The reasons for the unfavorable development of children areDestructive processes that violate the integral structure of the individual. It is known that the simplest personality structure consists of three components: intellectual, emotional and behavioral sphere. Harmonious development of all three components ensures the success of human development. Destructive behavior may appear in the student as a result of ignorance of the rules of behavior or unwillingness to apply them in their activities.
Sources of destructiveness in the behavior of schoolchildren:
1) Submission of the child to the will of an adult.Suppressing independence and initiative, the teacher hinders the development of the individuality of children, their activity, which leads to conflicts. Deviant behavior, whose psychology is based on the theory of destructiveness, is the result of suppression and resistance of the individual with a rigid authoritarian style of instruction.
2) The implementation of the process of education only inproblematic periods of a child's life. With this approach, an adult shows active attention to the child only when a problem has already arisen. But as soon as the problem loses its significance, the teacher loses interest in the schoolboy, leaves him in the zone of neglect, believing that while everything is going on fine, there is nothing to worry about. Destructive behavior becomes a means of attracting attention to one's personality. The teacher involuntarily directs the child along the "problem" path of development, since in order to attract attention to himself, the pupil will increasingly commit offenses, to which the adult reacts.
3) Monopolization of the child by the school.The child is put in the position of obligation, he is "obligated" to serve the school. With a large training load of children and parents, there is a feeling of great employment, fatigue, physical and nervous overloads, which are beyond the power of a child's unstable body and psyche. The protest against monopolization is expressed as destructive behavior aimed at destroying rules established by the school: delays, absenteeism, violations in the form of clothes, etc.
According to Erich Fromm, signs of destructiveness10-15% of the population show signs of character. In his book "The Anatomy of Human Destructiveness," he defines this quality as an attraction to destruction, which is clearly manifested in aggressive people who hate humanity. They are criminals, rapists, warmongers. In the author's opinion, in children destructive behavior can be sublimated or transformed into constructive aggressiveness aimed at destroying the old, unnecessary and constructing something new, more perfect.
The psychology of deviant behavior of children suggests ways of reconstructing destructive personal attraction in constructive education:
1) Due to the direction of the destructive impulse onapplication of it in the future profession. It can be dentistry, veterinary medicine, surgery and other specialties, where aggression is used for the purpose of treatment and recovery.
2) By expressing yourself in sports such as shooting, darts, throwing discs, wrestling. Aggressive impulses do not destroy, but are directed to sports achievements.
3) In the process of reflecting destructiveness inworks of art: writing pictures about the war, poems, scripts for films, games. The internal aspiration to destructiveness becomes a product of creativity or culture.
The destructive behavior of children, seen inpreschool or school age, can not be eliminated by methods of suppression. The most effective way is to transform and direct the energy of the pulse to socially significant goals.
