Social maladjustment what to do. Conflict with the environment
Disadaptation is the mental state of a person (more often a child than an adult), in which the psychosocial status of the individual does not correspond to the new social environment, which makes it difficult or completely cancels the possibility of adaptation.
There are three types:
Pathogenic maladaptation is a condition that occurs as a result of a violation of the human psyche, with neuropsychiatric diseases and deviations. Such disadaptation is treated depending on the possibility of curing the disease-cause.
Psychosocial maladaptation is the inability to adapt to a new environment due to individual social characteristics, gender and age changes, and the formation of a personality. This type of maladaptation is usually temporary, but in some cases the problem may worsen, and then the psychosocial maladjustment will develop into a pathogenic one.
Social maladaptation is a phenomenon characterized by antisocial behavior and a violation of the socialization process. It also includes educational maladaptation. The boundaries between social and psychosocial maladaptation are very blurred and lie in the particular manifestations of each of them.
Disadaptation of schoolchildren as a type of social inadaptation to the environment
While dwelling on social maladaptation, it is worth mentioning that this problem is especially acute in the early school years. In this regard, another term appears, such as "school maladaptation". This is a situation in which a child, for various reasons, becomes incapable of both building “personality-society” relationships and learning in general.
Psychologists interpret this situation in different ways: as a subspecies of social maladaptation or as an independent phenomenon in which social maladaptation is only the cause of school.
However, excluding this relationship, there are three more main reasons why a child will feel uncomfortable in an educational institution:
Insufficient pre-school preparation;
lack of behavioral control skills in a child;
inability to adapt to the pace of schooling.
All three of them boil down to the fact that school maladjustment is a common phenomenon among first graders, but sometimes it also manifests itself in older children, for example, in adolescence due to personality restructuring or simply when moving to a new educational institution. In this case, maladjustment from social develops into psychosocial.
Among the manifestations of school maladjustment are the following:
Complex academic failure in subjects;
skipping classes for unexcused reasons;
disregard for norms and school rules;
disrespect for classmates and teachers, conflicts;
isolation, unwillingness to make contact.
Psychosocial maladjustment is a problem of the Internet generation
Consider school maladjustment from the point of view of the school age period, and not the educational period in principle. This maladaptation manifests itself in the form of conflicts with peers and teachers, sometimes immoral behavior that violates the rules of conduct in an educational institution or in society as a whole.
A little more than half a century ago, among the causes of this type of inability, there was no such thing as the Internet. Now he is the main reason.
Hikkikomori (hikki, to hiccup, from Japanese for "to break away, to be imprisoned") is a modern term for social adjustment disorder in young people. It is interpreted as a complete avoidance of any contact with society.
In Japan, the definition of "hikkikomori" is a disease, but at the same time, in social circles, it can even be used as an insult. Briefly, it can be stated that being a “hikka” is bad. But that is how things are in the East. In the countries of the post-Soviet space (including Russia, Ukraine, Belarus, Latvia, etc.), with the spread of the phenomenon of social networks, the image of hikkikomori was elevated to a cult. This also includes the popularization of imaginary misanthropy and / or nihilism.
This has led to an increase in the level of psychosocial maladaptation among adolescents. The Internet generation, going through puberty, taking “Hikkovism” as an example and imitating it, runs the risk of actually undermining mental health and starting to show pathogenic maladaptation. This is the essence of the problem of open access to information. The task of parents is to teach the child from an early age to filter the knowledge received and to separate the useful and harmful in order to prevent excessive influence from the latter.
Factors of psychosocial maladaptation
The Internet factor, although considered the basis of psychosocial maladjustment in the modern world, is not the only one.
Other causes of maladaptation:
Emotional disorders in adolescent schoolchildren. This is a personal problem that manifests itself in aggressive behavior, or, on the contrary, in depression, lethargy and apathy. Briefly, this situation can be described by the expression "from one extreme to another".
Violation of emotional self-regulation. This means that a teenager is often unable to control himself, which leads to numerous conflicts and clashes. The next step after this is the maladjustment of adolescents.
Lack of understanding in the family. Constant tension in the family circle does not affect the teenager in the best way, and in addition to the fact that this reason causes the previous two, family conflicts are not the best example for a child how to behave in society.
The last factor touches on the age-old problem of "fathers-children"; this once again proves that parents are responsible for preventing problems of social and psychosocial adaptation.
Depending on the causes and factors, it is conditionally possible to make the following classification of psychosocial maladaptation:
Social and household. A person may not be satisfied with the new conditions of life.
Legal. A person is not satisfied with his place in the social hierarchy and / or in society in general.
Situational role play. Short-term maladaptation associated with an inappropriate social role in a particular situation.
Sociocultural. Inability to accept the mentality and culture of the surrounding society. It often manifests itself when moving to another city / country.
Socio-psychological maladaptation, or failure in personal relationships
Disadaptation in a couple is a very interesting and little-studied concept. Little studied in the sense of just classification, since the problems of maladjustment often worry parents in relation to their children and are almost always ignored in relation to themselves.
However, although rarely, this situation can arise, because personality maladaptation is responsible for this - a generalized term for fitness disorders, which is the best suited for use here.
Disharmony in a couple is one of the reasons for separations and divorces. It includes the incompatibility of characters and outlooks on life, the lack of mutual feelings, respect and understanding. As a result, conflicts, selfish attitude, cruelty, rudeness appear. Relationships become "sick", especially if, due to habit, neither of the couple is going to back down.
Psychologists have also noticed that in families with many children such maladaptation rarely occurs, but its cases become more frequent if the couple lives with their parents or other relatives.
Pathogenic maladaptation: when a disease prevents you from adapting to society
This type, as already mentioned above, occurs with nervous and mental disorders. The manifestation of disadaptation due to illness sometimes becomes chronic, amenable only to temporary relief.
So, for example, oligophrenia is distinguished by the absence of psychopathic inclinations and dispositions for crimes, but the mental retardation of such a patient undoubtedly interferes with his social adaptation.
Diagnosis of the disease before its complete progression.
Correspondence of the curriculum to the abilities of the child.
The focus of the program on labor activity is bringing labor skills to automatism.
Social education.
Pedagogical organization of the system of collective connections and relations of oligophrenic children in the process of any of their activities.
The problems of educating "uncomfortable" students
Among exceptional children, gifted children also occupy a special stage. The problem in raising such children is that talent and a sharp mind are not a disease, so they are not looking for a special approach to them. Often, teachers only exacerbate the situation, provoking conflicts in the team and exacerbating the relationship between "wise men" and their peers.
The prevention of maladaptation of children who are ahead of the rest in intellectual and spiritual development lies in the correct family and school education, aimed not only at developing existing abilities, but also such character traits as ethics, politeness and humanity. It is they, or rather, their absence, that is responsible for the possible "arrogance" and selfishness of little "geniuses".
Autism. Disadaptation of autistic children
Autism is a violation of social development, which is characterized by the desire to withdraw “into oneself” from the world. This disease has no beginning and no end, it is a life sentence. Patients with autism can have both developed intellectual abilities and, conversely, a small degree of developmental retardation. An early sign of autism is the inability of a child to accept and understand other people, to “read” information from them. A characteristic symptom is the avoidance of eye-to-eye gaze.
In order to help an autistic child adapt to the world, parents need to be patient and tolerant, because they often have to face misunderstanding and aggression from the outside world. It is important to understand that their little son/daughter is even more difficult, and he/she needs help and care.
Scientists suggest that social maladaptation of autistic children occurs due to disruptions in the functioning of the left hemisphere of the brain, which is responsible for the emotional perception of the individual.
There are basic rules for how to communicate with a child with autism:
Do not make high demands.
Accept him for who he is. In any circumstance.
Be patient while teaching him. It is in vain to expect quick results, it is necessary to rejoice in small victories as well.
Do not judge or blame the child for his illness. Actually, no one is to blame.
Set a good example for your child. Lacking communication skills, he will try to repeat after his parents, and therefore you should carefully choose your social circle.
Accept that you have to sacrifice something.
Do not hide the child from society, but do not torment him with it.
To devote more time to his upbringing and the formation of personality, and not to intellectual training. Although, of course, both sides are important.
Love him no matter what.
Among the most common personality disorders, one of the symptoms of which is maladaptation, are the following:
OCD (obsessive compulsive disorder). It is described as an obsession, sometimes even contradicting the moral principles of the patient and therefore interfering with the growth of his personality and, consequently, socialization. Patients with OCD are prone to excessive cleanliness and systematization. In advanced cases, the patient is able to "cleanse" his body to the bone. OCD is treated by psychiatrists, there are no psychological indications for it.
Schizophrenia. Another personality disorder in which the patient is unable to control himself, which leads to his inability to interact normally in society.
Bipolar personality disorder. Previously associated with manic-depressive psychosis. A person with BPD occasionally experiences either anxiety mixed with depression, or agitation and high energy, as a result of which he exhibits exalted behavior. It also prevents him from adapting to society.
Deviant and delinquent behavior as one of the manifestations of maladaptation
Deviant behavior is a behavior that deviates from the norm, is contrary to the norms or even denies them. The manifestation of deviant behavior in psychology is called "act".
The move is aimed at:
Checking your own strengths, abilities, skills and abilities.
Testing methods to achieve certain goals. So, aggression, with which you can achieve what you want, with a successful result, will be repeated again and again. Also a striking example are whims, tears and tantrums.
Deviation does not always mean bad deeds. The positive phenomenon of deviation is the manifestation of oneself in a creative way, the disclosure of one's character.
Disadaptation is characterized by negative deviation. It includes bad habits, unacceptable actions or inaction, lies, rudeness, etc.
The next stage of deviation is delinquent behavior.
Delinquent behavior is a protest, a conscious choice of a path against a system of established norms. It is aimed at the destruction and complete destruction of established traditions and rules.
Acts associated with delinquent behavior are often very cruel, antisocial, up to criminal offenses.
Professional adaptation and disadaptation
Finally, it is important to consider maladaptation in adulthood, associated with the collision of the individual with the team, and not with a specific incompatible character.
For the most part, professional stress is responsible for the violation of adaptation in the work team.
In turn, it (stress) can cause the following points:
Invalid working hours. Even paid overtime hours are not able to restore the health of a person's nervous system.
Competition. Healthy competition gives motivation, unhealthy - damage to this very health, causes aggression, depression, insomnia, reduces work efficiency.
Very fast promotion. No matter how pleasant a person is to be promoted, a constant change of scenery, social role, and duties rarely benefits him.
Negative interpersonal relationships with the administration. It is not even worth explaining how constant voltage affects the workflow.
Conflict between work and personal life. When a person has to make a choice between areas of life, it has a negative impact on each of them.
Unstable position at work. In small doses, this allows the bosses to keep their subordinates "on a short leash." However, after some time, this begins to affect relationships in the team. Constant distrust worsens the performance and production of the entire organization.
The concepts of "readaptation" and "readaptation" are also interesting, both differing in the restructuring of the personality due to extreme working conditions. Readaptation is aimed at changing oneself and one's actions to be more suitable in the given conditions. Readaptation also helps a person to return to his normal rhythm of life.
In a situation of professional maladaptation, it is recommended to listen to the popular definition of rest - a change in the type of activity. Active pastime in the air, creative self-realization in art or needlework - all this allows the personality to switch, and the nervous system to make a kind of reboot. In acute forms of violation of working adaptation, long rest should be combined with psychological consultations.
Disadaptation is often perceived as a problem that does not require attention. But she demands it, and at any age: from the smallest in kindergarten to adults at work and in personal relationships. The sooner you start prevention of maladaptation, the easier it will be to avoid such problems in the future. Correction of disadaptation is carried out with the help of work on oneself and sincere mutual assistance of others.
Social maladaptation
This term has firmly entered the life of modern man. Surprisingly, with the development of information technology, many people feel lonely and unadapted to the external conditions of reality. Some get lost in completely ordinary situations and do not know how best to act in this or that case. Currently, cases of depression in young people have become more frequent. It would seem that there is a whole life ahead, but not everyone wants to act actively in it, to overcome difficulties. It turns out that an adult has to re-learn to enjoy life, because he is rapidly losing this skill. The same applies to depression in children who have maladjustment. Today, teenagers prefer virtual communication, to realize their communication needs on the Internet. Computer games and social networks partly replace normal human interaction.Social maladaptation is usually understood as the complete or partial inability of the individual to the conditions of the surrounding reality. A person suffering from maladjustment cannot interact effectively with other people. He either constantly avoids all kinds of contact, or demonstrates aggressive behavior. Social maladaptation is characterized by increased irritability, inability to understand another and accept someone else's point of view.
Social maladaptation occurs when a particular person stops noticing what is happening in the outside world and completely immerses himself in an invented reality, partially replacing his relationship with people. Agree, you can’t completely focus only on yourself. In this case, the possibility of personal growth is lost, since there will be nowhere to draw inspiration, share your joys and sorrows with others.
Causes of social maladaptation
Any phenomenon always has a weighty reason. Social disadaptation also has its reasons. When everything is good inside a person, he is unlikely to avoid communication with his own kind. So maladjustment in one way or another, but always indicates some social disadvantage of the individual. Among the main causes of social maladaptation, the following most common ones should be singled out.
Pedagogical neglect
Another reason is the demands of society, which a particular individual cannot justify in any way. Social maladaptation in most cases appears where there is an inattentive attitude towards the child, lack of proper care and concern. Pedagogical neglect implies that little attention is paid to children, and therefore they can withdraw into themselves, feel unwanted by adults. Having become older, such a person will surely withdraw into himself, go into his inner world, close the door and will not let anyone in. Disadaptation, of course, like any other phenomenon, is formed gradually, over several years, and not instantly. Children who experience a subjective sense of worthlessness at an early age will later suffer from the fact that they are not understood by others. Social maladaptation deprives a person of moral strength, takes away faith in himself and his own abilities. The reason must be sought in the environment. If a child has a pedagogical neglect, it is highly likely that, as an adult, he will experience enormous difficulties with self-determination and in order to find his place in life.
Loss of familiar team
Conflict with the environment
It happens that a particular individual challenges the whole society. In this case, he feels insecure and vulnerable. The reason is that additional experiences fall on the psyche. This state comes as a result of maladjustment. Conflict with others is incredibly exhausting, keeps a person at a distance from everyone. Suspicion, distrust are formed, in general, the character worsens, a completely natural feeling of helplessness arises. Social maladaptation is only a consequence of a person’s wrong attitude to the world, the inability to build trusting and harmonious relationships. Speaking of maladaptation, we should not forget about the personal choice that each of us makes every day.
Types of social maladaptation
Disadaptation, fortunately, does not happen to a person at lightning speed. It takes time for self-doubt to develop, for significant doubts to settle in the head about appearance and the activities performed. There are two main stages or types of maladaptation: partial and complete. The first type is characterized by the beginning of the process of falling out of public life. For example, a person as a result of an illness stops going to work, is not interested in ongoing events. However, he keeps in touch with relatives and possibly friends. The second type of maladjustment is characterized by a loss of self-confidence, a strong distrust of people, a loss of interest in life, any of its manifestations. Such a person does not know how to behave in society, does not represent its norms and laws. He has the impression that he is constantly doing something wrong. Often, both types of social maladaptation suffer people who have some kind of addiction. Any addiction implies separation from society, erasing the usual boundaries. Deviant behavior is always, to one degree or another, associated with social maladaptation. A person simply cannot remain the same when his inner world is destroyed. This means that long-term relationships built with people are being destroyed: relatives, friends, inner circle. It is important to prevent the development of maladaptation in any form.
Features of social maladaptation
Speaking of social maladjustment, one should keep in mind the fact that there are some features that are not as easy to defeat as it might seem at first glance.
Sustainability
A person who has undergone social maladjustment cannot quickly enter the team again, even with a strong desire. He needs time to build his own perspectives, accumulate positive impressions, form a positive picture of the world. The feeling of uselessness and the subjective feeling of being cut off from society are the main features of maladaptation. They will pursue for a long time, not let go of themselves. Maladaptation actually causes a lot of pain to the individual, because it does not allow her to grow, move forward, and believe in the possibilities.
Focus on yourself
Another feature of social maladjustment is a feeling of isolation and emptiness. A person who has a complete or partial maladjustment is always extremely concentrated on his own experiences. These subjective fears form a feeling of uselessness and some detachment from society. A person begins to be afraid to be among people, to make certain plans for the future. Social maladjustment suggests that the personality is gradually destroyed and loses all ties with its immediate environment. Then it becomes difficult to communicate with any people, you want to run away somewhere, hide, dissolve in the crowd.
Signs of social maladaptation
By what signs can one understand that a person has maladjustment? There are characteristic signs indicating that a person is socially isolated, experiencing some trouble.
Aggression
The most striking sign of maladaptation is the manifestation of negative feelings. Aggressive behavior is characteristic of social maladaptation. Since people are outside any team, they eventually lose the skill of communication. A person ceases to strive for mutual understanding, it becomes much easier for her to get what she wants through manipulation. Aggression is dangerous not only for the surrounding people, but also for the person from whom it comes. The fact is that by constantly showing discontent, we destroy our inner world, impoverish it to such an extent that everything begins to seem tasteless and faded, devoid of meaning.
Self care
Another sign of a person's maladjustment to external conditions is pronounced isolation. A person stops communicating, relying on the help of other people. It becomes much easier for him to demand something than to decide to ask for a favor. Social maladaptation is characterized by the absence of well-established connections, relationships and aspirations to make new acquaintances. A person can be alone for a long time, and the longer this goes on, the more difficult it becomes for him to return to the team, to be able to restore broken connections. Withdrawal allows the individual to avoid unnecessary confrontations that could negatively affect mood. Gradually, a person gets used to hiding from people in his usual environment and does not want to change anything. Social maladjustment is insidious in that at first it is not noticed by the individual. When a person himself begins to realize that something is wrong with him, it becomes too late.
social phobia
It is the result of a wrong attitude to life and almost always characterizes any maladaptation. A person ceases to build social ties and over time he does not have close people who would be interested in his internal state. The society never forgives the personality of dissent, the desire to live only for its own sake. The more we tend to focus on our problem, the more difficult it subsequently becomes to leave our cozy and familiar little world, which is already functioning, it would seem, according to our laws. Sociophobia is a reflection of the internal way of life of a person who has undergone social maladaptation. Fear of people, new acquaintances is due to the need to change the attitude towards the surrounding reality. This is a sign of self-doubt and that a person has maladaptation.
Unwillingness to obey the demands of society
Social maladaptation gradually turns a person into a slave of himself, who is afraid to go beyond his own world. Such a person has a huge number of restrictions that prevent him from feeling like a full-fledged happy person. Disadaptation makes you avoid all contact with people, and not just build a serious relationship with them. Sometimes it comes to the point of absurdity: you have to go somewhere, but a person is afraid to go out into the street and comes up with various excuses for himself just not to leave a safe place. This also happens because society dictates its requirements to the individual. Disadaptation forces to avoid such situations. It becomes important for a person only to protect his inner world from possible encroachments by other people. Otherwise, he begins to feel extremely uncomfortable and uncomfortable.
Correction of social maladaptation
The problem of maladjustment must be worked on. Otherwise, it will only increase rapidly and more and more hinder the development of man. The fact is that maladjustment in itself destroys the personality, makes it experience its negative manifestations of certain situations. Correction of social maladjustment consists in the ability to work through internal fears and doubts, to bring out the painful thoughts of a person.
Social contacts
As long as the maladaptation has not gone too far, you should start acting as soon as possible. If you have lost all contact with people, start getting to know each other again. You can communicate everywhere, with everyone and about anything. Don't be afraid to appear stupid or weak, just be yourself. Get yourself a hobby, start attending various trainings, courses that interest you. There is a high probability that it is there that you will meet like-minded people and people who are close in spirit. There is nothing to fear, let things unfold naturally. To constantly be in the team, get a permanent job. It is difficult to live without society, and colleagues will help you solve various work issues.
Dealing with fears and doubts
Someone who suffers from maladjustment necessarily has a whole set of unresolved issues. As a rule, they concern the personality itself. In such a delicate matter, a competent specialist - a psychologist will help. Disadaptation should not be allowed to take its course, it is necessary to control its condition. A psychologist will help you deal with your inner fears, see the world around you from a different angle, and make sure of your own safety. You will not even notice how the problem will leave you.
Prevention of social exclusion
It is better not to take it to extremes and prevent the development of maladaptation. The sooner active measures are taken, the better and calmer you will begin to feel. Disadaptation is too serious to be trifled with. There is always a possibility that a person, having gone into himself, will never return to normal communication. Prevention of social maladjustment consists in the systematic filling of oneself with positive emotions. You should interact with other people as much as possible in order to remain an adequate and harmonious personality.
