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The concept of social maladjustment: forms, types, causes, methods of correction. Prerequisites for social maladjustment of adolescents

Social maladjustment is the process of loss of socially significant qualities that impede the individual’s successful adaptation to conditions social environment. Social maladjustment is manifested in a wide range of deviations in the behavior of a teenager: dromomania (vagrancy), early alcoholism, substance abuse and drug addiction, sexually transmitted diseases, illegal actions, moral violations. Teenagers experience painful growing up - a gap between adulthood and childhood - a certain emptiness 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, start a family, or be good parents. They easily cross the line of moral and legal norms. Accordingly, social maladaptation manifests itself in asocial forms of behavior and deformation of the system of internal regulation, reference and value orientations, and social attitudes.

The relevance of the problem of adolescent maladjustment is associated with a sharp increase in deviant behavior in this age group. Social maladaptation has biological, personal-psychological and psychopathological roots, and is closely related to the phenomena of family and school maladaptation, being its consequence. Social maladaptation is a multifaceted phenomenon, which is based not on one, but on many factors. Some experts include among these:

A. individual;

B. psychological and pedagogical factors (pedagogical neglect);

C. socio-psychological factors;

D. personal factors;

E. social factors.

Factors of social maladjustment

Individual factors operating at the level of psychobiological prerequisites, complicating the social adaptation of an individual: severe or chronic somatic diseases, congenital deformities, motor impairments, disorders and decreases in the functions of sensory systems, immaturity of higher mental functions, residual organic lesions of the central nervous system with cerebrovascular disease, decreased volitional activity , focus, productivity cognitive processes, motor disinhibition syndrome, pathological character traits, pathological puberty, neurotic reactions and neuroses, endogenous mental illnesses. The nature of crime and delinquency is considered along with forms of deviant behavior, such as neuroses, psychoasthenia, obsession, and sexual disorders. Persons with deviant behavior, including neuropsychic deviations and social deviation, are characterized by feelings of increased anxiety, aggressiveness, rigidity, and an inferiority complex. Special attention focuses on the nature of aggressiveness, which is the root cause of violent crime. Aggression is behavior whose purpose is to cause harm to some object or person, resulting from the fact that various reasons Some initial innate unconscious drives do not receive realization, which gives rise to aggressive energy of destruction. Suppression of these drives, strict 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 maladjustment is the emergence and existence of psychosomatic disorders in maladjusted adolescents. The basis for the formation of psychosomatic maladjustment of a person is a dysfunction of the entire adaptation system. A significant place in the formation of personality functioning mechanisms belongs to the processes of adaptation to environmental conditions, in particular, to its social component.

Environmental, economic, demographic and other unfavorable social factors in recent years have led to significant changes in the health of the child and adolescent population. The vast majority of children under the age of one year exhibit functional-organic brain deficiencies ranging from the mildest, revealing themselves only in conditions of an unfavorable environment or concomitant diseases, to obvious defects and anomalies of psychophysical development. The increased attention of educational and health authorities to the issues of protecting the health of students has serious reasons. The number of children with developmental disabilities and poor health status among newborns is 85%. Among children entering first grade, over 60% are at risk of school, somatic and psychophysical maladjustment. Of these, about 30% are diagnosed with a neuropsychiatric disorder in the junior group of kindergarten. Number of students primary school those who cannot cope with the requirements of the standard school curriculum have doubled over the past 20 years, reaching 30%. In many cases, health problems are borderline in nature. The number of children and adolescents with mild problems is constantly increasing. Diseases lead to decreased performance, missed school sessions, decreased productivity, disruption of the system of relationships with adults (teachers, parents) and peers, and a complex psychological and somatic relationship arises. Worries about these changes may impair functioning internal organs and their systems. A transition from somatogeny to psychogeny and vice versa is possible, with the emergence in some cases of a “vicious circle.” Psychotherapeutic interventions in combination with other treatment methods can help the patient get out of the “vicious circle”.

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 lesson, inadequacy of educational measures taken by teachers, unfair, rude, insulting attitude of the teacher, underestimation of grades, refusal to provide timely assistance in case of justified absence from classes, and lack of understanding of the student’s state of mind. This also includes a difficult emotional climate in the family, parental alcoholism, family sentiment against school, school maladaptation of older brothers and sisters. With pedagogical neglect, despite lagging behind in studies, missing lessons, conflicts with teachers and classmates, adolescents do not experience a sharp deformation of value-normative ideas. For them, the value of work remains high, they are focused on choosing and obtaining a profession (as a rule, working), they are not indifferent to the public opinion of others, and socially significant referent connections are preserved. Adolescents experience difficulties in self-regulation not so much at the cognitive level, but at the affective and volitional level. That is, their various actions and antisocial manifestations are associated not so much with ignorance, misunderstanding or rejection of generally accepted social norms, but with the inability to inhibit themselves, their affective outbursts or resist the influence of others.

Pedagogically neglected adolescents, with appropriate psychological and pedagogical support, can be rehabilitated already in the conditions of the school educational process, where the key factors may be “advancement with trust”, reliance on useful interests that are related not so much to educational activities, but to future professional plans and intentions, as well as restructuring to more emotionally warm relationships of maladaptive students with teachers and peers.

Social and 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 community. One of the important social situations for a teenager’s personality is school as a whole system of relationships that are significant for a teenager. The definition of school maladjustment means the impossibility of adequate schooling in accordance with natural abilities, as well as adequate interaction of a teenager with the environment in the individual microsocial environment in which he exists. The occurrence of school maladaptation is based on various factors of a social, psychological and pedagogical nature. School maladaptation is one of the forms of a more complex phenomenon - social maladaptation of minors. Over one million teenagers are homeless. The number of orphans has exceeded five hundred thousand, forty percent of children are exposed to violence in families, the same number experience violence in schools, and the death rate among teenagers from suicide has increased by 60%. Unlawful behavior among teenagers is growing twice as fast as among adults. 95% of maladjusted adolescents have mental disorders. Only 10% of those in need of psychocorrectional assistance can receive it. In a study of adolescents aged 13-14 years, whose parents sought psychiatric help, it was determined personality traits minors, the social conditions of their upbringing, the role of the biological factor (early residual organic damage to the central nervous system), the influence of early mental deprivation in the formation of social maladjustment. There are observations according to which family deprivation has a decisive role in the formation of a child’s personality in preschool age, manifesting itself in the form of pathocharacterological reactions with signs of active and passive protest, child aggressiveness.

Personal factors that are manifested in the individual’s active selective attitude to the preferred communication environment, to the norms and values ​​of his environment, to the pedagogical influences of family, school, and the public, in personal value orientations and personal ability to self-regulate one’s behavior. Value-normative ideas, that is, ideas about legal, ethical standards and values ​​that serve as internal behavioral regulators include cognitive (knowledge), affective (attitudes) and volitional behavioral components. At the same time, an individual’s antisocial and illegal behavior can be caused by defects in the internal regulation system at any level - cognitive, emotional-volitional, behavioral -. At the age of 13-14 years, behavioral disorders become dominant, a tendency to group with antisocial older teenagers with criminal behavior appears, and substance abuse phenomena appear. The reasons why parents turned to a psychiatrist were behavioral disorders, school and social maladjustment, and substance abuse. Substance abuse in adolescents has an unfavorable prognosis, and 6-8 months after its onset, signs of a psychoorganic syndrome with intellectual-mnestic disorders, persistent mood disorders in the form of dysphoria and thoughtless euphoria with increased delinquency increase sharply. The problem of maladaptation and related substance abuse in adolescents is largely determined by social conditions - family, microenvironmental, and the lack of adequate professional and labor rehabilitation. Expanding opportunities at school for engaging in a variety of productive work and early vocational guidance have a beneficial effect on the education of pedagogically neglected, difficult-to-educate students. Work is a real sphere of application of the efforts of a pedagogically neglected student, in which he is able to raise his authority among classmates and overcome his isolation and dissatisfaction. The development of these qualities and reliance on them makes it possible to prevent alienation and social disadaptation of those who are difficult to educate in school groups, and to compensate for failures in educational activities.

Social factors: unfavorable material and living conditions determined by the social and socio-economic conditions of society. The problems of adolescents have always been relevant, but they have never been as acute as they are now in conditions of an unstable social and political situation, an unresolved economic crisis, a weakening role of the family, devaluation of moral standards, and sharply opposing forms of material support. It is noted that many forms of education are inaccessible to all adolescents, a reduction in the number educational institutions, vacation spots for teenagers. Social neglect, in comparison with pedagogical neglect, is characterized primarily 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, and unwillingness to take into account the norms of collective life. The alienation of socially neglected adolescents from such important institutions of socialization as family and school leads to difficulties in professional self-determination, significantly reduces their ability to assimilate value-normative ideas, moral and legal norms, the ability to evaluate themselves and others from these positions, to be guided by generally accepted norms in your behavior.

