Prerequisites for social maladaptation in adolescents. Social maladjustment

Social maladjustment - a violation of a person’s normal relationship with society, with people and, as a result, difficulties in communicating and interacting with them. Social maladjustment includes, in particular, the deterioration of a person’s personal and business relationships, the inability of him to perform his work at a high level (taking into account the requirements), a violation of social-role or gender-role interaction with people

Child maladjustment is perceived as difficulty in educating - a child’s resistance to targeted pedagogical influence, caused by a variety of reasons:

§ failures of education;

§ characteristics of character and temperament;

§ personal characteristics.

Disadaptation can be pathogenic (psychogenic), psychosocial, social.

Pathogenic maladaptation caused by deviations in mental development, neuropsychiatric diseases, which are based on functional and organic lesions of the nervous system. Pathogenic maladaptation can be persistent. There is psychogenic maladaptation, which can be caused by an unfavorable social, school, family situation (bad habits, enuresis, etc.)

Psychosocial maladjustment is associated with the gender, age and individual psychological characteristics of the child, which determine his non-standard nature and require an individual approach in the conditions of a children's educational institution.

Persistent forms of psychosocial maladjustment

§ accentuation of character,

§ features of the emotional-volitional and motivational-cognitive sphere,

§ advanced development of the child, making the child “inconvenient” for students.

Unstable forms of psychosocial maladjustment:

§ crisis periods of child development,

§ mental states provoked by traumatic circumstances (divorce of parents, conflict, falling in love).

Social maladjustment manifests itself in violations of moral norms, asocial forms of behavior, and deformation of value orientations. There are two stages: pedagogical neglect and social neglect. Social maladjustment is characterized by the following signs:

§ lack of communication skills,

§ inadequate assessment of oneself in the communication system,

§ high demands on others,

§ emotional imbalance,

§ attitudes that prevent communication,

§ anxiety and fear of communication,

§ isolation.

Factors of maladjustment can be both family and school.

The teacher is the most significant adult for a child at the beginning of school, and the presence of such qualities as perseverance, self-control, self-esteem, good manners leads to the fact that the teacher accepts the student, satisfies his claims or recognition. If these qualities are not formed, the child’s maladjustment is possible.

Research conducted in England showed that the most big problems among students occur in schools with unstable teaching staff. The teacher's expectation of only bad things from the student leads to increased maladaptation; classmates adopt the teacher's bad attitude towards a particular student. The following pattern emerges: rude staff – rude children; Corporal punishment is aggression.

The task of the teacher (and psychologist) is to find opportunities to reward weak students for achievements (for improvements); children should receive positive emotions from school, they should feel needed and responsible. Interest in the child’s studies and success (rather than control over studies) on the part of teachers and parents improves academic performance.

Communication styles between teachers and students can be different: authoritarian, democratic, permissive. Children need direction and guidance, so an authoritarian (or democratic) approach in the early grades is preferable to a permissive one. In high school, the best results are achieved by the democratic style.

Claims for recognition among peers cause children to have ambivalent relationships (friendship - rivalry), the desire to be like everyone else and better than everyone else; pronounced comfortable reactions and the desire to assert oneself among peers; (feelings of schadenfreude and envy) lead to the fact that the failure of others can cause a feeling of superiority. Teacher's comparison of students with each other leads to alienation among children, which can cause rivalry and difficulties in relationships.

The lack of communication skills and significant skills and abilities can lead to disruptions in relationships with peers, which will lead to increased difficulties both in communicating with peers and adults, and to the emergence of problems with learning. Violation of the child’s relationships with other children is an indicator of anomalies in the process of mental development and can serve as a kind of “litmus test” for the child’s adaptation to the conditions of existence at school. Sympathy more often arises in the neighborhood (in the classroom, in the yard, in extracurricular activities), which a teacher and psychologist can use to improve the relationships of difficult children with their peers. It is important to identify the position of the child and adolescent in the reference group for him, since it greatly influences the behavior of the student, and the increased conformity of children in relation to the attitudes and group norms of the reference groups is known. Claim for recognition among peers - important side relationships of the child within the school and these relationships are often characterized by ambivalence (friendship - rivalry), the child simultaneously needs to be like everyone else and better than everyone else. Pronounced conformist reactions and the desire to assert oneself among peers - this is a possible picture of a child’s personal conflict, leading to feelings of schadenfreude and envy: the failure of others can cause a feeling of superiority. The teacher's comparison of students with each other leads to alienation among children and drowns out the feeling of empathy.

Violation of relationships with other children is an indicator of abnormalities in the process of mental development. The lack of communication skills, significant skills and abilities can lead to disruptions in relationships with peers and increases school difficulties.

Internal factors of school maladjustment:

§ somatic weakness;

§ MMD (minimum brain dysfunctions), disruption of the formation of individual mental functions, disruption of cognitive processes (attention, memory, thinking, speech, motor skills);

§ characteristics of temperament (weak nervous system, explosive nature of reactions);

§ personal characteristics of the child (character accentuations):

§ features of self-regulation of behavior,

§ level of anxiety,

§ high intellectual activity,

§ verbalism,

§ schizoid.

Features of temperament that interfere with the successful adaptation of children to school:

§ increased reactivity (reduced volitional moments),

§ high activity,

§ hyperexcitability,

§ lethargy,

§ psychomotor instability,

§ age-related characteristics of temperament.

An adult often acts as the instigator of a child’s maladaptation at school, and the maladaptive influence of parents on a child is noticeably more serious than the similar influence of a teacher and other significant adults. The following can be distinguished adult influence factors for childhood maladjustment:

§ Family system factors.

§ Medical and sanitary factors (parental diseases, heredity, etc.).

§ Socio-economic factors (material, living conditions).

§ Socio-demographic factors (single-parent families, large families, elderly parents, remarriages, stepchildren).

§ Social and psychological factors (conflicts in the family, pedagogical failure of parents, low educational level, deformed value orientations).

§ Criminal factors (alcoholism, drug addiction, cruelty, sadism, etc.).

In addition to the identified factors, other features of the family system and the immediate social environment also influence the possible maladaptation of the child, for example, a “problem” child, acting as a connecting factor of the family system according to the role assigned to him in the family, becomes less adapted than a child in whose family there is no pronounced problem areas associated with the child. An important factor The birth order of children and their role positions in the family may also serve as reasons, which can lead to children’s jealousy and inadequate ways of compensating for it. An adult’s childhood has a strong influence on his pedagogical activity and attitude towards his own child or student.

Correction of social maladjustment child can be carried out in the following areas:

§ development of communication skills,

§ harmonization of family relationships,

§ correction of some personal characteristics,

§ correction of the child’s self-esteem.

Disadaptation as a social phenomenon

“Deviant” (deviant) behavior is behavior in which deviations from social norms are persistently manifested. At the same time, deviations of the selfish, aggressive and social-passive types are distinguished.” brochure

Social deviations of a selfish nature include offenses and misdemeanors associated with the desire to illegally obtain material, monetary and property benefits (theft, bribes, thefts, fraud, etc.).

Social deviations of an aggressive orientation are manifested in actions directed against the individual (insults, hooliganism, beatings, rape, murder). Social deviations of the selfish and aggressive type can be both verbal (insult with words) and non-verbal (physical impact) and manifest themselves at both pre-criminogenic and post-criminogenic levels. That is, in the form of actions and immoral behavior that cause moral condemnation, and in the form of criminal criminal actions.

Deviations of the socially passive type are expressed in the desire to give up active life, evasion of one’s civic responsibilities and duty, and reluctance to solve both personal and social problems. These types of manifestations include avoidance of work, study, vagrancy, consumption of alcohol, drugs, toxic substances that immerse one in a world of artificial illusions and destroy the psyche. The extreme manifestation of a socially passive position is suicide.

Particularly widespread both in our country and abroad is this form of socially passive deviations such as the use of drugs and toxic substances, which leads to rapid and irreversible destruction of the psyche and body; this behavior is called self-destructive behavior in the West.

Deviant behavior is the result of unfavorable psychosocial development and disturbances in the socialization process, which is expressed in various forms Oh teenage maladjustment already enough early age.

Disadaptation– a state of inability to adapt to changed conditions or overcome emerging difficulties.

Author's approaches to the definition of the concept “DESADAPTATION” G. M. Kodzhaspirov, A. Yu. Kodzhaspirov - maladjustment is a mental state that arises as a result of a discrepancy between the sociopsychological or psychophysiological status of a child and the requirements of a new social situation.

V.E. Kagan - maladaptation - a disorder of objective status in the family and school, which complicates the educational process.
K. Rogers - maladjustment is a state of internal dissonance, and its main source lies in the potential conflict between the attitudes of the “I” and the person’s direct experience.

N.G. Luskanova I.A.Korobeinikov - maladjustment is a certain set of signs indicating a discrepancy between the socio-psychological and psychological status of the child and the requirements of the school learning situation, the mastery of which for a number of reasons becomes difficult, in extreme cases impossible.

A.A. Northern - the functioning of an individual is inadequate to his psychophysiological capabilities and needs and/or environmental conditions and/or requirements of the microsocial environment.
S.A. Belichev - maladaptation is an integrative phenomenon, which has a number of types: pathogenic, psychosocial, and social (depending on the nature, character and degree of maladjustment).
M.A. Khutornaya - a manifestation of violations of interpersonal relationships and a violation of the child’s “I” image, from the point of view of the child’s connection with the outside world. [, p.166-167] social ped Surtaeva

Adolescent maladaptation manifests itself in difficulties in mastering social roles, curricula, norms and requirements of social institutions (family, school, etc.) that perform the functions of institutions of socialization.
Depending on the nature and nature of maladjustment, pathogenic, psychosocial and social maladjustment are distinguished, which can be presented either separately or in a complex combination.

Pathogenic maladaptation is caused by deviations and pathologies of mental development and neuropsychiatric diseases, which are based on functional and organic lesions of the central nervous system. In turn, pathogenic maladaptation in the degree and depth of its manifestation can be stable, chronic in nature (psychosis, epilepsy, schizophrenia, mental retardation, etc.), which is based on serious organic damage to the central nervous system.

There are also milder, borderline forms of neuropsychic disorders and deviations, in particular the so-called psychogenic disadaptation (phobias, tics, obsessive bad habits), enuresis, etc.), which can be caused by an unfavorable social, school, or family situation . “In total, according to St. Petersburg child psychotherapist A.I. Zakharov, up to 42% of preschool children suffer from one or another psychosomatic problems and need the help of psychoneurologists and psychotherapists.”

The lack of timely help leads to deeper and more serious forms of social maladjustment and deviant behavior.

“Among the forms of pathogenic maladaptation, problems of mental retardation and problems of social adaptation of mentally retarded children and adolescents are separately distinguished. Oligophrenics do not have a fatal predisposition to crime. With adequate training and education methods for their mental development, they are able to master certain social programs, obtain several professions, work to the best of their abilities and be useful members of society. However, the mental disability of these adolescents certainly makes it difficult for them social adaptation and requires special social and pedagogical conditions and correctional and developmental programs.”

Psychosocial maladjustment is associated with the age-gender and individual psychological characteristics of a child or adolescent, which determine their certain non-standardity, difficulty in educating, requiring an individual pedagogical approach, and in some cases, special correctional psychological programs. By their nature and nature, various forms of psychosocial maladjustment can also be divided into stable and temporary, unstable forms.

Social maladaptation manifests itself in violation of moral and legal norms, in asocial forms of behavior and deformation of the system internal regulation, referent and value orientations, social attitudes.

Depending on the degree and depth of deformation of the socialization process, two stages of social maladaptation of adolescents can be distinguished: pedagogical and social neglect. social ped Nikitina
Social maladaptation is a violation of moral and legal norms by children and adolescents, antisocial forms of behavior and deformation of internal regulation and social attitudes. short dictionary

Temporary maladaptation is an imbalance between the individual and the environment, giving rise to the adaptive activity of the individual. [, p.168] social ped Surtaeva
The author's approaches to the definition of the concept “ADAPTATION” “Adaptation” (from the Latin adaptare - to adapt) - 1.- adaptation of self-organizing systems to changing environmental conditions. 2. In the theory of T. Parsons, A. is material-energy interaction with the external environment, one of the functional conditions for the existence of a social system, along with integration, achieving goals and preserving value patterns.