Thus, social maladaptation is a complex problem that requires close attention. A person who avoids society necessarily needs help. He needs support all the more, the more he feels lonely and unnecessary.
School maladaptation
School maladaptation is a disorder of adaptation of a school-age child to the conditions of an educational institution, in which learning abilities decrease, relationships with teachers and classmates worsen. It most often occurs in younger schoolchildren, but can also occur in children in high school.School maladjustment is a violation of the student's adaptation to external requirements, which is also a disorder of the general ability for psychological adaptation due to certain pathological factors. Thus, it turns out that school maladjustment is a medical and biological problem.
In this sense, school maladaptation acts for parents, educators and doctors as a vector of "illness/health disorder, developmental or behavioral disorder". In this vein, the attitude to the phenomenon of school adaptation is expressed as something unhealthy, which speaks of the pathology of development and health.
A negative consequence of this attitude is a guideline for mandatory testing before a child enters school or to assess the degree of development of a student, in connection with his transition from one educational level to the next, when he is required to show the results of the absence of deviations in the ability to study according to the program offered by teachers and in the school chosen by the parents.
Another consequence is the pronounced tendency of teachers, who cannot cope with the student, to refer him to a psychologist or psychiatrist. Children with adjustment disorder are singled out in a special way, they are given labels that follow from clinical practice into everyday use - "psychopath", "hysteric", "schizoid" and various other examples of psychiatric terms that are absolutely unlawfully used for socio-psychological and educational purposes to cover up and justify the powerlessness, lack of professionalism and incompetence of persons who are responsible for the upbringing, education of the child and social assistance for him.
The appearance of signs of psychogenic adaptation disorder is observed in many students. Some experts believe that approximately 15-20% of students require psychotherapeutic help. It was also found that there is a dependence of the frequency of occurrence of adjustment disorder on the age of the student. In younger schoolchildren, school maladaptation is observed in 5-8% of episodes, in adolescents this figure is much higher and amounts to 18-20% of cases. There is also data from another study, according to which adjustment disorder in students aged 7-9 years is manifested in 7% of cases.
In adolescents, school maladaptation is observed in 15.6% of cases.
Most ideas about the phenomenon of school maladaptation ignore the individual and age specifics of a child's development.
Causes of school maladaptation of students
There are several factors that cause school maladaptation.
Below we will consider what are the causes of school maladjustment of students, among them are:
Insufficient level of preparation of the child for school conditions; lack of knowledge and insufficient development of psychomotor skills, as a result of which the child is slower than others to cope with tasks;
- insufficient control of behavior - it is difficult for a child to sit a whole lesson, silently and without getting up;
- inability to adapt to the pace of the program;
- socio-psychological aspect - the failure of personal contacts with the teaching staff and peers;
- low level of development of functional abilities of cognitive processes.
As the reasons for school maladjustment, there are several more factors that affect the behavior of the student at school and the lack of normal adaptation.
The most influential factor is the influence of the characteristics of the family and parents. When some parents show too emotional reactions to their child's failures in school, they themselves, quite unknowingly, damage the impressionable child's psyche. As a result of such an attitude, the child begins to feel ashamed of his ignorance about a certain topic, and accordingly he is afraid to disappoint his parents the next time. In this regard, the baby develops a negative reaction regarding everything connected with the school, which in turn leads to the formation of school maladaptation.
The second most important factor after the influence of parents is the influence of the teachers themselves, with whom the child interacts at school. It happens that teachers build the learning paradigm incorrectly, which in turn affects the development of misunderstanding and negativity on the part of students. School maladaptation of adolescents is manifested in too high activity, manifestation of their character and individuality through clothes and appearance. If, in response to such self-expressions of schoolchildren, teachers react too violently, then this will cause a negative response from the teenager. As an expression of protest against the educational system, a teenager may face the phenomenon of school maladaptation.
Another influential factor in the development of school maladaptation is the influence of peers. Especially school maladjustment of teenagers is very dependent on this factor.
Teenagers are a very special category of people, which is characterized by increased impressionability. Teenagers always communicate in companies, so the opinion of friends who are in their circle of contacts becomes authoritative for them. That is why, if peers protest the system of education, then it is more likely that the child himself will also join the general protest. Although mostly it concerns more conformal personalities.
Knowing what are the causes of school maladjustment of students, it is possible, if primary signs appear, to diagnose school maladjustment and start working with it in time. For example, if at one moment a student declares that he does not want to go to school, his own level of academic performance decreases, he begins to speak negatively and very sharply about teachers, then it is worth thinking about possible maladaptation. The sooner a problem is identified, the sooner it can be dealt with.
School maladjustment may not even be reflected in the progress and discipline of students, expressed in subjective experiences or in the form of psychogenic disorders. For example, inadequate reactions to stresses and problems that are associated with the disintegration of behavior, the emergence of conflicts with other people, a sharp and sudden decline in interest in the learning process at school, negativism, increased anxiety, and the breakdown of learning skills.
Forms of school maladaptation include the features of the educational activities of primary school students. Younger students most quickly master the subject side of the learning process - skills, techniques and abilities, thanks to which new knowledge is acquired.
Mastering the motivational-need side of learning activity occurs as if in a latent way: gradually assimilating the norms and forms of social behavior of adults. The child does not yet know how to use them as actively as adults, while remaining very dependent on adults in their relationships with people.
If a younger student does not form the skills of educational activities or the method and techniques that he uses and which are fixed in him are not productive enough and not designed to study more complex material, he lags behind his classmates and begins to experience serious difficulties in learning.
Thus, one of the signs of school maladjustment appears - a decrease in academic performance. The reasons may be the individual characteristics of psychomotor and intellectual development, which, however, are not fatal. Many teachers, psychologists and psychotherapists believe that with the proper organization of work with such students, taking into account individual qualities, paying attention to how children cope with tasks of varying complexity, it is possible to eliminate the backlog for several months, without isolating children from the class. in learning and compensating for developmental delays.
Another form of school maladaptation of young students has a strong connection with the specifics of age development. The replacement of the main activity (games are replaced by learning), which occurs in children at the age of six, is carried out due to the fact that only understood and accepted motives for learning under established conditions become effective motives.
The researchers found that among the examined students of the first and third grades, there were those who had a preschool attitude to learning. This means that for them, not so much educational activity came to the fore as the atmosphere at school and all the external attributes that children used in the game. The reason for the emergence of this form of school maladjustment lies in the inattention of parents to their children. External signs of immaturity of educational motivation are manifested as an irresponsible attitude of the student to schoolwork, expressed through indiscipline, despite the high degree of formation of cognitive abilities.
The next form of school maladaptation is the inability to self-control, arbitrary control of behavior and attention. The inability to adapt to school conditions and manage behavior in accordance with accepted norms may be the result of improper upbringing, which has a rather unfavorable effect and exacerbates some psychological characteristics, for example, excitability increases, difficulties arise with concentrating, emotional lability and others.
The main characteristic of the style of family relations with these children is the complete absence of external frameworks and norms that should become means of self-government by the child, or the presence of means of control only outside.
In the first case, this is inherent in those families in which the child is absolutely left to himself and develops in conditions of complete neglect, or families with a “cult of the child”, which means that the child is allowed absolutely everything he wants, and his freedom is not limited.
The fourth form of school maladaptation of younger students is the inability to adapt to the rhythm of life at school.
Most often, it occurs in children with a weakened body and low immunity, children with a delay in physical development, a weak nervous system, with violations of the analyzers and other diseases. The reason for this form of school maladjustment is in the wrong family upbringing or ignoring the individual characteristics of children.
The above forms of school maladaptation are closely related to the social factors of their development, the emergence of new leading activities and requirements. So, psychogenic, school maladaptation is inextricably linked with the nature and characteristics of the relationship of significant adults (parents and teachers) to the child. This attitude can be expressed through communication style. Actually, the style of communication of significant adults with primary school students can become an obstacle in educational activities or lead to the fact that real or imagined difficulties and problems associated with learning will be perceived by the child as incorrigible, generated by his shortcomings and insoluble.
If negative experiences are not compensated, if there are no significant people who sincerely wish well and can find an approach to the child in order to increase his self-esteem, then he will develop psychogenic reactions to any school problems, which, if they occur again, will develop into a syndrome called psychogenic maladjustment.
Before describing the types of school maladjustment, it is necessary to highlight its criteria:
Academic failure in programs that are appropriate for the age and ability of the student, along with characteristics such as repetition, chronic underachievement, lack of general educational knowledge and lack of necessary skills;
- a disorder of the emotional personal attitude to the learning process, to teachers and to life opportunities associated with learning;
- episodic uncorrectable violations of behavior (anti-disciplinary behavior with a demonstrative opposition to other students, neglect of the rules and obligations of life at school, manifestations of vandalism);
- pathogenic maladaptation, which is a consequence of disruption of the nervous system, sensory analyzers, brain diseases and manifestations of various fears;
- psychosocial maladjustment, which acts as age and gender individual characteristics of the child, which determine its non-standard and require a special approach in school conditions;
- social maladaptation (undermining order, moral and legal norms, antisocial behavior, deformation of internal regulation, as well as social attitudes).
There are five main types of manifestation of school maladaptation.
The first type is cognitive school maladaptation, which expresses the failure of the child in the process of learning programs that correspond to the abilities of the student.
The second type of school maladaptation is emotional and evaluative, which is associated with constant violations of the emotional and personal attitude both to the learning process as a whole and to individual subjects. Includes anxiety and worries about problems arising at school.
The third type of school maladaptation is behavioral, it consists in the repetition of violations of forms of behavior in the school environment and training (aggressiveness, unwillingness to make contact and passive-refusal reactions).
The fourth type of school maladjustment is somatic, it is associated with deviations in the physical development and health of the student.
The fifth type of school maladaptation is communicative, it expresses difficulties in establishing contacts, both with adults and with peers.
Prevention of school maladaptation
The first step in the prevention of school adaptation is the establishment of the child's psychological readiness for the transition to a new, unusual regimen. However, psychological readiness is just one of the components of a comprehensive preparation of a child for school. At the same time, the level of existing knowledge and skills is determined, its potentialities, the level of development of thinking, attention, memory are studied, and, if necessary, psychological correction is used.
Parents should be very attentive to their children and understand that during the adaptation period, the student especially needs the support of loved ones and the readiness to go through emotional difficulties, anxieties and experiences together.
The main way to deal with school maladaptation is psychological assistance. At the same time, it is very important that close people, in particular parents, pay due attention to long-term work with a psychologist. In the case of a negative influence of the family on the student, it is worthwhile to correct such manifestations of disapproval. Parents are obliged to remember and remind themselves that any failure of a child in school does not yet mean his collapse in life. Accordingly, you should not condemn him for every bad assessment, it is best to have a careful conversation about the possible causes of failures. Thanks to the preservation of friendly relations between the child and parents, it is possible to achieve a more successful overcoming of life's difficulties.
The result will be more effective if the help of a psychologist is combined with the support of parents and a change in the school environment. In the event that the student's relationship with teachers and other students does not add up, or these people negatively influence him, causing antipathy towards the educational institution, then it is advisable to think about changing the school. Perhaps, in another school institution, the student will be able to become interested in learning and make new friends.
Thus, it is possible to prevent a strong development of school maladjustment or gradually overcome even the most serious maladaptation. The success of the prevention of adjustment disorder at school depends on the timely participation of parents and the school psychologist in resolving the problems of the child.
Prevention of school maladjustment includes the creation of classes of compensatory education, the use of counseling psychological assistance when necessary, the use of psychocorrection, social training, training of students with parents, the assimilation by teachers of the method of correctional and developmental education, which is aimed at educational activities.
School maladjustment of adolescents distinguishes those adolescents who are adapted to school by their very attitude to learning. Adolescents with maladaptation often indicate that it is difficult for them to study, that there are a lot of incomprehensible things in their studies. Adaptive schoolchildren are twice as likely to talk about difficulties in the lack of free time due to being busy with classes.
The approach of social prevention highlights the elimination of the causes and conditions of various negative phenomena as the main goal. With the help of this approach, school maladaptation is corrected.
Social prevention includes a system of legal, socio-ecological and educational activities that are carried out by society to neutralize the causes of deviant behavior that leads to adjustment disorder at school.
In the prevention of school maladaptation, there is a psychological and pedagogical approach, with its help, the qualities of a person with maladaptive behavior are restored or corrected, especially with an emphasis on moral and volitional qualities.
The informational approach is based on the idea that deviations from the norms of behavior occur because children do not know anything about the norms themselves. This approach most of all concerns teenagers, they are informed about the rights and obligations that are presented to them.
Correction of school maladjustment is carried out by a psychologist at the school, but often parents send the child to an individually practicing psychologist, because the children are afraid that everyone will find out about their problems, therefore they are put to a specialist with distrust.
Causes of maladaptation
The main causes of human maladaptation are groups of factors. These include: personal (internal), environmental (external), or both.Personal (internal) factors of a person's maladaptation are associated with insufficient realization of his social needs as a person.
These include:
prolonged illness;
the child's limited ability to communicate with the environment, people and the lack of adequate (taking into account individual characteristics) communication with him from his environment;
long-term isolation of a person, regardless of his age (forced or forced) from the environment of everyday life;
switching to another type of activity (long vacation, temporary performance of other official duties), etc.
Environmental (external) factors of a person's maladjustment are connected with the fact that they are not familiar to him, create discomfort, to some extent restraining personal manifestation.
These should include:
An unhealthy family environment that overwhelms the child's personality. Such an environment may occur in families of the "risk group"; families in which an authoritarian style of upbringing prevails, violence against a child;
lack or insufficient attention to communication with the child on the part of parents and peers;
suppression of the personality by the novelty of the situation (the arrival of the child in kindergarten, school; change of group, class);
suppression of the personality by a group (maladaptive group) - rejection of the child by the collective, microgroup, harassment, violence against it, etc. This is especially true for adolescents. The manifestation of cruelty (violence, boycott) on their part in relation to their peers is a frequent phenomenon;
a negative manifestation of “market education”, when success is measured solely by material wealth. Unable to provide prosperity, a person finds himself in a complex depressive state;
the negative influence of the media in "market education". Formation of interests that do not correspond to age, promotion of the ideals of social well-being and the ease of their achievement. Real life leads to significant disappointment, complexing, maladjustment. Cheap mystical novels, horror films and action films form in the immature person the idea of death as something vague and idealized;
maladaptive influence of an individual, in the presence of which the child experiences great tension, discomfort. Such a person is called a maladaptive (maladaptive child - group) - this is a person (group) who (which) under certain conditions in relation to the environment (group) or an individual acts as a factor of maladjustment (influencing self-manifestation) and, thus, restrains his activity , the ability to fully realize oneself. Examples: a girl in relation to a guy who is not indifferent to her; gyneractive child in relation to the class; difficult to educate, actively playing a provocative role in relation to a teacher (especially a young one), etc.;
overload associated with "care" for the development of the child, not suitable for his age and individual capabilities, etc. This fact occurs when an unprepared child is sent to a school or gymnasium class that does not correspond to his individual capabilities; load the child without taking into account his physical and mental capabilities (for example, playing sports, studying at school, studying in a circle).
Disadaptation of children and adolescents leads to various consequences.
Most often, these consequences are negative, including:
Personal deformations;
insufficient physical development;
impaired mental function;
possible brain dysfunctions;
typical nervous disorders (depression, lethargy or excitability, aggressiveness);
loneliness - a person is alone with his problems. It can be associated with the external alienation of a person or with self-alienation;
problems in relationships with peers, other people, etc. Such problems can lead to the suppression of the main instinct of self-preservation. Unable to adapt to the prevailing conditions, a person can take extreme measures - suicide.
Perhaps a positive manifestation of maladjustment due to a qualitative change in the environment of the life of a child, a teenager of deviant behavior.
Often disapproved children include those who, on the contrary, are themselves a person who seriously influences the adaptation of another person (group of persons). In this case, it is more correct to speak of a maladaptive person, a group.
"Street children" are also often referred to as maladjusted. One cannot agree with such an assessment. These children are better adapted than adults. Even in difficult life situations, they are in no hurry to take advantage of the help offered to them. To work with them, specialists are trained who can convince them and bring them to a shelter or other specialized institution. If such a child is taken away from the street and placed in a specialized institution, then at first he may be maladjusted. After a certain time, it is difficult to predict who will be maladjusted - he or the environment in which he found himself.
High adaptability to the environment of new children with deviant behavior often leads to serious negative problems in relation to the majority of children. Practice shows that there are facts when the appearance of such a child requires the teacher, the educator of certain protective efforts in relation to the entire group (class). Individuals may well have a negative impact on the entire group, contribute to its maladjustment in study and discipline.
All of these factors pose a direct threat primarily to the intellectual development of the child. Difficulties in education, socio-pedagogical neglect pose a danger of maladjustment of the child himself in the field of upbringing, education and training, as well as individuals and groups. Practice convincingly proves that just as the child himself becomes a victim of the maladjustment of the new environment, so under certain conditions he acts as a factor in the maladjustment of others, including the teacher.
Given the predominantly negative impact of maladjustment on the development of the personality of a child, a teenager, it is necessary to carry out preventive work to prevent it.
The main ways to help prevent and overcome the consequences of maladaptation of children and adolescents include:
Creation of optimal environmental conditions for the child;
avoidance of overload in the learning process due to the discrepancy between the level of learning difficulties and the individual capabilities of the child and the organization of the educational process;
support and assistance to children in adapting to new conditions for them;
encouraging the child to self-activation and self-manifestation in the environment of life, stimulating their adaptation, etc.;
creation of an accessible special service for socio-psychological and pedagogical assistance to various categories of the population in a difficult life situation: helplines, offices for socio-psychological and pedagogical assistance, crisis hospitals;
training of parents, teachers and educators in the methodology of work to prevent maladaptation and overcome its consequences;
training of specialists for specialized services of socio-psychological and pedagogical assistance to various categories of people in difficult life situations.
Maladapted children need efforts to provide or help in overcoming it. Such activities are aimed at overcoming the consequences of maladaptation. The content and nature of socio-pedagogical activity is determined by the consequences of maladaptation.
Prevention of maladaptation
Prevention is a whole system of socially, economically, and hygienically directed measures that are carried out at the state level, by individuals and public organizations to ensure a higher degree of public health and prevent diseases.Prevention of social maladaptation is scientifically based and timely actions that are aimed at preventing potential physical, sociocultural, psychological clashes in individual subjects belonging to a risk group, maintaining and protecting people's health, support in achieving goals, and unlocking internal potential.
The concept of prevention is to avoid certain problems. To solve this problem, it is necessary to eliminate the existing causes of risk and increase protective mechanisms. There are two approaches to prevention: one is aimed at the individual, the other - at the structure. In order for these two approaches to be as effective as possible, they should be used in combination. All preventive measures should be directed to the population as a whole, to certain groups and to individuals at risk.
There are primary, secondary and tertiary prevention. Primary - is characterized by a focus on preventing the occurrence of problem situations, on eliminating negative factors and adverse conditions that cause certain phenomena, as well as on increasing the individual's resistance to the effects of such factors. Secondary - is designed to recognize the early manifestations of maladaptive behavior of individuals (there are certain criteria for social maladaptation that contribute to early detection), its symptoms and reduce their actions. Such preventive measures are taken in relation to children from risk groups right before the appearance of problems. Tertiary - is to carry out activities at the stage of an already emerging disease. Those. These measures are taken to eliminate the problem that has already arisen, but along with this, they are also aimed at preventing the emergence of new ones.
Depending on what causes maladjustment, the following types of preventive measures are distinguished: neutralizing and compensatory, measures aimed at preventing the occurrence of situations that contribute to the emergence of maladaptation; elimination of such situations, control of ongoing preventive measures and their results.
The effectiveness of preventive work with maladjusted subjects in most cases depends on the availability of a developed and comprehensive infrastructure, which includes the following elements: qualified specialists, financial and organizational support from regulatory and government authorities, interconnection with scientific departments, a specially created social space for the purpose solving maladaptive problems, which should develop their own traditions, ways of working with maladjusted people.
The main goal of social preventive work should be psychological adaptation and its final outcome - successful entry into the social team, the emergence of a sense of confidence in relationships with members of the collective group and satisfaction with one's own position in such a system of relations. Thus, any preventive activity should be purposeful on the individual as a subject of social adaptation and consist in increasing his adaptive potential, on the environment and on the conditions for the best interaction.
