26.10.2017

A child needs your love the most just when

when he least deserves it.

Erma Bombek

In the course of life, each of us has certain emotional states. They define the levelinformation and energyhuman exchange, and the direction of his behavior. Emotions can control us very much. Their absence is no exception. After all, this is such an emotional state that allows us to describe human behavior as special.

WHAT IS A PSYCHO-EMOTIONAL STATE?

PSYCHO-EMOTIONAL STATES - a special form of human mental states,

experiences with the manifestation of the emotional response of one's attitude to the surrounding reality and to oneself;

those states that are predominantly regulated by the emotional-volitional sphere and cover emotional reactions and emotional relationships;

relatively stable experience.

Emotional states that arise in a person in the course of any activity affect both his mental state, and the general state of the body, and his behavior in a given situation. They affect both the processes of cognition and the development of the individual, and the quality of life in general.

The significance of the problem of emotional states hardly needs substantiation.

Emotional manifestations in response to reality are necessary for a person, as they regulate his well-being and functional state. Emotion deficit reduces the activity of the central nervous system and may result in reduced performance. Excessive influence of emotiogenic factors can cause a state of neuropsychic stress and disruption of higher nervous activity. Optimal emotional arousal is a condition for readiness for activity and its healthy implementation.

Psycho-emotional state is the basis of personal health.

We've all been teenagers at one time and gone through hardships. adolescence. But only by becoming parents, we can fully appreciate the problems of children of this period of life.

Psychologists distinguish the followingtypes psycho-emotional state of adolescents:

activity - passivity;

hobby - indifference;

agitation - lethargy;

tension - emancipation;

fear is joy;

decisiveness - confusion;

hope is doom;

anxiety - serenity;

confidence is self-doubt.

Despite the fact that these mental processes are opposite, in adolescents they can alternate and change over short periods of time. This is duehormonal stormand may be characteristic of an absolutely healthy, normal child. Now he can talk to you in a friendly way, and after two minutes he can withdraw into himself or make a scandal and leave, slamming the door. And even this is not a cause for concern, but just a variant of the norm.

However, those states , which prevail in the child's behavior at this age, contribute to the formation of appropriate character traits (high or low self-esteem, anxiety or cheerfulness, optimism or pessimism, etc.), and this will affect his entire future life.

PSYCHOLOGICAL FEATURES OF ADOLESCENT:

positive changesoccurring with a teenager:

manifestation of a sense of adulthood;

growth of self-awareness, self-esteem, self-regulation;

increased attention to their appearance;

manifestation of independence in the acquisition of knowledge and skills;

the emergence of cognitive motivation;

the desire to be no worse, but better than others.

Negative changes:

vulnerable unstable psyche;

hyperexcitability:

causeless irascibility;

high anxiety;

manifestation of egocentrism;

depressive states;

intentional manipulation by adults;

internal conflict with oneself and others;

increased negative attitude towards adults;

fear of being alone (thoughts of suicide)

lead to emotional disorders, deviations in behavior. Difficulties in the development of adaptive and social qualities in general lead to a violation of mental and psychological health in adolescents.

DIAGNOSIS METHODS

PSYCHO-EMOTIONAL STATE OF A TEENAGER.

To obtain timely and reliable information about the psycho-emotional manifestations of the child, to determine the causes of violations in his learning, behavior and development, it is necessary to use various diagnostic methods to identify children at risk who need to correct emotional disorders.

Observation is a classical method, used in psychological research as an additional diagnostic method, which does not reduce its value and significance. Purposeful monitoring of the specifics and changes in the emotional states of schoolchildren occurs in the process of various activities. Based on the observation, the experimenter (class teacher) compiles various scales, enters the results into state assessment cards. Observation in psychological research is often used in conjunction with peer review.

Conversation and questioning can be both an independent and additional diagnostic method used to obtain the necessary information or clarify what was not clear enough during observation.

Questionnaires, tests, diagnostic methods

CONCLUSION:

The problem of emotional disorders and their correction is one of the most important in child psychology.

The spectrum of emotional disturbances in adolescence extremely large. It can be mood disorders, behavioral disorders, psychomotor disorders.

There are various methods for diagnosing psycho-emotional experiences, deviations in the behavior of a teenager.

A well-organized corrective system of psychological influences on the child is needed, aimed at alleviating his emotional discomfort, increasing his activity and independence, eliminating secondary personal reactions caused by emotional disorders, such as aggressiveness, increased excitability, anxious suspiciousness, etc.

Patience, the ability to understand and forgive, endurance, love and faith in a growing child will give us adults strength, and he will have a chance to justify our hopes, to become in the future a self-sufficient person, with a strong inner core, with a high level of emotional and social intelligence, a realPERSONALITY.

Sections: School psychological service

The social situation of adolescent development

The age, which will be discussed, rarely attracts the special attention of researchers. It is considered one of the most stable periods of a person’s life - adults do not notice any (or almost any) new problems in their relationship with children, which is probably why they “rest” from parental and teacher worries, communicating with children from ten to twelve.

In domestic developmental psychology, the studied age falls on the period of younger adolescence. One way or another, the school is the most important social space (except for the family and neighbors), where the life events of the child unfold, in which he solves his most important developmental problems.

It is believed that the most important among them is the establishment and implementation of social ties. The solution of this particular task involves experiencing oneself as the owner of the secret of one's own Self (opaque to others). The child begins to guard the boundaries of his own psychological space intensely using a wide variety of means that look to the observer as the appearance of secrecy, as if subtext in the child's relations with other people. At the same time, this is connected with the structuring of their psychological space - children start all sorts of hiding places, secluded places, notebooks, collections (for themselves). They decorate (as well as they can) their personal items - bicycles, notebooks, books, a bed, and the like. Often this looks like damage or soiling, as it is far from aesthetic perfection. Thus, children indicate the belonging of a thing, it acquires, as it were, more personal properties, becomes its own. It is the thing that first has for the child the properties of a mystery, known only to him. Such a "secret" thing indicates the degree of permissibility of the influence of another. The boundaries of the psychological space become tangible, even their accidental destruction causes a storm of feelings in the child. It seems that this is how the new with social connections is born. They begin to be regulated by a conscious measure of influence, and this is the opportunity to say “no” to another person, and the demonstration of oneself “not real”, when one can pretend, invent or, as they say, manipulate not only others, but also oneself.

Children at this age can invent their own biography, especially when they meet new people for themselves, and this acquaintance cannot develop into a long one. This is a special form of lying that is not associated with any punishments or simply consequences. Usually, parents rarely know about its existence, only in a retrospective analysis can an adult find facts of such behavior at the “end of childhood” (10-12 years). This is one of the options, as the children call it, white lies. Often its content is inspired by probable family secrets - origin, degree of relationship, proximity to authority figures, and the like. The child can “test” these fictional facts of his own biography in communication with peers, but usually they are not of great interest to them. This phenomenon must be very important, although, unfortunately, it has been little studied in the specialized literature. It can be assumed that a sufficiently high degree of its distribution indicates the need for such “probes of oneself” as a moment in the development of the child. In addition to this phenomenon, as another facet of "probing oneself", one can also explore the change in the reading interests of children. At the end of childhood, they are more attracted to literature about their peers, and they real life, about possible events and adventures. In the mental reality of the child, conditions appear for the director's influence on his own life.

The child tries his possibilities of change in relations with other people, focusing on the content of his I-concept and the concept of another person, where the most important formation appears - a unit of measurement of relations, a measure of correctness, as Mr. S. called it. Abramov. (1) This unit is born in the experience of the impact of another person on the subject boundaries of the psychological space (“You broke my toy”, “You ruined my drawing”, “You threw away my sticks”) and is associated with the experience of pain or negative feelings based on the loss the subject of a part of its property. An object that has been subjected to a destructive impact by another person becomes flawed and wrong.

Younger teenagers often give the impression of pedants, they are very worried if the correctness known to them is violated, especially in relation to themselves, for example, injustice, in their opinion, is manifested.

The measure of correctness is associated with children's awareness of the fact that relations between people are built on the basis of norms. These norms are alien to the person himself, they must be mastered so that other people do not cause pain, destroying the boundaries of the psychological space. The measure of correctness, the requirement to observe it is the basis for the development of the child's moral consciousness, aimed at preserving and developing the boundaries of the psychological space by strengthening its opacity for others. The resentment of children of this age towards adults is almost always connected with the fact that they violate the boundaries of the psychological space, make the child's secret self obvious to others. It is hard to watch the state of a child whose mother shames in front of the whole class for skipping school. The mother thinks she is doing the right thing, but no one will truly know what fear of a test stopped a ten-year-old boy at the school door. He was afraid of being a bad student, he was afraid of being a “wrong student”, he was honestly afraid, he honestly built his relationships with adults like a right (good) boy, but it didn’t work out.

Contemporary psychologist Lorenz Kohlberg has explored children's attitudes towards moral dilemmas. The child was placed in a situation of an imaginary moral dilemma, in which he was not a participant, but could assess the situation of a person for whom following the correct norms came into conflict with the interests of other people. Children needed to evaluate a particular act of a person as good or bad.

Many psychologists use the results obtained by L. Kohlberg to study the characteristics of the moral development of a particular child, focusing on the content of the stages of development described by him. They are given in the table, taking into account the approximate age limits.

For children in early adolescence, the tendency to "meet the expectations of others" prevails. The readiness to respond to the influence of others is combined with the need to protect the boundaries of one’s psychological space in order to preserve one’s Self. This is one of the main contradictions of this period, which is resolved by the creation, mastery of a measure of correctness (that is, justified, justified, necessary) in regulating the relationship of others to the Self and I to myself.)

In line with the resolution of the main contradiction of this age, through the embodiment of the experienced measure of correctness in its possibilities for arranging life, the child masters the most important human quality - diligence. industriousness- is not volitional quality, it is one of the basic, integral properties of a person, which is associated with the perception of life as feasible in accordance with one's own efforts to organize it, that is, in diligence, that attitude to life is manifested, which could be expressed as follows: "This is my life."

At this time, all the child’s labor skills are included in his psychological space as stable elements that organize him, since all his skills are associated with the expediency of the efforts spent on organizing his Self. At this time, a modern child can master many “adults” at a very fast pace skills related to working on machines (computer, car, etc.), working with tools, that is, tools. It is their properties that, as it were, embody the possible final goals of the action, which makes the initiatives of the child using these tools quite specific.
and feasible.

In modern conditions, this potential readiness of children to arrange life is realized in conditions when social reality itself is very complex and the concept of a well-organized life becomes very uncertain.

This gives rise to a very difficult problem for adolescents to build a measure of correctness in assessing and understanding social relations. The skill of the child, which unfolds in objective activity, does not necessarily manifest itself in social relations or at school.

Development of intelligence in adolescence

The school in modern culture becomes a special tool with its own goals and objectives, it becomes the school within the school that has to be mastered according to specific laws, often looking quite fantastic (1).
Armed with imagination and the ability to act according to the rules (modeled after adult relationships), the child is in school. Imagination helps him act.
School childhood is a step in the formation of a child's personality. Its content can be briefly presented as follows: learn to correlate general and particular, generic and specific properties of objects, things and phenomena, people's relations, learn to organize one's behavior in accordance with these properties.
Requirements, rules in relations with other people, norms of objective actions reveal the patterns of objects. The world is ordered by a system of scientific knowledge and concepts that a child needs to master.

The child's judgments are based on worldly experience, expressed in words as a means of thinking. scientific mindset, which the child acquires at school, orients him to general cultural patterns, norms, standards, patterns of interaction with the outside world. The concept of number, word, literary image, and so on, actions with the properties of the objective world, which form the basis of scientific thinking, make available to the direct experience of the child such aspects of reality that were inaccessible to him in personal experience.

Along with knowledge, books - textbooks - enter the life of a child. Working with them is one of the first steps in mastering the skills of self-education.
Under the guidance of a teacher, a student learns to work on a text, just as he learns to understand a learning task, learns to check his work according to a model, and learns to evaluate it correctly.

The life of a child is dialog not only with the teacher, but also with scientific text. The peculiarity of such a dialogue is that it forms a scientific picture of the world in the child - it opens up objectively existing patterns for him, which gradually become elements of his thinking. Along with assimilation of the content of the system of scientific concepts, the child masters the methods of organizing educational work.

Actions planning, control, evaluation acquire a different content, since the action in the system of scientific concepts presupposes a clear identification of its interrelated individual stages. What am I doing? How am I doing? Why do I do this and not otherwise? In response to such questions about one's own actions, reflection is born of a qualitatively new property of the human psyche.

The younger adolescent begins to focus on general cultural patterns of action that he masters in dialogue with adults. Dialogue necessarily implies mutual understanding, the possibility and necessity of accepting the point of view of another person. In this sense, the communication of a younger teenager with a teacher opens up new forms of cooperation with others for him. Already by the sixth grade, a student can exercise control not only over his own work, but also over the work of his classmates, he can perform educational work on his own or in a pair with a friend. New types of cooperation with other people also improve the system of moral assessments of the child, introduce a new quality into it - an assessment of the labor expended, both one's own efforts and the efforts of others. The result of educational work is scientific thinking.

The specificity of the doctrine lies in the fact that it is by its nature arbitrary, that is, it is not determined by the external, situational properties of things. When solving, for example, the problem of the number of apples for the situation of learning, it does not matter at all whether these apples are tasty or not, what color they are. In order to highlight the essential properties and relationships of things, the child needs to learn to set a learning task for himself (what should I do?), find ways to solve it (how and with what help can I solve it?), Evaluate myself (what can I do? ?), control yourself (am I doing the right thing?). All this is gradually formed in educational activities of the child. But without the help of adults, the child will not learn to control himself.

When the child himself learns to set himself the goal of the educational action and find the means to achieve it, his behavior acquires the characteristics of genuine arbitrariness.

The arbitrariness of behavior, the control of one's mental processes, the internal plan of action will be determined by the content of the child's relationships and interactions with adults as the bearer of socially significant modes of action and truly moral relations.

An adult will contribute to the development of the child's individuality if he forms a theoretical, scientific type of thinking in him, which allows him to pay attention to the most significant connections and relations of the world around him. But not always in their work, teachers and parents fulfill such requirements, which are necessary for the full mental development of the undergrowth. And “we often see how students, moving from class to class, are increasingly burdened by the burden of learning, how many of them avoid it,” writes the well-known teacher Sh.A. Amonashvili.

To help children in learning, one must clearly understand that the most important component of scientific thinking that a child masters at school is not only to highlight the essential in the world around him, but also the ability to justify, evaluate, control his actions, his choice of one or another method of action. This means that at evaluation learning outcomes, adults should proceed from special criteria that reflect the true indicators of the child's development, and not success in the performance of certain particular, albeit rather complex, actions.

If there is a younger teenager in the family, how do they ask him about school affairs: what grade did he get today or what did he learn today. The difference in questions also reflects the essence of the problem of declining interest in learning in early adolescence. In the question of assessment, only the result is involuntarily given importance, and the ability, diligence and other qualities of a student are measured by assessment. The result of the teaching is very important, but it is not expressed only in the assessment. It is expressed in the real knowledge and skills of the child. The difficulty arises in the fact that parents, often without realizing it, adjust their attitude towards the child in accordance with his school success. The success of a child in learning is determined by many factors, including the parents' faith in his strengths and abilities, real help and support from parents, and not just another lecture about a bad grade or senseless efforts to rewrite homework several times.

To change the attitude to the successes and failures of the child in learning, you need to understand what caused them. Maybe an idol stands in his way, which, according to Sukhomlinsky, lies in wait for the child at school. An idol is an appraisal. Evaluation is often of great importance in a child's life. On the part of an adult, it must first of all assume such criteria that are known to the child himself. Then the assessment becomes meaningful, and the child learns to evaluate his progress in mastering the material. Self-learning will encourage the child to further learning. In this regard, parents can do a lot for their children if they try to see the content side of the assessment themselves and teach this vision to the child, and not blindly focus on the social significance of assessments.

Modern research shows that a child cannot always be in a situation of consuming ready-made knowledge. He wants and knows how to teach him. Be active, independent in educational and cognitive activities. He acts and is formed in it as a personality. In order for this to happen, for the child to be as greedy for knowledge as in preschool age, as eager to act as an adult, parents should encourage him in his studies in every way, welcoming the smallest successes and not focusing on temporary failures. It is sometimes not easy to do this, it requires the joint work of the teacher and parents. But it justifies itself all the more because its goal is always noble: the creation of favorable conditions for the development of the individual. To come to school not only at the request of the teacher, not only with claims to his "bias", but to come to him as a like-minded person, as a person who is interested in the development of your child - these are the new relationships for parents that arise with the admission of the child to school. Their implementation can be no less difficult than the restructuring of ideas about the child himself, and even his own methods of education. But they need to be built in a worthy way, since both you and the teachers are representatives of the adult world for the child, where he is so eager to get into.

