The present paper mentions the social dimension of the sources of deviant
emotional and behavioural patterns, which exacerbate social integration,
but then focuses on presenting the understanding of these difficulties and
disorders2 in terms of psychological events unfolding in the individual. It
depicts the key responses of the environment to such difficulties/disorders,
especially the school environment, and describes one-dimensional causal and
systematic models of understanding. Furthermore, it calls attention to the
significance of the role of ‘student’ and the ‘role of teacher’ as a dimension
based on consensus which proscribes acceptable behavioural patterns for
adolescents as well as the pedagogical staff, and to the changing proceedings
in educational institutions. These result in increased pressure on vulnerable
groups, whose socialization does not meet school criteria. Additionally,
these proceedings render the pedagogical staff helpless, because they are
insufficiently prepared to examine and fathom the interacting influences of
diverse factors, in particular those that affect adolescents and effect changes
in the role of education in an era of globalization and unstable identities. The
paper also focuses on the adolescent grappling with educational demands
and expectations of the school environment and displaying inappropriate
or unpredictable emotional and behavioural responses. In light of this, I
will present selected classifications and point out their incongruity, which
demonstrates the complexity and multidimensionality of the conditions
for such disturbing responses. Classifications can help clarify a matter, but
also entail the threat of stigmatization. In conclusion, I will propose a few basic guidelines for identifying and working with this group of adolescents
in the context of educational institutions.
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