kemsuСибСкриптSibScript2949-21222949-2092Kemerovo State University10.21603/2078-8975-2021-23-3-740-749kemsu-5053Research ArticleПсихологияPsychologyПсиходиагностика экстремистских тенденций личности в образовательной средеPsychodiagnostics of Extremist Personality Tendencies in School Environmenthttps://orcid.org/0000-0002-3833-0502ЭльзессерА. С.ElzesserA. S.

Владивосток

 Vladivostok 

https://orcid.org/0000-0001-9833-8963КапустинаТ. В.KapustinaT. V.

Владивосток

 Vladivostok 

12_archetypesplus@mail.ruhttps://orcid.org/0000-0002-3778-5548КадыровР. В.KadyrovR. V.

Владивосток

 Vladivostok 

Тихоокеанский государственный медицинский университетРоссияPacific State Medical UniversityRussian Federation202129102021233740749Copyright © Эльзессер А.С., Капустина Т.В., Кадыров Р.В., 20212021Эльзессер А.С., Капустина Т.В., Кадыров Р.В.Elzesser A.S., Kapustina T.V., Kadyrov R.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.sibscript.ru/jour/article/view/5053

Настоящее исследование посвящено проблеме психодиагностики экстремистских тенденций личности в образовательной среде. На сегодняшний день проблема экстремизма является международной и приобретает все более острый характер, что обусловлено как легкостью распространения любой информации посредством современных средств коммуникации, так и разнообразием форм данного явления. Это обусловливает важность проблемы выявления индивидуально-психологических особенностей склонной к экстремизму личности для своевременного проведения комплекса мероприятий по психологической коррекции дезадаптивных черт в целях предотвращения возможных противоправных действий. Требует разработки психодиагностический инструментарий, направленный на решение этой задачи. Поэтому цель данной работы состоит в изучении экстремистских тенденций личности в образовательной среде и описании их в контексте социально-психологической дезадаптации. Для экспресс-скрининга экстремистских тенденций среди старшеклассников применялась разработанная нами анкета, включающая следующие критерии: одиночество, признаки депрессивности, дегуманизация окружающих, декларирование превосходства, привлекательность темы насилия, антиобщественные настроения. Эмпирическое исследование проводилось в школах г. Владивосток. Выборку исследования составили 157 старшеклассников, из них у 29 были выявлены экстремистские тенденции. Также использовались личностный опросник Г. Айзенка EPI, 16-факторный личностный опросник Р. Кеттелла (форма С), шкала враждебности Кука-Медлей, методика диагностики иррациональных установок А. Эллиса и проективная методика «12 архетипов плюс» Р. В. Кадырова, Т. В. Капустиной. Для статистической обработки использовался непараметрический U-критерий Манна-Уитни при уровне значимости не более 0,05. Все подсчеты были выполнены с применением программы STATISTICA 10.0. Полученные результаты позволяют говорить о кризисном состоянии и социальной дезадаптации лиц, склонных к экстремизму. В качестве способов выхода из данного состояния они могут избрать радикальные, насильственные действия. Анализ полученных данных позволяет сделать вывод о создании достаточно чувствительного инструмента диагностики экстремистских тенденций в контексте социально-психологической дезадаптации личности.

 This research featured the psychodiagnostics of extremist tendencies in school environment. Extremism is a dangerous international phenomenon that can take many forms, especially on the Internet. Students prone to extremism should be detected as soon as possible and be subjected to a proper psychological correction in order to prevent illegal actions in the future. The detection procedure requires a set of reliable psychodiagnostic tools. The present research objective was to study the extremist tendencies of students and describe them in the context of socio-psychological maladjustment. The express screening of extremist tendencies was based on an authentic questionnaire, which included the following criteria: loneliness, signs of depression, dehumanization of the other, declaration of one’s own  superiority, attraction to violence, and antisocial sentiment. The empirical study involved 157 high school students of Vladivostok (Russia), of whom 29 demonstrated extremist tendencies. Other techniques included G. Eysenck's EPI personality questionnaire, R. Cattell's 16-factor personality questionnaire (form C), Cook-Medley hostility scale, A. Ellis's method of diagnosing  irrational attitudes, and Twelve Archetypes+ projective  method developed by  R. V. Kadyrov and T. V. Kapustina. Nonparametric Mann-Whitney U-test  (≤0,05) and STATISTICA 10.0 were used for statistical processing. The results obtained revealed the state of crisis and social maladjustment of students prone to extremism, who may choose radical and violent actions to cope with  this state. The developed method proved to be a sensitive and reliable tool for diagnosing extremist tendencies in the context of socio-psychological maladjustment in school environment. 

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The authors declare that there are no conflicts of interest present.