If a teenager’s problems are not solved, then they deepen and become complex, that is, such a minor has several forms of manifestation of maladjustment. It is these teenagers who make up a particularly difficult group of socially maladjusted ones. Among the many reasons that lead adolescents to severe social maladaptation, the main ones are residual phenomena of organic pathology of the central nervous system, pathocharacterological or neurotic personality development, or pedagogical neglect. Of considerable importance in explaining the causes and nature of social maladjustment is the system of self-esteem and expected assessments of the individual, something that relates to the prestigious mechanisms of self-regulation of adolescent behavior and deviant behavior in the first place.

Conclusion

Disadaptation is a multifactorial process. We undertook an analysis of the leading factors determining the occurrence, development of the form and depth of maladjustment. At present, a significant amount of information has been accumulated on the factors of maladjustment in adolescents; it needs to be generalized and systematized. Maladjustment can be initiated by various factors, which can be combined into two main groups: social, or objective, and personal, or subjective. The factors are closely interrelated, complementing and conditioning each other, just as the processes of socio- and psychoontogenesis are interconnected.
In first place among the factors determining the level of maladjustment is the family factor. The overwhelming number of researchers consider this factor to be the leading one. One of the leading functions of the family is considered to be 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 have identified a number of causes of maladaptation that arise in the family:
incomplete family composition, this often leads to an increase in the inferiority complex, inferiority, depression, neurotic states, embitterment, and premature fulfillment by adolescents of “adult social roles” - family breadwinners, protectors, etc.;
low level pedagogical culture of parents, leading to hyper-custody, or hypo-custody (according to the classification of A.E. Lichko);
negative relationships within the family that determine increased anxiety teenagers; frustration and neurotic conditions; 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 over-wealthy financial situation of the family, which gives rise to negative patterns of behavior in terms of their impact on adolescents.
Family relationships are associated with both the occurrence of maladaptation and the strengthening of maladaptive processes caused by other factors. The effect of increasing maladaptation is usually associated with incorrect reactions of parents to educational failures, individual actions of adolescents, comments from teachers, etc. As a result of subsequent punishment of adolescents, they develop stable maladaptive processes, 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 maladaptation, which are often almost irreversible;
acquisition of bad habits (alcoholism, drug addiction, substance abuse);
suicide attempts.
We placed the factor of organization of educational activities, the school factor, in second place in importance. The causes of school maladaptation are different, as are its forms. Most often, adolescent maladaptation associated with educational activities manifests itself in violations of the rules of behavior, relationships within educational institutions (with teachers, classmates, etc.), as well as in serious difficulties in learning educational material, poor realization of the creative and intellectual potential of adolescents. According to N.M. Iovchuk and A.A. Severny, “school maladaptation is a complex social and personal phenomenon that is the result of a disrupted interaction between the student’s personality and the environment.” Researchers include the following as the main reasons for school maladjustment:
inhumane nature of communication at school;
features of the teacher’s individual style;
personal qualities of teachers and administration of the educational institution;
the teaching paradigm that dominates the school, under which there are no conditions for the full personal development of adolescents;
negative attitudes of teachers towards students;
features of interpersonal relationships in classroom groups;
low methodological level of teaching;
low level of general culture of teachers, etc.
Any of the listed reasons can lead to the emergence of maladaptive processes, while simultaneously enhancing the effect of other reasons. Adolescent maladaptation can manifest itself either spontaneously, intermittently, in the case of a pronounced maladaptation factor, or constantly, emerging after a long latent period. The following forms of manifestation of school maladjustment in adolescents can be distinguished:
the student’s feeling of personal inadequacy and rejection from the team;
change in the motivational side of activity, avoidance motives begin to dominate;
loss of perspective, self-confidence, increasing 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, bad memory, poor concentration, undeveloped conceptual thinking, etc.), and negative educational motivation caused by negative personal relationships with the teacher, or general personal attitudes, and long-term illnesses of a teenager, predetermining the lag of students, etc.;
failure by the student to fulfill educational obligations;
increase in the number of violations of discipline.
The danger of teenage maladjustment associated with schooling increases due to the transfer of a negative attitude towards school to attitudes towards societies of different ranks, which leads to asocialization of the individual and difficulty in affiliation. The “overlay” effect often reaches significant values.
A special place in the hierarchy of maladjustment factors is occupied by the properties of the adolescent’s personality itself. Among the numerous causes of maladaptation related to this factor, we can highlight:
lack of development of the intellectual, emotional, motivational and personal spheres of the individual;
lack of a system of value guidelines;
the appearance of internal complexes;
physical and mental fatigue;
period of personal failures;
feeling of injustice, betrayal;
inadequate self-esteem (both overestimated and underestimated);
impairment of the cognitive sphere (general low level of intellectual development, impairment
memory, attention, etc.);
excessive introversion, which complicates the process of socialization;
prolonged infantilism, often turning into apathy;
increased excitability, which is often a prerequisite for deviant behavior;
primary aggressiveness social behavior, closely related to a predisposition to conflict;
weak development of volitional qualities, increased conformity in behavior, which leads to the emergence of psychological dependence on the manifestation of the orientation of reference groups.
The most important reason for maladjustment is character traits. Their significance in domestic science for a long time was downplayed, however, studies by foreign psychologists and a number of domestic scientists (S.A. Badmaev, L.S. Vygotsky, A.N. Leontyev, A.E. Lichko, S.L. Rubinshtein, etc.) showed that many cases of maladjustment are caused precisely by violations in 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 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 disruption of adaptation and leads to deviant behavior in 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 adaptation disorders. We summarized their classifications in Table 2.
The relationship between accentuation of character and predisposition to maladjustment No. Type of accentuated character Main 3 characteristics Nature of disorders 1 Cycloid Characterized by rapid mood swings, depression predominates, resulting in 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 manifest themselves in subjective-personal and intimate-personal complexes. Disadaptation is temporary 2 Labile The main feature is extreme instability of mood. They react painfully to comments and quickly move away. Capable of impulsive violations of discipline Mainly in the intimate-personal and activity complexes 3 Hyperthymic Distinguished by great mobility, sociability, and a tendency to violate discipline. They study unevenly due to lack of discipline. They claim to be leaders. They often end up in antisocial companies. Inflated self-esteem, react painfully to failures in the active complex. Disadaptation is situational, develops in a social environment 4 Sensitive Characterized by an increased level of anxiety, low sociability. They are diligent in their educational activities, but often do not respond due to shyness. Self-esteem is low, and an inferiority complex often develops. Responsible, but do not strive for leadership. They react extremely painfully to comments. Mainly in the subjective-personal complex. Psychological disadaptation predominates, quite stable 5 Psychoasthenic Indecisive, suspicious, prone to introspection. They find it difficult to make decisions and adhere to rituals and imaginary superstitions. The compensatory mechanism manifests itself in hasty and unsuccessful actions. Sports and manual skills are poor in the subjective-personal and activity complexes. A long latent period of maladaptation with its stable nature 6 Schizoid Very closed, uncommunicative, low-emotional in external manifestations. Actions are unpredictable. Condemn generally accepted ideals. Hobbies are constant, but quirky. Often manifestations of social nonconformism. Characterized by autism, introvertism in worldview, socio-ideological, intra-societal complexes. Violations are often hidden, but stable 7 Hysterical Characterized by excessive egocentrism and a desire to attract the attention of others. Prone to lying and fantasizing. Feelings are superficial and fickle. Infantilism, emancipation, and external opposition often manifest themselves. Often deviant behavior is a way to attract attention. Pretends to be a leader in a team. Demonstrative antisocial behavior, alcoholism, drug addiction In the socio-ideological, intimate-personal, intrasocial, activity complexes. Maladjustment is often behavioral, of high intensity 8 Epileptoid Characterized by cruelty, emotional reactions, and aggressiveness. They are vindictive, inert in thinking. Affective reactions are often observed. Conflicts in intra-societal, intimate-personal complexes. Behavioral maladjustment, stable, high intensity 9 Unstable Lack of initiative, easily obeys others, does not complete tasks. Increased craving for pleasure and idleness. They often leave lessons and easily end up in antisocial groups. Acquire early bad habits. 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-societal complexes. Disadaptation is persistent, mainly in the social sphere 10 Conformal Characterized by dependence on microsociety. They do not have their own beliefs, accepting the views of the reference group. They quickly adapt, including to antisocial groups. The orientation of the individual depends on the communication environment. If the company is antisocial, it starts drinking, smoking, and committing crimes In the intrasocial complex, sometimes in the activity complex. Can be readapted 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 their pure form, the above character types are very rare; mixed, or complex, character types are more often observed. Psychological research by A.E. Lichko showed that there is a well-defined correlation between the characteristics of sharpened character in adolescents and deviant behavior, indicating the processes of maladjustment. Maladjustment is often associated with mental disorders. The objectives of our work do not include the characterization of pathogenic disorders, however, in schools, as shown by psychological research, children are taught whose disorders have not reached critical values, but are in borderline states. Studies of maladaptation caused by a predisposition to mental illness, conducted by N.P. Wiseman, A.L. Groysman, V.A. Khudik and other psychologists. Their research showed that there is a close relationship between the processes of mental development and personality development, and their mutual influence. However, often deviations in mental development go unnoticed, and behavioral disorders come to the fore, which are only external manifestations of mental conflicts, the reaction of adolescents to maladaptive situations. These secondary disorders often have more pronounced external manifestations and social consequences. So, according to A.O. Drobinskaya, manifestations of psychophysical infantilism can be aggravated to such an extent by neurasthenic and psychopath-like disorders that arise in adolescents when school requirements are inadequate to their level of development that real, physiologically determined educational 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 a teenager’s behavior only by neutralizing the leading disaptation factor. IN in this case without forming contents
