Search

Introduction. The necessity to counteract vandalism is due to economic, cultural and social losses. Inefficiency of the actual preventive programs calls for a new research of vandalistic behavior motives and ways to control them. The paper deals with subjective effects of vandalism – youths’ perception of vandalistic damage to urban area. Youths’ attitude to vandalistic behavior is supposed to get shaped already at the perception stage, that is why research of this stage is viewed as essential to reveal initial and regulatory drivers of vandalism. Objectives. The study is aimed at researching special aspects of youths’ perception of vandalism through identification of cognitive, emotional, valueand-sense, attitude and visual motor components of a perceptual act. The goal of the study implies the following research challenges: 1. to identify subjectively essential forms of vandalism; 2. to reveal conventional forms of vandalism; 3. to discover the effect of role-oriented position on vandalism perception; 4. to identify the effect of vandalistic experience on visual motor characteristics of vandalistic stimuli perception. Methods. Phenomenological approach to social-environmental research of urban area is the major tool of the study. This method enables to explain some research findings by subjective attitude of urban youths to vandalistic damages. In the course of the experiment this attitude manifested itself in the evaluation and orientation as reaction to images of urban vandalistic damages. The main research procedure is experiment. In the course of the experiment a subject was given stimuli, his visual motor reactions and changes of their ophthalmic system were fixed. Data were collected through self-evaluation reports fixing psychoemotional state, attitude and understanding of vandalistic damages, as well as through an eye tracker Tobii Pro Spectrum measuring oculomotor responses to the stimuli. The processing method was descriptive statistics, U-criteria of Mann-Whitney. Participants and stimuli. The stimuli were 10 images of vandalistic damages to urban area. The survey sample included 103 people aged 19-24 with proportional correlation of men and women. They were divided into 8 focus groups. The experiment lasted 1 hour and 40 minutes for each group. The eye tracker research was conducted with a group of 11 people (72,2 % – girls). Results: 1) Subjectively significant forms of vandalism are graffiti, littering and property destruction. 2) Conventional forms of vandalism are damage to recreational areas, the building and its premises. 3) Roles I-vandal and I-viewer (observer) differ in evaluation of admissibility of vandalistic actions and their significance. 4) Previous vandalistic experience affects visual motor characteristics of vandalistic damages perception. Scientific novelty. The research findings give a wider scope of vandalistic actions perception, proving that a role-oriented position influences on evaluation of vandalistic damages and vandalistic experience, predetermines orientation and evaluation of vandalistic damages. Practical significance. Developed research procedure of vandalistic damages to urban area perception enables to collect data about oculomotor response and can be applied for similar research.

Received 5 March 2021. Accepted 2 September 2021. Published online 11 October 2021. We would like to thank the director of the Center of Academic Writing “Impulse” of Tyumen State University, Valeria Evdash, who lent professional support in preparing this manuscript. Vandalism can be seen as a form of individual self-realization and expression of the individual and collective responses to change. In this paper, we intend to look at the meaning and motivations behind acts of vandalism. We also aim to classify cases of vandalism that occurred during the COVID-19 pandemic. In total, we analyzed 80 cases of vandalism related to the COVID-19. The information was obtained from open online sources: publications in online communities and media found through the use of hashtags #COVID-19 and #vandalism. As a result, five categories of vandalism were identified: (a) vandalism as a mechanism of adaptation to change; (b) vandalism as a coping strategy; (c) vandalism as an unconscious defensive reaction to a threatening situation; (d) vandalism as resistance to change; and (e) vandalism as a reflection of the sense of social injustice. We found that vandalism during the pandemic was used mostly as a way of adaptation to change and as a coping strategy. Moreover, our findings have also demonstrated that social instability and transitivity in the crisis period stimulate people to rethink the current social order and search for new social forms,structures, and principles. This research was supported by the Russian Science Foundation (Project No. 17-18-01278).

Vandalism in the urban environment is a common phenomenon but is difficult to evaluate. The scale of damage caused by vandalism is rarely analyzed, and therefore a limited number of scientific works are devoted to the phenomenon of vandal behavior and the identification of its causes. While the role of the family in the formation of deviant behavior is indicated by many researchers, the context of vandalism and the issue of family determination remains open. This article studies the parents’ styles of upbringing and their preparation for teenagers’ vandal behavior. By identifying the degree of influence of the family in the formation of such a destructive form of interaction between teenagers’ and the material environment it is possible to identify a group of teenagers who are ready to commit acts of vandalism. An attempt is made to correlate child-parent relations with teenagers’ motivational readiness to commit acts of vandalism. To study the relationship of child-parent relations and teenagers’ vandal behavior, data was collected (using psycho-diagnostic techniques) from 60 teenagers and their parents from complete and incomplete families, the socially well-off and the socially disadvantaged. The results were processed using descriptive statistics, MANOVA and linear regression analysis. It was found that parental upbringing styles play a decisive role in initiating vandalism, while the educational effects of mother and father have their own specific characteristics. The results can be used in the organization of social support for children from socially disadvantaged families in order to prevent vandalism and its radicalization. © 2018, Kazan Federal University. All rights reserved.