The younger teenager is still only forming general ways of orienting in the essential properties of things and phenomena. He is still learning to distinguish between the random and the regular in all areas of human life, he is only developing criteria for evaluating himself and others. He is still learning to act from the standpoint of his assessment, arbitrarily choosing a way of behavior. If adults do not give him real, meaningful assessments, he will replace them with fetishes and idols that cover the essence of things and human relationships. Not seeing, not knowing, not having grounds for free choice and evaluation, he will go on about the random properties of things. about stereotypes and patterns.

INSTITUTE OF ECONOMY, MANAGEMENT AND LAW(Kazan)

Faculty of Psychology

Department of Developmental Psychology and Psychophysiology

Course work

Topic: "Mental states of adolescents."

Completed:

Student gr. 2332U correspondence department

Kalimullin Sayyar Gazinurovich

(full name of the student)
phone (home, cell) 8 9274330285,

Email: [email protected]

Scientific adviser:Senior Lecturer
(academic degree, academic title, position)

Spirina Tatyana Anatolyevna

(FULL NAME.)

Chistopol - 2014

Introduction…………………………………………………………………………..3

1. Psychological picture modern teenager………………………..5

2. Psychological characteristics of adolescence…………………..8

3. Problems of adolescence…………………………………………….16

4. Providing psychological assistance to adolescents…………………………..26

5. Experience in determining the psychological state of a modern teenager31

Conclusion…………………………………………………………………………44

Used literature…………………………………………………….46

Introduction

The teacher-psychologist deals with the children himself different ages. Adolescents take a lot of time and energy. This is not surprising or unusual, because adolescence is considered the most difficult stage in the development of a child. This is the transition from childhood to adolescence. At this time, serious changes occur in the body and in the psyche of the child, which play an important role in shaping the personality of a person. The goal of a psychologist is to help teenagers determine their life plans, clarify the time perspective, and contribute to socialization. And in order to teacher-psychologist could make demands on a teenager without risk, he needs to know the physiological and psychological characteristics of a teenager, the patterns of their development, the objective difficulties that a teenager faces in the course of growing up.

That is why the purpose of our study is to study the psychological state of the modern teenager. To achieve this goal, we have set ourselves a number of tasks:

1. Give a general description of adolescence as the most difficult stage in the development of a child;
2. Consider the psychological characteristics of a teenager and the patterns of their development;
3. To analyze the problems of adolescence and its psychological state;
4. Determine the role of a teacher-psychologist in solving frequently occurring problems of adolescents;
5. Choose a questionnaire for diagnostics psychological characteristics modern teenager;
6. To give recommendations to pedagogues-psychologists on work with teenagers.

Thus, the object of our work is adolescence, and the subject is the psychological characteristics of the modern teenager. To achieve our goals, we use the following methods of work:

• analysis of scientific literature on the problems and characteristics of adolescence;
• observing the behavior of adolescents in various life situations, conversations with adolescents, as well as with their parents and teachers;
• development of a questionnaire for diagnosing the psychological characteristics of modern adolescents.

The practical significance of our work lies in the analysis of the main features and problems of the modern teenager, on the basis of which we will get a psychological portrait.

1. Psychological portrait of a modern teenager

1.1 Adolescence, as the most difficult stage in the development of a child

teenage age - period human life from childhood to adolescence in the traditional classification (from 11-12 to 14-15 years). In this shortest period in astronomical time, a teenager goes a long way in his development; through internal conflicts with himself and with others, through external breakdowns and ascents, he can acquire a sense of personality.

Adolescence proceeds very rapidly, the most protracted and most acute. We can talk about three crises that merge together and are experienced by adolescents, which means that there are three groups of reasons that make age more difficult.

1. Physiological causes of difficulties.

During this period, there is a sharp jump in physical development. Teenagers often seem awkward. The blood supply is difficult, adolescents often complain of headache, rapid fatigue. Increases control over instinct, emotions. The process of excitation prevails over the process of inhibition; increased excitability is characteristic. The rapid growth and puberty of the body make the psyche of a teenager very unstable. The task of the teacher is to teach the teenager to manage himself and his behavior. Due to physiological characteristics, the development teenage girls look older than their peers.

1. Psychological causes of difficulties.

Adolescence is the period of the formation of the morality of adolescents, the discovery of his "I", the acquisition of a new social position, the period of the loss of a child's way of life. It's time for painfully anxious doubts about yourself, about your abilities, the search for truth in yourself and in others. They do not always adequately assess their capabilities, there is no clear distinction between wanting and being able. In behavior, in connection with this, suspicion, anger, irritability are observed. A teenager lives in the present, but his past and future are of great importance to him. The world of his concepts and ideas is full of unfinished theories about himself and about life, plans for his future and the future of society. Adolescents have a very strong need for self-knowledge and self-determination. He painfully searches for answers to questions about: Who am I? What am I compared to other people? What I want? What am I capable of?

1. Socio-psychological causes of difficulties.

The world of a teenager is full of ideal moods that take him beyond the limits of everyday life, relationships with other people. The object of his most important reflections are future opportunities that are personally related to him: the choice of a profession, the desire to be able to interact with social groups. A teenager develops a so-called sense of adulthood: the need to be, appear and behave like an adult, to become independent from guardianship and control, to acquire adult rights.

The main contradiction of adolescence: a teenager wants to be an adult, so that others consider him an adult and treat him accordingly, but he himself lacks a sense of true adulthood. Hence, two opposite tendencies are observed in the behavior of a teenager:

1. to independence - give me all adult rights and let me live my mind;
2. to dependence on adults - for the time being, I have nothing to do with adult duties, I am not able to fulfill them, and in general I rely on

that you will not allow me to make any mistakes, the entire responsibility for my behavior lies with you.

Thus, adolescence is considered the most difficult stage in the development of a child. It is traditionally called a dangerous, transitional, difficult age. And we can distinguish three groups of reasons that make it so: physiological, psychological and socio-psychological. Physiological, that is, rapid growth and puberty of the body; psychological, namely, the formation of morality. Acquisition of a new social position; socio-psychological, that is, the assimilation of society, common features devices of the world.

2. Psychological features of adolescence

Adolescence is a time when rapid development and restructuring of the body takes place. In adolescence, a person acquires not a sense of adulthood, but a sense of age inferiority. Under the influence of the entire environment, a teenager develops moral ideals and worldviews. One of highlights is the formation of self-awareness, self-esteem, the emergence of a keen interest in oneself. A teenager wants to understand himself and the relationships that bind him to the world around him. Adolescence is an age when interests often change, it is a year of criticism and self-criticism, when teenagers are especially demanding of people, and of learning, and of themselves.

Adolescence is a period when a teenager begins to re-evaluate his relationship with his family. The desire to find oneself as a person gives rise to the need for alienation from those who influenced him from year to year, first of all, these are his parents. One of the strongest desires of a teenager: "become an adult", that is, independent. The desire for independence is seen in everything: in teaching, in work, in the choice of friends, in the distribution of time. A teenager wants to be an adult, but not always and not in everything he can be. He needs: constant help, advice, friendly guidance from his parents.

Adolescence is a period when a teenager begins to appreciate his relationships with peers. Communicating with those who have the same life experience as he does, makes it possible to look at yourself in a new way. Friendship itself becomes one of the significant values ​​in adolescence. It is through friendship that a teenager learns the features of human interaction: cooperation, mutual assistance, mutual assistance, risk for the sake of another. Friendship provides an opportunity to know the other and yourself more deeply. During adolescence, many teenagers begin to strive to establish themselves as leaders. Leadership is the ability of a person to influence people, direct their efforts to achieve significant goals. The leader forms a responsible attitude towards himself, towards other people, towards nature. In adolescents, this is acute in the interaction of "we" and "I". "We" is the ability to merge with everyone in emotional situations and in situations of social choice, it is the ability to find joy in a particular community. "I" is the ability to separate from others, it is the ability to stay alone with oneself, it is the ability to find joy from being with oneself. The teenager seeks to know and experience both sides and to find himself between them.

Thus, adolescence is a time of rapid development and restructuring of the body, these are the years of criticism and self-criticism, the formation of self-esteem and self-awareness.

2.1 Intellectual development in adolescence

In adolescence, attention, memory, imagination and thinking have already acquired independence - the teenager has mastered these functions to such an extent that he is now able to control them himself, at his own will.

A teenager can reflect on himself which of the functions is the most significant for him. Consider the features of the development of each of them:

1. Attention. If involuntary attention predominates in a younger student, and this determines the work of the teacher with the class, then the teenager may well control his attention. Violations of discipline in the classroom are more of a social nature, and are not determined by the peculiarities of attention. A teenager can concentrate well in activities that are significant for him: in sports, where he can achieve high results; in labor activity, where he shows a miracle in the ability to concentrate and perform delicate work; in communication, where his powers of observation can compete with those of adults. The attention of a teenager becomes a well-managed, controlled process and an exciting activity.

At school, in the classroom, the attention of adolescents needs support from the teacher - long learning activities inspire the teenager to maintain voluntary attention. The teacher can use emotional factors, cognitive interests, the constant readiness of a teenager to seize the opportunity and establish himself among his peers.

1. Memory. A teenager is already able to control his arbitrary memorization. The ability to memorize constantly but slowly increases until the age of 13. From 13 to 15 years old, there is a faster growth of memory. In adolescence, memory is rebuilt, moving from the dominance of mechanical memorization to semantic. At the same time, semantic memory is also rebuilt, it acquires an indirect, logical character, and thinking is necessarily turned on. Also, with the form, the content of the memorized changes, and the memorization of abstract material becomes more accessible.
2. Imagination. During adolescence, imagination can

become an independent activity. A teenager can play mental tasks with mathematical signs, can build his own imaginary world of special relationships with people, a world in which he plays the same feelings, until he gets rid of his internal problems. The world of a teenager's imagination is a special world. The teenager already owns the actions of the imagination, which bring him satisfaction. The imagination of adolescents can influence cognitive activity, the emotional-volitional sphere and the personality itself.

1. Thinking. For teenagers, it is important

theoretical thinking. The material studied at school becomes a condition for the teenager to build and test his hypotheses.

In adolescence, from 11-12 years old, formal thinking is developed. A teenager can already reason without linking himself to a specific situation. A teenager begins to focus not on the possible, but on the obvious. Thanks to his new orientation, he gets the opportunity to imagine everything that can happen, both obvious and inaccessible events.

Thus, attention, memory, thinking in adolescence acquired independence, and a teenager can control them himself at his own will.

2.2 Development interpersonal relationships

The lack of attention, care, and guidance of adults is painfully perceived by a teenager. He feels redundant. A teenager in such situations usually begins to live his secret life. Excessive guardianship and control, necessary, according to parents, often bring negative consequences: a teenager is deprived of the opportunity to be independent, learns to use freedom.

Communication with peers. In adolescence, communication with peers becomes of exceptional importance. In their environment, interacting with each other, adolescents learn to reflect on themselves and their peers. Mutual interest, joint comprehension of the surrounding world and each other, become valuable in themselves. Communication is so attractive that children forget about lessons and household chores. Relationships with parents become less direct. A teenager is now less dependent on parents than in childhood. He trusts his affairs, plans, secrets not to his parents, but to a friend. In relationships with peers, a teenager seeks to realize his personality, to determine his opportunities in communication. To fulfill these aspirations, he needs personal freedom and personal responsibility. And he defends this personal freedom as a right to adulthood. Success among peers in adolescence is most valued. In teenage associations, depending on the general level of development, their own codes of honor are spontaneously formed. Forms and rules are borrowed from adult relationships. Loyalty, honesty are highly valued and betrayal, treason, violation of this word, greed are punished. If a teenager has failed, betrayed, abandoned, he can be beaten, he can be left alone. Adolescents cruelly evaluate peers who, in their development, have not yet reached the level of self-esteem, do not have own opinion are incapable of defending their own interests.

Thus, the main interpersonal relationships in adolescents are relationships with adults and with peers.

2.3 Formation of the personality of a teenager

Adolescence is the time of the intellectual formation of the worldview, the moral sphere of the individual, beliefs and ideals of a person. The most important personality trait in adolescence is fast development self-awareness, through the adolescent's reflection on himself and others. The better education and upbringing a teenager received in childhood, the richer his reflection. Successful reflections cause a feeling of admiration for oneself and increase self-esteem. In everyday life, a teenager becomes so afraid of dropping himself in his own eyes that he begins to be afraid to communicate with others.

Developing self-awareness in adolescence makes a person especially anxious and insecure. A teenager seeks to comprehend his claims to recognition, evaluate himself as a future boy or girl, determine his past for himself, look into his personal future, comprehend his rights and obligations. The self-consciousness of a teenager includes all components of the self-consciousness of an adult personality. The basis of teenage self-awareness is responsibility for oneself, for one's personal qualities, for one's worldview and for the ability to independently defend one's convictions.

Appearance is of particular importance in adolescence. A teenager attaches special importance to his appearance. Attractiveness, conformity of hair and clothes to the canons of the reference group of peers, conformity to the manners of the expressive movements of the environment - all this is of extreme importance.

Depending on the time in which different generations of teenagers live, they did various carnivalizations with their appearance: either they flared their trousers, then they shaved their heads and put on specially torn clothes. At the same time, regardless of gender, they decorated themselves with earrings, bracelets, chains and chains. Many, more aggressive actions in relation to one's body begin to be carried out precisely in adolescence. The teenager begins to worry about himself in his physical and spiritual incarnation. "How can I present myself to others?" is a topical issue for him. Physical sensation forms a complex range of adolescent experiences. Of particular importance for a teenager is his face. Adolescents look at themselves in the mirror much more often and more closely than children do. "Who am I?", "What am I?" - Frequently asked questions. A teenager carefully examines his changed face: hair, eyebrows, nose, eyes, lips, chin. Everything is subject to revision, which is accompanied by anxiety, self-doubt and hope for its attractiveness.

It is important in adolescence to go the right way in relation to your name. In the circle of family and peers, a teenager hears different appeals to himself: these are affectionate, baby names and various nicknames, but these are also nicknames that mercilessly evaluate his individual properties, or completely devalue his personality. It is at this age that the youth will have to defend his claims to recognition, assertion of himself, his own name.

Thus, adolescence is the time of formation of the personality of a teenager, it is a period of development of self-awareness and self-determination.

Thus, the main directions of the psychological development of a teenager are: the formation of the personality of a teenager; intellectual development in adolescence (development of memory, attention, imagination and thinking); development of interpersonal relationships (communication of a teenager with adults, communication with peers).

The main socio-psychological features are: a sense of adulthood, the desire for independence, independence from adults; peer group orientation; interest in oneself, in self-knowledge; the desire for self-affirmation; emotional instability; the formation of moral ideals and worldview; the desire not only to know more, but also to be able to do more; the formation of self-consciousness and "I - concepts".

These features, in the course of socialization, give rise to a number of problems, which we will consider further.

3. Problems of adolescence

3.1 Family as a cause of teenage trouble

Observations show that the main source, the main reason is family trouble.

Many teenagers live in single-parent families, where there is no father or mother, or both parents. But even where families are complete, they cannot be called dysfunctional. Such families are characterized by abnormal intra-family relationships: drunkenness of one of the parents or both, infidelity to marital duty. All this has a tangible effect on the teenager.

Usually in families where one of the parents drinks, most teenagers have nervousness and deceit. All this, sometimes combined with rude and insulting antics towards those who somehow offend their vanity. Infidelity to marital debt. This situation seems to be more painful for girls. It causes a complex, protracted conflict between mother and daughter, on the one hand, and father, on the other. This internal conflict is aggravated by the fact that the daughter loves her father, and he, having betrayed the family, ignores this love, as if neglecting the feelings of his daughter. Girls deeply experience all this, and as a result, in their character and behavior, a feeling of hatred for their father, men in general, a desire not to marry and live alone in the future is often affirmed.

It is bad for children in those families where the only goal of adults is prosperity, moreover, obtained by any means. Parents are busy with their own affairs, and children are usually left to fend for themselves.

Another important problem is the spiritual loneliness of children in the family, the huge changes that occur with children during adolescence. If we talk about girls, then they especially need maternal trust, attention and understanding. It is at this time in the life of girls that it is especially important that adults, not forgetting their educational role, often remember what they themselves were at 12, 13, 16 years old. But understanding is often not enough for adults. It is difficult for such teenagers even at school, if only because they usually do not shine with success. Home trouble, does not contribute to normal academic work. If a student is unable to cope with failures, if at home he is not expected to receive business assistance, but only daily reproaches and punishments, he gradually moves away from both school and home. Alienation from adults and peers, spiritual loneliness, lack of attention and love, a sense of one's own inferiority - all this encourages you to look for that circle where you are recognized, that position in life that allows you to consider yourself "above the rest."

And now a cigarette appears in the hands of the loser, the hairstyle and clothes change. A teenager wants to show that you are an adult who cannot be disturbed by children's worries.

3.2 Sexuality in adolescence

Adolescence is a period of desperate attempts to get through everything. Teenagers are frivolous about human vices and weaknesses, and as a result, they quickly become addicted to alcohol and drugs, turning from a source of curiosity into an object of their needs.