Psychological maladaptation
Relatively recently, in the domestic, mostly psychological literature, the term "disadaptation" appeared, denoting a violation of the processes of human interaction with the environment. Its use is rather ambiguous, which is found, first of all, in assessing the role and place of states of maladaptation in relation to the categories of "norm" and "pathology". Hence, the interpretation of maladaptation as a process that occurs outside of pathology and is associated with weaning from some familiar living conditions and, accordingly, getting used to others, note T.G. Dichev and K.E. Tarasov.Yu.A. Aleksandrovsky defines maladjustment as “breakdowns” in the mechanisms of mental adaptation during acute or chronic emotional stress, which activate the system of compensatory defensive reactions.
In a broad sense, social maladjustment refers to the process of loss of socially significant qualities that impede the successful adaptation of an individual to the conditions of the social environment.
For a deeper understanding of the problem, it is important to consider the relationship between the concepts of social adaptation and social maladaptation. The concept of social adaptation reflects the phenomena of inclusion of interaction and integration with the community and self-determination in it, and the social adaptation of the individual consists in the optimal realization of the internal capabilities of a person and his personal potential in socially significant activities, in the ability, while maintaining himself as a person, to interact with the surrounding society in specific conditions of existence.
The concept of social maladaptation is considered by most authors: B.N. Almazov, S.A. Belicheva, T.G. Dichev, S. Rutter as a process of disturbing the homeostatic balance of the individual and the environment, as a violation of the adaptation of the individual due to the action of various reasons; as a violation caused by a discrepancy between the innate needs of the individual and the limiting requirement of the social environment; as the inability of the individual to adapt to their own needs and claims.
Social maladaptation is a process of loss of socially significant qualities that prevent the individual from successfully adapting to the conditions of the social environment.
In the process of social adaptation, the inner world of a person also changes: new ideas appear, knowledge about the activities in which he is engaged, as a result of which self-correction and self-determination of the personality occur. Undergo changes and self-esteem of the individual, which is associated with the new activity of the subject, its goals and objectives, difficulties and requirements; level of claims, the image of "I", reflection, "I-concept", self-assessment in comparison with others. Based on these grounds, there is a change in the attitude towards self-affirmation, the individual acquires the necessary knowledge, skills and abilities. All this determines the essence of his social adaptation to society, the success of its course.
The position of A.V. Petrovsky, who determines the process of social adaptation as a type of interaction between the individual and the environment, during which the expectations of its participants are also coordinated, is interesting.
At the same time, the author emphasizes that the most important component of adaptation is the coordination of self-assessments and claims of the subject with his capabilities and the reality of the social environment, which includes both the real level and potential opportunities for the development of the environment and the subject, highlighting the individuality of the individual in the process of individualization and integration in this specific social environment through the acquisition of social status and the ability of the individual to adapt to this environment.
The contradiction between the goal and the result, as V.A. Petrovsky suggests, is inevitable, but it is the source of the dynamics of the individual, his existence and development. So, if the goal is not achieved, it encourages to continue activity in a given direction. “What is born in communication turns out to be inevitably different from the intentions and motives of communicating people. If those who enter into communication take an egocentric position, then this is an obvious prerequisite for the breakdown of communication,” A.V. Petrovsky and V.V. Nepalinsky note.
Considering the maladjustment of the personality at the socio-psychological level, R.B. Berezin and A.A. Nalgadzhyan distinguish three main types of maladjustment of the personality):
A) stable situational maladjustment, which occurs when a person does not find ways and means of adaptation in certain social situations (for example, as part of certain small groups), although he makes such attempts - this state can be correlated with the state of ineffective adaptation;
b) temporary maladjustment, which is eliminated with the help of adequate adaptive measures, social and intra-psychic actions, which corresponds to unstable adaptation;
c) general stable maladjustment, which is a state of frustration, the presence of which activates the formation of pathological defense mechanisms.
The result of social disadaptation is the state of disadaptation of the individual.
The basis of maladjusted behavior is the conflict, and under its influence, an inadequate response to the conditions and requirements of the environment is gradually formed in the form of various deviations in behavior as a reaction to systematic, constantly provoking factors that the child cannot cope with. The beginning is the disorientation of the child: he is lost, does not know what to do in this situation, to fulfill this overwhelming demand, and he either does not react in any way, or reacts in the first way that comes across. Thus, at the initial stage, the child is, as it were, destabilized. After a while, this confusion will pass and he will calm down; if such manifestations of destabilization are repeated quite often, then this leads the child to the emergence of a persistent internal (dissatisfaction with himself, his position) and external (in relation to the environment) conflict, which leads to stable psychological discomfort and, as a result of such a state, to maladaptive behavior.
This point of view is shared by many domestic psychologists (B.N. Almazov, M.A. Ammaskin, M.S. Pevzner, I.A. Nevsky, A.S. Belkin, K.S. Lebedinskaya and others). The authors determine deviations in behavior through the prism of the psychological complex of the subject's environmental alienation, and, therefore, not being able to change the environment, the stay in which is painful for him, the awareness of his incompetence prompts the subject to switch to protective forms of behavior, create semantic and emotional barriers in relation to others, decrease in the level of claims and self-esteem.
These studies underlie the theory that considers the compensatory capabilities of the body, where social maladaptation is understood as a psychological state caused by the functioning of the psyche at the limit of its regulatory and compensatory capabilities, expressed in insufficient activity of the individual, in the difficulty of realizing his basic social needs (the need for communication, recognition , self-expression), in violation of self-affirmation and free expression of one's creative abilities, in inadequate orientation in a communication situation, in a distortion of the social status of a maladjusted child.
Social maladaptation is manifested in a wide range of deviations in the behavior of a teenager: dromomania (vagrancy), early alcoholism, substance abuse and drug addiction, venereal diseases, illegal actions, violations of morality. Adolescents experience painful growing up - the gap between adult and childhood - a certain void is created that needs to be filled with something.
Social maladaptation in adolescence leads to the formation of poorly educated people who do not have the skills to work, create a family, and be good parents. They easily cross the border of moral and legal norms. Accordingly, social maladaptation is manifested in asocial forms of behavior and deformation of the system of internal regulation, reference and value orientations, and social attitudes.
Within the framework of foreign humanistic psychology, the understanding of maladjustment as a violation of adaptation - a homeostatic process is criticized, and a position is put forward on the optimal interaction of the individual and the environment.
The form of social maladaptation, according to their concepts, is as follows: conflict - frustration - active adaptation. According to K. Rogers, maladaptation is a state of inconsistency, internal dissonance, and its main source lies in the potential conflict between the attitudes of the “I” and the direct experience of a person.
Social maladaptation is a multifaceted phenomenon, which is based on not one, but many factors. Some of these experts include:
customized;
psychological and pedagogical factors (pedagogical neglect);
socio-psychological factors;
personal factors;
social factors.
Individual factors acting at the level of psychobiological prerequisites that impede the social adaptation of an individual: severe or chronic somatic diseases, congenital deformities, disorders of the motor sphere, disorders and decreased functions of sensory systems, unformed higher mental functions, residual-organic lesions of the central nervous system with cerebrovascular disease, decreased volitional activity , purposefulness, productivity of cognitive processes, motor disinhibition syndrome, pathological character traits, pathological ongoing puberty, neurotic reactions and neurosis, endogenous mental illness. Particular attention is paid to the nature of aggressiveness, which is the root cause of violent crimes. The suppression of these drives, the rigid blocking of their implementation, starting from early childhood, gives rise to feelings of anxiety, inferiority and aggressiveness, which leads to socially maladaptive forms of behavior.
One of the manifestations of the individual factor of social maladaptation is the emergence and existence of psychosomatic disorders. At the heart of the formation of psychosomatic maladjustment of a person is a violation of the function of the entire adaptation system.
Psychological and pedagogical factors (pedagogical neglect), manifested in defects in school and family education. They are expressed in the absence of an individual approach to the teenager in the classroom, the inadequacy of the educational measures taken by teachers, the unfair, rude, offensive attitude of the teacher, the underestimation of grades, the denial of timely assistance with justified skipping classes, in a misunderstanding of the student's state of mind. This also includes the difficult emotional climate in the family, the alcoholism of parents, the family's disposition against the school, school maladjustment of older brothers and sisters. Socio-psychological factors that reveal the unfavorable features of the interaction of a minor with his immediate environment in the family, on the street, in the educational team. One of the important social situations for an individual is the school as a whole system of relationships that are significant for a teenager. The definition of school maladaptation means the impossibility of adequate schooling according to natural abilities, as well as adequate interaction of a teenager with the environment in the conditions of an individual microsocial environment in which he exists. At the heart of the emergence of school maladaptation are various factors of a social, psychological and pedagogical nature. School maladjustment is one of the forms of a more complex phenomenon - the social maladaptation of minors.
Personal factors that are manifested in the active selective attitude of the individual to the preferred environment of communication, to the norms and values of his environment, to the pedagogical influences of the family, school, community, in personal value orientations and personal ability to self-regulate their behavior.
Value-normative representations, that is, ideas about legal, ethical norms and values that perform the functions of internal behavioral regulators, include cognitive (knowledge), affective (relationships) and volitional behavioral components. At the same time, the antisocial and illegal behavior of an individual can be due to defects in the system of internal regulation at any - cognitive, emotional-volitional, behavioral - level.
Social factors: unfavorable material and living conditions of life, determined by the social and socio-economic conditions of society. Social neglect compared to pedagogical is characterized, first of all, by a low level of development of professional intentions and orientations, as well as useful interests, knowledge, skills, even more active resistance to pedagogical requirements and the requirements of the team, unwillingness to reckon with the norms of collective life.
The provision of professional socio-psychological and pedagogical support to maladjusted adolescents requires serious scientific and methodological support, including general theoretical conceptual approaches to considering the nature and nature of maladjustment, as well as the development of specialized correctional tools that can be used in work by adolescents of different ages and various forms of maladjustment .
The term "correction" literally means "correction". Correction of social maladjustment is a system of measures aimed at correcting the shortcomings of socially significant qualities and human behavior with the help of special means, psychological impact.
Currently, there are various psychosocial technologies for the correction of maladjusted adolescents. At the same time, the main emphasis is placed on the methods of game psychotherapy, graphic techniques used in art therapy and socio-psychological training aimed at correcting the emotional and communicative sphere, as well as on the formation of conflict-free empathic communication skills. In adolescence, the problem of maladjustment, as a rule, is associated with trouble in the system of interpersonal relations, therefore the development and correction of communication skills and abilities is an important area of the general correctional rehabilitation program.
The corrective impact is carried out taking into account the positive development trends in the "cooperative-conventional" and "responsibly-generous" types of interpersonal relationships identified in the "I-ideal" adolescents, which act as personal coping resources necessary for mastering more adaptive strategies of coping behavior when overcoming critical situations of existence.
Thus, social maladjustment is a process of loss of socially significant qualities that prevent the individual from successfully adapting to the conditions of the social environment. Social disadaptation is manifested in asocial forms of behavior and deformation of the system of internal regulation, reference and value orientations, and social attitudes.
Correction of maladaptation
The implementation of the “Program for the Prevention and Correction of School Disadaptation in Preschool and General Education Institutions (Consultative, Diagnostic, Correctional and Rehabilitation Aspects)” was launched as part of the research program “Scientific and Methodological Support for the Development of the Education System”.The program is working in the following areas:
Pedagogical diagnosis of maladaptive disorders in preschool children at the time of entering school and in the learning process;
- socio-psychological monitoring as a means of accompanying children at risk for school maladaptation;
- organizing the activities of the school council in the system of comprehensive support for children with school maladjustment, social and psychological assistance to children and families (including children with addictive behavior);
- identification of children at risk of further school maladjustment and preventive (developing-correctional) measures in preschool educational institutions.
Within the framework of the program, a methodological analysis of the necessary regulatory and working documentation is carried out, the most optimal forms and means of psychological and pedagogical diagnostics, author's methods of correctional and developmental education and rehabilitation assistance for socially maladjusted children are developed. Now in our country there are practically no documents and recommendations that regulate various aspects of the interaction of specialists involved in the correction of children with school maladaptation, and there is also no continuity in the work of preschool and general education correctional and rehabilitation institutions.
School maladaptation is any mismatch of the child with the requirements that the educational space imposes on him. The initial cause of disadaptation is in the somatic and mental health of the child, that is, in the organic state of the central nervous system, the neurobiological patterns of the formation of brain systems. All sorts of difficulties that arise in a child in a preschool educational institution are superimposed on this, which naturally leads to the formation of school maladaptation. There is also a danger of maladjustment when a child works at the limit of his physiological and mental capabilities.
Compliance with the principle of continuity of preschool and primary general education contributes to the best adaptation of the child to schooling. It implements the provisions of the Law of the Russian Federation "On Education", which stipulates that educational programs at different levels should be successive. The principle of continuity is ensured through the selection of content that is adequate to the basic directions of the development of the child (socio-emotional, artistic and aesthetic, etc.), as well as the focus of pedagogical technologies on the development of cognitive activity, creativity, communication and other personal qualities that correspond to the goals of preschool education and grounds for succession with the next degree of education. Excludes the possibility of duplication of the content, means and methods of schooling in preschool education.
The fundamental component of the prevention of school maladaptation is the preservation of the health of future first-graders, the formation of a culture of health and the foundations of a healthy lifestyle. The prevalence of pathologies and morbidity among preschool children increases annually by 4-5%, with the most pronounced increase in functional disorders, chronic diseases and abnormalities in physical development occurring during the period of systematic education. There is evidence that the health of a child during schooling is deteriorating, almost 1.5–2 times. All work with children of preschool and primary school age should proceed from the principle of "do no harm" and be aimed at maintaining the health, emotional well-being and development of the individuality of each child. It is necessary to improve the educational process by providing its medical support, and to put continuity in the work of the polyclinic and preschool educational institution as a basis. And it is also necessary to develop a system of socio-psychological monitoring, which makes it possible to identify children who are at the limit of their capabilities.
The main areas of work under this program:
1. Creation of a health-saving - adaptive educational environment in educational institutions, ensuring early diagnosis and correction, consistent socialization and integration of these children into a mass school.
2. Health saving orientation of forms, means and methods of physical education of children:
- Implementation of an individual approach to each child in the educational process, depending on the characteristics (social-psychological, physical, emotional) of his state of health.
- Psychological, medical and pedagogical support and correctional work.
- Creation of a developing subject-spatial environment and conditions for the formation of a valeological culture of a preschooler, introducing him to the values of a healthy lifestyle.
- Information and methodological support of the subjects of the educational process on the problems of the formation of valeological culture.
- Involving the family in the formation of a healthy lifestyle and health culture in children.
- The selection of pedagogical technologies, taking into account the age characteristics of children and their functional capabilities at this stage of development, the modernization of the content of the work based on the introduction of personality-oriented technologies, the rejection of the "school" type of education for preschoolers, the introduction of elements of creative pedagogy.
3. Preventive work provides for a set of measures for the rehabilitation of children with diseases of the musculoskeletal system and central nervous system (physiotherapy procedures, exercise therapy using modern technologies and equipment, swimming in the pool, oxygen cocktail and balanced nutrition, orthopedic regimen, flexible motor regimen).
Along with the preservation and promotion of health, an important component of the prevention of maladjustment is to ensure timely and full-fledged mental development - this is an orientation towards the development of the individual, his cognitive and creative abilities, and this requires a new approach to the content and organization of work with children.
Introducing children to the accumulated experience and achievements of mankind, through scientifically based, specific methods and systems for the use of game components at different stages and in different types of children's activities;
- pedagogical assistance to the actual mental development of children.
From the experience of organizing this work:
A system of psychological and pedagogical support for the family in the process of preparing a child for school has been organized and successfully operates in a preschool institution.
- A data bank has been created on the individual characteristics of graduates of preschool educational institutions - age characteristics and psychological and pedagogical ideas.
- Psychological and pedagogical monitoring of the social, personal and cognitive development of preschoolers during the year is carried out, diagnostic tools have been developed.
- A program of individual support for the child has been developed.
- There is a psychological-pedagogical council for bringing children to school.
- A school was organized for parents of future first-graders: a bank of methodological and didactic materials was created for organizing family education, as well as on the adaptation of the child to school education, ways to overcome emerging problems, mastering the methods of psychological support for the child on the threshold of schooling; a study and analysis of parents' opinions on the relevance of the problem of succession is underway, a data bank on the families of pupils has been created, a lecture hall "How to maintain a child's health by grade 1" is working.
The third component in this preventive work is providing the system of preschool education with highly qualified personnel, their support by the state and society.
Approval of the status of preschool education as the first stage of general education.
Strengthening state support for stimulating the work of pedagogical and managerial workers of preschool education.
Improving the professionalism of teaching staff.
Maladaptation of teenagers
The process of socialization is the introduction of a child into society. This process is characterized by complexity, multifactoriality, multidirectionality and poor forecasting in the end. The process of socialization can last a lifetime. It is also not necessary to deny the impact of the innate qualities of the body on personal properties. After all, the formation of personality occurs only as the person is included in the surrounding society.One of the prerequisites for the formation of personality is interaction with other subjects that transfer accumulated knowledge and life experience. This is accomplished not through a simple mastery of social relations, but as a result of a complex interaction of social (external) and psychophysical (internal) inclinations of development. And it represents the cohesion of socially typical features and individually significant qualities. From this it follows that the personality is socially conditioned, develops only in the process of life, in changing the child's attitude to the surrounding reality. From this we can conclude that the degree of socialization of an individual is determined by a variety of components that, in combination, add up the general structure of the influence of society on a single individual. And the presence of certain defects in each of these components leads to the formation of social and psychological qualities in the individual, which can lead the individual in specific circumstances to conflict situations with society.
Under the influence of socio-psychological conditions of the external environment and in the presence of internal factors, the child develops disadaptation, which manifests itself in the form of abnormal - deviant behavior. Social maladaptation of adolescents arises from violations of normal socialization and is characterized by a deformation of the reference and value orientations of adolescents, a decrease in the significance of the referent character and alienation, first of all, from the influence of teachers at school.
Depending on the degree of alienation and the depth of the resulting deformations of value and reference orientations, two phases of social maladaptation are distinguished. The first phase consists in pedagogical neglect and is characterized by alienation from the school and the loss of referential significance in the school, while maintaining a sufficiently high reference in the family. The second phase is more dangerous and is characterized by alienation from both school and family. Communication with the main institutions of socialization is lost. There is an assimilation of distorted value-normative ideas and the first criminal experience appears in youthful groups. The result of this will not only be a backlog in school, poor academic performance, but also an increasing psychological discomfort experienced by adolescents in school. This pushes adolescents to search for a new, non-school environment of communication, another reference group of peers, which subsequently begins to play a leading role in the process of adolescent socialization.
Factors of social maladaptation of adolescents: displacement from the situation of personal growth and development, neglect of the personal desire for self-realization, self-assertion in a socially acceptable way. The consequence of disadaptation will be psychological isolation in the communicative sphere with the loss of a sense of belonging to its own culture, the transition to attitudes and values that dominate the microenvironment.
Unmet needs can lead to increased social activity. And it, in turn, can result in social creativity and this will be a positive deviation, or it will manifest itself in antisocial activity. If she does not find a way out, she may rush in search of a way out in addiction to alcohol or drugs. In the most unfavorable development - a suicidal attempt.
The current social and economic instability, the critical state of health and education systems not only does not contribute to the comfortable socialization of the individual, but also exacerbates the processes of maladaptation of adolescents associated with problems in family education, which lead to even greater anomalies in the behavioral reactions of adolescents. Therefore, the process of socialization of adolescents is becoming increasingly negative. The situation is aggravated by the spiritual pressure of the criminal world and their values, and not civil institutions. The destruction of the main institutions of socialization leads to an increase in juvenile delinquency.
Also, the sharp increase in the number of maladjusted adolescents is influenced by the following social contradictions: indifference to smoking in high school, the lack of an effective method of combating absenteeism, which today have practically become the norm of school behavior, along with the ongoing reduction in educational and preventive work in state organizations and institutions that engage in leisure and upbringing of children; replenishment of juvenile gangs of criminals at the expense of adolescents who have dropped out of school and are lagging behind in their studies, along with a decrease in the social relationships of the family with teachers. This makes it easier for teenagers to establish contacts with criminal gangs of minors, where illegal and deviant behavior is freely developed and welcomed; crisis phenomena in society, which contribute to the growth of anomalies in the socialization of adolescents, along with the weakening of the educational influence on adolescents of social groups that should carry out education and public control over the actions of minors.
Consequently, the growth of maladjustment, deviant actions, juvenile delinquency is the result of the global social alienation of children and youth from society. And this is a consequence of the violation of the direct processes of socialization, which began to be uncontrollable, spontaneous in nature.
Signs of social maladjustment of adolescents associated with such an institution of socialization as a school:
The first sign is poor progress in the school curriculum, which includes: chronic poor progress, repetition, insufficiency and fragmentation of the acquired general educational information, i.e. lack of a system of knowledge and skills in education.
