Deviant behavior of adolescents is a common phenomenon accompanying the process of socialization and maturity, which increases during adolescence and decreases after the age of 18 [8, p. 42]. Deviant behavior is not recognized by every teenager, and they have a strong ability to resist the negative influences of their environment beyond the age of 18.

Traditionally, the causes of deviant behavior in adolescents are divided into two broad groups:

1. Causes related to mental and psychophysiological disorders;
2. Social and psychological reasons.

Analyzing the fact that the behavior of «difficult» teenagers is corrected and corrected with quite a lot of work, it is necessary to distinguish between the terms «difficult teenager» and «pedagogically neglected teenager». This does not mean a specific neglect in the upbringing of a child by a teacher at school. The process of education begins in the family and proceeds from childhood.

Adolescence is generally characterized by a significant deterioration in the child's behavior. This can be expressed in stubbornness, negativism, and opposing oneself to teachers and adults. The important thing is that most teenagers are confident that the older generation's judgments are wrong. They perceive both parents and teachers as «backward» from the modern world and the younger generation.

Another striking characteristic of adolescence, as a result of which deviant behavior manifests itself, is the pronounced psychological discomfort of the child. This means that against the background of fears, anxieties, and feelings of loneliness developing in a teenager, an irresistible feeling of emancipation arises. This is a pronounced desire to free oneself from the custody of adults. But the desire of teenagers comes not only from the desire to resist adults, but also to be equal with them, to be better than them [7, p.74].

The family plays a huge role both in the formation of the character of a «difficult» teenager and in the development of pedagogical neglect. Depending on how the relationship between spouses, parents and children develops, communication, and the educational potential of the family, the child's personality is formed, the foundations of norms and rules of morality are laid, a worldview, values, ideals, life plans, and skills of joint activity are formed [2, p. 312].

One should not exclude the fact that pedagogical neglect may be associated not only with a teenager's academic failure, relationships with parents or teachers, but also simply with the child's mental abilities. This factor can provoke neglect of a teenager. Having failed to find an opportunity and a way to realize himself in educational activities, a teenager begins to look for a way to assert himself by committing bad deeds and aggressive behavior.

N. D. Levitov identified the main causes of the conflict between the teacher and the student. These include lack of formation of knowledge, skills, lack of self-confidence, psychological discomfort in relationships; personal characteristics of the teacher, lack of an individual approach, lack of confidence in the result of their work, rudeness, tactlessness [5, p. 31]

Both the teacher and others who come into contact with «difficult» teenagers should understand that every child can become «difficult» at a certain stage of their development. However, this process can occur in different ways for each person. Here, a special burden of responsibility is placed on people who most often interact with such children. These are, after all, parents and teachers. It is important for a teacher to take into account the age and individual characteristics of a teenager. It is necessary not only to be able to adapt to the character of the child, but also to try to change it for the better.

The concept of «deviant behavior» both in adolescents and in a wider range should not be confused with developmental disabilities or developmental delays. It is not uncommon for teenagers with such defects to be called difficult. But correcting their behavior requires the participation of speech pathologists.

Adolescence is the stage of ontogenetic development between childhood and adulthood (from 11–12 to 16–17 years). This process is characterized by qualitative changes that are associated with the puberty of an individual and his entry into adulthood.

During this period, a person has increased excitability, impulsivity. The main factor according to which changes are observed is the formation of a new, still rather unstable self-awareness, attempts by a teenager to understand himself, his desires, and purpose.

The teenager begins to compare himself with adults, as well as younger children. In most cases, such a person convinces himself that he is already an adult. He wants to be an adult. Having felt himself independent, the teenager begins to want others to see him as an adult. In addition, he wants to be treated like an adult, recognized for his importance and importance.

For the vast majority of teenagers, this period becomes a period of destruction and withering away of old interests and goals. A new biological system is maturing, which results in the formation of new human interests, needs, and worldviews. Vygotsky L. S. wrote: «If at the beginning the phase of development of interests is marked by romantic aspirations, then the end of the phase is marked by a realistic and practical choice of one of the most stable interests, mostly directly related to the main life line chosen by a teenager» [4, p. 322].

Many researchers consider in detail the problem of interests in transition age. Lev Semenovich Vygotsky considered her «the key to the whole problem of adolescent psychological development» [3, p. 18]. According to the psychologist, all psychological functions in adolescence are not haphazardly, not automatically or accidentally, but in a certain system, guided by specific aspirations, drives and interests deposited in the personality.

The main psychological needs of a teenager are the desire to communicate with peers, the desire for independence and independence, emancipation from adults, and recognition of their rights by other people.

Adolescence can have a huge impact on the development of a person's personality. As already noted, during this period the child acquires significantly new features. His character is changing, the foundations of conscious behavior are being laid, and the overall picture of moral ideas and attitudes is being rebuilt.

These processes occur against the background of mental and physiological contradictions in adolescent development, which causes adolescence as a transitional, turning point. This is the explanation of why, at this age, a child has inadequate relationships with others, contradictory actions and thoughts. It is important for adults not to perceive these phenomena as an anomaly or anything abnormal. This is just a deviation from generally accepted norms, which is precisely being corrected with the help of adults.

