Aggressive behavior of adolescents.1. The concept of aggressiveness, age-related prerequisites for its development.2. The influence of congenital characteristics and upbringing on the development of aggressive behavior.3. Types of aggressiveness.4. The influence of characteristics of adolescence on aggressiveness.5. Environmental factors contributing to aggressive behavior in adolescents.6. Views of famous teachers and psychologists on the problems of education, incl. aggressiveness of teenagers. 1. The concept of aggressiveness, age-related prerequisites for its development. Although aggression is a natural attribute of growing up, it is customary to understand this word as behavior aimed at infringing on the rights of other people and causing harm to others. Aggression is the opposite concept of regression, i.e. “moving forward” versus “moving backward.” The appearance of aggression is associated with the age of formation of selfhood, i.e. 2-3 years. In her energetic theory of development, Margarita Spagnolo-Lobb describes the development of a child as a journey from unity with the mother and the world to separation and the emergence of autonomy. Before the age of 2 years, the child absorbs a lot of information from the outside world, accepting her as she is yes, because Criticism does not yet exist at this age. Together with it, the child receives a lot of energy, which at some point becomes too much, and he begins to feel the need to return energy to the outside world. Communication is based on the principle: “That’s how I am.” Now he is displaying legitimate aggression, returning the energy associated with excess excitement into the world. It is important for him that a close adult withstand his legitimate aggression. So that he would treat her something like this: “You are small, and I am big and strong, and I can withstand the fact that you pull my hair and not try to punish you for it.” If the environment cannot withstand aggression, the child loses trust in him and remains depressed and lonely. If loved ones hold his energy, then the child feels omnipotent. From the moment a child begins to trust his environment, he begins to trust himself. If mom is not afraid that he pulls her hair, then he can feel stronger, stand on his own two feet. Personality appears at the age of three years. At this time, the child separates himself and the world around him. He knows who the anger belongs to: himself or another person. But if he has not completed the stages of legitimate aggression, then his boundaries are blurred and he feels how someone else's anger penetrates his body. Whatever is inside him can come out and whatever is outside can get under his skin and destroy him or make him happy. Both are alarming. The process of transition from unity to separation requires a lot of care, otherwise the child will be anxious. Caring creates a boundary; the boundary is always created by the external environment. Borderline disorders are the result of over-suppression or over-protection of a child by an adult, in response to which he develops a need to preserve the core essence of himself, and he develops behavior where it cannot be grasped. Borderline behavior is associated with the need to hold tightly to the self that has begun to build, but cannot be given. A person needs to hold on very tightly to what he has managed to build so as not to go into psychosis. It is difficult for him to develop the ability to assimilate other people's experience, because he perceives it as the penetration of something foreign into himself. Normally, a child develops an attitude of basic trust in the world, otherwise - a state of basic anxiety. If basic trust is not formed, a person needs to seek states of emotional acceptance by significant others (at any cost) and search for states free from basic anxiety, i.e. a state of basic psychological comfort and relaxation. This need can be considered as the starting point for the formation of addictions, especially chemical ones. 2. The influence of congenital characteristics and upbringing on the development of aggressivebehavior. Having fixed on behavior dictated by the need to test the outside world in order to deter its aggression, the child acquires the skill of aggressive behavior. But control over natural aggressive impulses is possible, associated with training and upbringing. The child learns to control his aggression, meeting the approval or disapproval of his parents. His anxiety is twofold: on the one hand, there is a fear of punishment, on the other hand, there is a fear of offending, irritating parents and depriving them of support. Gradually, norms are internalized (transition from external to internal), and behavior is regulated by conscience and (or) a feeling of guilt or shame , which is not the same thing. Conscience has a higher-order evaluation criterion, while shame is associated with an assessment of the environment. Some people naturally have difficulty forming internal control. In particular, this depends on the volume of the frontal lobes of the brain, which are responsible for emotional and volitional regulation. Many children today are born with minimal brain dysfunction, which also creates difficulties in the formation of voluntary behavior. If physiological reasons are combined with pedagogical neglect, the leader may remain under external control for the rest of his life. Then submission