It is impossible to achieve adequate 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. Northern, depressive disorders manifest themselves in slow thinking, difficulties in remembering, and refusal from situations that require mental stress. Gradually, in early adolescence, depressed schoolchildren spend more and more time preparing homework, but cannot cope with the entire volume. Academic performance gradually begins to decline while maintaining the same level of aspirations, which causes irritation among teenagers. In older adolescence, in the absence of success, along with long-term preparation, the teenager begins to avoid tests, skips classes, and develops stable underlying maladjustment. Excessive protection of adolescents with identified mental disorders of low intensity from stress can also lead to maladjustment, which impedes 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, and exemption from attending school. All this complicates learning problems, disrupts the connection between children and adolescents with 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. The result is a manifestation of maladjustment. 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 located both within the class group and outside it (informal communication group, sports sections, teenage clubs, etc.). Reference groups satisfy adolescents' need for communication and affiliation. The influence of reference groups can be both positive and negative, and can be the cause of maladaptation,
than different types, and also be a disadaptive-neutralizing factor.
Thus, the influence of reference groups can manifest itself both in social facilitation, that is, in the positive stimulating influence of the behavior of group members on the teenager’s activities performed in their presence or with their direct participation; and in social inhibition, expressed in inhibition of behavior and mental processes subject of communication. If a teenager feels comfortable in the reference group, then his actions become relaxed, he realizes himself, and his adaptive potential increases. However, if a teenager is in a subordinate role in a reference group, then the mechanism of conformity often begins to operate when he, although he disagrees with members of the reference group, nevertheless, due to opportunistic considerations, agrees with them. As a result, an internal conflict arises associated with the discrepancy between the motive and the actual action. This inevitably leads to maladjustment, more often internal than behavioral. IN lately, due to the objective expansion of the sphere of communication of children, reference groups are less and less often found within the classroom community, 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 disadvantages, was still generally positive. In this regard, we tried to create a teenage public organization under experimental conditions, which will be discussed in Chapter 2. However, one cannot ignore that due to age characteristics teenagers feel the need for informal communication. There is even an assumption that spontaneous group communication is an almost inevitable, naturally determined stage in the process of socialization of adolescents, through which at least 80-85% go through. According to T.D. Molodtsova, affiliation becomes a source of maladjustment under the following conditions:
the unrealization of affiliation in the class team if there is no reference group outside of school;
if affiliation is realized, but in a reference group with an asocial orientation.
Our observations and analysis of periodicals show that recent years The number of informal teenage groups and their social influence have 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 (VCRs, computer games) that attract teenagers during extracurricular hours and contribute to the individualization of teenagers’ leisure time. Analysis of the influence of informal reference groups is difficult due to the secrecy of adolescents and poor awareness of social and psychological services. Asocially oriented reference groups can contribute to the development of bad habits in adolescents (alcoholism, drug addiction, substance abuse), which become the cause of maladjustment as the attachment to alcohol and drugs strengthens.
One of the measures of pedagogical support for adolescents should be considered activities for the development of the classroom team, the formation of a positive orientation in it, and collective activities that are personally significant for the teenager. As noted by L.I. Bozhovich, L.I. Novikova and others, such phenomena as traditions, public opinion, mutual assistance, mutual demands, intra-group competition, social identification, socio-psychological climate, reflection, etc. develop in a 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 opportunity to become familiar with cultural values, the ideological attitudes of society, the crime rate, etc.
For last decade There is a steady increase in the number of socially disadvantaged families in which there is a danger of the emergence of reasons that complicate the successful adaptation of adolescents 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 low social status,
characterized by a high level of delinquency, mental disorders and difficulties in mastering school knowledge.” 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, there is still no uniform idea even on the age gradation of adolescents. Most authors classify children from 10-11 to 14-16 years as teenagers. 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 guidelines for younger and older adolescents is quite different; The factors of maladaptation have different significance. Along with this, there are also general characteristic features adolescence. Thus, the activity takes on the character of active cooperation based on the independent setting of the goal of the activity and its planning. Teenagers are able to predict the consequences of their activities, find the reasons for failures, and make certain adjustments. further actions. The range of relationships becomes wider, and their nature becomes more complex. 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 and negativism in relationships with parents and teachers. Typically in teenagers younger age situational motivation predominates, while in older adolescents there is an “outweighing” of personal or positive motivation over situational motivation. 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. Maslow, is well known. At the base of this pyramid are physiological needs, the top part of the pyramid consists of the need for self-actualization, aesthetic and cognitive needs. The results of many years of research show that the overwhelming number of modern teenagers are characterized by
truncated ramida, which in schematized form can be represented as follows (see Fig. 1).
Need for cognition
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”
Need for security, feeling of confidence
Physiological needs necessary for the functioning of the body
Fig. 1 Pyramid of adolescent needs
As we see, the need for self-actualization and aesthetic expression is not vital for many adolescents; their needs are limited to the lower steps. This picture is the result of the fact that the activities of teachers in traditional teaching are mainly aimed at realizing the needs for cognition. 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 activities. The contradictions of adolescence also 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 as an object of learning, often does not lead to the desired results due to failure to take into account the age characteristics of students. As a consequence, there is a growing level of maladjustment, mental state disturbances in children, and a high level of conflict.
Another feature of adolescence is the frequent discrepancy between the phases of age maturation (sexual, organic and social), which he pointed out in his works
L.S. Vygotsky. This is due to both biological processes (acceleration, in which organic and sexual maturation is accelerated), as well as social conditions and subjective factors. Alienation of adolescents from real social and everyday problems, a decrease in the educational function of educational institutions often lead to a slowdown in social maturation, and sometimes to social infantilism and dependency. This also creates the preconditions for the development of maladjustment.
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 an individual. First of all, here we should 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 frustrating states. The feeling of adulthood, as noted by T.D. Molodtsov, can manifest itself in three ways: positively (the desire for independence, increased responsibility), neutral (imitation of adults in clothing, manners) and negatively (rudeness, drunkenness, smoking, etc.). Often the desire to “prove yourself as an adult,” to assert yourself and increase your rating among peers takes on unwanted maladaptive forms (aggressive behavior, the development of bad habits, leaving home, etc.). Therefore, it is very important to use this feature of adolescents in practical pedagogical activity, creating conditions where teenagers could express themselves, feel responsible and independent. A.S. understood this very well and used it in practice. Makarenko, many of whose provisions are still relevant today. The essence of the mechanism of maturation was revealed in detail by the German scientist H. Remschmidt, who pointed to 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 opinions of family and school;
maturation of one’s own “I”, formation of self-esteem, frequent change its direction;
Along with an increase in external independence, an orientation in tastes and standards of behavior towards the reference group is observed. As a consequence, increased conformism in relation to the reference group with simultaneous conformity in relation to official structures.
The nature of leading relationships also changes in adolescence, and they differ between younger and older adolescents - if for younger adolescents the leading ones are personal-social relationships, then for older ones - personal-intimate ones. The importance of personal relationships in late adolescence is emphasized by R.I. Shevandrin, who believes that “ emotional connections 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.” We can conclude that the level of development of interpersonal relationships determines the specifics of individualization processes. Naturally, the significance of relationships is determined by their functions. These include the following:
informative (obtaining information that is not otherwise available);
affiliative (satisfying the natural need for communication);
orientation-forming (in the results of relationships, value guidelines are formed);
emotional-unloading (development of the emotional-sensual sphere of the personality occurs);
compensatory (in the process of relationships, unconscious compensation of negative emotions and troubles previously received occurs, and adolescents’ self-esteem is restored).
In the school life of adolescents, a contradiction often arises, the consequence of which is the emergence of maladaptive preconditions. The essence of the contradiction lies in the bright
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 homework and requires a large amount of time to complete. As a result, the teenager’s need for affiliation is either not satisfied, or problems arise in educational activities, academic performance decreases, which entails 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 passion for tests, participation in olympiads and competitions. This interest also determines the relationship between educational and professional interests, the desire for self-improvement, and the study of the characteristics of interpersonal interaction in official and unofficial spheres. As a result of the manifestation of this age-related feature of adolescents, especially older ones, the motivation of educational activities often changes, which becomes a “place of self-affirmation,” as indicated by Yu.M. Orlov. I.S. warned about the danger of a process in which learning does not have a meaning-forming character for adolescents. Kon, who noted that the desire for leadership and prestige as a means of self-affirmation can cause serious damage to self-awareness, give rise to ambition, inadequacy of personal qualities, and inconsistency in relationships with people around him. The realization of the need for communication, the importance of which was emphasized earlier, leads to an increase in adolescents’ level of social perception (perception) and self-regulation of behavior, since “the general pattern of character formation is the formation of reflexive personality traits based on communicative ones.