The next symptom is systematic violations of an emotionally colored personal attitude to learning in general and some subjects in particular, to teachers, life prospects associated with learning. Behavior can be indifferent-indifferent, passive-negative, demonstratively dismissive, etc.
The third sign is regularly repeated anomalies of behavior in the process of schooling and in the school environment. For example, passive-refusal behavior, non-contact, complete rejection of school, stable behavior with a violation of discipline, characterized by oppositional defiant actions and including active and demonstrative opposition of one's personality to other students, teachers, disregard for the rules adopted at school, vandalism at school .
Personality maladaptation
Disadaptation of the personality - the concept of the concept of the general adaptation syndrome G. Selye. According to this concept, the conflict is seen as a consequence of the discrepancy between the needs of the individual and the limiting requirements of the social environment. As a result of this conflict, the state of personal anxiety is actualized, which, in turn, includes defensive reactions that act on the unconscious level (in response to anxiety and a violation of internal homeostasis, the Ego mobilizes personal resources).Thus, the degree of adaptation of a person with this approach is determined by the nature of her emotional well-being. As a result, two levels of adaptation are distinguished: adaptability (the absence of anxiety in a person) and non-adaptation (its presence).
The most important indicator of maladaptation is the lack of "degrees of freedom" of an adequate and purposeful response of a person in a psycho-traumatic situation due to a breakthrough of a functional-dynamic formation, an adaptation barrier, which is strictly individual for each person. The adaptation barrier has two bases - biological and social. In a state of mental stress, the barrier of an adapted mental response approaches an individual critical value. At the same time, a person uses all the reserve possibilities and can carry out especially complex activities, foreseeing and controlling his actions and not experiencing anxiety, fear and confusion that prevent adequate behavior. Prolonged and especially sharp tension in the functional activity of the barrier of mental adaptation leads to its overstrain, which manifests itself in preneurotic states, expressed only in some of the mildest disorders (increased sensitivity to common stimuli, slight anxiety tension, anxiety, elements of lethargy or fussiness in behavior, insomnia, etc.) . They do not cause changes in the purposefulness of human behavior and the adequacy of his affect, they are temporary and partial.
If the pressure on the barrier of mental adaptation increases and all its reserve possibilities are exhausted, then the barrier is torn - the functional activity as a whole continues to be determined by the previous "normal" indicators, however, the broken integrity weakens the possibilities of mental activity, which means that the scope of adaptive-adapted mental activity narrows and appears qualitatively and quantitatively new forms of adaptive and protective reactions. In particular, there is an unorganized and simultaneous use of many "degrees of freedom" of action, which leads to a reduction in the boundaries of adequate and purposeful human behavior, that is, to neurotic disorders.
The symptoms of adjustment disorder do not necessarily begin immediately and do not disappear immediately after the stress is removed.
Adaptation reactions can proceed:
1) with a depressive mood;
2) with an anxious mood;
3) mixed emotional traits;
4) with behavioral disorder;
5) with violation of work or study;
6) with autism (without depression and anxiety);
7) with physical complaints;
8) as atypical reactions to stress.
Adjustment disorders include the following:
A) disruption in professional activities (including schooling), in normal social life or in relationships with others;
b) symptoms that go beyond the norm and expected reactions to stress.
Pedagogical maladaptation
Adaptation (lat. abapto-I adapt). Adaptability, the ability to adapt in different people is different. It reflects the level of both innate and acquired in the course of life qualities of the individual. In general, there is a dependence of adaptability on the physical, psychological, moral health of a person.Unfortunately, children's health indicators have been declining in recent decades. The prerequisites for this phenomenon are:
1) violation of the ecological balance in the environment,
2) the weakening of the reproductive health of girls, the physical and emotional overload of women,
3) the growth of alcoholism, drug addiction,
4) low culture of family education,
5) insecurity of certain groups of the population (unemployment, refugees),
6) shortcomings in medical care,
7) imperfection of the system of preschool education.
Czech scientists I. Langmeyer and Z. Mateychek distinguish the following types of mental deprivation:
1. motor deprivation (chronic physical inactivity leads to emotional lethargy);
2. sensory deprivation (lack or monotony of sensory stimuli);
3. emotional (maternal deprivation) - orphans, unwanted children, abandoned children experience it.
The educational environment is of the greatest importance in early preschool childhood.
The child's entry into school is the moment of his socialization.
In order to determine the optimal preschool age for a child, regimen, form of education, teaching load, it is necessary to know, take into account and correctly assess the adaptive capabilities of the child at the stage of his admission to school.
Indicators of a low level of adaptive abilities of a child can be:
1. deviations in psychosomatic development and health;
2. insufficient level of social and psychological and pedagogical readiness for school;
3. unformed psycho-physiological and psychological prerequisites for educational activity.
Let's look at each indicator specifically:
1. Over the past 20 years, the number of children with chronic pathology has more than quadrupled. The majority of poorly performing children have somatic and mental disorders, they have increased fatigue, reduced performance;
2. signs of insufficient social and psychological and pedagogical readiness for school:
a) unwillingness to go to school, lack of educational motivation,
b) insufficient organization and responsibility of the child; inability to communicate, behave appropriately,
c) low cognitive activity,
d) limited horizons,
e) low level of speech development.
3) indicators of the lack of formation of psychophysiological and mental prerequisites for educational activity:
a) unformed intellectual prerequisites for educational activity,
b) underdevelopment of voluntary attention,
c) insufficient development of fine motor skills of the hand,
d) unformed spatial orientation, coordination in the “hand-eye” system,
e) low level of development of phonemic hearing.
2. Children at risk.
Individual differences between children, due to varying degrees of development of aspects of their individuality that are significant for adaptation, different health conditions, appear from the very first days of being at school.
1 group of children - entry into school life occurs naturally and painlessly. Quickly adapt to the school regime. The process of learning goes against the backdrop of positive emotions. High level of social qualities; high level of development of cognitive activity.
Group 2 children - the nature of adaptation is quite satisfactory. Individual difficulties may arise in any of the areas of school life that is new to them; over time, the problems are smoothed out. Good preparation for school, a high sense of responsibility: they quickly get involved in educational activities, successfully master the educational material.
3 group of children - working capacity is not bad, but noticeably decreases by the end of the day, week, there are signs of overwork, malaise.
Cognitive interest is underdeveloped, appears when knowledge is given in a playful, entertaining way. Many of them do not have enough study time (at school) to master knowledge. Almost all of them additionally work with their parents.
4th group of children - difficulties of adaptation to school are clearly manifested. The performance is reduced. Fatigue builds up quickly inattention, distractibility, exhaustion of activity; uncertainty, anxiety; problems in communication, constantly offended; most of them have poor performance.
Group 5 children - adaptation difficulties are pronounced. The performance is low. Children do not meet the requirements of regular classes. Socio-psychological immaturity; persistent difficulties in learning, lagging behind, poor progress.
6th group of children - the lowest stage of development.
Children of groups 4-6, to varying degrees, are in a situation of pedagogical risk of school and social maladaptation.
Factors of school maladaptation
School maladjustment - "school inadaptation" - any difficulties, violations, deviations that a child has in his school life. “Socio-psychological maladaptation” is a broader concept.
Pedagogical factors leading to school maladaptation:
1. inconsistency of the school regime and sanitary and hygienic conditions of education with the psychophysiological characteristics of children at risk.
2. The discrepancy between the pace of study work in the lesson and the learning abilities of children at risk lag behind their peers by 2-3 times in terms of the pace of activity.
3. extensive nature of training loads.
4. predominance of negative evaluative stimulation.
Conflict relations in the family, arising from the educational failures of schoolchildren.
4. Types of adaptive disorders:
1) the pedagogical level of school maladjustment of the problem in teaching),
2) the psychological level of school maladjustment (feeling of anxiety, insecurity),
3) the physiological level of school maladaptation (the negative impact of school on children's health).
Behavioral maladaptation
Since the vast majority of minors attend educational institutions, the concept of "social maladjustment" is substantiated by many researchers as an independent phenomenon that is formed as a result of a discrepancy between the sociopsychological or psychophysiological status of the child and the requirements of the social situation of schooling. At the same time, the degree and nature of social maladjustment is considered as a system-forming criterion in compiling a socio-psychological typology of educational difficulties and defining the concept of "education difficulties" as some resistance to pedagogical influence associated with difficulties in mastering certain social norms.Exploring the phenomenon of maladaptation, Belicheva S.A. separates the concepts of "pedagogical neglect" and "social neglect": the first is considered by her as a partial social maladaptation, which manifests itself mainly in the conditions of the educational process, and the second as a complete social maladjustment, characterized by a wider level of development of professional intentions and orientations, useful interests , knowledge, skills, more active resistance to pedagogical requirements 7. Analyzing the factors that determine the manifestations of maladjustment, Belicheva S. A. identifies pathogenic, associated with deviations in psychological development, and psychological, due to gender, age and individual psychological characteristics of a minor.
Some researchers, regardless of the type or type of maladjustment, consider this phenomenon as alienation from the school society, accompanied by a deformation of holistic and referential orientations, as the loss of the position of a schoolchild by adolescents and their lack of vision of their future associated with learning.
Analyzing maladaptation in the conditions of the pedagogical process of the school, researchers use the concept of "school maladaptation" (or "school inadaptation"), defining them any difficulties that students have in the process of schooling, including difficulties in the process of mastering knowledge and various violations of school norms of behavior . However, as special studies show, the teacher is only able to state the fact of a student's poor progress and cannot correctly determine its true causes if he is limited in his assessments to the framework of traditional pedagogical competence, which gives rise to the inadequacy of pedagogical influences. Kondakov I.E. in his research confirms that more than 80% of cases of aggression in children are based on problems associated with the child's poor performance in "the main activity during the formation of character - in teaching." The “trigger mechanism” for the formation of these problems is the discrepancy between the pedagogical requirements imposed on the child and his ability to satisfy them.
Murachkovsky N. I. bases the division of underachieving schoolchildren on various combinations of two main complexes of personality traits: mental activity associated with learning ability, and the orientation of the personality, including the attitude to learning, the "internal position" of the student. So, if the low quality of mental processes (analysis, synthesis, comparison, generalization, etc.) is combined with a positive attitude to learning and "maintaining the position" of the student, there is a "reproductive approach" to solving mental problems, which leads to serious difficulties in connection with the need to master the learning material.
This type of underachievers is heterogeneous in composition:
1. Students who are characterized by the desire to compensate for failure in academic work with the help of practical activities: games, music lessons, singing.
2. Students who are characterized by the desire to avoid any difficulties in their educational work and the desire to achieve success by means that are not consistent with the norms of the student's behavior (they cheat, use a hint, etc.). Unlike children of the first subtype (who, while experiencing difficulties, still try to understand the specific meaning of the task), these children do not make such an attempt, a mechanical reproduction of knowledge.
The views of Maksimova M.V. deserve special attention, who considers 4 groups of children with different types of adaptation through medium and low to maladaptation: “A favorable combination of social external conditions and the child’s activity leads to a positive result - adaptation, an unfavorable course - to maladaptation.” The phenomenon of disadaptation is characterized as a very low level of development of voluntary attention and lack of motivation in the presence of satisfactory and unsatisfactory marks, the presence of inadequate self-esteem and problems in communication.
Research by psychologists and teachers reveals the causes of deviations in the behavior and various personal manifestations of schoolchildren. Thus, Raisky B. F. pays attention to the psychological and pedagogical characteristics of children and adolescents, age factors, which, under certain conditions, can cause deviant behavior. Analyzing pedagogical practice, I. V. Dubrovina shows that if a failure occurs at one of the age levels, the normal conditions for the development of the child are violated, in subsequent periods the attention and efforts of adults (a team of teachers and parents) will be forced to focus on correction.
The studies of Akimova M.K., Gurevich K.M., Zakharkina V.G. show that the reasons for the failure to assimilate knowledge in some minors can be associated not only with responsibility, poor attention, poor memory, but also with natural genotypic features that are not taken into account in the implementation of educational tasks by the teacher. Consequently, the researchers note, it is necessary to find such an organization of the educational process that would allow these students to master the solution of educational problems.
Researchers also note individual variants of the development of minors who are lagging behind the age norm, which in the end result - if this fact is ignored and no compensatory conditions are created - can also be a prerequisite for the emergence of school maladaptation.
Lebedinskaya K. S., studying the causes of maladaptation, reveals special signs in the emotional, motor, cognitive sphere, behavior and personality as a whole, which at various stages of the mental formation of a child contribute to maladaptation in adolescence and can be diagnosed in a timely manner before its first signs appear.
Buyanov M.I., being a child psychiatrist, quite interestingly approaches the problem of maladjusted children, considering it from the position of deprivation, which occurs in a situation where the subject is deprived of the opportunity to satisfy his human psychological needs sufficiently and for quite a long time. At the same time, considering emotional deprivation (prolonged emotional isolation), the researcher notes that it is often equated with the term “lack of maternal care”, which “includes the concept of social deprivation, i.e. the result of insufficient social influences (neglect, vagrancy, isolation from mentally healthy people).
M. I. Buyanov’s research is based on the identification of causal relationships between the problems of a child’s development, his psychological health and the conditions of his upbringing. “All or almost all borderline neuropsychiatric disorders in children and adolescents,” the researcher writes, “are somehow related to the problem of family well-being or trouble.” In his opinion, dysfunctional families form dysfunctional children.
The role of the family as a determining factor in the formation of various deviations in children is studied by Vernitskaya N. N., Grishchenko L. A., Titov B. A., Feldshtein D. I., Shitova V. I. and others. education gives rise to researchers the term "dangerous treatment syndrome", which determines the level of harm to the child, not only physical injuries from parents, but also psychological ones. Various types of deprivation: social (including parental attention), sensory, motor, cognitive, which lead to deviations in behavior, are considered by Dubrovina I. V., Prikhozhan A. M., Yustitsky V. A., Eidemiller E. G. and etc.
A peculiar look at the causes leading to deviant behavior can be found in the studies of Potaki F., who proves that the cause of deviance has a historical development and a culturally determined manifestation: the presence of conflicts, rivalry and contradictions in the sphere of interests in everyday relations of people. Potaki F. introduces the concept of "predeviant syndrome", defining it as a complex of certain symptoms (affective type of behavior, difficult schoolchildren, aggressive forms of behavior, family conflicts, low intelligence, negative attitude to learning), which leads the individual to community with other individuals, having similar features. As a result, microgroups (small groups) are formed with a negative focus on the educational process, which was the source of the formation of these deviations.
Of particular interest to specialists working with maladjusted adolescents is the classification of types of behavioral disorders that “disintegrate the personality in socio-psychological terms” Korolenko Ts. P. and Donskikh T. A., who proposed a classification of so-called destructive behavior: addictive, antisocial, conformist, narcissistic, fanatical, autistic. And although here we are talking about adults, pedagogical observations of teachers-practitioners indicate the presence of similar types of deviations identified by researchers, and in adolescents with deviant manifestations, since adolescence is characterized by copying adult behavior models.
Leonova L. G. explores the problem of destruction in the form of addictive behavior in adolescents, noting that the destructive nature of the mechanisms common to all types of addictive behavior is underestimated, which, most often, is based on the desire to escape reality.
According to Chesnokova G. S., destructive personality traits prevent the child from successfully entering a new situation of interpersonal interaction and determine the formation of stable integrated personal formations (primarily such as self-esteem and the level of claims), which are capable of determining the mode of social behavior of an individual for a long time, subordinating his most frequent psychological characteristics.
A significant place in modern research is given to a comprehensive study of personality deformations of adolescents, leading to such a form of maladjustment as illegal behavior.
Studies of juvenile delinquents, conducted by D.I. Feldstein, show that the basis of the moral deformation of their personality is not biological properties, but shortcomings in family and school education. These adolescents have lost interest in learning, in fact, ties with the school have been severed, which leads them to lag behind their peers by 2-4 years in education. At the same time, the lag, as well as the deformation of cognitive and other spiritual needs, is not determined by deviations in mental development: this category of adolescents has normal mental capabilities, and their purposeful inclusion in a given system of multifaceted activity ensures the successful elimination of intellectual neglect and passivity.
They also identify such factors of personality deformation, which are prerequisites for illegal behavior, such as: unformed attitude to the future, accentuation of character, violation of social relations.
Minkovsky G. M. proposed the allocation of groups of juvenile offenders, based on the general orientation of their personality, as well as data on the socio-demographic characteristics and circumstances of the crime, highlighting the following types of adolescents for whom the commission of a crime was:
1) random, contrary to the general orientation of the personality;
2) probable, but inevitable, taking into account the general instability of personal orientation;
3) corresponding to the antisocial orientation of the personality, but random in terms of occasion and situation;
4) corresponding to the criminal attitude of the person and including the search or creation of the necessary pretext and situation.
Pirozhkov V.F., exploring the mechanisms of formation of attitudes towards joint asocial and criminal activities, identifies six types of groups of minors:
1. members of the first type are united by a single criminal setting on the basis of conscious attachment and rallying around "leaders", "authorities" who have previously served their sentences;
2. the second type is distinguished by the severity of group criminal attitudes among some members and those who joined by the mechanism of mental infection and imitation - among others;
3. The third type represents communities that include individuals with criminal and asocial attitudes and minors with positive values, but "pushed" out of the positive role space due to trouble in the family, school;
4. the fourth type - communities with unformed asocial attitudes, when asocial motivation often arises in the process of joint communication, in a situation of provoking actions of others;
5. the fifth type of association consists of adolescents experiencing an inferiority complex, social inferiority, which provokes asocial ways of self-affirmation through the mechanism of false compensation;
6. The sixth type of groups consists of adolescents with positive attitudes and orientations - antisocial forms of behavior are manifested due to a combination of circumstances, an incorrect assessment of the situation and expected consequences.
Deserves attention from the point of view of studying the mechanisms of formation of social maladaptation of the study of the motivational structure of juvenile offenders, conducted by Anguladze T. Sh., which identifies the following groups of asocials:
1. offenders for whom antisocial behavior is not accepted and is evaluated negatively;
2. offenders who have a positive emotional attitude towards crime, but they evaluate it negatively;
3. offenders whose positive emotional attitude to crime coincides with its positive assessments.
The obtained psychological characteristics of juvenile delinquents, identified by D.I.
1) adolescents with a stable set of socially negative, abnormal, immoral, primitive needs, with a system of openly antisocial views, deformation of attitudes and assessments;
2) adolescents with deformed needs, base aspirations, seeking to imitate the first group of juvenile delinquents;
3) adolescents, characterized by a conflict between deformed and positive needs, attitudes, interests, views;
4) adolescents with slightly deformed needs;
5) teenagers who embarked on the path of delinquency by accident. True, such a characterization of the representatives of the latter group as “weak-willed and susceptible to the influence of the microenvironment” indicates not an accident of offenders, but one of the typical factors of asocial manifestations (in the form of such an accentuation of character, according to Lichko A.E., as conformity).
The practical significance of D. I. Feldstein’s research lies in the fact that, on the basis of the identified classification, he developed and tested a system for including adolescents in various types of socially useful activities - this made it possible to outline a typology of methods of educational work with “difficult adolescents”.
Thus, the problem of deviant behavior of children and adolescents as a result of school maladaptation is presented in modern psychological, pedagogical and criminological literature in a rather diverse way:
A) study of the causes of antisocial and illegal behavior of young people (Igoshev K. E., Raisky B. F., Buyanov M. I., Feldshtein D. I. and others);
b) description of the socio-psychological portrait of a young antisocial (Bratus B. S., Zaika E. V., Ivanov V. G., Kreydun N. I., Lichko A. E., Meliksetyan A. S., Feldshtein D. I. ., Yachina A. S. and others);
c) recommendations for early diagnosis and prevention of deviant behavior (Alemaskin M. A., Arzumanyan S. L., Bazhenov V. G., Belicheva S. A., Valitskas G. V., Kochetov A. I., Minkovsky G. M., Nevsky I. A., Potanin G. M., Pricelist E. N., Pstrong D. et al.);
d) features of the system of re-education in special institutions (special school, special vocational school, educational colony) of juvenile offenders (Andrienko V. K., Bashkatov I. P., Gerbeev Yu. V., Danilin E. M., Deev V. G., Nevsky I. A., Medvedev A. I., Pirozhkov V. F., Feldshtein D. I., Fitsula M. N., Khmurich R. M.).
Studies of modern psychologists, teachers, criminologists, aimed at studying juvenile offenders, confirm the viability of the ideas of Makarenko A.S., who argued that juvenile offenders are ordinary children, "able to live, work, able to be happy and able to be creators." Modern research reveals the neutrality of the natural organic properties of a person in terms of criminogenicity and the possibility of forming the moral qualities of the personality of juvenile offenders.
