Международный научно-образовательный электронный журнал «образование и наука в XXI веке». Выпуск №25 (том 2)

ФИО автора: 
K.Naurizbaeva 
– NukusSPI, MA student
 
Название 
публикации:
«PROBLEMATIC 
TEENAGERS 
AND 
PSYCHOLOGICAL INTERACTION» 
Key words:
teenager, behavior, problem, psychology, selfishness 
Таянч сўзлар:
ўспирин, хулқ-атвор, муаммо, психология, эгоизм 
Ключевые слова:
подросток, поведение, проблема, психология, эгоизм 
 
Resume:
The given article deals with some problems of upbringing and education 
process of teenagers. According to the analyzed materials and some recommendations 
of the experts we try to find solution to the problematic cases in teaching teenagers. 
Резюме:
Ушбу мақолада ўсмирларнинг таълим жараёнининг баъзи муаммолари 
кўриб чиқилади. Таҳлил қилинган материаллар ва мутахассисларнинг баъзи 
тавсияларига асосланиб, биз ўсмирларни тарбиялашда муаммоли ҳолатларга 
ечим топишга ҳаракат қилмоқдамиз. 
Резюме:
В данной статье рассматриваются некоторые проблемы воспитательно-
образовательного процесса подростков. По проанализированным материалам и 
некоторым рекомендациям специалистов мы пытаемся найти решение 
проблемных случаев в обучении подростков. 
In modern society, due to the insufficient influence on children of all social 
institutions (families, educational institutions, cultural institutions, the media), the 
progressive alienation, cynicism, cruelty and aggressiveness of children cause anxiety 
in adult society. Selfishness, deceit, rudeness, laziness, secrecy, hypocrisy formed in 
childhood can lead to various mental anomalies that are directly related to various types 
of deviant behavior. The greatest increase in deviations in behaviour is observed in 
adolescence during the transition from childhood to adulthood, entering a new social 
position, forming a conscious attitude towards oneself as a member of society 
[http://idum.uz/uz/archives/10122#comments]. 

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The sources of deviant behavior are the deformation of deep psychological 
structures or resource limitations - external (the situation is not able to provide the 
necessary funds) and internal (the teenager does not know that the goal pursued can be 
achieved in a socially acceptable way) [5]. The beginning of many problems of adults 
comes from their childhood from the imperfect educational influences of their parents. 
Aaccording to K. Leonhard’s view the personality of adolescents potentially contains 
not only a socially negative charge, but also the possibility of socially positive 
achieving [3]. Defects in family education are difficult to correct, but can be prevented 
by the timely intervention of specialists: a psychologist, a social worker. 
The activities of a practicing psychologist dealing with the problems of 
adolescence and youth are quite diverse. This is a help in adaptation, mastering new 
social roles, choosing a future path in life, these are the problems of an existential 
nature, prevention and psycho-correction of deviant behaviour, etc. Psychological 
prevention and psycho-correction of maladaptation of a teenager includes a 
comprehensive psychological and pedagogical study of the personality of a teenager 
(personality diagnostics), identification and study of adverse factors in the social 
environment (environment diagnostics), correction of the environment (including 
inadequate methods of education) and psycho-correction of disharmonious personality 
traits of a teenager. 
V.N. Myasishchev told that any changes in one of the personality subsystems 
cause changes in other subsystems. From the standpoint of a systematic approach, 
deviations in behavior do not act as individual symptoms, but have a multifactorial 
structure. According to researchers, there are such factors as: individual (acts at the 
level of psychobiological prerequisites for antisocial behavior), psychological and 
pedagogical (manifested in defects in school and family education), socio-
psychological (determines unfavorable features of interaction with peers in different 
environments), personal (manifested in an active-selective attitude to the environment 
of communication, to educational influences, in personal values), a social factor 
(determined by the social and economic conditions of society) [6]. 

