Psychological features of the personality of a juvenile delinquent. Psychological characteristics of juvenile delinquents

Psychological characteristics of a person include age, gender, individual psychological (orientation, level of self-esteem, dominant character traits, temperament characteristics, formed ways of overcoming difficult life situations, prevailing psychological defense mechanisms, etc.), socio-psychological components, etc.

The problem of studying the psychological characteristics characteristic of minors of adolescence and early youth and the factors influencing them are devoted to the scientific works of domestic (Yu.M. Antonyan, S.A. Belicheva, I.S. Ganishina, G.G. Zaydulina, A.V. Mudrik, V. S. Mukhina, A. A. Rean, L. N. Sobchik, V. A. Avramovichyute, V. A. Gurieva, D. N. Leontiev, etc.) and foreign scientists (D. Baumrind, G. Watson, Maccobi, Martin Shaw, McKay, D West, D Farrington; Sampson, Laub, Feltes Thomas, Putzke Holm & eds.).

This paragraph is devoted to only a part of these psychological characteristics, which, based on the possibilities of operating with them to achieve the goals of the preliminary investigation in criminal cases of crimes under Art. 150 of the Criminal Code of the Russian Federation are the most significant for investigators (interrogating officers).

Age-related psychological characteristics characteristic of minors, associated, among other things, with the presence of the most difficult crisis in human life - the transitional crisis from childhood to adulthood, in some situations determine their general victimization in terms of predisposition to commit offenses. The use of the victimological approach in this work seems possible based on the typology of victims proposed by V.I. Polubinsky. Determining the type of victim, depending on the characteristics of the relationship between the offender and the victim, as well as the role of the latter in the genesis of the crime, within the framework of this typology, “victim-accomplice” and “provocative victim” are singled out, which may become minors in the commission of crimes (for example, when committing a crime under the influence of an adult offender).

Increased conformity, suggestibility, contributing to the emergence of behavior based on someone else's system of value orientations. These qualities can manifest themselves as dependence on the opinion of a significant group; imitation of idols (including asocial elements). Conformity among peers can be opposed to negativism towards the parental family.

Exposure to specific teenage stereotypes that have external manifestations (for example, the use of "slang" in speech, smoking, the desire to comply with adult fashion, etc.). These stereotypes can be expressed as symbols of group membership. The danger of committing a crime arises in the situation of accepting the external paraphernalia of anti-social groups (“skinheads”, “Limonovites”, etc.) and internalization (appropriation) as a result of this worldview inherent in these political and terrorist groups or even movements.

Negativism, a demonstration of independence can induce minors from outwardly quite prosperous families to antisocial behavior (minors have a desire to do “against” their parents, to prove their “adulthood” and independence from them). Moreover, teenage negativism, rudeness, stubbornness are peculiar forms of protest against the dominance or indifference of adults who do not want to reckon with the increased level of claims of minors (respect the dignity of the individual, reckon with their opinion, etc.). This leads to the fact that the teenager finds an environment that is comfortable for himself (in which his desire for “adulthood” is accepted), and if this environment is antisocial, then the teenager acquires an appropriate personality orientation.

Bravado, propensity for risky actions, thirst for adventure, curiosity inherent in minors can provoke the commission of crimes by persons of this age category due to the “infection” with criminal romance.

A frivolous attitude to human vices and weaknesses, as well as the desire to go “through everything”, typical of adolescence, can lead to the emergence of various types of deviant addictions (alcoholism, drug addiction, etc.).

Credulity, inability to adapt to specific conditions of life, confusion in conflict situations often become the reasons for juveniles to commit crimes under the influence of experienced criminals.

Psychological dependence on the objective world, which serves as a regulator of relations within age groups. At the same time, things can make teenagers dependent on donors, induce envy and aggression.

In general, ambivalent states are characteristic of adolescence and early adolescence (“from the depth of identification to alienation, from altruism to cruelty”). Thus, these psychological characteristics associated with the "transitional age" of minors can cause the unlawful behavior of this category of persons, especially if they fall under the influence of an adult criminal ("involver") or a criminal group.

These psychological features are characteristic of almost all minors, but not all of them are prone to involvement in criminal activity. In this regard, it seems appropriate to consider some individual psychological (personal) and socio-psychological characteristics of minors involved in the commission of crimes.

Juveniles involved in the commission of crimes are distinguished by their unwillingness to resist immoral manifestations, their psychological readiness to commit antisocial acts, and the lack of mechanisms for predicting the consequences of their unlawful behavior. The dominant motive for the behavior of minors involved in the commission of a crime is self-interest. According to a scientific study by A.V. Tkachenko, minors who are not engaged in socially useful work, who use alcohol and / or drugs, who have been released from places of detention, who have returned from special educational institutions, as well as persons who have previously committed crimes, but for various reasons, are not involved, are more susceptible to involvement in the commission of a crime. to criminal liability.

So, according to V.I. Gladkikh and V.A. Kulakova 50% of minors involved in the commission of a crime do not work or study; 50% were previously convicted for similar crimes. Thus, the susceptibility to involving minors in the commission of a crime is based on the commonality of their social attitudes with antisocial elements (“involvers”). In addition, when minors are involved in organized criminal activity, criminal authorities are of particular interest to minors whose parents hold "high" positions in the administrative and law enforcement systems, banking and commercial structures.

More on the topic § 2. Some psychological characteristics of minors involved in the commission of a crime:

1. § 1. Features of the subject of proof in criminal cases in relation to minors
2. §one. Crimes committed in various spheres of society, their features and degree of public danger.
3. §3. Criminal professionalism and weaponization of crimes as factors of an increased degree of their public danger. AT
4. §one. The identity of the offender and the typology of criminals, the features of criminal behavior and the criminal lifestyle.

3. Psychological characteristics of juvenile delinquents

Most of the crimes committed by minors have an age-related motivational specificity; these offenses are committed on the basis of mischief, misunderstood romance, passion for travel, the desire for self-assertion, imitation of authority.

Separate actions of teenagers, outwardly similar to theft and other crimes, do not constitute a crime in their subjective side, since they are mischievous in nature.

Psychological breakdown of adolescence, unformed stable moral positions, incorrect interpretation of many phenomena, high exposure to group influences, impulsiveness - this is the behavioral basis of adolescence, which cannot be ignored in investigative and judicial practice.

At the same time, it should be kept in mind that 60% of repeat offenders committed their first crime in adolescence.

The behavior of minors (teenagers) is distinguished by a number of features - lack of life experience and the associated low level of self-criticism, lack of a comprehensive assessment of life circumstances, increased emotional excitability, impulsivity, motor and verbal activity, suggestibility, imitation, heightened sense of independence, striving for prestige in the referent group, negativism, imbalance of excitation and inhibition.

The physiological restructuring of the body of a teenager is associated with increased attention to sexual issues.

Under optimal conditions of education, these features

adolescents can be neutralized by appropriate socially positive activities.

Under unfavorable social conditions, these features "catalyze" harmful influences, acquire a negative direction.

The dynamism of the adolescent's mental activity makes him equally susceptible to both socially positive and socially negative influences.

There are a number of turning points in human life. However, the most difficult of them is the stage of adolescence, when a being of 14-16 years old is no longer a child, but not yet an adult. This is the age of "social imprinting" - increased sensitivity to everything that makes a person an adult.

There are a number of behavioral stereotypes characteristic of this age period.

Let us briefly consider these stereotypes of adolescent behavior.

1. The reaction of the opposition is caused by excessive claims to the activity and behavior of a teenager, excessive restrictions, and disregard for his interests by the adults around him. These reactions are manifested in absenteeism, flaunting drunkenness, running away from home, and sometimes in antisocial actions.

2. The reaction of imitation is manifested in imitation of a certain person, model. Sometimes an anti-social hero can become a model. It is known what effect the glorification of the superman criminal has on juvenile delinquency. The propaganda of criminal romanticism, which has spread recently, can have an indirect negative impact on the self-consciousness of a teenager.

3. The reaction of negative imitation - behavior deliberately opposed to the imposed model. (If the model is negative, then this reaction is positive.)

4. Compensation reaction - making up for failures in one area by emphasizing success in another area. (Lack of academic success can be offset by "bold" behavior.)

5. Hypercompensation reaction - a persistent desire for success in the most difficult area of ​​\u200b\u200bactivity. The timidity inherent in a teenager can induce him to desperate behavior, to a defiant act.

An extremely sensitive and shy teenager chooses a courageous sport (boxing, karate, bodybuilding, etc.).

6. The reaction of emancipation is the desire to free oneself from the obsessive guardianship of elders, to assert oneself. The extreme manifestation is the denial of standards, generally accepted values, the norms of the law, vagrancy.

7. Reaction of grouping - association in groups of peers. Teenage groups are distinguished by their one-dimensionality, homogeneous orientation, territorial community, struggle for dominance over their territory (in the yard, on their own street), primitive

symbols (nicknames, etc.). The grouping reaction largely explains the fact that the vast majority of crimes are committed by teenagers as part of a group.

Leadership in adolescent groups usually belongs to the types of sthenic (strong), excitable, contact and constantly ready for aggressive actions.

Sometimes the leadership is seized by the hysterical type, who defiantly expresses the general mood of the group and uses a physically strong, but conforming, often mentally retarded peer to maintain his "power".

8. The infatuation reaction manifests itself in a wide variety of teenage hobbies. And because of what social patterns, patterns, norms, attitudes and expectations a teenager encounters, the formation of a future member of society largely depends. That is why the full attention of society to the life of a teenager is so important. Poor progress, family conflicts, idleness, an environment of intellectual and emotional insufficiency, the unformed useful interests of a teenager are potentially dangerous for society.

This vacuum with a high degree of probability can be filled with asocial manifestations of reality. The main form of crime prevention among adolescents is the organization of an interesting and socially useful life.

Wrong are those criminologists who claim that juvenile delinquents are characterized by unformed interests. On the contrary, their interests have already been formed, but these are socially negative interests.

Delinquent behavior of teenagers

Delinquent behavior is a system of minor offenses, offenses, misdemeanors (from the Latin "delinguens" - committing a misdemeanor).