Due to this feature of adolescence, there is a danger that if there is no success in communication, the teenager will begin to look for a role model, which could be a pop idol, a famous actor, etc. The effect of “fanaticism” is associated with this, when a teenager loses touch 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, representing
leaders of various sects. Therefore, the creation of a system of guidelines that is personally important for adolescents is one of the individual conditions for overcoming the teenage crisis in relation to one’s “I” and to others.
In general, the question of whether teenage 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.) more often conclude that adolescent maladjustment is inevitable, explaining it by the need to resolve programmed internal contradictions. Thus, J. Piaget explains the cause of adolescent maladaptation by reassessing one’s own capabilities when changing with the help of ideas about oneself and the world around us. Z. Freud, E. Spanger attach primary importance to the unfulfilled sexual aspirations of adolescents. E. Erikson explains the reasons for maladaptation by loss of self-identity. In his opinion, if this search fails, the teenager begins to experience diffusion of identity, loss of his “I,” confusion and unpredictability.
In Soviet and Russian pedagogy and psychology, the more widespread opinion is 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 needs to be given increased attention, as it is the most maladaptive dangerous period. Adolescent maladaptation can manifest itself in various forms. One of the most common is a form of depressed mental state. Teenagers, often without external reasons, begin to experience an inferiority complex, a feeling of isolation from the team, they lose joy in activities, they lose a sense of perspective, and a feeling of anxiety and self-doubt arises. Along with a deterioration in mental state, there is also a decrease in the level of physical fitness. Adolescents develop slowness and awkwardness that was previously unusual for them, which enhances the development of maladjustment. Due to a decrease in impulse to activity
teenagers watch all the TV shows and are able to sit idle for hours, scolding themselves for their lack of willpower. The situation is aggravated by the lack of spontaneous psychological compensation due to the depressed state throughout the day.
Due to the development of obsessive ideas about their own inferiority, adolescents behave aloofly with their parents and peers, they experience increased isolation, silence, and withdrawal from collective activities, that is, “depressive autism” increases, which leads to the further development of maladjustment.
The opposite picture is often observed, leading, however, to a similar result. Teenagers of this type have increased excitability; they react to all comments addressed to them with rudeness, sometimes turning into a hostile attitude. They become conflicted, pugnacious, arrogant, intolerant of other people's opinions. Adolescents are characterized by increased oppositionality and negativism. N.M. Iovchuk and A. A. Severny indicate that in adolescents “possible various kinds hysteriform states, demonstrative suicide attempts, leaving home and vagrancy.” The reference group of such adolescents most often has an antisocial orientation; often adolescents, trying to relieve stress, 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 statistical data greatest number suicides occur in late adolescence and early adolescence age groups, and over the past 5 years in Russia the number of suicides among teenagers 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 disturbances in family relationships, educational failures, and violations of intimate and personal relationships. The actions of teenagers are usually impulsive, a “short circuit” reaction is triggered. A peculiarity of this age can be considered the fact that suicide attempts are often caused by the desire to restore impaired
social connections formed as a result of conflicts, and not by 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 observing 500 maladjusted teenagers, established 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. Let's try to summarize the internal causes of teenage maladjustment:
Insufficient fulfillment of the need for personally significant relationships or an unsatisfied need for communication in general.
Loss of personally significant guidelines in long-term development or the formation of a system of false guidelines.
The discrepancy between the “perceived self” and the “ideal self”, 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 oneself.
The discrepancy between the goal-setting system of adolescents and social institutions, primarily schools. For the school, the main goal is still to “equip” the student with the educational system, for the teenager - self-affirmation, self-actualization in the system of interpersonal relationships.
Insufficient realization of feelings of “adulthood” in adolescents, inertia of the system of relations on the part of parents and teachers.
Age increased nervous excitability, mental instability of adolescents, often leading to neurotic or depressive states.
Based on an analysis of the essence of the factors, causes and forms of maladjustment in adolescents, we introduce the concept of the adaptive potential of the individual, reflecting the resistance of adolescents to maladaptive factors. It represents the totality of all subjective qualities and abilities of a person.
ty, allowing it to successfully adapt to environmental conditions. The adaptive potential of an individual is an integrative phenomenon, including those characteristics and characteristics of the individual (personality properties, physical and mental health, character, worldview, etc.), which increase his ability to establish relationships with the outside world and himself. harmonious relationships. Therefore, one of the main directions of preventive work to prevent maladaptive processes is to increase the adaptive potential of adolescents by creating conditions for personal self-development. Adaptation potential is a variable value and depends on age characteristics, personal experience of the teenager, external conditions. So, when a student moves to another team, where he may not initially be accepted as a newcomer to the existing social structure, many personal qualities that determine adaptive potential can undergo essential changes and change their direction (optimism can be replaced by pessimism, sociability - isolation, etc.). The resulting decreased potential will make it difficult to adapt in the future, in new situations. Therefore, when diagnosing personal qualities that determine adaptation potential, we took into account their dynamics.
Disadaptation, like any process that has factors of origin and development, parameters of a qualitative state, and direction of development, can be classified. Classification characteristics are necessary for choosing optimal ways of readaptation and prevention of maladjustment. Currently, there are several types of classification of maladjustment (S.A. Belicheva, T.D. Molodtsova, etc.) according to various criteria. Most full version classification belongs to T.D. Molodtsova. Based on many years of observations of students, we offer our own version of the classification:
by 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 a mismatch between the individual’s relationship with the outside world or with himself, that is, it is always an internal personal process, but the driving force that provokes intrapersonal disorders can be both external factors in relation to the individual and changes qualities of the subject himself. 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 the 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 maladjustment, distinguishes pathogenic, manifested in neuroses, hysterics, psychopathy, somatic disorders, etc.; psychological, expressed in character acceptance, frustration, inadequate self-esteem, deprivation, etc.; psychosocial, determined by conflict, deviant behavior, academic failure, relationship disorders; social, when a teenager openly contradicts generally accepted social requirements. Integrated use of T.D. classification Molodtsova and the classification proposed by us allows us to create a more complete picture of the essence of maladjustment, its root causes and manifestations.
Based on the nature of its manifestation, we divide maladjustment into behavioral, manifested in the activity responses of adolescents to maladaptive-conditioning factors, and hidden, deep, outwardly not expressed, but under certain conditions capable of turning into behavioral maladjustment. The behavioral reactions of adolescents experiencing the process of maladaptation can manifest themselves in conflicts, indiscipline, delinquency, bad habits, and refusal to follow orders from parents, teachers, and school administration. In the most severe forms of maladaptation
tions, leaving home, vagrancy, suicide attempts, etc. are possible.
Behavioral maladjustment is more easily detected, which often facilitates the readaptation process.
Hidden maladaptation is mainly associated with disturbances in the intrapersonal environment, is determined by individual characteristics, and can also reach significant intensity. When turning into behavioral maladjustment, it can manifest itself in the form of depression, affective reactions, etc.
According to the area of ​​manifestation, in our opinion, maladjustment can be divided into ideological, when the main violations occur in the ideological or socio-ideological complexes of personally significant relationships; maladjustment by activities in which relationship violations are observed during the adolescent’s participation in a particular activity; maladjustment of communication that occurs when there is a violation in the intrasocietal and intimate-personal complexes of relationships, that is, violations arise in the process of interaction of a teenager in the family, school, with peers, teachers; subjective-personal, in which maladjustment occurs as a result of the student’s dissatisfaction with himself, that is, there is a violation of the attitude towards himself. Although, as a rule, disadaptation of communication is more clearly manifested outwardly, in terms of consequences, which are not always immediate in time and predictable, it seems to us that ideological disadaptation is more dangerous. This type of maladaptation is typical precisely for adolescence, when a teenager develops a system of his own beliefs and a “personal core” is formed. If the process of ideological disadaptation proceeds intensively, social nonconformism arises and asocial behavioral reactions are observed. These four types of maladaptation are very closely interrelated - ideological maladjustment inevitably entails subjective-personal maladaptation and, as a consequence, communication maladjustment occurs, which causes activity maladjustment. It may also be the other way around: activity maladjustment entails all other types of maladjustment.
Based on the depth of coverage, we distinguish general maladjustment, when the overwhelming number of complexes of personally significant relationships are subject to violations, and private maladjustment, affecting certain types of complexes. Most often, the intimate-personal complex is subjected to private disadaptation. Some subtypes of maladjustment were identified by T.D. Molodtsova. Thus, it divides maladaptation into primary and secondary based on the nature of its occurrence. Primary maladjustment is the source of a secondary one, and often of a different type. In the event of a conflict in the family (primary maladaptation), a teenager may withdraw into himself (secondary maladaptation), reduce academic performance, which causes conflict at school (secondary maladjustment), compensating for the problems that have arisen. psychological problems, a teenager becomes “irritated” with younger schoolchildren and 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 subtypes of maladjustment as stable, temporary, situational, differentiated by the time of its occurrence. In the case of short-term maladaptation associated with any conflict situation and ending upon completion of the conflict, we will be talking about situational maladjustment. If maladaptation periodically manifests itself in similar situations, but has not yet acquired a sustainable character, this subtype of maladjustment is classified as temporary. Sustained maladjustment is characterized by regular, long-term action, is poorly adaptable and, as a rule, covers a significant number of relationship complexes. Of course, the above classifications are rather arbitrary; in reality, maladjustment is most often a complex formation caused by various factors.

