Therefore, now we will try to figure out what deviant behavior means, what are the reasons for its occurrence and what to do if you do encounter it?
Concept of deviant behavior
The definition of deviant behavior (deviant behavior) is understood as a system of actions or individual actions that contradict accepted legal or moral norms in society.
From the point of view of a medical approach, deviant behavior can be defined as a violation of the norms of interpersonal interaction caused by mental health disorders and the presence of various forms of neuropsychic pathology.
This also applies to the definition of “deviant behavior of adolescents.” However, with regard to the definition of “deviant behavior of children,” there is a slight exception: this term can be used to describe the behavior of only those children who have reached the age of five. Only at the age of four to five years do the child begin to rapidly develop various mental processes, such as memory, attention, perception and others. But a particularly important feature of the development of children at this age is that they become more conscious and voluntary: volitional qualities develop and children begin to be aware of their actions, unlike younger children. That is why the concept of deviant behavior is not used in relation to children under five years old, since their actions cannot be called conscious and volitional.
Important psychological help: advice for parents
How can we pull teenagers out of this abyss of immoral behavior? These negative behaviors of adolescents need to be brought under control by adults; this is a task for social services.
An atmosphere of friendliness in the family is a guarantee that your son or daughter will never exhibit negative types of behavior.
Family problems are a common cause of aggression
To prevent children from having similar problems in the future, it is necessary to take care of this from an early age. It is necessary to pay attention to your child: give him love and tenderness in full, never use abusive words in their presence. You need to talk with your baby on various topics, share your emotions and experiences. You need to listen to the child’s opinion, become a devoted comrade for him, then only there is an opportunity to avoid antisocial forms of behavior.
Motivation for teenagers is an important factor in eliminating aggressiveness
Various social services, hotlines, and regional family consultations with psychologists provide enormous assistance in the rehabilitation of deviant adolescents. To protect susceptible teenagers from the negative influence of the surrounding criminal world, schools need to conduct themed classes. The task of every parent is to explain to their growing teenager what true good and harmful evil are, that committing violations of the law is very bad, causing tangible harm to someone or causing pain to the weak is simply unacceptable, and such behavior will certainly be punished.
Basic ways to correct anxiety
It is necessary to raise a child to be a cheerful optimist, to be a shining example for him, constantly reminding him that life is simply wonderful, and almost everyone has dark moments, but they bring some variety to everyday life.
It is necessary to convey to the child that even insurmountable difficulties are not a reason for suicide, because he is still so young and has a life ahead of him filled with interesting and joyful events. leave a comment
Examples of deviant behavior in children and adolescents
The main types of deviant behavior include crimes and non-criminal (not illegal) immoral behavior. Crimes include all types of criminal acts committed by a person. They are aimed at causing harm to others. For example, crimes include theft, fraud, battery, murder and rape.
All of these actions may result in legal liability.
Non-illegal immoral behavior primarily involves a person causing harm to himself. Such phenomena include alcoholism, drug addiction, suicide, vagrancy and systematic leaving home in children and adolescents.
We can also distinguish another classification of types of deviant behavior:
- Addictive behavior or dependent behavior. This includes addictions such as alcoholism and drug addiction.
- Delinquent behavior. It includes all illegal and criminal acts: theft, causing grievous bodily harm, rape, murder.
- Antimoral behavior. This is a type of deviant behavior that is expressed in defiant or ugly behavior towards society. This includes prostitution and public insults.
- Suicide. A separate type of deviant behavior. Taking the life of a person himself.
General information
Definition
An immoral person is an individual who opposes himself to the collective, violating generally accepted norms and challenging society.
The word “immoral” can have several meanings:
- denial of morality (immorality),
- socially condemned behavior
- non-acceptance of generally accepted moral standards in society,
- assessment of circumstances and human behavior.
A person’s behavior is called immoral when his actions do not meet the accepted standards of morality and ethics in society. However, it should be noted that for different people the concept of morality is quite arbitrary. For example, for one person, foul language is the norm, while another believes that its use is extremely negative and immoral.