This kind of deviant (deviant) behavior can be due to both pedagogical neglect, bad manners, lack of culture, and mental anomalies: inadequacy of reactions, rigidity, inflexibility of behavior, a tendency to affective reactions.

Delinquent behavior is largely due to poor family upbringing, sometimes "hyper-custody" or extremely harsh treatment, the adverse influence of the microenvironment, and the low pedagogical qualifications of individual teachers.

The first manifestations of delinquent behavior are absenteeism, fights with peers, petty hooliganism, taking money from weak peers, terrorizing them, blackmail, stealing bicycles, motorcycles, defiant behavior in public places.

Not stopped in time, these forms of pre-criminal behavior are fixed in the corresponding behavioral stereotypes, an asocial style of behavior, which, under appropriate conditions, can develop into stable anti-social behavior.

In every crime, a certain measure of the moral vices of the individual is always manifested. In adolescence, these vices are more easily eradicated. Art. 8 of the Code of Criminal Procedure of the RSFSR specifically provides for the possibility of correcting in some cases the personality of a minor offender without the application of criminal punishment. This legal recommendation is connected with the greater plasticity of the adolescent's behavior, with the lack of formation of stable stereotypes in most cases.

In juvenile delinquency, the type of crime committed is somewhat less important, since in most cases the type of criminal act committed by a teenager is largely situational.

Nevertheless, among juvenile delinquents, there are persons with a stabilized antisocial orientation at the level of attitude, who are actively involved in criminal activity (10-15% of the total contingent of juvenile delinquents).

It is possible to distinguish a third group of juvenile delinquents - adolescents with an unstabilized general orientation, equally subject to both positive and negative social influences, committing crimes out of frivolity.

Forty percent of the large number of juvenile offenders surveyed did not feel shame in front of anyone, and the remaining 60% experienced some sense of shame only in connection with the punishment, and not in connection with the baseness, immorality of the committed antisocial act.

In some cases, the social adaptation of adolescents is hampered by non-pathological mental disorders.

Among the surveyed 222 juvenile delinquents,

registered in the children's rooms of the Moscow police, psychoses (1.1%), oligophrenia (4%), organic lesions of the central nervous system (24%), psychopathy and psychopathic traits (42.8%), alcoholism (13, 2%), mental infantilism (4%).

However, of course, it is not age-specific motivational characteristics and mental anomalies that lead a teenager to crime. Social lack of control and antisocial influence are the main causes of juvenile delinquency.

The main measure to combat delinquency among minors is a pedagogically correctly organized process of their intensive socialization.

At the same time, it is not a direct impact, not "pair pedagogy" that is important, but an impact on a teenager through a reference group for him. The art of education is to organize the inclusion of a teenager in socially positive groups.

Education is the formation and constant expansion of a system of socially positive ties; this is the disclosure to the personality of more and more new opportunities for its entry into the life of human society.

In conclusion, we note that along with age characteristics, gender differences also appear in a criminal act. But this correlation (dependence) manifests itself only at the probabilistic-statistical level.

Motives and goals of the criminal act

Conscious behavior is characterized by its conscious regulation, understanding of the essence of phenomena, their relationships and cause-and-effect conditionality.

To comprehend a phenomenon means to see its actual connections in the objective world.

Conscious regulation is based on knowledge - a conceptual reflection of the phenomena of the real world. The level of consciousness is determined by the development of the human intellect, the system of knowledge and evaluative positions.

Volitional, conscious action is characterized by anticipation of the future result of the action - its goal.

The goal of an action is a system-forming factor of all components of the action; it regulates the consciousness of choosing the appropriate means to achieve it.

The goals of activity are usually not set from the outside, they are formed by a person, comprehended by him as something necessary and possible under given conditions.

Goal formation is the most important area of ​​human conscious activity.

Realizing this or that need, his interests, a person analyzes the real conditions and mentally imagines a number of possible behaviors for achieving goals, the achievement of which can satisfy his desires, feelings, aspirations in these conditions. Next, all the pros and cons are weighed regarding possible options for action, and the person stops at one of them, which is optimal in his opinion.

This choice of goal is justified by a certain argument in its favor - a motive. A motive is a person's personal meaning of his actions, awareness of the relationship of a given goal to the satisfaction of the corresponding impulse.

It is necessary to distinguish between the concepts of "motive" and "motivation". Motivation is a general motivation for activity in a certain direction, due to an actualized need. So, food motivation activates the search for food, and the need for self-preservation - the avoidance of dangerous situations. The most elementary form of motivation is drives - experiences of unconscious needs, predominantly of a biological nature.

Instincts do not have a definite purposefulness and do not give rise to a specific volitional act. The general contours of goals are formed at the stage of desires, but desires are not yet associated with the decision to act.

At the next stage of preaction, at the stage of aspirations, a person decides to act in a certain direction in a certain way, overcoming certain difficulties. Wherein

the conditions and means of achieving the intentions that have arisen, the possibilities of their implementation are considered.

As a result, the intention to perform a certain action is born; in relation to a criminal act, criminal intent arises.

So, the whole complex process of preaction is based on a certain motivation - on a certain general impulse. But the choice of a specific goal, the separation of this goal from other possible directions of action, is determined by the motive.

Human behavior is activated by a wide range of drives that are modifications of his needs: drives, interests, aspirations, desires and feelings. Concrete human actions are realized in the system of concepts. A person understands why this particular goal should be achieved, he weighs it on the scales of his concepts and ideas.

Motivations for activity in a certain direction can be positive and negative feelings: curiosity, altruism, selfishness, self-interest, greed, jealousy, etc.

However, feelings, being a general motivation for a certain kind of action, are not in themselves a motive for actions. Thus, selfish aspirations can be satisfied by various actions. A motive is the closure of an impulse to a given specific goal. There can be no conscious, but unmotivated actions. The conscious choice of this goal is the motive of action.

A criminal act can be committed on the basis of a complex system of motives (for example, murder on the basis of revenge, bitterness, jealousy and national enmity).

The concept of "base motives", and even more so the concept of "personal motives" cannot exhaust the entire complex system of real motives and motives for a criminal act. And take, for example, "hooligan motives." The range of this kind of motives is very wide - it can be mischief, bravado, self-indulgence, on the one hand, and hatred of people, misanthropy, on the other hand. And in general, is there a "hooligan motive". After all, the basis of hooliganism is not hooliganism itself, but disregard for the interests of society, the honor and dignity of the surrounding people.

There are no criminal motives. A person is responsible for an unlawful socially dangerous action, and not for the meaning of this action for a given person.

However, the motive of behavior is not a socially neutral mechanism for regulating behavior, it is a mechanism for the internal formation of a mode of action, which, manifesting itself outside, gives an objective result.

In crimes with indirect intent, as is known from criminal law, the purpose and results do not coincide, but this does not mean that there is no motive in this type of crime.

With indirect intent, the offender is aware of the dependence of the act and its possible consequences, allows these consequences, thereby expressing a certain attitude towards them.

In careless crimes there are no direct incentives to commit a crime, and here the criminal result does not coincide with the motives and goals of the action. Careless crimes are associated with defects in the regulation of behavior: the achievement of a legitimate goal is accompanied by a side criminal result due to the insufficient ability of the subject to foresee the possible consequences of his actions. But that is precisely why it is necessary to identify the motive for this action, because in this case it is of primary importance for determining the form of guilt, for revealing the subjective side of the crime.

One cannot agree with those lawyers who consider crimes due to negligence to be unmotivated. Only the identification of the motive and allows you to establish the attitude of the person to the onset of criminal consequences.

In some cases, the motivation for criminal behavior is, at first glance, inadequate to the committed act.

This kind of crime is sometimes also called motiveless. However, a deeper analysis of these criminal acts shows that there is an accumulation of feelings here, which led to the transition beyond the limits of adequate reactions. Such criminal acts are usually committed impulsively, in the absence of detailed motivation.

Sometimes a sudden image prompts a person to act without an elementary analysis of its inevitable consequences.

Sometimes, under a combination of special circumstances, a person is forced to act against his will. The motives of actions in such situations are usually called "forced motives". It should be borne in mind that usually in extreme situations the motives of a person's actions are convoluted, not having the form of logically consistent judgments. In all behavioral stereotypes based on a subconscious attitude, motives and goals coincide. Here the motives are transformed into a set mechanism.

Unlike a motive, a goal as a mental image of the future result of an action can be criminal if the planned result is criminal.

A complex mental complex of anticipation consists in the dynamic interrelation of the goal, motives and program of action.

Programming, planning a crime is associated with the anticipation of future conditions of activity.

In a criminal act, in many cases, the conflicting nature of future actions is anticipated, the images of these actions are commensurate with the possible opposition of other persons. In this case, the degree of possible risk is weighed. Thus, the external conditions of a criminal act are not only material circumstances, but also the behavior of other people, both partners and victims.

The immediate incentive to commit a crime are external circumstances - the reasons for the crime.

The reason for the crime, being the initial moment of the criminal act, shows with what circumstance the criminal himself connects his acts. But the reason has no independent harming value. The occasion only discharges the previously formed cause. However, the reason for the crime largely characterizes the personality of the offender, his inclinations, social positions, motives and goals of the crime. Reason - an external circumstance that activates the socially dangerous orientation of the personality of the offender.

The culminating act in the structure of the action is the adoption of a decision - the final approval of the chosen behavior option, which is the starting moment for the implementation of the action and the final moment of the entire predecision stage.

The choice of a behavior option can be transitive: justified, optimal, taking into account the logic of the development of events - and non-transitive: non-optimal, when possible behaviors are not located on the scale of "preferences", are not critically compared, when neither the field of real possibilities nor possible scenarios are analyzed . In a criminal act, even transitive actions, from the point of view of taking into account the circumstances, are essentially non-transitive, since the social harm and punishability of the act are not taken into account. The more intense the anti-social life attitudes of the individual, the more limited is the variant of her behavior.