Teenagers are also very curious about sexual relationships. Where a sense of responsibility for oneself and another is poorly developed, a readiness for sexual contacts with representatives of the opposite, and sometimes of one's own sex, breaks through. A high degree of tension before and after sexual intercourse is the strongest test for the psyche. First sexual impressions can have an impact on an adult's sex life. Therefore, it is important that these experiences reflect worthy forms of interaction between young sexual partners. Many adolescents, on the basis of unsuccessful experience, acquire neuroses, and some also acquire venereal diseases.

In adolescence, some adolescents begin early sexual activity. This is facilitated by socially disadvantaged conditions: lack of supervision, alcoholism and drug addiction of parents, orphanhood. Adolescents living in difficult conditions lack a sense of shame, natural shyness and are dominated by sexual desire. A teenager of this type goes completely into sexual relations, and everything else in the world ceases to exist for him. According to statistics, every year in Russia, about 1.5 thousand babies are born to fifteen-year-old mothers, 9 thousand to 16, and 30 thousand to 17. Many teenage families are created annually, due to early pregnancy adolescent girls, but out-of-wedlock births tend to increase. AT last years, promiscuous onset of sexual activity has become a typical phenomenon. It is believed that among adolescents this value can be determined as 40-60%. So, in St. Petersburg, among mothers who gave birth to a child under the age of 18, almost one in ten began sexual activity before the age of 14. In Moscow, every third woman aged 15-18 already needs protection from unwanted pregnancy. From the start of sexual activity to the birth of a child, every fifth young mother has 3-5 or more sexual partners. Pregnancy and childbirth during adolescence disrupts the growth and development process. In addition, pregnancy creates a special situation of psychological discomfort for a teenage girl, the consequences of which either form a feeling of guilt, an inferiority complex, or encourage even greater liberation from age-appropriate normative behavior. Therefore, it is very important to educate adolescents about love and sex, to prepare them for the sphere of adult life. And first of all, one should cultivate a sense of responsibility for oneself and for another person, the one for whom the teenager experiences the first feeling of love or sexual attraction.

3.3. Alcoholism and drug addiction of teenagers.The problem of drinking in adolescence is very important, because regular drinking at such a vulnerable age is already extraordinary in itself. With such an early start of drinking, the risk is very high that alcoholism will form; the disease is accompanied by severe mental disorders and most often acquires an accelerated, and sometimes malignant course.

The very fact of drinking alcohol in adolescence is already a pathology, regardless of the amount of alcohol taken. Taking doses, even low for an adult, is excessive for a teenager and leads to alcohol poisoning. Adults first have a moderate drinking phase, and then abuse occurs. Minors already from the very first stages begin to abuse alcohol; many of them regularly experience severe alcohol intoxication with vomiting and loss of consciousness.

In an effort to avoid the ridicule of other members of the group, the teenager begins to "train" himself with alcohol. When nausea and the urge to vomit appear, they run away so that they are not seen, and after vomiting stops, they again join their peers and continue to drink. Some guys leave early and induce vomiting artificially in order to be able to continue drinking. Severe degrees of intoxication are often accompanied by impaired consciousness. These are conditions that require medical care, and often such adolescents end up in the toxicology department of hospitals with alcohol poisoning. Without medical attention, death is possible.

The craving for alcohol is manifested in the fact that a teenager begins to like the state of intoxication, as a state of fun, interesting adventures. Even in a sober state, teenagers are not always able to control their behavior, and even more so in a state of intoxication. And here you can expect any emergency. Fights, promiscuity, rape, theft, robbery and other criminal acts while intoxicated are committed by minors no less than adults.

Drugs have also become more accessible to teenagers. At any disco you can buy marijuana and other narcotic substances. Drug dealers come to school, college and offer students their goods. The students themselves also deal in drugs.

Many teenagers today have experience with drug use. Now drug addiction among teenagers and young people is spreading with catastrophic speed. The reasons for the increase in the number of patients with drug addiction and substance abuse are as follows:

1. New forms of drug addiction and substance abuse have emerged due to the fact that drugs are made in an artisanal way from drugs and substances that are not considered drugs and therefore are easily accessible.
2. The number of drugs smuggled from other countries has increased.
3. The assortment of drugs has increased due to smuggling.
4. In recent decades, the abuse of many drugs has become popular among children and adolescents. household chemicals, inhalation of vapors of solvents, varnishes, paints, stain removers, gasoline, some types of glue, which are combined into a group of inhalants. These substances are freely sold everywhere, they are inexpensive - one bottle of aerosol is enough for a long time, which is much cheaper than alcohol, and such intoxication for teenagers has become much more attractive than alcohol. Therefore, their abuse has become epidemic in adolescent groups.

Among adolescents, the most popular homemade stimulants are ephedron and concentrated ephedrine, followed by inhalants (volatile organic solvents), marijuana, sleeping pills and tranquilizers. "Hard" drugs, such as drugs of the opium group, in particular heroin, morphine and others, are not yet affordable for teenagers, however, there are isolated cases of the use of "hard" drugs among teenagers. In order to prepare an artisanal drug and constantly inject it, teenagers need a certain place. They can prepare a solution at home when there are no parents, but they usually take or administer it in a group. So they need space. Sometimes they get drugged at someone's house if the parents are at work late, but there is a danger that one or all of the drunken teenagers will not be able to leave the apartment in time. Therefore, they prefer basements, attics, abandoned houses.

Drug addicts are sloppy, dirty, don't wash or change their clothes for weeks. They all look older than their years, their faces expressionless, lifeless. The skin is pale, dry and flabby, hair and nails are brittle. Any wounds and injuries do not heal. Hands and feet are blue, cold. Spot marks along the course of the veins, like a rash. The veins are thickened, the skin over them is reddened.

When addicted to stimulants, the cardiovascular system suffers to a large extent. In adolescents, pronounced disturbances are found on the electrodiagram. With intravenous administration of the drug, sudden death from a heart rhythm disorder or acute cardiovascular failure can occur.

Disturbance of appetite and prolonged fasting during periods of anesthesia cause digestive disorders. When taking drugs, the pain in the stomach reaches such intensity that because of this, the addict is forced to interrupt the anesthesia.

Thus, minors usually start drinking or taking drugs in a peer group. Regardless of whether a teenager has a mental disorder or not, group norms of behavior and a tendency to imitate lead to the fact that if at least one of their peers has tried alcohol or drugs, then the whole group begins to drink or take drugs.

In the fact that a teenager falls under the influence of such a group, a large role is played by neglect, the lack of parental control over how he spends his free time, and the conflict situation in the family.

3.4. The problem of smoking

One of the main reasons for starting smoking is curiosity. According to a survey of high school students, vocational schools and junior students of institutes, up to 25% started smoking out of curiosity. Another reason to start smoking in young age- imitation of adults. In non-smoking families, no more than 25% of children become smokers, in smoking families, the number of children who smoke exceeds 50%. For many, smoking is explained by imitation of smoking comrades or movie characters.

In the spread of this bad habit, a kind of forcing children to smoke by smokers matters. In schools, smokers consider non-smokers to be cowards, "mama's" sons who have not left their parents' care, and are not independent. The desire to get rid of such an opinion of comrades, to stand on a par with smokers, is achieved with the help of the first cigarette smoked. Regardless of the nature of the reasons that prompted smoking, it tends to recur. The desire to smoke, inhale the aroma of tobacco smoke and inhale comes imperceptibly, but, unfortunately, becomes more and more strong. Data from the study of the causes of smoking in schoolchildren and students are given in the table:

What conclusions can be drawn from this table?

Firstly, some of the guys start smoking very early - in the fifth grade. Half of them imitate schoolmates, yard, and, as a rule, older ones. Almost half of the guys smoke because of the desire for unusualness, mystery: after all, you need to get cigarettes and matches, hide in a secluded place.

But from the school bench, the tenth grader enters the institute audience. Now he has become really almost an adult, independent. More than a quarter of those surveyed smoke to appear respectable. Yes, and just "out of habit" a lot of people smoke. Already in the third year - more than 60% of students. The habit of smoking has become so firmly established in everyday life that outwardly it takes on the form of a necessary vital need.

Many people literally can’t do without a cigarette for an hour. They smoke in the morning after waking up, before and after eating, at rest and in hard mental work, after physical work and at the end of the day - for the coming sleep.

A kind of smoking reflex is developed very quickly, when the sight of a beautifully designed pack of cigarettes or a box of cigarettes, the smell of fragrant smoke make a teenager an avid smoker. Thus, the reasons for adolescent smoking are: imitation of others, a sense of interest, a desire to appear independent, an adult.

3.5 The problem of prostitution

“Among all the horrors of life, among all the suffering and nightmarish deformities of it, perhaps the most terrible grimace of this life, it seems to us the prematurely adult and stupefied face of a child selling or being sold on the panel and in the houses of debauchery,” wrote at the beginning of the 20th century one of our compatriots.

The term "prostitution" comes from the Latin word for desecration. Prostitution is one of the varieties of sexual demoralization, other manifestations of which are the entry into sexual intercourse of persons who have not reached maturity, entry into casual sexual intercourse.

Child prostitution is spoken of when its symptoms first appear before the age of 18.

The behavior of children involved in prostitution is fundamentally different from the behavior of adult prostitutes. The most notable differences include the following:

• unawareness of actions taken. Unlike adult prostitutes, who consciously and purposefully lead an anti-social lifestyle in order to earn income, adolescents have the main motives for prostitution such as the desire for self-assertion, curiosity, the desire to look like an adult;
• receiving payment for their work in various forms. While adult prostitutes receive remuneration for their work, as a rule, exclusively in monetary terms, teenagers are often paid off with things, cosmetics, alcoholic drinks, dinner at a restaurant, cigarettes, etc.
• selling your body anywhere, at the request of a sexual partner. While adult prostitutes usually have certain conditions for the provision of sexual services (a rented permanent apartment, places in hotels), teenagers are engaged in prostitution, as a rule, at railway stations, in car salons, in basements, entrances.
• acceptance by a teenager during the provision of sexual services, large doses of alcohol or drugs.

It is not uncommon for a teenager to be charged with the duty of drinking with his client as much as possible and at the same time getting drunk on his clients, especially those who can be robbed of a large sum;

Prostitution with a forced break, as from time to time teenagers end up, for example, in reception centers, shelters, or are forcibly returned to their parents.

Thus, today prostitution, and especially teenage prostitution, must be considered, first of all, as an acute social problem, as one of the types of social pathology, which is distinguished by the following features: giving oneself to many people; giving oneself for a reward; complete indifference to the person receiving sexual services.

The peculiarity of prostitution as a deviant behavior is that this phenomenon predetermines other social deviations interconnected with it: alcoholism, crime, immoral behavior, suicide.

3.6. The problem of suicidal behavior in adolescents

Suicidal behavior reflects various forms of destructive, personal activity aimed at suicide or an attempt on one's life.

Suicidal behavior in adolescents is one of the forms of deviant behavior and has certain differences from the suicidal behavior of adults. 90% of suicides in adolescence are a cry for help; 10% - true desire to commit suicide.

The most typical motives for suicidal behavior in adolescents.

1. Experiences, resentment, loneliness, alienation, inability to be understood.
2. Experiences associated with death, divorce, the departure of parents from the family.
3. Actual or imaginary loss of parental love, jealousy.
4. Feelings of guilt, shame, remorse, offensive pride, fear of shame, ridicule.
5. Fear, punishment.
6. Love failures, sexual excesses, pregnancy in girls.
7. Feeling of revenge, anger, protest, threat, warning of extortion.
8. The desire to draw attention to one's fate, to arouse sympathy for oneself, to avoid unpleasant consequences, to get away from a difficult situation.
9. Sympathy and imitation of comrades, heroes of books or movies.

Thus, suicidal behavior in adolescents reflects forms of destructive, personal activity, which is aimed at suicide or an attempt on one's life.

3.7. The problem of juvenile delinquency

Juvenile delinquency and youth around the world is one of the most pressing problems. The main causes of juvenile delinquency include: youth unemployment; young people's uncertainty about the future; dissatisfaction modern way society management.

In recent years, juvenile delinquency has increased significantly. So, in Yekaterinburg, as one of the most difficult cities in Russia in terms of crime, juvenile crime is about 14%. Currently, teenagers are the most criminally affected part of the population. Increased among criminals - the number of teenage girls.

The Department of Internal Affairs of the Vologda Oblast summed up the level of offenses committed by minors in 2001. 1040 crimes were committed by teenagers in a group with peers. 240 juvenile delinquents were placed in pre-trial detention centers, 56 people were placed in special educational institutions. Most of the minors are still sentenced to a criminal measure of punishment, or their criminal cases are terminated, because the children are not yet 14 years old. This is 2269 residents of the Vologda region out of 2347 total convicts. The number of extortions increased by 100%, the number of murders increased by 20%.

According to Art. 87 of the Criminal Code of the Russian Federation, juvenile offenders are persons who, at the time of the commission of the crime, were 14 years old, but not 18 years old. Minor age in section 5 of the Criminal Code of the Russian Federation is considered as a circumstance mitigating liability. Thus, in relation to minors, the application of certain types of punishment is not provided, in particular, exceptional measures, and the maximum term of imprisonment is 10 years.

It should also be noted that the widespread use of judicial practice suspended sentence, which is currently being implemented in respect of about half of all juveniles sentenced to imprisonment. In addition, a certain part of violators are exempted from punishment or criminal liability: materials on them are either transferred to the KDN, or compulsory measures of an educational nature are applied to them:

• warning;
• transfer under the supervision of parents or persons replacing them;
• the imposition of an obligation to make amends for the harm caused;
• restriction of leisure and establishment of special requirements for the behavior of a minor.

Thus, juvenile delinquency is an urgent social problem.

4. Providing psychological assistance to adolescents

How to warn a psychologist of the problems of adolescence. This is a very difficult question, if there was a ready answer to it, then there would be no problems. However, this also means that you need to give up and accept the status quo.

The task of educational psychologists is to prevent other teenagers from getting involved in the problem circle. If at least one teenager suffers from this or that problem, then this problem can become epidemic in the classroom.

What should a teacher-psychologist do in this case?

First of all, you need to pay attention to three groups of students. The first one is stable Losers - Triples. The second is students who constantly violate discipline. The third is children from dysfunctional families. These are risk groups. Most likely, it will turn out that several teenagers in the class have all three characteristics, namely: the father or mother drinks in the family, the teenager studies from triples to deuces and regularly violates the rules and norms of behavior. Finding out which teenager is affected by this or that problem will not be difficult. If before that he studied well, then the performance drops sharply. In the classroom, he is bored, there is no time to teach lessons, he is not interested in grades, he is indifferent to the comments of teachers or snaps and is rude. It also affects school attendance. Frequent unmotivated absences from classes, leaving lessons also make it possible to suggest trouble. If a teacher-psychologist becomes aware that a teenager has some kind of problem, parents should be immediately notified about this. Parents who are not indifferent to the fate of their child will take adequate measures. Such measures may include moving to another place of residence and transfer to another school. In such an important matter as preventing the problems of adolescence, the joint efforts of all adults are needed. I have heard from teachers that this problem is beyond their competence, their task is to teach. And parents say that their task is to raise, clothe, shoe and feed, and the school should “educate”. Once a teenager suffered this or that problem, then the teachers were allegedly to blame - where did they look? If one takes such a position, doctors would have to say that their task is to treat, and the rest does not concern them. Law enforcement officers could say that the main thing for them is to catch criminals and punish them legally. If we point at each other, look for the guilty and act in a divided manner, we will not move forward in a solution. And therefore, the educational psychologist must unite and coordinate all joint efforts and help adolescents cope with problems. .

Our common task is to raise a mentally healthy, full-fledged generation.

4.1. Taking into account the age and psychological characteristics of a teenager in the work of a teacher-psychologist

The teacher-psychologist has to take into account in his work the age and psychological characteristics of adolescents. In the following, we offer some recommendations for taking into account these features.

Thus, this period is a direct continuation of the previous one and the starting position of the transition to adolescence. At this stage, the tendencies of development that took place in primary school age and even earlier get a fairly complete expression. Three leading trends are clearly visible here: the formation of one's own point of view on moral requirements and assessments, the further development of self-awareness, and the desire to determine one's place among others.

5. Experience in determining the psychological state of a modern teenager

5.1. Research planning and organization

In order to draw up a portrait of a modern teenager in the course of practical research, we set ourselves the task of studying the psychological states of adolescents in their connection with the phenomenon of anomie. On the one hand, there is an extensive literature on the problems of adolescence. On the other hand, the situation of development is changing so rapidly that there is a need for periodic studies that would show the psychological state of adolescents.

We have suggested that:

• a special study of the psychological characteristics of adolescents helps to better understand their problems, and thus improve the efficiency of work aimed at their socialization;
• many social and psychological problems of the modern teenager are associated with the phenomenon of anomie.