Everyone's concept of morality is different.
...a person decides for himself how to behave.
For example, someone believes that drinking alcohol is immoral, while others see this as a solution to all problems and do not think that it is bad. There are many examples of immoral behavior; you can encounter them in everyday life: in transport, on the street, in the market, in a store. Immoral acts include noise and swearing in the apartment, loud music at night, disturbing the neighbors’ rest. The concept of morality is closely related to religious norms. For example, according to Muslim laws, the appearance of a woman in society without the presence of a man nearby and with her head uncovered is classified as immoral. Mocking jokes, ridicule, indecent anecdotes, etc. can be considered immorality. Morality and morality are brought up and formed under the influence of society and, above all, the family. Over time, norms may change, and the perception of certain events may be completely different than several decades ago. For example, nowadays relationships between a man and an unmarried woman are not perceived as immoral, although 100 years ago such relationships were condemned by society.
An immoral person is immediately visible
... such people do not care about their reputation, behave cheekily, allow themselves to speak rudely about others, are rude, and use profanity in conversation.
Examples of immoral behavior include:
— physical pushing of a person to the exit in transport or in a queue,
- throwing out garbage in a public place (throwing a cigarette butt),
- allowing obscene statements in society,
— disrespect for an elderly person or a woman with a small child.
Impunity is considered one of the main reasons for immoral behavior. Not everyone will make a remark to an impudent person. This happens for a number of reasons: for many, the behavior of others does not matter, only what happens to themselves is important, many do not try to call the immoral to order, because they are afraid of causing aggression, etc.
Causes of deviant behavior in childhood
The causes of deviant behavior in children and adolescents are many and very diverse. But by and large they can be divided into two large groups - these are:
- medical reasons;
- reasons of a social nature.
We will look at them in more detail.
From a medical point of view, various mental illnesses can be the causes of deviant behavior. Most often, behavioral deviations occur in patients with disorders of consciousness. For example, people with schizophrenia are characterized by a disorder of the volitional sphere, which is called drift. This manifests itself in their passivity and inability to make independent decisions. In this state, sick people are very susceptible to external influence and tend to reproduce the behavior of others, including illegal and asocial. They do not form their own attitude to what is happening, which is why they cannot critically evaluate their actions and realize their illegality.
Mental retardation or mental retardation can also be a cause of deviant behavior in children and adolescents. With this disease, the entire intellectual sphere suffers, which is why patients become very suggestible and uncritical of their actions and actions, and they often make rash decisions. All this leads to the risk of developing deviant behavior.
People suffering from psychosis are also at risk. For example, in patients with manic-depressive psychosis (according to the International Classification of Diseases, Tenth Revision (ICD-10) affective bipolar disorder), who are in a state of affective disorder such as depression, there is a high risk of committing suicide, and in addition, many patients suffer from alcoholism and drug addiction.
Deviant behavior is no less common in mentally healthy people. In this case, the reasons for its occurrence are social in nature.
The first manifestations of deviant behavior are often observed in childhood and adolescence. They are explained by the relatively low level of intellectual development, which is not pathological, 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 reference (meaningful) group of communication and the value orientations accepted in it.
First of all, the family influences the formation of deviant behavior in children. The behavior of children largely depends on the behavior of their parents and on their upbringing. And if from childhood the concepts of norms, values and prohibitions are not instilled in a child, then in later life he will not be able to navigate well enough in what is acceptable in society and what is not. Disadvantages of upbringing lead to the formation of more or less stable psychological properties that contribute to the commission of immoral acts. That is why children from disadvantaged families have a much higher risk of displaying deviant behavior than children from prosperous families.
Another important factor is the child’s environment. In adolescence, intimate and personal communication with peers becomes the leading activity. And this leads to the fact that children begin to be more influenced by their environment than their family. And teenagers easily fall under the influence of their comrades, since they have not yet fully formed their own idea of themselves and the world, so they are ready to accept other people’s ideas as their own. Accordingly, if a teenager falls into a group where there has been a shift in concepts about norms and social values, there is a high probability that he will accept them as the only true ones, and this will ultimately lead to deviation. An example would be a situation where a teenager finds himself in a company where petty theft and fraud are considered the norm. And in order to become part of this group, to identify with those who are in it, the teenager also begins to steal, although he has never done anything like this before.