Considering the predominance of social factors that determine the maladaptation of a teenager, the social signs of its manifestation and the need to correct the forms and methods of interaction with a teenager, we can talk about the desocialization of a minor. This term is already used in the scientific literature (Belicheva S. A., Preikurant E. N.), and it is understood as socialization performed under the influence of negative desocializing factors that lead to social maladjustment, which has an asocial contradictory character, to deformation of the internal regulation system and the formation of distorted value-normative ideas and anti-social tension.
Not considering that desocialization has only an illegal orientation, and also imagining the psychological and pedagogical mechanisms for withdrawing a subject from this state, we define the concept of “desocialization” as the presence in the personality structure of a teenager of a certain maladjustment complex that has a social conditionality, on the one hand, the social nature of the manifestation - on the other hand, and the possibility of creating socially significant and socially favorable psychological and pedagogical conditions that can bring a teenager out of this state - in the third. That is, desocialization is the absence in the personality structure of a system of social knowledge, social skills and social experience necessary for successful functioning and self-realization in a positive society, and an attempt to compensate for this by “withdrawing into oneself”, socially disapproved or negative forms of communicative interaction or inclusion in an asocial environment. .
Realizing that the desocialization of a teenager has not only social, but also age-related conditions (increased excitability, emotional instability, inadequacy of reactions to "irritations" of the external environment, mood swings, increased conflict, a heightened desire for emancipation and self-affirmation, the chosenness of interests, increased criticality towards adults and etc.), all work to prevent and overcome this condition must be built taking into account the characteristics of a minor. Domestic psychology and pedagogy has sufficient material for the subjects of prevention in the form of works by Bozhovich L. I., Vygotsky L. S., Kolomensky Ya. L., Kona I. S., Mudrik A. V., Petrovsky A. V., Feldstein D. I. and others, devoted to the problems of the characteristics of physiological, mental and social transformations of the personality in a minor, forms and methods of pedagogically sound interaction with this category of youth.
It should be noted that not all subjects of juvenile delinquency prevention, especially at the early warning stage, deal with work related to the restoration of lost or age-inappropriate formed social skills, i.e. with resocialization.
Resocialization can be defined as the restoration of natural social and psychological processes in the personality system that would allow it to assimilate the system of social knowledge, norms, values, experience necessary for adaptation and successful life in a positive society, the formation of immunity to the negative influence of asocial subculture.
Diagnosis of maladaptation
In the most general sense, school maladaptation usually means a certain set of signs indicating a discrepancy between the socio-psychological and psycho-physiological status of the child and the requirements of the situation of schooling, the mastery of which for a number of reasons becomes difficult.An analysis of foreign and domestic psychological literature shows that the term "school maladjustment" ("school inadaptation") actually defines any difficulties that a child has in the process of schooling. Among the main primary external signs, doctors, teachers and psychologists unanimously attribute the physiological manifestations of learning difficulties and various violations of school norms of behavior. From the standpoint of the ontogenetic approach to the study of the mechanisms of maladaptation, crisis, turning points in a person's life, when there are sharp changes in his situation of social development, are of particular importance. The greatest risk is the moment the child enters school and the period of initial assimilation of the requirements of the new social situation.
At the physiological level, maladjustment manifests itself in increased fatigue, reduced performance, impulsivity, uncontrolled motor restlessness (disinhibition) or lethargy, disturbances in appetite, sleep, speech (stuttering, hesitation). Weakness, complaints of headaches and abdominal pain, grimacing, trembling fingers, nail biting and other obsessive movements and actions, as well as self-talk, enuresis are often observed.
At the cognitive and socio-psychological level, signs of maladjustment are the failure of learning, a negative attitude towards school (up to refusal to attend it), towards teachers and classmates, learning and play passivity, aggressiveness towards people and things, increased anxiety, frequent mood swings, fear, stubbornness, whims, increased conflict, feelings of insecurity, inferiority, one's own difference from others, noticeable solitude among classmates, deceit, low or high self-esteem, hypersensitivity, accompanied by tearfulness, excessive touchiness and irritability.
Based on the concept of “the structure of the psyche” and the principles of its analysis, the components of school maladjustment can be the following:
1. Cognitive component, which manifests itself in the failure of training in a program that is appropriate for the age and abilities of the child. It includes such formal signs as chronic poor progress, repetition, and qualitative signs such as lack of knowledge, skills and abilities.
2. An emotional component, manifested in a violation of the attitude to learning, teachers, life prospects associated with learning.
3. Behavioral component, the indicators of which are recurring behavioral disorders that are difficult to correct: pathocharacterological reactions, antidisciplinary behavior, disregard for the rules of school life, school vandalism, deviant behavior.
Symptoms of school maladaptation can be observed in absolutely healthy children, as well as combined with various neuropsychiatric diseases. At the same time, school maladaptation does not apply to violations of educational activity caused by mental retardation, gross organic disorders, physical defects, and sensory organs disorders.
There is a tradition to associate school maladjustment with those learning disabilities that are combined with borderline disorders. So, a number of authors consider school neurosis as a kind of nervous disorder that occurs after coming to school. As part of school maladaptation, various symptoms are noted, which are characteristic mainly for children of primary school age. This tradition is especially typical of Western studies, in which school maladjustment is considered as a specific neurotic fear of school (school phobia), school avoidance syndrome, or school anxiety.
Indeed, increased anxiety may not manifest itself in violations of educational activities, but it leads to serious intrapersonal conflicts among schoolchildren. It is experienced as a constant fear of failure in school. Such children tend to have an increased sense of responsibility, they study well and behave, but they experience great discomfort. To this are added various vegetative symptoms, neurosis-like and psychosomatic disorders. Essential in these violations is their psychogenic nature, their genetic and phenomenological connection with the school, its influence on the formation of the child's personality. Thus, school maladjustment is the formation of inadequate mechanisms for adapting to school in the form of learning and behavioral disorders, conflict relationships, psychogenic diseases and reactions, an increased level of anxiety, and distortions in personal development.
An analysis of literary sources makes it possible to classify the whole variety of factors contributing to the emergence of school maladaptation.
The natural and biological prerequisites include:
Somatic weakness of the child;
- violation of the formation of individual analyzers and sensory organs (unburdened forms of typhlo-, deaf- and other pathologies);
- neurodynamic disorders associated with psychomotor retardation, emotional instability (hyperdynamic syndrome, motor disinhibition);
- functional defects of the peripheral organs of speech, leading to a violation of the development of school skills necessary for mastering oral and written speech;
- mild cognitive disorders (minimal brain dysfunctions, asthenic and cerebroasthenic syndromes).
The socio-psychological causes of school maladaptation include:
Social and family pedagogical neglect of the child, inferior development at previous stages of development, accompanied by violations of the formation of individual mental functions and cognitive processes, shortcomings in the preparation of the child for school;
- mental deprivation (sensory, social, maternal, etc.);
- personal qualities of the child, formed before school: egocentrism, autistic-like development, aggressive tendencies, etc.;
- inadequate strategies for pedagogical interaction and learning.
E.V. Novikova offers the following classification of forms (causes) of school maladaptation, characteristic of primary school age:
1. Disadaptation due to insufficient mastery of the necessary components of the subject side of educational activity. The reasons for this may lie in the insufficient intellectual and psychomotor development of the child, in the inattention on the part of parents or the teacher to how the child masters learning, in the absence of the necessary assistance. This form of school maladaptation is acutely experienced by elementary school students only when adults emphasize the “stupidity”, “incompetence” of children.
2. Disadaptation due to insufficient arbitrariness of behavior. The low level of self-management makes it difficult to master both the subject and social aspects of educational activity. In the classroom, such children behave unrestrainedly, do not follow the rules of behavior. This form of maladaptation is most often the result of improper upbringing in the family: either the complete absence of external forms of control and restrictions that are subject to internalization (parenting styles “hyper-protection”, “family idol”), or the removal of means of control outside (“dominant hyper-protection”).
3. Disadaptation as a result of the inability to adapt to the pace of school life. This type of disorder is more common in somatically weakened children, in children with weak and inert types of the nervous system, sensory disorders. Disadaptation itself occurs if parents or teachers ignore the individual characteristics of such children who cannot withstand high loads.
4. Disadaptation as a result of the disintegration of the norms of the family community and the school environment. This variant of maladaptation occurs in children who do not have experience of identification with members of their family. In this case, they cannot form real deep bonds with members of new communities. In the name of preserving the unchanging Self, they hardly enter into contacts, they do not trust the teacher. In other cases, the result of the inability to resolve the contradictions between family and school WE is a panic fear of parting with parents, a desire to avoid school, an impatient expectation of the end of classes (that is, what is usually called school neurosis).
A number of researchers (in particular, V.E. Kagan, Yu.A. Aleksandrovsky, N.A. Berezovin, Ya.L. Kolominsky, I.A. Nevsky) consider school maladaptation as a consequence of didactogeny and didascogeny. In the first case, the learning process itself is recognized as a psycho-traumatic factor. Information overload of the brain, combined with a constant shortage of time, which does not correspond to the social and biological capabilities of a person, is one of the most important conditions for the emergence of borderline forms of neuropsychiatric disorders.
It is noted that in children under 10 years old with their increased need for movement, the greatest difficulties are caused by situations in which it is required to control their motor activity. When this need is blocked by the norms of school behavior, muscle tension increases, attention worsens, working capacity decreases, and fatigue quickly sets in. The discharge that follows this, which is a protective physiological reaction of the body to excessive overstrain, is expressed in uncontrolled motor restlessness, disinhibition, which are perceived by the teacher as disciplinary offenses.
Didascogenia, i.e. psychogenic disorders are caused by the wrong behavior of the teacher.
Among the reasons for school maladjustment, some personal qualities of the child, formed at previous stages of development, are often called. There are integrative personality formations that determine the most typical and stable forms of social behavior and subjugate its more particular psychological characteristics. Such formations include, in particular, self-esteem and the level of claims. If they are inadequately overestimated, children uncritically strive for leadership, react with negativism and aggression to any difficulties, resist the demands of adults, or refuse to perform activities in which failures are expected. At the heart of emerging negative emotional experiences lies an internal conflict between claims and self-doubt. The consequences of such a conflict can be not only a decrease in academic performance, but also a deterioration in the state of health against the background of obvious signs of socio-psychological maladaptation. No less serious problems arise in children with low self-esteem and the level of claims. Their behavior is characterized by uncertainty, conformity, which hinders the development of initiative and independence.
It is reasonable to include in the group of maladjusted children who have difficulty in communicating with peers or teachers, i.e. with impaired social contacts. The ability to establish contact with other children is extremely necessary for a first grader, since educational activities in elementary school are of a pronounced group character. The lack of formation of communicative qualities gives rise to typical communication problems. When a child is either actively rejected by classmates or ignored, in both cases there is a deep experience of psychological discomfort, which has a maladaptive value. Less pathogenic, but also has maladaptive properties, is the situation of self-isolation, when the child avoids contact with other children.
Thus, the difficulties that may arise in a child during the period of education, especially primary, are associated with the influence of a large number of factors, both external and internal. Below is a diagram of the interaction of various risk factors in the development of school maladaptation.
Mental maladaptation
It is possible to adapt to extreme situations to some extent. There are several types of adaptation: stable adaptation, re-adaptation, maladjustment, readaptation.Sustainable mental adaptation
These are those regulatory reactions, mental activity, system of relations, etc., which arose in the process of ontogeny in specific ecological and social conditions and whose functioning within the boundaries of the optimum does not require significant neuropsychic stress.
P.S. Grave and M.R. Shneidman write that a person is in an adapted state when "when his internal information stock corresponds to the information content of the situation, i.e. when the system operates in conditions where the situation does not go beyond the individual information range." However, the adapted state is difficult to define, because the line separating adapted (normal) mental activity from pathological activity does not look like a thin line, but rather represents a wide range of functional fluctuations and individual differences.
One of the signs of adaptation is that the regulatory processes that ensure the balance of the organism as a whole in the external environment proceed smoothly, smoothly, economically, i.e., in the “optimum” zone. Adapted regulation is determined by the long-term adaptation of a person to environmental conditions, by the fact that in the process of life experience he has developed a set of algorithms for responding to regular and probabilistic, but relatively often repeated influences (“for all occasions”). In other words, adapted behavior does not require from a person a pronounced tension of regulatory mechanisms to maintain within certain limits both vital body constants and mental processes that provide an adequate reflection of reality.
With the inability of a person to re-adaptation, neuropsychiatric disorders often occur. More N.I. Pirogov noted that for some recruits from Russian villages who ended up on a long service in Austria-Hungary, nostalgia led to death without visible somatic signs of illness.
Mental maladaptation
A mental crisis in ordinary life can be caused by a break in the usual system of relationships, the loss of significant values, the inability to achieve goals, the loss of a loved one, etc. All this is accompanied by negative emotional experiences, an inability to realistically assess the situation and find a rational way out of it. A person begins to feel that he is in a dead end from which there is no way out.
Mental disadaptation in extreme conditions is manifested in violations of the perception of space and time, in the appearance of unusual mental states and is accompanied by pronounced vegetative reactions.
Some unusual mental states that occur during a period of crisis (disadaptation) in extreme conditions are similar to those during age-related crises, when young people adapt to military service, and when they change sex.
In the process of growing deep internal conflict or conflict with others, when all the old attitudes to the world and to oneself are broken and rebuilt, when psychological reorientation is carried out, new value systems are established and the criteria for judgments change, when gender identity decays and another is born, in a person dreams, false judgments, overvalued ideas, anxiety, fear, emotional lability, instability and other unusual states often appear.
Manifestations of maladaptation
Manifestations of SD appear in the main four forms: learning disorders, behavioral disorders, contact disorders and mixed forms of maladaptation, including a combination of these features.Early signs of school maladaptation are:
– lengthening the time required for preparing lessons;
– complete refusal to prepare lessons;
- the need for constant supervision of adults over the preparation of lessons, the need for the help of parents or tutors;
- loss of interest in learning;
- the appearance of unsatisfactory grades in children who previously did well, indifference when receiving unsatisfactory marks;
- refusal to answer at the blackboard, fear of tests, etc.
The signs of SD listed above are most often found not separately, but in some complex.
The analysis of scientific literature allows us to distinguish three main types of SD manifestations:
1) failure in education in programs appropriate for the age of the child, including such signs as chronic poor progress, as well as the insufficiency and fragmentation of general educational information without systemic knowledge and learning skills (the cognitive component of SD);
2) permanent violations of the emotional-personal attitude to individual subjects, learning in general, teachers, as well as to the prospects associated with learning (the emotional-evaluative component of SD);
3) systematically repeated violations of behavior in the learning process and in the school environment (behavioral component of SD).
In most children with SD, all three of the above components can often be traced. However, the predominance of one or another component among the manifestations of SD depends, on the one hand, on the age and stage of personal development, and on the other hand, on the reasons underlying the formation of SD.
The most common cause of SD, according to Korobeynikova I.A., Zavadenko N.N., is minimal cerebral dysfunction (MMD). MMD is considered as special forms of dysontogenesis, characterized by age-related immaturity of certain higher mental functions and their disharmonious development.
With MMD, there is a delay in the rate of development of certain functional systems of the brain that provide such complex integrative functions as behavior, speech, attention, memory, perception, and other types of higher mental activity. In terms of their intellectual development, children with MMD are at the level of the norm or, in some cases, subnorm, but at the same time they experience significant difficulties in schooling due to the deficiency of certain higher mental functions. MMD manifests itself in the form of violations in the formation of writing skills (dysgraphia), reading (dyslexia), counting (dyscalculia). Only in isolated cases, dysgraphia, dyslexia, dyscalculia appear in an isolated, so-called "pure" form, much more often their signs are combined with each other, as well as with impaired development of oral speech.
|
Form of maladaptation |
Corrective measures |
|
|
Inability to adapt to the subject side of educational activity |
Insufficient intellectual and psychomotor development of the child, lack of help and attention from parents and teachers |
Individual conversations with the child, during which it is necessary to establish the causes of violations of learning skills and give recommendations to parents |
|
Inability to voluntarily control one's behavior |
Improper upbringing in the family (lack of external norms, restrictions) |
Working with the family: analysis to prevent possible misbehavior |
|
Inability to accept the pace of school life (more common in somatically weakened children, with a weak type of nervous system) |
Improper upbringing in the family or ignoring by adults the individual characteristics of children |
Working with the family: determining the optimal load mode for the student |
|
School neurosis or fear of school |
The child cannot go beyond the boundaries of the family community (more often this happens in children whose parents unconsciously use them to solve their problems) |
It is necessary to connect a school psychologist - family therapy or group classes for children in combination with group classes for their parents |
Thus, among children with MMD, students with attention deficit hyperactivity disorder (ADHD) stand out.
The second most common cause of SD is neuroses and neurotic reactions. The main cause of neurotic fears, various forms of obsessions, somatovegetative disorders, hysterical-neurotic conditions are acute or chronic traumatic situations, unfavorable family environment, wrong approaches to raising a child, as well as difficulties in relationships with a teacher and classmates.
An important predisposing factor in the formation of neuroses and neurotic reactions can be the personality characteristics of children, in particular, anxious and suspicious traits, increased exhaustion, a tendency to fear, and demonstrative behavior.
According to Kazymova E.N., Kornev A.I., children with certain deviations in psychosomatic development, which are characterized by the following features, fall into the category of schoolchildren - "maladaptive":
1) there are deviations in the somatic health of children;
2) an insufficient level of social and psychological and pedagogical readiness of students for the educational process at school is fixed;
3) there is an unformed psychological and psycho-physiological prerequisites for directed educational activity, academic failure, expressed in the insufficiency and fragmentation of general educational information without systemic knowledge and learning skills (the cognitive component of SD);
4) constant violations of the emotional-personal attitude to individual subjects, learning in general, teachers, as well as to the prospects associated with learning (the emotional-evaluative component of SD);
5) systematically repeated violations of behavior in the learning process and in the school environment (behavioral component of SD).
Specialists from different fields of knowledge: teachers, psychologists, defectologists have developed typologies of children with learning difficulties.
The problem of maladaptation
Considering the approaches to the problem of maladjustment existing in modern science, three main directions can be distinguished.medical approach
Relatively recently, in the domestic, mostly psychiatric literature, the term "disadaptation" appeared, denoting a violation of the processes of human interaction with the environment. Its use is rather ambiguous, which is revealed primarily in the assessment of the role and place of states of maladaptation in relation to the categories of "norm" and "pathology". Hence - the interpretation of disadaptation as a process that takes place outside the pathology and is associated with weaning from some habitual living conditions and, accordingly, getting used to others, understanding under disadaptation the violations detected during character accentuations. The term "disadaptation", used in relation to mental patients, means a violation or loss of a full-fledged interaction of an individual with the world around him.
Yu.A.Aleksandrovsky defines maladjustment as "breakdowns" in the mechanisms of mental adaptation in case of acute or chronic emotional stress, which activate the system of compensatory defensive reactions. According to S. B. Semichev, in the concept of "disadaptation", two meanings should be distinguished. In a broad sense, maladjustment can mean adaptation disorders (including its non-pathological forms), in a narrow sense, maladjustment involves only pre-illness, i.e. processes that go beyond the mental norm, but do not reach the degree of illness. Disadaptation is considered as one of the intermediate states of human health from normal to pathological, the closest to the clinical manifestations of the disease. VV Kovalev characterizes the state of maladjustment as an increased readiness of the organism for the occurrence of a particular disease, which is formed under the influence of various unfavorable factors. At the same time, the description of the manifestations of maladjustment is very similar to the clinical description of the symptoms of borderline neuropsychiatric disorders.
Socio-psychological approach
For a deeper understanding of the problem, it is important to consider the relationship between the concepts of socio-psychological adaptation and socio-psychological maladaptation. If the concept of socio-psychological adaptation reflects the phenomena of inclusion of interaction and integration with the community and self-determination in it, and the socio-psychological adaptation of the personality consists in the optimal realization of the internal capabilities of a person and his personal potential in socially significant activities, in the ability, while maintaining himself as a person, to interact with the surrounding society in specific conditions of existence, then socio-psychological maladaptation is considered by most authors as a process of violating the homeostatic balance of the individual and the environment, as a violation of the adaptation of the individual due to the action of various reasons; as a violation caused by "the discrepancy between the innate needs of the individual and the limiting requirement of the social environment; as the inability of the individual to adapt to his own needs and claims.