Introduction. Nowadays, modern urban youth is socialized under entirely different conditions than earlier. Moral relativism of society, diversification of information flows and increasing hedonistic orientations can form a tolerant attitude of young people to many taboo practices, and the specificity of the development of the modern urban environment contributes to the intensification of its vandal behaviour. The aim of the present publication is to identify the understanding of vandalism that is read by modern urban youth and to assess the acceptability of specific vandal practices in the social daily life of young people. Methodology and research methods . The analytical review of scientific works enabled the authors to reconstruct explanatory models of emergence and development of vandalism among young people. The specifics of perception of vandalism of young people were investigated on the basis of a social survey. The data was processed by the methods of correlation and factorial analysis. Statistical calculations were run with application of Population Viability Analysis software – Vortex. Results and scientific novelty. The authors made the complex analysis of the attitude of youth towards vandalism. The dominants of vandalism perception among young people are emphasized. The study was conducted among the representatives of Yekaterinburg (n=304, 18–30 years). It was found that more than 30 % of respondents have a real experience in the implementation of vandalism in the urban environment, but only 2 % of respondents recognize and openly declare this experience. The reason is in the narrowed substantial understanding of vandalism by most of youth representatives; they consider it only as the destructive actions which are not beyond doubt. Moreover, young people do not consider many less obvious offenses as vandalism. Thus, the conclusion is drawn that non-conscious vandalism is widespread among young people: a considerable part of young people more or less regularly commit vandal actions, without perceiving them as a deviation from predefined standard pattern of behaviour; young people do not notice vandal behaviour of people around as well. The data obtained point to considerable flexibility and discrepancy of ideas of vandalism among the young population in megalopolises: vandalism is regarded as deviation and categorically condemned at the level of stereotypes with abstraction from the reality; in a daily occurrence, vandalism is treated as unrecognized norm in relation to specific situations. The tendency of the gradual erosion of taboo nature and deviance of vandalism in consciousness of youth is stated. Practical significance. The materials of the research could be applied to optimize the work on up-brining in educational institutions and to increase the effectiveness of prevention of vandalism among young people .

IntroductionThe modern world is a civilization of cities. The development of society, technology, culture, wealth, and new knowledge are today the primary functions of cities but not of other socio-territorial formations. Cities are now centers of freight logistics, information, and social streams. Therefore, the fullness of city life -- especially if we speak about a large city with multiple events and a large number of alternatives for work, leisure, education, sources of information, services, and other benefits (Kogan, 1990) -- makes this type of settlement the most attractive location for many groups of people. This attraction is also evidenced by the population growth of large Russian cities (including as a result of internal migration) and the sparser rural population (Volkova, Sokolov, & Terentyev, 2015).The development of modern cities depends on their human resources -- that is to say, on their populations. Therefore, to attract and retain in the city the "creative class" -- young people -- the city has to create conditions for its future development. To this end, many cities have implemented targeted programs of social support for young people and the formation of specific conditions of the urban environment conducive to the maximum fulfillment of the capacity of their young residents. Thus, in the strategic development plan of the municipality of Ekaterinburg (Strategic development plan of Ekaterinburg through 2020, 2010), one of the priorities is the development of conditions for active self-determination and self-realization of young people as the carriers of innovation. However, the socioeconomic-development strategy for Moscow (Strategy for the socio-economic development of Moscow through 2025, 2012) emphasizes that one of the major challenges will be the reduction of the population of 20-35 year-olds by a third; as a result, Moscow will become a city with a strongly deformed age structure. In connection with these trends special attention in the development strategy of Moscow is paid to the mechanisms for creating special conditions to attract the people necessary for a megalopolis: representatives of "the creative class," highly qualified specialists, as well as active, talented youth.A significant proportion of young people migrate actively inside the country. For example, more than 70% of high school graduates from small settlements moved to the Central federal region. And, in 2013, 114,347 people from rural settlements arrived in the cities of the Ural federal region; of them 39,754 people were from other regions of the Russian Federation and 74,593 migrated inside the Ural federal region[1] (Migration inside Russia by the territories of arrival and departure, 2014).141The experience of living in certain places affects the perceptions and environmental preferences of people. They may prefer or look for what they are accustomed to (Hauge, 2007). When they transfer their residence experience in other areas to the urban environment, certain risks of pseudourbanization are created. But also arriving in cities are young people with increasing experience of interaction within an urban community; they are changing themselves more and more, and the city and its way of life have already become for them a measure for evaluating environmental living conditions. The acquired experience of life in a city creates the individual stories of young people as citizens who identify themselves with the city. Identity with place is formed through a combination of human-ascribed meanings and values of a particular location (for example, a city) and various features (Lalli, 1992). Thus the urban environment becomes for young people a place of opportunities for self-realization. This process takes place with a background of the risks of urban life, and the goals that young people set reflect their need-motivational bases of personality.A city concentrates opportunities, but young people are quite aware of the obvious disadvantages of the artificial, highly dynamic environment of a city (Kruzhkova, 2014); this environment runs counter to the natural conformity built up for thousands of years by the rural way of life that was typical for the majority of the population of Russia one hundred years ago (Bondyreva & Kolesov, 2004). …

