Entering a new life, acquiring new responsibilities, and striving for self-realization are among the main characteristics of adolescence. Children become more differentiated and resilient. «They begin to orient themselves toward 'adult' life. This process often manifests itself in the form of aggressive behavior» [2, p. 417].

The number of adolescents with aggressive behavior increases every year. Furthermore, school aggression is also gaining momentum, leading to a host of adverse consequences.

Aggressive behavior, or a manifestation of emotional instability in a regular school, can be caused by a number of factors:

1. The social conditions of adolescents;
2. Family relationships;
3. The indifference of the school and others to the adolescent's mental state;
4. The media, radio, and television programs promoting violence and aggression.
5. Biological causes of adolescent aggression (youthful maximalism, puberty).
6. Personal causes (lack of self-confidence, resentment, pessimism).

Aggressive behavior is a source of anxiety and mental suffering not only for adults concerned about the child's well-being, but also for the adolescents themselves. In such cases, not only the aggressive child suffers, but also the people on whom they vent their negativity. «Aggressive behavior is a deep concern for educators and law enforcement officials» [2, p. 93].

School aggression is a fairly common phenomenon. The scale of the problem has prompted a number of psychological and pedagogical studies, which have identified several types of adverse adolescent behavior.

Aggression can be overt or covert in its manifestation:

1. Overt aggression is usually directed at objects, people, and animals—that is, at everything that directly surrounds the child. It can manifest itself in fights, vandalism, and gross humiliation. The teenager wants to be different from others. They begin smoking, drinking alcohol, and using drugs.
2. Hidden aggression is a struggle within the teenager. In such situations, teenagers do not express their discontent. However, the pent-up anger often bursts out in the form of depression and nervous breakdowns, somatic illnesses, and nervousness.

Based on the method of manifestation, psychologists distinguish between reactive and targeted aggression.

1. Reactive aggression is hostility that serves as a teenager's response to similar treatment.
2. Targeted aggression is a child's persistent and deliberate behavior, which can manifest itself in rudeness, a crude, and disrespectful attitude toward others.

Manifestations of teenage rebellion can be completely varied, ranging from occasional harsh responses to a question or comment to completely immoral behavior or cruelty [7, p. 116].

Aggression in adolescents is usually divided into physical and verbal. Aggression involving physical violence is more common among adolescent males. In such cases, individuals aim to cause harm, pain, or damage. The victims can be both inanimate objects and living beings. Researchers consider this type of aggression to be the most dangerous, as adolescents have not yet developed a sense of responsibility not only for their own lives but also for those of others. Verbal irritability is common among girls. They can easily humiliate and insult their opponents verbally. This aggression manifests itself in arguments, foul language, threats, ridicule, and cruel jokes.

«The subconscious of any schoolchild of this age does not want to accept the morals established by society; he wants to establish his own rules» [1, p. 59]. During this period, parents and teachers are obliged to find the right approaches and engage in the prevention of aggressive behavior in adolescents. It would be a mistake for adults to impose their point of view on aggressive, «difficult» teenagers. Teachers should try to guide the child in the right direction, but not attempt to re-educate them.

Experienced researchers have discovered that aggressive behavior is most pronounced at school. Possessing a difficult and nasty character, teenagers unleash the full range of their emotions at this educational institution. They control themselves at home and on the street, but at school, an «explosion» occurs. A large number of observations have led to the conclusion that it is precisely at school that «difficult» teenagers feel trapped.

In their relationships with teachers, some children feel constantly humiliated, belittled, and shown to be ignorant. Others believe the teacher is incapable of imparting any new knowledge. All this often develops into a major problem in the student-teacher relationship. It is against this backdrop of disagreements that the difficult nature of teenagers is exacerbated. They want to be superior and better than adults. To prove one's superiority by any means necessary.

In their relationships with classmates, peers, and other students, «difficult» children also want to be better. They don't particularly care how they demonstrate their greatness and uniqueness to everyone around them. Some choose the worst methods, preferring to bully weaker students. Often, the victim possesses qualities that rude teenagers lack. These may be intelligent young men or women who excel in all areas of education except sports. They may simply be withdrawn, quiet, and calm.

Difficult teenagers seek out victims who are weaker, who are unable to fight back or resist.

This is a rather controversial issue, but if even one person were to confront the bully and stand up to him, perhaps he or she would change and understand their mistakes.

References:

1. Aggression in Children and Adolescents: A Textbook. [Text] / Ed. N. M. Platonova. — St. Petersburg: Rech, 2006. — 336 p.
2. Bandura A. Adolescent Aggression. Studying the Influence and Family Relationships [Text]. / Moscow, 1999. -512 p.
3. Vygotsky L. S. The Problem of Will and Its Development in Childhood // Collected Works, Vol. 2, pp. 454–465 / Moscow: Pedagogika, 1982;
4. Krutetsky V. A. Fundamentals of Educational Psychology. Moscow: Prosveshchenie, 1972. pp. 54–56, 140–141, 165–166, 187–201, 231–235.
5. Levitov N. D. Why schoolchildren have character flaws and how to correct them [Text]. / — M.: Institute of Psychology of the Russian Academy of Sciences, 2009. — 147 p.
6. Rais. F. Psychology of a teenager. [Text]. / — 2000 — P. 238
7. Stepanov V. T. Psychology of a difficult schoolchild [Text] / Publishing center «Academy», 2001. — 336 p.