The Problem of Devianthological Competence of Teachers and Psychologists of General Education

Abstract

The work is devoted to the problem of studying the current level of deviantological competence of teachers and psychologists of secondary schools and gymnasiums. The article presents the results of an aerobatic study of the meaningful characteristics of deviantological competence. The articles developed by the authors “Structured interview on working with deviant children and adolescentsˮ, the questionnaire “My experience with deviant children and adolescentsˮ, the questionnaire “Bullying at schoolˮ, and the test “Types of deviant behaviorˮ were used as research instrumets. The analysis of the obtained data allowed the authors to draw conclusions that the level of deviantological competence of social teachers and psychologists of educational organizations is significantly higher than the level of deviantological competence of subject teachers. At the same time, professional standards of teachers and specialists in the field of education also provide for devianthological competence as a core professional component, which should ensure the timely identification of children at risk and support of juniors with deviant forms of behavior. Typical stereotypes about children with deviant behavior, about their families and reasons for the formation of deviance, deficits in knowledge of the regulatory and legal framework and diagnostics and methods of prevention, as well as drawbacks of the established system of advanced training in the field of deviant behavior were identified.