Behavioral disorders are progressively affecting all categories of pedagogues and educators and all strata of society with prevalently diverse manifestations and gaining the characteristics of an epidemic. It is especially important that future social pedagogues and other professionals contribute to solving socio-pathological problems. This chapter presents solutions and recommendations for behavioral problems detected amongst children and youths. Early uncovering and diagnosis of behavioral disorders is of outmost importance for prevention, rehabilitation, and elimination. The chapter examines the role of the family, the role of the school, and school professional services in the prevention and eradication of behavioral disorders. This chapter further explores the prevention measures to counteract and stop juvenile delinquency and to deal with effective rehabilitation early. This chapter will contribute to the acquisition of knowledge about current prevention programs, getting to know the etymology and measures of prevention, detection, and rehabilitation of the same.
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It is a worrying fact that behavioral disorders affect growing number of children and young people, of all chronological ages, occur in various forms and are a factor that gradually threatens to grow into delinquent behavior, and even adult crime (Uzelac, 2004, Brandt, 2006; Neale & Davidson, 2012). It is especially important to get acquainted with the treatment and prevention of behavioral disorders, as well as the role of social agents (family and school) in their elimination (Murray & Farrington, 2010).
Moreover, it is critical to know the role of the school in the prevention of behavioral disorders, how the school program acts on the prevention of undesirable behaviors, the role of school professional services in the elimination of behavioral disorders and counselling work with students and collaboration with parents to prevent socio-pathological problems. It is necessary to analyze and compare the views of scientists regarding modern methods of prevention of socio-pathological manifestations (Bašić. & Kranželić-Tavra, 2004; Berc, 2009; Catalano, Berglund, Ryan, Lonczak & Hawkins, 2002; Domitrovich, Bradshaw & Greenberg, 2010; Bašić, Ferić-Šlehan, & Kranželić-Tavra, 2007).
Moreover, to understand behavioral conditions, their theoretical and practical significance, it is essential to explore the vital social, theoretical and practical issues and identify prevention procedures and programs applicable for schools and corresponding professional services.
In the rehabilitation of behavioral disorders, their diagnosis and treatment of the causes is of great importance (Thijssen, 2016). The program of upbringing and education of children with behavioral disorders should include play, work, learning, recreation, and social activities. Attention, love, and patience should be shown in working with them. The treatment of these children requires a long-term and permanent teamwork (pedagogue, psychologist, parents, teachers, social pedagogue, neuropsychiatrist, special educator, social worker, and other professionals).
On that notion, professionals will acquire and enrich their professional competencies (to notice, recognize and undertake adequate and timely actions for their prevention, rehabilitation, and elimination), to know how to react in a timely and adequate manner to improve the quality of life of children and students. In addition, acquired knowledge in this area will contribute to applied and operational expertise in this area, which will encourage the development of competencies of pedagogues and educators (cognitive, social, emotional, work-action, moral, aesthetic, and environmental), which will contribute to improving the quality of life of all categories of children and students (Patterson, De Baryshe & Ramsey, 1989). This will contribute to a faster, more efficient, and more rational solution of practical problems in the field of upbringing, which will further contribute to the minimization of behavioral disorders (Dobrenović & Poldrugač, 1974).
The best form of prevention of behavioral disorders is timely and adequate deterrence, proper and adequate upbringing. Families and schools, as well as other agents of socialization, play an important role in the prevention and deterrence of behavioral disorders (Singer & Mikšaj-Todorović, 1993; Tomić, 2006). If not noticed and corrected in time, behavioral disorders can develop into delinquent behavior. It is important to coordinate the work of all upbringing factors on their recognition, detection, deterrence, and elimination. Based on above arguments the objectives of this chapter are to assist you as a reader, student, a pedagogue to:
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Analyze and compare scientists' views on etiology, deterrence, and prevention of delinquent behavior!
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Examine the social, theoretical, and practical importance of spotting and detecting risk factors and protective factors in avoiding and preventing abuse and addiction!
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Inspect where the modern prevention of socio-pathological manifestations is going?
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Establish the importance and significance of a coordinated work of all educational factors in organizing prevention and inhibition of socio-pathological manifestations!
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Explore the visions, etiology and consequences of minor delinquency!
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Analyze and present the effectiveness of measures on the impediment
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and prevention of behavioral disorders!
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Explore, analyze and get to know the concept, aspects, etiology and deterrence and prevention of addiction!
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Find and analyze the aspects of sociopathological manifestations whose prevention and avoidance are insufficiently researched!