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When dealing with the psychological correction of children with deviant behavior, 
it is necessary to focus on its diversity and multilevelness. At present, this area of 
practical psychology is mainly represented by empirical practice; practical 
psychologists pay little attention to the scientific understanding of their professional 
activities. Work programs are characterized by the use of various correctional and 
psychotherapeutic methods, which do not always have a proper theoretical and 
methodological basis. The chosen methods are rarely tested for compatibility and the 
possibility of their use in children and adolescents, the issues of the effectiveness of 
correctional work are not sufficiently developed, at best, the results are evaluated using 
one or two tests. 
The theory related to socio-psychological work should be practice-oriented, so the 
issues of transforming theory and experimental data into practice-oriented tools are 
very relevant. Just understanding or explaining the problems of children at risk is not 
enough to change their situation. The theory should serve as a working tool for the 
activity of a psychologist and contain a set of methods and methods of work. The 
psychologist's responsibility includes not only the choice of an approach when drawing 
up a program of corrective and developmental work (integrative or eclectic), but also 
the beginning of the process of changing the child, as well as the actual result of 
psychological influence - a change in a favorable direction that develops this child or 
a group of adolescents. 
The effectiveness of corrective work depends on various factors. A special place 
belongs to the interaction of a psychologist and adolescents, since it is known that the 
success of any type of activity depends on the establishment of interaction between the 
participants. In the process of interaction, an adult can influence motives, goals, 
decision-making, execution and control of actions, i.e. on all components of the child's 
activity, including stabilization and behavior correction. 
The process of interaction consists of joint actions, spiritual verbal contact and 
non-verbal informational contact. 
The contact between the psychologist and the client in the process of psycho-
correctional interaction can be considered from two points of view. On the one hand, 

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the main help that the client seeks is for the psychologist to "share" his situation or 
problem, that is, contact is a central part of the psychological interaction itself. On the 
other hand, contact is the medium for change, that which defines it. Therefore, if the 
client does not understand that the psychologist wishes him well, no help can be 
provided. At the same time, speaking about the peculiarities of the interaction between 
a teenager and an adult in the process of correctional work, it should be noted that the 
relationship between them is asymmetric: an adult treats a child differently than a child 
treats an adult. 
Inequality in relationships is determined, firstly, by the fact that a teenager most 
often did not independently turn to a psychologist for help, and secondly, presumably, 
by the fact that this particular adult can provide it. If the relations of the participants in 
the interaction are asymmetric, normal interpersonal communication will not occur, 
one of the partners will strive for this, and the other will communicate at a formal level 
or try to avoid communication itself. A psychologist is aware of what is still closed to 
the awareness of a teenager, and can help him change his understanding of his life 
situation. But only a teenager can make a choice. 
The personality of a psychologist includes both purely professional and universal 
components of the professional self. Communication between a child and a 
psychologist is not only professional psychological communication, but also 
communication between a person and a person, or rather, communication between an 
adult and a child. And it depends on the psychologist that the child understands that 
this adult is his Adult. Honesty, fairness, and the adult's lack of intention to mislead a 
teenager will help earn the teenager's trust. In this case, we will be able to say that 
instead of communication between an adult and a child, which is customary for a 
teenager, there is communication between a “full” adult and a child. In psychoanalytic 
terminology, this means: to give children the opportunity to adopt a working position, 
identifying themselves with a psychologist, and not fulfilling the abstract requirements 
of the super-ego [7]. 
The professionalism of a psychologist is to overcome the “scissors effect”, when 
an adult at work, usually full of understanding of the child's problems, turns only into 

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a carrier of a function potentially directed against a teenager [7]. The professional 
interaction of a psychologist and a teenager presupposes the empathic position of the 
psychologist in relation to the child - the position from which the psychologist proceeds 
in his attempt to understand the child. It is empathic understanding that makes it easier 
to gain knowledge about the child, about the conditions of his life, only then the 
psychologist will be able to look at the world through the eyes of a child and see that 
this world is very different from his own. 
In case of revealing a pathological balance in the development of the child's 
personality, the psychologist tries to establish a new balance, not forgetting that when 
positive changes are achieved, the child must have such a settlement of the system in 
which these changes would not violate its integrity. In systems theory, equilibrium is 
usually understood as a stable state regulated through a feedback mechanism that 
provides information about imbalances [1]. Negative feedback is mainly related to 
maintaining dynamic balance and survival, while positive feedback is necessary to 
change the target orientation of the system. The concretization of this problem is to 
provide children with adequate to their age satisfaction of basic needs in development 
and safety. 
When establishing contact with a difficult child, it must be taken into account that 
these needs are often so unsatisfied that the child is already afraid to trust an adult, and 
the psychologist must constantly confirm that he will not interrupt this contact. The 
psychologist, as it were, works in the “zone of proximal development” of the 
adolescent's emotional experience. A child can provoke an adult with his behavior, but 
often behind this at an implicit level are such questions as: “Men barman’ba?”, “Sen 
barsan’ba?”, “Sen kimsen’?”, “Men kimmen?” [1]. The psychologist's confirmation of 
the child's "existence" also includes a target setting for behavior change, the existence 
of which the child himself usually understands. A teenager realizes that the person with 
whom he communicates is not just an adult (like a father or mother), but is also a 
psychologist. Support is that the psychologist accepts the child, but does not accept 
what he does. A psychologist cannot be completely freed from the social appraisal of 
a teenager's behavior, and in some cases certain aspects of his inner world. But for a 

