Assessment of Psychological Safety of a Situation and Strategy for Coping Behavior in Juvenile Offenders



The article presents the results of the research of subjective prognostic evaluation of the level of psychological safety of a situation and the strategies of coping behavior of adolescent offenders in comparison to adolescents with lawful behavior. Psychological safety of a situation is viewed as an environment resource ensuring the effectiveness of coping strategies used by adolescents in difficult situations. The research sample was comprised of 100 adolescents aged 14-15. It has been revealed that the situations with the lowest level of psychological safety are those associated with breach of confidentiality, betrayal, quarreling with friends and dependence on decisions of others. In their assessment of situations, juvenile offenders show higher levels of psychological safety than adolescents with lawful behavior. The latter have more varied ways of coping behavior than adolescent offenders do. While possessing the same levels of confidence in themselves, the world and other people, the adolescents who commit offences and those with lawful behavior differ both in their estimations of the psychological safety levels of situations and in their strategies for coping with troubles.

General Information

Keywords: psychological safety, juvenile offender, lawful behavior, coping strategies, trust

Journal rubric: Legal Psychology of Childhood


Acknowledgements. The authors are grateful for the assistance in data collection for the study to Rachkovskaya A.A., master student of the Chair of Educational and Developmental Psychology, Herzen State Pedagogical University of Russia.

For citation: Laktionova E.B., Pezhemskaya J.S. Assessment of Psychological Safety of a Situation and Strategy for Coping Behavior in Juvenile Offenders [Elektronnyi resurs]. Psikhologiya i pravo = Psychology and Law, 2021. Vol. 11, no. 3, pp. 62–76. DOI: 10.17759/psylaw.2021110305. (In Russ., аbstr. in Engl.)


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Information About the Authors

Elena B. Laktionova, Doctor of Psychology, Head of the Department of Developmental Psychology and Education, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID:, e-mail:

Julia S. Pezhemskaya, PhD in Psychology, Associate Professor of the Department of Developmental Psychology and Education, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID:, e-mail:



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