The article is devoted to the phenomenon of amok — towering rage, hatred leading to mass violence against people in public places. The study of amok in our country is updated because violence committed by students in educational institutions are becoming more frequent over the last years. It is established that amok has sociocultural and individual psychological dependence. Amok is characterized by symptoms, stages, varieties and causes of occurrence and distribution. As the relevant methodological foundation of amok study we offer a domestic conception of affect that disrupt the psyche. It is proved that the study of amok cases requires the identification of possible psyche pathologies of a person who committed an attack, his individual properties of mental processes which are responsible for self-regulation, as well as specifics of personal orientation and social experience. Such amok factors as social exclusion (shut-out from the reference group) and media violence are considered. The article describes some directions to minimize the damage and potential areas of primary psychological-pedagogical amok prevention.

Deviant behavior is the area of research of many sciences; pedagogy is primarily focused on opportunities and resources for its early prevention. One of the actual issues of preventive pedagogy is the analysis of the challenges and mistakes that teachers face with in the process of preventing deviant behavior. The aim of the research: institutional, descriptive-analytical and concretising presentation of scientific data on the main challenges and mistakes made by teachers when preventing deviant behavior among children and young people in a general education school. The main method for collecting empirical information involved a survey of 200 teachers across all the federal regions of the Russian Federation. The novelty of the research lies in the systematisation of challenges and mistakes of teachers in preventing deviant behavior of school students; in obtaining new factual material significant for the optimisation of deviant behavior prevention. The practical significance of the research results consists in clarifying the scientific categories and concepts that develop the idea of the conditions of effectiveness of deviant behavior prevention; specification of deviantological competence of teachers. The results can also be taken into account when developing training, retraining and advanced training programmes for teachers. The results of the study differentiated the challenges teachers face with in preventing deviant behavior among school students (into «general» and «specific deviant-preventive» challenges); identified areas of difficulties; and determined typical preventive mistakes made by teachers.