According to data of the Security Council of the Russian Federation, various forms of violations of human behavior are seen in the education and youth environment, including through immersion in destructive ideologies on the Internet. These data write down the need to study the factors affecting the psychological safety of the environment, especially the educational and youth environment (students and schoolchildren). In this regard, the purpose of the study is to identify the influence of social, psychological and organizational factors on the psychological safety of the educational environment.
The study was conducted based on big data analysis of 164 schools. They include data from schools on the following indicators: “suicides”, “suicide attempts”, “crimes”, “psychological competencies of managers”, “staff turnover”, etc.
The statistical method of big data analysis is the leading one in describing the results of the study. Factor analysis was used to describe a multidimensional model of psychological safety of the educational environment. A two-sample F-test was used to compare the sample populations.
The results of the study allowed us to identify factors influencing the psychological safety of the educational environment: high turnover of teaching staff, lack of psychological competencies in the administration of educational organizations, the number of suicidal attempts, a large number of representations of the prosecutor’s office, etc.
The results of the study made it possible to form instructions to the executive authorities of the Republic of Tatarstan signed by the President of the Republic of Tatarstan – Chairman of the Anti-Terrorist Commission in the Republic of Tatarstan. The instructions are aimed at improving the effectiveness of the psychological service in education; the formation of psychological competencies of key managers responsible for the organization of psychological, social and educational activities; the inclusion in the job descriptions of key managers responsible for the organization of psychological, social and educational activities of new labor functions for the formation of psychological security of the educational environment, as well as the identification and support of students in need of socio-psychological support.
Keyword(s) : destructive behavior
Teenagers’ vandalism and the importance of parent-child relationships in addressing it
Vandalism in the urban environment is a common phenomenon but is difficult to evaluate. The
scale of damage caused by vandalism is rarely analyzed, and therefore a limited number of scientific
works are devoted to the phenomenon of vandal behavior and the identification of its causes. While
the role of the family in the formation of deviant behavior is indicated by many researchers, the
context of vandalism and the issue of family determination remains open. This article studies the
parents’ styles of upbringing and their preparation for teenagers’ vandal behavior. By identifying
the degree of influence of the family in the formation of such a destructive form of interaction
between teenagers’ and the material environment it is possible to identify a group of teenagers
who are ready to commit acts of vandalism. An attempt is made to correlate child-parent relations
with teenagers’ motivational readiness to commit acts of vandalism. To study the relationship of
child-parent relations and teenagers’ vandal behavior, data was collected (using psycho-diagnostic
techniques) from 60 teenagers and their parents from complete and incomplete families, the
socially well-off and the socially disadvantaged. The results were processed using descriptive
statistics, MANOVA and linear regression analysis. It was found that parental upbringing styles
play a decisive role in initiating vandalism, while the educational effects of mother and father
have their own specific characteristics. The results can be used in the organization of social
support for children from socially disadvantaged families in order to prevent vandalism and its
radicalization.