employee from 01.01.1996 to 01.01.1925
Ekaterinburg, Ekaterinburg, Russian Federation
UDC 159.9
Introduction. School vandalism is still assessed by specialists ambiguously: as delinquent unlawful behavior and as deviant behavior lying outside jurisprudence. It is studied in various aspects: genetic, neurobiological, personal and socio-psychological, socio-economic, legal, media and informational ones. This multifactoriality suggests that vandalism is the result of many random, poorly interdependent factors, each of which is relatively weak in relation to overall effects, but their cumulative simultaneous interaction determines the stability of the phenomenon (Gauss’s law). Different forms of vandal behavior (street, school, organisational ones) reveal the commonality of its forms, symptomatology, syndromatics and determination. The research findings make it possible to assert that various deviant destructive forms of behavior (delinquent, addictive, destructive, self-destructive forms) have close (unified) etiological sources and determinants. Despite the wide range of studies, the problem of unconscious motivation of vandalism behavior is hardly represented therein. Research methods: The sample included 400 students of both genders (200 males, 200 females) aged from 11 to 17 years old, studying in residential schools with different specifics (sports, medical, rehabilitation, educational ones). The “Experimental Diagnostics of Motivations”, interviewing methods and statistical analysis of patterns were used as a diagnostic tool. Results. The unconscious motivation of vandal behavior is highlighted, the typology of vandal behavior of the representatives and their existential problematics are described, the leading directions of preventive work with students are revealed.
destructive behavior, self-destructive behavior, delinquency, addictions, vandalism, vandal behavior, school vandalism, social inclusion
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