Deviant Behaviour among in-school Adolescents

Deviant Behaviour among in-school Adolescents

Education remains one of the tools for the transformation of an individual and society at large. It is one of the most powerful instruments for social change, which plays a crucial role in nation-building. According to Idowu and Esere (2007), education helps to develop people’s intellectual and functional capabilities. The school is a place where students acquire needed competencies for various vocations. The place of the counselor in schools cannot be overemphasized. Counselling is a personal relationship between the counselor and the client with the aim of assisting the client to understand themselves, effectively take decision and also solve their problems. Duroasro (2016) noted that counselling is oriented towards facilitating effective learning skills, acceptable habits and appropriate behaviour. The National Policy on Education (2013) edition clearly stated that “in view of the apparent ignorance of many young people about career prospects and personality maladjustment among students, counselors will be appointed in post primary institutions’’. Hence, it became compulsory for secondary school administrators to employ professional counselors. An effective counselor is a good listener, empathetic, warm and sensitive to the needs of others. Counselors are also trained in modifying maladaptive behaviour.

Adolescence is often described as a period of transition from childhood to adulthood. In some societies the beginning of this stage is marked with celebrations. Adegoke (2003) noted that adolescence begins with the onset of puberty. At this stage, there is rapid growth in the organs of the body. Akinpelu (1998) described adolescence as a built-in necessary transition period for ego development.

The World Health Organization (1976) defined adolescence as a period during which an individual progresses from the point of initial appearance of the secondary sexual characteristics to that of sexual maturity. This period is accompanied by various changes that are significant in physical, intellectual, social and emotional areas. Ibrahim (2009) described an adolescent as someone who is unstable, angry, moody, self conscious and inexperienced in handling emotional problems. Adolescence, from a psychological point of view, is a period dominated by stress and tensions due to inner emotional instability and as a result of conflicting external influence (Oni 2010).

The problems of adolescents are many and the pressure to conform to peer influence becomes very strong during adolescent years. Also, at this stage the adolescents engage in activities that are perceived to be contrary to the norms and values of the societies. Deviance is generally defined as any behaviour that does not conform to the established rules of a group of individuals or the society at large (Idris 2016). At this stage, an adolescent finds it difficult to conform to the norms of the society. Deviant behaviours are actions which conflict with the societal norms (Hirschi 1995). It could also be referred to as the engagement of people in criminal offences, illegal, antisocial and unethical behaviour. In a nutshell, any behaviour that violates the norm or social standard of the society is deviant. Deviant behaviour could also be any form of behaviour that contravenes the rules and regulations or even laws that govern an establishment.

Some researchers have identified the different types of deviant behaviour among in-school adolescents; these include truancy, examination malpractice, substance abuse, bullying, vandalism, and sexual immorality (Odunmuyiwa 2001; Esere 2008). Goode (2007) further stated that behaviour that is deviant in one society may not be in another. Even within a society, what is deviant today may not be deviant tomorrow. Suleiman (2011) noted that a particular behaviour is antisocial if any of these three criteria are seen; when behaviour does not allow a person to function effectively with others as a member of the society, when such behaviour does not permit the person to meet his or her own needs and when behaviour has a negative effect on the wellbeing of others. Boyd (2015) reported that a lot of youths are involved in the use of tobacco, amphetamines, bartiturates and heroin. In the same vein, Gordon (2001) revealed that smoking and drug use are basically societal problems among in-school adolescents. Gordon also recorded that 90% of adolescents who are involved in smoking started at an adolescent age. Idris (2016) explained that there are many cases of cultism, sexual abuse, acts of vandalism, blackmail, threats and intimidations reported by classroom teachers as well as school principals. Idris affirmed that there is an increase in the rate of moral decadence among youths as a result of the lack of discipline. Such in-disciplined acts among students have culminated in juvenile delinquency.