To conduct the study, we used a special questionnaire that allows us to characterize both psychological characteristics and social problems what teenagers face.

This questionnaire is a version of the questionnaire for the psychological examination of adolescents, modified by us in accordance with the objectives of our study [17].

A questionnaire survey was conducted with 9th grade teenagers of MBOU "Aksubaevskaya secondary school No. 3", MBOU "Savgachevskaya secondary school" (rural school).

Thus, the total number of respondents is 32 people.

There were no major difficulties in conducting this study. But some adolescents experienced difficulty in answering questions related to problems, that is, the phenomenon of anomie. On the whole, the teenagers responded without fail and sincerely to questions, and worked with interest.

5.2. Analysis of results and conclusions

We presented the results of the survey in the table “Results of the socio-psychological diagnosis of adolescents” [Appendix].

When analyzing the data obtained, we identified several meaningful blocks.

I. Structuring free time.

Thus, the favorite activities of teenagers are music, communication with friends, TV. Moreover, rural schoolchildren, in contrast to urban ones, prefer to communicate with friends to listening to music. It should be noted that teenagers read books in their free time.

II. Attitude towards a healthy lifestyle.

Thus, adolescents are associated with sports, the absence of such bad habits as alcohol and smoking. However, for rural schoolchildren, a healthy lifestyle is, first of all, a life without alcohol, for urban students it is playing sports. Rural schoolchildren did not say anything about drugs; apparently, this problem is not relevant for them.

Thus, most of the adolescents surveyed consider it necessary to adhere to a healthy lifestyle, and only a small percentage of adolescents do not care about this problem yet.

Thus, a significant part of adolescents is ready to help a friend who has become addicted. Moreover, among rural adolescents, the proportion of those who made such a choice is higher by 24%.

Thus, in general, we can talk about the negative attitude of adolescents towards prostitution. At the same time, rural schoolchildren take a more definite and tough position regarding this phenomenon.

Thus, most of the adolescents surveyed believe that it is necessary to start sexual activity after 18 years of age. Rural schoolchildren, in contrast to urban ones, associate sexual life with older age.

So, most teenagers have enough knowledge about the means and methods of safe sex. However, rural schoolchildren, unlike urban ones, would like to expand their knowledge in this area. This suggests that rural schoolchildren are not sufficiently informed on this issue.

III. Attitude towards professions and studies.

Thus, the majority of adolescents consider the profession of a lawyer to be the most prestigious and worthy. But for rural schoolchildren, in contrast to urban ones, the military profession is more prestigious.

Thus, most teenagers are satisfied with the educational institutions in which they study.

IV. Feeling of security.

Thus, most adolescents rely only on themselves. But rural schoolchildren, unlike urban ones, first of all rely on the help and support of friends, secondly they choose the law, self-confidence is only in third place.

Thus, a significant part of teenagers would like to have such a weapon as a gun. At the same time, among rural adolescents, this desire is much more pronounced.

So, for the majority of adolescents, friends are the support and support in difficult times, and again rural schoolchildren demonstrate a much more pronounced faith in friends than urban ones. On the other hand, urban adolescents have a much higher expectation for the support of their parents. It should be noted that religion, nature, art do not help any teenager to cope with neuroses.

Thus, most adolescents believe that if there is no certain order in society, and it is not known what will happen tomorrow, little can be achieved.

In general, the opinion of adolescents on this issue was divided approximately equally: 47% - yes, influential figures in society; 53% - no, they are not indifferent. However, when comparing the answers of urban and rural schoolchildren, opposite pictures are obtained: the majority of rural schoolchildren note the indifference of the authorities, the majority of urban schoolchildren - indifference.

Thus, rural schoolchildren feel less protected by those in power.

Thus, a fairly large percentage of adolescents assess the chance of achieving life goals as high, but the number of adolescents who believe that the probability of achieving significant goals for them is very small (approximately 40%) is also alarming.

Thus, for most teenagers, life is very significant, and no matter what they do, it turns out that life is not in vain, and their efforts lead to success.

Thus, most adolescents rely on friendly support from their immediate environment.

Analysis, results and conclusions.

Based on the analysis of the information received, we came to the following conclusions.

1. Teenagers' favorite pastimes in their free time are chatting with friends, watching TV, listening to music. Reading books does not appeal to teenagers. Rural schoolchildren are more inclined to communicate with friends, and urban teenagers are more inclined to listen to music.
2. Most teenagers consider it necessary for themselves to lead a healthy lifestyle, and a healthy lifestyle is associated with sports and the absence of such bad habits as alcohol and smoking. At the same time, urban schoolchildren do not consider alcohol to be too strong an enemy of health, unlike rural ones, and they value sports more than their rural peers. Rural schoolchildren do not say anything about drugs; apparently, this problem is not relevant for them.
3. Adolescents showed a negative attitude towards such social phenomena as drugs and prostitution, while rural adolescents took a more definite, tough position. And teenagers are ready to help those who are in trouble.
4. Most of the respondents believe that sexual activity should begin after 18 years. Rural teenagers associate the beginning of sexual activity with an older age, and feel the need for information about the means and methods of safe sex.
5. The most prestigious and worthy teenagers consider the profession of a lawyer. However, rural schoolchildren also highly value the military profession.
6. Most teenagers noted that they are satisfied with the educational institution in which they are currently studying.
7. When solving life problems, adolescents rely primarily on themselves, faith in the law is insignificant, and even less on the support of friends. Rural teenagers mainly rely on friends, faith in oneself is only in 3rd place after faith in the law. Urban schoolchildren have a much higher expectation of parental support in difficult times than rural ones.
8. A significant part of teenagers would like to have some kind of weapon for self-defense (rural schoolchildren choose a pistol, city schoolchildren choose a gas pistol).
9. When assessing the attitude of influential figures in society to the needs of a teenager, opinion was divided. The majority of rural adolescents noted the indifference of the authorities to their needs and interests, the majority of urban schoolchildren feel less protected by those who are in power.
10. Most adolescents believe that if there is no order in society, then it will be difficult for him personally to achieve significant life goals.
11. A fairly large percentage of adolescents assess the chance of achieving life goals as high, but the number of adolescents who believe that the probability of achieving significant goals for them is very small (about 40% of respondents) is also alarming.
12. At the same time, a fairly high percentage of adolescents (more than 30) think that it is useless to make any efforts, since they are unlikely to lead to success. Moreover, urban schoolchildren among these adolescents are 3 times more than rural schoolchildren.
13. Based on the data obtained during the questionnaire survey, we can say that, to a certain extent, the phenomenon of anomie manifests itself in adolescent environment. This, in our opinion, is evidenced by the following facts: the lack of a sense of security in some adolescents, lack of faith in the law, in friends; not being able to rely on those in power; disbelief that it is possible to achieve meaningful goals for oneself and a feeling of the futility of the efforts made for this. These manifestations are observed both in urban and rural schoolchildren, but on different points and to different extents. For example: disbelief in friends is more typical for urban schoolchildren, and distrust in the authorities of rural schoolchildren. Thus, we can say that, to a certain extent, our assumption about anomie in the adolescent environment was confirmed.
14. In the course of the study, we were convinced that special studies of the social characteristics of adolescents help to better understand their problems, show differences in the characteristics of different adolescent communities, those changes that occur as a result of changes in the social situation of development. In our opinion, the study of the social characteristics of adolescents is necessary, because they allow to increase the efficiency of work aimed at their socialization.
15. Based on the work we have done, we offer recommendations by a social pedagogue on organizing work with adolescents. We believe that these recommendations will help improve the work of social educators and solve the problems faced by adolescents.

The object of influence of a social pedagogue and a pedagogue-psychologist can be: a child in a family, adult family members and the family itself, as a whole, as a team. The activities of these specialists with the family include three main components of pedagogical and psychological assistance: educational, psychological, mediation.

The activity of a psychologist provides for a wide education of parents on the following range of issues:

• pedagogical and socio-psychological preparation of parents for the upbringing of future children;
• the role of parents in the formation of adequate behavior in children in relation to peers;
• raising children in the family, taking into account gender and age;
• psychological problems of raising "difficult" teenagers, neglect and homelessness on the child's psyche;
• the essence of self-education and its organization, the role of the family in guiding the process of self-education of adolescents;
• features of the upbringing of adolescents with disabilities in physical and mental development;
• moral, physical, aesthetic and sexual education;
• causes and consequences of children's alcoholism, substance abuse, drug addiction, prostitution, the role of parents in the existing children's pathology, the relationship of children's health with their parents' addiction associations. Along with the transfer of this kind of knowledge by parents, social educators can also organize practical classes that help to a large extent streamline the life of the family and improve its social status.

The task of educational psychologists is to prevent other adolescents from being drawn into this circle. If at least one student suffers from alcoholism or drug addiction, then the use of alcohol or drugs can become epidemic in the classroom.

Finding out that one of the students often or regularly drinks is not difficult. If before that he studied well, then the performance drops sharply. A drinking teenager has no time to learn lessons, he is bored in the classroom, he is not interested in grades. Drinking alcohol immediately affects school attendance. Frequent unmotivated absences from classes, leaving lessons also suggest trouble. Another of the signs that make it possible to suspect the frequent use of alcohol is a fluctuation in mood and general condition. The next morning after drinking, the person is lethargic, gets tired easily, the mood is lowered, intellectual work is difficult. If such conditions occur frequently in a teenager, an examination by a psychiatrist is necessary. This may be due to any disease, but it can also be due to alcohol consumption.

Admission cases alcoholic beverages or drugs at school should be treated as an emergency. To justify such a fact by the fact that now “everyone drinks”, “sometimes you can”, “nothing terrible will happen from one time” is unacceptable.

Determining that someone is bringing drugs to the school, such as a drug dealer or a student, is not that difficult. Usually a group of guys gather around such a person, they whisper, money flashes in their hands. When teachers appear, they fall silent, quickly hide everything and not very naturally pretend that they are just talking.

If the teacher has concerns that several students have begun to take drugs, then it is advisable to ask those guys who you can rely on.

It is not worth it for social educators to independently investigate and “catch” a drug dealer. Better to leave it to the professionals. If there are facts that someone regularly supplies students with drugs, you need to contact the police. Now there are special departments for the fight against drug addiction. If the social worker becomes aware that someone is taking drugs or drinking regularly, the parents should be notified immediately.

All teenagers who are noticed in anesthesia or regular use of alcohol should be examined by a narcologist to determine whether there is domestic drunkenness or episodic drug addiction, or whether we are talking about a formed addiction, that is, a disease - alcoholism or drug addiction.

Conclusion

In the explanatory dictionary S.I. Ozhegov, we read: “A teenager is a boy or girl in the transitional age from childhood to adolescence.” Adolescence is traditionally considered a difficult, difficult age. Adolescents take a lot of time and effort from adults, including social educators. The goal of a social educator is to help adolescents cope with life problems, determine their life plans, clarify the time perspective, and promote socialization. For successful work, a teacher-psychologist needs to know the physiological and psychological characteristics of adolescents, the patterns of their development.

That is why the purpose of our course work is to study the psychological characteristics of the modern teenager. To achieve this goal, we solved a number of tasks:

They gave a general description of adolescence as the most difficult stage in the development of a child;

Studied and described the psychological characteristics of adolescents and the patterns of their development;

Analyzed the problems of adolescence;

Determined the role of a teacher-psychologist in solving the problems of adolescents;

We selected and modified a questionnaire for diagnosing the psychological characteristics of a modern teenager;

Thus, the object of our work is adolescence, and the subject is the psychological characteristics of the modern teenager.

Teenagers are often not able to cope with their problems on their own, without outside help and support, a teacher-psychologist is exactly the person who should and can help them. In our work, we offer a number of recommendations for organizing work with adolescents.

In order to compile a portrait of a modern teenager in the course of practical research, we studied the psychological characteristics of a teenager in their connection with problems, in particular, with the phenomenon of anomie.

In our opinion, the study of the psychological state of adolescents is necessary, because it allows to increase the efficiency of work aimed at understanding, timely support and assistance in solving the problems of adolescence.

References

1. Vestova O.N. Children's crime // newspaper MK, 2002 No. 5.
2. Gemezo M.V. Developmental psychology: personality from youth to old age. - M., 2001.
3. Enikeeva D.D. How to prevent alcoholism and drug addiction in teenagers. - M., 1999.
4. Eremin V.A. Street - teenager - educator. - M., 1991.
5. Kaznova G.V. The relationship of socially useful activities and communication of adolescents. - M., 1993.
6. Makhov F.S. Teenager and free time. - M., 1982.
7. Mudrik A.V. The role of the social environment in shaping the personality of a teenager. - M., 1979.
8. Mukhina V.S. Age-related psychology. - M., 1999.
9. Mukhina V.S. Age-related psychology. Reader. - M., 1999.
10. Ovcharova R.V. Reference book of the social pedagogue. - M., 2002.
11. Polivanova K.N. Psychology of age crises. - M., 2000.
12. Russian Academy of Education Psychological Institute. Psychological programs of personality development in adolescence and senior school age. - M., 2000.
13. Stepanov S. Without a king in the head // newspaper ShP, 2002 No. 20.
14. Feldstein D.I. Psychology of the modern teenager. - M., 1987.
15. Feldstein D.I. Difficult teenager. - M., 1985.
16. Yagodinsky V.N. About the dangers of nicotine and alcohol. - M., 1986.

Introduction

The uncertain and tense social, economic and environmental situation that has developed in this period of time contributes to the growth of aggressive manifestations, especially among adolescents, both at the individual level and at the group level. Adolescents, as a special social and age group, turned out to be the most susceptible to destructive external influences: the media, computer games, adult behavior, etc. The situation of the growth of aggressive behavior of adolescents affects society as a whole and causes concern and anxiety among teachers and parents. Therefore, we can say with confidence that the problem of aggression among adolescents is one of the most topical both in our country and abroad.

This problem has been studied and is being studied by a large number of scientists, such as A. Bandura (1999), L. Berkowitz (2001), G.E. Breslav (2006), R. Baron (2009), K.S. Lebedinskaya (1988), N.D. Levitov (1964), Yu.B. Mozhginsky (1999), A. Nalchadzhyan (2007), A.A. Rean (1996), D. Richardson (2009), L.M. Semenyuk (2008), I.A. Furmanov (1996) and others. Despite the large number of studies, the presence of unresolved issues and numerous scientific discussions, the problem of aggression remains attractive and is in the center of attention of psychological science.

The relevance of the study of mental states and aggressive behavior of adolescents is due not only to the growth of various forms and types of aggressive behavior, but also to the lack of a system for training specialists in the prevention and correction of aggressive behavior, but also to a decrease in the level of mental arousal to reduce aggressiveness.

Data on the mental states of aggressive adolescents are contradictory and require clarification. Since they are important for the formation of aggressive attitudes, we consider it necessary to identify and study the mental reactions of adolescents that influence aggression.

The purpose of the study: to identify the characteristics of mental states in adolescents with different levels of aggressiveness. M.b. so: to reveal the nature of the relationship between the components of the mental state and aggressiveness of adolescents.

Research hypothesis: there are differences in the mental state of adolescents with different levels of aggressiveness. That is, the dominant mental state has an impact on the manifestation of aggressiveness.

Object of study: aggressiveness and mental state of adolescents.

Subject of study: features of the relationship between the mental state of adolescents and various manifestations of aggressiveness.

Research objectives:

To identify the characteristics of aggressive manifestations in adolescents;

To identify the components of mental states in adolescents;

Spend comparative analysis mental states in adolescents with various manifestations of aggressiveness;

Research methods : methods of mathematical data processing.

Research methods : "Bas-Darky Questionnaire" (Karelin A., 2007), Philips' school anxiety test (Peresheina N.V., Zaostrovtseva M.N., 2006), "Self-assessment of mental states" G. Eysenck (Raigorodsky D.Ya., 2006 ), "The type of emotional reaction to the impact of environmental stimuli" V.V. Boyko (Raigorodsky D.Ya., 2006), “SANNTUV” method by A.N. Nikolaev (A.N. Nikolaev, 2011).

Experimental base: the study involved 30 adolescents aged 12-14 years: from the risk group (GR) - 16 adolescents, of which 10 boys and 6 girls, and the control group (CG) - 14 adolescents, of which 9 boys and 5 girls. All subjects are students in grades 7-8. Adolescents from the GR are registered within the school (HSU) - 10 people, juvenile affairs (PDN) - 6 people. 8 adolescents study in correction classes (social and pedagogical neglect), 8 - in classes according to the traditional program.

Practical significance: the results of the study and recommendations for the prevention and correction of manifestations of aggressive behavior of adolescents can be used in the activities of the psychological and pedagogical services of schools, social rehabilitation and specialized centers for supporting "difficult" children and adolescents.