Deviant behavior can also serve as a means of self-affirmation for adolescents or as a form of protest against injustice on the part of adults, both real and apparent. Often, teenagers, in order to prove to their friends and parents that they are mature and cool, begin to use alcohol and drugs, which is precisely one of the forms of deviant behavior. Such phenomena as leaving home and vagrancy are often considered as a protest against the injustice of adults. Real injustice on the part of adults here can be considered such phenomena as excessive control of a child or the discrepancy between the punishment and the teenager’s misdemeanor. Apparent injustice is, as a rule, unreasonable, from the child’s point of view, prohibitions from adults or too high demands on him.
Also, the cause of deviations can be a lack of attention towards the teenager on the part of his parents. When a child feels deprived of attention, he begins to perform any actions that go beyond the ordinary and familiar in order to attract attention to himself.
Often these actions are deviant in nature, because they always attract attention and, in the opinion of the teenager, become the easiest way to achieve the goal. For example, these could be suicide attempts, fights or hooliganism, or demonstrative leaving home.
The main causes of childhood anxiety
Typically, anxiety in children begins to actively manifest itself at primary school age.
Causes of anxiety in children are mainly due to family reasons
The behavior of anxious children is directly due to the following reasons:
- The family factor is the main reason why children develop anxiety. Such children are insecure in contrast to their emotionally well-off peers.
- First school successes can also trigger anxiety. Such children show their dissatisfaction with their personal performance, even if they do not have bad grades, there will always be reasons for dissatisfaction. In addition, children are always afraid of disappointing their parents with a bad grade or reprimand from the teacher.
- Active relationships with teachers. Conflicts, severe rudeness and tactless behavior of teachers towards children can also cause anxiety in children. Unprofessional teacher behavior can increase anxiety levels in the classroom. This behavior has a particularly detrimental effect on children who already felt anxious before entering school.
- Relationships with peers. Such children occupy various positions in the society of the class - from the position of an outcast student to the star of the class. Anxiety in this case acts as a factor in the emotional dependence of schoolchildren on their peers. Anxious children feel defenseless and dependent when in such a society.
- The emerging internal conflict associated with personal self-esteem can also cause various anxious feelings.
- Negative emotional experience in a primary school student is formed as a result of imprinting in memory exclusively negative, unsuccessful events. The active accumulation of negative experience is expressed in a persistent feeling of anxiety.
Types of anxious children - characteristics
It is for these reasons that a primary school teacher should carry out various activities aimed at reducing the level of anxiety among primary schoolchildren so that this condition does not take root in adolescence.
Pedagogical methods for reducing anxiety levels in children
During primary school age, the child’s psyche is actively developing. To prevent low school performance and other psychological reasons from becoming a reason for fear of school in children, the teacher must actively use special correctional classes during the learning process in order to provide psychological support to younger schoolchildren. This is a specific system of classes, practical exercises aimed at teaching important techniques for mastering the unpleasant feeling of excitement and anxiety. It should also provide children with important practical techniques for recognizing and responding to their own expressions of negative emotions and aggression. The program also actively introduces game methods that are important for this age, and methods of active group discussion.
Ways to reduce anxiety in group classes
A working correction plan should include the point of active interaction with the parents of an anxious child.
Childhood fear in a child is directly related to active learning activities, during which there is a fear of making a mistake, receiving a negative assessment of one’s knowledge, and fear of conflict with peers. In this case, the teacher will find 2 available ways to overcome feelings of anxiety in schoolchildren useful:
- formation of constructive behavior in difficult situations for the student, as well as mastering effective ways to overcome excessive excitement and anxiety;
- strengthening the child’s self-confidence and abilities, developing adequate self-esteem, developing a normal idea of one’s own personality, caring for the personal growth of each student.
Communication with children dispels fears.