In the process of socio-psychological adaptation, the inner world of a person also changes: new ideas appear, knowledge about the activities in which he is engaged, as a result of which self-correction and self-determination of the personality occur. Undergo changes and self-esteem of the individual, which is associated with the new activity of the subject, its goals and objectives, difficulties and requirements; level of claims, the image of "I", reflection, "I-concept", self-assessment in comparison with others. Based on these grounds, there is a change in the attitude towards self-affirmation, the individual acquires the necessary knowledge, skills and abilities. All this determines the essence of his socio-psychological adaptation to society, the success of its course.
The position of A.V. Petrovsky, who determines the process of socio-psychological adaptation as a type of interaction between the individual and the environment, during which the expectations of its participants are also coordinated, is interesting. At the same time, the author emphasizes that the most important component of adaptation is the coordination of self-assessments and claims of the subject with his capabilities and the reality of the social environment, which includes both the real level and potential opportunities for the development of the environment and the subject, highlighting the individuality of the individual in the process of individualization and integration in this specific social environment through the acquisition of social status and the ability of the individual to adapt to this environment.
The contradiction between the goal and the result, as V.A. Petrovsky suggests, is inevitable, but it is the source of the dynamics of the individual, his existence and development. So, if the goal is not achieved, it encourages to continue activity in a given direction. "What is born in communication turns out to be inevitably different from the intentions and motives of the communicating people. If those who enter into communication take an egocentric position, then this is an obvious prerequisite for the breakdown of communication."
Considering the maladjustment of the personality at the socio-psychological level, the authors distinguish three main varieties of the maladaptation of the personality:
A) stable situational maladjustment, which occurs when a person does not find ways and means of adaptation in certain social situations (for example, as part of certain small groups), although he makes such attempts - this state can be correlated with the state of ineffective adaptation;
b) temporary maladjustment, which is eliminated with the help of adequate adaptive measures, social and intrapsychic actions, which corresponds to unstable adaptation;
c) general stable maladjustment, which is a state of frustration, the presence of which activates the formation of pathological defense mechanisms.
Among the manifestations of mental maladjustment, the so-called ineffective maladjustment is noted, which is expressed in the formation of psychopathological conditions, neurotic or psychopathic syndromes, as well as unstable adaptation as periodically occurring neurotic reactions, sharpening of accentuated personality traits.
The result of socio-psychological maladjustment is the state of maladaptation of the individual.
The basis of maladjusted behavior is the conflict, and under its influence, an inadequate response to the conditions and requirements of the environment is gradually formed in the form of various deviations in behavior as a reaction to systematic, constantly provoking factors that the child cannot cope with. The beginning is the disorientation of the child: he is lost, does not know how to act in this situation, to fulfill this overwhelming demand, and he either does not react in any way, or reacts in the first way that comes across. Thus, at the initial stage, the child is, as it were, destabilized. After a while, this confusion will pass and he will calm down; if such manifestations of destabilization are repeated quite often, then this leads the child to the emergence of a persistent internal (dissatisfaction with himself, his position) and external (in relation to the environment) conflict, which leads to stable psychological discomfort and, as a result of such a state, to maladaptive behavior.
This point of view is shared by many domestic psychologists. The authors define deviations in "behavior through the prism of the psychological complex of the subject's environmental alienation, and, therefore, not being able to change the environment in which it is painful for him, the awareness of his incompetence encourages the subject to switch to protective forms of behavior , creating semantic and emotional barriers in relation to others, reducing the level of claims and self-esteem.
These studies underlie the theory that considers the compensatory capabilities of the organism, where socio-psychological maladjustment is understood as a psychological state caused by the functioning of the psyche at the limit of its regulatory and compensatory capabilities, expressed in insufficient activity of the individual, in the difficulty of realizing his basic social needs (the need for communication , recognition, self-expression), in violation of self-affirmation and free expression of one's creative abilities, in inadequate orientation in a communication situation, in a distortion of the social status of a maladjusted child.
Within the framework of foreign humanistic psychology, the understanding of maladjustment as a violation of adaptation - a homeostatic process is criticized, and a position is put forward on the optimal interaction of the individual and the environment.
The form of socio-psychological maladaptation, according to their concepts, is as follows: conflict - frustration - active adaptation. According to K. Rogers, maladaptation is a state of inconsistency, internal dissonance, and its main source lies in the potential conflict between the attitudes of the "I" and the direct experience of a person.
ontogenetic approach
From the standpoint of the ontogenetic approach to the study of the mechanisms of maladaptation, critical, turning points in a person's life, when a sharp change in his "situation of social development" occurs, necessitating reconstructions of the existing type of adaptive behavior. In the context of this problem, the greatest risk is the moment the child enters school - during the period of assimilation of new requirements imposed by the new social situation. This is shown by the results of numerous studies that record a noticeable increase in the prevalence of neurotic reactions, neuroses and other neuropsychiatric and somatic disorders in primary school age in comparison with preschool age.
The solution to this problem involves a whole range of socio-pedagogical measures aimed both at improving the conditions of family and school education, and at individual psychological and pedagogical correction of the personality of a difficult-to-educate person, as well as measures to restore his social status in a peer group.
Epilogue
A fierce winter covered the fields with snow and covered the rivers with ice, but the people of Blackthorne, having stocked up on a summer harvest, calmly continued to do their usual business. And yet they were worried, but excited joyfully. From minute to minute they waited for news from their mistress, who carried the seed of the Glendruid Wolf.
“I want Old Gwyn to stay,” Dominic said.
“She is very old now,” Meg told him. “I can't ask her anymore—I know she wants peace. Gwyn redeemed her infidelity to her husband.
Dominic shook his head. He couldn't believe that Old Gwyn was expiating a thousand-year-old sin with her service! Humans can't live that long! He was sure only that the silver wedding dress, the chain with stones and the old woman were gone, as if they had never been in the world. Meg thought about something, and a look of alarm crossed her face. Dominic noticed this not for the first time today.
- How do you feel? he asked carefully.
- I want to get out of the bath.
Dominic helped her out and gave her a soft, warm towel.
“We need to find the right servants,” Meg said.
Dominic gently touched the big belly.
“The Master of Blackthorne should not serve his wife.
"It's a great honor for him," Dominic told her.
Suddenly, Meg's body tensed up, and she spoke in a changed voice:
- Call the midwife. Our child is too agile.
A snowstorm raged outside as Dominic carried Meg to the bed she had prepared. Dry herbs and roots filled the room with fragrance. The midwife burst through the door and began reciting the ritual Glendruid songs that Meg had taught her.
"Well, are you happy now?" she asked, having performed this tedious duty.
The midwife watched Dominic out of the corner of her eye: such tenderness is not often found among men, especially among those who say: “No mercy! Take no prisoners!"
But now the robbers and rebellious knights had withdrawn to the northern lands and did not dare to disturb the people who lived under the protection of the Glendruid Wolf.
The midwife looked anxiously out the window: how bad weather broke out! The couple did not notice this. For them, there was only new life, ready to emerge from Meg's womb. The Glendruid wolf looked over Dominic's shoulder at the Glendruid witch.
“You can go about your business, sir. I will help her,” the midwife said to Dominic.
“No,” he answered firmly. “My wife has not left me in joy or in sorrow, and I will not leave her now.
The midwife shrugged her shoulders, but said nothing. Meg groaned, writhing in pain.
Dominic was by her side the whole time the labor was going on. Soon a child's cry made him breathe a sigh of relief.
- Lord Dominic! Your wife has given birth to your son!
The castle was filled with sonorous children's voices. Dominic taught his growing sons to fight when necessary and seek peace where possible. Meg passed on the secrets of water and herbs, gardens and all living things to her daughters, so that when the time came, they would pass on ancient knowledge to their daughters. And the Glendruid Witch and the Glendruid Wolf taught children the most important life truth all their lives: there has never been, is and never will be anything stronger than a generous, unselfish heart and an untamed soul of love.
Depending on the nature, nature and degree of maladjustment, one can distinguish pathogenic, psychosocial and social maladaptation of children and adolescents.
Pathogenic disadaptation is caused by deviations, pathologies of mental development and neuropsychiatric diseases, which are based on functional organic lesions of the central nervous system. In turn, pathogenic maladjustment, in terms of the degree and depth of its manifestation, can be of a stable, chronic nature (psychosis, psychopathy, organic brain damage, mental retardation, analyzer defects based on serious organic damage).
There is also the so-called psychogenic maladaptation(phobias, obsessive bad habits, enuresis, etc.), which can be caused by an unfavorable social, school, family situation. According to experts, 15-20% of school-age children suffer from some form of psychogenic maladjustment and need comprehensive medical and pedagogical assistance. Kagan V.E. Psychogenic forms of school maladaptation / Questions of psychology. - 1984. - No. 4.
In total, according to the research of A.I. Zakharova , up to 42% of preschool children attending kindergartens suffer from certain psychosomatic problems and need the help of pediatricians, psychoneurologists and psychotherapists. The lack of timely assistance leads to deeper and more serious forms of social maladjustment, to the consolidation of stable psychopathic and pathopsychological manifestations. Zakharov A.I. How to prevent deviations in the behavior of the child. - M.: Enlightenment, 1986. - 127 p.
In solving this problem, great importance is given to preventive measures, which are measures of a medical-pedagogical, health-improving and rehabilitation nature, which should be carried out both in general education educational institutions (kindergartens, schools) and in special medical and educational rehabilitation institutions.
Psychosocial maladjustment is associated with the age and sex and individual psychological characteristics of a child, adolescent, which determine their certain non-standard, difficult education, requiring an individual pedagogical approach and, in some cases, special psychological and pedagogical correctional programs that can be implemented in general education educational institutions.
Social maladaptation is manifested in the violation of moral and legal norms, in asocial forms of behavior and deformation of the system of internal regulation, reference and value orientations, and social attitudes.
In fact, with social maladjustment, we are talking about a violation of the process of social development, the socialization of an individual, when there is a violation of both the functional and the content side of socialization. At the same time, socialization disorders can be caused both by direct desocializing influences, when the immediate environment demonstrates samples of asocial, antisocial behavior, attitudes, attitudes, and indirect desocializing influences, when there is a decrease in the referential significance of the leading institutions of socialization, which for the student, in particular, are family, school.
The stage of school social maladaptation is represented by pedagogically neglected students. Both at the level of the content and functional aspects of socialization, the main deformations are associated with the school educational process, the attitude to educational activities, teachers, the norms of school life and school routine. Pedagogical neglect is characterized by a chronic lag in a number of subjects of the school curriculum, resistance to pedagogical influences, impudence with teachers, a negative attitude towards learning, social maladjustment and various asocial manifestations (foul language, smoking, hooligan acts, skipping lessons, conflict relations with teachers, classmates).
At the same time, despite the lag in their studies, a significant part of the pedagogically neglected students is diligent, has fairly clear professional intentions, possesses various labor skills, strives to obtain a working profession, to economic independence, which can serve as a support in their re-education. Overcoming the educational difficulties of pedagogically neglected students involves the establishment of trusting relationships with them by teachers and educators, control and assistance in educational activities; advancement of trust in the school by teachers and classmates; organization of leisure, expansion of the sphere of interests; reliance on the best qualities of character; formation of professional plans and life aspirations; instilling the skills of introspection" self-education; assistance in improving the conditions of family education.
Disadaptation is a multifactorial process. We have undertaken an analysis of the leading factors that determine the emergence, development of the form and depth of disadaptation. Currently, a significant amount of information has been accumulated on the factors of maladaptation of adolescents, it is required to generalize and systematize it. Disadaptation can be initiated by various factors that can be combined into two main groups: social, or objective, and personal, or subjective. The factors are closely interconnected, complementing and conditioning each other, just as the processes of socio- and psycho-ontogenesis are interconnected.
In the first place among the factors determining the level of maladjustment is the family factor. This factor is considered by the vast majority of researchers to be the leading one. One of the leading functions of the family is educational, ensuring the socialization of children. However, the performance of this function is far from always satisfactory, which leads to maladaptation.
family members in general and adolescents in particular. Researchers identify a number of reasons for maladaptation that occur in the family:
incomplete family composition, this often leads to an increase in the complex of inferiority, inferiority, depression, neurotic states, anger, premature fulfillment by adolescents of "adult social roles" - breadwinners of families, defenders, etc .;
low level of pedagogical culture of parents, leading to hyper-custody, or to hypo-custody (according to the classification of A.E. Lichko);
negative relationships within the family, which determine the increased anxiety of adolescents; frustration and neurotic states; aggressiveness of behavioral reactions, negativism;
different pedagogical approaches of parents and older relatives;
removal of parents from the upbringing process for various reasons;
low or super-secure financial situation of the family, which gives rise to negative patterns of behavior in terms of their impact on adolescents.
Both the occurrence of disadaptation and the strengthening of disadaptation processes due to other factors are associated with family relationships. The effect of increasing maladaptation is usually associated with incorrect reactions of parents to learning failures, individual actions of adolescents, teachers' comments, etc. As a result of subsequent punishment of adolescents, stable maladaptation processes are formed in them, the manifestations of which are different:
leaving home, which may be caused by fear of physical punishment, or as a response to it;
joining antisocial groups;
depressive disorders, which in adolescence at the stage of primary socialization can lead to severe forms of maladjustment, which are often almost irreversible;
the acquisition of bad habits (alcoholism, drug addiction, substance abuse);
suicide attempts.
We put the factor of organization of educational activities, the factor of the school, in second place in importance. The causes of school maladaptation are different, as well as its forms. Most often, teenage maladjustment associated with educational activities manifests itself in violations of the rules of conduct, relationships within educational institutions (with teachers, classmates, etc.), as well as in serious difficulties in mastering educational material, poor implementation of creative and intellectual potential teenagers. According to N.M. Iovchuk and A.A. Severny, "school maladjustment is a complex social and personal phenomenon, which is the result of a disturbed interaction between the student's personality and the environment" . The main causes of school maladjustment, researchers include the following:
inhumane nature of communication at school;
features of the individual style of the teacher;
personal qualities of teachers and administration of the educational institution;
the knowledge paradigm that dominates the school, in which there are no conditions for the full-fledged personal development of adolescents;
negative attitudes of teachers towards students;
features of interpersonal relationships in class groups;
low methodological level of teaching;
low level of general culture of teachers, etc.
Any of the listed reasons can lead to the appearance of maladjustment processes, while at the same time enhancing the effect of other reasons. Adolescent disadaptation can manifest itself both spontaneously, spasmodically, in the case of a pronounced disadaptation factor, and constantly, coming to light after a long latent period. The following forms of manifestation of school maladaptation in adolescents can be distinguished:
the student's feeling of his personal failure, rejection from the team;
change in the motivational side of activity, avoidance motives begin to prevail;
loss of perspective, self-confidence, growing feelings of anxiety and social apathy;
increasing conflicts with others;
educational failure of adolescents. The reasons for it are different: these are disorders in the cognitive sphere (insufficient level of mental development, poor memory, poor concentration of attention, undeveloped conceptual thinking, etc.), and negative learning motivation caused by negative personal relationships with the teacher, or general personal attitudes , and prolonged illnesses of a teenager, predetermining the backlog of students, etc.;
non-fulfillment by the student of educational duties;
increase in the number of violations of discipline.
The danger of adolescent maladjustment associated with schooling increases due to the transfer of a negative attitude towards school to attitudes towards societies of various ranks, which leads to asocialization of the individual, to difficulty in affiliation. The effect of "imposition" often reaches significant values.
A special place in the hierarchy of factors of maladaptation is occupied by the properties of the personality of a teenager. Among the numerous causes of maladjustment related to this factor, one can single out:
lack of development of the intellectual, emotional, motivational and personal spheres of the personality;
lack of a system of value orientations;
the appearance of internal complexes;
physical and mental overwork;
period of personal failures;
feeling of injustice, betrayal;
inadequate self-esteem (both overestimated and underestimated);
violation of the cognitive sphere (general low level of intellectual development, violation
memory, attention, etc.);
excessive introversion, which impedes the process of socialization;
protracted infantilism, often turning into apathy;
increased excitability, which is often a prerequisite for deviant behavior;
primary aggressiveness of social behavior, closely interconnected with a predisposition to conflicts;
weak development of volitional qualities, increased conformity in behavior, which leads to the emergence of psychological dependence on the manifestation of the direction of the reference groups.
The most important reason for maladaptation is character traits. Their importance in domestic science has been underestimated for a long time, however, studies by foreign psychologists, a number of domestic scientists (S.A. Badmaev, L.S. Vygotsky, A.N. Leontiev, A.E. Lichko, S.L. Rubinshtein, etc.) ) showed that many cases of maladjustment are caused precisely by violations in the personal sphere. Features of character (its accentuation), according to S.A. Badmaev, may be predisposing factors for the development of neurotic reactions, nerves, etc., causing manifestations of maladaptive behavior. Accentuation in itself may not be the cause of maladaptation, since, in fact, it is an extreme variant of a normal character. However, in traumatic situations, it contributes to a violation of adaptation and leads to deviant behavior of adolescents. According to K. Leonhard, accentuations can acquire a pathological character, destroying the structure of the personality. Depending on the accentuation, several types of character are distinguished (S.A. Badmaev, A.E. Lichko, T.D. Molodtsova, etc.), predisposed to various types of adaptive disorders. We summarized their classifications in Table 2.
The relationship between character accentuation and predisposition to maladaptation No. Type of accentuated character Main 3 characteristic Nature of violations 1 Cycloid Differs in rapid mood swings, depression prevails, as a result - low academic performance. Low sociability is replaced by excessive activity. There is a predisposition to specific alcoholism. Periods of depression can be replaced by periods of deviant behavior. They appear in the subject-personal and intimate-personal complexes. Disadaptation temporary 2 Labile Main feature - extreme instability of mood. Painfully react to remarks, quickly depart. Capable of impulsive violations of discipline Mainly in intimate-personal and activity complexes 3 Hyperthymic Differs in great mobility, sociability, a tendency to violations of discipline. They study unevenly because of indiscipline. Claim to be leaders. Often they get into asocial companies. Inflated self-esteem, painfully react to failures In the active complex. Disadaptation is situational, develops in the social environment 4 Sensitive Differs in an increased level of anxiety, not very sociable. In educational activities they are diligent, but often do not answer because of shyness. Self-esteem is underestimated, an inferiority complex often develops. Responsible, but not striving for leadership. They react extremely painfully to comments. Mostly in the subject-personal complex. Psychological disadaptation predominates, quite stable 5 Psychoasthenic Indecisive, suspicious, prone to introspection. It is difficult to make decisions, adhere to rituals, invented signs. The compensatory mechanism is manifested in haste and unfortunate actions. Poor sports and manual skills In the subject-personal and activity complexes. Long latent period of maladjustment with its stable character 6 Schizoid Very closed, unsociable, low emotional in external manifestations. Actions are unpredictable. Condemn common ideals. Hobbies are constant, but bizarre. Often manifestations of social nonconformity. Characterized by autism, introvertism In ideological, socio-ideological, intra-social complexes. Violations are often hidden, but stable 7 Hysterical Differs in excessive egocentrism, the desire to attract the attention of others. They tend to lie and fantasize. Feelings are superficial and fickle. Often manifested infantilism, emancipation, external opposition. Often deviant behavior as a way to attract attention. Applies to leadership in the team. Demonstrative antisocial behavior, alcoholism, drug addiction In socio-ideological, intimate-personal, intra-social, activity complexes. Disadaptation is often behavioral, high intensity 8 Epileptoid Characterized by cruelty, emotional reactions, aggressiveness. Resentful, inert in thinking. Affective reactions are often observed. Conflict In intra-social, intimate-personal complexes. Behavioral maladaptation, stable, high intensity 9 Unstable They are not initiative, easily obey others, do not bring things to the end. Increased craving for pleasure, idleness. Quite often they leave the lessons, easily fall into asocial groups. Get into bad habits early. They may commit crimes. Educational activity is absolutely not attractive, they are not able to predict the future, the consequences of their actions In the activity, intra-society complexes. Disadaptation is stable, mainly in the social sphere 10 Conformal Dependence on the microsociety is typical. They do not have their own beliefs, accepting the views of the reference group. They quickly adapt, including to asocial groups. The orientation of the individual depends on the environment of communication. If the company is antisocial, it starts to drink, smoke, commit offenses In the intra-social complex, sometimes in the activity. Amenable to readaptation when transferred to a group with a positive orientation
Violations in certain complexes of personally significant relationships are largely determined by the type of character accentuation. Of course, it should be noted that in its pure form, the above types of characters are very rare, more often mixed, or complex, types of characters are observed. Psychological research by A.E. Lichko showed that there is a well-pronounced correlation between the characteristics of sharpening of character in adolescents and deviant behavior, indicating the processes of maladaptation. Often, maladaptation is associated with mental disorders. The objectives of our work do not include the characterization of pathogenic disorders, however, as shown by the data of psychological studies, schools teach children whose disorders have not reached critical values, but are in borderline states. Studies of maladjustment caused by a predisposition to mental illness were carried out by N.P. Vaizman, A.L. Groysman, V.A. Hudik and other psychologists. Their studies have shown that there is a close relationship between the processes of mental development and personality development, their mutual influence. However, deviations in mental development often go unnoticed, and behavioral disorders come to the fore, which are only external manifestations of mental collisions, the reaction of adolescents to maladjustment situations. These secondary violations often have more pronounced external manifestations and social consequences. So, according to A.O. Drobinsky, the manifestations of psychophysical infantilism can be aggravated to such an extent by neurasthenic and psychopathic disorders that occur in adolescents with school requirements that are inadequate to their level of development, that real, physiologically conditioned learning difficulties fade into the background, and behavioral disorders come to the fore. In this case, readaptation work is built on the basis of external manifestations of maladaptation that do not correspond to its deep essence, the root cause. As a result, readaptation measures turn out to be ineffective, since it is possible to correct the adolescent's behavior only if the leading deaptatiogenic factor is neutralized. AT this case without the formation of content
It is impossible to achieve a good learning motivation and create a stable situation for successful learning.