The problem of maladaptation is that the inability to adapt to a new situation not only worsens a person’s social and mental development, but also leads to recursive pathology. This means that a maladjusted person, if this mental state is ignored, will not be able to be active in any society in the future.

Terminology

Disadaptation is a 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 situation, which complicates or completely eliminates the possibility of adaptation.

There are three types:

  • Pathogenic maladjustment is a condition that occurs as a result of disruption of the human psyche, with neuropsychic diseases and deviations. Such maladaptation 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 personality development. This type of maladaptation is usually temporary, but in some cases the problem can worsen, and then psychosocial maladaptation develops into pathogenic one.
  • Social maladjustment is a phenomenon characterized by antisocial behavior and disruption of the socialization process. It also includes educational maladjustment. The boundaries between social and psychosocial maladjustment are very blurred and lie in the peculiarities of the manifestation of each of them.

Disadaptation of schoolchildren as a type of social inability to adapt to the environment

Dwelling on social maladaptation, it is worth mentioning that this problem is especially acute in early school years. In this regard, another term appears, such as “school maladjustment.” This is a situation in which the child various reasons becomes incapable of both building relationships “personality-society” and learning in general.

Psychologists interpret this situation differently: as a subtype of social maladjustment or as an independent phenomenon in which social maladjustment is only the cause of school maladjustment. However, excluding this relationship, we can identify three more main reasons why a child will feel uncomfortable in an educational institution:

  • insufficient preschool preparation;
  • lack of behavioral control skills in the child;
  • inability to adapt to the pace of learning at school.

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 develops from social into psychosocial.

Consequences of school maladjustment

Among the manifestations of school maladaptation are the following:

  • complex failure in subjects;
  • truancy for unexcused reasons;
  • disregard for norms and school rules;
  • disrespect for classmates and teachers, conflicts;
  • isolation, reluctance to make contact.

Psychosocial maladaptation - a problem of the Internet generation

Let us consider school maladaptation from the point of view of the school age period, and not the educational period in principle. This maladjustment manifests itself in the form of conflicts with peers and teachers, and 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 reasons causing this type of maladjustment, there was no such thing as the Internet. Now he is the main reason.

Hikkikomori (hikki, hikkovat, from Japanese “to break away, to be imprisoned”) - modern term to describe a disorder social adaptation in young people. Interpreted as 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, we can say that being a “hikka” is bad. But this 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 maladjustment among adolescents. The Internet generation, going through puberty, taking “Hickness” as an example and imitating it, risks actually undermining mental health and beginning to exhibit pathogenic maladjustment. This is the essence of the problem of open access to information. The task of parents is to teach their child from an early age to filter the knowledge they receive and separate the useful from the harmful in order to prevent unnecessary influence from the latter.

Factors of psychosocial maladjustment

Although the Internet factor is considered the basis of psychosocial maladjustment in the modern world, it is not the only one.

Other reasons for maladjustment:

  • 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. This situation can be briefly 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 maladaptation of adolescents.
  • Lack of mutual understanding in the family. Constant tension in the family circle does not affect the teenager in the best possible way, and besides the fact that this reason causes the two previous ones, family conflicts are not the best example for a child of how to behave in society.

The last factor touches on the age-old problem of “fathers and children”; this once again proves that parents are responsible for preventing problems of social and psychosocial adaptation.

Classification. Subtypes of psychosocial maladjustment

Depending on the causes and factors, the following classification of psychosocial maladjustment can be roughly drawn up:

  • Social and household. A person may not be satisfied with the new living conditions.
  • Legal. A person is not satisfied with his place in the social hierarchy and/or in society in general.
  • Situational role-playing. Short-term maladjustment associated with an inappropriate social role in a certain situation.
  • Sociocultural. Inability to accept the mentality and culture of the surrounding society. It often appears when moving to another city/country.

Socio-psychological maladaptation, or inability in personal relationships

Disadaptation in a couple is a very interesting and little-studied concept. Little studied in the sense of just classification, since problems of maladjustment often worry parents in relation to their children and are almost always ignored in relation to themselves.

Nevertheless, although rarely, this situation can arise, because personality maladjustment is responsible for this - a generalized term for adjustment disorders, which is perfectly suitable for use here.

Disharmony in a couple is one of the reasons for separations and divorces. This includes incompatibility of characters and outlooks on life, lack of mutual feelings, respect and understanding. As a result, conflicts, selfish attitudes, cruelty, and 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 large families such maladjustment rarely occurs, but its cases become more frequent if the couple lives with their parents or other relatives.

Pathogenic maladjustment: when a disease interferes with adaptation in society

This type, as mentioned above, occurs with nervous and mental disorders. The manifestation of maladjustment due to illness sometimes becomes chronic, amenable to only temporary relief.

For example, mental retardation is distinguished by the absence of psychopathic inclinations and dispositions to crime, but the mental retardation of such a patient undoubtedly interferes with his social adjustment. That's why this category children are included in a separate program by psychologists, according to which maladjustment should be prevented:

  • Diagnosis of the disease before its complete progression.
  • Matching the curriculum to the child's capabilities.
  • The focus of the program on work activity is to bring work skills to automatism.
  • Social and everyday education.
  • Pedagogical organization of the system of collective connections and relationships of oligophrenic children in the process of any of their activities.

Problems of raising “inconvenient” students

Among exceptional children, gifted children also occupy a special level. The problem in raising such children is that talent and a sharp mind are not a disease, so they do not look for a special approach to them. Often, teachers only aggravate the situation, provoking conflicts in the team and aggravating the relationship between the “smart kids” and their peers.

