1. Jensen, F. E., & Nutt, A. E. (2015). The Teenage Brain: A
Neuroscientist’s Survival Guide to Raising Adolescents
Young Adults. New York, NY: Harper, an imprint of
The book introduces the reader to the modern teenager, whose growing-up period is coincided with the socio-economic crisis and stratification of our society. The great anxiety and concern of the modern world causes uncertainty and relationship problems with parents. Today, the process of social stratification is obvious, and this is reflected in the conditions of socialization in different groups of adolescents. So, even having the same chronological age and being classmates, children and adolescents live different lives. Therefore, it is necessary to know what is typical for teenagers from advantaged and disadvantaged families, orphanages, and being registered in the police database or convicted for a crime.
The book reveals the path of possible assistance to different groups of teens: firstly is those who study in secondary schools, and do not have serious social problems (living with their parents, attending school regularly, and not suffering from chronic diseases). The other group is going through adolescence crises against the backdrop of a difficult family situation (dysfunctional family, parents are deprived of parental rights, the children live in an orphanage). And the third group of teenagers has a social problem which led to risk or places of detention. The authors answer the questions of psychological rehabilitation of these categories of adolescents, such as how to work with children at risk, prisoners and others that are of high problematic concern. The book contains great practical material and the results of studies from practicing psychologists and educators.
2. Marcus, R. F. (2007). Aggression and Violence in Adolescence.
Cambridge: Cambridge University Press.
Preventing aggressive tendencies of adolescents is one of the most pressing social problems at the present stage of our society development. The book provides a detailed definition of basic terms – “aggression,” “terrorism” and “auto-aggressive behavior” – and analyzes these phenomena and offers concrete advice on the prevention and correction of these forms of behavioral disorders. The third section provides practical material: the training program “Communication,” the development of conversations on topics related to the prevention of manifestations of autoagressive and aggressive nature; various game preventive techniques, of which the aim is to develop in adolescents socially acceptable behavior mechanisms; and methods of rapid diagnosis, as well as additional materials about motivations of adolescents with different kinds of addictions, and prevention of risky sexual behavior. This manual is helpful to teachers, psychologists and parents.
3. Walls, S., & Rauner, D. (2015). Behavior Management Skills
Guide: Practical Activities and Interventions for Ages 3-18.
Ashland: PESI Publishing & Media.
The authors of the book, on the basis of analysis and generalization of practical experience of experimental work, propose to consider the use of program education and re-education of students with deviant behavior, which gives good results in improving the culture of their behavior, the quality of knowledge and prevention of offenses. The book offers psychological support and social content of work with students of deviant behavior, correctional programs for students, standing on the intra-registered, and registered in the inspection juvenile at risk. The publication is recommended for class teachers, psychologists and social workers.
4. Keller-Kyriakides, M. (2012). Transparent Teaching of
Adolescents: Defining the Ideal Class for Students and
Teachers. Lanham, MD: Rowman & Littlefield Education.
The aim of this publication is to help the teacher creatively master the knowledge and skills that are necessary for the successful organization of the educational process. Materials from the book will help teachers to implement pedagogical leadership in the process of working with students which are in the social risk group. The book discusses working with the students of social risk and the psychological aspects of a deviant behavior prevention program (offered uncontrollable behavior), variants of pedagogical passport characteristics of students, psychological and pedagogical class card, and the card indicative analysis of the causes and shortcomings in the behavior of individual students. The benefits of the material will help social educators and class teachers to implement pedagogical leadership in dealing with deviant children.
5. Shipitsyna, L. M. (2008). Psychology of Orphans. Bloomington:
The manual is intended for teachers, psychologists, teachers and workers from orphanages. The authors reveal the problems of children from orphanages and boarding schools in mental and intellectual development, and in the emotional sphere. The materials describe the stages of diagnosis of a child that is brought up in an orphanage and gives the characteristics of children of different emotional states: “avoidant children,” “clinging,” “with undifferentiated attachments,” “ambivalent” children (with conflict attachment to an adult), “socially anxious” children and “harmonious” children. Knowledge of these groups and correctly delivered pedagogical work will avoid the development of various deviations among children.
6. March, J. S. (1995). Anxiety Disorders in Children and
Adolescents. New York: Guilford Press.
The manual reveals the content and basis for organization of psychological and educational assistance for children with deviant behavior. The material is based on an integrated approach and the best practices for teachers. The author attempts to answers specific questions and queries: what makes a child transgress the boundaries of social norms, to see what causes difficulties in teaching difficult children; questions related to the organization of educational work, to justify the factors that influence the appearance and development of various forms of deviant behavior; to determine the main directions of educational work with difficult children; and to consider the system that will help difficult children stay tuned in social life. The book is designed for a wide range of readers: teachers of educational institutions and professionals working with difficult children, and it may be helpful to parents of difficult children and is recommended for university students.
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