Mental disorders appear gradually, this is especially noticeable in adolescence. So, according to N.M. Iovchuk and A.A. Severny, depressive disorders are manifested in slow thinking, difficulty in remembering, refusing situations that require mental stress. Gradually, during their early adolescence, depressed students spend more and more time preparing homework, but not coping with all the volume. Gradually, academic performance begins to decline while maintaining the same level of aspirations, which causes irritation among adolescents. In older adolescence, in the absence of success, along with long-term preparation, the teenager begins to avoid control tests, skips classes, and develops a stable deep maladjustment. Excessive protection of adolescents with identified mental disorders of low intensity from the load can also lead to disadaptation, which prevents self-actualization, self-development and socialization of the individual. Thus, sometimes artificial deprivation of adolescents develops due to unreasonable restrictions on their activities, bans on sports, exemption from attending school. All this complicates the problems of learning, breaks the connection of children and adolescents with their peers, deepens the feeling of inferiority, concentration on one's own experiences, limits the range of interests and reduces the possibility of realizing one's abilities. As a result - a manifestation of maladaptation. Thus, the mechanisms of social maladaptation, which are based on mental disorders, are very diverse, which should probably be taken into account during readaptation.
The third place in the hierarchy of maladjustment factors belongs to the factor of reference groups. Reference groups can be both inside the class team and outside it (informal communication group, sports clubs, teen clubs, etc.). Reference groups satisfy the need of teenagers for communication, for affiliation. The influence of reference groups can be both positive and negative, it can both be the cause of maladaptation,
than different species, and be a maladaptation-neutralizing factor.
Thus, the influence of reference groups can manifest itself both in social facelitation, that is, in the positive stimulating effect of the behavior of group members on the adolescent's activities performed in their presence or with their direct participation; and in social inhibition, expressed in the inhibition of the behavior and mental processes of the subject of communication. If a teenager feels comfortable in the reference group, then his actions become relaxed, he fulfills himself, his adaptive potential increases. However, if a teenager is in a subordinate role in the reference group, then the mechanism of conformity often begins to operate, when he disagrees with the members of the reference group, nevertheless, due to opportunistic considerations, agrees with them. As a result, there is an internal conflict associated with the discrepancy between the motive and the real action. This inevitably leads to maladaptation, more often internal than behavioral. Recently, due to the objective expansion of the sphere of children's communication, reference groups are less and less often within the class team, which also reduces the effectiveness of educational work and increases the risk of creating maladaptive situations. This is largely due to the disappearance of organized children's and youth organizations, whose influence, despite all the minuses, was still generally positive. In this regard, we tried to create an teenage public organization under the conditions of the experiment, which will be discussed in Chapter 2. However, one cannot ignore the fact that, due to age characteristics, adolescents feel the need for informal communication. There is even an assumption that spontaneous group communication is an almost inevitable, naturally conditioned stage in the process of socialization of adolescents, through which at least 80-85% pass. According to T.D. Molodtsova, affiliation becomes a source of maladaptation under the following conditions:
non-realization of affiliation in the class team, if there is no reference group outside the school;
if the affiliation is realized, but in the reference group with an asocial orientation.
Our observations and analysis of the periodical press show that in recent years the number of informal teenage groups and their social influence has decreased. The reasons for this process are multifactorial and very little studied. In our opinion, this is due to the general depoliticization of society; the emergence of external sources of information (video recorders, computer games) that attract adolescents during extracurricular time and contribute to the individualization of adolescents' leisure. Analysis of the influence of informal reference groups is difficult due to the secrecy of adolescents, poor awareness of socio-psychological services. Asocially directed reference groups can contribute to the emergence of bad habits in adolescents (alcoholism, drug addiction, substance abuse), which become the cause of disadaptation as addiction to alcohol and drugs strengthens.
One of the measures of pedagogical support for adolescents should be considered activities for the development of the class team, the formation of a positive orientation in it, a collective activity that is personally significant for a teenager. As noted by L.I. Bozhovich, L.I. Novikov and others, such phenomena as traditions, public opinion, mutual assistance, mutual exactingness, intra-group competition, social identification, socio-psychological climate, reflection, etc. develop in the team. The direction of these processes depends on their moral content.
The role of the social factor has noticeably increased. This factor includes the financial situation of the family, the possibility of familiarization with cultural values, the ideological attitudes of society, the level of crime, etc.
Over the past decade, there has been a steady increase in the number of families of socially disadvantaged families, in which there is a danger of the appearance of reasons that make it difficult for adolescents to successfully adapt both to educational activities and to social relationships. M. Rutter pointed out the relationship between social conditions and the level of maladjustment: “For children from areas with a low social status,
a high level of delinquency, mental disorders and difficulties in mastering school knowledge is typical. A special place as a factor of maladaptation is occupied by the age characteristics of adolescents. Although a huge number of works by both domestic and foreign authors have been published on this issue, nevertheless, there is no single idea even for the age gradation of adolescents. Most authors refer to adolescents as children from 10-11 to 14-16 years old. In our opinion, it is advisable to distinguish two age groups of adolescents - younger (from 10 to 13 years old) and older (from 14 to 15 years old), which are characterized by specific features in behavior, attitude to educational activities, and relationships. The system of life orientations is quite different in younger and older adolescents; maladjustment factors have different significance. Along with this, there are common characteristics of adolescence. Thus, the activity acquires the character of active cooperation on the basis of independent setting of the goal of the activity, its planning. Adolescents are able to predict the consequences of their activities, find the causes of failures, and make certain adjustments to further actions. The range of relationships becomes wider, and their nature becomes more complicated. The main, leading motive of activity is the desire to determine one's place in society, as indicated by L.I. Bozovic. A peculiar feature of age is an attempt at self-affirmation, non-recognition of authorities, which sometimes leads to nihilism, negativism in relationships with parents and teachers. As a rule, in younger adolescents, situational motivation prevails, while in older adolescents, personal or diapositive motivation is “outweighed” over situational. The presence of one or another motivation is associated with the predominance of certain needs. The pyramid of human needs, developed by the famous Western psychologist A. Mas-low, is well known. At the base of this pyramid are physiological needs, the upper part of the pyramid is the need for self-actualization, aesthetic and cognitive needs. The results of many years of research show that the vast majority of modern adolescents are characterized by pi-
truncated ramida, which can be schematically represented as follows (see Fig. 1).
Need for knowledge
The need for approval from peers, parents, teachers, representatives of the reference group
The need for communication, awareness of oneself as part of a certain society, where one can find recognition of oneself as “part of the general”
The need for security, a sense of security
Physiological needs necessary for the functioning of the body
Fig. 1 Pyramid of needs of adolescents
As you can see, the need for self-actualization and aesthetic expression is not vital for many teenagers, their needs are limited to the lower rungs. This picture is the result of the fact that the activities of teachers in traditional education are mainly aimed at realizing the needs for knowledge. But adolescents have a very strong desire for self-affirmation and, not finding opportunities for this in educational activities, many of them satisfy their desire in various types and levels of antisocial activity. The contradictions of adolescence lie in the fact that a teenager may have a need for knowledge, but not for learning, a need for communication, but not for submission. Thus, the traditional approach to education, which considers a teenager an object of education, often does not lead to the desired results due to the disregard for the age characteristics of students. As a result, there is a growing level of maladjustment, mental disorders in children, and a high level of conflict.
Another feature of adolescence is the frequent mismatch of the phases of age maturation (sexual, organic and social), which he pointed out in his writings
L.S. Vygotsky. This is due to both biological processes (acceleration, in which organic and puberty is accelerated), and social conditions and subjective factors. The alienation of adolescents from real social and everyday problems, the decline in the educational function of educational institutions often lead to a slowdown in social maturation, and sometimes to social infantilism and dependency. It also creates the prerequisites for the development of maladaptation.
One of the most important, and at the same time, painful problems for a teenager is the problem of self-identification, awareness of one's place in society, self-knowledge of oneself as a person. First of all, here it is necessary to highlight the fact that adolescents are characterized by an inadequate sense of independence, self-sufficiency, along with self-doubt. The discrepancy between the desires of "adulthood" and real awareness of the actual state often leads in some cases to effective actions, in others - to depressive and frustration states. A sense of adulthood, as noted by T.D. Molodtsov, can manifest itself in three ways: positively (the desire for independence, increased responsibility), neutrally (imitation of adults in clothes, manners) and negatively (rudeness, drunkenness, smoking, etc.). Often the desire to “show oneself as an adult”, to assert oneself and increase one's rating among peers takes undesirable maladaptive forms (aggressive behavior, the emergence of bad habits, leaving home, etc.). Therefore, it is very important to use this feature of adolescents in practical pedagogical activities, creating conditions where adolescents could express themselves, feel responsible, independent. A.S. understood this very well and used it in his practical activities. Makarenko, many of whose provisions are still relevant today. The essence of the mechanism of growing up is described in detail by the German scientist X. Remschmidt, who pointed out the following stages in the development of adolescents:
revision of value ideas, the emergence of the very idea of the possibility of disagreement with generally accepted and declared beliefs;
rejection of old patterns of behavior, greater independence from the opinion of the family, school;
maturation of one's own "I", the formation of self-esteem, a frequent change in its direction;
along with an increase in external independence, there is an orientation in tastes, standards of behavior towards the reference group. As a result - strengthening of conformism in relation to the reference group with simultaneous conformism in relation to official structures.
The nature of the leading relationships also changes in adolescence, and they differ in younger and older adolescents - if in younger adolescents personal-social relations are leading, then for older ones it is personal-intimate. The importance of personal relationships in older adolescence is emphasized by R.I. Shevandrin, who believes that "emotional ties in peer groups are so significant that their violations are accompanied by persistent states of anxiety and mental discomfort and can be the cause of neuroses" . It can be concluded that the level of development of interpersonal relations determines the specifics of individualization processes. Naturally, the significance of relations is determined by their functions. These include the following:
informative (receiving information, the message of which is not available in another way);
affiliative (satisfaction of the natural need for communication);
orientation-forming (as a result of relations, value orientations are formed);
emotional-unloading (there is a development of the emotional-sensory sphere of the personality);
compensatory (in the process of relationships, there is an unconscious compensation of negative emotions, troubles previously received, self-esteem of adolescents is restored).
In the school life of adolescents, a contradiction often arises, the consequence of which is the emergence of maladaptation prerequisites. The essence of the contradiction lies in
a pronounced, personally significant need for communication, on the one hand, and a sharp increase in educational material, the study of which is assigned to the home and requires a large amount of time to complete it. As a result, the teenager either does not satisfy the need for affiliation, or there are problems in educational activities, academic performance decreases, which leads to conflicts at school and in the family. A feature of older adolescents is an increased interest in determining the level of development of their abilities. This is manifested in the passion for tests, participation in olympiads, competitions. This interest also determines the relationship between educational and professional interests, the desire for self-improvement, the study of the features of interpersonal interaction in official and informal spheres. As a result of the manifestation of this age-related feature of adolescents, especially older ones, the motivation for learning activity often changes, which becomes a “place of self-assertion,” as Yu.M. Orlov. I.S. Kon, who noted that the desire for leadership and prestige as a means of self-affirmation can cause serious damage to self-consciousness, give rise to ambition, inadequacy of personal qualities, inconsistency in relations with people around him. The realization of the need for communication, the importance of which was emphasized earlier, leads to an increase in the level of social perception (perception) and self-regulation of behavior in adolescents, since “the general pattern of character formation is the formation of reflective personality properties based on communicative ones.
In connection with this feature of adolescence, there is a danger that in the absence of success in communication, a teenager will begin to look for an example to follow, which can be a pop idol, a famous actor, etc. The effect of “fanaticism” is associated with this, when a teenager loses contact with reality, interest in the peers around him begins to experience serious problems in real communication, the process of self-identification is disrupted. Often this is used for their own purposes by asocial elements, represented by
followers of various sects. Therefore, the creation of a system of guidelines that are personally important for adolescents is one of the separate conditions for overcoming the adolescent crisis in relation to one's "I" and to others.
In general, the question of whether adolescent crises leading to degradation are a mandatory phenomenon in adolescence, or whether they can be avoided, is open. Representatives of the Western psychological school (S. Hall, E. Spanger, neo-Freudians, etc.) often conclude that adolescent maladaptation is inevitable, explaining it by the need to resolve programmed internal contradictions. So, J. Piaget explains the cause of teenage maladaptation by reassessing one's own capabilities when changing with the help of ideas of oneself and the world around. Z. Freud, E. Spanger attach the main importance to the unfulfillment of the sexual aspirations of adolescents. E. Erickson explains the causes of maladaptation by the loss of self-identity. In his opinion, if this search fails, the teenager begins to diffuse identity, lose his "I", confusion and unpredictability.
In Soviet and Russian pedagogy and psychology, the opinion is more widespread that adolescent maladjustment is not inevitable, that its occurrence and development is due to specific factors, the influence of which can be neutralized with appropriate work. Along with this, most works emphasize that it is adolescence that should be given increased attention, as the most dangerous period for maladaptation. Adolescent maladaptation can manifest itself in various forms. One of the most common is a form of depressed mental state. Adolescents, often without external reasons, begin to experience an inferiority complex, a feeling of isolation from the team, they lose their joy from activities, lose a sense of perspective, and there is a feeling of anxiety and self-doubt. Along with the deterioration of the mental state, there is also a decrease in the level of physical fitness. Adolescents develop slowness, awkwardness, which was previously not characteristic of them, which enhances the development of maladaptation. Due to a decrease in the impulse to activity
teenagers watch all the TV shows, are able to sit idle for hours, scolding themselves for the lack of willpower. The situation is aggravated by the lack of spontaneous psychological compensation due to depression throughout the day.
In connection with the development of obsessive ideas about their own inferiority, adolescents are alienated from their parents and peers, they have a deepening of isolation, silence, removal from collective activities, that is, “depressive autism” is growing, which leads to further development of maladaptation.
The reverse picture is often observed, leading, however, to a similar result. Adolescents of this type have increased excitability, they react to all comments addressed to them with rudeness, sometimes turning into a hostile attitude. They become conflictual, pugnacious, arrogant, intolerant of other people's opinions. Adolescents are characterized by increased opposition, negativism. N.M. Iovchuk and A. A. Severny point out that adolescents “possible various kinds of hysteroform states, demonstrative suicide attempts, leaving home and vagrancy.” The reference group of such adolescents most often has an asocial orientation, often adolescents, trying to relieve tension, use alcohol, narcotic and toxic substances, which aggravates the maladaptive state.
When characterizing the age characteristics of adolescents, one cannot help but dwell on the problem of suicide attempts, since according to statistics, the largest number of suicides occurs in the older teenage and early youth age groups, and over the past 5 years in Russia, the number of suicides among adolescents has increased by 60%. The same authors believe that the number of suicide attempts in early adolescence is increasing. Most often, suicide attempts are caused by violations of relationships in the family, educational failures, violation of intimate-personal relationships. Adolescents' actions are usually impulsive, a "short circuit" reaction is triggered. A feature of this age can be considered the fact that suicidal attempts are often caused by the desire to restore the violated
social bonds formed as a result of conflicts, and not a conscious need for self-destruction. Suicidal attempts are always based on maladaptive states of varying severity. Let us present the statistical data of A.L. Groysman, who, as a result of monitoring 500 maladjusted adolescents, found that the sources of maladaptive situations were: educational activities (35% of cases), family relationships (24% of cases), sexual dissatisfaction (14%), dissatisfaction with oneself (5%), etc. . We will try to summarize the internal causes of teenage maladaptation:
Insufficient realization of the need for personally meaningful relationships, or an unsatisfied need for communication in general.
Loss of personally significant landmarks in the long-term development, or the formation of a system of false guidelines.
The discrepancy between the “perceived I” and the “ideal I”, the development of an inferiority complex, the formation of inadequate self-esteem.
The gap between the capabilities of adolescents and their claim to social status, the loss of self-identity. Increased conflict due to the desire to assert themselves.
Mismatch in the goal-setting system of adolescents and social institutions, primarily schools. For the school, the main goal is still "arming" the student with the ZUN system, for a teenager - self-affirmation, self-actualization in the system of interpersonal relations.
Insufficient realization of feelings of "adulthood" in adolescents, the inertia of the system of relations on the part of parents and teachers.
Age-related increased nervous excitability, mental instability of adolescents, often leading to neurotic or depressive states.
Based on the analysis of the essence of the factors, causes and forms of maladaptation of adolescents, we introduce the concept of the adaptive potential of the individual, which reflects the resistance of adolescents to maladjustment factors. It is a combination of all subjective qualities and abilities of a person.
ty, allowing it to successfully adapt to environmental conditions. The adaptive potential of a person is an integrative phenomenon, including those characteristics and characteristics of a person (personal properties, physical and mental health, character, worldview, etc.) that increase his ability to establish harmonious relations with the outside world and himself. Therefore, one of the main areas of preventive work to prevent maladjustment processes is to increase the adaptive potential of adolescents by creating conditions for self-development of the individual. Adaptive potential is a variable value and depends on age characteristics, personal experience of a teenager, external conditions. So, when a student moves to another team, where he may not initially be accepted as a novice in the existing social structure, many personal qualities that determine the adaptive potential may undergo essential changes, change their focus (optimism may be replaced by pessimism, sociability - isolation, etc.). d.). The potential that has decreased as a result will make it difficult to adapt in the future, in new situations. Therefore, when diagnosing personal qualities that determine the adaptive potential, we took into account their dynamics.
Disadaptation, like any process that has factors of origin and development, parameters of a qualitative state, direction of development, lends itself to classification. The classification characteristic is necessary for choosing the optimal ways of readaptation and prevention of maladaptation. Currently, there are several types of classification of maladjustment (S.A. Belicheva, T.D. Molodtsova, etc.) according to various criteria. The most complete version of the classification belongs to T.D. Molodtsova. Based on many years of observation of students, we offer our own version of the classification:
according to the source of occurrence;
by the nature of the manifestation;
by area of manifestation;
by intensity;
- by coverage. As stated above, the process of maladjustment consists in the mismatch of the relationship of the individual with the outside world or with himself, that is, it is always an internal personal process, but the motivating force that provokes intrapersonal disorders can be both external factors in relation to the individual and changes qualities of the subject. Therefore, according to the source of occurrence, maladaptation is divided into exogenous, where the cause of maladaptation is mainly external factors, factors of the social environment; endogenous with predominant participation in the process of maladjustment of internal factors (psychogenic diseases, individual characteristics of psychological development, etc.) and complex, the causes of which are multifactorial.
This classification, in our opinion, complements the classification of T.D. Molodtsova, who, depending on the manifestation of maladaptation, distinguishes pathogenic, manifested in neuroses, tantrums, psychopathy, somatic disorders, etc.; psychological, expressed in the acceptance of character, frustration, inadequacy of self-esteem, deprivations, etc.; psychosocial, determined by conflict, deviant behavior, academic failure, violations of relationships; social, when a teenager openly contradicts generally accepted social requirements. Comprehensive use of T.D. Molodtsova and the classification proposed by us, allows us to get a more complete picture of the essence of maladaptation, its root causes and manifestations.
According to the nature of the manifestation, maladaptation is divided into behavioral, manifested in the activity responses of adolescents to maladjustment-causing factors, and hidden, deep, not outwardly expressed, but under certain conditions capable of turning into behavioral maladaptation. Behavioral reactions of adolescents experiencing the process of maladaptation can manifest themselves in conflicts, indiscipline, offenses, bad habits, refusal to follow the orders of parents, teachers, school administration. In the most severe forms of maladaptation,
possible departures from home, vagrancy, suicide attempts, etc.