Such activities should not be excluded in adolescence, because here all methods acquire special importance, given the difficult situation of this critical period.
The danger of deviant behavior in children and adolescents
The very concept of deviant behavior implies various asocial phenomena, that is, those that violate accepted norms, rules and values in society. This leads to the fact that a teenager with deviant behavior becomes dangerous to society:
- firstly, some types of deviant behavior (namely delinquent behavior) are crimes, that is, socially dangerous acts that pose a threat to the life, health, and material well-being of others;
- secondly, antimoral behavior can cause a sharply negative reaction in others and provoke the manifestation of delinquent behavior;
- thirdly, such a form of deviation as addictive behavior, including drug addiction and alcoholism, leads to the fact that a teenager harms his health and puts his life in danger;
- fourthly, such a form of deviant behavior as suicide poses a direct threat to the life of a teenager. Even if suicide is not completed, it can cause serious harm to health, both physical and mental.
Causes of aggressive behavior in children
Aggressive children do not become aggressive on their own; there are the following objective reasons for this:
- the desire to attract the attention of surrounding peers by any means;
- the intention to get the desired thing;
- the desire to always be in charge in everything;
- certain protection and speedy revenge on the offender;
- the desire to humiliate the dignity of another child in order to increase one’s own superiority.
Aggressive behavior in children is a desire to get their way.
Based on these reasons, it is necessary to actively stimulate strong-willed behavior in the child, the manifestation of independence in order to teach him to express his feelings more calmly.
Combating deviant behavior and prevention
Whatever the reasons for the deviant behavior of children and adolescents, this should in no case be ignored.
If deviations are associated with mental disorders, then such a child must be shown to a psychiatrist so that the specialist can provide qualified assistance and prescribe a course of treatment.
Crimes committed by mentally healthy teenagers should not go unpunished. The penalty is usually determined by the criminal code or the code of administrative offenses, depending on the severity of the offense and the age of the offender. However, in addition to preventive measures, it is advisable to understand the reasons for such behavior. To do this, you need to contact a psychologist who will conduct a diagnosis with the child and help you figure out why this problem arose. In any case, the manifestation of deviant behavior in a teenager should not be left to chance.
Often, a timely conversation with a psychologist helps to understand the child’s problem and find ways to solve it. This, in turn, will help avoid deviant behavior in the future. Namely: it will help a teenager learn to realize their needs without resorting to committing criminally and administratively punishable acts, and will also reduce the risk of alcohol and drug addiction.
Prevention of deviant behavior is quite simple.
Its main essence lies in the formation of moral habits in children at a fairly early age - stable needs to perform moral actions. Moral habits include rules of communication, culture of behavior, discipline, politeness, attention to others, honesty towards oneself and others, responsibility for one’s actions. Once they are formed, the problem of violating moral and legal norms disappears by itself.
Another very important preventive action is to conduct preventive conversations with children and adolescents regarding various antisocial phenomena. They should include the following aspects:
- an explanation of the danger of asocial phenomena for the life and health of both one’s own and those around them;
- an explanation of the consequences that deviant behavior can lead to and what penalties are provided for offenders.
It is also very important to observe the child’s behavior. Parents need to know what the teenager is interested in, who his friends are, how he spends his free time. But at the same time, do not put pressure on him with overprotection and excessive control and give him the opportunity to choose.
As a rule, in this case the child will have no reason to behave antisocially. If, nevertheless, a teenager begins to show deviations in behavior, parents who are interested in the life of their child can notice this in time and have a conversation with him or turn to a qualified psychologist for help.
Compliance with such fairly simple measures will help to avoid the manifestation of deviant behavior in the child and protect him and those around him.
How to write a term paper on speech therapy
07.09.2010 221434
These guidelines are compiled to help students gain an understanding of the content and structure of coursework in speech therapy.
Logopedia of pedagogical science that studies anomalies of speech development with normal hearing, explores the manifestations, nature and mechanisms of speech disorders, develops the scientific basis for overcoming and preventing them means of special training and education.