to laws and social demands is carried out only due to fear of punishment and material losses. The phenomenon of the “crowd effect” is based on such a weakening of control, which is set by external frameworks. During times of unrest, when power is weakened, the shackles of external control are removed, and aggressive impulses spill out unhindered. During a war, such a person becomes capable of inhumane acts, because the responsibility for them is delegated by an immature mind to military commanders. The same thing happens in a teenage company. Infected by the mood of the crowd, deprived of external control, a personally immature teenager does something that he is then ready to disown by hook or by crook, but it’s too late. The development of internal control occurs through the process of identification - the desire to act like a significant person. At an early age, this is an imitation of parental behavior (similarly, in animals, such following the mother is called imprinting). Children love to play at adults, incl. to the family. But the parents themselves do not like everything about the patterns of behavior that their children reproduce. After all, it is common for a person to have something impartial that he does not want to see in himself or attribute to another. The result of this is often a violent reaction from the parent to the child’s “bad imitation.” A vicious circle arises. An adult achieves “correct” behavior through evaluation, criticism, pressure, and punishment. These measures cause negative emotions in the child. The adult gets irritated and increases the pressure. The child’s feelings of resentment and hatred increase, indifference, laziness, aversion to parental influence and, finally, open resistance develop. The development of a teenager’s aggressive behavior is largely influenced by the style of family education, the degree of family cohesion, closeness with the child, the nature of the relationship between brothers and sisters, movies, games, TV shows that the child watches. After all, many of them, in addition to examples of aggressive behavior, are also examples of a cynical attitude towards people. Take, for example, the many “humorous” programs that central television is filled with today. 3. Types of aggressiveness. An aggressive child opposes his parents, he looks for his authority on the side, which is typical of adolescence. He wants to be left behind. And parents, tired of resistance, eventually fall behind. This leads to the fact that such a child, not learning the experience of adults, socializes worse. His aggressiveness takes on different forms depending on his characteristics. In the future, these forms become character traits. Aggressive behavior can take on the following forms: physical, verbal, indirect aggression; irritation, touchiness, suspicion, negativism. If everything is clear with physical and verbal aggression, thenits other forms are of a rather hidden nature. Indirect aggression manifests itself in acts of vandalism, observation of bullying, damage to property and clothing. Irritation and eternal discontent can also poison the lives of others and are aggressive in nature. When a person is offended by someone, he involuntarily makes him experience a feeling of guilt, often inadequate to the true offense. Excessive suspicion is manifested by attacks and criticism of another person, and negativism is self-destructive, aggression in this case is directed at oneself. Any form of aggressive behavior is aimed at the teenager’s stubborn defense of his selfhood. Since the basic needs of the child are freedom and self-determination. A teacher who deprives a child of freedom of action kills the natural forces of his development.4. The influence of adolescent characteristics on aggression. During adolescence, the aggressive behavior of a teenager increases. There are a number of objective justifications for this, biological and psychological. The stage of puberty begins, and with it restlessness, touchiness, tearfulness, and irritability appear. A teenager often does not understand what is happening to him. His body changes, his voice becomes rougher, and primary and secondary sexual characteristics appear. He is, as it were, a marginal figure - a person at the intersection of two subcultures, child and adult. Physically disproportionate changes in the body give rise to various inferiority complexes. Some people have “too” long arms, others have very thin or thick legs. Girls at this age often resort to grueling diets, which in itself is auto-aggressive and is a type of negativism as a denial of one’s own physiology. Teenage clumsiness is masked by feigned swagger, rudeness, and carelessness. At the psychological level, a new formation develops - a sense of adulthood. Any attempt on his adulthood is a tragedy for a teenager. In response, he gives an acute aggressive reaction. If internal aggressiveness is great, but its manifestation in the family is strictly punished or simply cannot find a way out, the behavior takes the form of bullying - deliberate, targeted harm to living beings. The theme of superiority and power of some over others is eternal. In packs of animals, the analogue of human bullying is mobing. It is aimed at survival through the seizure of power. For a person, such “animal behavior” is associated with a disorder of the self. He knows what he is doing is bad, but he still