Behavioral maladaptation is more easily detected, which often facilitates the readaptation process.
Hidden maladaptation is mainly associated with disturbances in the intrapersonal environment, is determined by the individual characteristics of the individual, and can also reach significant intensity. During the transition to behavioral maladaptation, it can manifest itself in the form of depression, affective reactions, etc.
According to the area of manifestation, in our opinion, maladaptation can be divided into ideological, when the main violations occur in the ideological or socio-ideological complexes of personally significant relationships; maladaptation by activities, in which violations of relations are observed in the process of participation of a teenager in a particular activity; disadaptation of communication that occurs when there is a violation in the intra-social and intimate-personal complexes of relations, that is, violations occur in the process of interaction of a teenager in the family, school, with peers, teachers; subjective-personal, in which maladjustment occurs due to the dissatisfaction of the student with himself, that is, there is a violation of the attitude towards himself. Although, as a rule, the maladaptation of communication is more clearly manifested outwardly, however, according to the consequences, which are not always immediate and predictable, it seems to us that the maladaptation of the worldview is more dangerous. This type of maladaptation is typical just for adolescence, when a teenager develops a system of his own beliefs, a "personal core" is formed. If the process of ideological maladaptation proceeds intensively, social nonconformism arises, antisocial behavioral reactions are observed. These four types of maladaptation are very closely interconnected - worldview maladjustment inevitably leads to subject-personal maladaptation and, as a result, communication maladjustment occurs, which causes activity maladaptation. It may be the other way around: activity maladjustment entails all other types of maladaptation.
According to the depth of coverage, we single out general maladjustment, when the overwhelming number of complexes of personally significant relationships are violated, and private, affecting certain types of complexes. Most often, private disadaptation is subjected to an intimate-personal complex. Some subtypes of maladjustment are identified by T.D. Molodtsova. So, it subdivides by the nature of the occurrence of maladaptation primary and secondary. Primary disadaptation is a source of secondary, and often of a different kind. In the event of a conflict in the family (primary maladjustment), a teenager can withdraw into himself (secondary maladaptation), reduce academic performance, which causes a conflict at school (secondary maladaptation), compensating for the psychological problems that have arisen, the teenager is “annoyed” at younger students, may commit an offense. Therefore, it is very important to determine what was the root cause of maladjustment, otherwise the readaptation process will be very difficult, if not impossible. We agree with the selection of A.S. Belicheva, and later - with changes by T.D. Molodtsova, such subspecies of disadaptation as stable, temporary, situational, differentiated by the time of its course. In the case of short-term maladaptation associated with any conflict situation and ending at the end of the conflict, we will talk about situational maladaptation. If maladaptation periodically manifests itself in similar situations, but has not yet acquired a stable character, such a subspecies of maladjustment refers to temporary. Stable maladaptation is characterized by a regular, long-term effect, is poorly amenable to readaptation and, as a rule, captures a significant number of relationship complexes. Of course, the above classifications are rather arbitrary; in reality, maladjustment is most often a complex formation due to various factors.
Since social adaptation is the inclusion of an individual or group in the social environment, their adaptation to the relevant rules, the system of norms and values, the practice and culture of the organization, the social maladaptation of children and adolescents is a violation of the process of social development, socialization of the individual.
Signs of social maladaptation are:
§ Violation of morality and law;
§ Asocial forms of behavior and deformation of the system of value orientations;
§ Loss of social ties with family, school;
§ A sharp deterioration in neuropsychic health;
§ Increase in early adolescent alcoholism;
§ Suicidal tendencies.
Among the many unfavorable factors that characterize the current situation of families belonging to the “high risk group” and giving the largest number of maladjusted children, it should be noted socio-demographic, psychological and criminal factors that contribute to the emergence of social deviations in the behavior of children and the growth of their maladaptation.
Unemployment of parents becomes an additional risk factor. In many regions of Russia, unemployed women with children make up more than 50% of the total number of unemployed. Approximately 60,000 single mothers are looking for work in the labor market Social work technologies. Textbook. M., 2001. p.145..
A powerful factor in child neglect, in addition to a dysfunctional family, is undoubtedly the violation of the rights of children in the field of education, health improvement, in obtaining a profession and housing, the slow decision by the guardianship and guardianship authorities of issues of living arrangements, upbringing and the future fate of children left without parental care. In recent years, Another category of minors belonging to the “high-risk group” is the children of refugees and internally displaced persons, who appear due to the collapse of the USSR and numerous armed conflicts.
Maladaptation is closely related to the deterioration of the mental health of children. Psychological pathology among socially maladjusted minors is quite high and reaches 95% of the technology of social work. Textbook. M., 2001. p.146.
There is a trend towards an increase in the number of adolescents hospitalized due to drug addiction. Neglected children with various pathologies and mental illnesses, in most cases, need serious medical care along with social rehabilitation.
In recent years, there has been a steady increase in the number of sexually transmitted diseases among children, especially among socially maladjusted children and adolescents, many of whom become victims of sexual violence. According to social services, only 75% of victims of violence turn to law enforcement agencies, while the actual number of cases of sexual violence is dozens of times higher than the statistics, since so many assaults remain a "secret" of children. They cripple their psyche, negatively affect the further development of the personality, lead to an all-consuming thought about the futility of life. Suicide among children remains a serious social problem. Its causes are family (neglect or divorce of parents, death of one of them), personal (loneliness, disability, failure) and economic problems. Children who have not received support in a difficult life situation, who are left alone with their troubles, insults, problems, who have met with violence and perverted cruelty, leave life. Minors whose parents are deprived of parental rights for a long time (sometimes several years) are forced to live in extremely dysfunctional family environment, since the problem of their life arrangement is solved by the guardianship and guardianship authorities extremely slowly. This category of children is most prone to vagrancy, at the same time being exposed to the danger of becoming a victim of violence and crime or being involved in criminal activities.
Neglect among teenagers is observed against the background of drunkenness, drug addiction, unemployment both among parents and among minors themselves.
One of the manifestations of social maladjustment of children and adolescents is the abuse of psychoactive substances. Minors who often use alcohol, drugs and intoxicants experience serious learning difficulties. They are characterized by low academic performance and systematic absenteeism, many stay for the second year or stop their studies and refuse to attend school or other educational institutions. takes their availability.
Depending on the "nature" of the nature and degree of maladjustment, pathogenic, psychosocial and social maladaptation of children and adolescents can be distinguished.
Pathogenic disadaptation is caused by deviations, pathologies of mental development and neuropsychiatric diseases, which are based on functional organic lesions of the central nervous system. In turn, pathogenic maladaptation in terms of the degree and depth of its manifestation can be of a stable, chronic nature (psychosis, psychopathy, organic brain damage, mental retardation). There is also the so-called psychogenic maladjustment (phobias, obsessive bad habits), which can be caused by an unfavorable social, school, family situation. According to experts, 15-20% of school-age children suffer from some form of psychogenic maladaptation and need comprehensive medical and pedagogical assistance (VE Kagan). In total, according to research by A. I. Zakharov, up to 42% of preschool children attending kindergartens suffer from certain psychosomatic problems and need the help of pediatricians, psychoneurologists and psychotherapists. Ibid. with. 12. . The lack of timely assistance leads to deeper and more serious forms of social maladjustment, to the consolidation of stable psychopathic and pathopsychological manifestations.
Among the forms of pathogenic maladaptation, the problems of oligophrenia and social adaptation of mentally retarded children stand out separately. As we have already noted, oligophrenics do not have a fatal predisposition to crime. With methods of training and education adequate to their mental development, they are able to assimilate certain social programs, receive simple professions, work and, to the best of their ability, be useful members of society. However, the mental disability of these children, of course, makes it difficult for them to socially adapt and requires special rehabilitation socio-pedagogical conditions.
Psychosocial maladaptation is associated with the age and sex and individual psychological characteristics of the child, adolescent, which determine their certain non-standard, difficult education. Psychosocial maladjustment requires an individual pedagogical approach and, in some cases, special psychological and pedagogical correctional programs that can be implemented in general education educational institutions. By their nature and nature, various forms of psychosocial maladaptation can also be divided into stable and temporary.
Stable forms of psychosocial maladaptation include character accentuations, defined as an extreme manifestation of the norm, followed by psychopathic manifestations.
Temporary unstable forms of psychosocial maladjustment include, first of all, the psychophysiological age and sex characteristics of individual crisis periods in the development of a child, adolescent,
In this case, maladjustment manifests itself in crisis periods of psychophysiological development, which are characterized by qualitatively new psychological formations, which requires a restructuring of the nature of relations between adults, parents, educators, teachers with a child, a teenager, as well as changes in the entire system of educational measures and influences, the social situation of development. L. S. Vygotsky, one of the first in Russian psychology to develop the problem of periodization of mental development, singled out crises of newborn, one year, three, seven, thirteen years. The crisis of a newborn is associated with a change in the social and biological environment, the crisis of one year - with the development of upright posture by a child, three years - with the acquisition of speech, seven years - with a change in the social situation of development (going to school) and thirteen years - a crisis of adolescence. The crisis of adolescence is one of the most "difficult" experiences for a child in the process of his mental development. During this period of transition from childhood to adulthood, as noted above, serious changes occur both in the body, the "psyche" and in the nature of the relationship of a teenager with others, adults and peers Abramova G.S. Age-related psychology. Yekaterinburg. 2002. p.78..
However, the crisis, the well-known difficulty in education of adolescence, as well as the difficulty in education of other age-related crisis periods of development, can be overcome if the educational process, educational efforts, the nature of relations with teachers, parents are built taking into account the age-related psychophysiological patterns of development of the child, adolescent.
Temporary psychosocial maladjustment can be caused by certain mental states provoked by various psycho-traumatic circumstances (conflict with parents, comrades, teachers, emotional uncontrollable state caused by the first youthful love, experience of marital discord in parental relationships, etc.). All these conditions require a tactful, understanding attitude of teachers and psychological support from practical psychologists.
Social maladaptation is manifested in the violation of moral and legal norms, in asocial forms of behavior and deformation of the system of internal regulation, reference and value orientations, and social attitudes. In fact, with social maladjustment, we are talking about a violation of the process of social development, the socialization of an individual, when there is a violation of both the functional and the content side of socialization. Socially neglected adolescents are characterized by various serious social deviations (vagrancy, drug addiction, drunkenness, alcoholism, delinquency, immoral behavior, etc.). In relationships of this kind of difficult teenagers, special measures of social support are needed, which we will discuss in more detail below.
So, there are two circumstances that are the most important prerequisites for maladaptation:
1. family factor. For a child at a very early age, the drunkenness of his parents, their indifference, bordering on cruelty, are factors contributing to his pathological development. For older children, an unfavorable family environment is only an aggravating, and not at all an obligatory prerequisite for maladaptation;
2. congenital pathology: expressed in a rather erased form of brain dysfunction, due to birth or postpartum trauma, increased mental excitability of the parents themselves Technologies of social work. Textbook. M., 2001 p. 145..
Together with the first factor, they create those special, burdened compared to normal conditions, in which deviations in the psyche initially appear and form, contributing to maladaptation.
Already at an early age, such children demonstrate rapid fatigue, communication difficulties in preschool institutions, and difficulties in engaging in games and activities that are characteristic of their age. However, the real difficulties arise for them, as a rule, after entering the school. First, they are ill-prepared and only able to catch up if favorable conditions are created for them, so it is usually difficult for them to learn. Secondly, they get tired faster than others, satiated with activity, more irritable, incapable of prolonged and systematic stress.
And yet, it would be a gross mistake that early learning difficulties and a weakened nervous system, and therefore the initial maladjustment with its deviations in behavior, are the direct causes of the asocial orientation of the individual. It is necessary to consider the personality of the child throughout the entire path of the formation of the phenomenon of maladjustment and at the same time strictly separate the physiological conditions and the actual psychological process that occurs within this framework. The following points can be noted as the most significant.
As the requirements and school programs become more complex, it becomes increasingly difficult for such Acts to achieve success due to these violations. They are usually unable to concentrate their attention for a long time (15-20 minutes), so they get distracted in the lesson, answer inappropriately, annoy the teacher, become objects of ridicule of their peers. Without the organizing and mobilizing help of adults (which parents in a dysfunctional family cannot provide them), they are not able to overcome difficulties, they endure accusations of inferiority, they are subjected to punishments (often very severe), deprivations. The most important needs of a child at this age - approval, respect from others - are not satisfied, which creates deep inner discomfort in him.
In other words, a mild or erased hereditary pathology, combined with the lack of pedagogical and psychological assistance, causes the child to gradually alienate himself from society. This is facilitated by the unfavorable situation in the family, drunkenness and cruelty of parents.
With the transition to adolescence, which implies the formation of new needs, the prevalence of communicative activity, communication with peers, the need to know oneself, to assert oneself, it becomes necessary to develop one's own point of view on certain phenomena and events.
Of course, it would be a mistake to assume that the “difficult” adolescent, due to his burdened mental development, is inclined to choose only “bad” and “bad” as new needs. However, as a rule, they choose a company of friends for themselves, in communication with whom (unlike school or family) they can assert themselves, get a certain status, feel (finally, self-respect).
With the beginning of the dominance of the values of such a group in a teenager, his conflicts with teachers, parents, and neighbors become inevitable. Pedagogical illiteracy of parents, who are convinced that the best means of education is rude swearing and assault, and calling a district police officer, prevents the satisfaction of the true interests, emotional needs of a teenager.
The rapid formation of deviant behavior is explained by the lability and excitability characteristic of adolescents, which extremely accelerate the formation of the desire to live carelessly, noisily, and cheerfully. Addiction to alcohol and drugs, thoughtless participation in street fights compensate the teenager for all the infringements and harassment that he undergoes in everyday life.
However, participation in fights and the commission of other petty offenses, more and more habitual, inevitably begin to cause personality changes that develop much faster in the group - the teenager tends to show these pathological changes long before they actually appear, following the requirements and codes of the group. This is how a delinquent person develops (from the Latin delinquens - offender, criminal), a person who has not yet committed, but is ready to commit a major offense. In a teenager whose personality has not yet been formed, negative experience causes genuine deviations, a tendency to delinquency. At the advanced stages of deviation and maladjustment, distortion and deep deformation of the personality of the delinquent are observed, which descends to the most primitive state. Thus, disadaptation is not congenital and does not arise unexpectedly; its development is preceded by a number of stages that can be considered stages of the ontogenesis of negative psychological neoplasms.
1. difficult-to-educate children with a level of maladjustment close to the norm, which is due to the peculiarities of temperament. The presence of mild brain dysfunctions, impaired attention, insufficiency of age development, peculiarities of the socio-psychological and pedagogical situation of upbringing and development.
2. Nervous children who, due to age-related immaturity of the emotional sphere, are unable to independently cope with difficult experiences caused by their relationship with their parents and other adults significant to them.
3. "difficult" adolescents who do not have to solve their problems in a socially acceptable way, characterized by internal conflicts, accentuations of character, unstable emotional and volitional sphere, personality changes that, under the influence of family environment, upbringing, and the immediate environment, become clearly expressed and eventually irreversible.
4. adolescents - delinquents, constantly balancing on the verge of permissible and illegal behavior that is not consistent with socially acceptable ideas about good and evil Technologies of social work with children and adolescents. St. Petersburg, 2001. p.175.
A large amount of data has been accumulated in domestic and foreign science, convincingly indicating that the following factors influence the formation of disadaptation:
neglect as a result of outwardly unfavorable conditions of life and upbringing, lack of attention to the child;
Deprivation as a result of the complete absence on the part of parents of warm, close relationships with the child, necessary for its full development;
frustration due to the fact that very often the satisfaction of the child's vital needs is hindered by insurmountable difficulties;
· an internal conflict that arises after the first disturbing factors, which determines the formation of a complex of personal problems as obstacles to a normal worldview in the sphere of communication and activity, relationships with people Social work technologies. Textbook. M., 2001, p. 311.
We have listed several factors influencing the process of maladaptation of adolescents, which indicate the need for social work with maladjusted adolescents. Consider the basic technologies of social work with maladjusted children and adolescents.
The total or partial loss by an individual of the ability to adapt to the conditions of society is called social maladaptation.
Also, this term is understood as the destruction of the relationship between a person and the environment, which is expressed in the impossibility of comparability of social conditions and the need for his individual self-expression.
Disadaptation in society has varying degrees of manifestation and severity, and can also proceed in several stages, among which are latent maladjustment, the destruction of previously formed social ties and mechanisms, and strengthened maladaptation.
Causes of maladaptation in society
Violation of social adaptation is a process that never occurs spontaneously, for no apparent reason, and is not innate. The formation of this complex mechanism may be preceded by a whole stage of various psychologically negative formations of the individual. The reason for maladaptation in society is often hidden in a number of factors, for example, social, socio-economic or purely psychological, age.
In our time, experts call the social one the most relevant factor in the development of maladaptation. It includes errors in education, serious violations in the interpersonal relationships of the subject, resulting in a whole cascade of so-called errors in the accumulation of social experience. Such consequences, most often, are formed already in childhood or adolescence, against the background of misunderstanding between the child and parents, conflicts with peers, and various mental injuries at an early age.
As for purely biological reasons, they do not often become a factor in the development of maladaptation in themselves. These include various congenital pathologies, injuries, the consequences of viral and infectious diseases with damage to the central nervous system, which affected the functions of the emotional-volitional sphere. Such individuals are more prone to various kinds of deviant behavior, it is difficult for them to make contact with others, they are aggressive and irritable. The situation can be aggravated if such a child grows up and is brought up in an inferior or dysfunctional family.
Psychological factors include the specifics of the formation of the nervous system and some personality traits, which, in conditions of improper upbringing or negative social experience, can become the basis for maladaptation. This is expressed in the gradual formation of "abnormal" traits, such as aggressiveness, isolation, imbalance.
Factors of social maladaptation
As already mentioned, the mechanism of violation of the ability to adapt to the conditions of society is quite complex and versatile.
Thus, it is customary to single out a number of factors of social maladaptation, which determine the specificity and severity of this process:
- Cultural and social deprivation in relation to the general level of society. We are talking about depriving the individual of certain benefits, vital needs.
- Banal pedagogical neglect, lack of cultural and social education.
- Excessive stimulation with new "special" social incentives. Craving for something informal, rebellious. This is often the case in adolescence.
- Lack of preparation of the individual for the ability to self-regulate.
- Loss of previously formed options for mentoring, leadership.
- The loss by an individual of a collective or group previously familiar to him.
- A low level of mental or intellectual preparation for the individual to master a profession.
- Psychopathic properties of the personality of the subject.
- The development of cognitive dissonance, which could arise against the background of a discrepancy between personal judgments about life and the real position of the subject in the world around him.
- Sudden violation of previously attached stereotypes.
The list of these factors implies a certain feature of the processes of maladaptation. More precisely, it emphasizes the fact that when it comes to maladjustment in society, they understand a number of both internal and external violations of the usual processes of social adaptability. Thus, social maladaptation is not so much a long process as a short-term situational position of the subject, resulting from the influence of certain traumatic stimuli of the external environment on him.
These unusual factors for the individual, which suddenly arise in his surroundings, are in fact a specific sign that there is an imbalance between the mental activity of the subject himself and the requirements of the external environment, society. Such a situation can be characterized as some difficulty arising against the background of a number of adaptive factors to suddenly transforming environmental conditions. Subsequently, this is expressed by an inadequate reaction and behavior of the subject.
Correction of disadaptation in society
Specialists have developed a number of different methods that are widely used in education in order to provide for possible complications in the socialization of a future full-fledged individual. Correction of disadaptation in society, most often, is carried out through trainings, the main task of which is the development of communication skills, maintaining harmony in the family and the team, correcting some of the psychological properties of the personality that may prevent its full disclosure, contact with others, self-regulation, self-control and self-realization.
Thus, the main functions of training can be called:
- The educational part, which consists in the formation and education of various personality traits and skills, which will become the main ones for the further development of memory, the ability to listen and speak, learn languages, and transmit the information received.
- The entertainment part is the background to creating the most comfortable and relaxing atmosphere at the training.
- The conclusion and development of simple emotional contacts, trusting relationships.
- Prevention aimed at suppressing a number of undesirable reactions, a tendency to deviant behavior.
- Comprehensive personality development, which consists in the formation and maintenance of various positive character traits by modeling all possible life situations.
- Relaxation, the purpose of which is complete self-control, getting rid of possible emotional stress.
The trainings are always based on various specific methods of working with the group. It also implies an individual approach not only to each group, but also to each member of the group. Such trainings are a kind of preparation of each individual for an independent and full-fledged social life, with the possibility of self-realization through active adaptation to the conditions of society.
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