DEVIANT BEHAVIOR FORMATION FACTORS AMONG STUDENTS: AGGRESSIVE BEHAVIOR AND INTERNET RISKS

: The importance of the problem presented in the paper is determined by the fact that the manifestation of aggression among children and teenagers in educational institutions in contemporary society represents a new challenge for the Russian school, the law enforcement system and the system of social support in the Russian Federation. The paper contains the results of the analysis of aggressive behavior among minors as a factor in the formation of deviant behavior of children and teenagers. The author has substantiated the necessity to include the following components in the system of prevention of the negative impact of Internet activity on socialization of schoolchildren: the development of an information culture, the development of personal qualities that contribute to confronting risks.


Introduction
The manifestation of aggression among children and teens in educational institutions of contemporary society represents a new challenge for the Russian school, the law enforcement system and the system of social support in the Russian Federation. There has been an increase in violent acts committed by minors over the past decade throughout the world, that are associated with particular cruelty. Such socially dangerous manifestations, usually associated with the concepts of aggression and aggressiveness, cause serious concern. The topicality and significance of this problem is also determined by the fact that in the practice of teachers and psychologists in educational institutions, aggressive behavior of schoolchildren is one of the most common and serious problems that has numerous and diverse manifestations: conflicts Práxis Educacional e-ISSN 2178-2679

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with teachers, hostility to classmates, confrontation with parents, participation in informal groups, etc.
The concept of aggression (from the Latin "agressio" -attack, assault) is motivated destructive behavior that contradicts the norms and rules of the coexistence of people in society, damaging the objects of attack (animate and inanimate), causing physical injuries to people, negative feelings, state of tension, fear, depression, etc. (Meshcheryakov & Zinchenko, 2003).
Aggression is premeditated actions aimed at causing harm to another person, group of people or an animal; aggressiveness is a personality trait expressed in readiness for aggression (Rean, 1999).
The whole variety of forms of aggressiveness can also be combined into heteroaggression directed towards others and auto-aggression directed to oneself (Baron & Richardson, 1997).
The problem of aggressive behavior has been widely developed in foreign and domestic psychology (Bandura & Walter, 1999;Furmanov, 2004). However, despite many works on the problem of aggression, there are unresolved issues in its study, since the number of manifestations of aggressive behavior observed in practical activity of school psychologists and teachers does not decline.
Aggressiveness of children and teens is defined as a personal characteristic that was In general, aggressive behavior in the family is formed by three mechanisms: imitation and identification with the aggressor; a protective reaction in case of aggression directed towards the child; a protest reaction to frustration of basic needs.
As a rule, at first, while experiencing frustration, the child experiences pain, which, in the absence of understanding and mitigation, turns into disappointment and anger. Aggression attracts parents' attention, which in itself is important for the child. In addition, using aggression, the child often achieves his goals by controlling the people around. Gradually, aggression and violation of the rules begin to be systematically used as ways to obtain the desired result. Deviant behavior becomes fixed.

Literature Review
In addition, special attention should be paid to the development of information The solution to these problems falls not only on the shoulders of the younger generation, but, first of all, on adults: parents, teachers and psychologists who carry out the function of upbringing in education. In this regard, it becomes necessary to identify special risk groups in the virtual world in order to ensure greater safety for minors by raising parents and teachers' awareness and their further work with teenagers and adolescents.
The following threats are the most common: threats to physical health associated with a long stay on the Web, dangerous websites, a danger of communicating with strangers in social networks, the ones related to online games, related to calls for suicidal behavior, associated with the loss of money (consumer risks), the risks of Internet addiction. A common characteristic of all these risks is the means of their implementation, namely, the Internet is the tool for their implementation.
Children following the links on the Web may be exposed to dangerous information posted on various websites. Dangerous sites containing a destructive message are related to content risks. Content risks are materials (texts, pictures, audio, video files, links to third-party resources) containing violence, aggression, eroticism and pornography, obscene language, information inciting racial hatred, propaganda of anorexia and bulimia, suicide, gambling, Trying to make closer contact, the malefactor finds out the personal contacts of the child in order to continue communication in the real world and the subsequent meeting.
One of the common risks of the Web, which takes its roots from the real life of teenagers, is cyber persecution (or cyber bullying). This is the baiting of the user with messages containing insults, aggression, sexual harassment through various Internet services. In general, Internet baiting by the persecutor of a victim may take such forms as the exchange of personal information and further manipulation of it and personal contacts; intimidation; mockery imitation; hooliganism (Internet trolling); social boycott. In addition, bullying can take not only verbal forms, but also others, for example, graphic, when one user makes humiliating cartoons or photographs in such a way as to expose the "victim" in an insulting form (Help line "Children Online").