1. Theoretical aspects of the study of aggressiveness in adolescents

.1 Mental states as a psychological problem

Despite the fact that a lot of both theoretical (methodological) and practical studies are devoted to mental states, nevertheless, there are quite a lot of problems that make it difficult to study this phenomenon, because “despite the large number of works on this problem, it should be recognized that the problem of states in psychology has not yet been developed enough: there is no common understanding and definition of human states, there are disagreements on the issue of the essence, functions and diagnostic methods, on the features of their influence on activity ”(Chirkov V.I., 1983, p. 1) and, in this regard, "... despite the intensive study of the problem of mental states, a lot of it remains unclear" (Nemchin T.A., 1983, p. 7).

A number of researchers point out that " modern psychology has not developed any definite, well-established point of view on this problem. Even the very concept of “mental state” is understood ambiguously” (Zagainov R.M., 1972, p. 4). Thus, “... a satisfactory definition of the concept of “state” has not yet been given, although its use is widespread” (Ilyin E.P., 1978, p. 326) and, therefore, at the moment “... an accurate definition of the concept of “mental state "is very difficult to give" (Nemchin T.A., 1983, p. 12).

As already noted, one of the objective difficulties in studying this psychological phenomenon is the fact that “different authors give different definitions of the concept of “mental state”” (Nemchin T.A., 1983, p. 13).

Based on the analysis of the literature, G.V. Lozovaya came to the conclusion that at the moment, to determine the mental state by researchers, it is possible to detect only one, its most significant characteristic - the mental state is neither mental processes nor personality traits (Lozovaya G.V., 2000).

According to G.V. Lozovoy (2000) research approaches are divided into several categories: "process", "personal", "mixed" and "environmental".

According to this classification of research approaches, the authors of the first group define the concept of "mental state", starting from the concept of "mental process". Supporters of the procedural approach, S.L. Rubinstein (1946) and V.N. Myasishchev (1960), consider the mental state as a background against which mental processes take place. According to V.M. Myasishchev, the mental state acts as a general functional level of mental activity, against which mental processes develop, and consists in the experience by a person of a reflection of the general background of mental activity.

Proponents of the "personal" approach in defining the concept of "mental state", respectively, start from the concept of "personality" and "personality properties". They note that states depend and are mediated not only and not so much by external (objective) as by internal circumstances, that is, personality traits (Puni A.Ts., 1969, 1975), on which depends what this reaction will be. It is emphasized that the mental state is “precisely a manifestation of the personality, and not the state of any of its properties or processes” (Puni A.Ts., 1975, p. 6).

Some authors are not so categorical in their position and try to combine both approaches. N.D. Levitov (1964) and K.K. Platonov (1984). So, N.D. Levitov formulates the concept of “mental state” as follows: “... this is an integral characteristic of mental activity over a certain period of time, showing the peculiarity of the course of mental processes depending on the reflected objects and phenomena of reality, the previous state and mental properties of the individual” (1964, p. 18 ).

Proponents of the latter approach, when defining the concept of interest to us, focus on the moment of connection between the mental state and the environment, the dependence of the first on the latter. According to Yu.E. Sosnovikova (1968, 1978), a mental state is a relatively stable manifestation of all components of the psyche, which has a certain tension and expresses the degree of balancing a person with the environment in a given period of time. Thus, this or that mental state arises in connection with a certain situation (that is, it is situational), and acts as a reaction to the situation, as a way of adapting to it.

After analyzing all the above definitions, G.V. Lozovaya came to the conclusion that a mental state is a mental phenomenon that has its own, pronounced specificity with respect to mental processes and personality traits, arising as a result of the action of a complex of factors (objective and subjective) on the individual and having a direct impact on the process, result and success of the ongoing individual activity (Lozovaya G.V., 2000).

The mental state, as a mental phenomenon, has a number of features or specific features. As some researchers note, the specificity of the state as a mental phenomenon lies in the fact that it is associated with the reflection of not objective, but subjective reality (Chirkov V.I., 1983). It should be noted that the states reflect the attitude not only to the numerous elements of reality, but also to one's own personality (Abolin A.M., 1975).

G.V. Lozovaya (2000) notes that at the moment there is no unity among researchers on the issue of the relationship between such concepts as state and attitude. Speaking about the relationship between the concepts of “mental state” and “attitude”, one should note the point of view of some researchers who very reasonably prove that “the system-forming characteristic of the component composition of any mental state is the attitude of a person ...” (Yurchenko V.N., 1983, p. 4) , which, in turn, is a mood determinant (Ganzen V.A., 1984). Other researchers believe that attitude is a factor in the formation of a mental state (Myasishchev V.M., 1969; Nemchin T.A., 1983).

The second feature of the state as a mental phenomenon is the fact that the reflection of subjective reality is carried out not in the form of images, but in the form of experiences that do not have localization either in the surrounding world or in the human body itself (Rubinshtein S.L., 1940; Chirkov V. I., 1983 and others).

A.Ts. Puni (1975) notes that mental states are always determined; the physiological basis of mental states is a certain functional level of the cerebral cortex, mental states are manifested as an experience and are expressed in behavior. All states have a certain duration, which can vary widely. States are also characterized by a measure.

The next feature of states is the presence of certain temporal characteristics. A.O. Prokhorov writes that “the state as a mental phenomenon was presented in psychology and was mainly studied in the plane of the time axis. It was the time factor that was one of the leading discriminants that differentiated the categories of mental phenomena in psychology” (1998, p. 9).

In this regard, many researchers divide states into different types: long-term, relatively short-term, short-term (Sosnovikova Yu.E., 1975), fleeting, long-term and chronic (Ilyin E.P., 1980), dominant and intermediate (Marishchuk V. L., 1974).

A separate issue is the problem of the relationship between the concepts of "mental state" and "mood". From the point of view of some researchers, the concepts of mood and state are, in fact, synonymous (Levitov N.D., 1964; Rubinshtein S.L., 1940), from the point of view of others, mood is a stable component (or indicator) of mental states (Ganzen V .A., 1984; Kulikov L.V., 2000; Myasishchev V.N., 1996).

The next question is the question of the role of mental states in the life of an individual. One of the main functions of the state as a mental phenomenon, along with the regulative one (Ganzen V.A., 1984), should be considered an adaptive function, which “... consists in establishing a correspondence between the actualized needs of the individual and his capabilities and resources, taking into account the specific conditions of existence, features activity and behavior” (Kulikov L.V., 2000, p. 12). T.A. Nemchin (1983) believes that the mental state reflects the level of homeostasis and adaptability of a person, and the decisive factor in the formation of the mental state is not the objective essence of the "danger" or "difficulty" of the situation, psychology, but the subjective assessment of it by a person, or attitude (Myasishchev V.M. ., 1969).

In the study of mental states, both on a theoretical and practical (especially) level, there are several specific "problems" that should be taken into account.

One of the problems in studying states is their "duality", as some of them may turn out to be both a situational state and a personality trait.

Another problem is the problem of classifying mental states. The most famous is the classification of states in accordance with the division of the psyche into spheres: emotional, cognitive, motivational, volitional (Levitov N.D., 1964, etc.). Quite often, emotional states are singled out as a separate class of states, which is not entirely legitimate, since such a distinction is possible only theoretically, since emotions and states are inextricably linked (Kulikov L.V., 2000).

Yu.E. Sosnovikova (1972) notes that mental states can be classified on several grounds: 1) according to the principle of temporal characteristics (short-term, long-term, protracted, etc.); 2) by the dominance of the components (relatively simple, complex, states, the stress of the components of which is equally high or low); 3) according to the degree of adequacy of the situation; 4) for the reasons that caused this condition.

The researcher also suggests other principles for classification: 1) according to the age principle; 2) according to the leading activity that characterizes them; 3) according to the types of labor in which these conditions arise; 4) according to the principle of significance; 5) according to the degree of manifestation of personal properties, as well as: 6) according to the degree of tension; 7) by strength; 8) for the reasons that caused them (Sosnovikova Yu.E., 1975).

N.D. Levitov (1964) points out several more divisions for the classification of mental states. So, states can be: 1) personal and situational; 2) deep and superficial; 3) having a positive or negative impact on a person; 4) long and short; 5) more or less conscious.

V.A. Hansen (1984) proposed a fairly complex system for classifying mental states. All mental states are divided into three large groups: 1) volitional (practical - positive and negative and motivational - organic and indicative); 2) affective states (humanitarian and emotional, which can be both positive and negative); 3) states of consciousness (states of attention). It should be noted that this classification is the most complete.

Thus, at the moment there is no single classification of mental states, and each researcher can choose the classification that suits his practical interests.

A similar situation has arisen in the question of "levels" or the hierarchical structure of the mental state. The most generally accepted concept is the separation of the psychological (consisting of experiences and feelings) and the physiological component of the state (changes in a number of functions) (Ilyin E.P., 1978).

IN AND. Chirkov, studying psychophysiological states, divided them into three groups of their indicators: physiological (which, according to the author, cannot serve as unambiguous indicators of the quality and intensity of states), psychophysiological and psychological (Chirkov V.I., 1983).

V.A. Ganzen (1981, 1984) identified four structural levels: physiological, psychophysiological, psychological and socio-psychological.

V.N. Yurchenko (1980) specified the structure of the mental state of V.A. Hansen. This structure consists of the following substructures: hierarchical, coordinating and uniting three groups of characteristics: general, special and individual. The hierarchical substructure consists of levels: physiological (neurophysiological, morphological, biochemical, physiological changes), psychophysiological (changes in vegetative, psychomotor, sensory), psychological (changes in moods and attitudes of a person), socio-psychological (changes in behavior and activity) .

Thus, it can be seen that at the moment there is no unity in this problem. Different researchers, based on the grounds put forward by them, offer a different number of "levels". Thus, this problem is also in a state of waiting for its solution. In addition, it should be noted that the isolation of the various "levels" of the state is very arbitrary and has only theoretical significance.

But, as G.V. Lozovaya (2000), one of the most global problems, which, moreover, has serious practical significance, is the problem of diagnosing mental states. Yu.Ya. agrees with her. Kiselev: “there is no universally recognized method for diagnosing a mental state” (1983, p. 101).

As noted by a major researcher of this problem, not all mental states (especially emotional ones) can be diagnosed by experiment (N.D. Levitov, 1964). Observation, as a way of diagnosing conditions, although widely used, still largely depends on the level of "subjectivism" of the researcher.

For a long time, mental states were mainly studied by autonomic reactions (Olnyanskaya R.P., 1950; Smirnov K.M., 1953; Puni A.Ts., 1950 and others). As indicators of the autonomic reaction, the following were used: heart rate (HR), maximum blood pressure, tremor, etc., which have long been recognized as clearly insufficient and which "... can no longer be evaluated as principles" (Isakov P.K. , 1974, p. 3).

Recently, the method of subjective assessment of the state, which is trusted by a fairly large number of researchers, has been increasingly used (Vyatkin B.A., Merlin V.S., 1975; Ilyin E.P., 1978, 1980; Nekrasova Yu.B., 1994; Chirkov V.I., 1982 and others). Such “trust” is based on the assertion that “every mental state is, first of all, an experience, and it is very important to know how a person understands his experience and what is his attitude to it” (Levitov N.D., 1964, p. 35) and therefore “... subjective sensations and experiences can be trusted, since in most cases the coincidence of various subjective experiences with various psychophysiological changes was found” (Ilyin E.P., 1978, p. 329). We believe that this point of view is sufficiently scientifically substantiated and that such a method should not be neglected in the course of practical research.

A special issue that should be touched upon is the question of the mental states of an individual that arise in the process of activity, since “among the factors that determine the effectiveness of a person’s labor activity, an important role is played by the human state that arises in an activity and accompanies the entire process of its implementation” (Chirkov V.I., 1983, p. 1). V.N. Yurchenko offers a systematic approach to the study of the mental state, “... the central, system-forming characteristic of which is the attitude of a person to the activity performed, which has both objective (quality and productivity of labor, labor initiative, level of discipline, etc.) and subjective (satisfaction with the performed activities) indicators” (1980, p. 6).

Researchers have noted a close connection between the states of the subject and the level of his adaptability in activity, since “a high level of adaptation of a person as a subject of activity is achieved with optimal restructuring of activity, the specificity of which depends on his mental state, which ensures the maintenance of the effectiveness of this activity in conditions of maladaptive influences” (Nikolaev A. .N., 1984, p. 4).

Thus, mental states are a very attractive (both theoretically and practically) area of ​​psychological science for researchers, the relevance of which has long been substantiated by leading experts in this field (Ganzen V.A., 1981, 1984; Ilyin E .P., 1978; Levitov N.D., 1964; Sosnovikova Yu.E., 1968, 1972, 1975). However, despite the great research interest, there are many questions that still need to be answered.

1.2 Definition, content of the concept of "aggression", types of aggressive behavior

mental teenager aggressiveness

An analysis of the approaches and studies of domestic and foreign scientists on the problem of aggressiveness and aggressive behavior indicates the diversity of understanding of this complex psychological phenomenon. At the same time, some researchers confuse the concepts of aggression and aggressiveness (i.e., a form of behavior and a personality trait), others offer too narrow definitions that do not cover all types and forms of manifestation of aggressive behavior (direct and indirect aggression, physical and verbal, active and passive, hostile and instrumental, rational and affective, direct and displaced, constructive and destructive, proactive and reactive, socialized and asocial, etc.). Most modern definitions of aggression combine three different points of view: the position of an external observer, the position of the subject of aggression, i.e. the aggressor himself, and the position of the object of aggression, i.e. the victim who suffered from aggression, while almost all modern scientists are far from the original, "native" meaning and tend to consider aggression as a necessarily negative phenomenon (Breslav G.E., 2006, p. 41).

In foreign psychology (Bass A., 2002; Breslav G.E., 2006; Baron R., 2009; Parens G.A., 2007; Richardson D., 2009; Fromm E., 2004, etc.) there is a tendency to the desire of most scientists to interpret aggression as any form of behavior aimed at insulting or harming another living being who does not want such treatment.

Aggression is supposed to be considered:

predominantly as a model of behavior, and not as an emotion, motive or attitude;

as an act by which the aggressor intentionally harms his victim;

as a result of aggressive actions of negative consequences: exposing someone in a disadvantageous light, slandering or public ridicule, deprivation of something necessary, refusal of love and tenderness can, under certain circumstances, be called aggressive, while infliction of bodily harm is not prerequisite;

as aggressive only those actions that cause harm or damage to living beings, in contrast to broader definitions in which aggression is understood as actions that cause damage not only to a person or animal, but to any inanimate object in general;

· only in those cases when the recipient or the victim seeks to avoid such treatment (Parens G.A., 2007, p. 87).

In domestic science, there is a fairly clear tendency to highlight the concepts of "aggression" and "aggressiveness" and their clear distinction (Breslav G.E., 2006; Dmitrieva T., 2002; Mozhginsky Yu.B., 1999; Rean A.A., 1996; Furmanov A.I., 1996 and others). Defining aggression as individual or collective behavior, an action aimed at inflicting physical or psychological harm or damage or destroying another person or group of people, modern researchers consider aggressiveness from different positions (Baron R., 2009, p. 41).

T.G. Rumyantseva (1991) considers aggressiveness as a form of social behavior, since a person's aggressive behavior is carried out in the context of social interaction.

L.M. Semenyuk (2008), speaking of aggressiveness in the personal characteristics of a teenager, defines it as a form of protest against the misunderstanding of adults, as a result of dissatisfaction with one's position in society, which is also manifested in the corresponding behavior.

A.A. Rean understands aggressiveness as a personality trait that is expressed in readiness for aggression. The main criteria that make it possible to attribute aggressiveness to personality traits are: the expression by this property of a certain relationship to certain aspects of reality; formation in the process of socialization and formation of a permanent complex of social ties; relative variability under the influence of social conditions; relative stability, constancy, sameness with repeated manifestations (Rean A.A., 1996, p. 5).

However, the most complete and accurate is the definition of aggressiveness given by L.M. Semenyuk, who believes that aggressiveness is a relatively stable personality trait that manifests itself in the subject's readiness for aggressive behavior, that is, for a sequence of actions aimed at causing physical or psychological damage, up to the destruction of an object, another person or a group of people. On the other hand, aggression can be defined as “motivated destructive behavior that is contrary to the norms and rules of the coexistence of people in society, harming the objects of attack (animate and inanimate), causing physical damage to people or causing them psychological discomfort (negative experiences, a state of tension, fear, depression, etc.)” (Semenyuk L.M., 2008, p. 34).

Meanwhile, there is an opinion about the unequal nature of the essential characteristics of aggression and aggressive behavior, and aggression in this case can be considered something like a behavioral model, expressed in the actual aggressive behavior. In this case, the behavior itself cannot be assessed from the point of view of its destructiveness or constructiveness, since its motivational component refers to the behavior model, namely to aggression.

Psychological Dictionary, edited by V.P. Zinchenko (1999) and B.G. Meshcheryakova (1999) defines aggressive behavior as one of the forms of response to various physically and mentally unfavorable life situations that cause stress, frustration, etc. states.

Based on all of the above, it can be argued that in the structure of aggressiveness, aggression refers to its behavioral component.