tortures the other. Such a teenager acts calmly and consciously - this distinguishes his behavior from the behavior of an animal based on the survival instinct. These processes are launched in society by children with narcissistic development, i.e. The focus of love only on oneself already has a clearly expressed pathological form in them. If they talk about repentance or ask for forgiveness from their victims, then this is most likely a way to get away with it. Freud also said that school, being a place where immature individuals gather, should show how to behave in various situations, including in situations of bullying. Facts of bullying must be promptly and competently recognized and made public. They cannot be hushed up or ignored, because they are aimed at violating the self-esteem of another person. But, unfortunately, children who are subject to suppression in their own family become victims of bullying at school. Victims of bullying must have the motivation to treat themselves in such a way. 5. Environmental factors contributing to aggressive behavior in adolescents. Factors contributing to the growth of aggressiveness among adolescents include the deterioration of the social conditions of children's lives. This does not apply to the financial status of families. This concerns the isolation of the child from the world of adults and other children outside of school. Yards with their games and relaxed communication are increasingly disappearing from the lives of children. In the courtyards, children learned to be friends, to love, to get along and quarrel, to quarrel and to make peace. Naturalaggressiveness was played out in them with natural correction by society. The modern child is increasingly stewing in the juice of his own family and mass culture, which educates him on TV and computer screens. 200-300 “friends” in “Contact” and the inability to be friends with one is becoming a common state of affairs for a modern teenager. Even the word “friend” acquired some strange meaning. Now this means clicking a computer key in response to a stimulus (virtual invitation). Because of the parents' fear, the child is deprived of the opportunity to go out into the yard or invite friends over, establish relationships with a bully, or protect the weak. But this need is still alive in younger teenagers. Fifth-graders enthusiastically appoint “shooters” and look for someone to protect, snatching at least a little time between schoolwork and the bondage of parental care. They deliberately organize a bunch of them in the locker rooms - just to try themselves in a situation of retaining power. Taking into account the loneliness of children after school, the inadequate increase in parental care and the deprivation of the opportunity for children 10-11 years old to “learn life” in the yard, we can say that the social living conditions of children have worsened. The second factor contributing to the growth of aggression among adolescents is the family crisis. Let's take, for example, the situation with divorce. Although divorce in itself is bad, what is even worse is the selfish reluctance of the parties to come to an agreement with each other. Unfortunately, for the sake of convenience and peace of mind, mothers prefer, if not to deprive the father of parental rights, then at least to limit them. The infantile father often agrees with this state of affairs and disappears from the child’s life forever. A person carries two halves in his identity: maternal and paternal. That is, each of the parents is his internal psychological part. It is not without reason that in old noble families the mother, preserving the identity of the child, created a legend about the father, even if he was not very decent. A modern parent sometimes lacks the tact to protect this part of the child’s soul. He can afford to insult his spouse, especially his ex-husband, in front of him. Grandparents often sin with the same thing. Such denial by the parent splits the child’s personality, makes it pathological, reduces self-control in behavior, which leads to internal tension spilling out into society. A certain type of family also affects the child’s aggressiveness. For boys, this is a family where he is an idol and grows up without a father, or a family where the father is cruel and the mother is compliant. Then the boy will identify with his father and resist everyone, including his father. Then they will either break him or he will become just as cruel. For a girl, this is a family with a tough, authoritarian mother and a soft father. In it, the girl is often identified with her mother. Or a family where a girl, left to her own devices, is forced to make her own way in life. Aggression in this case acts as a survival mechanism and becomes instrumental. The third factor is the inattention in the family and school to the neuropsychic state of children. According to monitoring of the education of *adolescents, second place after a negative attitude towards a person as someone else belongs to a negative attitude towards one’s own soul. Hidden neuroses and borderline disorders push adolescents to seek to reduce anxiety by smoking, alcohol, drugs, and light sexual relationships. But these conditions can be tracked already in 1st grade and accompany in the future. But you can’t do anything here without the “teacher-parent-psychologist-doctor” connection. And connecting these links is becoming increasingly difficult. Basic distrust of the world, coming from the family, gives rise to distrust between teachers and parents, between family and school. With the disunity of society, triangulatory figures in a child’s life disappear. These are the ones you can trust when you can’t come to an agreement with your parents. They can be fathers, grandmothers, godparents, class teachers, psychologists. Such a person is able to impartially and non-judgmentally listen, support, give advice, relieve tension, relieve anxiety. 