The subject of speech therapy as a science is speech disorders and the process of training and education of persons with speech disorders.
The object of study is a person suffering from a speech disorder.
The main task of speech therapy as a science is the study, prevention and elimination of various types of speech disorders.
Coursework in speech therapy is a student's scientific and experimental research. This type of educational activity, provided for by the educational and professional program and curriculum, contributes to the acquisition of skills in working with literature, analyzing and summarizing literary sources in order to determine the range of insufficiently studied problems, determining the content and methods of experimental research, processing skills and qualitative analysis of the results obtained. The need to complete coursework in speech therapy is due to the updating of knowledge concerning the content, organization, principles, methods and techniques of speech therapy work.
As a rule, during their studies, students must write two term papers - theoretical and practical.
The first course work should be devoted to the analysis and synthesis of general and specialized literature on the chosen topic. Based on this analysis, it is necessary to justify and develop a method of ascertaining (diagnostic) experiment.
In the second course work, it is necessary to provide an analysis of the results obtained during the ascertaining experiment, as well as determine the directions and content of speech therapy work, and select adequate methods and techniques of correction.
So, let’s present the general requirements for the content and design of coursework in speech therapy.
The initial and most important stage of working on a course project is the choice of a topic, which is either proposed by the supervisor or chosen by the student independently from a list of topics that are consistent with the areas of scientific research of the department.
Each topic can be modified, considered in different aspects, but taking into account a theoretical and practical approach. Having chosen a topic, the student needs to think through in detail its specific content, areas of work, practical material, etc., which should be reflected both in the formulation of the topic and in the further construction of the study. It should be recalled that the chosen topic may not only have a purely theoretical orientation, for example: “Dysarthria. Characteristics of the defect”, “Classification of dysgraphia”, but also take into account the practical significance of the problem under consideration, for example: “Speech therapy work on speech correction for dysarthria”. It should also be taken into account that when formulating a topic, excessive detail should be avoided, for example: “Formation of prosodic components of speech in preschoolers of the sixth year of life attending a preschool institution for children with severe speech impairments.”
The course work includes such mandatory parts as: introduction, three chapters, conclusion, bibliography and appendix.
The text of the term paper begins with the title page . An example of its design can be seen here.
Then the content of the work is given, in which the names of chapters, paragraphs, and sections are formulated in strict accordance with the content of the thesis. An example of its design can be seen here.
In the text, each subsequent chapter and paragraph begins on a new page. At the end of each chapter, the materials are summarized and conclusions are formulated.
The introduction reveals the relevance of the problem under consideration in general and the topic being studied in particular; the problem, subject, object, and purpose of the study are defined. In accordance with the goal and hypothesis, objectives and a set of research methods aimed at achieving the objectives must be defined.
The relevance of the topic lies in reflecting the current level of pedagogical science and practice, meeting the requirements of novelty and usefulness.
When defining the research problem, it is important to indicate what practical tasks it will help to implement in training and educating people with speech pathology.
The object of research is understood as certain aspects of pedagogical reality, perceived through a system of theoretical and practical knowledge. The ultimate goal of any research is to improve this object.
The subject of research is some part, property, element of an object, i.e. the subject of research always indicates a specific aspect of the object that is to be studied and about which the researcher wants to gain new knowledge. An object is a part of an object.
You can give an example of the formulation of the object, subject and problem of research:
– The object of the study is the speech activity of preschool children with phonetic-phonemic speech disorders.
– The subject of the study is the features of intonation speech of children with phonetic-phonemic speech disorders.
– The research problem is to determine effective directions for speech therapy work on the formation of intonation expressiveness of speech in the system of correctional intervention.
The purpose of the study contributes to the specification of the object being studied. The goal of any research is to solve a specific problem. The goal is specified in tasks taking into account the subject of research.
The research objectives are formulated in a certain sequence, which determines the logic of the research. The research objectives are set on the basis of a theoretical analysis of the problem and an assessment of the state of its solution in practice.
The first chapter is an analysis of literary sources, which examines the state of this problem in historical and modern aspects, and presents the most important theoretical principles that formed the basis of the study.