D. Gery, J. Gery Adaptation is the way in which social systems of any kind (for example, family group, business firm, nation-state) “manage” or respond to their environment. According to Talcott Parsons, "Adaptation is one of the four functional conditions that all social systems must meet in order to survive."
V.A. Petrovsky - adaptation of a philosophical and psychological phenomenon. In the broadest sense, it is characterized by the state of the result of an individual’s activity and the goal adopted by him; as a certain ability of any personality to “build their vital contacts with the world”

B.N. Almazov - the philosophical concept of social adaptation is specified in at least three directions: adaptive behavior, in the interests of the educational environment; adaptation state (reflecting a person’s attitude to the conditions and circumstances in which he is placed by the educational situation); adaptation as a condition for effective interaction between a minor and an adult in the educational system"; and adaptive, as “the student’s internal readiness to accept the circumstances of upbringing,” brings to the fore the psychological aspect.
Social adaptation is the process and result of an individual’s active adaptation to the conditions of a new social environment. For an individual, social adaptation is paradoxical: it unfolds as a flexible search activity organized in new conditions. [p.163] Surtaeva

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.

With social neglect, along with antisocial behavior, the system of value-normative ideas, value orientations, and social attitudes is sharply deformed. A negative attitude towards work, an attitude and desire for unearned income and a “beautiful” life at the expense of dubious and illegal means of subsistence are formed. Their referent connections and orientations are also characterized by deep alienation from all persons and social institutions with a positive social orientation.

Social rehabilitation and correction of socially neglected adolescents with a deformed system of value-normative ideas is a particularly labor-intensive process. Kholostova

Deeply understanding child psychology, A.S. Makarenko noted that in most cases the situation of abandoned children is more difficult and dangerous than that of orphans. Betrayal by adults close to a child causes irreparable mental trauma: a breakdown of the child’s soul occurs, a loss of faith in people, and justice. Childhood memory, which retains the unattractive aspects of home life, is fertile ground for reproducing one’s own failures. Such childhood needs rehabilitation - restoration of lost opportunities to live a normal, healthy and interesting life. But this can only be helped by the humanism of adults: nobility, selflessness, mercy, compassion, conscientiousness, selflessness...

The importance of rehabilitation and pedagogical work especially increases during crisis periods in the life of society, causing significant deterioration in the condition of childhood. The uniqueness of the moment for rehabilitation pedagogy is to find effective measures to overcome the problematic situation of childhood using pedagogical means.
What image of a child in need of rehabilitation appears in our minds? Most likely it is:
disabled children;
children with special educational needs;
street children;
children with deviant behavior;
children with poor health, with chronic somatic diseases, etc.

All the variety of definitions of adolescents who need pedagogical rehabilitation for various reasons can be reduced to the name “special adolescents.” One of the main signs by which adolescents can be classified as “special” is their maladaptation - disrupted interaction of the individual with the environment, which is characterized by the impossibility of him fulfilling his positive social role in specific microsocial conditions, corresponding to his capabilities and demands.
The concept of “maladjustment” is considered one of the central concepts of rehabilitation pedagogy in considering problems that require pedagogical rehabilitation of children. It is teenagers with environmental adaptation disorders in the primary educational community that should be considered as the main object of pedagogical rehabilitation.

Scientists at the Institute of Psychotherapy (St. Petersburg) consider “school maladaptation” as the inability for a child to find “his place” in the space of school education, where he can be accepted as he is, maintaining and developing his identity, potential and capabilities for self-realization and self-determination. Morozov

In the psychological literature, adolescence is noted as a crisis age, when rapid development and restructuring of the adolescent’s body occurs. It is at this age that adolescents are characterized by special sensitivity, anxiety, irritability, increased dissatisfaction, mental and physical malaise, which manifests itself in aggressiveness, whims, and lethargy. How smoothly or painfully this period will pass for a minor will depend on the environment in which the child lives and on the information received from any objects of interaction. Taking all this into account, it is necessary to remember that if a child of this age did not experience positive influence from adults, teachers, parents, close relatives, did not feel psychological comfort and security in his family of origin, did not have positive interests and hobbies, then his behavior characterized as difficult. con

A significant part of the center's pupils are social orphans. They have both or one parent, but their presence only increases the child’s social maladjustment for various reasons.

Thus, we can say that street children are raised mainly in single-parent families where parents are remarried. The absence of one parent makes it difficult for children to get acquainted with various options for social experience and entails the one-sided nature of their moral development, a violation of stable adaptive abilities, and the inability to make independent decisions.

Many families are without regular income, because... Parents in such families are unemployed and do not try to find a job. The main sources of income are receiving unemployment benefits, child benefits, including pensions for the disability of a child, for the loss of a breadwinner, child support, as well as begging, both for the child and for the parents themselves.

Thus, the neglect and homelessness of a huge number of children is a consequence of deprivation or limitation of certain conditions, material or spiritual resources necessary for the survival and full development of the child.

The percentage of children entering the centers requiring state protection due to a social behavior parents. In most families, one parent abuses alcohol, or both parents drink. In families where parents abuse alcohol, punishment is often used against children: both verbal reproaches and the use of physical violence.
Most of the pupils upon entering the center do not have self-care skills, i.e., being raised in a family, they did not receive the necessary sanitary, hygienic and household skills.

Thus, minors in specialized institutions have a sad experience of living in a family, which affects their personality, physical and mental development.

They are characterized by inferior emotional experience and underdeveloped emotional responsiveness. They have a weakened sense of shame, they are indifferent to the experiences of other people, and show intemperance. Their behavior often manifests rudeness, mood swings, sometimes turning into aggression. Or street children have an inflated level of aspirations and overestimate their real capabilities. Such teenagers react inadequately to comments and always consider themselves innocent victims.

Experiencing constant uncertainty and dissatisfaction with others, some of them withdraw into themselves, others assert themselves through a demonstration of physical strength. Children who have experienced street life have low self-esteem, they are unsure of themselves, depressed, and withdrawn. The sphere of communication in these children is characterized by constant tension. The aggressiveness of children in relation to adults is noteworthy. On the one hand, they themselves have suffered a lot from the actions of adults, on the other hand, children develop a consumerist attitude towards their parents.

The lack of a sense of psychological security weakens the need for adolescents to communicate. The deformation of the communication process manifests itself in different ways. Firstly, this may be a variant of isolation - the desire to get away from society, to avoid conflicts with children and elders. A strong motivation for personal autonomy, isolation, and protection of one’s “I” is manifested here.

Another option may manifest itself in opposition, which is characterized by rejection of proposals and demands emanating from others, even very benevolent ones. Opposition is expressed and demonstrated through negative actions. The third option is aggression, which is characterized by the desire to destroy relationships, actions, and cause physical or mental harm to others, which is accompanied by an emotional state of anger, hostility, and hatred. .

A medical examination of children at the center shows that they all have somatic diseases, which in most are chronic. Some children did not see a doctor for several years, and since they did not attend preschool institutions, they were completely deprived of medical supervision.

A feature of the teenagers at the center is their addiction to smoking. Some pupils have experience of smoking, which leads to a disease such as acute trachitis.

Experts have noted that neglected and homeless children have great problems in intellectual, mental and moral development.

From all of the above, we can draw a general portrait of a child in need of social rehabilitation. These are mainly children aged 11-16 years old, raised in single-parent families and in families where a parent has remarried. The lifestyle of their parents is in most cases characterized as antisocial: parents abuse alcohol. As a result, such children have a distorted moral consciousness, a limited range of needs, and their interests are mostly primitive in nature. They differ from their prosperous peers in the disharmony of the intellectual sphere, underdeveloped voluntary forms of behavior, increased conflict, aggressiveness, low level of self-regulation and independence, and negative volitional orientation.

Therefore, today it is necessary to carry out social and pedagogical rehabilitation of maladjusted children and adolescents.

To successfully implement the adaptation of maladjusted children, “knocked out” of life’s rut, and prepare them for independent life in society, I have developed the program “Social and pedagogical rehabilitation of maladjusted children and adolescents through work at the KU SRCN”, which has a review. The program I developed was adapted to this category of experiment participants, implemented and used in practice.
We objectively assessed the results of the experiment and concluded percentage practical readiness for work of adolescents before the start of the experiment and at the time of completion. The degree of effectiveness is determined by the level of social activity of maladjusted adolescents at the Social Rehabilitation Center for Minors and the ability to self-actualize in a social environment.

The end result is positive, because During the implementation of the program, work contributed to the formation of adolescents’ interest in work for the common benefit, the development of the need and ability to work, the cultivation of stable strong-willed qualities, the formation of moral qualities of the individual, socially valuable attitudes towards all types of work activity, the inculcation of discipline, hard work, responsibility, social activity and initiatives. What is the basis for the successful socialization of a teenager’s personality.

The total or partial loss by an individual of the ability to adapt to the conditions of society is called social maladjustment.

This term also refers to the destruction of the relationship between a person and the environment, which is expressed in the impossibility of comparability of social conditions and the need for individual self-expression.

Disadaptation in society has varying degrees of manifestation and severity, and can also occur in several stages, among which are latent disadaptation, destruction of previously formed social connections and mechanisms, and strengthened disadaptation.

Causes of maladjustment in society

Violation of social adaptation is a process that never occurs spontaneously, for no apparent reason, and is not congenital. The formation of this complex mechanism may be preceded by a whole stage of various psychologically negative formations of the individual. The reason for maladjustment in society is often hidden in a number of factors, for example, social, socio-economic or purely psychological, age-related.

Nowadays, experts call the most relevant factor in the development of maladjustment social. It includes errors in upbringing, serious violations in the interpersonal relationships of the subject, as a result of which a whole cascade of so-called errors in the accumulation of social experience occurs. Such consequences, most often, are formed already in childhood or adolescence, against the background of misunderstanding between the child and parents, conflicts with peers, various injuries psyche at an early age.

As for purely biological reasons, they do not often become a factor in the development of maladjustment in themselves. These include various congenital pathologies, injuries, consequences of viral and infectious diseases with damage to the central nervous system, which affected the functions of the emotional-volitional sphere. Such individuals are more prone to various kinds of deviant behavior, it is difficult for them to make contact with others, they are aggressive and irritable. The situation may worsen if such a child grows up and is brought up in an inferior or dysfunctional family.

Psychological factors include the specifics of the formation of the nervous system and some personality traits, which, under conditions of improper upbringing or negative social experience, can become the basis for maladjustment. This is expressed in the gradual formation of “abnormal” traits, such as aggressiveness, isolation, and imbalance.

Factors of social maladjustment

As already mentioned, the mechanism of impaired ability to adapt to social conditions is quite complex and versatile.

Thus, it is customary to identify a number of factors of social maladjustment that determine the specificity and severity of this process:

• Cultural and social deprivation in relation to the general level of society. We are talking about depriving an individual of certain benefits and vital needs.
• Banal pedagogical neglect, lack of cultural and social education.
• Excessive stimulation by new “special” social incentives. Craving for something informal, rebellious. This is often typical during adolescence.
• Lack of preparation of the individual for the ability to self-regulate.
• Loss of previously formed options for mentoring and leadership.
• The loss by an individual of a previously familiar collective or group.
• Low level of mental or intellectual preparation for an individual’s mastery of a profession.
• Psychopathic personality traits of the subject.
• The development of cognitive dissonance, which could arise against the background of a discrepancy between personal judgments about life and the real position of the subject in the surrounding world.
• A sudden violation of previously attached stereotypes.

The list of these factors implies some peculiarity of the maladjustment processes. More precisely, it emphasizes the fact that when we talk about maladjustment in society, we understand a number of both internal and external violations of the usual processes of social adaptation. Thus, social maladaptation is not so much a long-term process as a short-term situational situation of the subject, resulting from the influence of some traumatic stimuli from the external environment on him.

These factors, unusual for the individual, suddenly appearing in the conditions surrounding him, are essentially a specific sign that there is an imbalance between the mental activity of the subject himself and the requirements of the external environment, society. This situation can be characterized as a certain difficulty that arises against the background of a number of adaptive factors to suddenly transforming environmental conditions. Subsequently, this is expressed by the subject’s inadequate reaction and behavior.

Correcting maladjustment in society

Experts have developed a number of different techniques that are widely used in education in order to foresee possible complications in the socialization of a future full-fledged individual. Correction of maladaptation in society is most often carried out through trainings, the main task of which is to develop communication skills, maintain harmony in the family and team, and correct some psychological properties personality that may hinder its full disclosure, contact with others, self-regulation, self-control and self-realization.