6. Views of famous teachers and psychologists on the problems of education, incl. aggressiveness of adolescents. Konstantin Ushinsky, describing the reasons for the stubbornness of children, which often leads to aggressive behavior, advises parents to lead a life that does not arouse too strong and concentrated desires in the child, to satisfy all the legitimate demands of the child before they turn into a strong desire. possibilities of activity with minimal help and gradual delegation of responsibility - do not promise too much and do not deceive - refuse decisively, immediately and without hesitation, without changing the decision - do not refuse what can be given or allowed - if a stubborn desire has manifested itself, quickly switch attention or punish - the will of the educator must be unshakable as a law of nature and so that it seems to him as impossible to shake this will as to move a stone wall - do not overwhelm with orders and demands, providing greater independence, but few demands must inevitably be fulfilled, and failure to comply is accompanied by punishment with such Just like physical laws, the teacher’s disposition of spirit should not have an influence on the child; when approaching a child, one should remember that he is a person from another world and he does not care about our concerns, he is a person of the future, which will bring him its own concerns. Alexander Neill advises - remove the compulsion, let the children play enough - provide children with emotional support, approve of everything that they do not like about themselves. Love for a child is his acceptance. The accumulation of anger and hatred are the reasons for the general ill-being of children. It is deeply mistaken for parents to believe that they know better what their child needs and have the right to “shape” him. It is necessary to trust the child’s nature and cultivate in him the freedom to be responsible for his own affairs and actions . Literature: Yu.B. Gippereiter “Do we continue to communicate with the child THIS way?”. M “Astrel”. 2008.K. Ushinsky “Pedagogical anthropology” Margarita Spagnolo-Lobb - energy theory of development (lecture) *Monitoring of the educational process 2010-2012, Municipal Educational Institution Lyceum No. 2, Kryakina L.A. (based on the recommendations of the Academy for Advanced Training and Retraining of Education Workers, authors: P.V. Stepanov, D.V. Grigoriev, I.V. Kuleshova, M. 2003) Aggressive behavior of adolescents.1. The concept of aggressiveness, age-related prerequisites for its development.2. The influence of congenital characteristics and upbringing on the development of aggressive behavior.3. Types of aggressiveness.4. The influence of characteristics of adolescence on aggressiveness.5. Environmental factors contributing to aggressive behavior in adolescents.6. Views of famous teachers and psychologists on the problems of education, incl. aggressiveness of teenagers. 1. The concept of aggressiveness, age-related prerequisites for its development. Although aggression is a natural attribute of growing up, it is customary to understand this word as behavior aimed at infringing on the rights of other people and causing harm to others. Aggression is the opposite concept of regression, i.e. “moving forward” versus “moving backward.” The appearance of aggression is associated with the age of formation of selfhood, i.e. 2-3 years. In her energetic theory of development, Margarita Spagnolo-Lobb describes the development of a child as a journey from unity with the mother and the world to separation and the emergence of autonomy. Before the age of 2 years, the child absorbs a lot of information from the outside world, accepting her as she is yes, because Criticism does not yet exist at this age. Together with it, the child receives a lot of energy, which at some point becomes too much, and he begins to feel the need to return energy to the outside world. Communication is based on the principle: “That’s how I am.” Now he is displaying legitimate aggression, returning the energy associated with excess excitement into the world. It is important for him that a close adult withstand his legitimate aggression. So that he treats her something like this: “You are small, and I am big and strong, and I can withstand the fact that you pull on me.”hair and not try to punish you for it.” If the environment cannot withstand aggression, the child loses trust in him and remains depressed and lonely. If loved ones hold his energy, then the child feels omnipotent. From the moment a child begins to trust his environment, he begins to trust himself. If mom is not afraid that he pulls her hair, then he can feel stronger, stand on his own two feet. Personality appears at the age of three years. At this time, the child separates himself and the world around him. He knows who the anger belongs to: himself or another person. But if he has not completed the stages of legitimate aggression, then his boundaries are blurred and he feels how someone else's anger penetrates his body. Whatever is inside him can come out and whatever is outside can get under his skin and destroy him or make him happy. Both are alarming. The process of transition from unity to separation requires a lot of care, otherwise the child will be anxious. Caring creates a boundary; the boundary is always created by the external environment. Borderline disorders are the result of over-suppression or over-protection of a child by an adult, in response to which he develops a need to preserve the core essence of himself, and he develops behavior where it cannot be grasped. Borderline behavior is associated with the need to hold tightly to the self that has begun to build, but cannot be given. A person needs to hold on very tightly to what he has managed to build so as not to go into psychosis. It is difficult for him to develop the ability to assimilate other people's experience, because he perceives it as the penetration of something foreign into himself. Normally, a child develops an attitude of basic trust in the world, otherwise - a state of basic anxiety. If basic trust is not formed, a person needs to seek states of emotional acceptance by significant others (at any cost) and search for states free from basic anxiety, i.e. a state of basic psychological comfort and relaxation. This need can be considered as the starting point for the formation of addictions, especially chemical ones. 2. The influence of congenital characteristics and upbringing on the development of aggressive behavior. Having fixed on behavior dictated by the need to test the outside world in order to deter its aggression, the child acquires the skill of aggressive behavior. But control over natural aggressive impulses is possible, associated with training and upbringing. The child learns to control their aggression, meeting the approval or disapproval of their parents. His anxiety is twofold: on the one hand, there is a fear of punishment, on the other hand, there is a fear of offending, irritating parents and depriving them of support. Gradually, norms are internalized (transition from external to internal), and behavior is regulated by conscience and (or) a feeling of guilt or shame , which is not the same thing. Conscience has a higher-order evaluation criterion, while shame is associated with an assessment of the environment. Some people naturally have difficulty forming internal control. In particular, this depends on the volume of the frontal lobes of the brain, which are responsible for emotional and volitional regulation. Many children today are born with minimal brain dysfunction, which also creates difficulties in the formation of voluntary behavior. If physiological reasons are combined with pedagogical neglect, the leader may remain under external control for the rest of his life. Then submission to laws and social demands is carried out only due to fear of punishment and material losses. The phenomenon of the “crowd effect” is based on such a weakening of control, which is set by external frameworks. During times of unrest, when power is weakened, the shackles of external control are removed, and aggressive impulses spill out unhindered. During a war, such a person becomes capable of inhumane acts, because the responsibility for them is delegated by an immature mind to military commanders. The same thing happens in a teenage company. Infected by the mood of the crowd,deprived of external control, a personally immature teenager does something that he is then ready to disown by hook or by crook, but it’s too late. The development of internal control occurs through the process of identification - the desire to act like a significant person. At an early age, this is an imitation of parental behavior (similarly, in animals, such following the mother is called imprinting). Children love to play at adults, incl. to the family. But the parents themselves do not like everything about the patterns of behavior that their children reproduce. After all, it is common for a person to have something impartial that he does not want to see in himself or attribute to another. The result of this is often a violent reaction from the parent to the child’s “bad imitation.” A vicious circle arises. An adult achieves “correct” behavior through evaluation, criticism, pressure, and punishment. These measures cause negative emotions in the child. The adult gets irritated and increases the pressure. The child’s feelings of resentment and hatred increase, indifference, laziness, aversion to parental influence and, finally, open resistance develop. The development of a teenager’s aggressive behavior is largely influenced by the style of family education, the degree of family cohesion, closeness with the child, the nature of the relationship between brothers and sisters, movies, games, TV shows that the child watches. After all, many of them, in addition to examples of aggressive behavior, are also examples of a cynical attitude towards people. Take, for example, the many “humorous” programs that central television is filled with today. 