When writing the first chapter, you should pay attention to the fact that the text of the course work must be written in a scientific style. When presenting scientific material, it is necessary to comply with the following requirements:
– Specificity – a review of only those sources that are necessary to disclose only a given topic or solve only a given problem;
– Clarity – which is characterized by semantic coherence and integrity of individual parts of the text;
– Logicality – which provides for a certain structure of presentation of the material;
– Reasoning – evidence of thoughts (why this and not otherwise);
– Precision of wording, excluding ambiguous interpretation of the authors’ statements.
A literary review of the state of the problem being studied should not be reduced to a consistent presentation of literary sources. It should present a generalized description of the literature: highlight the main directions (currents, concepts, points of view), analyze in detail and evaluate the most fundamental works of representatives of these directions.
When writing a work, the student must correctly use literary materials, make references to the authors and sources from which the results of scientific research are borrowed. Failure to provide required references will reduce your coursework grade.
As a rule, in coursework on speech therapy, references to literary sources are formatted as follows: the number of the cited source in the general list of references is placed in square brackets. For example: General speech underdevelopment is a speech pathology in which there is a persistent lag in the formation of all components of the language system: phonetics, vocabulary and grammar [17].
When using quotations, in square brackets, in addition to indicating the source number, the page number from which this excerpt is taken is indicated, for example: Speech rhythm is based on a physiological and intellectual basis, since, firstly, it is directly related to the rhythm of breathing. Secondly, being an element that performs a communicative function, “correlates with meaning, i.e. controlled intellectually” [23, P.40].
However, course work should not be of a purely abstract nature, so you should not abuse the unreasonable abundance of citations. Quoting should be logically justified, convincing and used only when really necessary.
In the second chapter , devoted to experimental research, the organization should be described and the program of the ascertaining experiment should be presented. The survey methodology, as a rule, consists of a description of several series of tasks, with detailed instructions, visual and lexical material, the procedure for completing tasks by experiment participants, and scoring criteria. This chapter also provides a qualitative and quantitative analysis of the results obtained.
When analyzing the results of an experiment, it is necessary to use a scoring system. Examples of various criteria for quantitative and qualitative assessment are presented in the following works:
– Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. - M.: Arkti, 2002. - 144 p.
– Fotekova T.A. Test methodology for diagnosing oral speech of primary schoolchildren. - M.: Arkti, 2000. - 56 p.
– Levchenko I.Yu. Pathopsychology: Theory and practice. - M.: Academy, 2000. - 232 p.
In order to visually present the results obtained during the experimental study, it is recommended to use tables, graphs, diagrams, etc. Histograms can be used in a variety of ways - columnar, cylindrical, planar, volumetric, etc. An example of the design of tables, figures, and histograms can be found here.
The third chapter provides a rationale for the proposed methods and techniques and reveals the content of the main stages of correctional work.
The conclusion contains a summary of the material presented and the main conclusions formulated by the author.
The bibliography must contain at least 25 sources. The list includes bibliographic information about the sources used in preparing the work. An example of its design can be seen here.
In the application you can present bulky tables or illustrations, examination protocols, observation records, products of activity (drawings, written works of children), notes from speech therapy classes, etc.
The volume of one course work must be at least 30 pages of typewritten text.
In general, coursework in speech therapy is the basis for a future thesis, in which the study of the begun problem can be continued, but from the standpoint of a different approach or a comparative analysis of the disorders being studied in different age categories of people with different types of speech disorders.
The content and format of theses in speech therapy can be found here.
Literature:
1. How to write a term paper on speech therapy: Methodological recommendations. Educational and methodological manual / Comp. Artemova E.E., Tishina L.A. / Ed. Orlova O.S. – M.: MGOPU, 2008. – 35 p.
2. Research work of students in the system of higher professional pedagogical education (specialty 031800 - Speech therapy). Methodological recommendations for completing the thesis / Compiled by. L.V. Lopatina, V.I. Lipakova, G.G. Golubeva. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2002. - 140 p.