Thus, the main functions of training can be called:

• The educational part, which consists of the formation and education of various personality traits and skills, which will become basic for the further development of memory, the ability to listen and speak, learning languages, and transferring received information.
• The entertainment part is the basis for creating the most comfortable and relaxing atmosphere during the training.
• Conclusion and development of simple emotional contacts, trusting relationships.
• Prevention aimed at suppressing a number of undesirable reactions and tendencies to deviant behavior.
• Comprehensive personality development, which consists in the formation and maintenance of various positive character traits by modeling all possible life situations.
• Relaxation, the goal of which is complete self-control and relief from possible emotional stress.

Trainings are always based on various specific methods of working with a group. This also implies an individual approach not only to each group, but also to each group member. Such trainings are a kind of preparation of each individual for an independent and fulfilling social life, with the possibility of self-realization through active adaptation to the conditions of society.

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COMMITTEE OF GENERAL AND PROFESSIONAL EDUCATION OF THE LENINGRAD REGION

AUTONOMOUS EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION "LENINGRAD STATE UNIVERSITY NAMED AFTER A.S. PUSHKIN"

FACULTY OF PSYCHOLOGY

DEPARTMENT OF PEDAGOGY AND PEDAGOGICAL TECHNOLOGY

COURSE WORK

Prerequisites for social maladjustment of adolescents

Completed:

3rd year student of distance learning

Faculty of Psychology

A.V. Krivoshein

Checked:

Candidate of Psychological Sciences, Associate Professor

Gruzdeva M.V.

Gorbunki village, 2013

Introduction

1. Problems of personality socialization in modern conditions

2. The concept of personality maladjustment

3. Causes of socio-psychological maladaptation of the individual

Conclusion

Bibliography

deviant teenager anxiety psychological

INconducting

The crisis state of the education system in the current economic and social instability of the state not only does not eliminate, but often aggravates the problem of maladaptation of minors associated with shortcomings in family education, which contributes to even greater deviations in the behavior of children and adolescents. As a result, the process of socialization of adolescents is becoming increasingly negative; minors are now experiencing more spiritual pressure from the criminal world and its values, rather than from the institutions of civil society. The destruction of traditional institutions of socialization of youth and children is the only constantly present factor in societies where there is an increase in crime among minors.

Apparently, the increase in the number of maladjusted adolescents and young people is also influenced by existing social contradictions between:

Reconciliation in secondary schools with smoking, student absenteeism, which has almost become the norm of behavior in the school community, on the one hand, and the continuing reduction in educational and preventive work in government institutions and in organizations involved in organizing leisure time and educating children, adolescents and young people - on the other;

Replenishment of the contingent of juvenile criminals and delinquents due to teenagers who dropped out of school, repeaters and lagging students who did not resume classes, on the one hand, and a decrease in the social connections of families with teaching staff, on the other hand, which facilitates the establishment of contact of the above-mentioned contingent of minors with sources of negative influence, associations in groups where illegal, criminal behavior is freely formed and improved;

Crisis phenomena in society that contribute to the growth of defective socialization of adolescents, on the one hand, and the weakening of the educational impact on minors of public formations, whose competence includes the education and implementation of public control over the behavior of minors, on the other.

Thus, the increase in maladaptation, deviant behavior, and increasing crime among minors is a consequence of global “social outsiderism,” when youth and children find themselves outside the existing society and are pushed out of it. This occurs as a result of violations of the very process of socialization, which has become spontaneous, uncontrollable. Russian society is losing the system of social control over the process of formation of the younger generation, many traditional institutions of socialization, such as family, school, children's and youth organizations are losing their importance, and nothing has replaced them, except for the “institution of the street and gateway”.

A comparative analysis of the influence of the economic situation, the nature of the work of the media, the effectiveness of law enforcement agencies, and the level of social stability in different countries on the state of crime shows that their influence is present, but does not have a decisive, dominant significance. It can be assumed that it is precisely the defective socialization caused by the crisis of the family, the education and upbringing system, the lack of state youth and children's policy and other reasons that leads to an increase in teenage crime.

1. Problems of personality socialization in modern conditions

Interest in the phenomenon of personality socialization increased significantly in the middle of the last century. The concept of socialization is extremely broad and includes the processes and results of the formation and development of personality. Socialization is the process and result of interaction between the individual and society, the entry, “introduction” of the individual into social structures through the development of socially necessary qualities.

Socialization, understood as the interaction of the individual with the environment, determines the adaptability of the individual to various social situations, micro- and macrogroups of people. The levels of adaptation are: conformism (the subject acts as required by the social environment, but adheres to his own system of values ​​(A. Maslow); mutual tolerance, leniency towards each other’s values ​​and forms of behavior (J. Szczepanski); accommodation, manifested in a person’s recognition of values social environment and recognition by the environment of a person’s individual characteristics (J. Szczepanski); assimilation or complete adaptation, when a person abandons his previous values. In humanistic foreign pedagogy and psychology, the essence of socialization is presented as a process of self-actualization, self-realization by a person of his potentials and creative abilities, as a process. overcoming negative environmental influences that interfere with self-development and self-affirmation (A. Maslow, K. Rogers, etc.) In Russian pedagogy and psychology, the concept of socialization is presented as “an individual’s assimilation of social experience” (I. S. Kon); environment, adaptation to it, mastery of certain roles and functions” (B.D. Parygin). According to I.B. Kotova and E.N. Shiyanov, the meaning of socialization is revealed at the intersection of processes such as adaptation, integration, self-development and self-realization. Self-realization acts as a manifestation of internal freedom and adequate self-control in social conditions. Self-development is a process associated with overcoming contradictions on the way to achieving spiritual, physical and social harmony.

Analyzing the works of A.V. Petrovsky, we can distinguish three macrophases of the social development of the individual at the pre-labor stage of socialization: childhood, where the adaptation of the individual is expressed in mastery of the norms of social life; adolescence is a period of individualization, expressed in the individual’s need for maximum personalization, in the need to “be an individual”; youth is integration, expressed in the acquisition of personality traits and properties that meet the needs and requirements of group and personal development. In modern Russian society, there are rapid processes of change, which, accordingly, affect the socialization of children and adolescents. The peculiarity of the current situation in which the formation of the spiritual image of adolescents and young people is taking place is that this process occurs in conditions of weakening political and ideological pressure, expanding social independence and initiative of young people. It is accompanied by a reassessment of values, a critical understanding of the experience of previous generations, and new ideas about one’s professional future and the future of society.

In the study of socialization problems, identifying the characteristics of relationships among high school students is of particular importance. It was at this age, as studies by I.S. Kona, I.B. Kotova, T.N. Malkovskaya, R.G. Gurova, A.V. Mudrika, S.A. Smirnova, R.M. Shamionova, E.N. Shiyanov, the social environment influencing students is expanding. Older teenagers, boys and girls, develop a desire to emancipate themselves from adults and determine their place in life. Communication with peers is an important channel of information; it also becomes a means of psychological protection on the part of peers. As the time spent by children outside of family and school increases, the relative weight of peer society increases, which in many cases outweighs the authority of parents. The peer society as a factor of socialization is heterogeneous and has now changed a lot: previously these were children's groups and organizations led and directed by adults (pioneers, Komsomol), today they are various informal communities, mostly of different ages and mixed socially. Thirdly, these are defects in family life, the emergence and reproduction at the level of the child’s microenvironment of all sorts of non-adaptive, destructive forms of relationships both between him and adults, and just adults with each other, family infantilism and selfishness, the desire to “reset” social structures of all responsibility for raising and educating your own children. In the family, not only socially significant personality qualities are formed, but also evaluative criteria characteristic of it; The influence of the family on a teenager is stronger than the influence of the school and society as a whole. For example, the barbaric principle “an eye for an eye, a tooth for a tooth” seems natural and fair to a teenager who grew up in an asocial family (Ermakov V.D., 1987). Analyzing the works of V. Potashov, it can be noted that consumerism, which is formed in the family, has a dangerous impact on minors, as they try to achieve what they want by any means.

Research by I.I. Shurygina (1999) proved that in families whose mothers had a higher education, there was not a single case of 14-15 year old schoolchildren showing a tendency to deviate. Among poor children of poorly educated mothers, there was both theft and suicide. The transition from a traditional patriarchal family to a modern one, based on the equality of spouses, led to a decrease in the authority of the father and a loss of consistency in the educational influences of parents. Families with one or two children, which are characterized by child-centrism, and hence the egocentrism of children, have become widespread. Parental authority is no longer absolute, now persuasion replaces prohibition and coercion. Moral authority is much more difficult to maintain than authority based on force, especially as the range of information sources and choice of social circles expands. Fourthly, these are defects associated with the economic disproportion that has developed in society, the division of citizens into poor and rich, the growth of unemployment cultivated by a certain part of society by the “psychology of profit,” disdain for honest daily work, the demonstrative cult of “coolness,” “easy money,” and “rapid”, unjustified “careers”, which clearly show the younger generation the real “truth of life”, in which there is no place for either a high level of education, intelligence, or strong moral imperatives.

As it turned out, a factor in increasing the authority of parents for children is their employment in commercial activities. Children are more willing to rely on their advice, rightly considering their parents to be more adapted to new living conditions and soberly assessing the real life situation (Shurygina I.I., 1999). Fifthly, these are defects associated with the established practice of the existence and work of public and youth organizations. Most of them, while verbally declaring high ideals and moral values, carrying out a lot of various educational activities, in reality carry them out only “for show”, creating a so-called fictitious and demonstrative product, which they need to receive a variety of resources, both from local authorities, as well as other structures and organizations. Here it should be noted the activity of all kinds of pro-Western organizations of a sectarian type, informal associations of teenagers actively, on a commercial or free basis, recruiting schoolchildren into their ranks and imposing on them their own system of values, which sometimes contradicts not only the traditional values ​​of society, but also the very foundations of a normal healthy life child. Sixthly, these are defects associated with the circulation in society of all kinds of information flows, the key agent of which is the media.

Such social phenomena cannot but be noticed by the younger generation and cause damage to their spiritual and moral health. As a result, depressive conditions may occur, which manifest themselves in the form of symptoms such as:

Apathy is a state of indifference, indifference, complete indifference to what is happening, others, one’s position, past life, prospects for the future. This is a persistent or transient total loss of both higher social feelings and innate emotional programs;

Hypotymia (low mood) - affective depression in the form of sadness, melancholy with the experience of loss, hopelessness, disappointment, doom, weakening of attachment to life. Positive emotions are superficial, exhaustible, and may be completely absent;

Dysphoria - gloominess, embitterment, hostility, gloomy mood with grumpiness, grumbling, dissatisfaction, hostility towards others, outbursts of irritation, anger, rage with aggression and destructive actions;

Confusion is an acute feeling of inability, helplessness, lack of understanding of the simplest situations and changes in one’s mental state. Typical: hypervariability, instability of attention, questioning facial expression, postures and gestures of a puzzled and extremely insecure person;

Anxiety is a vague feeling of growing danger, incomprehensible to the person himself, a premonition of a catastrophe, a tense expectation of a tragic outcome. Emotional energy acts so powerfully that peculiar physical sensations arise. Anxiety is accompanied by motor agitation, anxious exclamations, shades of intonation, and exaggerated expressive acts;

Fear is a diffuse state, transferred to all circumstances and projected onto everything in the environment. Fear can also be associated with certain situations, objects, persons and is expressed by the experience of danger, an immediate threat to life, health, well-being, prestige. It may be accompanied by peculiar physical sensations indicating an internal concentration of energies.

The anxiety of parents and teachers is increasing, on the one hand, who note the lack of many desirable qualities in modern children: a sense of responsibility, self-esteem, empathy, vital energy, acceptable rules of behavior, positive emotional contact with others; on the other hand, the loss of a sense of control over the situation developing around children, their powerlessness to do anything to counter the unfavorable trends emerging in this matter.

The percentage of socially maladjusted children is increasing, children with socialization disorders, with somatic diseases of neurogenic and psychogenic origin, with mental disorders and completely unknown previously forms of painful mental dependence (for example, the so-called visitors and fans of computer clubs and games, slot machines, etc. .).

The number of purely nominal teenage and youth public organizations is increasing, living according to the principle of the so-called “double morality” and demonstrating fictitious activity and false citizenship, perfectly understanding who and why uses them in their own big game.