Many researchers have identified some causes of deviant behaviour among in-school adolescents. The environment in which adolescents live can influence them, especially when there is lack of parental guidance. The school is a major and important environment where a child develops during the formative years. When parents do not consistently react to the undesired behaviour of an adolescent, the child might continue to engage in more deviant behaviours in the school (Suleimen 2011). Poor academic performance also predisposes youth to deviant behaviours. Olawale (2001) emphasized that behavioural problems are common among children of lower intelligence. Babatunde (2016) noted that some children resort to antisocial behaviour due to their inability to cope with the academic rigours of the school.

The home is an agent of socialization. This is the place where values and morals are transmitted. The poor moral conduct of parents can result in broken homes which negatively influence the students’ behaviour. According to Goode (2007) many parents have lost their leadership roles in the home and poor home training causes students to engage in deviant behaviours. On the other hand, Gbadamosi (2003) observed that the causes of deviant behaviour are linked to faulty curriculum plans, administrative deficiency, inadequate school facilities, harsh school rules and societal problems. Individual differences in personality and psychological problems encountered by students are believed to be some of the reasons some in-school adolescents engage in deviant behaviours. Many of these students cope with their problems by getting involved in behaviours like vandalism, stealing, involvement in illicit sex activities, drug abuse.

All these risky behaviours negatively affect public order and the sense of safety of youths (Ibrahim 2012). Sociological theory explains that peer group influence, lack of parental supervision and support for client’s needs are links to delinquency in any race. Biological theorists believe that deviant behaviour is hereditary. They believe that if an area of the brain has the properties that predispose people to deviant behaviour, such students are likely to develop more severe deviant attitudes. The psychological theory suggests that people are predisposed to deviant behaviour when they are fixated at any stage of development (Omotosho 2009).

The psychological explanation of deviant behaviour was developed by Sigmund Freud. The theory explained that the initial five years of an individual’s life is very important; they determine adult behaviour. Freud explained that the sexual impulses (libido) which can be referred to as instinctive drives are powerful determinants of one’s behaviour. This is largely controlled by the unconscious. The theory believes that there are three3 different structure of personality. The conscious deals with what human beings are aware of. Preconscious thoughts are not part of the conscious but can be brought to reality, while the unconscious according Freud categorically determines our behaviour. Freud believed that most of our thoughts, sensation, craving and memories exist in the unconscious. The unconscious contains the major driving force behind our  behaviour.

Human personality consists of the id, ego and the super ego. Id is the biological component of personality and the primary source of psychic energy and the seat of all instincts. It is ruled by the pleasure principle. The ego mediates between the id and the super ego. It is conscious and logical. It develops as we interact with our environment while the super ego is the moral branch of personality. It strives not for pleasure but for perfection.

The psycho-social stages of personality according to Sigmund Freud include the oral stage (0-1 year), when the child derives pleasure from sucking. He believes that when a child sucks it is not only to take in food but also for the pleasure of the sensation. This can lead to over-dependency in personality. The anal stage is from1-3 years; at this stage, the pleasure shifts to the anal zone. When the child is given strict toilet training, the child might grow up to be stingy because he/she is fixated at the anal stage. The phallic stage (3-5 years) is when the child develops pleasure at the genital stage. The oedipus and electra complexes develop. At the latency stage (5-12 years), the child diverts his/her attention to developing skills. The genital stage (12-14 years), is when the child begins to develop an interest in the opposite sex.

The individual transforms from a self-loving individual into a socialized adult (Alao2000). According to Sigmund Freud, all human beings have natural drives and urges that are repressed in the unconscious. He also believed that all human beings have criminal tendencies and their behaviours are curbed through the process of socialization. A child that is not well socialized can develop antisocial behaviour impulses and when such a child gets fixated at any of the psychosocial stages, such an individual can engage in anti-social deviant behaviour. Freud emphasized the importance of early years of childhood fixation in determining the adult personality.