Adolescence is a period of intense inner emotions and emotional instability. Teenagers are especially sensitive and their mood often changes dramatically. Anxiety and depression are common phenomena among teenagers. «Depression is a characteristic disorder that first occurs during adolescence. Although emotional and behavioral disorders can begin both in transition and at an earlier age, the main difference is that emotional depressive states are typical for adolescents» [6, p. 86].

The appearance of mental neoplasms in adolescence is associated with the difficulties of his transition from childhood to adulthood. A teenager is no longer a child and not yet an adult. A teenager, trying to imitate adults, is trying to expand his rights and opportunities, to reconsider his attitude to the demands made by parents and teachers. But little life experience and an ambiguous perception of the social situation lead to disagreements with adults and generate conflicts between them. However, conflict situations can be avoided if, when they occur, the peculiarities of the mental development of adolescents are taken into account.

Entering a new life, the emergence of new responsibilities, and the desire for self–fulfillment are some of the main characteristic features of adolescence. The child becomes more differentiated and resilient. «He's starting to focus on «adult» life. This process often manifests itself in the form of aggressive behavior» [2, p. 417].

The number of teenagers with aggressive behavior is increasing every year. In addition, school aggression is also gaining momentum, leading to a lot of adverse consequences.

Aggressive behavior or emotional instability in a mass school can be caused by a number of reasons:

1. Social conditions of teenagers' life;
2. Family relationships;
3. The indifferent attitude of the school and others to the neuropsychiatric state of a teenager;
4. Mass media, radio and television programs promoting violence and aggression.
5. Biological causes of adolescent aggression (adolescent maximalism, puberty).
6. Personal reasons (self-doubt, resentment, pessimism).

Aggressive behavior is a source of distress and mental suffering not only for adults who are concerned about the well–being of the child, but also for adolescents themselves. In this case, not only the aggressive child suffers, but also the children on whom he throws his negativity. «Aggressive behavior causes deep concern among teachers and law enforcement officials» [2, p. 93].

School aggression is a fairly common phenomenon. The magnitude of the problem has led to a number of psychological and pedagogical studies, which have revealed several types of adverse adolescent behavior.

«The subconscious mind of any schoolboy of this age does not want to accept the morals established by society, he wants to set his own rules» [1, p. 59]. During this period, parents and teachers are required to find the right ways to approach and prevent aggressive behavior among adolescents. It would be a mistake if adults began to impose their point of view on aggressive, «difficult» teenagers. The teacher should try to guide the child in the right direction, but not engage in re-education.

Experienced researchers have discovered the fact that the most pronounced aggressive behavior of schoolchildren is observed in school. Having a complex and nasty character, a teenager spills out the full range of his emotions at school. He restrains himself at home, on the street, but there is a kind of «explosion» in the educational institution. A huge number of observations led to the conclusion that it is at school that a «difficult» teenager feels trapped in a framework.

In relationships with teachers, it seems to some children that they are constantly being humiliated, humiliated, and shown that they do not know anything. Others are sure that the teacher is not able to give them any new knowledge. All this often develops into a global problem of student-teacher relations. Against the background of such disagreements, the difficult character of teenagers is aggravated. They want to be taller and better than adults. Prove your superiority by any means necessary.

In relationships with classmates, peers, and any other students, «difficult» children also want to be better. It doesn't really matter to them what ways to show their greatness and uniqueness to everyone around them. Someone chooses the worst ways and starts to «poison» schoolchildren who are weaker. Often, the victim has qualities that rude teenagers lack. These can be smart boys or girls who excel in all educational fields except sports. They can simply be introverted, quiet and calm people.

Difficult teenagers are looking for a victim who is weaker, who will not be able to fight back or resist.

This is a rather controversial question, but if at least one person had revealed the truth to the brute, rebuffed him, perhaps he would have changed, realized his mistakes.

References:

1. Aggression in children and adolescents: A textbook. [Text] / Edited by N. M. Platonova. St. Petersburg: Rech Publ., 2006. 336 p.
2. Bandura A. Adolescent aggression. The study of influence and family relations [Text]. Moscow, 1999. — 512 p.
3. Vygotsky L. S. Adolescent pedology [Text]. / Collected Soch in 6 volumes, vol. 4. Moscow, 1984. — 53 p.
4. Vygotsky L. S. The development of higher mental functions / L. S. Vygotsky // Moscow: ANP RSFSR, 1960, pp. 301–327.
5. Levitov N. D. On human mental states. [Text]. / N. D. Levitov // M.: Enlightenment. — 1964. — pp. 251–253.
6. Rutter M. Assistance to difficult children [Text]. — Moscow: Progress, 1987. — 424 p.
7. Semago N.Ya. Problem children: fundamentals of diagnostic and correctional work of psychologists. — Moscow: Vlados, 2008. — 349 p.
8. Schneider L. B. Deviant behavior of children and adolescents [Text] / L. B. Schneider. — M.: Academic Project; Triksta, 2005. — 336 p.