Prevention of maladaptation of children who are ahead of others in intellectual and spiritual development lies in proper 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. Maladaptation of autistic children

Autism is a disorder of social development, which is characterized by the desire to withdraw “into oneself” from the world. This disease has no beginning or end, it is a life sentence. Patients with autism can have both developed intellectual abilities and, conversely, a low degree of developmental retardation. An early sign of autism is a child’s inability to accept and understand other people and to “read” information from them. A characteristic symptom is to avoid eye to eye contact.

In order to help an autistic child adapt to the world, parents need to be patient and tolerant, because they will often have to deal with misunderstanding and aggression from the outside world. It is important to understand that it is even harder for their little son/daughter, and he/she needs help and care.

Scientists suggest that social maladaptation of autistic children occurs due to disruptions in the left hemisphere of the brain, which is responsible for the emotional perception of the individual.

There are basic rules for how to establish communication with a child with autism:

  • Don't make high demands.
  • Accept him as he is. In any circumstances.
  • Be patient while teaching it. It is futile to expect quick results; you need to rejoice in small victories as well.
  • Do not judge or blame the child for his illness. Actually, no one is to blame.
  • Serve to child good example. Lacking communication skills, he will try to repeat after his parents, and therefore you should carefully choose your social circle.
  • Accept that you will have to sacrifice something.
  • Do not hide the child from society, but do not torment him with it either.
  • Devote more time to his upbringing and personality development, rather than intellectual training. Although, of course, both sides are important.
  • Love him no matter what.

Inability to adapt to society due to nervous and mental personality disorders

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 contradicting even 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 down to the bone. Psychiatrists treat OCD; 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 increased energy, as a result of which he exhibits exalted behavior. This also prevents him from adapting to society.

Deviant and delinquent behavior as one of the forms of maladaptation

Deviant behavior is behavior that deviates from the norm, is contrary to the norms, or completely denies them. The manifestation of deviant behavior in psychology is called an “action.”

The action is aimed at:

  • Testing your own strengths, abilities, skills and abilities.
  • Testing methods to achieve certain goals. Thus, aggression, with the help of which one can achieve the desired, will be repeated again and again if the result is successful. Also a striking example are whims, tears and hysterics.

Deviation does not always imply bad actions. The positive phenomenon of deviation is the manifestation of oneself in a creative way, the revelation of one’s character.

Disadaptation is characterized by negative deviation. This 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, even criminal offenses.

Professional adaptation and maladjustment

Finally, it is important to consider disadaptation in already mature age, associated with the clash of the individual with the collective, and not with a specific incompatible character.

For the most part, professional stress is responsible for disruption of adaptation in the work team.

In turn, stress can be caused by the following:

  • Unacceptable working hours. Even paid after-hours hours are not able to restore a person to the health of his nervous system.
  • Competition. Healthy competition gives motivation, unhealthy competition damages this very health, causes aggression, depression, insomnia, and reduces work efficiency.
  • Very fast promotion. No matter how pleasant a promotion is to a person, a constant change of environment, social role, and responsibilities rarely benefits him.
  • Negative interpersonal relationships with the administration. It’s not even worth explaining how constant voltage affects the work process.
  • 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 superiors to keep their subordinates “on a short leash.” However, after some time this begins to affect relationships in the team. Constant mistrust impairs the performance and productivity of the entire organization.

Also interesting are the concepts of “readaptation” and “readaptation”, both of which are distinguished by the restructuring of personality due to extreme working conditions. Re-adaptation is aimed at changing oneself and one’s actions to be more suitable in the given conditions. Readaptation helps a person return to his normal rhythm life.

In a situation of professional maladaptation, it is recommended to listen to the popular definition of rest - changing the type of activity. Active pastime outdoors, creative self-realization in art or crafts - all this allows the personality to switch, and the nervous system to make a kind of reboot. In acute forms of work adaptation disorder, long rest should be combined with psychological consultations.

In conclusion

Maladjustment is often perceived as a problem that does not require attention. But she demands it, and at any age: from the youngest in kindergarten to adults at work and in personal relationships. The sooner you start preventing maladjustment, the easier it will be to avoid similar problems in the future. Correction of maladjustment is carried out through work on oneself and sincere mutual assistance from others.

“Social maladjustment of adolescents and ways to overcome it”

, MOO "Social Volunteer Center"

At the moment, the majority of the population of our country lives in conditions of economic and everyday instability, stable psychological stress, personal confusion. Not only the economic and political state of the state, but also culture, moral values, and attitudes towards the family and the younger generation have undergone changes. This is the main reason for such an unsightly picture of destabilization of society and family. The instability of the economy led to a sharp impoverishment of the population, the stratification of society into the poor and the rich. The most vulnerable layer were children and adolescents, who reacted more sharply to these changes. In a school setting, there is a need to differentiate degrees of difficulty and active assistance and rehabilitation.

In society, we can distinguish 3 types of dysfunctional families, where “difficult teenagers” appear more often:

The first is a criminogenic type of family, where relationships are built in such a way that they harm the spiritual and physical development of the child: systematic drunkenness, often shared by father and mother, criminal lifestyle of parents, sometimes involving children in it, and frequent beatings. Such a family often has several children. Educational process in these families are completely absent.

The second type is “outwardly calm” families, where behind the “prosperous façade” are hidden long-term and difficult to suppress negative feelings of parents towards each other; long periods of bad mood, melancholy, and depression often occur when the spouses do not talk to each other. The educational process is formalized and limited to increasing demands on the teenager and an acute emotional reaction to his behavior.

The third type is families with low social status. They are characterized by a weakened moral and work atmosphere, constant conflict, an anti-pedagogical attitude towards children, nervousness in relations between other family members, and a lack of common culture and spiritual needs. These families have a difficult financial situation, poor care for children, and a lack of useful organization of life and activities. Children from these families strive to compensate for the lack of love and care from their parents on the street by asserting themselves in neighborhood and school groups.

These relationships are often accompanied by serious neuropsychic disorders of adolescents and are complicated by problems of the age crisis. The concept of “age crisis,” introduced, denotes a peculiar behavioral reaction of the child himself to the need for change that arises in him. The teenager “pronounces” all this in the clear text of his behavior. Parents of teenagers are the first to face the manifestations of the age crisis. In the criminogenic type of family, they approve of the child’s antisocial forms of behavior. A family with “outwardly calm” relationships is met with an “explosion” of relationships, conflicts and rejection of the teenager’s problems. In families with low social status, manifestations of the age crisis often go unnoticed.

To mitigate the problems of adolescence, it is necessary, in the opinion of adults, to pay attention in time to the positive content of the teenager’s crisis message. To do this, it is necessary to consider the experience of other states. Margaret Mead showed that in some human communities there is no trace of an adolescent crisis. For example, in the traditional society of Samoa, instead of an adolescent crisis, there is a smooth transition; adolescents of 10-15 years old are gradually included in adult work. In Western culture, a child begins to be prepared for the process of socialization very early. The problems of “difficult teenagers” are solved by deeper differentiation of “difficulties”. They are considered from the perspective of stable emotional states in which ideals, values, life style, social role and behavior are represented. The teenager still tests all these ideas for “strength” in the conditions real life, coordinates with the values ​​of her family, which is ready for change.

Thus, a teenager’s negativism is seen as an asocial or antisocial reaction to a discrepancy between personal and socially approved values. “Difficult teenagers” need to be considered not in isolation, but as a significant component family structure and strive for maximum changes in the specifics of family relationships. To do this, it is necessary to educate parents about the difficulties of adolescence.

Negative reactions of adolescents manifest themselves not only in the family, but also at school. A school psychologist often has to deal with children who exhibit negativism and unwanted behavioral reactions. IN modern school a stable order has been formed for teachers and parents to work individually with one or another “difficult teenager.” Therefore, in practical activities there is a need to differentiate “difficult teenagers”. Such children can be roughly divided into the following groups:

1. Children with antisocial behavior. This group includes teenagers who are registered at school or registered with the commission for minors, children from disadvantaged families;

2. Children with nervous and mental disorders, manifested at the behavioral and emotional levels.

3. A special group consists of teenagers who use drugs.

This division into groups of “difficult teenagers” makes the problem of choosing and applying adequate correctional work more targeted. To prevent manifestations of negativism in adolescence, it is necessary to specially create conditions where the child would have the opportunity to become different: more successful, self-confident, etc.

1. Children with antisocial behavior need, first of all, to organize constructive employment outside of school hours (sections, clubs, interest clubs); conduct trainings for them personal growth, emotional stability, effective communication, the content of which includes exercises such as: exercises: “kindness”, this exercise contributes to the development of trust and group cohesion; The “reed in the wind” exercise provides a wonderful experience of mutual trust.