Deviant behaviour in the class room increases the stress level of teachers and at the same time changes the classroom dynamics. The use of the psychological principles are the various ways in which deviant behaviours are managed in schools. This approach is based on some systematic application psychological principles. Behavioural modification can simply be defined as the systematic application of principles derived from learning theories and experience in psychology (Asonibare 2016). The techniques are used in extinguishing unwanted behaviour and at the same time helping to increase existing positive behaviours. It can also be used to teach new behaviour patterns. In extinguishing unwanted deviant behaviour among in-school adolescents, there are many strategies that can be employed. The behavioural approach is based on the assumption that negative behaviour can be unlearned and replaced with positive ones (Esere 2002).

In schools, counselors use different behavioural modification techniques in managing deviant behaviour.  The use of reinforcement can help curb undesired behaviour among school children. Winkielman (2005) defines reinforcement as a stimulus that strengthens behaviour and increases the frequency of its occurrence. It involves reinforcing one’s positive response which in turn blocks the appearance of undesirable behaviours. There are different types of reinforcement; these are intrinsic reinforcement (that is when a behaviour strengthens itself e.g. eating and playing music), extrinsic reinforcement (this is when the behaviour is strengthened by external consequences), primary reinforcement (things that are important to life such as food, water) and secondary reinforcement (things like money and praise). Counselors help in improving students’ behaviour by also using some certain verbal reinforcement principles. The counselor can praise those who obey rules and regulations, thereby ignoring those that are found guilty. Psychologists affirmed that the use of reinforcement helps to provide an explicit model of what is expected among in-school adolescents (Asonibare 2016). Okobiah and Okorodudu (2006) noted that disruptive behaviour can persist if only verbal reinforcement is used by the counsellor on the management of deviant behaviour. 

Garber (2006) opined that reinforcement strategy in classroom instruction promotes academic achievement. Other strategies for behaviour modification include:

1. Premack Principles: This can also be called “grandma’s rule”. This is when the counselor uses preferred behaviour to reinforce less preferred activity.
2. Token Economy: This is when positive behaviour is reinforced with an exchange for goals. 
3. Contracting: Behaviour contract is a negotiated agreement between two parties.

In signing this contract, the counselor states clearly the purpose of the contract (Alao 2000). The reward is carried out immediately the counselor observes the positive change. Punishment can also be used in reducing deviant behaviour. Punishment refers to the use of aversive stimuli to decrease undesirable behaviour. This is often used when all other techniques have failed. There are two major types of punishment: positive punishment (when the counselor applies aversive consequences like kneeling down and flogging) and negative punishment (this involves the withdrawal of certain privileges (Asonibare 2004). Adesina (1984) explains that punishment must be retributive; it should serve as a deterrent and must be reformative. Punishment should be applied immediately after a negative behaviour. Other forms of punishment are:

1. Satiation: This is a way in which the counsellor allows the student to continue with negative behaviour until they are tired of doing it. For example, a child who likes stealing students’ underwear in the hostel can be helped by encouraging the parents to buy more than enough underwear for the student until it pisses the student off (Alao 2000).
2. Reprimand: This is when a student is rebuked for misbehaviour. Soft, private reprimands are done quietly while a loud public reprimand is when the counsellor or the teacher speaks to the offenders loudly in the presence of others.
3. Social Isolation: This is often used to decrease undesirable behaviour. The counselor might decide to set the student aside for the meantime as a result of a particular misbehaviour. The counselor must be careful when using this method so that other negative behaviours are not strengthened (O’Leary, Kalfman, Kass & Diabman 1970).
4. Constructive confrontation: this is a way in which the counselor confronts the client about a particular negative behaviour (Bolu-Steve & Adeboye 2016).

Life skill training involves self-management procedures programmes that can be used by the counselors in managing deviant behaviour. These include:

1. Assertive training: Non-assertive students that are trained to be assertive may not get involved in deviant behaviours. Assertive training can also be called resistance training (Asonibare 2016).
2. Decision-making strategies: It is important for in-school adolescents to develop appropriate decision-making strategies. This will help them choose the right alternatives.
3. Peer group cluster involvement: This can be in the form of organising peer group counselling in the school. The clubs and societies within the school can engage peer cluster to modifying norm and attitudes (Adegoke 2003). Goode (2007) has noted that the psychological and social experiences of the child during this transitional period call for the attention of the counselor.