of multiple factors is very widespread in a number of countries, according to which there is no single factor leading to deviant behavior, but there are many specific factors, conditions and provisions that cause deviant behavior and contribute to its development.
In Russian psychology (M.A. Alemaskin, L.N. Zyubin, K.E. Igoshev, A.N. Leontiev, A.E. Lichko, D.I. Feldshtein, etc.) it has been convincingly shown that deviant behavior is not is determined by “innate mechanisms”, determined by socio-psychological reasons, including the nature of the microenvironment, group relationships, and shortcomings in upbringing. It is under their influence that types of deviant behavior such as aggression, anomia, and frustration arise and develop. Recently, the dominant factor in deviant behavior is the systemic crisis of the state, economy, society and personality.
Deviant behavior from the Latin deviatio - deviation. Deviant (deviant) behavior is behavior that contradicts legal or moral norms accepted in society. Deviance is a manifestation of impaired social regulation of behavior, defective mental self-regulation - this is the definition of deviant behavior given by M.I. Anikeev and O.L. Kochetkov in the Brief Encyclopedic Dictionary.
A.V. Petrovsky and M.G. Yaroshevsky give the following definition of deviant behavior: “Deviant behavior is a system of actions or individual actions that contradict the legal or moral norms accepted in society. In the origin of deviant behavior, defects in legal and moral consciousness, the content of the individual’s needs, character traits, and the emotional-volitional sphere play a particularly important role. The first manifestations of deviant behavior are sometimes observed in childhood and adolescence and are explained by a relatively low level of intellectual development, the incompleteness of the process of personality formation, and the negative influence of the family and immediate environment.”
The searches of scientists (K.A. Abulkhanov, N.V. Vasina, L.G. Lapteva, V.A. Slastenin) in this area indicate that behavior deviating from established norms and standards can be defined as individual actions or their combination that are in conflict with legal, moral and social norms accepted in society. In addition, behavior that deviates from the moral norms accepted in society at a given level of social and cultural development will also be deviant. Varieties of such immoral behavior can be considered alcoholism, drug addiction, and substance abuse. The most pronounced manifestations of deviant behavior include delinquent (illegal) behavior. A.A. Bodalev and A.N. Sukhov define deviant behavior as behavior (a system of actions or individual actions) that does not correspond to the moral or legal norms and requirements of society.
Deviant behavior must be distinguished from abnormal behavior, the characteristics of which are associated with brain pathology. Deviant behavior is socially determined. In its origin, a large role is played by defects in personal development, combined with shortcomings, errors in upbringing and the negative influence of an unfavorable situation that develops in a person’s immediate environment - family, reference group. A.A. Bodalev and A.N. Sukhov, when considering deviant behavior, clearly divides it into:
1) behavior that is actually deviant, that is, deviating from accepted norms in society;
2) delinquent behavior (psychological tendency towards crime) - criminal, criminal.
It should be noted that deviant behavior, which conflicts with established patterns and stereotypes in society, can sometimes be combined with a relatively good knowledge of moral norms, which indicates the need for the purposeful formation of moral habits. This provision is especially relevant for children, whose deviant behavior often serves as a means of self-affirmation, an expression of protest against the real or perceived injustice of adults.
A child’s behavior that deviates from socially approved norms is explained by the fact that with social maturity, a person, to a certain extent, becomes more and more independent of external influences. Subjective, personal relationships become a mediating link between the objective influence of the environment and a person’s actions.
A special place among the various theories and concepts of deviant behavior is occupied by studies of psychoanalytic orientation, the founder of which is Z. Freud. Representatives of a psychoanalytic orientation with deviant behavior, including neuropsychic deviation, social deviation, note feelings of increased anxiety, aggressiveness, and a desire for destructive actions.
Bettelheim, an Austrian psychotherapist, founder of a clinic in the United States for the treatment and rehabilitation of children with mental trauma resulting from a difficult home environment or improper upbringing, believes that the first manifestations of deviant behavior are observed in childhood and adolescence and are explained by a relatively low level of intellectual development , the incompleteness of the process of personality formation, the negative influence of the family and immediate environment, the dependence of adolescents on the requirements of the group and the value orientations accepted in it. However, deviant behavior can be combined with a fairly good knowledge of moral standards, which indicates the need for the formation of moral habits at a relatively early age.
V.V. Koval in his work “Pathological forms of deviant behavior in children and adolescents” gives the following definition of deviant behavior. Deviant, that is, behavior deviating from the social, psychological and moral norms accepted in a given society. It is more often observed in children and adolescents due to social immaturity and the physiological characteristics of a deformed organism. Deviant behavior has two forms: pathological and non-pathological. V.V. Koval identifies four types of deviant behavior: self-aggressive, anti-disciplinary, antisocial, anti-aggressive (self-destructive, since it is accompanied by the consumption of harmful substances).
The most common combination of two types of deviant behavior is anti-disciplinary and delinquent, often turning into the opposite. In these cases, it can be difficult to differentiate between pathological and non-pathological forms, socio-educational neglect and mental disorders. These reasons may be interconnected and interdependent, but for the prevention and correction of behavioral disorders, it is important to determine in each specific case what comes first.