Many crimes are committed without reasonable calculation, without taking into account the possibilities of implementing plans, with the assumption of erroneous actions. These features are associated with the low intellectual level of criminals, with the limitations of their operational and long-term memory. For the most part, offenders are not prudent, far-sighted and far-sighted people, but people with significant defects in the motivational and regulatory sphere.

The motives, intentions, motives and goals of a criminal act in jurisprudence are combined into a complex concept of "criminal intent".

As a psychological formation, criminal intent is a dynamic phenomenon. Arising on the basis of a certain motivation, intent is associated with the analysis of a specific situation, the definition of a specific criminal goal. Prior to the action, intent remains externally unobjectified, an internal mental formation.

The subject is not responsible for intent, but for committing a crime or for preparing for a crime. However, the emergence of intent is a psychological act of preparing for a crime. In the structure of a criminal act, the very emergence and formation of intent is essential. Analysis of this process always reveals the personality traits of the offender.

A criminal act is committed under certain conditions. A change in these conditions may cause a change in intent or the emergence of a new intent.

For the assessment of a criminal act, its qualification, the direction and content of intent are essential. However, these concepts are often confused and interpreted inaccurately.

The direction of intent is the future result of the act, the achievement of which is directed by the criminal act.

Method of committing a criminal act

Criminal intent is objectified in the ways and results of its implementation.

Method - a system of methods of action, due to the purpose and motives of this action, the mental characteristics of the actor.

The crime acquires specific concreteness because of the way it is committed. The method of committing a crime both individualizes this crime and indicates the measure of its social danger.

In the mode of action, the psycho-physiological and characterological features of a person, his knowledge, skills, habits and attitudes to various aspects of reality are manifested.

Each person has a system of social methods of action. In these generalized modes of action, the social qualities of the individual are manifested.

The method of committing a crime testifies to its intentionality, preparedness or suddenness, unintentionality.

According to the method of committing crimes are divided into violent and non-violent.

In the so-called formal crimes, the actions themselves form the composition of the completed crime.

The method of the crime is the objective side of the corpus delicti, the circumstance to be proved (Article 68 of the Code of Criminal Procedure of the RSFSR). But, being associated with the personal, subjective characteristics of the criminal, it is important for investigating a crime, for putting forward versions about the motives and goals of the crime.

The mode of action as a psychological category is determined by the orienting, mental and sensorimotor characteristics of the subject. In contrast to the method of committing a crime as the objective side of the corpus delicti (for example, burglary), we can talk about the subjective features of the actions of a particular person, about the mode of his actions (modus operandi). As a purely individualized phenomenon, the mode of action makes it possible in a number of cases to identify the identity of the offender.

The method of committing a crime as a system of habitual actions is associated with certain automatisms inherent in a given person. The mode of action is based on skills, abilities and habits, the neurophysiological basis of which is a dynamic stereotype. This individualized stereotype of actions makes it possible to identify the identity of the criminal by the way he acts.

So, in each method, the internal (mental) capabilities of the individual and the external conditions of activity are realized. Circumstances can strengthen or extinguish the initial impulses, mobilize to find new opportunities to meet the original need.

For a person, it is not the achievement of the goal as such that is important. A goal is a pre-anticipated outcome. But this result may not satisfy the corresponding need. The chaotic change of various methods of action testifies to the intransitivity of the decisions made, their precocity, and sometimes even spontaneity. Stability, repeatability of certain techniques indicates the stability of the goal and the transitivity of decisions and the stable personal qualities of the criminal.

The mode of action makes it possible to definitely judge the goals and motives in cases where the motives of the action are combined with its goal (theft, blood feud, hooliganism, all kinds of impulsive actions).

The commission of a crime in most cases is associated with the achievement of a pre-planned criminal result. This result is evaluated by the offender from the standpoint of his initial motives.

Satisfaction with the result reinforces the image of this act of criminal behavior, facilitates its repetition in the future.

Perhaps a negative attitude to the result that the criminal wanted to achieve and achieved. The image of the achieved result can cause negative feelings and, in connection with this, repentance for the deed.

It is also possible to voluntarily refuse to complete the crime, i.e. until the previously planned result is achieved.

The motives for refusing to complete the crime can arise on the basis of pity, compassion, cowardice, fear, etc. And despite the fact that these motives have no legal significance (refusal is recognized as voluntary, regardless of its motive), they are essential for assessing the identity of the offender.

In this case, one should take into account the circumstances of the emergence of countermotives, i.e. motives that are opposed to the original motives and changed the original. Evaluation of the result of a criminal act by a criminal may be associated with a reassessment of his value orientations. In some cases, especially when unexpected aspects of an act are discovered that have a strong negative emotional impact, remorse and a sense of guilt may arise.

The committed crime always causes certain changes in the personal qualities of the offender - either the criminal, antisocial orientation of the personality is consolidated, or its critical restructuring of the direction of the act occurs.

The committed crime, the constant threat of exposure and punishment create a corresponding post-criminal dominant in the psyche of the offender, a certain tension in his behavior.

Fear of punishment can cause actions that are inadequate to the circumstances, a decrease in the level of self-regulation, increased suspiciousness, rigidity, inflexibility of thinking, a state of depression and even depression.

In some cases, the offender commits reinsurance actions, comes to the scene of the crime in order to more thoroughly conceal the traces of the crime, their disguise and imitation in order to direct the investigation along the wrong path.

At the same time, there is an increased interest in the course of the investigation, and this circumstance must be taken into account in operational-search activities. A repeated visit to a crime scene may also be associated with an associative excitation of feelings experienced during the commission of a crime.

Individual criminals, after committing a crime, may intensify the opposition of their personality to social requirements. Such criminals are looking for emotional situations that distract consciousness from past events. In some cases, this switching is carried out by planning new crimes. And often these new crimes are committed with more bitterness, cynicism and less discretion.

The psychology of guilt. A criminal act as a whole is subject to criminal law assessment, and the guilt or innocence of the person who committed the relevant actions must be established.

The concept of guilt is a complex psychological and legal concept.

Guilt is the involvement of a person, his entire conscious-subconscious sphere, in a committed socially dangerous act and its socially dangerous consequences.

Guilt consists not only in the fact that a person made a decision about a criminal act or an act that had criminal consequences. The guilt of the offender lies primarily in the neglect of those values ​​that are protected by legal norms. The inaccuracy of the existing definitions of guilt lies in the fact that the concept of guilt is revealed in them outside the psychological content of the criminal act. Guilt is not only a "mental attitude" to the deed, but also the entire mental content of the criminal act.

The concept of guilt should include all elements of criminal behavior.

Guilt is the mental content of an unlawful act, expressed in a discrepancy between either the goals and motives, or the methods and results of the action, with the norms of law. Forms of guilt are determined by the structural components of the act. Intention is a form of guilt characterized by a criminal purpose, methods and results of an act.

Negligence is a form of guilt characterized by a criminal way and the result of an action.

The question of guilt is inextricably linked with the question of causality, free will.

A criminal act is associated with many circumstances that have various interconnections.

Guilt is always associated with a causal relationship of actions and their consequences.

A person cannot be aware of all the consequences of his actions; he is responsible only for those consequences that were (or should have been) covered by his consciousness.

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The specialization of investigators who carry out proceedings on juvenile cases implies a deep knowledge and consideration of the age and socio-psychological characteristics of juvenile offenders. Speaking about the specialization of proceedings in juvenile cases, we will understand: a system of interrelated requirements of the law and tactical recommendations that provide a comprehensive account of the age, socio-psychological and individual characteristics of minors at all stages of the process, in the subject and method of proof, and to the extent that these features do exist and may affect the course and results of the proceedings.

A clear scientific and psychological justification of the age criteria of socialization is especially necessary in law, which formalizes them, and then, on this basis, establishes the limits of responsibility of citizens and the consequences arising from it, the scope of rights and obligations, etc. Almost all branches of law take into account the age characteristics of the individual. These features are based on the provision on the psychological and criminological immaturity of a teenager until he reaches a certain age. In the course of the biological development of the personality, the adolescent is only gradually included in various kinds of social connections that are available to him both in terms of age and level of mental development.

Minors, as you know, are recognized as persons who, at the time of the commission of crimes, were 14 years old, but under 18 years old (Article 87 of the Criminal Code of the Russian Federation). The creation of a methodology for investigating juvenile crimes is due to the socio-psychological characteristics of persons of this age, who have an objective-subjective nature. Its objective part consists of psycho-physiological processes occurring in the body of persons of this age group. Subjective - the specificity of the formation of a particular personality. Both objective and subjective factors significantly affect such personality traits of a minor as: legal awareness, perception of the requirements of the law and the hostel, motives and behaviors, attitudes towards other people, etc.

In the study by V.I. Ignatenko shows that quite often in the criminological literature, juvenile delinquents are considered as a homogeneous mass, and the main criterion for distinguishing from the contingent of criminals is their age. However, it should be taken into account that the inclinations and needs of juvenile delinquents of different age groups have significant differences, which manifests itself in comparison not only with law-abiding (control group), but also among themselves.

The behavior of a minor during the period of preparation and commission of a crime is due to the general psychological qualities inherent in adolescence, and the individual properties of a teenager, which are associated with the characteristics of his physical and spiritual development, living conditions and upbringing. According to L.L. Kanevsky, “the study of the psychological qualities of minors will contribute to a quick, complete, comprehensive and objective investigation of a criminal case.”

The age of 14-17 years old, within the periodization adopted in developmental psychology, refers to the older adolescence and early adolescence: 14-15 years old - adolescence, 16-17 years old - early adolescence.

Considering that persons aged 12-13 and even 9-10 years of age also take part in group crimes (according to our analysis of criminal cases, respectively, 3.6% and 0.5%), then we should certainly talk about a wider adolescent age group. In developmental psychology, the lower limit of adolescence (according to the age periodization of D.B. Elkonin) is defined as 11-12 years. Despite the fact that in criminal law these persons are called minors who have not reached the age of criminal responsibility, adolescence unites children from 11-12 to 14-15 years old.