It is advisable that the mini-training take place in a group of 10-16 people and last 60-90 minutes. The interval between classes is 1-2 days. The training group includes teenagers at will, not only “difficult” ones, but also children with normalized forms of behavior.

2. A group of children with nervous and mental disorders. It is important for a psychologist to constantly monitor the health status of these adolescents. This requires constant contact with parents, who, depending on the health status of the teenager, undergo medical rehabilitation 1-2 times a year. In a school setting, it is necessary to conduct mini-trainings on the development of stress resistance, the formation of emotional stability, the prevention of neuroses, and psychotherapy psychosomatic diseases, which may include tasks of the following types:

The “Press” exercise neutralizes and suppresses negative emotions of anger, irritation, anxiety, aggressiveness... The “Mood” exercise removes the residue from a traumatic situation.

3. A group of teenagers who use drugs. If such children are identified, the most optimal solution would be to send them to drug treatment or social rehabilitation centers. And after that it is necessary to actively include them in constructive employment and work with them as with children of the first group.

Thus, given the increase in social maladaptation of adolescents in society, the need arose to create a wide network of centers for socio-psychological assistance to children and adolescents, with which the school psychologist should actively cooperate.

The practice of a school psychologist shows the need to expand the circle of people who help overcome the problems of the age crisis, relying on teachers, parents, significant and authoritative adults for a teenager.

When working with such teenagers, it is important to make wider use of group forms of work, in which children are “infected” with positive forms of behavior and stable adequate reactions.

List of used literature:

1. Zakharov Yu. “Teenagers at risk” // Education of schoolchildren No. 4 "00;

2. Krasnovsiy L. “When it’s difficult for the “difficult”” // Education of schoolchildren No. 9’02;

3. Lushagina I. “Children at risk need help” // Education of schoolchildren No. 4’97;

4. , “Training for effective interaction with children” St. Petersburg’ 01;

5. “Games that are played...” Dubna’00;

6. , “Psychology of self-development” M’95;

Social maladjustment- this is a complete or partial loss of the subject’s ability to adapt to the conditions of society. That is, this is a violation of the relationship between a person and the environment, which is characterized by the impossibility of his positive social role in certain social conditions, corresponding to its potential.

Social maladjustment is characterized by several levels that reflect its depth: latent manifestation of maladjustment phenomena, maladaptive “perturbations,” destruction of previously formed adaptive mechanisms and connections, entrenched maladaptation.

Socio-psychological maladjustment

Adaptation literally means adaptation. This is one of the most significant concepts in biology. Widely used in concepts that treat the relationship of individuals with their environment as processes of homeostatic balancing. It is considered from the point of view of its two directions: adaptation of the individual to the new external environment and adaptation as the formation of new personality qualities on this basis.

There are two degrees of subject adaptation: disadaptation or deep adaptation.

Socio-psychological adaptation consists in the interaction of the social environment and the individual, leading to an ideal balance between the values ​​and goals of the group in general and the individual in particular. In the course of such adaptation, the needs and aspirations, interests of the individual are realized, his individuality is discovered and formed, the individual enters a socially new environment. The result of such adaptation is the formation of professional and social qualities of communications, activities and behavioral reactions accepted in a particular society.

If we consider the subject’s adaptive processes from the perspective of the socio-psychological process of inclusion in activity, then the main points of activity should be the fixation of interest in it, establishing contacts with the individuals around, satisfaction with such relationships, inclusion in social life.

The concept of social maladaptation of a person means a breakdown in the processes of interaction between a subject and the environment, which are aimed at maintaining a balance within the body, between the body and the environment. This term appeared relatively recently in psychology and psychiatry. The use of the concept of “maladaptation” is quite contradictory and ambiguous, which can be traced mainly in assessing the place and role of maladaptive states in relation to such categories as “norm” or “pathology”, since the parameters of “norm” and “pathology” in psychology are still little developed.

Social maladjustment of the individual is a rather versatile phenomenon, which is based on certain factors social maladaptation, complicating the social adaptation of the individual.

Factors of social maladjustment:

  • relative cultural and social deprivation (deprivation of necessary goods or vital needs);
  • psychological and pedagogical neglect;
  • hyperstimulation with new (in content) social incentives;
  • insufficient preparedness for self-regulation processes;
  • loss of already formed forms of mentoring;
  • loss of the usual team;
  • low degree of psychological readiness to master the profession;
  • breaking dynamic stereotypes;
  • cognitive dissonance, which was caused due to a discrepancy between judgments about life and the situation in reality;
  • character accentuations;
  • psychopathic personality formation.

Thus, speaking about the problems of socio-psychological maladjustment, we mean a change in the internal and external circumstances of socialization. Those. social maladaptation of a person is a relatively short-term situational state, which is a consequence of the influence of new, unusual irritating factors of the changed environment and signals an imbalance between the demands of the environment and mental activity. It can be defined as a difficulty complicated by any adaptive factors to transforming conditions, which is expressed in inadequate reactions and behavior of the subject. It is the most important process of socialization of an individual.

Causes of social maladjustment

Social maladjustment of the individual is not a congenital process and never occurs spontaneously or unexpectedly. Its formation is preceded by a whole stage-by-stage complex of negative personality developments. There are also 5 significant reasons influencing the occurrence of maladaptive disorders. Such reasons include: social, biological, psychological, age, socio-economic.

Today, most scientists consider social causes to be the primary source of behavioral deviations. As a result of improper family upbringing and disruption of interpersonal communication, the so-called deformation of the processes of accumulating social experience occurs. This deformation often occurs in adolescence and childhood due to erroneous upbringing, poor relationships with parents, lack of mutual understanding, and mental trauma in childhood.

Biological reasons include congenital pathology or brain injury, which affects the emotional-volitional sphere of children. Children with pathology or previous trauma are characterized by increased fatigue, difficulty in communication processes, irritability, inability to perform long-term and regular exercise, and inability to exercise volitional efforts. If such a child grows up in a dysfunctional family, this only strengthens the tendency towards deviant behavior.

Psychological causes of occurrence are determined by the peculiarities of the nervous system, accentuations of character, which, under unfavorable circumstances of upbringing, form abnormal character traits and pathologies in behavior (impulsivity, high excitability, imbalance, unrestraint, excessive activity, etc.)

Age-related reasons are the lability and excitability characteristic of a teenager, accelerating the formation of hedonism, the desire for idleness and carelessness.

Socio-economic reasons include excessive commercialization of society, low family income, and criminalization of society.

Social maladaptation of children

The significance of the problems of social maladaptation of children is determined by the current situation in society. The current situation that has developed in society should be considered critical. Recent studies show a sharp increase among children of such negative manifestations, such as pedagogical neglect, lack of desire to learn, mental retardation, fatigue, bad mood, exhaustion, excessive activity and mobility, lack of focus in mental activity, problems with concentration, early drug addiction and alcoholism.

It is obvious that the formation of the listed manifestations is directly influenced by biological and social circumstances, which are closely interconnected and determined, first of all, by the transforming living conditions of children and adults.

The problems of society directly affect the family in general and children in particular. Based on the research conducted, we can conclude that today 10% of children are characterized by various developmental disorders. Most children from infancy to adolescence have some kind of illness.

The social adaptation of an adult young person is influenced by the conditions of his formation in childhood and adolescence, his socialization in the social environment of children. Therefore, a significant problem of social and school maladjustment of the child arises. Its main task is prevention - prevention, and correction, i.e. methods aimed at correction.

A maladjusted child is a child who differs from his peers due to problems with adaptation in the living environment, which affect his development, socialization processes, and ability to find solutions to problems that are natural for his age.

In principle, most children quite quickly and easily, without any particular difficulties, overcome the states of maladaptation that they encounter in the process of life.

The main reasons for violations in the social adaptation of children and their conflict may be personality or mental characteristics, such as:

  • lack of basic communication skills;
  • inadequacy in assessing oneself in communication processes;
  • inflated demands on the people who surround them. This manifests itself especially acutely in cases where the child is intellectually developed and characterized by mental development above average in the group;
  • emotional instability;
  • the predominance of attitudes that impede communication processes. For example, humiliating the interlocutor, demonstrating one’s superiority, which turns communication into a competitive process;
  • fear of communication and anxiety;
  • isolation.

Depending on the reasons for the occurrence of violations in social maladjustment, the child can either passively submit to being pushed out of his circle by peers, or he himself can leave embittered and with a desire to take revenge on the team.

