Abstract: The subject of the study is the deviant behavior of adolescents of different sexes who are brought up in an orphanage. To conduct the study, a sample of 40 adolescents aged 13-15 was formed, of which 20 were girls and 20 were boys. The specific conditions of the organization of the life activities of orphaned children in orphanages contribute to the formation of a number of personal characteristics in pupils that make it difficult to form a psychologically healthy personality capable of self-realization in a social space outside the familiar environment of a closed institution, and therefore it is obvious that the risk of deviant behavior among orphaned adolescents raised in orphanages is higher than teenagers raised in families. The purpose of this research was to study the peculiarities of deviant behavior of adolescent orphans of different sexes who are raised in an orphanage. Standardized psychodiagnostic techniques were selected as tools for conducting the study, meeting the objectives of the study and the age of the study participants:
- methodology for diagnosing the tendency to deviant behavior (SOP) A.N. Orel; - diagnostic questionnaire to identify the propensity for various forms of deviant behavior "DAP-P"; - Student's statistical t-test. According to the totality of empirical data, their comparative analysis and statistical processing, it was found that the deviant behavior of orphaned adolescents raised in an orphanage has its own specifics, namely: boys' degree of manifestation of a tendency to deviant behavior in general and its individual forms is higher than that of girls. The study showed that in both samples there is a tendency to oppose generally accepted norms and rules, and, as mentioned above, the desire to protest against these norms and rules is due to the age and environmental characteristics of adolescents raised in an orphanage. Despite the fact that this tendency is less pronounced in girls than in boys, measures to prevent the further development of a tendency to overcome norms and rules are necessary for all participants in the study.

Abstract: Currently, the study of behavioral strategies in conflict situations is important for understanding, forecasting and correcting the interaction of all participants in the educational process. Having received data on the specifics of strategies of behavior in conflict, we can see the causes of this or that destructive situation and warn it in time. In addition, the choice of a particular strategy can influence the establishment of emotional contacts with a communication partner, which largely determines the effectiveness of interaction.
The subject of this study is the relationship between conflict behavior strategies and emotional hindrances in communication among secondary school teachers.     The following methods were chosen for the study: a test questionnaire by K. Thomas to determine the style of behavior in a conflict situation, a method for diagnosing "interference" in establishing emotional contacts by V.V. Boyko. When calculating the results according to the Thomas methodology, the following was revealed: there was a separation of teachers and their inherent strategies of behavior in conflict by work experience. Teachers with less than 10 years of experience have the following prevailing strategies of behavior in conflict – avoidance (34%), compromise (28%), adaptation (21%). The cooperation and rivalry strategies scored 7% and 10% respectively. Among the leading strategies for teachers with more than 10 years of experience, as well as for teachers with less than 10 years of experience, the compromise behavior strategy stands out (34%).
Teachers with 10 years of experience to a lesser extent have significant "hindrances" in establishing emotional contacts. Teachers with less than 10 years of experience have a strong connection between behavioral strategies and emotional hindrances. For teachers with more than 10 years of experience, this relationship is expressed to a lesser extent, in some places it is not expressed at all.