So, teenagers 11-12 - 14-15 years of age, according to domestic psychologists, have the following features that are important for investigating crimes:

1) In adolescence, a deep biological restructuring of the body occurs: growth becomes rapid, the secretion of the gonads increases, and intensive physical development begins. Biological changes in the body also affect mental development. The balance achieved at the beginning of adolescence is disturbed: there is an interest in one's personality, overly critical of others character traits begin to emerge. The behavior of minors is changing: actions are already consciously-volitional in nature, higher demands are made on them by society, and therefore they may also be criminally liable for committing socially dangerous actions. However, the physical and spiritual development of a teenager is not yet complete, and this is reflected in the nature of his actions and deeds.

2) Immaturity of the nervous system (delay in the formation of the inhibition process), externally manifested in restlessness, impulsiveness. Therefore, the motivation of a teenager (including the position during the investigation of a crime) can be significantly influenced by emotional excitability associated with mood swings, “outbursts” of irritability.

A.I. Kochetov identified seven negative mental states that are common in adolescents: anger, dissatisfaction, hostility, fear, distrust (skepticism), loneliness, and indifference. Each of these mental states, in his opinion, combined with unfavorable internal conditions (increased excitability, gaps in mental development, lack of will, etc.), creates that internal environment that contributes to the penetration of unfavorable external influences into the spiritual world of a teenager.

Summarizing these age characteristics, it should be noted that the investigator, when conducting an interrogation or other investigative action, must be restrained, calm, and friendly. It is clear that such behavior of the investigator should be in relations with any person under investigation, regardless of age. Nevertheless, we emphasize the importance of this recommendation in relation to adolescents, because. thanks to this, it is possible to quickly and efficiently establish psychological contact, trusting relationships, direct communication to achieve the cognitive functions of interrogation. Moreover, we note that according to the survey of investigators, only half of the employees we interviewed use a calm tone of communication as a method of establishing psychological contact with them.

3) For adolescent children, the following character traits are inherent:

A) elevated emotional excitability, some imbalance, quick changes in mood and behavior, which are associated with previously noted properties: increased impulsiveness and incontinence. Adolescents, as N.D. Levitov notes, “do not like to waste time on reflection and hesitation, but quickly get down to business.” These qualities of character often lead adolescents themselves to unlawful behavior or are used by adult antisocial elements who, knowing the possibility of rash acts on the part of minors, choose the right moment and involve them in committing crimes.

B) Some teenagers tend to rudeness, impudence, irritability which are determined by the specific conditions of life and upbringing.

These qualities of individual adolescents must be taken into account when investigating illegal actions related to the violation of public order, which may follow due to the wrongful actions of the victims, misunderstanding of certain moral categories, or as a result of overwork. In such cases, when preparing for interrogation, it is necessary to find out whether such qualities are inherent in a teenager. When studying the mechanism of the committed crime, it is important, by detailing the testimony, analyzing the situation of the committed crime, to understand what role they played in the unlawful behavior of the minor. When identifying indiscipline, mischief, recklessness in the behavior of adolescents, which are most often the result of their unemployment and disorganized leisure, it is necessary to find out what role they played in the formation of illegal motives, in the preparation and commission of socially dangerous actions.

C) One of the common behavioral deficiencies at this age is stubbornness, which, like rudeness and impudence, is not characteristic of adolescence. It is due to the peculiarities of the microenvironment in which a teenager lives and is brought up. An investigator may face the stubbornness of a minor suspect during interrogation when clarifying the circumstances of the crime committed, the location of the stolen property, etc.

D) During the preliminary investigation, one may come across such a personality trait of a teenager as deceit, which is closely related to stubbornness. “The most common motive for lying,” write V.A. Krutetsky and N.S. Lukin, “is fear, fear of punishment, repression. Lying in this case is a means of hiding one's other act and thereby avoiding punishment. As psychologists rightly point out, the causes of deceit are also rooted in improper upbringing based on intimidation and the use of physical measures of influence. In addition, it should be noted the connection between lies in individual adolescents and a penchant for fantasies.

Adolescents most often receive visual “lessons of lies” in the family. So, the investigator of the prosecutor's office told a case that happened in one family. The father, according to his 15-year-old daughter, said that an attempt was made to rape his daughter. The first interrogations showed that the girl told all the circumstances in great detail. The collection of the necessary information began, as well as the search for the driver of the car, who, according to the girl, "tried to do it." This is confirmed by bruises on the body and torn clothes of the victim. Upon closer examination of the circumstances of the case, it turned out that this girl lied out of fear of punishment from her parents. Because of her great desire to spend the night with her friend, as well as the fact that her parents “wouldn’t let her go anyway,” she came up with this seemingly plausible story.

When developing tactics for overcoming lies in a minor suspect or accused, the investigator needs to find out the motives for lying, which can be caused by:

Fear of responsibility and punishment;

The threat of revenge from accomplices or relatives and friends;

A misunderstanding of friendship and comradeship and, in connection with this, the fear of being branded as a "traitor";

The manifestation of boastfulness, the desire to attract attention, to surprise peers;

A penchant for fantasy.

It is necessary, finally, to find out whether a lie is an acquired quality of a teenager, which arose as a result of improper upbringing.

E) The quantitative development of one or another character trait can reach its limit, the border, which is still considered normal, socially acceptable behavior. “Excessive expression of individual character traits and their combinations, representing extreme variants of the norm, which reveals selective vulnerability to a certain kind of psychogenic influences with good and even increased resistance to others, is called “character accentuation.” Character accentuations are often found in adolescents and young men (50- 80%); among offenders, about 81% of accentuators. The severity of accentuation can be different - from light, noticeable only to the immediate environment, to extreme options.

The investigator often has to deal with accentuated teenagers, so it is important to know and anticipate the specific features of people's behavior, as well as take them into account in the process of communication.

Yu.M.Antonyan and V.V.Yustitsky conducted a study, as a result of which it was found that most often among adolescent delinquents there are 4 types of accentuations: hysterical, hyperactive, impulsive and unstable. In the summary table No. 18 compiled by us, the distinctive features of such adolescents are indicated.

4) According to L.I. Bozhovich, “by the beginning of adolescence, children develop a number of new psychological capabilities that allow others to make higher demands on them at this age and recognize their much greater rights and, above all, independence” .

In adolescence, the fear of being branded as “weak”, dependent is exacerbated. These qualities are closely related to a sense of adulthood, which is "expressed in relation to a teenager to himself as an adult and the desire to objectively assert his adulthood." At this age, minors are ready to commit the most incredible deeds, just to prove their maturity. They react very sharply to attempts by adults to belittle their dignity and underestimate their rights.

The desire for independence provides for the presence of a positive example in the family, an authoritative person in the immediate environment, to whom a minor could turn for advice, from which he could take an example. The indifference of parents to the upbringing of a teenager, neglect and lack of control on the part of the family makes the teenager look for authorities in a different environment. As a result, such children often fall under the influence of the street, find themselves in the circle of influence of older persons. Once in such an environment, a minor begins to adopt negative behavioral tendencies from them (rudeness, swagger, smoking, drinking alcohol, etc.), which make him “independent” and “completely adult”.

Table No. 18

(according to Yu.M. Antonyan, V.V. Yustitsky)

A socially positive social circle gradually rejects such teenagers. As a result, there is a lack of socially useful experience, in particular, non-aggressive forms of interaction are not mastered. Another consequence of this rejection is setting the stage for the inclusion of children with conduct disorders in antisocial peer groups. Adolescents with conduct disorders find themselves, as it were, trapped in a deviant "subculture", which further reduces their opportunities for educational, social and economic growth.

5) By the end of adolescence, the feeling of adulthood acquires a peculiar character, it is transformed into a kind of sense of self-assertion, self-expression, which manifests itself in the desire to show their individuality, originality. Hence the desire to draw attention to oneself in any way: through exaggerating fashion, ostentatious flaunting, performing actions unusual for others, up to asserting one's personality through hooliganism. When committing such actions, a minor is not interested in what harm will be caused by his actions, and what consequences will come from this. He wants only one thing - to draw the attention of the guys to his personality, to show his superiority over his peers, to create a certain impression about his actions and about himself in the team.

These features not only need to be known to the investigator in order to understand the motives for crimes committed by minors in a group, but also to take these features into account when investigating a crime. Namely, it is psychologically correct to refer to adolescents as “you”. Such a generally accepted treatment in Russian culture will allow the investigator to emphasize, on the one hand, the feeling of adulthood of a teenager (“But they treat me like an adult!”). On the other hand, it increases the importance of this investigative action, and hence the adolescent's sense of responsibility for his words and deeds.

6) Adolescence is characterized by " group instinct”, the age tendency to single out a leader in a circle of their own kind and follow him. This is explained by the natural desire to unite in the conditions of the “abandonment” and hostility of the adult world, and the search for friendships and sexual contacts and affections that are so significant for young people, and understanding of peers when adults do not understand, etc. Some teenagers are looking for admirers, while others are looking for mentors . Teenagers quickly learn the norms of behavior and traditions that prevail in these companies. The reaction of grouping largely explains the fact that the vast majority of crimes are committed by adolescents as part of a group.

As noted earlier, scientists in the field of legal psychology and criminology indicate that the leading position in the criminal group is occupied by minors, who are distinguished by activity, excitability, and readiness for aggressive actions. Whereas the “guided” part has pliability, less developed physical and intellectual abilities, increased concern about the opinion of others about them, etc.

According to the analysis of the materials of criminal cases, several hundred such characteristics can be cited that are close to those indicated above. So, in the criminal case of a robbery, which, by prior agreement, was committed by two girls aged 14 and 15 (who do not work anywhere and do not study), there is data from a comprehensive psychological and psychiatric examination on one of the participants (14 years old), who initiated this crime . The experts noted the following features of this girl: excessive mobility, changes in emotional behavior, a tendency to skip classes at a boarding school, persistent disregard for social norms, lightness of judgment, and demonstrative behavior. The characteristic presented from the boarding school also indicates rudeness, disobedience to disciplinary requirements, hostile relations not only with peers, but also with the grandmother-guardian, etc.