According to one of the classifications, aggression can be divided into:

physical - the use of physical force against another person or object - and verbal - the expression of negative feelings through verbal reactions, through their form (quarrel, cry) and / or content (threat, curses, swearing);

direct - directly directed against any object or subject - and indirect, expressed in actions that are indirectly directed at another person (evil gossip, jokes, etc.), as well as actions characterized by lack of direction and disorder (explosions rage, manifested in screaming, stomping, beating the table with fists, etc.);

instrumental - aggression, which is a means of achieving some goal - and hostile - aggression, expressed in actions whose purpose is to harm the object of aggression (Alfimova M.B., 2000, p. 114).

Aggression manifests itself externally in the form of a certain behavioral act, and in the course of such acts, as psychologists are well aware, it is behavior models that play a significant, and sometimes decisive role. Not inherited from animal ancestors, not some kind of abstract substance - no, we are faced with an act of behavior. And this mode of aggression opens up the possibility of influencing it, lowering its level, softening the forms of its manifestation, generally reducing it to nothing, using a variety of cultural models of behavior. Also, aggression as a kind of predetermined beginning with the development of civilization acquires new ways that facilitate the possibility of its manifestation (Baron R., 2009). But this same civilization, covered with a powerful layer of culture, opens up opportunities to direct aggressive impulses in the direction of creativity or competition.

Aggressive actions act as a means to achieve some significant goal (instrumental aggression); as a way of mental discharge, substitution, satisfaction of a blocked need and switching activities; as a way to satisfy the need for self-realization and self-affirmation. Aggressiveness, like any personality trait, property, has a different degree of severity: from almost complete absence to extreme development. Each personality has a certain degree of aggressiveness (Baron R., 2009).

Aggressive behavior is not an innate biological reaction, but one of the forms of behavior due to social ties and relationships. Aggressive behavior of a person depends on their personal qualities, which form an emotional and behavioral reaction to a conflict situation in which, in addition to a hostile, aggressive, violent side, there is a plan of non-violent (assertive) actions.

From the standpoint of an integrated approach in psychology, aggressive activity can be classified into: physical - verbal - expressive; active - passive; direct - indirect - symbolic; heteroaggression - autoaggression; reactive - spontaneous - compensatory; instrumental - target - habitual (Baron R., 2009).

An important variant of the dichotomous representation of aggression is the separation of hostile and instrumental aggression.

1.3 Features of aggressive behavior of adolescents

Currently, child and adolescent aggression and related forms of behavior are the most important research problems, although the topic of aggression has been universally significant and relevant for many decades. Over the past century, a lot of theoretical and practical research has been carried out, in which, from a variety of points of view, early onset aggressive behavior in children and adolescents has been studied.

Various methodological and conceptual approaches to explaining child and adolescent aggressiveness do not allow us to unambiguously interpret the prerequisites for the emergence of this phenomenon. Aggressiveness in adolescence is a heterogeneous phenomenon, in which various reasons may lie behind an outwardly similar picture of manifestations: biological (heredity); psychological (violations in the motivational, emotional-volitional, moral, activity areas); socio-pedagogical (disintegration of the family, violation of mental ties in the system parent-child relationship, features of the style of education. (Smirnova E.O., 2002).

A theoretical analysis of works on the problem of child and adolescent aggressiveness showed that in foreign literature the topic of aggression and aggressiveness is discussed very widely: a large number of theoretical concepts have been created, numerous experimental studies are being carried out aimed at identifying the causes and factors contributing to the development of aggressive behavior in children and adolescents. In particular, the following are studied: the relationship between the attitude of parents to the aggressive actions of their children and aggressive behavior on the part of children; the relationship between legitimate violence and deviant aggressive behavior; the relationship of aggressive behavior of children and adolescents with the level of intelligence; gender differences in the quality and quantity of aggression in children and adolescents, etc. (Semenyuk L.M., 2008).

The variety of Western concepts can be divided into two groups. The first group includes theories in which aggressiveness is interpreted as an innate, instinctive property of the individual. The second group consists of concepts that consider aggressiveness as an acquired characteristic of behavior. In domestic science, the first work on the problem of aggressiveness was carried out in the 1920s-1930s, and most researchers of that period emphasized the role of unfavorable social conditions in the formation of aggressiveness in children and adolescents, which included homelessness, the consequences of the civil war, devastation. Then in the 1930s. When studying children's aggressiveness, the main focus of the researchers was on family relationships and shortcomings in training - on the lack of an individual approach to children (Titaeva T.M., 2002).

In the future, the study of the problem of child and adolescent aggressiveness in domestic psychology was carried out in the following areas:

study of the connection between the development of aggressiveness and the structure of the child's self-awareness;

study of the peculiarities of communication of a kindergarten teacher with preschoolers and children in a children's team that contribute to the development of aggressive behavior;

· study of the manifestation of aggressiveness in children in the context of the problem of mental disorders, etc. (Mozhginsky Yu.B., 1999, p. 55).

In the last decade, in the study of child and adolescent aggression, the greatest attention has been paid to: the study of the biological causes of aggressiveness; the role of family and family relations in the formation of aggressive behavior; finding ways to correct mental deviations, behavioral difficulties, including aggressive behavior; the specifics of the aggressive behavior of students of different sex and age groups; the study of the psychological characteristics of adolescent offenders; the influence of the media on the development of aggressive behavior in children and adolescents, as well as the study of the relationship between the legitimization of violence and the tendency to aggressive forms of behavior (Tsvetkova A.L., 2006, p. 58).

The problem of aggression in adolescence is of particular relevance. The pubertal period, characterized by puberty, a change in the social situation of development, as well as serious intrapsychic transformations, prepares fertile ground for various forms of manifestation of aggression and even cruelty. G.E. Breslav, as the main psychological features that provoke aggressive behavior in children and adolescents, highlights, among other things, an insufficient level of development of communication skills and disturbances in relationships with peers. According to G.E. Breslav (2006), at this time in the soul of future boys and girls two competing drives collide with each other: the need for closeness and belonging to another and the desire to maintain and assert their own identity. The feeling of loneliness, the loss of the integrity of the world, the inconsistency of one's real "I" with ideals (often false), as well as the desire to end one's dependence on parents, the need to make vital decisions independently leads to the need for aggression. This aggression is not always destructive. G.E. Breslav (2006), like a number of other authors (E. From, 2004; A.A. Rean, 1996;), believes that in children, as in adults, there are two forms of manifestation of aggression: non-destructive aggressiveness and hostile destructiveness. The first, being a necessary adaptation mechanism, encourages the child to compete in the world around him, protect his rights and interests, and serves to develop cognition and the ability to rely on himself. The second, non-adaptive in nature, is destructive and is characterized by the desire to cause harm for the sake of obtaining pleasure (Breslav G.E., 2006, p. 91).

A teenager's aggression is expressed as: an end in itself that satisfies the need for self-realization and self-affirmation (in this case, we can talk about an aggressive personality); as a means to another significant end; way of psychological relaxation; a form of protective adaptive behavior (Breslav G.E., 2006, p. 85).

Signs of aggression in teenagers:

they expect hostility from others,

they underestimate their own hostility,

they blame others and circumstances for their problems,

they rarely express their feelings in words, preferring action,

often do not think about the consequences of their actions,

overestimate the intensity of their emotions: anger instead of sadness or irritation,

they are immune to the feelings of others, they have a low level of empathy (the ability to accept the feelings of other people),

they do not care about suffering, retaliatory aggression, the possibility of being rejected by their peers,

value superiority and revenge over friendship,

they are less inclined to compromise than other children,

believe that their aggressive actions produce tangible results by reducing the aggressiveness of others,

· do not think (or rather simply do not know) about their own significance, they have a limited choice of reactions to a problem situation (Lebedinskaya K.S., 1988, p. 79).

An analysis of the work of domestic researchers involved in the practical aspects of the problem of child aggressiveness shows that the efforts of modern scientists are mainly aimed at a detailed study of one of the aspects of the problem, while other components remain insufficiently developed. T.P. Smirnova (2002), G.E. Breslav (2006) focuses on the psychological correction of aggressive behavior, highlighting only diagnostic criteria. S.L. Kolosova (1988) examines the features, origins and genesis of child and adolescent aggressiveness. N.M. Platonova (1988), M.B. Alfimova (2000), analyzing the possibilities of using various forms and methods of diagnostic, corrective, preventive work with aggressive children and adolescents, focuses more on adolescence.

Thus, from the above theoretical review, we see that, basically, the subject of study of child and adolescent aggressiveness is its external behavioral side - aggressive reactions and indicators that affect its occurrence.

Distinguish between aggression and aggressiveness. Aggression is a set of certain actions that cause damage to another object; and aggressiveness ensures the readiness of the person at whom aggression is directed to perceive and interpret the behavior of another in an appropriate way.

The current theories of aggression explain the causes and mechanisms of aggressive human behavior in different ways. the frustration theory of aggression and the theory of social learning are the most experimentally confirmed.

The aggressiveness of a person can be a way to protect her self-attitude at the level of her social activity.

Aggressive behavior in adolescents is determined by the influence of family, peers, and the media.

1.4 Features of mental states in adolescents

The transitional period is usually referred to as a period of increased emotionality, which manifests itself in mild excitability, passion, frequent mood swings, etc. However, in this case it is necessary to distinguish between general emotional reactivity and various specific affects and drives. Some features of mental reactions transition period rooted in hormonal and physiological processes. Physiologists explain adolescent mental imbalance and its characteristic abrupt mood swings, transitions from exaltation to depression and from depression to exaltation with an increase in general excitation at puberty and a weakening of all types of conditioned inhibition.

However, the emotional reactions and behavior of adolescents, not to mention young men, cannot be explained solely by hormonal shifts. They also depend on social factors and conditions of upbringing, and individual typological differences often prevail over age differences. One of the first places is occupied by the emotional and psychological atmosphere in the family. The more restless, tense she is, the more vividly the adolescent's emotional instability will manifest itself (Lebedinskaya K.S., 1988).

The greater the amplitude will be mood swings, nervous breakdowns, the greater the likelihood of developing character and personality accentuations first, and then psychopathy. The psychological difficulties of growing up, the inconsistency of the level of claims and the image of the "I" often lead to the fact that emotional tension, typical for a teenager, also captures the years of youth.

The emotional problems of adolescence have different origins. Adolescent dysmorphomania syndrome - preoccupation with one's body and appearance, fear or delirium of a physical defect. The sharp increase in the number of personality disorders during the transitional age is mainly due to the fact that children do not have such disorders at all because of the underdevelopment of their self-consciousness. Painful symptoms and anxieties that appear in adolescents are often not so much a reaction to the specific difficulties of the age itself, but a manifestation of the delayed effect of earlier mental traumas (Kraig G., 2008).

The growth of anxiety in adolescence may be the result of certain intrapersonal conflicts and inadequate development of self-esteem, as well as conflicts between adolescents both with peers, communication with whom is of particular importance, and with adults (parents, teachers), with whom the teenager is actively fighting for autonomy. At this age, the process of learning how to overcome life's difficulties and negative mental states is still actively continuing, a special role in the success of which belongs to emotionally supportive relationships on the part of the reference group. Successful mastery of these methods can prevent the consolidation of anxiety as a sustainable personality formation (Dubinko N.A., 2007).

Frustration theory loses sight of the fact that in fact the most important role for each individual is played by the psychological significance of frustration. Depending on the general situation and characteristics of the individual, his life (adaptive) experience, the strength of frustration can be different. Therefore, it is the psychological significance in this case that determines whether the person's reactions will be aggressive or not. In this regard, E. Fromm (2004) pointed out that the determining factor for predicting the consequences of frustration and their intensity is the nature of the individual. It depends on its originality, firstly, what causes frustration in a person and, secondly, how intensely and in what way he will react to frustration.

Irritability and excitability are also typical features of teenagers. Physiologists explain this by the rapid puberty that occurs during this period of life. A distinctive feature of the physiological manifestations of adolescents is that they can emotionally respond to weak stimuli and not respond to strong ones. Finally, there may be such a state of the nervous system when irritability generally causes an unexpected, inadequate reaction.

During this period of life, girls may experience mood swings, increased tearfulness, and resentment. Boys have motor disinhibition, they are excessively mobile, and even when they are sitting, their arms, legs, torso, head are not at rest for a minute (Kraig G., 2008).

Changes in appearance are potentially more painful for girls than for boys, since appearance is more significant for them. Therefore, in girls, the self-concept correlates more strongly with the assessment of the attractiveness of their body than with the assessment of its effectiveness. Confidence in one's own physical attractiveness is also interconnected with success in interpersonal communication and is manifested in self-presentations of appearance. A correctly formed self-image, the correspondence of physical development to the standards accepted in a group of peers and friends, is emotionally experienced by girls more strongly and more often affects a generalized self-relationship, and is also a determining factor in social recognition and position in a group, successful gender identification (Rice F., 2010 ).

Mental development in adolescence is directly related to a change in the relationship of a teenager with peers and parents. While communication with peers takes on the character of an acute need for him, in relations with his parents there is a desire for isolation, emancipation. Friendships become especially significant during this period, assuming the desire for full understanding and acceptance of the other. Although the ability to understand the emotions of another person at this age is at the initial stage of its development, there is a gradual increase with age in the ability to empathize and contribute, which are components of the general ability to empathize. According to I.M. Yusupov (2002), empathy is a holistic psychological phenomenon that connects the conscious and subconscious instances of the psyche, the purpose of which is to “penetrate” into the inner world of another person or an anthropomorphized object. The data of foreign researchers speak of pronounced links between empathy and moral behavior. It is the ability to empathize, contributing to the reduction of general, increased anxiety and aggressiveness in adolescence, which is the basis for friendly relations. Highly empathic children tend to explain their failures in interpersonal interaction with internal causes, on the other hand, children with low empathy scores give them an external assessment. In addition, it was experimentally found that setting a sympathetic attitude towards another contributes to the emergence of a sense of guilt for the observed unfavorable object, which can reduce the likelihood of aggression (Dmitrieva T., 2002).

For most people, the transition from adolescence to adolescence is accompanied by an improvement in communication skills and overall mental well-being. Emotionally unbalanced, with signs of possible psychopathology, adolescents and young men are statistically a minority in their age group, not exceeding 10-20 percent of the total, i.e. almost the same as in adults (Rumyantseva T.G., 1992).

The discussion and analysis of the data made it possible to determine the difference in the psychological characteristics of the personality of children with different levels of aggressiveness. Based on the correlation analysis, a typology of aggressive children was compiled and significant independent variables were identified that determine the occurrence of aggressive behavior.

The type of aggressive adolescent (boy) is distinguished by the relative uniformity of the motivational sphere, in which two tendencies are traced: to maintain mental balance and social well-being (dominance of comfort motives and achievement of social status). This indicates the desire for favorable conditions for life, study and recreation, gaining influence on others, but at the same time, the absence of motivational tendencies associated with self-actualization and the desire for personal development. Within the framework of the general typology of an aggressive teenager, three groups of children can be distinguished (Semenyuk L.M., 2008, p. 74).

Boys with neurotic tendencies. A common characteristic of such children is high anxiety, excitability combined with rapid exhaustion, increased sensitivity to stimuli, which causes inadequate affective outbursts, manifested in reactions of excitement, irritation and anger directed against someone from the immediate environment.

Boys with psychotic tendencies. A distinctive feature of these children is the mental inadequacy of the individual. They are characterized by autism, isolation, fenced off from the events of the surrounding world. All their actions, feelings, experiences are more subject to internal, endogenous laws than to influences from others. As a result, their thoughts, feelings and actions often arise unmotivated and seem, therefore, strange and paradoxical.

Boys with depressive tendencies. A distinctive feature of such adolescents is a dreary mood, depression, depression, reduced mental and motor activity, and a tendency to somatic disorders. They are characterized by a weaker adaptation to situational events, all kinds of psycho-traumatic experiences. Any kind of strenuous activity for them is difficult, unpleasant, proceeds with a feeling of excessive mental discomfort, quickly tires, causes a feeling of complete impotence and exhaustion. According to V. Desyatnikov (2004), adolescents with depressive disorders are characterized by disobedience, laziness, academic failure, pugnacity, and often run away from home.

In communication, aggressive boys prefer a straightforward-aggressive style of interpersonal relationships, characterized by straightforwardness, perseverance, intemperance, irascibility, unfriendliness towards others. The type of style of interpersonal relations depends on the direction and the predominant type of aggressive reactions of children.

The type of aggressive teenager (girl) is distinguished by the presence of motivational tendencies to maintain life support, comfort, and communication. This indicates the predominance of maintenance motives over developing motives in their motivational sphere. Such a motivational structure can be defined as a consumer (regressive profile) that mainly performs a function that provides, rather than develops, a person. Aggression is mainly characteristic of two categories of children.

Girls with psychotic tendencies. Common to them is increased tension and excitability, excessive concern for their own prestige, a painful reaction to criticism and remarks, selfishness, complacency and excessive conceit.