The quality of training of school graduates is declining, who realize that the only sure condition for receiving a “prestigious” education is the presence in the wallets of their parents of the “nth” amount necessary to pay for education.

All of the above are symptoms of a certain crisis in working with children, which has a social nature and a long history of its development. There are several types of reactions of adults to problems of socialization of children:

A) Avoidance reaction: the existence and (or) scale of the problem is not recognized. This type of reaction is especially characteristic of the local administration and a large number of public organizations and consists in the fact that the factors of concern (but not the problems themselves) are accepted, they are talked about, discussed, certain ritual actions are performed, but real, and even more effective measures, even if delayed in time, they are rarely used, as an exception to the rule. Problematic issues tend not to be resolved, but simply passed around in circles, from one group of administrators to others.

B) Reaction of external accusation. It, along with the avoidance reaction, is most characteristic of professional groups existing in society (doctors, teachers, cultural workers, sports school coaches, representatives of the Internal Affairs Directorate). In one case, some professional groups blame other professional groups, in another they do not admit that there are any problems in their department. In the third, they simply accuse the surrounding social structures of selfishness and unwillingness to understand the essence and causes of the problems facing departments.

C) The reaction of egoism. It is typical for most groups of society that are not directly related to areas related to working with children. Along with the avoidance reaction, these seemingly quite prosperous social groups residents (managers and specialists of industrial enterprises, entrepreneurs) demonstrate complete disregard for the problems of the sphere and sincerely believe that “this does not concern them” and “this is not their problem”, and “it is their own fault that they live like this.”

Thus, in modern Russian society, the socialization of the younger generation, on the one hand, is controlled and purposeful, and for the most part, spontaneous, unconscious and therefore uncontrollable or poorly managed and is not provided with the resources necessary for its successful course and completion: financial, material, personnel , technological, etc.

2. The concept of personality maladjustment

The process of socialization is the inclusion of a child in society. This is a complex, multifactorial and multivector process that is poorly predictable in end result. Moreover, the process of socialization can continue throughout a person’s life, intertwined with historical, ideological, economic, cultural and other processes. Domestic psychology, without denying the influence congenital features organism on personality properties, stands on the position that a person becomes a personality as he is included in the surrounding life. Personality is formed with the participation and under the influence of other people who pass on the knowledge and experience they have accumulated. This does not happen through simple assimilation of social relations, but as a result of the complex interaction of external (social) and internal (psychophysical) developmental inclinations, and represents a unity of individually significant and socially typical traits and qualities (Bozhovich L.I., 1966; Bratus B .S., 1988; etc.). Consequently, the personality and its anomalies are considered a socially conditioned, developing life activity, in the changing relationship of the child to the surrounding reality. It must be emphasized that the development of personal qualities and certain characteristics of an individual’s behavior is determined by innate prerequisites, social conditions (features of relationships with parents, surrounding adults and peers, the content of activities); the internal position of the individual himself (Vygotsky L.S., Leontiev A.N.).

Thus, the degree of socialization of an individual is determined by many components, which together constitute the general structure of the influence of society on an individual. The presence of defects in each of these influencing components leads to the appearance in the individual of socio-psychological characteristics that can lead him in a certain situation to a conflict with society. Under the influence of socio-psychological factors of the external environment, in the presence of internal conditions, the child develops maladjustment, which manifests itself in the form of deviant (delinquent, addictive, etc.) behavior.

Maladaptation occurs when socialization is impaired and is characterized by deformation of the student’s value and referent orientations, a decrease in referent significance and alienation of the maladaptive teenager, first of all, from the “socializing” influence of the school teacher. At the same time, depending on the degree of alienation and the depth of deformation of reference and value orientations, two stages of social maladjustment are put forward. The first stage - pedagogical neglect - is characterized by a loss of referent significance and alienation from school as an institution of socialization while maintaining a high reference value of the family. The second (and more dangerous) stage of maladaptation - social neglect - is characterized by the fact that, along with school, the teenager is alienated from the family and, losing contact with the main institutions of socialization, becomes, as it were, a social Mowgli, assimilating distorted value-normative ideas and criminal experience in deviant teenage companies and groups. The consequence of this is not only educational lags and failure, but also the ever-increasing psychological discomfort experienced by students at school, which in adolescence pushes them to search for a different, out-of-school communication environment, a different reference group of peers, which begins to play a decisive role in the socialization of a teenager.

Factors of maladjustment include pushing the child out of the situation personal growth, development and neglect of his desire for self-affirmation and self-realization, in a socially welcomed way. The consequence of maladaptation is psychological isolation in the sphere of communication with the loss of a sense of belonging to its inherent culture and the transition to microenvironmental values ​​and attitudes.

Increased social activity - as a consequence of unsatisfied needs - can manifest itself either in social creativity (positive deviation), or in antisocial activity, or, not finding realization in either one or the other, end in the “retreat” of its subjects into alcohol, drugs, or even a suicidal act. According to the works of D.I. Feldstein, the following factors influencing the formation of deviant behavior can be identified:

1. Individual factor operating at the level of psycho-biological prerequisites for antisocial behavior, which complicate the social adaptation of the individual;

2. A psychological factor that reveals the unfavorable features of the interaction of a minor with his immediate environment in the family, on the street, in the school community;

3. Personal factor, which manifests itself, first of all, in the socially active selective attitude of the individual to the preferred communication environment, to the norms and values ​​of his social environment, to the pedagogical capabilities of the family, school, public, etc., as well as personal value orientations and personal ability and readiness to self-regulate one’s behavior;

4. Social factor, determined by the socio-cultural and socio-economic conditions of society;

5. Social and pedagogical factor, manifested in defects in school and family education. Consequently, if a person has absorbed values ​​that do not correspond to the norms of morality and law, then here we are not talking about the process of socialization, but about deviation. T. Parsons also spoke about this, noting that deviants are “people with inadequate socialization. These are those who have not sufficiently internalized the values ​​and norms of society.”

6. The classification of types and forms of deviant behavior can be based on various grounds. Depending on the subject (that is, who violates the norm), deviant behavior can be individual or group. From the object's point of view, deviant behavior is divided into the following categories:

Abnormal behavior that deviates from mental health norms and implies the presence of overt or latent psychopathology;

Asocial or antisocial behavior that violates any social or cultural norms, especially legal ones.

Students with unsatisfactory adaptation to the interactive education system are characterized by:

1. Accentuations of the character of astheno-neurotic, sensitive, schizoid, epileptoid, and steroid types;

2. The conflictual nature of relationships in the interactive system

education;

3. High level of anxiety;

4. Deviant style of interaction with the teacher;

5. Aggressive compensation for unsuccessful adaptation in the interactive education system.

These characteristics indicate the fact of a deficit in the personal potential of the student’s socio-psychological adaptation. The concept of deficit in a student’s personal socio-psychological potential includes the following deficits:

1) deficit of social identity of the student’s personality;

2) deficit of social intelligence of the student’s personality;

3) deficit of social competence of the student’s personality;

4) lack of confidence in the student’s personality.

I. Deficit of social identity of the student’s personality.

The category of “social identity” is borrowed from sociology and social psychology. In the description of social identity given by V.A. Yadov, it is clearly stated that it is “awareness, the experience of one’s belonging to various social communities.” Based on the work of V.S. Ageev and V.S. Tasmasova, representing the theory of social identity, can be characterized by the following provisions:

1) Social identity consists of those aspects of the self-image that arise from a person’s perception of himself as a member of certain social groups;

2) People strive to maintain or increase their self-esteem, that is, they strive for a positive image of themselves.

Social identity deficit:

In the reflective dimension, indicators of social desirability and the lack of one’s identity are clearly recorded;

In the axiological dimension, dissatisfaction with oneself, one’s capabilities, a high level of tension, lack of confidence in one’s strengths and capabilities, and devaluation of one’s self are revealed;

In the adaptive dimension - the lack of a holistic idea of ​​one’s social identity and a weak level of development of personal internality;

In the interpersonal dimension - distrust of people whose assessments and opinions do not reflect one’s own attitude towards oneself, an increasing tendency for egocentration with simultaneous social self-isolation;

In the existential dimension - underestimation of the meaning of acquiring social identity, lack of interest in identifying oneself with socially acceptable groups, craving for identification with asocial groups;

In the introject dimension - internal maladaptation, low level of self-acceptance, refusal to interact with social introjects, exclusion from socializing communication at school;

In the personalized dimension - a rigid self-concept, reluctance to change against the general background of a positive attitude towards oneself, attachment to an inadequate self-image, active use primitive forms of psychological defense to maintain intrapsychic balance;

In the dynamic dimension, an increase in the adaptation conflict, the dynamic development of anxiety, emotional and psychological discomfort, denial of one’s own responsibility for failures and lack of success in one’s social functioning, the formation of a tendency towards non-adaptive subject relations;

In the conflict dimension - inducing internal conflicts in oneself and “getting stuck” on problems generated by the adaptation conflict and its consequences and its intensification, which leads to transformation into a conflictogen - an instigator of conflicts.

Phenomenological characteristics of social identity deficit:

1) refusal to assume social obligations and social responsibility even for the fact of one’s own social functioning;

2) a high level of social anxiety, generating social immaturity and uncertainty of social status;

3) the desire for conformal forms of one’s social functioning;

4) egocentration and social self-isolation.

II. Deficit of social intelligence of a student's personality.

In most cases, living conditions and activities change not so noticeably for the individual. However, in some cases these changes occur so abruptly that they require a sharp change mental qualities personality. In such cases, the need for socio-psychological adaptation (adjustment) of the individual arises. There may be various defects in socio-psychological adaptation, which lead to very serious changes in the structure of the personality. The concept of “social intelligence” was first used by E. Thorndike in 1920 as a characteristic of a person’s prognostic and operational-communicative ability, which manifests itself in his interpersonal relationships. This phenomenon is considered as a special ability to predict and ensure adequate adaptation in interpersonal relationships. Mastering a social role means not only acquiring the skills to perform the sum of certain functions, but is always associated with the assimilation of the characteristics of consciousness inherent in a given social group.

There is a mutual conditionality between the mental properties of the individual and social roles. Defects in mental properties can lead to defects in the performance of social roles. Moreover, defects in mental properties can be further enhanced if they are constantly manifested in these social roles. Defects in fulfilling a social role, in turn, can give rise to the appearance of such negative mental properties of a person that he did not have before. Various defects in fulfilling a social role, if repeated, inevitably lead to the development of negative mental properties of the individual. The social role acts as a catalyst that enhances the action and development of negative mental properties of the individual in the event that there is a negative attitude towards the fulfillment of this role.

So, social intelligence is a global ability that arises on the basis of a complex of intellectual, personal, communicative and behavioral traits, including the level of energy supply of self-regulation processes; These traits determine the prediction of the development of interpersonal situations, the interpretation of behavioral information, and the readiness for social interaction and decision making. Deficiency of intellectual development is characterized by deficits in the basic processes of human social thinking: problematization, reflection, interpretation, representation, categorization. The formation of a deficit in the intellectual development of a student’s personality is determined by the nature and goals of the functioning of the interactive family structure. Namely, the socio-pedagogical attitude from the position of which the family determines the attitude towards the developing personality and interprets the actions and actions of this personality. The socio-pedagogical effectiveness of the functioning of the interactive family system is determined by the level of development of the adaptive abilities of the developing personality.

The deficit of social intelligence significantly influences the formation of subjective personality traits of students (primarily responsibility). As noted by E.A. Alekseeva, responsibility is a fairly broad concept. It includes both a formal aspect (responsibility before the law) and a personal one, in which at least two sides can also be distinguished:

1) responsibility in the sense of normativity, obedience, social duty;

2) responsibility as participation in an event, as responsibility, first of all, to oneself.

In the first case, responsibility reflects the accountability of the subject in terms of implementing the requirements of society with the subsequent application of sanctions depending on the degree of guilt or merit. Consequently, responsibility acts here as a means of external control and external regulation the activity of a person who does what he should against his own desire (E.A. Alekseeva calls it external responsibility). In the second case, responsibility reflects the attitude towards the subject himself, his predisposition, acceptance, readiness to carry out what is due; here responsibility serves as a means of internal control (self-control) and internal regulation (self-regulation) of the activity of the individual, who performs what is due at his own discretion, consciously and voluntarily (by E.A. Alekseeva, this is internal responsibility).