In another criminal case on thefts committed by an organized group of five 15-year-old teenagers, a minor acted as the organizer, whose characteristics also indicate a demonstrative personality type. From the case it is seen that the "leader" has the following features: active, behaves defiantly, arranges fights to show his superiority, likes to be surrounded by peers and younger children, attract attention, etc. (diagnosis: socialized conduct disorder). From the protocol of interrogations, one can also judge the special, leading and guiding role of this young man, who used the following phrases: “I suggested that my friends go to the dacha for aluminum”, “I told R. to stand outside and observe the situation”, etc. P.

Another member of the group had similar features. According to a comprehensive psychological and psychiatric examination, he is characterized by: activity, willfulness, demonstrative oppositional behavior, emotional coarseness (diagnosis: character accentuation of a mixed type).

In the previously mentioned criminal case about the theft committed by an organized group, teenagers acted as the “guided” part of the group, who were characterized as follows. Juvenile (P): withdrawn, indifferent to learning, influenced by peers and adults. They say about him at the boarding school: "clay". From the words (P): "I thought that everything would work out." Another 15-year-old (A) according to a comprehensive forensic psychiatric examination: rude, cruel, participates in fights, blames everyone around him for his troubles, the level of moral and ethical standards and attitudes is low, disharmony of the emotional-volitional sphere, a position of irresponsibility during several years, immaturity of judgment (diagnosis: dissocial behavior disorder).

According to N.I. Gukovskaya, A.I. Dolgovoi, G.M. Minkovsky, another age-related feature is significant for the preliminary investigation - the lack of life experience, which, in case of omissions in family and school education, can cause:

a) an incorrect assessment of a particular situation;

b) choosing as a model that a teenager seeks to imitate, a person with antisocial views and behavior;

c) incorrect interpretation of the content of such concepts as courage, camaraderie, adulthood (identifying them with recklessness, insolence, etc.):

d) the choice of a line of conduct in a particular case under the influence of emotional factors without any serious assessment of its significance and consequences;

e) distrust of employees of the bodies of social and legal protection of minors and those fighting crime.

Another feature of adolescents is the special importance for them of the opinions of people from their immediate environment, in following the norms of behavior adopted in the group of people with whom the teenager is associated with joint pastime. The motivation of a significant part of the offenses of adolescents, as well as the behavior of a significant part of juvenile suspects, defendants, witnesses at the preliminary investigation and trial, is associated with the fear of "lowering oneself in the opinion of these persons."

The given data on the individual and group psychology of minors in criminal groups must be taken into account in the investigation process. They will help to more correctly understand the position of a juvenile offender during the preliminary investigation, the motives for illegal activities, the reasons and conditions for involving a teenager in the criminal activities of a group; choose the most effective tactics for interrogating a minor suspect and accused and other investigative actions conducted with their participation.

The norms of criminal proceedings require to take into account the fact that adolescents predominantly commit crimes in groups, membership in leisure groups of almost all minors, as well as the indicated age and socio-psychological characteristics:

The conditions of life and upbringing of a minor, the level of mental development and other features of his personality (Article 421 of the Code of Criminal Procedure of the Russian Federation);

Influence on a minor by older persons (Article 421 of the Code of Criminal Procedure of the Russian Federation);

Participation in the case of legal representatives and a defender (Article 426 of the Code of Criminal Procedure of the Russian Federation);

Compulsory participation of a psychologist or teacher in the interrogation of a minor suspect, accused who has not reached the age of 16 or has reached this age, but suffers from a mental disorder or is mentally retarded (Article 425 of the Code of Criminal Procedure of the Russian Federation).

When investigating group crimes of juveniles, internal affairs officers should take into account that when choosing a line of behavior, a teenager is forced to rely not on his own discretion, but incomparably more on externally set parameters of action, patterns of behavior, expectations and reactions of a group spontaneously or purposefully created to commit a crime. . Therefore, following L.L. Ranevsky, we consider it necessary to find out at the stage of preliminary investigation:

Time of occurrence and composition of the created group;

Its social orientation, the rules of conduct and traditions that exist in it;

The role of the juvenile defendant and other adolescents in the activities of the group;

What are the real motives for the crime committed by a teenager, are they connected with the intention to “show” their personal qualities, to show their adherence to the traditions of the group.

We believe that it would be psychologically and tactically correct to use the “list of friends” technique, which is unjustifiably rarely used by investigators when interrogating minors suspected of a group crime. So, according to our interviews and analysis of criminal cases, this technique is used only in 5% of cases. The informative significance of this technique is obvious: the list of friends compiled at the suggestion of the investigator (in descending order of preference or just like that) by each suspect will not only reveal the immediate environment, but also identify a kind of "leader" in this group. "Leader" as the most preferred person will have more choices listed in the lists of each suspect.

During the preliminary investigation, it must be taken into account that, taking into account the peculiarities of the psychology of minors (and the lower their age and intellectual development, the more this manifests itself), a teenager involved in the commission of a crime, easily, often seeing this as a manifestation of false heroism, can take the blame.

7) The incompleteness of the formation of self-consciousness and the inadequacy of self-esteem, insufficient life experience of adolescents is manifested in a special way. malleability, suggestibility and ability to imitate. This, in turn, is associated with another feature characteristic of some adolescents - timidity and shyness. Minors with these qualities were most often brought up in families where disrespectful attitude towards children flourished, independence did not develop and initiative was shackled, where self-esteem was belittled.

Increased suggestibility and ability to imitate should be detected in a timely manner in the process of preliminary investigation, tk. this will be of importance in the study of the mechanism of the committed crime, the etiology of the criminal behavior of a minor. In addition, the identified qualities in a minor can be considered the basis for recognizing a certain status in the structure of a criminal group (slave, subordinate).

For their criminal purposes, adults can use such traits of minors as gullibility, suggestibility, inability to critically evaluate the behavior of others and their own, falsely understood sense of camaraderie. Often, adults, especially those with previous convictions, try to arouse in adolescents an interest in the "laws" of the underworld and a disdainful attitude towards the norms of law and morality. To this end, they try to give a romantic coloring to the criminal lifestyle, get teenagers drunk, talk about the “easy” life, convincing them that it can be achieved only as a result of committing a crime.

One of the ways of involvement is the appearance of a hopeless situation artificially created in a teenager, for example, as a result of a large financial debt (including artificially created, for example, losing cards) or committing some kind of misconduct. Acting as a "savior", the offender, using this, involves a minor in the commission of another crime.

7) “Entering” into a group for a teenager means “playing” by the rules. Therefore, teenagers can have double (triple) standards, use and follow different rules and norms of behavior. At home, they can be obedient, accommodating, responsible, and in a yard company they can be tough, demanding, etc. his socialization.

We believe that this (and not only!) can explain the difference between the characteristics available in the criminal case: those provided from the school, from the neighbors; certificates-characteristics compiled by the PDN inspector; describing the data of their child in the protocols of interrogation of parents or legal representatives.

The legislator also distinguishes 16-17-year-old adolescents from other minors, considering that the personality of such a teenager, in terms of his physical and intellectual qualities and the place he occupies in society, approaches an adult: from the age of 16, criminal liability for any crime committed by a teenager; when interrogating juvenile defendants who have reached the age of 16, a teacher or psychologist is not invited (except in the case when they suffer from mental disorders or lag behind in mental development).

In minors aged 16-17 years old, which psychologists attribute to early youth, the following features can be distinguished:

1) the process of physical and intellectual development continues, but by the end of the period it becomes less intense, because by the age of 18 the young man reaches physical and spiritual maturity, which is sufficient for an independent working life.

2) The process of formation of the nervous system ends. Therefore, young men, unlike adolescents, are more likely to control their emotions. Young people are less quick-tempered, impulsive in their behavior.

3) Young men more often independently than teenagers determine their circle of interests, communication. Personal self-determination allows them to be independent of the opinion of their immediate environment (parents, teachers, etc.).

4) Young people of adolescence are less susceptible to influence, pressure and inspiring influence from the group. Therefore, in a criminal group where there are younger teenagers, they can act as leaders, especially if the young person has more developed intellectual, physical or leadership abilities, the presence of antisocial or criminal experience, etc. Although it is possible to give examples when younger minors - teenagers - act as the initiator (leader).

According to a standardized interview, the head of the investigative department of the ROVD gave the following example. In one of the mixed groups, a 14-year-old young man acted as a leader, and his accomplices were aged 17-19 years. These young people committed robberies, theft of property. This group was caught selling stolen goods.

During interrogations, the defendants behaved approximately the same way, claiming that they committed all the crimes spontaneously, as if everyone “came up with the idea of ​​committing a crime” and all that remained was to implement the collective decision. Only one of them (14-year-old) used phrases like:
"I said, he went and did it", I wanted to ... "etc. The investigator (with more than 10 years of experience) had a suspicion that it was this underage person who acted as the leader in the group. This was indicated not only by the phrases mentioned, but also by a detailed description prepared by the employees of the PDN, as well as some individual signs: physical data (tall stature, pumped up muscles), a strong, strong-willed character, ambitiousness, audacity in communication, organizational skills, sophistication of thinking, and other qualities.

Conviction in the leading qualities of a minor was confirmed at a confrontation. The "leader" behaved confidently, cheekily. The rest of the group members behaved stiffly in the presence of the "leader", they held back, refused one or another testimony, without explaining on what basis they change them.

Two years later, when part of the group, who, apart from the organizer, had reached the age of majority, was serving sentences, the “young leader” organized another group, only the direction of this group changed somewhat: they committed a robbery and rape of an elderly woman.

5) The independence of young men is also manifested in a special autonomous morality, its own, special (and not conventional, which, as a rule, a teenager is guided by). Therefore, the asociality or antisocial orientation of a young man is more stable than that of adolescents. This can explain the principle of applying preventive measures in relation to persons of adolescence and youth: the earlier (meaning age), the better, the more effective.

6) Boys, especially at the age of 16-17, have a very strongly developed sense of personal friendship. Greater demands are made on friendship itself: responsiveness, frankness, readiness for mutual assistance, and revenue. The referential communication of young men, in contrast to the "herd instinct" of adolescents, is manifested in the fact that young men choose as "their own", the reference group, the one that satisfies his interests, whose views coincide with his views.