3. Types of aggressiveness. An aggressive child opposes his parents, he looks for his authority on the side, which is typical of adolescence. He wants to be left behind. And parents, tired of resistance, eventually fall behind. This leads to the fact that such a child, not learning the experience of adults, socializes worse. His aggressiveness takes on different forms depending on his characteristics. In the future, these forms become character traits. Aggressive behavior can take on the following forms: physical, verbal, indirect aggression; irritation, resentment, suspicion, negativism. If everything is clear with physical and verbal aggression, then its other forms are quite hidden. Indirect aggression manifests itself in acts of vandalism, observation of bullying, damage to property and clothing. Irritation and eternal discontent can also poison life others and is aggressive by nature. When a person is offended by someone, he involuntarily makes him experience a feeling of guilt, often inadequate to the true offense. Excessive suspicion is manifested by attacks and criticism of another person, and negativism is self-destructive, aggression in this case is directed at oneself. Any form of aggressive behavior is aimed at the teenager’s stubborn defense of his selfhood. Since the basic needs of the child are freedom and self-determination. A teacher who deprives a child of freedom of action kills the natural forces of his development.4. The influence of adolescent characteristics on aggression. During adolescence, the aggressive behavior of a teenager increases. There are a number of objective justifications for this, biological and psychological. The stage of puberty begins, and with it restlessness, touchiness, tearfulness, and irritability appear. A teenager often does not understand what is happening to him. His body changes, his voice becomes rougher, and primary and secondary sexual characteristics appear. He is, as it were, a marginal figure - a person at the intersection of two subcultures, child and adult. Physically disproportionate changes in the body give rise to various inferiority complexes. Some people have “too” long arms, others have very thin or thick legs. Girls at this age often resort to exhausting diets, which in itself is auto-aggressive and is a type of negativism as a denial of one’s own physiology. Teenage clumsiness is maskedfeigned swagger, rudeness, carelessness. At the psychological level, a new formation develops - a sense of adulthood. Any attempt on his adulthood is a tragedy for a teenager. In response, he gives an acute aggressive reaction. If internal aggressiveness is great, but its manifestation in the family is strictly punished or simply cannot find a way out, the behavior takes the form of bullying - deliberate, targeted harm to living beings. The theme of superiority and power of some over others is eternal. In packs of animals, the analogue of human bullying is mobing. It is aimed at survival through the seizure of power. For a person, such “animal behavior” is associated with a disorder of the self. He knows what he is doing is bad, but he still tortures the other. Such a teenager acts calmly and consciously - this distinguishes his behavior from the behavior of an animal based on the survival instinct. These processes are launched in society by children with narcissistic development, i.e. The focus of love only on oneself already has a clearly expressed pathological form in them. If they talk about repentance or ask for forgiveness from their victims, then this is most likely a way to get away with it. Freud also said that school, being a place where immature individuals gather, should show how to behave in various situations, including in situations of bullying. Facts of bullying must be promptly and competently recognized and made public. They cannot be hushed up or ignored, because they are aimed at violating the self-esteem of another person. But, unfortunately, children who are subject to suppression in their own family become victims of bullying at school. Victims of bullying must have the motivation to treat themselves in such a way. 5. Environmental factors contributing to aggressive behavior in adolescents. Factors contributing to the growth of aggressiveness among adolescents include the deterioration of the social conditions of children's lives. This does not apply to the financial status of families. This concerns the isolation of the child from the world of adults and other children outside of school. Yards with their games and relaxed communication are increasingly disappearing from the lives of children. In the courtyards, children learned to be friends, to love, to get along and quarrel, to quarrel and to make peace. Natural aggressiveness was played out in them with natural correction by society. The modern child is increasingly stewing in the juice of his own family and mass culture, which educates him on TV and computer screens. 