Behavioral disorders are on the rise at all levels of upbringing and education, among all categories of children and students, both in terms of their scope and forms of manifestation. The focus of this chapter is to elaborate on the notion of behavioral disorders to introduce a variety of definitions recognized by researchers and practitioners in different scientific disciplines studied by social pedagogy. Furthermore, the emphasis of this chapter is to investigate classifications, criteria, and categories of behavioral problems and identify risks and protective factors among children and young people. These risk factors were discovered in school settings, among peers, and in family climates instigating mild and serious behavioral challenges. The chapter provides a detailed insight into risk factors caused by genetics, family environments, school education, media influence, and free time utilization. The content of this chapter will expand the theoretical and practical knowledge of social pedagogues and other professionals who deal with diverse behavioral disorders in various societies.
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Behavioural disorders are present all over the world, in developing coutries also occurring in Croatia and Bosnia and Herzegovina, especially after the war. Social pedagogues must understand the breadth of problems of socio-pathological manifestations; criteria for distinguishing antisocial behaviours; classifications of behavioural disorders; categories of behavioural disorders; causes and circumstances of behavioural disorders (Bašić, 2009; Žunić-Pavlović, Popović-Ćitić & Pavlović, 2010; Popović-Ćitić & Žunić-Pavlović, 2005).
One of the problems in defining socio-pathological behaviour is the impossibility of finding a term that would unambiguously satisfy all aspects of this complex phenomenon. Thus, there are the following definitions: unacceptable behaviours, risky behaviours, unwanted or undesirable behaviours, deviant behaviours, delinquent behaviours, criminal behaviours, behavioural disorders (Dobrenović & Poldrugač, 1974; Dervišbegović,1997; Connor, 2004; Edovald, 2005; Bouillet & Uzelac, 2007; Murray & Farrington, 2010).
Each educator (preschool educator, teacher, special pedagogue, social pedagogue, psychologist, social worker, parent, and others) should know what we mean by behavioural disorders, to know the causes and circumstances of their occurrence, risk factors for their emergence (characteristics of the child's personality, family characteristics, family risk factors, school as a risk factor and others (Singer & Mikšaj-Todorović, 1993; Raboteg-Šarić & Brajša-Žganec, 2000; Ajduković & Delale, 2000).
It is particularly significant to get acquainted with the classification of disorders by different authors. Furthermore, to understand behavioural disorders, their theoretical and practical significance, it is vital to explore the social, theoretical, and practical significance of identifying and detecting risk and protective factors (Farrington & Welsh, 2008). Risk factors influence the development of serious and persistent delinquent youth behaviour such as: psychophysical and neurological problems, cognitive difficulties, hyperactivity, impulsivity, and low frustration tolerance. Self-protective factors include positive relationships and connections with family members, teachers, and adults; healthy beliefs and clear standards and expectations; opportunities and competences for prosocial involvement in family, school and community (e.g., McWhirter, McWhirter, McWhirter & McWhirter, 2012).
The chapter highlights biological factors, temperament, characteristics of the family and the conditions of family life as a risk factor, the role of parents, styles of family upbringing. Risk factors observed in schools, peer society, media, leisure, and their impact on the occurrence of behavioural disorders are discussed (Mrnjavac (2014; Domitrovich, Bradshaw & Greenberg, 2010). Thefore, the content of this chapter includes the following crucial issues:
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The concept of behavioural disorders, terrminology and definitions of behavioural disorders from different orientations and disciplines,
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The etiology, visions, and consequences of delinquent behavior,
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Classification of behavioural disorders,
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Criteria for determining behavioral problems,
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Characetirstics of behavioural disorders,
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Risk and protective factors (biological determinants, individual characteristics of the child, family conditions, school as a risk factor, peer society as a risk factor, media, and their impact on the occurrence of behavioural disorders, leisure as a risk factor).
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A continuum of risk factors and categories of risk amongst children and youth.