S.A. Belicheva in her work “Fundamentals of Preventive Psychology” considers deviant behavior as a result of a violation of the process of human socialization.
This problem was dealt with by M. Rutter. In his book “Helping Troubled Children,” he summarized the unique experience of an interdisciplinary laboratory for the study of abnormalities in the mental development of children, where psychologists, doctors, and teachers work, and which he himself led for a number of years.
M. Rutter, Jules Bergerie and co-authors undertook a comparative study of ten-year-old children living on the Isle of Wight and children living in a deprived inner-city area of London. A detailed study of a large number of individual families has made it possible to identify factors associated with mental disorders in children. These factors were present in both comparative samples and formed four main groups:
1) disagreement between parents and the absence of clear disciplinary requirements in the family;
2) mental disorders, alcoholism, drug addiction and criminal behavior of parents;
3) low social status of the family and poor living conditions;
4) unfavorable features of the school environment.
Thus, the high prevalence of mental disorders among ten-year-old children turned out to be due to a relatively high percentage of dysfunctional, broken and large families, the presence of cramped living conditions, as well as alcoholism and drug addiction of parents.
Of the foreign authors, D. West dealt with this problem. The objects of his research were children from families characterized by criminal or abnormal parental behavior. Children may learn socially disapproved behaviors by repeating the behavior of their parents. In addition, parents with antisocial behavior often use inconsistent and arbitrary methods of punishment. And this is another known factor that leads to behavioral disorders in children.
S.L. Rubinstein proposed a concept, the essence of which is that personality is formed under the influence of those social relations, the social environment in which the child develops, that is, under the influence of education in the broadest sense of the word, the child’s own activities organized by adults. In his book “Principles and Paths of Development of the Psyche,” he explains his theory, according to which all external influences act on a person indirectly, through internal conditions. Is not it. Bozovic, based on psychological research, shows how at different stages of personality formation “adults introduce the child into the world of social reality.” The complex hierarchy of needs of a normally developing child is presented in the research reflected in the book “Personality and Its Formation.” The author says that personality, being formed under the influence of the surrounding reality, becomes increasingly independent from the direct influence of the momentary situation.
The formation of its orientation has a significant influence on the development of personality. The concept of personality orientation was introduced by S.L. Rubinstein. This concept is deciphered as a characteristic of a person’s basic interests, needs, inclinations, and aspirations. The formation of positive interests and values, that is, a positive orientation of the child’s personality, forms the basis of his development, as noted in the works of S.L. Rubinshteina, B.V. Zeigarnik, A.N. Leontyeva. Research by L.I. Bozhovich, S. Vygotsky, A.N. Leontyeva, S.L. Slavina and others made it possible to establish, in particular, that the development of a person’s motivational sphere (his needs, desires, aspirations, intentions) is a central link in the problem of personality formation.
The main concept is L.S. Vygotsky, in which he distinguishes primary and secondary symptoms in understanding the nature of behavioral deviations. Primary symptoms are directly related to biological factors, elementary mental functions and cannot be eliminated. Secondary are a complication that arises in the process of deviating social development, i.e. they are indirectly connected with the primary ones and are the most amenable to psychological and pedagogical influence. Secondary defects, according to L.S. Vygotsky, are the main object in the psychological study of the problem of correcting deviations in development and behavior.
So, the essence of deviant behavior lies in all kinds of deviations of behavior from social and moral norms accepted in society. What is important for us is the conclusion reached by the authors that the formation of a child’s personal qualities occurs in ontogenesis, and a very important role in upbringing belongs to the environment in which he develops. In the future, it is important to find out what are the characteristics of deviant behavior in orphanages and what are the factors influencing its formation.
Basic conceptual approaches to understanding deviant behavior:
*Nosocentric(psychiatric). Defines the norm - the absence of a disease, symptom and deviation - a deviation of behavior that has not reached pathological severity.
*Normocentric. Highlights the optimal zone where there is no violation yet. (Deviations from a certain average statistical norm are regarded as variants of the norm, manifestations of individual character traits, as a unique result of the interaction of uniqueness and specific features of the situation.)
*Social. Considers behavior from the point of view of safety for society and surrounding people.
*Psychological. Considers deviant behavior in connection with intrapersonal conflict, destruction and self-destruction of the individual. The deviant seeks to destroy his own self-esteem, deprive himself of uniqueness, and not allow himself to realize his existing inclinations. The norm is establishing emotional contacts with others, choosing legal means to achieve personal goals, self-actualization, self-development.
*Ethnocultural. Deviant behavior is behavior that does not comply with the norms accepted in the microsociety. Or a person exhibits behavioral rigidity and is unable to adapt to new ethnocultural conditions.
*Age approach. Considers deviations from the point of view of age characteristics and norms. These can be both quantitative lags (retardation) or advances (acceleration) of age-related behavioral norms, as well as their qualitative inversions.
*Professional approach. Based on the idea of the existence of professional and corporate styles of behavior and traditions.
*Gender approach. Evaluates behavior from the point of view of the existence of gender role norms. Deviant behavior can be considered hyper-role behavior and inversion of gender style patterns.
