The authors made an attempt to describe the problem of developing the concept of risk assessment of deviant online behavior of minors and young adults in social networks. The article looks into the psychological consequences of banalizing of the internet, analysis possibilities for offline and online behavior. Approaches for risk factors assessment of deviant behavior in real life are described: the qualitative (clinical), statistical (actuarial) and structured. The article systemizes the studies of risk factors, vulnerability, and deviant patterns in the context of phenomena such as aggressive, asocial, auto-aggressive, self-mutilating, suicidal, risk-taking and victim online behavior. Approaches and models of online deviant behavior are discussed; an attempt is made to build a structured model of risk assessment of deviant patterns of online behavior in the context of the cultural historical concept. On the basis of theoretical analysis, a hypothetical set of group, interindividual and intraindividual constructs is formulated, the combination of online and offline risk factors produces a model for risk assessment of deviant behavior. The article is written as part of the research project “Developing the profiling model of online behavior of minors and young adults in social networks” which was initiated by the Moscow State University of Psychology and Education.
A B S T R A C TEducation of children and adolescents with special needs due to health problems requires particular forms, conditions and assistance by pedagogues and psychologists. A psychological, medical and educational committee (PMEC) appoints a certain program of special education based on the complex evaluation of the psychic state and (dis)abilities of the child. In 2013, inclusion of children and adolescents with deviant behavior in the competence of PMEC became a new challenge for their traditional activities. Development of recommendations for special educational programs aiming at deviant behavior prevention differs greatly from their original tasks, requires comprehensive psychological evaluation, better psychodiagnostic skills and knowledge of various ways of subsequent work with children. The problems arising and ways of their solution are discussed in the article.
The article considers the challenges faced by psychologists of educational institutions as subjects of the prevention of juvenile delinquency, primarily the very understanding of prevention as a psychologist’s activity; it reveals why the everyday idea of psychoprophylaxis does not work in modern conditions and a comprehensive, even systemic understanding of this activity is required. It is necessary to consider several levels of support for this activity, from environmental to methodological support for the activities of the psychologist himself and the development resources of his personality. The activity system schema of I. Engestrim (Yrjö Engeström) is used to create such a model of a specialist (psychologist engaged in psychoprophylaxis) who could really carry out preventive activities at a high level. All elements of this model are described in detail: an object (goal), rules, division of labor, community, tools and subject. Based on this, the basic competencies of the psychologist of the system for the prevention of deviant behavior of adolescents are determined.
The problems of developing diagnostic indices, which could differentiate categories of deviant behavior in children and adolescents in the context of psychological, medical and educational committees’ (PMEC) activities are considered. The main goal of PMEC is timely detection of children with peculiarities in their physical and / or mental development and / or behavior deviation, their complex psychological, medical and educational examination and, on the basis of its results, development of recommendations for the corresponding assistance and organization of their education. This group of minors includes children and adolescents not only with limited health conditions, but also with different kinds of deviant behavior and in conflict with the law. In the article, the analysis of pupils’ personal files from special closed educational institutions for minors in conflict with the law is presented. The methodical instrument for the structured assessment of a child’s social situation of development in the work of a PMEC approved in the framework of the project “Development of scientific-methodical provisions for the PMEC work concerning examination and producing recommendations for pupils with deviant behavior and in conflict with the law” is described and used.
В статье рассматривается психосоциальная реабилитация несовершеннолетних, попавших в юри-дически значимые ситуации, в контексте профессионального стандарта. Чаще всего понятие «реаби-литация» определяется как система некоторых мер и/или мероприятий, направленных на восстанов-ление, коррекцию, компенсацию нарушенных психических функций или качеств человека. Однако такой подход не позволяет содержательно сформулировать цель и задачи реабилитационного про-цесса, имеющие значение для юридической психологии как науки и оказания практической психоло-гической помощи несовершеннолетним в юридически значимых ситуациях. Опираясь на ключевые категории культурно-исторической психологии (социальная ситуация развития, новообразования, зона ближайшего развития и др.), предлагается модель психосоциальной реабилитации на основе создания замещающей социальной ситуации развития. Описывается процесс психосоциальной реа-билитации, состоящий из цикла видов деятельности юридического психолога, который соотносится также с трудовыми функциями профессионального стандарта «Специалист по реабилитационной работе в социальной сфере».Ключевые слова: психосоциальная реабилитация, юридически значимые ситуации, культурно-историческая теория, социальная ситуация развития, замещающая ситуация развития, зона ближай-шего развития, психологическое сопровождение, психопрофилактика, профессиональный стандарт.
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