Extrovert girls. The peculiarity of these girls is activity, ambition, desire for social recognition, leadership. They are distinguished by the need to communicate with people, the desire for idleness and entertainment, craving for sharp, exciting impressions. They often take risks, act impulsively and thoughtlessly, frivolously and carelessly due to low self-control of drives. Since the control over desires and actions is weakened, they are often aggressive and quick-tempered. At the same time, these girls have a good ability for volitional regulation of emotions: even when they encounter significant difficulties, they can show restraint and self-control, they know how to “tune in and get together” when necessary (Semenyuk L.M., 2008).

Thus, these gender and personality characteristics in the mental manifestations of aggressive adolescents should be taken into account in the development of developmental and psycho-corrective programs.

1.5 Features of the influence of mental states on aggressiveness

Recently there has been an interest of researchers in the problem of human mental states.

A number of prominent scientists believe that there are still many unresolved problems in the field of mental states (E.P. Ilyin, 2005; L.V. Kulikov, 2000; A.O. Prokhorov, 1994, etc.).

L.V. Kulikov (2000) notes that the diagnosis of mental states, the prognosis of their development and regulation are difficult precisely because of their insufficient knowledge.

To date, there are problems associated with the lack of an indisputable approach to the definition of the concept of a mental state, the features of its structure and, most importantly, its types.

E.P. Ilyin notes that, in a broad sense, a state is “a reaction of functional systems to external and internal influences aimed at obtaining a result useful for the body” (2005, p. 17).

Turning to the concept of a mental state, it is advisable to turn to L.V. Kulikov (2000), who understands the mental state as an internal characteristic of the psyche, a component of mental processes, relatively stable over time. This does not reject the above definition, but extends it. The mental state can be defined as the reaction of the psyche to external and internal influences, which manifests itself as a person's experience.

E.P. Ilyin (2005) offers a fairly convincing list of components of the structure of human states (levels of response):

physiological (somatic, vegetative, psychomotor),

mental (experiences, mental processes),

behavioral (activity, communication, behavior).

The most difficult, but necessary, is the classification of types of mental states. Ilyin notes that “it is very difficult, if not impossible, to give a satisfactory classification of states” (Ilyin E.P., 2005, p. 38). Suffice it to say that today their composition has not even been determined.

Many attempts have been made to classify mental states, but a single criterion for this has not yet been chosen. As rightly noted by E.P. Ilyin (2005), so far there is no “single rod” with which one could create a list of different states. At the same time, the author himself (2005) proposes to divide mental states as follows:

motivational-volitional (motivational - enthusiasm, laziness, apathy, confusion and volitional - mobilization readiness, concentration, absent-mindedness, determination, restraint);

emotional, related (prognosis and related conditions, expectation, anxiety, fear);

emotional, associated with the achievement of the goal (satisfaction, inspiration and euphoria, pride, frustration states);

communicative (fun, embarrassment, shame, contempt, falling in love, jealousy) and cognitive (surprise, interest).

This classification seems to be quite successful. However, it is relatively difficult to apply. The fact is that each of the mental states, having a pronounced specificity, manifests itself only in specific conditions, that is, rarely.

At first glance, it seems that a person's well-being is a purely physiological state. However, it is not. The state of health reflects an integral assessment (psychological phenomenon) of the physical state. Well-being is a mental state caused by a general feeling of physical well-being (Kulikov L.V., 2000; Sechenov M.I., 1947).

The state of activity characterizes a high level of mental functional mobilization (Myasishchev V.N., 1996). A high level of the state of activity according to L.V. Kulikova manifests itself in clarity of consciousness, speed of reactions, energetic behavior, the desire to find solutions and change any situation in a favorable direction, in overcoming difficulties (2000).

Mood N.D. Levitov (1964) called the general emotional state. L.V. Kulikov characterizes it as follows: mood is a stable mental state of moderate or low intensity, manifesting itself as the emotional background of a person's mental life (2000).

The state of tension is a state of evaluation and experience of one's own mobilization of physical and mental forces. It is characteristic of a person during a sufficiently pronounced period of some other state (for example, a state of activity). A high level of stress is called tension.

Anxiety (as a state of anxiety, reactive according to Ch.D. Spielberger, 1983), according to E.P. Ilyin, is a state of acute empty (pointless) anxiety (2005).

Mental arousal A.N. Nikolaev is understood as a state that quantitatively characterizes the degree of experience "a lot - a little" (2005). According to the author, other states only qualitatively characterize the level of mental arousal. If so, then mental excitement is an integrating state. Yu.Ya. Kiselev (1983) notes that psychic arousal is the most universal mechanism for a person's adaptation to difficult conditions. Some authors equate two concepts - mental arousal and tension, which is erroneous from the very beginning. If tension is a state of experiencing self-mobilization of one's own forces, then mental arousal is the degree of excitement.

However, the exact answer to the question regarding states (kinds or components) can be provided by empirical research. The nature of the relationship of well-being, activity, mood, tension, anxiety, confidence and mental excitement will show their features, which, in turn, will show their originality and how phenomenal they are.

Mood disorders are important in the formation of aggressive behavior. Emotional symptoms reflect the state of the psyche, they are a kind of projection, the “visible part of the iceberg”, an external expression of deep mental processes, including the processes of the emergence and development of aggressiveness. The parameters of emotions throughout the ontogenetic, according to G.A. Parensa (2007) of development indicate a varying degree of severity of mental disorders, both of its “visible” and “invisible” parts. They testify to the degree of free will in an aggressive act.

The formation and development of aggressiveness are closely related to the dynamics of affective symptoms. By observing affective pathology, we can predict the development of aggressive tendencies. Symptoms of depression may appear long before the manifestation of signs of pathological cruelty. Various types of emotions accompany the stages of origin, subsequent development and culmination of aggression. These are some kind of signals that speak about the depth of the lesion, the direction of pathological aggression and the prospect of its embodiment in a criminal act.

It is no less important to consider aggression not only as a behavior, but also as a mental state, highlighting the cognitive, emotional and volitional components. The cognitive component consists in understanding the situation as threatening, in seeing the object for attack. Some psychologists, for example, R. Lazarus (1970), consider the threat to be the main causative agent of aggression, believing that the threat causes stress, and aggression is already a reaction to stress. But not every threat causes aggression, and not always an aggressive state is provoked by a threat.
The emotional component of the aggressive state is also important - here, first of all, anger stands out: often, when preparing and in the process of implementing aggression, a person experiences a strong emotion of anger, rage. But aggression is not always accompanied by anger, and not all anger leads to aggression. Emotional experiences of hostility, anger, revenge also often accompany aggressive actions, but they do not always lead to aggression. The volitional component of aggressive action is clearly expressed: there is purposefulness, perseverance, determination, initiative, courage.

The task of diagnosing mental states is also not finally solved (Kiselev Yu.Ya., 1983; Lozovaya G.V., 2000).

In psychology, the Bass-Darky method of diagnosing aggressive behavior has become widespread (Karelin A., 2007).

2. An empirical study of the mental state of adolescents with differentlevel of aggressiveness

.1 Organization and methods of research

A study of the mental state of adolescents with different levels of aggressiveness was conducted at the Municipal Budgetary Educational Institution “Pytalovo Secondary School named after A.A. Nikonov" Pytalovsky district of the Pskov region. The sample consisted of 30 adolescents aged 12-14 years: from the risk group (GR) - 16 adolescents, of which 10 boys and 6 girls, and the control group (CG) - 14 adolescents, of which 9 boys and 5 girls. All subjects are students in grades 7-8.

Thus, 2 groups take part in the study: consisting of a risk group of 16 people and a control group of 14 people. Groups differ by gender, each has both boys and girls.

Research hypothesis was put forward : there are differences in the mental state of adolescents with different levels of aggressiveness.

Methodology "Bas-Darky Questionnaire" (Karelin A., 2007).

Purpose: to determine the level of verbal and non-verbal aggressiveness of adolescents. Creating their own questionnaire, differentiating manifestations of aggression and hostility, A. Bass and A. Darki considered aggression as a complex phenomenon.

The questionnaire consists of eight subscales that are important indicators of aggression: physical aggression (attack); indirect aggression; irritability; negativism; resentment; suspicion; verbal aggression; feelings of guilt (additional scale).

Methodology "Test of school anxiety" Philips (Peresheina N.V., Zaostrovtseva M.N., 2006).

The test allows you to study the level and nature of anxiety in adolescents associated with school. The general mental state of the student is analyzed, which is largely determined by the presence of certain anxiety syndromes (factors) and their number. Content characteristics of each syndrome (factor):

General anxiety at school - the general mental state of the child associated with various forms its inclusion in the life of the school.

Experiences of social stress - the mental state of the child, against which his social contacts develop (primarily with peers).

· Frustration of the need to achieve success - an unfavorable mental background that does not allow the child to develop his needs for success, achieving a high result, etc.

· Fear of self-expression - negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one's capabilities.

· Fear of a situation of checking knowledge - a negative attitude and anxiety in situations of checking (especially public) knowledge, achievements, opportunities.

· Fear of not meeting the expectations of others - focus on the significance of others in assessing their results of actions and thoughts, anxiety about the assessments given by others, the expectation of negative assessments.

· Low physiological resistance to stress - features of the psychophysiological organization that reduce the child's adaptability to situations of a stressful nature, increase the likelihood of an inadequate destructive response to an alarming environmental factor.

· Problems and fears in relations with teachers - a general negative emotional background of relations with adults at school, which reduces the success of a child's education.

3. Methodology "Self-assessment of mental states" by G. Eysenck (Raigorodsky D.Ya., 2006).

Designed to diagnose such mental conditions as: anxiety, frustration, aggressiveness and rigidity. The methodology offers a description of the levels of various mental states.

Methodology "Type of emotional reaction to the impact of stimuli

environment” V.V. Boyko (Raigorodsky D.Ya., 2006).

The technique is intended for diagnosing the predominant type of emotional reaction to environmental stimuli of various nature. Two parameters are taken into account:

Type of emotional reaction: euphoric activity outside, refractory activity inside, dysphoric activity outside.

The nature of incentives:

positive - have a positive personal meaning or social meaning (good weather, joy in the soul, a compliment from others, a joke);

ambivalent (or neutral) - they are dual in nature, you can find either a positive or a negative meaning in them - it all depends on the attitudes of the individual himself, on his tendency to attribute good or bad qualities to things, phenomena, people (ambivalent as incentives - a new business partner in general, TV show, questionable ideas, people around, life in general, normal work environment);

Negative - negative meaning, meaning (a feeling of fatigue, one must pass an intellectual test, a difficult circumstance in life).

With the dominance of the euphoric formula, the emotional system as a whole is tuned to positive stimuli.

A refractory emotional reaction indicates that the emotional system of perception gives in to various influences - positive, negative and ambivalent. In reality, she chooses predominantly ambivalent stimuli. At the same time, they “get stuck” in the personality, remain in the form of experiences of an unpleasant aftertaste, reflections, hidden sadness, anger.

With the dominance of the dysphoric formula, positive and negative stimuli are reduced to negative experiences, and the emotional system as a whole is tuned to negative stimuli.

Methods of studying mental states SANNTUV A.N. Nikolaev (A.N. Nikolaev, 2011).

The technique was created to study mental states. It is a set of scales of the semantic differential (with strictly specified intervals), which allows you to evaluate two signs of the following seven states: well-being, activity, mood, tension, anxiety, confidence and mental arousal.

2.2 Analysis of the study results

In an empirical study, we identified the features of aggressive manifestations and mental states in adolescents.

According to the indicators of the “aggressiveness index”, obtained by the method “Diagnosis of the state of aggressiveness in adolescents” by A. Bass and A. Darki (Karelin A., 2007), adolescents were divided into three subgroups:

Aggressive teenagers - 16 students (53.3%) with a high level of aggressiveness (aggressiveness index above the norm 21 ± 4;

· Moderately aggressive adolescents - 9 students (30%) with an average level of aggressiveness (the aggressiveness index corresponds to the norm of 21 ± 4);

· non-aggressive teenagers - 5 students (16.7%) with a low level of aggressiveness (aggressiveness index below the norm 21±4).

Hidden forms of aggressiveness, reflected in the hostility index, were revealed in the GR - a high level of severity, an average level of hostility in the CG.

On the basis of an experimental study, a picture of adolescent aggression was formed. The results of the diagnostics of the subjects' aggression are presented in Table 1.

Table 1. Comparison table for generalized levels of aggression in GR and CG

Symbols: I - physical aggression, II - verbal aggression, III - indirect aggression; IV - negativism, V - irritation, VI - suspicion, VII - resentment, VIII - guilt.

Data analysis shows that in boys at the age of 12-14 there is a fading of physical aggression, and in girls there is an increase in this form of aggressiveness. At the age of 12-14, there is a decrease in verbal aggression in boys, with a constant increase in this aggression in girls.

An analysis of the results obtained in the study allows us to conclude that, in general, during adolescence, both generalized and particular indicators of aggressiveness significantly change both upward and downward. The obtained scores allow us to compile a table "Percentage ratio of changes in indicators of levels of aggression", in which we recorded low, medium and high levels, as a result of which we determined how many test subjects were at each level. The data is reflected in table 2.

Table 2. Percentage of changes in indicators of levels of aggression

Symbols: H - low level, C - medium level, B - high level.

So it was found that in adolescents, negativism becomes the most pronounced, there is an increase in physical, as well as verbal aggressiveness. Aggressiveness, physical and indirect, increases insignificantly, as well as the level of negativism.

In adolescence, all particular forms of aggressiveness change significantly, while the level of physical aggression among girls increases, while the rest decrease. Consequently, adolescents become less touchy and irritable, less likely to demonstrate negativism, verbal and indirect ways of showing aggression. However, they are more cautious and distrustful of others. If we consider physical aggressiveness, then it manifests itself in 60-70% of boys, while in girls this form of aggressiveness is noted only in 30-60%. Verbal aggressiveness is noted in 36-72% of boys and 28-60% of adolescent girls. Negativism is much stronger in adolescent boys 68 - 82%, was observed only in 36-60% of girls of this age. The level of indirect aggressiveness of adolescent girls is 66%, in boys up to 72%.

Examining the results according to the method of "Test of school anxiety" by R. Philips (Peresheina N.V., Zaostrovtseva M.N., 2006), we determined the overall indicator of anxiety, and also compiled a table that helped us determine the overall level of student anxiety for each factor and the leading parameter in particular.

This group is dominated by high (55.6%) and elevated (40.7%) levels of school anxiety, which is shown in Figure 1.

Rice. 1. General level of anxiety

An analysis of the level of anxiety for each factor is presented in Table 3 as a percentage of the total number of students.

Table 3. Results of the study of the level of anxiety

Thus, in the largest number of students at the time of the study, the indicators of high anxiety are the fear of not meeting the expectations of others (25.9%), the fear of a knowledge testing situation (22.2%), the fear of self-expression (22.2%), problems and fears in relations with teachers (22.2%). This may be due to a certain level of social maladaptation, academic failure, communication problems with teachers, as well as certain personal characteristics of students.

The analysis of the results of the study according to the method of "Self-assessment of mental states" by G. Eysenck (Raigorodsky D.Ya., 2006) gave us the opportunity to consider frustration and rigidity as the basic criteria for the dynamics of the development of internal group processes necessary for the formation of relationships in the children's team. High (and above average) indicators reflect the reluctance of group members to take the initiative, a reduced background of activity.

The results of the study of the mental states of adolescents are presented in Table 4.

Table 4. The results of the study of mental states according to the method of G. Eysenck

According to the results obtained, the group revealed a high level of anxiety in 34% of the subjects due to the inadequate response of most adolescents to stressors. Aggression in 50% of the subjects is accompanied by rigid, "frozen" attitudes of personality (68%). Most of the subjects (50%) experience frustration, which may be caused by dissatisfaction with the actual needs of the individual. A similar phenomenon occurs when a change in the style of interaction (teacher) or a change in the orientation of the interests of a part of the pupils. To prevent a decrease in initiative and an increase in negative reactions, it is necessary to change the system of relations and the style of interaction "teacher - pupil". Psychocorrectional and developmental work is needed.

According to the method of diagnosing an emotional reaction to the impact of environmental stimuli, V.V. Boyko (Raigorodsky D.Ya., 2006), the following results were obtained. The indicators on the scale "types of emotional reaction" made it possible to distinguish the following groups of subjects: with a predominance of the dysphoric type of emotional reaction - 18 people (60%), with a predominance of the refractory type - 6 people (20%), euphoric - 6 people (20%).

Based on the data, it can be said that the majority of adolescents (60%) are characterized by the following characteristics: the desire for destruction, hostile activity, pessimism, discontent, disappointment, the prevalence of anger and rejection.

The second group of adolescents is characterized by: a measured lifestyle, selectivity of contacts, preference for subordinate roles, a tendency to loneliness, fantasizing, ingenuity, reflections on the gloomy, closeness of feelings (20%).

The third group is characterized by: creative and constructive activity, striving for collective forms of activity, creativity of ideas, optimism, ability to rejoice, manifestation of positive feelings, acceptance of people (20%).