The article describes the causes of children's vandal activity at preschool age. Among others, one of the most important problems is to reveal children's inability to show pro-social self-realization in conditions of preschool. The results of the study (expert assessment of the behavior of 65 preschoolers aged 4-6 years old who attend kindergarten), define the basic personality predictors of vandal activity, which include focus on high performance, low personal resources and high behavioral activity. The article suggests that through cooperative efforts by parents and educators will create situations of success for preventing vandalism in children. (C) 2016 Published by Elsevier Ltd.

IntroductionHuman beings are the only creatures on the planet who consciously and deliberately alter the space around them. As a result of human activity the made environment is created. But the desire for change does not end with creating this environment; people continue to change it: they do not accept the fact that it is already given as a result of others' actions. By itself, the transformation of the environment can be both socially approved and socially disapproved -- that is, of a vandal character. What is the reason for this particular type of activity, its deep motivation, its basic requirements?On the one hand, this activity can be regarded as the result of an attempt to transform, create, innovate, or change, or to provide social or spiritual benefits to oneself or other people. On the other hand, the reason for this type of activity may lie deeper: a person may not transform the environment in a positive way but may break it down. We call graffiti on walls offensive, obscene, or simply informative or even decorative, but carving on fences, rocks, the bark of trees, benches is nothing more than the unauthorized destruction or modification of the property of others or public property (Vorobyeva & Kruzhkova, 2012). This is not just a problem with the self-expression or defects of upbringing of some individuals. Who of us didn't write on the desk at school? But why did we do it? Because of boredom, as a protest, or as the result of a special inner need that we did not express in other ways? It is possible to answer these questions by means of complex psychological research that considers vandalism not only when it occurs but also as a result of its genesis previously.however, there are only a few studies of this question. A small number of publications concerning vandal behavior have focused on aspects of legal regulation and criteria for qualifying destructive actions as vandalism (for example, harina, 2005; Pashutina, 2009; Shuruhnov, 2002) as well as on statistics and methods of combat- ing the spread of vandalism in some countries or areas of life (for example, Ceccato & haining, 2005; Pirozhkov, 1994; Shvets & Yakovlev, 2011; Thompson et al., 2012). The number of studies of the psychological bases of vandalism, its personal and environmental determinants, its forms and manifestations, its motives is quite small (for example, Allen & Greenberger, 1978; Coffield, 1991; Cohen, 1973; Goldstein, 1996; Skorokhodova, 1999); such studies are centered mainly on the evaluation of possible preventive actions (for example, Kalmikova, 2013; Patrusheva, 2010; Skorokhodova, 1999; Vatova, 2007). One feature of the modern study of vandalism in psychopedagogical practice is the relatively limited focus of interest of research- ers on the adolescence and early adulthood of vandals (Gurova, 2014; Samokhina, 2007; Tserkovnikova, 2011; Vatova; 2000) without taking into account its genesis in childhood. At the same time, the consideration of the specifics of vandalism in different age periods will not only create a more accurate picture of the forms and embodiments of such activity but also help to identify predictors of the formation of a vandal model of behavior. This is a necessary basis for the effective prevention of destructive behavior because the already-established and implemented strategy of dealing with vandalism by directives and judgmental methods brings only a short-term effect, as vandals will always find a way to express their desire for the destruction of private or public property.Elements of the destructive activity of a person appear in early childhood. But at this age destruction is a method of gaining knowledge of the laws and the characteristics of the material world, the subjective environment. Despite the result, which can be very close to vandalism, the child never considers this behavior as destructive and antisocial because, for young children, the limits of acceptable activity are yet to be determined and socially prescribed. …