7) The awareness and stability of the plans and interests of young men allows them to deliberately perform certain actions (including illegal ones), in contrast to the momentary, impulsive and thoughtless behavior and activities of adolescents. Therefore, crimes committed by young people aged 16-17 are more thoughtful and carefully prepared.

In addition to age characteristics, it is necessary to highlight the so-called socio-psychological properties of minors, identified by N.I. Gukovskaya, A.I. Dolgova A.I., G.M. Minkovsky:

The predominance of primitive needs, their distorted development: the systematic use of alcohol, drugs, the habit of gambling, a tendency to idle, aimless pastime;

Loss of interest in learning, acquiring socially useful knowledge; professional and labor interests are not developed;

Low level of culture; there is a significant gap between requirements and moral concepts;

Instability to a particularly intense "temptation" or pressure from outside;

A kind of ongoing “coexistence” of positive and negative qualities and attitudes (for example, awareness of responsibility for the task assigned, readiness to come to the rescue with an opinion on the permissibility of petty theft, unwillingness to reckon with the rules of conduct in public places, etc.) coexist;

Perverted ideas about friendship, courage, independence, and in determining the line of conduct, these ideas are opposed as decisive to all other moral concepts;

A certain proportion of juvenile offenders is characterized by a stable system of openly immoral and antisocial views.

So, according to the research of G.N. Bochkareva:

1) most of the juvenile delinquents have an unstable antisocial orientation, as well as unstable antisocial stereotypes of behavior;

2) 10-15% of the total contingent of juvenile delinquents have a stable anti-social orientation.

3) there is also a third group of juvenile delinquents who are equally subject to both positive and negative social influences, committing crimes out of frivolity.

Despite these differences, 16-17-year-olds have much in common with their younger peers: they still have in many respects the personal qualities characteristic of 14-15-year-olds (a sense of "adulthood", a desire for self-affirmation, etc.). This gives us reason to conclude that, despite the periodization available in developmental psychology, the term "minor", most often used in legal literature, covers the age of 14-17 years. Thus, the legislator emphasizes both the commonality and the difference in the psychological and socio-psychological properties of the individual, as well as the responsibility of these persons before the law for the crimes committed. Therefore, law enforcement officers investigating juvenile crimes should take into account the age characteristics of adolescents and youth discussed above.

Having considered the age characteristics of minors, it is appropriate to ask the question: are these characteristics the cause of deviant (socially deviant) behavior?

In certain situations, the above age characteristics of a teenager can sometimes contribute to the formation of the motive and reason for the crime, become, as it were, its “catalyst”, but this does not mean that they are an independent reason for the minor to decide to commit it. We are in solidarity with the opinion of domestic criminologists that "such a decision is always the result of a moral deformation of the personality, distortions in the social development of a teenager, and not his age characteristics."

An adolescent who develops under normal conditions of life and upbringing, as a rule, has a habit of restraint, and also acquires sufficient skills to regulate his behavior according to generally accepted moral standards.

These age features are not reasons, but only circumstances that contribute to the unlawful behavior of a minor. When explaining the reasons for the criminal behavior of a teenager, one cannot refer only to a difficult age. Age characteristics may contribute to criminal behavior, but not by themselves. And as a result of failure by the family, school and other institutions of legal socialization of their duties, pedagogical errors, creating unfavorable conditions for the life of children and adolescents.

The formation of the antisocial orientation of the personality of a minor is due to the peculiarities of his life and upbringing. These features are accumulated in the age psychological characteristics of minors and the form of their activities. Therefore, considering the motives and values ​​of the criminal group activity of minors, its substantive activity, one should pay attention to those age-related psychological characteristics that, as it were, are layered on the personality of adolescents, give them a specific age coloring.

If we are talking about a minor who has previously been convicted or registered in the PDN, then we can state a deformed development of the personality, an antisocial or antisocial orientation, and a certain criminal experience. But, if a teenager from a prosperous family, who is characterized positively at school, then what are the reasons for committing a crime here? They need to be looked for in the immediate environment. It can be not only a yard company, a group of young people or minors, but also an adult who influences a teenager.

The so-called "group instinct" often leads to the commission of thefts "for the company." There is such a socio-psychological phenomenon as conformism. Conformal behavior occurs where the individual succumbs to the influence of the group despite differences of opinion between him and the group. In order not to seem like a "black sheep" (the need to be accepted, approved in the eyes of others), such teenagers commit crimes contrary to internal socially positive views, needs, values. A teenager in such groups can follow certain patterns of behavior without realizing their true content and meaning in essence.

Frivolity, lightness of judgments such as: “I did not think that if I stand and watch, I will be responsible for this can act as a psychological feature of a teenager. According to the materials of one of the criminal cases analyzed by us, three teenagers, two of whom at the age of 14 (one of whom is registered with the PDN for committing theft at the age of 12) and a minor at the age of 12 committed theft under the following circumstances. They came to the store and behind the counter saw a wallet belonging to the seller. Finding that the seller had moved away, they convinced the minor to take the purse from the counter. When a minor committed theft, 14-year-olds stood aside and watched the situation. After leaving the store, they divided the money and bought sweets with it.

During a comprehensive forensic psychological and psychiatric examination, one of the accused, a 14-year-old teenager, said: “I was sure that if a minor stole a wallet, then he would get it.” In the conclusion of the examination, it is noted: “I could not understand its real meaning and the scale of the consequences at the time of the commission of the crime.” The class teacher described this teenager as follows: kind, sympathetic, in relationships with peers has the traits of a leader, wants to become a cook and furniture maker (in his words: “this will always come in handy in life!”).

In the above example, a 14-year-old teenager clearly could not evaluate his act from the point of view of law, to understand the full depth of the public danger of the act. This feature of legal consciousness, when legal views are not shared with moral ideas, is a characteristic feature of children 7-13 years old.

It is very difficult to draw a clear line between adolescent legal socialization and the socialization of early youth. The views on life, morality, legal values ​​of minors aged 14-18 are tested in practice, rethought and formed into a single system of social orientations and attitudes, in which moral and legal concepts are clearly distinguished, there is an understanding of legal responsibility for crimes. A teenager begins to realize that if he commits a socially dangerous act, he can be subjected not only to the condemnation of loved ones, but also to much more serious measures of social influence.

Despite a certain maturity of legal consciousness, when conducting investigative actions, minors may not fully understand their procedural rights and underestimate their position. This may be due not only to the individual characteristics of the adolescent's legal consciousness or intellect, but also to his inadequate perception and response to changes in the investigative situation, which, of course, must be taken into account by the investigator in his activities. Therefore, many experienced investigators help such minors to understand the meaning of an article of the law or information not only by repeating and explaining aloud, but also offer the teenager to read the relevant text, thereby achieving a complete understanding of it.

So, the age and socio-psychological characteristics of adolescents and young men are significant at the stage of preliminary investigation: in determining the subject of proof, the degree of guilt, in the process of planning the investigation, in developing the tactics of individual investigative actions. In the production of cases of juvenile crimes, not only those personality traits and properties that distinguish minors from adults, but also those that are characteristic of a particular teenager who committed a crime in a group, should be taken into account.

Taking into account the considered features by the investigator with a thorough study of the individual characteristics of minors will contribute to a quick, complete, comprehensive and objective investigation of a group crime.

Similar information.

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Most of the crimes committed by minors have an age-related motivational specificity; these offenses are committed on the basis of mischief, misunderstood romance, the desire for self-affirmation, imitation of authorities.

Psychological breakdown of adolescence, unformed stable moral positions, incorrect interpretation of many phenomena, high exposure to group influences, impulsiveness - this is the behavioral basis of adolescence, which cannot be ignored in investigative and judicial practice.

At the same time, it should be kept in mind that 60% of repeat offenders committed their first crime in adolescence.

The behavior of minors (teenagers) has a number of features: lack of life experience, low level of self-criticism, lack of a comprehensive assessment of life circumstances, increased emotional excitability, impulsiveness, motor and verbal activity, suggestibility, imitation, heightened sense of independence, desire for prestige in the reference group, negativism, imbalance excitation and inhibition. The physiological restructuring of the body of a teenager is associated with increased attention to sexual issues.

Under optimal conditions of upbringing, these features of adolescents can be compensated for by appropriate socially positive activities.

Under unfavorable social conditions, these features catalyze harmful influences and acquire a negative direction.

The dynamism of the adolescent's mental activity equally makes him susceptible to both socially positive and socially negative influences.

There are a number of turning points in human life. However, the most difficult of them is the stage of adolescence, when a being of 14-16 years old is no longer a child, but not yet an adult. This is the age of "social imprinting" - increased sensitivity to everything that makes a person an adult.

There are a number of behavioral stereotypes characteristic of this age period, on the basis of which the behavioral type of a teenager is formed.

1. The reaction of the opposition. It is caused by overestimated claims to the activity and behavior of a teenager, excessive restrictions, inattention to his interests on the part of surrounding adults. These reactions are manifested in absenteeism, flaunting drunkenness, running away from home, and sometimes in antisocial actions.

2. Imitation reaction. It manifests itself in imitation of a certain person, a model. Sometimes the anti-social “hero” can become a model. It is known what effect the glorification of the superman criminal has on juvenile delinquency. The recent fashion for detective literature can have an indirect negative impact on the self-consciousness of a teenager.

3. The reaction of negative imitation - behavior deliberately opposed to the imposed model.

4. Compensation reaction - making up for failures in one area by emphasizing success in another. (Lack of academic success can be compensated by "daring" behavior.)

5. Reaction of hypercompensation - persistent striving for success in the most difficult area of ​​activity for oneself. The timidity inherent in a teenager can induce him to desperate behavior, to a defiant act, for example, an extremely sensitive and shy teenager chooses a courageous sport (boxing, karate, etc.).

6. The reaction of emancipation is the desire to free oneself from the obsessive guardianship of elders, to assert oneself. The extreme manifestation is the denial of standards, generally accepted values, the norms of the law, vagrancy.

7. Reaction of grouping - association in groups of peers. Adolescent groups are distinguished by their one-dimensionality, uniform orientation, territorial community, struggle for dominance over their territory (in the yard, on their Street).

