Prevention and correction of students' inclination to addictions and offenses: the role of the teacher's psychological resources

<jats:p>&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Context and relevance.&lt;/strong&gt; Context and relevance. Leading psychological, sociological, and economic theories argue that the most important resource for the development of each country is "human capital." In this context, psychology is interested in the areas of human activity where individuals can maximize their potential by overcoming barriers that hinder the realization of their own resources. &lt;strong&gt;Objective.&lt;/strong&gt;&lt;strong&gt; &lt;/strong&gt;Theoretic-analytical substantiation, experimental verification and integration into the educational process of the school technology of actualization of the resource complex &amp;ldquo;involvement &amp;mdash; involvement&amp;rdquo; for teachers and programs of prevention of addictions and offenses for students. &lt;strong&gt;Hypothesis.&lt;/strong&gt;&lt;strong&gt; &lt;/strong&gt;The prevention of students' inclination to addictions and offenses will be effective when interacting with teachers who have a pronounced involvement in the profession and the ability to involve students in educational activities and a multi-subject community (a developmental model), as opposed to interacting with teachers who function according to an adaptive model, with their inherent low levels of "involvement-engagement" and high levels of professional deformations. &lt;strong&gt;Methods and materials.&lt;/strong&gt; The study involved teachers (n = 34) and high school students (n = 118). Specially designed methodological programs were used for teachers: self-actualization, involvement in activities, professional positions, communication styles, value orientations, and coping behavior; and for students: involvement in activities, prevention of anxiety and aggression, and susceptibility to deviant behavior, addictions, and offenses. &lt;strong&gt;Results.&lt;/strong&gt; The results showed that teachers of the developmental model are characterized by a pronounced involvement in the profession, the ability to involve students in educational activities, in contrast to teachers of the adaptive functioning model with low indicators of &amp;ldquo;involvement &amp;mdash; involvement&amp;rdquo;, which may cause the formation of addictive behavior and delinquency in adolescents. &lt;strong&gt;Conclusions.&lt;/strong&gt;&lt;strong&gt; &lt;/strong&gt;It has been established that one of the main reasons for students' inclination towards addictions and delinquency is the low level of development of the "engagement-involvement" resource complex among teachers, which has negative consequences for students. Technologies and programs for updating the "engagement-involvement" resource complex for teachers and students have been developed and integrated into the school's educational environment.&lt;/p&gt;</jats:p>