The concept of conformity is closely related to the concept of external responsibility (social normativity). In this case, social norms act not as direct regulators of actions, but as subsequent justifications for a person’s line of behavior and choice of action options in a given situation. But then this is more of a formal report to others than real responsibility for what is happening in me, with me, with my participation. Running into the “crowd” is always a way to throw off the burden of one’s own responsibility. Accepting responsibility means realizing your involvement and readiness to act, regardless of circumstances, often even in spite of them, to change something in yourself or the surrounding reality. Such responsibility is the main condition for constructive activity, the activity of the subject, and, consequently, its constant development. And, conversely, any protective actions(withdrawal, denial of problems, aggression) are most often associated with attempts to relieve oneself of personal responsibility for what is happening.

III. Deficit of social competence of students' personality.

Personal characteristics that ensure successful socialization include the ability to change one’s value orientations; the ability to find a balance between one’s values ​​and the requirements of the role with a selective attitude towards social roles; orientation not towards specific requirements, but towards an understanding of universal moral human values.

Social competence is the ability to socially differentiate norms, values, rules, flexibility in understanding the context of action, possession of a wide repertoire of behavioral reactions. In the work of E.I. Krukovich, based on a comprehensive analysis of this concept, presents a three-component hierarchical model of social competence.

1) Social adaptability is a characteristic of the degree to which a student’s personality achieves socially determined and important goals.

2) Social performance is the degree to which an individual’s response is appropriate in a specific social situation.

3) Social skills (skills) are behavioral and cognitive skills on the basis of which a person achieves the appropriateness of his behavior in specific social situations of his functioning.

The deficit of social competence appears in the unity of three dimensions: intrasubjective - the socio-psychological adaptability of the student’s personality; intersubjective - social and communicative competence of the student’s personality; as well as subjective-personal - the personal socio-psychological potential of the student.

The criteria for social and communicative competence were first formulated by T. Gordon. He defined it as the ability to get out of any situation without losing inner freedom, and at the same time, without letting your communication partner lose it. Thus, the main criterion of competence is a partner’s position in communication “as equals” (as opposed to “an extension from above” or “an extension from below”).

In the works of Yu.I. Emelyanov, L. A. Petrovskaya and others, communicative competence is understood as “the ability to establish and maintain the necessary contacts with people.” Competence includes a certain set of knowledge and skills that ensure the effective flow of the communication process. In the work of L.D. Stolyarenko offers a similar characteristic: “Communicative competence is the ability to establish and maintain the necessary contacts with other people. Effective communication is characterized by: achieving mutual understanding between partners, a better understanding of the situation and the subject of communication. Communicative competence is considered as a system of internal resources necessary for building effective communication in a certain range of situations of interpersonal interaction.” Based on the concept of “social competence” used by R. Ulrich de Minck, the following characteristics of a socially competent person can be named:

Makes decisions about himself and strives to understand his own feelings;

Forgets blocking unpleasant feelings and his own insecurities;

Represents how to achieve a goal in the most effective way;

Correctly understands the desires, expectations and demands of other people, weighs and takes into account their rights;

Analyzes the area defined by social structures and institutions, the role of their representatives and incorporates this knowledge into their own behavior;

Represents how, given specific circumstances and time, to behave, taking into account other people, the limitations of social structures and one's own requirements;

Realizes that social competence has nothing to do with aggressiveness and presupposes respect for the rights and responsibilities of other people.

Phenomenological characteristics of the deficit of social competence of the student’s personality, which was formed under the influence of a deficit interactive education system, in the intrasubjective aspect include (according to E.V. Rudensky):

1) intrasubjective maladaptation of the individual;

2) a tendency to intensify the adaptation conflict;

3) intersubjective conformism;

4) socio-psychological deformation.

Phenomenological characteristics of the deficit of social competence of a developing personality in the interactive education system are represented by the following components:

1) socio-psychological autism;

2) socio-psychological conformism;

3) low level of aspirations.

A deficit of social competence gives rise to personal anomie, which is characterized by disintegration of the student’s system of value orientations and puts him in the position of a socially maladaptive personality. The first sociological explanation of deviance was proposed in the theory of anomie, developed by Emile Durkheim (1897) in a classic study of the nature of suicide. He considered one of its causes to be a phenomenon called anomie (literally “disregulation”). Explaining this phenomenon, he emphasized that social rules play important role in regulating people's lives, norms govern their behavior. Therefore, people usually know what to expect from others and what is expected of them. However, during times of crisis or radical social change, life experiences no longer correspond to the ideals embodied in social norms. As a result, people experience a state of confusion and disorientation, leading to an increase in suicide rates. Thus, “violation of collective order” promotes deviant behavior. Anomy is also characteristic of modern Russian society: a significant part of the population, not accustomed to competition and pluralism, perceives the events taking place in society as growing chaos and anarchy.

IV. Lack of confidence in the student's personality.

A lack of personal self-confidence is the result of an imbalance either in the direction of increasing the formation of a socially adapted personality in the process of socialization, or in the direction of the formation of a socially autonomous personality. The development of a socially adapted personality often leads to the formation of personality conformity. The degree to which a person manifests a desire for self-actualization characterizes intrasubjective indicators of a deficit (or lack thereof) of self-confidence.

An intersubjective indicator of a lack of personal self-confidence is a student’s positive cognitive-emotional attitude towards his social skills, which brings the understanding of self-confidence closer to the concept of personal self-efficacy, which was introduced by A. Bandura. Phenomenological analysis of self-confidence deficit is characterized by the following features:

1) average level of mental adaptation and mental maladjustment;

2) a decrease in the energy potential of the individual, which determines the appearance of social apathy, frustration of sociogenic needs, emotional instability, low self-control, poor organization of communication difficulties;

3) emotional instability leading to the spontaneous emergence of conflicts in the socio-educational process and outside it;

4) a decrease in activity and a narrowing of the circle of friends, a tendency to develop social phobia;

5) refusal of any forms of dominance in social functioning and reduction of expressiveness in relationships with other people;

6) exclusion from social group relations, disintegration of value guidelines, leading to the formation of personal anomie.

A lack of self-confidence determines the emergence of difficulties in the self-realization of a student’s personality and gives rise to social and pedagogical problems, defined as communicative destruction of personality and discommunication syndrome.

Communicative destruction of the individual is a state of exclusion from the system of vital and functionally necessary relationships, giving rise to social alienation of the individual. As a result of this condition, the range of social interaction of the individual narrows and the syndrome of psychosocial alienation develops. Discommunication syndrome can be presented in four main variants:

1) loneliness in a circle of people - the desire for contact is faced with the impossibility of finding an interlocutor;

2) communicative helplessness - the active desire for contact is not realized due to the inability to establish and establish it even in the presence of suitable interlocutors;

3) conflict communication - the desire for contact to defuse accumulated aggression;

4) fading of the desire for contacts - fatigue from communication, intolerance of communication, withdrawal into oneself.

Lack of self-confidence as a morphological component of maladaptation of a developing personality is phenomenologically characterized as a genetic source of the formation of social defectiveness of the individual in relation to his mastery of the mechanisms of coping behavior. The deficit of social intelligence and the deficit of social competence act as factors determining the formation of a lack of self-confidence in the student’s personality. However, the main factor determining the formation of a confidence deficit is the state of self-awareness of the student’s personality. Self-awareness is viewed as a three-level structure:

Cognitive component (represented in the process of self-knowledge);

Affective component (represented in the process of self-relation);

Behavioral component (characterized by the process of self-regulation).

One of the components of the deficiency of the interactive education system is the presence of a deficiency in the professional and pedagogical potential of the teacher as an agent of socialization. The scarcity of the interactive education system as an organizational and pedagogical mechanism of the social and educational process of the school is determined by:

1. deficiency of subjective qualities necessary for the student to interact with the teacher as an agent of socialization;

2. deficiency of subjective and professional-pedagogical qualities of the teacher’s personality;

3. role deficit of the teacher as an agent of socialization;

4. a deficiency in the systemic mechanism of socialization, which is formed as a result of the socialization agent’s use of coercive pedagogical technologies, leading to blocking the development of problematic thinking and reflection;

5. deficiency of the main condition for the constructive socialization of the individual - attraction, which determines the loss of the teacher’s status as a significant person for the developing personality of the student.

These five basic deficits determine the deficiency of the interactive education system as an organizational and pedagogical mechanism of the socio-educational process of the school. Thus, maladjustment of a student’s personality is one of the socio-psychological characteristics of the quality of education, on the one hand, and on the other, an indicator of the problematic state of the educational process of the school itself. This gives us reason to put forward the maladaptation of a student’s personality in the educational process of school as a problem of social psychology on the following grounds:

Disadaptation of a student’s personality is determined by the “costs” of the educational activities of a modern school;

Disadaptation of a student’s personality arises as a result of the discrepancy between the concepts of education and personality development in a modern Russian school and the real sociodynamics of Russian society;

Disadaptation of a student’s personality is formed as a result of the inconsistency of the socio-psychological technologies implemented in the educational activities of schools for managing the mechanism of personality development;

Disadaptation of a student’s personality develops as a result of the inadequate current situation of the state of the educational system in Russia and the training of teaching staff;

Disadaptation of a student’s personality occurs due to dysfunction modern family which is losing its socializing functions, and the school is not yet ready to compensate for these losses.

3. Causes of socio-psychological maladaptation of the individual

The degree of socialization of an individual is determined by the individual’s attitude to all the basic elements that determine the essence of a given social system. In the process of socialization of the individual, which is predicted, directed, carried out, controlled by society, there may be various defects. Thus, for a number of reasons, a person may distortly perceive social experience, find himself isolated from the targeted influence of positive social influence, and find himself under the influence of various antisocial attitudes, aspirations, and needs. Social living conditions determine the development of the psyche of a particular person - his experience, knowledge, relationships, aspirations, interests, needs. The social is necessarily refracted through the psyche - the psychology of the individual is always socially conditioned. In accordance with this, personality disadaptation is also determined by defects in the psychological structure of a given individual. The number of conditions influencing the process of socialization of the individual, along with intersubjective ones, also includes socio-psychological ones. According to G. Sullivan, the mechanism that shapes personality is interpersonal relationships. This means that the main psychological condition Personal development is the quality of its inclusion in the interactive systems of culture, family and school.

Sullivan defines the interactive developmental system as an interpersonal developmental situation. Interaction is understood as interaction caused by the mutual interpretation of actions by their participants. Interaction is based, first of all, on a cognitive psychological mechanism that ensures the interaction of individuals as the basis of social functioning. This means that interactive personality development is associated with the formation of social intelligence and social competence with the simultaneous development of psychocultural maturity and social-role readiness. All this together characterizes the subjectivity of an individual as an integral indicator of the state of his social capacity. The positive result of the interaction of a growing personality with the environment at various levels is its successful socialization. Otherwise, maladjustment occurs. Within the framework of this work, it seems important to consider the socio-psychological conditions under which socialization becomes defective. One of them is the conversion of culture and subculture, and at the institutional level. What until recently was the culture of society (good literature, music, theater, profound cinema, etc.) becomes, in fact, a narrowly elitist area, the lot of a small part of the population that retains a sense of taste and moderation and is not afraid to burden itself with mental operations in process of artistic perception. The same thing that was called a subculture (slang, “blatnyak”, drug and crime morphology, etc.) becomes the lot of the vast majority of Russians, and, therefore, turns into the very real culture of a given society. It is logical that the main objects of this transformation are young people, the most receptive to innovation, to replicated cultural and value patterns, part of society.

The teacher, as an agent of socialization of the developing personality of the student, is an intermediary between him and society. As an intermediary in the implementation of socio-pedagogical tasks of managing the socialization of the student’s personality, the teacher is called upon to have the necessary personal and professional potentials. The main problem for pedagogy during the transformation period is the disruption of the mental health of participants in the educational process, which is associated with crises of relationships and too rapid changes in social guidelines, social regulators and social institutions and the extremely slow restructuring of the system of higher professional pedagogical education, when the acquired knowledge often comes into conflict with the realities of the pedagogical and social life of a teacher. The transformation of society has given rise to a tendency towards individualized forms of existence, which force a person to place himself at the center of his own life plans in order to survive financially. This trend is also typical for teachers. A conflict arises between socio-centered and ego-centered sociocultural systems. It becomes a source of psychotraumatic effects on the teacher’s personality, enhances deformation processes and destroys the integrity of the teacher’s personal functioning as an agent of socialization of the student’s developing personality. After all, the majority of teachers are individuals who have experienced the influence of the dominant socio-centered education system that deforms human character. The socio-centered education system, which has the goal of educational functioning - the formation of a sociotype, and not the personality - led to the suppression of personal needs, which resulted in a pathological syndrome in the form of fear, dissatisfaction with oneself and suppressed aggressiveness. The deformation of the character of the teacher as an agent, which is a pathogenic factor in the formation of socialization deficit, manifests itself in the form of:

Complex: lack of self-regulation, admiration for authority, feelings of inferiority, social phobia;

Obsessive actions: pedantry, exaggerated desire for order and discipline, precision, excessive zeal.

