Research Of Risk Behavior Features Juvenile Delinquents


The article focuses on the issue of prevention of juvenile delinquency and their behavioral identification. The risky behavior issues have been one of the main subjects to study since ancient times. Risky behavior is any consciously, or non-consciously controlled behavior with a perceived uncertainty about its outcome, usually carries the voluntary acceptance of elements of risk. The risky behavior leading to the suicides are still being studied by most philosophers, sociologists, educators, and psychologists. The widespread prevalence of risk behavior among adolescents bears the question of the age-related regularity of risky behaviors. The individual psychological factors of self-destructive behavior include temperament, self-esteem, features of the self-concept. The suggested material was based on the analysis of psychological, pedagogical and special literature. The article describes the features of identifying adolescent risk behavior with their subsequent description. The results of our study thus confirmed our assumption that there are a number of disturbances in the emotional sphere as predictors of risky suicidal behavior of adolescent offenders.

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The paper is devoted to the issues of effective organization of training in a foreign community, in particular, the most efficient approaches to prefixal verbs of motion at different stages of training. In the practical course of the Russian language for foreign students, one of the difficult topics is the study of prefixal verbs of motion. The ambiguity of semantic, formal identity of verbs, large quantitative composition of this language group leads to difficulties of studying prefixal verbs and their use in speech. The paper presents the errors from written works of foreign students and gives the analysis of their causes. The paper analyses the possibilities of using various techniques, including the system of training exercises. It considers methodological techniques of dealing with lexical and grammatical units of the studied language at the stages of introducing new educational material, its consolidation and activation in speech, such as the demonstration of a speech model, translation, comment, diagrams, tables, frames, drawings. Besides, the paper highlights the rational combination of systematic performance of training exercises, which lay down a strong language base, and various techniques, which activate the reclusive activity of foreign students, form and develop their speech, help to master such complex and voluminous educational material as prefixal verbs of motion. The provisions set forth in the paper are based on the study of scientific and methodological literature, teaching manuals on Russian language for foreigners, observations in the educational process, as well as personal experience of teaching Russian language to foreign students.

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