Infancy.
It is extremely difficult to say at what age a child develops motivated, i.e., conscious actions. A. Peiper wrote: “We refuse to judge the content of the consciousness of an infant; the latter is not available for research; it is impossible to determine exactly when consciousness appears in a growing child” (38; 468). This is true. However, it's difficult...

Self-actualization assessment
Although Maslow presented a broad and compelling concept of human motives, it was self-actualization that captured his interest and captivated his imagination. In an attempt to give an accurate description of those individuals who most fully displayed their abilities, he tried to help people see the importance of self-actualization. And it is not surprising that attempts, directed ...

The choice of a paired figure (diagnostics of impulsivity, reflexivity)
Material: 12 pictures. Each sheet has one reference figure and six figures that differ from each other only in small details. The task of the child is to find a figure that is most similar to the standard. The time of choosing a figure and the number of erroneous answers are recorded. Instruction “Now you will see one picture and several similar ones ...

As you know, difficult education most often begins to manifest itself in adolescence, which is considered difficult, controversial, transitional from childhood to adolescence and covers the period from 11 to 15 years. Features of the social conditions of a teenager's life in previous years, the prevailing nature of relationships in the family and school leave an imprint on how conflict-free the teenager will endure the age-related and psychophysical changes that occur to him during this period, how the social task of "entering" him into the world will be solved. adults, determining their place in the microsocial environment, characteristic of this period.

For older adolescence, an increased perception of a sense of honor, duty, camaraderie, and romantic love is characteristic. Teenagers begin to make higher moral demands on each other. In the first place, they are not those qualities that characterize their peers as good students, but moral traits: a comrade is valued for courage, courage, the ability to help in difficult times, etc. They are characterized by the need for friendly communication, they value friendship very much and painfully experience the gaps that arise. Students in adolescence require increased social control from the family, school, community, since at this age the formation of personality has not yet ended, adolescents have unstable attitudes, they have not yet realized their place in public life. The authority of parents during this period may weaken, and the influence of informal groups of the nearest microenvironment, on the contrary, increase, which increases the likelihood of antisocial behavior.

Objective opportunities for the emergence of difficult education can be created as a result of the imposition of the characteristics of adolescence (emotional excitability, striving for adulthood, heightened self-esteem and striving for self-affirmation, lack of life experience and, in connection with this, the impossibility of correctly assessing certain phenomena, increasing the role of communication, especially with peers) on unfavorable conditions of education in the family, school, the negative impact of the microenvironment.

Psychologists L.I. Bozhovich, T.V. Dragunova, V.A. Krutetsky indicate a number of factors that determine the difficulty of educational work with adolescents. (13, 21, 34) During this period, significant biological changes occur in the body of adolescents, their rapid physical development is noted, increased growth of limbs, an increase in heart volume, restructuring of the endocrine system, puberty, the appearance of secondary sexual characteristics, etc. Insufficient formation of the nervous system, the predominance of the processes of excitation over the processes of inhibition cause in adolescents increased excitability, impressionability, inability to restrain emotions. This often leads to impulsive behavior, inability to withstand prolonged emotional stress and severe stress. Such a factor, for example, as puberty, can cause special experiences, an unhealthy interest in sexual matters. Therefore, it is difficult for a teenager during this period to measure his inner impulses with the demands that society imposes on him.

At the same time, an intensive social development of the individual takes place, a worldview, moral convictions, principles and ideals, a system of value judgments, self-awareness, a sense of independence, and adulthood begin to form. The emergence of a sense of adulthood, the desire to be and be considered an adult is a core feature of the personality of a teenager, as it expresses his new life position in relation to people, the world around him, determines the content and direction of social activity, the system of aspirations, experiences. The social activity of a teenager lies in a great susceptibility to the assimilation of norms, values, ways of behavior that exist in the world of adults and in relations between them. In adolescence, self-esteem is very heightened, therefore, any little things, even minor remarks, and even more so tactlessness, treating them like babies, can hurt their pride.

During this period, special importance is attached to interpersonal communication, in connection with which the teenager evaluates the role of the school team differently: there is a great attachment to the team of his class, the desire to take a worthy place among classmates. The team has a huge impact on the formation of views, assessments, moral qualities of a teenager's personality. If the student does not have a relationship with the class; as happens with those who are difficult to educate, he begins to look for various forms of communication outside the classroom, school, and often finds himself in the most unfavorable conditions.

What are the characteristics of the personality of a difficult-to-educate teenager? Makarenko argued that in the process of re-education, the teacher has to deal not with the defectiveness of the personality, but with the defectiveness of the adolescent's relations. (38, 507-508.) This refers to the range of interests, moral and volitional qualities of the individual, the specifics of his relationship to educational, labor and other activities, teachers, parents, adults, comrades.

The general orientation of the personality of a difficult-to-educate teenager, i.e. his aspirations, needs, interests and ideals determine the negative line of behavior. These teenagers either do not have definite life goals and do not know what they want, or their life aspirations, interests and needs are limited, primitive, consumerist. They are characterized by a certain system of motives, self-consolation, self-justification, blaming others for their failures, or a reference to a combination of unfavorable circumstances. Difficult teenagers, as a rule, lag behind their peers in development, some may experience a lag or deviation in the development of mental functions (memory, speech, attention, perception, thinking). They are characterized by underdevelopment of spiritual feelings and emotions, deceit and selfishness, stubbornness and aggressiveness, opportunism, disorganization, imbalance, laziness, irascibility, rudeness, isolation, secrecy. Volitional efforts often have a negative orientation, they can show initiative, dexterity, quick wit, perseverance when it comes to achieving their own harmful desires.

Difficult teenagers are attracted, first of all, by what does not require special mental effort, is of a light entertaining nature and causes thrills (songs with a guitar, reading books about spies, entertaining or detective films without psychological collisions, etc.). They have large gaps in knowledge, study poorly, many of them are repeaters. Mathematics and languages ​​are especially poorly acquired by them. Systematic underachievement contributes to the consolidation of their indifferent or negative attitude towards intellectual work and study. In the classroom, as a rule, they sit back, do not do their homework, and gradually lose their understanding of the meaning of the teaching. All this leads to the fact that in general development they are significantly behind their peers.

As a rule, they have a positive attitude towards physical labor, but since they do not differ in the ability to work, industriousness, and the ability to overcome difficulties, they cannot bring the matter to the end, systematically, purposefully work: they take up the matter with pleasure, but soon they give it up. However, if a difficult-to-educate teenager develops favorable relations with teachers in individual subjects, he can achieve certain results in his work activity under their guidance. The products of other people's labor are treated consumerly, they do not respect it, they spoil things.

Such students, as a rule, do not have public duties, and if they are given assignments, they are not able to systematically fulfill them, since they do not have the ability to independently plan work and involve others in its implementation, they are not confident in their abilities. They usually do not want to be friends with them, to sit at the same desk. They have to gain authority among their peers through bravado, immoderate pranks, disruptive actions in the classroom and at recess, planting an atmosphere of mutual responsibility, and committing hooligan acts. All this leads to conflict relations of a difficult teenager with classmates.

A characteristic feature of difficult adolescents is the imbalance in the processes of excitation and inhibition, combined with a defensive position in which all external influences are perceived as hostile. In them, to a greater extent than in other adolescents, the awareness of their adulthood has, first of all, an external ostentatious manifestation; smoking, drinking alcohol, a special "adult" vocabulary, utilitarian ways of entertainment, cheeky demeanor, thoughtless imitation of fashion, etc. Such “adulthood” is acquired in informal groups of uncritical imitation of adults, older children. They are rude to elders, parents, neglect their advice, do not believe in their justice and goodwill. It should be noted that only a small number of difficult-to-educate people have a pronounced anti-social orientation of actions. In most of these adolescents, the negative nature of behavior can manifest itself episodically: in some situations they can show positive personality traits, in others immoral actions, indiscipline. They develop good relations with some teachers and adults, they try to fulfill their requirements, attend classes, while with others they constantly conflict, skip classes, be rude, and show disobedience. Such relationships depend on how the teacher was able to approach this student, taking into account the positive qualities of his personality.

Deviations in the moral and mental development of difficult-to-educate adolescents occur as a result of limited social experience, utilitarian needs, underdevelopment and deformation of the personality. Their needs are limited, most often, by material interests, primitive and one-sided. They are characterized by a false idea of ​​such moral concepts as friendship, comradely mutual assistance, adherence to principles, honesty, courage, truthfulness.

Friendship, for example, is seen as a mutual guarantee; show courage - rob the gardens, jump from the second floor, deceive the elders; stubbornness is seen as perseverance and adherence to principles, rudeness as an indicator of independence; to be sensitive means to show weakness, spinelessness; to be polite means to humiliate yourself before a person; compliance with the rules of a culture of behavior - indiscipline, are not considered positive personality traits, etc. If, as a result of an insufficiently developed volitional sphere, such adolescents do not know how to restrain themselves, control their emotions, behavior, and regulate their needs. The impulsiveness and incontinence of many difficult-to-educate people and at the same time the lack or weakness of self-control create fertile ground for various conflicts. Often, negative forms of behavior are more acceptable for them than following moral and ethical standards.

Difficult-to-educate younger schoolchildren are characterized by emotional and motor disinhibition, increased activity and high distractibility, low working capacity, and unformed voluntary functions. It is a big problem for them to concentrate on a task for a long time. Tasks that require concentration of attention very soon cause protest, negative emotions, motor restlessness. Mental immaturity affects the attitude of children to schoolwork, the teacher, and educational tasks. Predominant among them is the "preschool" (game) and "pseudo-educational" types of relationships. The school situation is very difficult for them. The position of the student is taken with difficulty, often the children “fall out” of the lesson and behave defiantly - they laugh, lie down on the desk, spin around in a chair. Easily accept the game.

The low level of independence and the lack of arbitrariness in managing one's behavior create significant difficulties in learning activities. Such children are characterized by increased anxiety. The self-esteem of almost all such children is inadequately high, and there is a noticeable discrepancy with the expected assessment of their qualities by the teacher. A low expected score is detected.