The next factor is socio-economic. According to sociological research conducted by O.V. Karpukhin, 4.3% of young people include banditry and racketeering in the list of the most prestigious professions. This occurs due to the idealization of the market; the desire for well-being, at any cost, is a unique socio-psychological phenomenon of youth consciousness, based on enrichment and life success achieved at any cost. According to the study, 18.1% of young people surveyed consider it possible for themselves to participate in criminal groups; 9.1% believe that today this is a normal way of “earning” money. As the results of S. Paramonova’s surveys show, quite recently, creative activity was a priority in the minds of young people, and payment according to work was considered the highest justice. Today, activity around exchange and consumption is becoming increasingly prestigious. The majority of respondents (76.6%) would prefer to carry out their activities in non-political organizations. The main form of such organizations is the so-called “get-togethers”, formed on the basis of common interests: sports, music, etc. Get-togethers become a form of unification of young people, a tool for their socialization, being outside the sphere of influence (educational, cultural, educational) of the state and society. Among the criminal acts of minors, crimes against property (theft, fraud, robbery, robbery, vehicle theft, intentional destruction or damage to property) predominate (up to 85%). The predominance of these types of crimes reflects, on the one hand, the increased financial and property stratification in society, and on the other, the growth of social intolerance and aggressiveness.

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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.

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 maladjustment 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 a child, for 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.

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 maladjustment is 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”) is a modern term to describe social adjustment disorder 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 crux of the problem 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, conversely, 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 have the best effect on a teenager, 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.

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 maladaptation rarely occurs, but its cases become more frequent if a 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, oligophrenia is characterized by the absence of psychopathic tendencies and dispositions to crime, however mental retardation such a patient undoubtedly interferes with his social adjustment.

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 avoidance of 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.
Set a good example for your child. Lacking communication skills, he will try to repeat after his parents, and therefore you should carefully choose your social circle.
Accept that you 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.

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 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 maladaptation in adulthood, 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 of 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 in the open air, 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.

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

This term has firmly entered the life of modern man. Surprisingly, with the development of information technology, many people feel lonely and unadapted to the external conditions of reality. Some people get lost in completely ordinary situations and don’t know how best to act in this or that case. Currently, cases of depression among young people have become more frequent. It would seem that there is a whole life ahead, but not everyone wants to be active in it and overcome difficulties. It turns out that an adult has to learn to enjoy life again, because he is rapidly losing this skill. The same applies to depression in children who exhibit maladjustment. Today, teenagers prefer virtual communication and fulfill their communication needs on the Internet. Computer games and social networks partially replace normal human interaction.

Social maladaptation is usually understood as the complete or partial inability of an individual to the conditions of the surrounding reality. A person suffering from maladjustment cannot interact effectively with other people. He either constantly avoids all contact or demonstrates aggressive behavior. Social maladaptation is characterized by increased irritability, inability to understand another and accept someone else’s point of view.

Social maladaptation occurs when a particular person stops noticing what is happening in the outside world and is completely immersed in an invented reality, partially replacing relationships with people with it. Agree, you can’t completely focus only on yourself. In this case, the opportunity for personal growth is lost, since there will be nowhere to draw inspiration or share your joys and sorrows with others.

Causes of social maladjustment

Any phenomenon always has good reasons. Social maladjustment also has its reasons. When everything is good inside a person, he is unlikely to avoid communicating with his own kind. So maladaptation, to one degree or another, always indicates some social disadvantage of the individual. Among the main causes of social maladaptation, the following most common ones should be highlighted.

Pedagogical neglect

Another reason is the demands of society, which a particular individual cannot justify in any way. Social maladaptation in most cases appears where there is inattention to the child, lack of proper care and concern. Pedagogical neglect means that little work is done with children, and therefore they can withdraw into themselves and feel unnecessary to adults. As he grows older, such a person will probably withdraw into himself, go into his inner world, close the door and not let anyone in. Disadaptation, of course, like any phenomenon, develops gradually, over several years, and not instantly. Children who experience a subjective feeling of worthlessness at an early age will subsequently suffer from the fact that others do not understand them. Social maladaptation deprives a person of moral strength, takes away faith in himself and his own capabilities. The reason should be sought in the environment. If a child has pedagogical neglect, there is a high probability that, as an adult, he will begin to experience enormous difficulties with self-determination and in finding his place in life.

Loss of familiar team

Conflict with the environment

It happens that a particular individual challenges an entire society. In this case, he feels unprotected and vulnerable. The reason is that additional experiences are placed on the psyche. This condition comes as a result of maladjustment. Conflict with others is incredibly exhausting and keeps a person at a distance from everyone. Suspicion and mistrust are formed, character in general deteriorates, and a completely natural feeling of helplessness arises. Social maladaptation is only a consequence of a person’s incorrect attitude to the world, the inability to build trusting and harmonious relationships. Speaking about maladjustment, we should not forget about the personal choices that each of us makes every day.

Types of social maladjustment

Disadaptation, fortunately, does not happen to a person at lightning speed. It takes time for self-doubt to develop, for significant doubts to settle in the head about one’s appearance and the activities performed. There are two main stages or types of maladjustment: partial and complete. The first type is characterized by the beginning of the process of falling out of public life. For example, as a result of illness, a person stops going to work and is not interested in current events. However, he maintains contact with relatives and possibly friends. The second type of maladaptation is characterized by loss of self-confidence, strong distrust of people, loss of interest in life and any of its manifestations. Such a person does not know how to behave in society, does not understand its norms and laws. He gets the impression that he is constantly doing something wrong. Often, people with some kind of addiction suffer from both types of social maladjustment. Any addiction presupposes a separation from society, the erasing of familiar boundaries. Deviant behavior is always, to one degree or another, associated with social maladjustment. A person simply cannot remain the same when his inner world is destroyed. This means that many years of built-up connections with people: relatives, friends, and immediate circle are also destroyed. It is important to prevent the development of maladjustment in any form.

Features of social maladjustment

Speaking about social maladjustment, one should keep in mind the fact that there are some features that are not as easy to overcome as it might seem at first glance.

Sustainability

A person who has been subjected to social maladaptation cannot quickly re-enter the team even with a strong desire. He needs time to build his own prospects, accumulate positive impressions, and form a positive picture of the world. A feeling of uselessness and a subjective feeling of being disconnected from society are the main features of maladjustment. They will continue to pursue you for a long time and will not let you go. Maladjustment actually causes a lot of pain to the individual, because it does not allow him to grow, move forward, and believe in the possibilities available.

Focus on yourself

Another feature of social maladaptation is a feeling of isolation and emptiness. A person who experiences complete or partial maladjustment is always extremely focused on his own experiences. These subjective fears create a feeling of uselessness and some detachment from society. A person begins to be afraid to be among people and make certain plans for the future. Social maladaptation assumes that a person is gradually destroyed and loses all connections with his immediate environment. Then it becomes difficult to communicate with any people, you want to run away somewhere, hide, disappear into the crowd.

Signs of social maladjustment

What signs can be used to understand that a person has maladjustment? There are characteristic signs indicating that a person is socially isolated and experiencing some trouble.

Aggression

The most a clear sign maladaptation is the manifestation of negative feelings. Aggressive behavior is characteristic of social maladjustment. Since people are outside of any group, they eventually lose the skill of communication. The individual stops striving for mutual understanding; it becomes much easier for him to get what he wants through manipulation. Aggression is dangerous not only for the people around you, but also for the person from whom it comes. The fact is that by constantly showing dissatisfaction, we destroy our inner world, impoverish it to such an extent that everything begins to seem tasteless and faded, devoid of meaning.

Withdrawal

Another sign of a person’s maladaptation to external conditions is pronounced isolation. A person stops communicating and counting on the help of other people. It becomes much easier for him to demand something rather than decide to ask for a favor. Social maladaptation is characterized by the absence of firmly built connections, relationships and desires to make new acquaintances. A person can be alone for a long time, and the longer this continues, the more difficult it becomes for him to return to the team and be able to restore broken connections. Withdrawal allows the individual to avoid unnecessary confrontations that could negatively affect mood. Gradually, a person gets used to hiding from people in his usual environment and does not want to change anything. Social maladaptation is insidious in that at first it is not noticed by the individual. When a person himself begins to realize that something is wrong with him, it is already too late.

Social phobia

It is a consequence of an incorrect attitude to life and almost always characterizes any maladjustment. A person stops building social connections and over time he has no close people left who would be interested in his inner state. Society never forgives individuals for dissent, the desire to live only for themselves. The more we tend to focus on our problem, the more difficult it subsequently becomes to leave our cozy and familiar little world, which already functions, it would seem, according to our laws. Social phobia is a reflection of the internal way of life of a person who has been subjected to social maladjustment. Fear of people and new acquaintances is due to the need to change the attitude towards the surrounding reality. This is a sign of self-doubt and the fact that a person is experiencing maladjustment.

Reluctance to comply with society's demands

Social maladaptation gradually turns the individual into a slave of himself, who is afraid to go beyond the boundaries of his own world. Such a person has a huge number of limitations that prevent him from feeling like a full-fledged happy person. Disadaptation forces you to avoid all contact with people, and not just build relationships with them serious relationship. Sometimes it gets to the point of absurdity: you need to go somewhere, but the person is afraid to go outside and comes up with various excuses for himself so as not to leave a safe place. This also happens because society dictates its requirements to the individual. Disadaptation forces one to avoid such situations. It becomes important for a person only to protect his inner world from possible attacks from other people. Otherwise, he begins to feel extremely uncomfortable and uncomfortable.

Correction of social maladjustment

The problem of maladjustment definitely needs to be worked on. Otherwise, it will only rapidly increase and increasingly hinder human development. The fact is that maladaptation in itself destroys the personality and forces it to experience the negative manifestations of certain situations. Correction of social maladjustment lies in the ability to work through internal fears and doubts, and bring a person’s painful thoughts to light.

Social contacts

Before maladaptation has gone too far, you should begin to act as soon as possible. If you have lost all connections with people, start getting acquainted again. You can communicate everywhere, with everyone and about anything. Don't be afraid to seem stupid or weak, just be yourself. Get yourself a hobby, start attending various trainings and courses that interest you. There is a high probability that this is where you will meet like-minded people and like-minded people. There is no need to fear anything, let events develop naturally. To constantly be in a team, get a job permanent job. It’s difficult to live without society, and your colleagues will help you solve various work issues.

Working through fears and doubts

Anyone who suffers from maladaptation necessarily has a whole set of unresolved issues. As a rule, they concern the individual himself. A competent specialist - a psychologist - will help in such a delicate matter. Disadaptation cannot be left to chance; its condition must be monitored. A psychologist will help you deal with your inner fears, see the world around you from a different angle, and make sure of your own safety. You won’t even notice how the problem will leave you.

Prevention of social maladjustment

It is better not to take things to extremes and prevent the development of maladjustment. The sooner active measures are taken, the better and calmer you will begin to feel. Disadaptation is too serious to joke about. There is always the possibility that a person, having withdrawn into himself, will never return to normal communication. Prevention of social maladaptation consists of systematically filling oneself with positive emotions. You should interact with other people as much as possible in order to remain an adequate and harmonious person.

Thus, social maladjustment is a complex problem that requires close attention. A person who avoids society definitely needs help. He needs support the more, the more he feels lonely and unnecessary.

School maladjustment

School maladjustment is a disorder in the adaptation of a school-age child to the conditions of an educational institution, in which learning abilities decrease and relationships with teachers and classmates deteriorate. Most often it occurs in schoolchildren younger age, but can also manifest itself in children in high school.

School maladaptation is a violation of the student’s adaptation to external requirements, which is also a disorder of the general ability to psychological adaptation due to certain pathological factors. Thus, it turns out that school maladjustment is a medical and biological problem.

