Психолого-педагогическая характеристика применения методов поощрения и наказания как средств социализации подростков с девиантным поведением

Abstract

The article handels the problem of using the methods of encouragement and punishment as a means of socializing adolescents with deviant behavior. Faced with various difficulties, a teenager may experience difficulties in the process of assimilation and reproduction of social experience that make up the essence of socialization. Against the background of objective difficulties in the process of following social norms, this category of children is faced with a variable pedagogical impact.
 The main objective of the study was to identify the existing differences in the perception of the effectiveness of the methods of promotion and punishment as means of socialization in adolescents (as objects of education) and teachers (as subjects of education).
 Materials and research methods In order to identify among teachers, their preferred forms of encouragement or punishment when working with deviant adolescents, at the first stage of the study, we used an author's questionnaire for teachers, which included questions about the teaching experience most often used in working with deviant teenagers of forms of encouragement and punishment, on the effectiveness of using methods of encouragement and punishment with this category of children. In addition, within the framework of this questionnaire, teachers had the opportunity to express a subjective opinion on the advisability of including in the educational process the missing forms of encouragement and punishment. The research sample included 7 teachers, carried out by class teachers in grades 7–9 of educational institutions in Kolomna, Moscow Region.
 Results of the study Our study allows us to conclude that in most cases the expectations of children associated with receiving the desired promotion are not met, which in turn can subsequently form a negative attitude of the teenager towards the teacher, as well as a decrease in motivation in the performance of a task.
 In addition, we have identified significant differences between the applied teachers and preferred forms of punishment by children. So, for example, if educators consider the most effective form of punishment as public censure, then children, on the contrary, prefer loyal methods of punishment, talking about such forms as remarking and removal from fulfilling responsible assignments, arguing that public punishment degrades the dignity of the child and causes even greater aggression and a desire to do “everything against”.
 An interesting fact is that the teachers are against such a form of punishment as “removal from the class”, although the students themselves are not at all against such a measure, explaining this by saying that if the child interferes with the lesson, then he must leave the class.