200-300 “friends” in “Contact” and the inability to be friends with one is becoming a common state of affairs for a modern teenager. Even the word “friend” acquired some strange meaning. Now this means clicking a computer key in response to a stimulus (virtual invitation). Because of the parents' fear, the child is deprived of the opportunity to go out into the yard or invite friends over, establish relationships with a bully, or protect the weak. But this need is still alive in younger teenagers. Fifth-graders enthusiastically appoint “shooters” and look for someone to protect, snatching at least a little time between schoolwork and the bondage of parental care. They deliberately organize a bunch of them in the locker rooms - just to try themselves in a situation of retaining power. Taking into account the loneliness of children after school, the inadequate increase in parental care and the deprivation of the opportunity for children 10-11 years old to “learn life” in the yard, we can say that the social living conditions of children have worsened. The second factor contributing to the growth of aggression among adolescents is the family crisis. Let's take, for example, the situation with divorce. Although divorce in itself is bad, what is even worse is the selfish reluctance of the parties to come to an agreement with each other. Unfortunately, for the sake of convenience and peace of mind, mothers prefer, if not to deprive the father of parental rights, then at least to limit them. The infantile father often agrees with this state of affairs and disappears from the child’s life forever. A person carries two halves in his identity: maternal and paternal. That is, each of the parents is his internal psychological part. No wonder, inIn old noble families, the mother, preserving the identity of the child, created a legend about the father, even if he was not very decent. A modern parent sometimes lacks the tact to protect this part of the child’s soul. He can afford to insult his spouse, especially his ex-husband, in front of him. Grandparents often sin with the same thing. Such denial by the parent splits the child’s personality, makes it pathological, reduces self-control in behavior, which leads to internal tension spilling out into society. A certain type of family also affects the child’s aggressiveness. For boys, this is a family where he is an idol and grows up without a father, or a family where the father is cruel and the mother is compliant. Then the boy will identify with his father and resist everyone, including his father. Then they will either break him or he will become just as cruel. For a girl, this is a family with a tough, authoritarian mother and a soft father. In it, the girl is often identified with her mother. Or a family where a girl, left to her own devices, is forced to make her own way in life. Aggression in this case acts as a survival mechanism and becomes instrumental. The third factor is the inattention in the family and school to the neuropsychic state of children. According to monitoring of the education of *adolescents, second place after a negative attitude towards a person as someone else belongs to a negative attitude towards one’s own soul. Hidden neuroses and borderline disorders push adolescents to seek to reduce anxiety by smoking, alcohol, drugs, and light sexual relationships. But these conditions can be tracked already in 1st grade and accompany in the future. But you can’t do anything here without the “teacher-parent-psychologist-doctor” connection. And connecting these links is becoming increasingly difficult. Basic distrust of the world, coming from the family, gives rise to distrust between teachers and parents, between family and school. With the disunity of society, triangulatory figures in a child’s life disappear. These are the ones you can trust when you can’t come to an agreement with your parents. They can be fathers, grandmothers, godparents, class teachers, psychologists. Such a person is able to impartially and non-judgmentally listen, support, give advice, relieve tension, alleviate anxiety. 6. Views of famous teachers and psychologists on the problems of education, incl. aggressiveness of adolescents. Konstantin Ushinsky, describing the reasons for the stubbornness of children, which often leads to aggressive behavior, advises parents to lead a life that does not arouse too strong and concentrated desires in the child, to satisfy all the legitimate demands of the child before they turn into a strong desire. possibilities of activity with minimal help and gradual delegation of responsibility - do not promise too much and do not deceive - refuse decisively, immediately and without hesitation, without changing the decision - do not refuse what can be given or allowed - if a stubborn desire has manifested itself, quickly switch attention or punish - the will of the educator must be unshakable as a law of nature and so that it seems to him as impossible to shake this will as to move a stone wall - do not overwhelm with orders and demands, providing greater independence, but few demands must inevitably be fulfilled, and failure to comply is accompanied by punishment with such Just like physical laws, the teacher’s disposition of spirit should not have an influence on the child; when approaching a child, one should remember that he is a person from another world and he does not care about our concerns, he is a person of the future, which will bring him its own concerns. Alexander Neill advises - remove the compulsion, let the children play enough - provide children with emotional support, approve of everything that they do not like about themselves. Love for a child is his acceptance. The accumulation of anger and hatred are the reasons for the general ill-being of children. It is deeply mistaken for parents to believe that they know better what their child needs and have the right to “shape” him. It is necessary to trust the child’s nature and cultivate in him the freedom to be responsible for.)