The reason for the unsuccessful development of children is destructive processes that violate the integral structure of the personality. It is known that the simplest structure of personality consists of three components: intellectual, emotional and behavioral. The harmonious development of all three components ensures the success of human development. Destructive behavior may appear in a student as a result of ignorance of the rules of behavior or unwillingness to apply them in their activities.
Sources of destructive behavior in students:
1) Submission of the child to the will of an adult. Suppressing independence and initiative, the teacher impedes the development of the individuality of children, their activity, which leads to conflicts. Deviant behavior, the psychology of which is based on the theory of destructiveness, is the result of suppression and resistance of a person with a rigid authoritarian style of learning.
2) The implementation of the educational process only in problematic periods of a child’s life. With this approach, an adult shows active attention to a child only when a problem has already arisen. But as soon as the problem loses its significance, the teacher loses interest in the student, leaves him in a zone of inattention, believing that while everything is going fine, there is nothing to worry about. Destructive behavior becomes a means of attracting attention to your personality. The teacher involuntarily guides the child along the “problematic” path of development, as in order to attract attention to himself, the pupil will increasingly commit misconduct, to which the adult responds.
3) Monopolization of the child by school. The child is placed in a position of obligation; he is “obligated” to serve the school. With a large educational load of children and parents, the feeling of a lot of employment, fatigue, physical and nervous overloads that is too much for a fragile children's body and psyche does not leave. The protest against monopolization is expressed as destructive behavior aimed at breaking the rules established by the school: being late, absenteeism, violations in the form of clothes, etc.
According to Erich Fromm, signs of destructiveness as character traits appear in 10-15% of the population. In his book "The Anatomy of Human Destructiveness," he defines this quality as an attraction to destruction, which is clearly manifested in aggressive people who have hatred of humanity. These are criminals, rapists, arsonists. According to the author, in children destructive behavior can be sublimated or converted into constructive aggressiveness, aimed at destroying the old, unnecessary and building something new, more perfect.
The psychology of deviant children's behavior offers ways to reconstruct a destructive personal attraction to constructive education:
1) Due to the direction of the destructive impulse to use it in a future profession. This may be dentistry, veterinary medicine, surgery and other specialties where aggression is used for the purpose of treatment and recovery.
2) By expressing oneself in sports such as shooting, darts, discus, wrestling. Aggressive impulses no longer destroy, but are sent to sports achievements.
3) In the process of reflecting destructiveness in works of art: writing paintings about the war, poems, scripts for films, games. The internal desire for destructiveness becomes a product of creativity or culture.
Destructive behavior of children seen in preschool or school age cannot be eliminated by methods of suppression. The most effective way is to convert and direct the energy of the pulse to socially significant goals.