*Phenomenological approach takes into account all deviations from the norm .
Thus, deviant (lat. Deviatio - evasion) behavior is understood as:
*an act or a person’s actions that do not correspond to officially established or actually established norms (standards, patterns) in a given society;
*social phenomenon expressed in mass forms of human activity,
not corresponding to officially established or actually established norms (standards, templates) in a given society.
In the first sense, deviant behavior is primarily a subject of psychology, pedagogy, and psychiatry. In the second meaning - the subject of sociology and social psychology. Of course, such disciplinary distinctions are relative.
Based on social science knowledge, explain the meaning of the concept of “deviant behavior.” What, according to the author, determines deviant behavior? (Give two provisions in the text that answer this question.)
Read the text and complete tasks 21-24
On November 5, 1986, two prisoners made a daring escape from a federal prison in Pleasanton, California. We are talking about 42-year-old Ronald McIntosh, convicted of fraud, and 37-year-old Samantha Lopez, guilty of bank robbery. They were lovers, they were immediately dubbed "lovebirds" as soon as the report of the escape appeared in the press.
Here's how it happened. McIntosh managed to hijack a helicopter. A former military pilot, he bravely rushed down into the prison yard, landed, grabbed Lopez in his arms, and the helicopter sped off. The guards did not dare to shoot at the helicopter; it could have crashed into the yard and killed many people. The lovers hid from the police for 10 days. But they were eventually caught trying to cash a check at a shopping center in suburban Sacramento. They were heading to a yacht anchored off the coast of Washington State; probably wanted to escape to Canada.
Obviously, the described case is a clear example of deviance: two criminals, whom the court found guilty, escape from prison... But when reporters interviewed prison officials, crime experts and passers-by, completely different opinions were expressed about this “deviant” act.
Some considered the fugitives to be cunning, intelligent people who managed to outwit the law. One said that he would willingly do the same, while another expressed the hope that the lovers would never be caught. Some even perceived them as folk heroes of sorts. Other commentators have criticized Pleasanton Federal Penitentiary for lax security and lenient treatment of inmates; they compared the prison to a “country club”, and even to some extent believed that people were doing the right thing by escaping from there.
One of the lawyers who defended the criminals after they were caught near Sacramento told a judge that the escape was "justified."
The case of McIntosh and Lopez demonstrates how difficult it is to evaluate actions that can be called manifestations of deviant behavior... Our assessments depend on what we expect - compliance with legal norms or heroism? In short, deviance is determined by the conformity or nonconformity of actions with social expectations. Should the employees of the Pleasanton Country Club be considered deviants for being too soft? We cannot answer this question because there is uncertainty about how harsh or lenient prison security practices should be. Was Lopez's past bank robbery a deviant act? Most of us would answer this question in the affirmative, since Lopez's act is a violation of criminal law, and there is general agreement on the appropriateness and necessity of such a law.
The criteria for defining deviant behavior are ambiguous. They are often controversial and it is difficult to pin down exactly what types of behavior should be considered deviant in our society. The most striking examples of deviance would probably be inhumane acts that are almost always condemned, such as rape and murder.
Explanation.
The correct answer may contain the following characteristics:
1) the criteria for deviant behavior are ambiguous;
2) criteria for deviant behavior often cause disagreement.
Answer: None
Analyze whether the escape of the two people mentioned in the text was an example of deviant behavior. How does the author answer this question? Do all people mentioned in the text agree with the author? What do you think about this? (Confirm the answer to each question with the author’s or your own formulated judgment.)
Explanation.
The correct answer must contain the following elements:
2) the opinions of some other persons did not coincide with the opinion of the author - some observers believed that the described act deserved approval and was not at all deviant (“Some even perceived them as a kind of folk heroes”);
3) own opinion and its confirmation, for example:
Other relevant considerations may be given.
Answer: None
Subject area: Social relations. Deviant behavior and its types
Based on the text and knowledge from social studies and history courses, describe a situation in which the same act could be considered both negative deviation and heroism. (Describe the situation and formulate one judgment each that reflects the negatively deviant and heroic nature of the act.)
Explanation.
The correct answer must contain the following elements:
1) a description of the situation, for example, the challenge posed by Joan of Arc to the Catholic Church;
2) a judgment about the negatively deviant nature of her act, for example: “The act of Joan of Arc was a serious crime for the era in which it was committed; she was burned at the stake as a heretic”;
3) a judgment about the heroic nature of her act, for example: “For people striving for freedom and independence, the act of Joan of Arc was considered a great feat, arousing the universal admiration of subsequent generations; she was subsequently rehabilitated by the church and canonized.”
Other situations and adequate judgments may be given.
Answer: None
Subject area: Social relations. Deviant behavior and its types
Explanation.
The correct answer must include the following:
1) disclosure of the concept, for example: deviant behavior - the behavior of an individual or group deviating from generally accepted norms.
2) Two provisions of the text:
- “our assessments depend on what we expect - compliance with legal norms or heroism”;
- “deviance is determined by the compliance or non-compliance of actions with social expectations.”
Answer: None
Subject area: Social relations. Deviant behavior and its types