Risks of Minors' Being Involved in Dangerous Groups and Communities
We can identify the risk of being involved in dangerous groups and communities as a separate, most hazardous group of risks that can affect children's perception on a grand scale, (extremist groups, engaging in criminal and illegal activities, etc.). The danger of these risks lies in the fact that in the contemporary world extremism is more prevalent exactly among young people. The psyche of a teenager who is at the stage of comprehending the purpose of his life undergoes significant changes, especially in a situation where almost any information is available through the Internet. When discussing the role of education in preventing violent extremism, it is necessary to consider issues related not only to the content of education, but also to its forms, how national education systems improve access to knowledge about the values of diversity, tolerance and adoption of other cultures, as well as measures that will be needed for each population.
The problem of violent extremism has penetrated into all spheres of human activity.
Since the threat of violent extremism and radicalization is a complex phenomenon, the answers are also multidimensional. An alarming signal is that many of those who joined the extremist group are often representatives of highly educated youth. Therefore, in the orientation of education, it is also crucial that young people should develop the ability to make critical judgments in order to distinguish the right from the wrong, not only in real life, but also when working on the Internet. It is necessary to give them an incentive that will help them in the educational process (Global Counter-Terrorism Forum).
Although education alone in itself cannot prevent people from becoming extremists, it can help eradicate conditions conducive to violent extremism. In order to achieve this, it is necessary that schools be a safe discussion platform where students can openly discuss acute political and religious issues to prevent the possibility of finding answers to these questions from other sources, including online ones. It is also necessary to create a multicultural learning environment and processes to ensure that students do not feel disadvantaged in school settings.
Often, teenagers face risks such as excessive use of online games, which leads to a waste of mental, physiological and financial resources in the virtual space at the expense of the means and needs of the real world. This is an increase in the amount of time spent in the Internet space at the expense of real time, a deterioration in mental and physiological health, as well as a loss of financial resources for the user of online games. High-quality online game worlds by immersing the user in virtual reality enable the user to experience the spectrum of those Práxis Educacional e-ISSN 2178-2679 Revista 691 emotions that he strives to get in real life, but for some reason does not get them. The ability to feel and relive these emotions through the release of hormones in the real world encourages one to return to games again and again, gradually, however, increasing the amount of time and spending more resources to go online.
There are several types of computer games, such as local, online and network games.
The essence of local games is to go through the entire stage of the game, achieve a result, after which the player receives satisfaction after completing certain stages and tasks. These are individual games with one user, where the player himself chooses the profile of a character, the complexity of the game, etc. Network games are a form of collective communication in which the same feelings and emotions develop as in a team game in reality: competition and rivalry, a sense of cohesion and unity in a team, a taste of victory, etc. Thus, several key needs are realized that can be achieved having only Internet access and a certain degree of command and game skills. In addition, the level of frustration is significantly reduced compared to the real situation, because at any time, an online game can be started anew, even if you lose.

Conclusion
A virtual world is a kind of the mirror-world for the real world, which reflects many of the functions of human life. Therefore, the modern digital world is developing according to mechanisms similar to those that operate in reality. Such mechanisms can give rise to a dependence not only on real objects, but also in the Internet space. Some researchers separately emphasize the problem of excessive use of the Internet (Soldatova & Rasskazova, 2012), which is not only the most popular, but also the most controversial. Excessive or problematic use of the Internet can pose such a risk as Internet addiction. In true dependence, a person becomes compelled to depend on a certain type of stimulation to such an extent that constant reinforcement of this stimulation becomes the only and main idea of their life (Oschepkov & Salakhova, 2016). Sources of addictive stimulation can be chemical (as in the case of drugs, such as alcohol, cocaine, nicotine and heroin), sensual (in cyber relationships), or even informational (as in gambling, in gaming disorder). The fact that all sources of addictive stimulation have something in common is that at first these sources provoke a strong, usually positive reaction from a potential addict, who then searches for the source of this stimulation to experience this feeling on a regular basis. In this case, the psychological dependence is formed faster than the chemical one.