Thus, aggressive adolescents are characterized by a dysphoric and refractory type of reaction to environmental stimuli (80%). These individual psychological characteristics must be taken into account in preventive and corrective work.

Table 5. Representation of mental states and reactions to environmental stimuli in the behavior of adolescents with different levels of aggressiveness

It was found that a high and medium level of anxiety (15.5 and 10.5) is typical for adolescents with an average and high level of general aggressiveness, and to a lesser extent for adolescents with a low level of aggressiveness.

The most frustrated (16.4) were adolescents with a high level of general aggressiveness, as well as subjects with an average level of aggressiveness (11.2).

Rigidity is inherent in adolescents with different manifestations and levels of aggressiveness, to a greater extent, subjects with a high level of general aggressiveness (16.8). The indicators are given by average values ​​in points.

The study of the mental states of adolescents was carried out using the methodology for studying the mental states of a person (SANNTUV) A.N. Nikolaev (2001, pp. 84-84).

On the basis of the results obtained, we found that in the GR the majority of students experience mental arousal, tension and anxiety, while in the CG the majority of adolescents experience mental stress, poor health and anxiety. These results are presented in tables 6, 7.

Table 6. The results of the study of the mental states of adolescents according to the SANNTUV GR method

The obtained data will be presented as a percentage and reflected in Figure 2.

Rice. 2. Percentage distribution of data according to the SANNTUV GR method

From the figure, we see that all mental states are approximately at the same level. There is tension and anxiety in relationships, both with teachers and with peers. Also, teenagers are characterized by excessive excitement, which indicates their emotional instability.

Table 7. The results of the study of the mental states of adolescents according to the SANNTUV KG method

The table shows that adolescents in the group experience the most Bad mood and tension, as well as anxiety, which is typical for these adolescents.

The obtained data will be presented as a percentage and reflected in Figure 3.

Rice. 3. Percentage distribution of data according to the method SANNTUV KG

From the figure, we see that the percentage in this group is the same.

It is impossible to correlate the obtained indicators with any specific norm, since all mental states depend on the current or upcoming activity. We once again confirmed that children in the study groups are prone to anxiety and aggression, have increased emotional arousal and lack of self-confidence. We can argue that the mental state of a teenager directly affects his behavior, in our case, anxiety, emotional instability, insecurity, and generates aggression.

Thus, the predominance of dysphoric and refractory types of reaction in aggressive and moderately aggressive adolescents is accompanied by symptoms of anxiety, rigidity, and a sense of general dissatisfaction to a greater extent than in non-aggressive adolescents.

In order to improve the mental state and increase social adaptation of adolescents with various manifestations of aggressiveness, psychological and pedagogical support is necessary. This work should include activities aimed at active socio-psychological education of adolescents, familiarization with the methods of self-regulation and relieving excessive psycho-psychological stress, teaching the skills of interpersonal communication, and business cooperation with adults. Thus, psycho-corrective work will help to increase the self-esteem and self-attitude of "difficult" adolescents among their peers, satisfy the frustrated needs for acceptance and approval from significant adults, improve well-being and mood.

The revealed differences were subjected to statistical analysis according to the Mann-Whitney test.

Determine the value of the Mann-Whitney U-test using the formula:

where n 1 is the number of units in the first sample (current culture), n 2 is the number of units in the second sample (preferred culture), T x is the sum of the ranks, is the empirical value of the criterion, is the critical value of the criterion.

Let us formulate hypotheses: Mental state indicators in the group of non-aggressive adolescents are not lower than the level of the sign in the group of aggressive and moderately aggressive adolescents.: Indicators of the mental state in the group of non-aggressive adolescents are below the level of the sign in the group of aggressive and moderately aggressive adolescents.

Calculate the result: Uemp = 6

Let's turn to the table of critical values. Ucr = 13 (p ≤ 0.05), Ucr = 7 (p ≤ 0.01).

Answer: The obtained empirical value Uemp(6) is in the zone of significance. H0 is rejected. Therefore, we can say about the differences in the indicators of the mental state in adolescents with various manifestations of aggressiveness.

Let's determine with the help of the Student's criterion whether the method "Diagnosis of the state of aggressiveness in adolescents" by A. Bass and A. Darki is effective

The calculation of the value of t is carried out according to the formula:

where are the differences between the corresponding values ​​of the variable X and the variable Y, and d is the average of these differences; is calculated by the following formula:

Number of degrees of freedom k is determined by the formula k=n-1.

√3275 - (205*25) / 16 / 240 = √2,702 = 1,643

Temp = 1.281 / 1.643 = 0.77

Number of degrees of freedom = 15.

t emp< tкр при р = 0,05, следует сделать вывод, что различия не являются статистически значимыми.

Correction of adolescent aggression is aimed at translating it into socially acceptable forms. Corrective work on the prevention of deviant behavior with adolescents has its own characteristics: at the initial stages, group forms are not shown, not to mention the almost inevitable negative consolidation of adolescents in a group, individual work with a teenager is more effective. From the very beginning, in parallel, it is necessary to start working with the family. After diagnosing family relations and the degree of their disharmony, psycho-correctional work, both individual and group, should follow. But the main emphasis should be on individual work with a teenager. General conversations about the need to “behave well” turn out to be completely ineffective. A special place in correctional work should be given to the formation of a teenager's range of interests, also based on the characteristics of his character and abilities. It is necessary to strive to minimize the period of free time of a teenager - “the time of idle existence and idleness” by attracting him to positive personality-forming activities: reading, self-education, playing music, sports, etc. With unproductive activities during the period of free time - "doing nothing" - the adolescent's quick return to an asocial company and a relapse of delinquency are inevitable.

Based on the fact that the development of the child is carried out in activities, and the teenager seeks to assert himself, his position as an adult, among adults, it is necessary to ensure that the teenager is included in such activities that lie in the sphere of interests of adults, but at the same time create opportunities a teenager to realize and approve himself at the level of adults. The psychological meaning of this activity for a teenager is that by participating in it, he actually joins the affairs of society, occupies a certain place in it and maintains his new social position among adults and peers. In the process of this activity, a teenager is recognized by adults as an equal member of society. This creates optimal conditions for the realization of his needs. Such activity provides a teenager with the opportunity to develop his self-awareness, forms the norms of his life. But the methods and principles of such activities require significant adjustments when including adolescents who are characterized by increased aggressiveness. So, it is necessary to channel effective aggression into verbal (verbal), which poses less danger to others. And if a person has a high, but “cultivated” level of aggressiveness, then he just likes to make such remarks to others.

An even more acceptable form of correction of true aggression is the focus on overcoming, destroying external obstacles. However, it is necessary not only to find common ways to channel aggressive tendencies, but also to give vent to momentary aggression. Sometimes parents fear that the destructive actions taken by the child will lead to the development, intensification of aggressiveness. It is necessary to explain to them that, on the contrary, the détente of aggression reduces the level of its intensity. After such a release, calming activities such as playing with sand, water and / or relaxation are useful. And only after the immediate aggressive impulse has been worked out, joint activities are possible in which the destructive impulses of the child can be redirected from a partner to external obstacles on the way to a common goal.

For aggressive boys with a pronounced muscular (masculine) type of values, it is advisable to work directly with the ideal of a “real man”, connecting to other ideas about the standard of masculinity such qualities as restraint, self-control.

With defensive aggression, it is recommended, first of all, to work on teaching the means of communication. In addition, it is necessary to remove anxiety, which is facilitated by a warm emotional atmosphere of home communication, spiritual comfort, because behind defensive aggression there is a feeling of insecurity, a threat from the outside world.

With pronounced defensive aggression, it is useful to teach a child martial arts as an integral set of techniques for self-control, relaxation and self-defense. Take children to sports schools, teach daily gymnastics at home, slip dumbbells and expanders, iron weights and boxing gloves. Let them beat each other in a peaceful fight. Just to prevent aggression from building up like static electricity. After all, it has the property of exploding with painful discharges. So you can give a boy who fears an attack, self-confidence.

Be attentive to the needs and needs of the teenager.

Demonstrate a model of non-aggressive behavior. Show your teenager a personal example of effective behavior. Do not allow outbursts of anger or dishonest statements about your friends or colleagues in front of him, making plans for "revenge".

Be consistent in punishing a teenager, punishing for specific actions. Clearly distinguish between sanctions and punishments.

Punishment should not humiliate a teenager.

Teach acceptable ways to express anger. Give the opportunity to throw out your aggression, shift it to other objects. Let him beat the pillow or tear the "portrait" of his enemy and you will see that in real life aggressiveness has decreased at the moment.

Give the child the opportunity to express anger immediately after the frustrating event.

Learn to recognize your own mental state and the state of others.

Develop the capacity for empathy.

Expand the adolescent's behavioral repertoire.

Develop the skill of responding to conflict situations.

Organize sports activities, especially swimming.

Preventive activity cannot be limited only to measures of individual influence and correction applied directly to a minor. The inconsistency of parental behavior can lead to a deterioration in adolescent behavior. First of all, it is necessary to organize a system of extensive activities that creates harsh conditions and a certain procedure for actions, and constant monitoring.

Subject to the consistency, gradual introduction of aggressive adolescents to various types socially recognized activities - labor, sports, artistic, organizational and others - it is important to observe the principles of public assessment, continuity, and a clear construction of this activity. Patience and attention to a teenager, his needs and needs, constant development of communication skills with others - this is what will help parents to establish relationships with their son or daughter.

Improving the culture of communication is important for adolescence because it is associated, first of all, with the formation of the personality of an adult and the assimilation of new forms and methods of interpersonal interaction that were absent in childhood. As emphasized by A.A. Vostrikov, there are children who easily adapt to new relationships with people, but for many, mastering the skills of communication with adults is difficult. These difficulties, if they become insurmountable, significantly affect the further development of the character and personal characteristics of high school students and often affect their future fate. He proposes the creation of a model for correcting aggressive behavior of a person, which is based on a three-phase structure of activity depending on the level of reduction in aggressive behavior. Taking as a basis the three-stage activity model of I.A. Zimnyaya (2004), one can use a model for correcting the aggressive behavior of children.

Conclusion

The relevance of the chosen topic of the course work is confirmed by many practical studies, since the increase in the manifestation of aggressive behavior, especially among adolescents, is alarming for the whole society. Despite the increased interest in these issues, in the psychological literature there is no single point of view on the mechanisms of aggressive behavior, just as there is no single definition of this concept. The definition closest to the problem of this study is: “Aggression is a motivated destructive behavior that is contrary to the norms (rules) of the coexistence of people in society, causing harm to the objects of attack (animate and inanimate), causing physical damage to people or causing them psychological discomfort (negative experiences, state of tension, fear, depression, etc.)” (S.N. Enikolopov, 2001).

The difficulty of educating adolescents during critical periods at one time served as the starting point for their study. During this period, there is obstinacy, negativism, a drop in academic performance and performance, an increase in the number of conflicts among adolescents. The inner life of many children at this time is accompanied by acute inner experiences. The aggravation of relations in the family often leads to exacerbations, which are the cause of the formation of psychopathy, the negative nature of development. It is noted that during a crisis, more destructive than creative work is done, the child not only gains, but also loses from what was acquired before.

It is noted in the literature that the distinctive features of aggressive adolescents are: sufficient strength of the processes of inhibition and excitation, a high level of ergicity, the speed of mental processes, emotional lability and emotional sensitivity, low frustration tolerance combined with a tendency to open aggressive behavior, a negative attitude towards social interaction. and compliance with social norms and rules. Allocate psychophysical connections (functional asymmetry of the cerebral hemispheres and properties of the nervous system), individually typological features(properties of temperament: activity, emotionality, extraversion-introversion, etc.), some personal characteristics and features of self-awareness of the subjects.

The empirical study confirmed our assumption that there are differences in the mental state of adolescents with different levels of aggressiveness. In adolescents with different levels of manifestation of aggression, there are features of the mental state: the predominance of dysphoric and refractory types of reaction in aggressive and moderately aggressive adolescents is accompanied by symptoms of anxiety, rigidity, and a feeling of general dissatisfaction. The higher the indicators of anxiety and rigidity, the higher the level of aggressiveness and the lower the background of the mental state. The results of the empirical study indicated the need for systematic psychological and pedagogical support for aggressive adolescents.

Systemic psychological support for aggressive adolescents can be provided through the training of specialists: the need to master the theoretical and practical aspects of the problem of aggressiveness at school, acquiring knowledge about possible reasons, conditions, mechanisms of the occurrence of aggressiveness in the behavior of children. The process of education and upbringing of an aggressive teenager should be differentiated, an individualized approach should be selected for each child in accordance with his typological personality characteristics. The practice of helping adolescents and their parents makes it possible to carry out systematic psychological support for aggressive adolescents - the selection of diagnostic methods, techniques, games, exercises for preventive and corrective work.

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Introduction

At present, the influence of the mass media on the individual has increased significantly. The dominant position among the mass media today is occupied by television. If in the late 70s and early 80s TV was considered a luxury, today television has firmly entered the everyday life of almost every family. Gradually, television is replacing newspapers and magazines, seriously competing with radio. Competition with the press is explained by the emergence of new technologies on television:

a) Digital TV

b) Teletext

c) Computer technology

d) Satellite TV

In this regard, the efficiency of information transmission has noticeably increased and, as a result, it is difficult to control the purity of the ether. It turned out to be much easier to get information through television than in any other way. For example, in order to read a newspaper, you need to go and buy it, watching a movie in the cinema turned out to be much more difficult than choosing it to watch from 5-12 TV programs, and in many European regions the number of programs already exceeds 20.

The foregoing proves that television has become the most accessible and in a simple way obtaining information.

Consider the influence of television on the mental state of adolescents. To do this, first we will understand the psychological state of a teenager, we will clarify what category of people we will consider teenagers.

1. Theoretical aspects of the influence of television programs on the mental state of adolescents

1.1. The psychological state of the personality of a teenager

The main characteristics of the branches of developmental psychology are: child psychology, the psychology of a younger student, the psychology of a teenager, the psychology of youth, and the psychology of an adult.

Consider the psychology of a teenager and determine how strongly a person at this age is influenced. This period completes the preparation for an independent life of a person, the formation of values, worldview, the choice of professional activity and the assertion of the civic significance of the individual. As a result, and under the influence of these social and personal factors, the entire system of the young man's relations with the people around him is rebuilt and his attitude towards himself changes. Because of this social position, his attitude to school, to socially useful activities and studies changes, a certain relationship is established between the interests of the future profession, educational interests and behavioral motives.

As a result of psychological research, it has been established that the individual development of a person and the formation of his personality occurs primarily as a result of active interaction with environment. In different periods of a person's life, the relationship between social and biological is ambiguous. With age, the influence of the social factor on the psychological development of a person increases.

The multi-temporal sequence of biological and social maturation finds expression in contradictions, which are more often observed in adolescence.

Here is what N. F. Dobrynin writes: “We can assume that age-related features are expressed, first of all, in the anatomical and physiological features characteristic of a given period of growth and development. At the same time, with age, the attitude of a growing personality to teaching, to oneself, to the surrounding reality changes, the significance of all this for a given personality changes. Significance changes because the needs, interests, beliefs of a person change, his views and attitudes towards everything around him and towards himself change. This change in significance is determined by the interaction of a person with the surrounding social environment in which he lives, learns and acts. Man not only enters into these social relations, but he himself is a part of these relations.

A weighty characteristic, especially for a teenager, is at this age a change in attitude towards oneself, coloring all his actions and therefore expressed quite noticeably in most cases, although sometimes disguised, which, however, does not destroy his effective role.

The growth of self-awareness is a characteristic feature of the personality of an older student. The level of self-awareness also determines the level of requirements of older students to the people around them and to themselves. They become more critical, make high demands on the moral character of an adult and a peer.

I. S. Kon noticed: “The growth of self-awareness and interest in their own “I” among young men is associated not only with puberty, as the biogenetic school in psychology believed. The child grew, changed, gained strength and up to transitional age, and yet this did not inspire him to be introspective. If this is happening now, it is primarily because physical maturation is at the same time a social symptom, a sign of growing up, of maturity, which is paid attention to and closely watched by others, adults and peers. The contradictory position of a teenager, the change in his social roles and the level of claims - this is what first of all actualizes the question: "Who am I?"

During this period, there is a transition from external control to self-government. But any control presupposes the presence of information about the object. Hence, during self-government, the subject's information about himself, that is, self-consciousness, must be present.

The most valuable acquisition of early youth is the discovery of one's inner world. The discovery of one's inner world is a very important, joyful and exciting event, but it also causes a lot of disturbing and dramatic experiences. Together with the realization of one's uniqueness, originality, unlikeness to others, a feeling of loneliness comes. The youthful "I" is still indefinite, vague, diffuse, it is often experienced as a vague anxiety or a feeling of inner emptiness that needs to be filled with something. Hence, the need for communication grows and at the same time there is a selectivity of communication, the need for solitude.