In this sense, school maladjustment acts for parents, teachers and doctors as a vector of “illness/health disorder, developmental or behavioral disorder.” This way expresses the attitude towards the phenomenon of school adaptation as something unhealthy, which indicates a pathology of development and health.

A negative consequence of this attitude is the reference to mandatory testing before a child enters school or to assess the degree of development of a student in connection with his transition from one educational level to the next, when he is required to show the absence of deviations in his ability to learn according to the program offered by teachers and in school chosen by parents.

Another consequence is the strong tendency of teachers who cannot cope with a student to refer him to a psychologist or psychiatrist. Children with adjustment disorder are specially singled out, they are given labels that follow from clinical practice into everyday use - “psychopath”, “hysterical”, “schizoid” and various other examples psychiatric terms, which are absolutely unlawfully used in socio-psychological and educational purposes to cover up and justify the powerlessness, unprofessionalism and incompetence of persons who are responsible for the upbringing, education of the child and social assistance for him.

The appearance of signs of psychogenic adaptation disorder is observed in many students. Some experts estimate that approximately 15-20% of students require psychotherapeutic help. It has also been established that there is a dependence of the incidence of adaptation disorder on the age of the student. In younger schoolchildren, school maladaptation is observed in 5-8% of episodes; in adolescents, this figure is much higher and amounts to 18-20% of cases. There is also data from another study, according to which adaptation disorder in students aged 7-9 years appears in 7% of cases.

In adolescents, school maladjustment is observed in 15.6% of cases.

Most ideas about the phenomenon of school maladjustment ignore the individual and age specificities of child development.

Reasons for school maladaptation of students

There are several factors that cause school maladjustment.

Below we will consider what are the reasons for school maladaptation of students, among them are:

Insufficient level of preparation of the child for school conditions; deficit of knowledge and insufficient development of psychomotor skills, as a result of which the child copes with tasks more slowly than others;
- insufficient control of behavior - it is difficult for a child to sit through an entire lesson, silently and without getting up from his seat;
- inability to adapt to the pace of the program;
- socio-psychological aspect – failure of personal contacts with the teaching staff and peers;
- low level of development of functional abilities of cognitive processes.

As reasons for school maladjustment, several other factors are identified that influence the student’s behavior at school and his lack of normal adaptation.

The most influential factor is the influence of the characteristics of the family and parents. When some parents show overly emotional reactions to their child's failures at school, they themselves, without even knowing it, cause damage to the impressionable child's psyche. As a result of such an attitude, the child begins to feel embarrassed about his ignorance regarding some topic, and accordingly he is afraid of disappointing his parents next time. In this regard, the child develops a negative reaction regarding everything related to school, this in turn leads to the formation of school maladjustment.

The second most significant factor after the influence of parents is the influence of the teachers themselves with whom the child interacts at school. It happens that teachers incorrectly build the teaching paradigm, which in turn affects the development of misunderstanding and negativity on the part of students. School maladjustment of adolescents is manifested in too much activity, manifestation of their character and individuality through clothing and appearance. If, in response to such self-expressions of schoolchildren, teachers react too violently, then this will cause a negative response from the teenager. As an expression of protest against the education system, a teenager may encounter the phenomenon of school maladjustment.

Another influential factor in the development of school maladjustment is the influence of peers. Especially school maladaptation of adolescents is very dependent on this factor.

Teenagers are a completely special category of people, characterized by increased impressionability. Teenagers always communicate in groups, so the opinions of friends who are part of their social circle become authoritative for them. That is why, if peers protest the educational system, then there is a high probability that the child himself will also join the general protest. Although this mainly applies to more conformist individuals.

Knowing what are the causes of school maladaptation in students, it is possible to diagnose school maladaptation when primary signs occur and begin to work with it in a timely manner. For example, if at one point a student declares that he does not want to go to school, his own level of academic performance decreases, and he begins to speak negatively and very harshly about teachers, then it is worth thinking about possible maladjustment. The sooner a problem is identified, the faster it can be dealt with.

School maladaptation may not even be reflected in the academic performance and discipline of students, being expressed in subjective experiences or in the form of psychogenic disorders. For example, inadequate reactions to stress and problems that are associated with disintegration of behavior, the emergence of conflicts with other people, a sharp and sudden decline in interest in the learning process at school, negativism, increased anxiety, and the breakdown of learning skills.

Forms of school maladaptation include features educational activities elementary school students. Younger students most quickly master the subject side of the learning process - the skills, techniques and abilities through which new knowledge is acquired.

Mastering the motivational-need aspect of educational activity occurs in a latent manner: gradually assimilating the norms and forms of social behavior of adults. The child does not yet know how to use them as actively as adults, remaining very dependent on adults in their relationships with people.

If a younger student does not develop skills in learning activities or the methods and techniques that he uses and which are consolidated in him are not productive enough and are not designed for learning more complex material, he lags behind his classmates and begins to experience serious difficulties in his studies.

Thus, one of the signs of school maladaptation appears - a decrease in academic performance. The reasons may be individual characteristics of psychomotor and intellectual development, which, however, are not fatal. Many teachers, psychologists and psychotherapists believe that with proper organization of work with such students, taking into account individual qualities, paying attention to how children cope with tasks of varying complexity, it is possible to eliminate the backlog over the course of several months, without isolating children from the class in learning and compensation for developmental delays.

Another form of school maladaptation among young students has a strong connection with the specific age development. The replacement of the main activity (games are replaced by study), which occurs in children at the age of six, is carried out due to the fact that only understood and accepted motives for learning under established conditions become active motives.

The researchers found that among the examined students in the first to third grades there were those whose attitude to learning was of a preschool nature. This means that for them the educational activity was not so much in the foreground as the environment at school and all the external attributes that the children used in the game. The reason for the occurrence of this form of school maladjustment lies in the inattention of parents to their children. External signs of immaturity of educational motivation manifest themselves as a student’s irresponsible attitude towards schoolwork, expressed through indiscipline, despite the high degree of formation of cognitive abilities.

The next form of school maladjustment is the inability to self-control, voluntary control of behavior and attention. The inability to adapt to school conditions and manage behavior according to accepted norms may be the result of improper upbringing, which has a rather unfavorable effect and contributes to the exacerbation of certain psychological characteristics, for example, increased excitability, difficulties with concentrating attention, emotional lability and others.

The main characteristic of the style family relations for these children - a complete absence of external frameworks and norms, which should become means of self-government for the child, or the presence of means of control only externally.

In the first case, this is characteristic of those families in which the child is absolutely left to his own devices and develops in conditions of complete neglect, or families with a “cult of the child”, this means that the child is allowed absolutely everything he wants, and his freedom is not limited.

The fourth form of school maladjustment among younger schoolchildren is the inability to adapt to the rhythm of life at school.

Most often it occurs in children with a weakened body and low immunity, children with delayed physical development, a weak nervous system, problems with analyzers and other diseases. The reason for this form of school maladaptation is improper family upbringing or ignoring the individual characteristics of children.

The above forms of school maladaptation are closely related to social factors of their development, the emergence of new leading activities and requirements. Thus, psychogenic school maladjustment is inextricably linked with the nature and characteristics of the attitude of significant adults (parents and teachers) towards the child. This attitude can be expressed through communication style. In fact, the style of communication of significant adults with primary schoolchildren can become an obstacle in educational activities or lead to the fact that real or imagined difficulties and problems associated with studies will be perceived by the child as incorrigible, generated by his shortcomings and insoluble.

If negative experiences are not compensated, if there are no significant people who sincerely wish well and can find an approach to the child in order to increase his self-esteem, then he will develop psychogenic reactions to any school problems, which, when they arise again, will develop into a syndrome called psychogenic disadaptation.

Before describing the types of school maladjustment, it is necessary to highlight its criteria:

Failure to perform academically in programs that correspond to the age and abilities of the student, together with such signs as repeating a year, chronic underachievement, lack of general educational knowledge and lack of necessary skills;
- disorder of emotional personal attitude towards the learning process, towards teachers and towards life opportunities related to studying;
- episodic behavior violations that cannot be corrected (anti-disciplinary behavior with demonstrative opposition to other students, neglect of the rules and obligations of life at school, manifestations of vandalism);
- pathogenic disadaptation, which is a consequence of disruption of the nervous system, sensory analyzers, brain diseases and manifestations of various fears;
- psychosocial maladaptation, which acts as a child’s gender and age individual characteristics, which determine his non-standard nature and require a special approach in a school setting;
- social maladaptation (undermining order, moral and legal norms, antisocial behavior, deformation of internal regulation, as well as social attitudes).

There are five main types of manifestation of school maladaptation.

The first type is cognitive school maladjustment, which expresses the child’s failure to learn programs that correspond to the student’s abilities.

The second type of school maladaptation is emotional-evaluative, which is associated with constant violations of the emotional-personal attitude both to the learning process in general and to individual subjects. Includes anxiety and worries regarding problems arising at school.

The third type of school maladaptation is behavioral, it consists in the repetition of violations of forms of behavior in school environment and training (aggression, reluctance to make contact and passive refusal reactions).

The fourth type of school maladaptation is somatic, which is associated with deviations in the physical development and health of the student.

The fifth type of school maladjustment is communicative, it expresses difficulties in determining contacts both with adults and with peers.

Prevention of school maladjustment

The first step in preventing school adaptation is to establish the child’s psychological readiness for the transition to a new, unusual regime. However, psychological readiness is just one component of a child’s comprehensive preparation for school. At the same time, the level of existing knowledge and skills is determined, its potential capabilities, the level of development of thinking, attention, memory are studied, and if necessary, it is used psychological correction.

Parents should be very attentive to their children and understand that during the adaptation period the student especially needs the support of loved ones and the willingness to go through emotional difficulties, anxieties and worries together.

The main way to combat school maladaptation is psychological help. At the same time, it is very important that loved ones, in particular parents, pay due attention to long-term work with a psychologist. In case of negative influence of the family on the student, it is worth addressing such manifestations of disapproval. Parents must remember and remind themselves that any failure of a child in school does not mean his failure in life. Accordingly, you should not condemn him for every bad grade; it is best to have a careful conversation about the possible reasons for the failures. By maintaining friendly relations between the child and parents, one can achieve more successful overcoming of life's difficulties.

The result will be more effective if the help of a psychologist is combined with the support of parents and a change in the school environment. In the case when the student’s relationships with teachers and other students do not work out, or these people negatively influence him, causing antipathy towards educational institution, then it is advisable to think about changing schools. Perhaps, in another school institution, the student will be able to become interested in studying and make new friends.

In this way, it is possible to prevent the strong development of school maladjustment or gradually overcome even the most serious maladjustment. The success of preventing adaptation disorder at school depends on the timely participation of parents and a school psychologist in resolving the child’s problems.

Prevention of school maladaptation includes the creation of compensatory education classes, the use of advisory psychological assistance when necessary, the use of psychocorrection, social training, training of students with parents, and the mastery by teachers of the methods of correctional and developmental education, which is aimed at educational activities.

School maladjustment of adolescents distinguishes those adolescents who are adapted to school by their very attitude to learning. Teenagers with maladjustment often indicate that it is difficult for them to study, that there is a lot of incomprehensibility in their studies. Adaptive schoolchildren are twice as likely to report difficulties due to lack of free time due to workload.

The social prevention approach emphasizes the elimination of causes and conditions and various negative phenomena as the main goal. Using this approach, school maladjustment is corrected.

Social prevention includes a system of legal, socio-ecological and educational measures that are carried out by society to neutralize the causes of deviant behavior that leads to adaptation disorder at school.

In the prevention of school maladaptation, there is a psychological and pedagogical approach, with its help the qualities of an individual with maladaptive behavior are restored or corrected, especially with an emphasis on moral and volitional qualities.

The information approach is based on the idea that deviations from norms of behavior occur because children do not know anything about the norms themselves. This approach is most relevant to adolescents; they are informed about the rights and responsibilities that they have.

Correction of school maladaptation is carried out by a psychologist at the school, but often parents refer the child to an individually practicing psychologist, because children are afraid that everyone will find out about their problems, so they are referred to a specialist with distrust.

Causes of maladjustment

The main causes of human maladjustment are groups of factors. These include: personal (internal), environmental (external), or both.

Personal (internal) factors of human maladjustment are associated with insufficient realization of his social needs as an individual.