In relationships with each other, they also have difficulties. They are incapable of cooperation. They often quarrel and even get into fights over minor issues.

They are characterized by low rates in the development of intellectual processes: mental operations, internal plan of action, speech, imagination, memory. These difficulties are accompanied by personality and behavioral disorders. The nature of deviations in each case is individual, but the manifestations of violations have much in common.

To establish contacts with difficult-to-educate children, the correct position of educators is important. The main focus of this position is the desire to understand the child. Understanding, respect, trust in the child, combined with exactingness, is the basis of the relationship between adults and them. In establishing such a relationship, it is very important to choose the right tone in communicating with children. Threats and censures, a harsh and rude tone, which are most often applied to those who are being brought up are completely unacceptable. Children do not accept such treatment at all. Words of morality, emphasized V.A. Sukhomlinsky, bounce off the consciousness of the pupils, like peas from the wall, he does not hear the words of the educator, his soul remains deaf to the word. (49, 253)

Moralization as a means of educational influence becomes the cause of the so-called "semantic barrier", when a difficult-to-educate person knows well what an adult requires of him, but does not respond to the requirements, does not perceive them due to the way they are expressed. The semantic barrier is eliminated by changing the tone of the adult's speech.

The most important goal of re-education is to restore in every difficult-to-educate person the necessary social ties, attitude to study, work, social activities, to awaken civic feelings, to develop a desire for self-education, to make one feel like a full member of the classroom, school team, to find positive features in each difficult-to-educate person. and, relying on them, involve him in a type of activity where he can best express himself, feel confident in his abilities, earn the respect of a teacher, comrades, and parents. A.S. Makarenko emphasized in this regard: “It is not enough for us to simply correct a person, we must educate him in a new way, that is, we must educate him in such a way that he becomes not just a safe or harmless member of society, but that he becomes an active figure in a new eras (38, 215-216)

The re-education of difficult children can be successfully carried out only if there is a scientific approach to solving the problem. The main place is given here to individual purposeful work with the difficult to educate. Researchers rightly point out that the essence of the individual approach lies in the fact that the educator deals with a specific developing personality, which has a number of individual psychological characteristics. Therefore, educational measures that give positive results in relation to one student can provide the expected effect in relation to another. An individual approach presupposes sensitivity and tact in relation to the person being re-educated, it requires the selection and implementation of such educational activities that would best suit the situation, the characteristics of the personality of the adolescent, the state in which he is currently located, and therefore would give the maximum effect.

Proceeding from this, individual work with difficult children can be conditionally divided into three stages: a deep study on a scientific basis of the personality of a difficult child and the compilation of a socio-psychological profile; development of an individual program of educational influence on him, taking into account the characteristics of the individual; direct implementation of educational work, adjustment of means and methods of educational influence.

To study the personality of a difficult child, a special program is recommended, which includes the study of a wide range of issues, among which the following deserve special attention.

• 1. General data about the difficult to educate - age, education, place of residence, physical development, health status, character traits, features of the development of moral and volitional qualities.
• 2. Conditions for family education - family composition, parents' education, place of work and position held, public assignments of parents at the place of work, attitude to the student's progress and behavior, communication of parents with the school and the class teacher; material, living conditions of the family; the nature of the relationship between parents, parents and children, especially the family microclimate, family traditions; the behavior of the child at home, what violations are allowed and the measures of influence applied by the parents.
• 3. Progress at school, the reason for failure, attitude to learning activities, behavior at school.
• 4. Attitude towards work - how it manifests itself in various types of work at school and at home, what profession is going to be chosen, motives for choosing, stability of professional interests.
• 5. Social activity - what public assignments does it have, how does it relate to their implementation, participation in circles and sports sections.
• 6. Status in the class team - features of communication with classmates, attitude towards teachers, whether he has friends at school (class), who they are and what their friendship is based on.
• 7. How and with whom he spends his free time, what he does, circle of hobbies.
• 8. Is the boss attached to the difficult to educate, who is he, what is the essence of his work and its effectiveness.

The proposed methodology for studying the personality of a difficult-to-educate student helps the class teacher, boss and other persons exercising educational influence to more deeply understand the causes of deviations in the behavior of each ward, find the most effective means of influencing him, draw up and implement an individual re-education program. It allows, first of all, to highlight the positive qualities of the difficult-to-educate, which must be developed and stimulated in every possible way, to neutralize the negative traits and qualities of the personality. Without the optimistic hypothesis that every teenager has something positive that must be found and skillfully used, purposeful work on re-education is impossible, V.A. Sukhomlinsky categorically denied such a way of correction as exposing shortcomings in the hope that the child would be able to critically evaluate his behavior and change it. “Experience ... has convinced me,” he wrote, “that in this way it is impossible to bring up stable moral convictions ... From the first day of being at school, one must be able to see and tirelessly strengthen and develop all that is best in a child.” (50, 27)

In the process of re-education, the child should be placed in conditions that would require him to manifest and consolidate the positive qualities of his personality. At the same time, maintaining the slightest positive manifestations in educational, labor, socially useful activities reinforces the child's faith in his own strength. Otherwise, he may completely abandon even the desire to become better, decides that he still has nothing to hope for. Initiation to work, study and other types of collective activity, deep penetration into the inner world of everyone, education of humanity in relations with others - all these factors contribute to the formation of positive personality traits. Positive orientation stimulates the formation of a stable conditioned reflex. In such cases, the child has confidence in his abilities, the hope that he will be able to achieve certain successes in educational, labor, social activities.

The study of the individual characteristics of difficult-to-educate students contributes to the choice of the most optimal methods of influencing each student. It is important to identify the motives of the behavior of a particular child, since the same actions, deeds can be generated by different motives, therefore, the means of influence must correspond to these motives. For example, the stubbornness of one student will come from her being spoiled in the family, excessive effeminacy, the stubbornness of another - from the fact that she has a difficult family situation. Methods and means of influencing these students should be different. Serious attention must be paid to students who are isolated from the class team, who do not enjoy authority among their comrades, who are not friends with anyone, or, conversely, those who are informal leaders in the class.

The presence of a difficult teenager in a good team does not mean that this team has a positive effect on him. Here, properly organized relationships between difficult students and the classroom team are of great importance. Lack of contact with peers is often the cause of indiscipline, rudeness, manifestations of negativism.

Each student, as you know, strives for self-affirmation, tries to take the desired place among his peers and comrades. However, quite often poor progress, indiscipline and the related reproaches of teachers, the presence of physical disabilities lead to the fact that the whole class begins to treat such a student badly. Therefore, the organization of the right relationships among students by a social pedagogue is of great importance. It is important to find such a child a worthy place in a class team, entrust him with a job where he could prove himself, make the most of the positive qualities of his personality. The task of the social pedagogue is to show the class that the student "rejected" by them has his own positive qualities, can achieve success in a certain type of activity and help him prove himself, win the respect of his classmates. If the right relationships are not established, conflict situations can arise in which a student, rejected by his peers, seeks understanding and support in informal groups outside the school, which often involve him in anti-social activities. A generalization of pedagogical practice shows that the vast majority of difficult-to-educate students are not yet sufficiently involved in the social life of the school and in sports work, as a result of which their interests no longer coincide with the interests of the class, but focus on the interests of that informal group with an antisocial bias in which they fall. . Chronic lag in academic subjects, poor progress often cause children to feel inferior, and therefore, they associate negative emotions with school. Unfortunately, disciplinary measures are mainly applied to lagging behind and undisciplined students. However, restrictions and prohibitions suppress the initiative, often delay the formation of the positive qualities of the child's personality. The correct consideration of the positive qualities of the personality of difficult students in the organization of educational work with them, a timely reaction to the slightest manifestation of changes in behavior for the better, the manifestation of interest in learning, diligence is a necessary condition for successful individual work with them. 3. And Kalmykova, in this regard, not without reason, indicates that students with a low degree of learning have formed negative qualities of mental activity, which manifest themselves when performing independent work. (27, 25-27, 55-65)

Therefore, with such students, special additional work is needed not to master the program material, but to change the qualities of their mental activity, approach to the process of assimilation and use of knowledge. It seems that these requirements apply not only to lagging behind and unsuccessful students, but also to the so-called "brake" children, who are characterized by excessive timidity, indecision and shyness. Educators and parents need to strengthen the confidence of such children in their abilities. They demand in relation to themselves caution and gentleness. They should be involved in simple social work, emphasizing success in every possible way, taught to see not only the advantages of others, but also their own merits, and organize communication with other children.

A special individual approach is also required by students with psychoneurotic deviations, which often become the cause of trouble-education. Neurotic states can manifest themselves both in excessive inhibition of the child's behavior (indecision, uncertainty, sluggishness, depression, etc.) and in excessive disinhibition, the predominance of excitation reactions (mobility, irritability, fussiness, inability to concentrate for a long time, aggressiveness towards comrades, restlessness, etc.). Such children are constantly in conflict with teachers, parents, and this further aggravates their condition. They are very sensitive to the various nuances of relationships with adults, especially intolerant of falsehood. The educational influence on such adolescents should be based on pedagogical restraint, sincerity and exceptional sensitivity. In other cases, stressful and conflict situations should be avoided.

The variety of reasons for deviations from the norm of behavior in various groups of difficult-to-educate students requires differentiation of means and influence, taking into account specific situations and individual characteristics of the re-educated. Much here depends on the skill of the social pedagogue, teacher, educator. The authority of a social pedagogue, his adherence to principles and exactingness, tact in relation to the inner world of a teenager, understanding, the ability to take into account his point of view are a necessary condition in working with difficult children. It is important to make it clear to the student that the fate is not indifferent to the teacher, regardless of the positive and negative qualities of his personality.

For more successful educational work, it is necessary to search for new forms, the most effective methods of influencing each individual student who is difficult to educate. Positive qualities are formed gradually, with the persistent work of the teacher. At first, they coexist with negative ones, and only persistent daily educational work, joint efforts of the entire teaching staff, school, family, involvement of public organizations, purposeful work of a social teacher makes it possible to obtain positive results in the re-education of difficult children.