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teenager (in contrast to the usual assessment), the broadcasting of social assessments 
by a psychologist includes a component of emotional support and faith in the teenager's 
own strengths and is not aimed at imposing generally accepted standards, but at 
stimulating self-exploration. 
Understanding this attitude towards oneself leads the child to the realization that 
the psychologist himself carries human feelings and shortcomings. If such an 
understanding comes, then the child "lets in" into his inner world an adult who is not 
(as he used to think and as he was inspired at school and at home) a complete opposite 
for him. Thus, already at the initial stage of interaction, the process of non-confirmation 
of stereotypes about the world of adults as another social group can begin, similarities 
with adults increase and, consequently, the resistance of a teenager decreases, and it 
becomes easier to accept other opinions. A teenager may feel that not all of his/her 
comrades are “beautiful”, and that all “others” are bad. The psychologist gives children 
the opportunity to acquire a working position - the position of conscious “obedience” 
to the rules through personal identification (and not least with the object they like), and 
not through abstract (sometimes determined by fear) assimilation of norms [7]. 
“Children of the street”, in essence, is evidence of the defeat of the family and the 
school (exceptionally positive, without flaws) in the fight against the “reference” 
groups of streets (having both, and therefore more attractive and accessible). 
The interaction is not static; it is directed forward and develops in the direction of 
greater symmetry in contacts, greater similarity, and equality. And a situation is 
possible when a relationship with a psychologist begins to replace the child's 
relationship with other people. In any psychotherapeutic school, they talk about the 
inadmissibility of a client's over-attachment and an excessive decrease in interpersonal, 
especially emotional distance [3]. The psychologist in this situation should point out to 
the child that he understands himself better, and that he can solve his/her problems 
without outside help, and, perhaps, that the change has already come. 
The more the child understands the meaning of the relationship with the 
psychologist, the more symmetrical the contact will become. Close personal contact 
causes positive changes in the adolescent's perception of an adult, develops the child's 

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relationship with the psychologist and strengthens trust between them. Thanks to such 
contact, the child develops an internal idea of himself, the personalities of his world, 
and he begins to understand that although the psychologist requires a certain behavior 
from him at the moment, this does not mean that he is always required to “be like that.” 
If the contact is superficial and lasts long enough, it can only reinforce the adolescent's 
existing negative attitudes. 
One of the important conditions for successful contact between a psychologist and 
a child is a change in the positions of interaction. Depending on the problem being 
solved, there are: direct interaction - exchange of actions, sympathetic listening, almost 
friendly relations (comrade position). 
Top-down interaction - the psychologist gives advice, often from generalized 
experience and knowledge, that is, without getting used to the situation (the position of 
the adviser). 
Interaction “from the bottom up” - the psychologist comments on what he sees, 
instead of giving advice (the position of the psychotherapist) [1]. 
In the latter case, it is possible to use a metaphor. The metaphor is often used in 
the context of psycho-correctional interaction. It contains a summary of the situation 
or a demonstration of it, not advice or instructive messages about how to solve the 
problem. The essence of the work to which metaphors are disposed lies in the ability 
to enter the proposed conditional world, and endure the “spark of real comprehension” 
that will forever remain in a person. A special effect is achieved when working with 
adolescents and their parents, when the usual verbal methods of education are already, 
as a rule, ineffective. Metaphor helps where the power of logic, rational thinking ends 
[3]. 
The main feature of the interaction is the admissibility of variation, flexibility and 
the ability to change the position of the psychologist, not only in connection with the 
goals and objectives of the work, but also in connection with the situation. There are 
several factors which this position varies: 
• greater or lesser appraisal of the psychologist; 

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• openness, “personality” or facelessness, secularity. The psychologist's reactions, 
including judgmental ones, should be as neutral as possible in terms of their emotional 
richness; 
• acceptable, level of emotional saturation of a teenager in relation to a 
psychologist; 
• “specialty”, uniqueness or, conversely, “accident” of everything that happens 
between a teenager and an adult [2]. 
The implementation of the parameters largely depends on how congruently the 
psychologist can express the personal experience that is perceived and experienced by 
him at the moments of direct contact with the teenager - contact that is carried out at 
the level of the “inner self” of the psychologist and the teenager. 
The solution of these problems of interaction between a psychologist and a 
teenager in the process of psycho-correction can help teenagers to reconsider, critically 
comprehend their behavior, attitude towards other people and towards themselves, and 
create the prerequisites for the normal course of personal development. At the same 
time, it should be noted that it is not so easy to find conditions conducive to establishing 
a strong interaction between a psychologist and a teenager; success cannot be 
automatically guaranteed. At the same time, if professional interaction is created 
accurately and according to previously known principles, there is a real chance to 
achieve the desired goals.