The lack of communication skills is a fairly significant barrier to children's interpersonal communication. Skills can be developed through behavioral training.

Social maladaptation can often manifest itself in a child’s aggression. Signs of social maladaptation: low self-esteem along with inflated demands on peers and adults, lack of desire to communicate and fear of communication, imbalance, manifested in sudden changes in mood, demonstration of emotions “in public,” isolation.

Maladjustment is quite dangerous for children, as it can lead to the following negative consequences: personality deformations, delayed physical and mental development, possible brain dysfunction, typical disorders nervous system (depression, lethargy or excitability, aggressiveness), loneliness or self-alienation, problems in relationships with peers and other people, suppression of the instinct of self-preservation, .

Social maladjustment of adolescents

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 socialization process can last a lifetime. One should not deny the impact of the innate qualities of the body on personal properties. After all, the formation of personality occurs only as a person is included in the surrounding society.

Some of mandatory conditions for the formation of personality is interaction with other subjects who transfer accumulated knowledge and life experience. This is not accomplished through simple mastery public relations, but as a result of the complex interaction of social (external) and psychophysical (internal) developmental inclinations. And it represents the cohesion of socially typical traits and individually significant qualities. It follows from this that personality is socially conditioned and develops only in the process of life, in a change in the child’s attitude to the surrounding reality. From this we can conclude that the degree of socialization of an individual is determined by many components that, when combined, add up general structure the influence of society on an individual. And the presence of certain defects in each of these components leads to the formation in the individual of social and psychological qualities that 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 maladjustment, manifested in the form of abnormal - deviant behavior. Social maladjustment of adolescents arises from violations of normal socialization and is characterized by deformation of the referent 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 maladjustment are distinguished. The first phase consists of pedagogical neglect and is characterized by alienation from school and loss of referent significance at school while maintaining a fairly high reference significance in the family. The second phase is more dangerous and is characterized by alienation from both school and family. The connection with the main institutions of socialization is lost. The assimilation of distorted value-normative ideas occurs and the first criminal experience appears in youth groups. The result of this will be not only a lag in learning, poor performance, but also increasing psychological discomfort that adolescents experience at school. This pushes adolescents to search for a new, non-school communication environment, another reference group of peers, which subsequently begins to play a leading role in the process of socialization of adolescents.

Factors of social maladaptation of adolescents: exclusion from the situation of personal growth and development, neglect of the personal desire for self-realization, self-affirmation in a socially acceptable way. The consequence of maladjustment will be psychological isolation in the communicative sphere with a loss of the sense of belonging to its inherent culture, a 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 seek a way out by becoming addicted to alcohol or drugs. The most unfavorable development is a suicide attempt.

The current social and economic instability, the critical state of the healthcare and education systems not only does not contribute to the comfortable socialization of the individual, but also aggravates 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 increasingly becoming negative. The situation is aggravated by the spiritual pressure of the criminal world and their values, rather than civil institutions. The destruction of the main institutions of socialization leads to an increase in crime among minors.

Also, the sharp increase in the number of maladjusted adolescents is influenced by the following social contradictions: indifference to smoking in secondary schools, the lack of an effective method of combating truancy, which today has practically become the norm of school behavior, along with the ongoing reduction in educational and preventive work in government organizations and institutions that deal with leisure and raising children; replenishment of juvenile gangs of criminals due to teenagers who have dropped out of school and are lagging behind in their studies, along with a decrease in social relationships between families and teachers. This makes it easier for teenagers to connect with criminal groups minors, where illegal and illegal activities develop freely and are welcomed; crisis phenomena in society that contribute to the growth of anomalies in the socialization of adolescents, along with a weakening of the educational influence on adolescents of public groups that should exercise education and public control over the actions of minors.

Consequently, the increase in maladjustment, deviant behavior, and juvenile delinquency is the result of the global social alienation of children and youth from society. And this is a consequence of a violation of the immediate processes of socialization, which have become uncontrollable and spontaneous in nature.

Signs of social maladaptation of adolescents associated with such an institution of socialization as school:

The first sign is academic failure school curriculum, which includes: chronic underachievement, repeating a year, insufficiency and fragmentation of acquired general educational information, i.e. lack of a system of knowledge and skills in studies.

The next sign is systematic violations of an emotionally charged personal attitude towards learning in general and some subjects in particular, towards teachers, and life prospects related to learning. Behavior can be indifferent-indifferent, passive-negative, demonstrative-dismissive, etc.

The third sign is regularly recurring anomalies of behavior during school learning and in the school environment. For example, passive-refusal behavior, non-contact, complete failure from school, persistent behavior with violation of discipline, characterized by oppositional defiant actions and including active and demonstrative opposition of one’s personality to other students and teachers, disregard for the rules adopted at school, vandalism at school.

Correction of social maladjustment

In childhood, the main directions for correcting social maladaptation of the individual should be: development of communication skills, harmonization of interpersonal communication in the family and in peer groups, adjustment of certain personality traits that impede communication, or transformation of the manifestations of traits in such a way that in the future they cannot negatively affect communication. sphere, adjusting children’s self-esteem to bring it closer to normal.

Currently, trainings that are especially popular in the correction of social maladjustment are: psychotechnical games aimed at developing various mental functions that are associated with transformations in consciousness, and role-playing socio-psychological training.

This training is aimed at resolving the internal contradictions of the subject in the conditions of developing certain skills in performing specific social functions (formation and consolidation of the necessary social and cultural norms). The training takes place in the form of a game.

Main functions of the training:

  • training, which consists in the development of skills and abilities necessary for learning, such as: attention, memory, reproduction of received information, foreign speech skills;
  • entertaining, serves to create a more favorable atmosphere during the training, which transforms training into an exciting and entertaining adventure;
  • communicative, which consists in establishing emotional contacts;
  • relaxation – aimed at relieving emotional stress;
  • psychotechnical, characterized by the formation of skills to prepare one’s own physiological state in order to obtain more information;
  • preventive, aimed at preventing unwanted behavior;
  • developmental, characterized by the development of personality with different sides, the development of character traits through playing out all possible situations.

Social-psychological training consists of a specific psychological impact, which is based on active methods of working in groups. It is characterized by the intensity of the individual’s preparation for a more fulfilling and active life. The essence of the training is specifically organized training for the purpose of self-improvement of the individual’s personality. It is aimed at solving such problems as: mastering social and pedagogical knowledge, developing the ability to know oneself and others, increasing ideas about one’s importance, and developing a variety of abilities, skills, and abilities.

Training is a whole complex of sequential classes with one group. Tasks and exercises are selected individually for each group.

Prevention of social maladjustment

Prevention is a whole system of socially, economically, hygienically oriented measures that are carried out at the state level, by individuals and public organizations to ensure more high degree public health and disease prevention.

Prevention of social maladaptation is scientifically determined and timely actions that are aimed at preventing potential physical, sociocultural, psychological clashes in individual subjects belonging to the risk group, preserving and protecting people’s health, supporting 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 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 aimed at the population as a whole, at specific groups and at individuals at risk.

There is primary, secondary and tertiary prevention. Primary – characterized by a focus on preventing the occurrence of problematic situations, eliminating negative factors and unfavorable conditions that cause certain phenomena, as well as increasing the individual’s resistance to the effects of such factors. Secondary – designed to recognize early manifestations maladaptive behavior of individuals (there are certain criteria for social maladjustment that facilitate early detection), its symptoms and reduce their actions. Such preventive measures are taken in relation to children from risk groups right before problems arise. Tertiary – involves carrying out activities at the stage of an already established disease. Those. These measures are taken to eliminate an existing problem, but at the same time, they are also aimed at preventing the emergence of new ones.

Depending on the reasons for the maladaptation, the following types of preventive measures are distinguished: neutralizing and compensating, measures aimed at preventing the occurrence of situations that contribute to the occurrence of maladjustment; elimination of such situations, monitoring of preventive measures taken and their results.

The effectiveness of preventive work with maladjusted subjects in most cases depends on the presence of a developed and comprehensive infrastructure, which includes the following elements: qualified specialists, financial and organizational support from regulatory and government bodies, relationship with scientific departments, specially created social space for the purpose of solutions to maladaptive problems, in which their own traditions and ways of working with maladjusted people should be developed.

The main goal of social preventive work should be psychological adaptation and its final outcome - successful entry into a social group, the emergence of a feeling 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 targeted at the individual as a subject of social adaptation and consist in increasing his adaptive potential, at the environment and at the conditions for the best interaction.