These include:

Long-term illness;
the child’s limited ability to communicate with his environment, people and the lack of adequate (taking into account individual characteristics) communication with him from his environment;
long-term isolation of a person, regardless of his age (forced or forced) from the environment of everyday life;
switching to another type of activity (long vacation, temporary performance of other official duties), etc.

Environmental (external) factors of a person’s maladjustment are associated with the fact that they are not familiar to him and create discomfort, which to one degree or another restrains personal manifestation.

These include:

An unhealthy family environment that suppresses the child’s personality. Such a situation may occur in “at-risk” families; families in which an authoritarian parenting style predominates, child abuse;
absence or insufficient attention to communication with the child from parents and peers;
suppression of personality due to the novelty of the situation (child’s arrival at kindergarten, school; change of group, class);
suppression of the individual by a group (maladaptive group) - rejection of the child by the team, microgroup, oppression, violence against him, etc. This is especially typical for adolescents. Manifestation of cruelty (violence, boycott) on their part towards peers is a frequent occurrence;
a negative manifestation of “market education”, when success is measured exclusively by material wealth. Unable to provide sufficient income, a person finds himself in a complex depressive state;
negative influence of the media in “market education”. Formation of interests that do not correspond to age, promotion of the ideals of social well-being and the ease of achieving them. Real life leads to significant disappointment, complexion, and maladjustment. Cheap mystery novels, horror films and action films form in an immature person the idea of ​​death as something vague and idealized;
the maladaptive influence of an individual, in whose presence the child experiences great tension and discomfort. Such a personality is called maladaptive (a maladaptive child is a group) - this is a person (group) who, under certain conditions in relation to the environment (group) or an individual, acts as a factor of maladaptation (affecting self-manifestation) and, thus, restrains his activity , the ability to realize oneself most fully. Examples: a girl in relation to a guy who is not indifferent to her; a gynergic child in relation to the class; difficult to educate, actively playing a provoking role in relation to the teacher (especially a young one), etc.;
overload associated with “concern” for the child’s development, which is not suitable for his age and individual capabilities, etc. This fact occurs when an unprepared child is sent to a school or gymnasium class that does not correspond to his individual capabilities; overload the child without taking into account his physical and mental capabilities (for example, playing sports, studying at school, participating in a club).

Maladjustment of children and adolescents leads to various consequences.

Most often these consequences are negative, including:

Personal deformations;
insufficient physical development;
mental retardation;
possible brain dysfunction;
typical nervous disorders (depression, lethargy or excitability, aggressiveness);
loneliness - a person finds himself alone with his problems. It may be associated with external alienation of a person or with self-alienation;
problems in relationships with peers, other people, etc. Such problems can lead to suppression of the main instinct of self-preservation. Unable to adapt to the current conditions, a person may take extreme measures - suicide.

A positive manifestation of maladjustment is possible due to qualitative change living environment of a child, teenager and deviant behavior.

Often, disadapted children include those who, on the contrary, are themselves a person who seriously influences the adaptation of another person (group of persons). In this case, it is more correct to talk about a maladaptive person or group.

“Street children” are also often classified as maladjusted. We cannot agree with this assessment. These children are better adapted than adults. Even in difficult life situations, they are in no hurry to take advantage of the help offered to them. To work with them, specialists are trained who can convince them and bring them to a shelter or other specialized institution. If such a child is taken from the street and placed in a specialized institution, then at first he may turn out to be maladapted. After a certain time, it is difficult to predict who will be maladjusted - he or the environment in which he finds himself.

High adaptability of deviant behavior to the environment of new children often leads to serious problems of a negative nature in relation to the majority of children. Practice shows that there are facts when the appearance of such a child requires the teacher or educator to make certain protective efforts in relation to the entire group (class). Individuals may well have a negative impact on the entire group and contribute to its maladjustment in learning and discipline.

All listed factors pose a direct threat primarily to the child’s intellectual development. Difficulty in education, social and pedagogical neglect pose a danger of maladaptation of the child himself in the field of education, training and education, as well as of individuals and groups. Practice convincingly proves that just as the child himself becomes a victim of maladjustment in the new environment, under certain conditions he acts as a factor in the maladjustment of others, including the teacher.

Considering the predominantly negative impact of maladjustment on the personality development of a child and adolescent, it is necessary to carry out preventive work to prevent it.

The main ways to help prevent and overcome the consequences of maladjustment in children and adolescents include:

Creating optimal environmental conditions for the child;
avoiding overload in the learning process due to the discrepancy between the level of learning difficulties and the individual capabilities of the child and the organization of the educational process;
support and assistance to children in adapting to new conditions;
encouraging the child to self-activate and express himself in the environment of life, stimulating their adaptation, etc.;
creation of an accessible special service for socio-psychological and pedagogical assistance to various categories of the population who find themselves in difficult life situations: helplines, offices for socio-psychological and pedagogical assistance, crisis hospitals;
training parents, teachers and educators in methods of working to prevent maladaptation and overcome its consequences;
training of specialists for specialized services of socio-psychological and pedagogical assistance to various categories of people in difficult life situations.

Maladjusted children need efforts to provide or help in overcoming it. Such activities are aimed at overcoming the consequences of maladjustment. The content and nature of social and pedagogical activity is determined by the consequences that maladjustment has led to.

Prevention of 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 of maladaptive behavior of individuals (there are certain criteria for social maladjustment that facilitate early detection), its symptoms and reduce their effects. 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 maladjustment, the following types are distinguished: preventive measures: 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, relationships with scientific departments, a specially created social space for the purpose of solving 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.

Psychological maladjustment

Relatively recently, the term “disadaptation” appeared in the domestic, mostly psychological literature, denoting a disruption in the processes of interaction between a person and the environment. Its use is quite ambiguous, which is revealed, first of all, in assessing the role and place of states of maladaptation in relation to the categories of “norm” and “pathology”. Hence the interpretation of maladjustment as a process that occurs outside of pathology and is associated with weaning from some familiar living conditions and, accordingly, getting used to others, note T.G. Dichev and K.E. Tarasov.

Yu.A. Aleksandrovsky defines maladaptation as “breakdowns” in the mechanisms of mental adaptation during acute or chronic emotional stress, which activate the system of compensatory defensive reactions.

In a broad sense, social maladjustment refers to the process of loss of socially significant qualities that prevent an individual from successfully adapting to the conditions of the social environment.

For a deeper understanding of the problem, it is important to consider the relationship between the concepts of social adaptation and social maladjustment. The concept of social adaptation reflects the phenomena of inclusion of interaction and integration with the community and self-determination in it, and social adaptation of the individual consists in the optimal realization of the internal capabilities of a person and his personal potential in social meaningful activities, in the ability, while maintaining oneself as an individual, to interact with the surrounding society in specific conditions of existence.

The concept of social disadaptation is considered by most authors: B.N. Almazov, S.A. Belicheva, T.G. Dichev, S. Rutter as a process of disruption of the homeostatic balance of the individual and the environment, as a violation of the individual’s adaptation due to certain reasons; as a violation caused by a discrepancy between the innate needs of the individual and the limiting requirements of the social environment; as the inability of the individual to adapt to his own needs and aspirations.

Social maladjustment is the process of loss of socially significant qualities that prevent an individual from successfully adapting to the conditions of the social environment.

In the process of social adaptation, a person’s inner world also changes: new ideas and knowledge about the activities in which he is engaged appear, as a result of which self-correction and self-determination of the individual occur. The self-esteem of the individual also undergoes changes, which is associated with the new activity of the subject, its goals and objectives, difficulties and requirements; level of aspirations, self-image, reflection, self-concept, self-assessment in comparison with others. Based on these grounds, the attitude towards self-affirmation changes, the individual acquires the necessary knowledge, skills and abilities. All this determines the essence of his social adaptation to society and the success of its course.

An interesting position is that A.V. Petrovsky defines the process of social adaptation as a type of interaction between the individual and the environment, during which the expectations of its participants are agreed upon.

At the same time, the author emphasizes that the most important component of adaptation is the coordination of the subject’s self-esteem and aspirations with his capabilities and the reality of the social environment, which includes both the real level and potential development opportunities of the environment and the subject, highlighting the individual’s individuality in the process of his individualization and integration in this a specific social environment through the acquisition of social status and the individual’s ability to adapt to this environment.

The contradiction between the goal and the result, as V.A. Petrovsky suggests, is inevitable, but it is the source of the dynamics of the individual, his existence and development. So, if the goal is not achieved, it encourages you to continue activity in a given direction. “What is born in communication turns out to be inevitably different from the intentions and motives of the communicating people. If those entering into communication take a self-centered position, then this constitutes an obvious prerequisite for the breakdown of communication,” note A.V. Petrovsky and V.V. Nepalinsky.

Considering personality maladjustment at the socio-psychological level, R.B. Berezin and A.A. Nalgadzhyan identify three main types of personality maladaptation):

A) stable situational maladaptation, which occurs when a person does not find ways and means of adaptation in certain social situations (for example, as part of certain small groups), although he makes such attempts - this state can be correlated with the state of ineffective adaptation;
b) temporary maladaptation, which is eliminated with the help of adequate adaptive measures, social and internal mental actions, which corresponds to unstable adaptation;
c) general stable maladjustment, which is a state of frustration, the presence of which activates the development of pathological protective mechanisms.

The result of social maladaptation is a state of personality maladjustment.

The basis of maladjusted behavior is conflict, and under its influence an inadequate response to the conditions and demands of the environment is gradually formed in the form of certain deviations in behavior as a reaction to systematically, constantly provoking factors that the child cannot cope with. The beginning is the child’s disorientation: he is lost, does not know how to act in a given situation, to fulfill this overwhelming demand, and he either does not react at all or reacts in the first way that comes his way. Thus, at the initial stage the child is, as it were, destabilized. After some time, this confusion will pass and he will calm down; if such manifestations of destabilization are repeated quite often, then this leads the child to the emergence of persistent internal (dissatisfaction with himself, his position) and external (in relation to the environment) conflict, which leads to persistent psychological discomfort and, as a result of this condition, to maladaptive behavior.

This point of view is shared by many domestic psychologists (B.N. Almazov, M.A. Ammaskin, M.S. Pevzner, I.A. Nevsky, A.S. Belkin, K.S. Lebedinskaya, etc.) The authors define deviations in behavior through the prism psychological complex environmental alienation of the subject, and, therefore, not being able to change the environment in which being in which is painful for him, the awareness of his incompetence prompts the subject to switch to protective forms of behavior, create semantic and emotional barriers in relations with others, reduce the level of aspirations and self-esteem.

These studies underlie the theory that considers the compensatory capabilities of the body, where social maladjustment is understood as a psychological state caused by the functioning of the psyche at the limit of its regulatory and compensatory capabilities, expressed in the insufficient activity of the individual, in the difficulty of realizing his basic social needs (the need for communication, recognition , self-expression), in violation of self-affirmation and free expression of one’s creative abilities, in inadequate orientation in a communication situation, in distortion of the social status of a maladjusted child.

Social maladaptation is manifested in a wide range of deviations in the behavior of a teenager: dromomania (vagrancy), early alcoholism, substance abuse and drug addiction, venereal diseases, illegal actions, 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.

Within the framework of foreign humanistic psychology, the understanding of maladaptation as a violation of adaptation - a homeostatic process is criticized and a position is put forward on the optimal interaction of the individual and the environment.

The form of social maladaptation, according to their concepts, is as follows: conflict - frustration - active adaptation. According to K. Rogers, maladaptation is a state of inconsistency, internal dissonance, and its main source lies in the potential conflict between the attitudes of the “I” and the person’s direct experience.

Social maladaptation is a multifaceted phenomenon, which is based not on one, but on many factors. Some experts include among these:

Individual;
psychological and pedagogical factors (pedagogical neglect);
socio-psychological factors;
personal factors;
social factors.

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 , purposefulness, productivity of cognitive processes, motor disinhibition syndrome, pathological character traits, pathological puberty, neurotic reactions and neuroses, endogenous mental illnesses. Particular attention is paid to the nature of aggressiveness, which serves as the root cause of violent crimes. 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. The basis for the formation of human psychosomatic maladaptation is a dysfunction of the entire adaptation system.

Psychological and pedagogical factors (pedagogical neglect), manifested in defects in school and family education. They are expressed in the absence of an individual approach to the teenager in the 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. 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 an individual 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.

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 norms and values ​​that perform the functions of 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 -.

Social factors: unfavorable material and living conditions, determined by the social and socio-economic conditions of society. Social neglect, in comparison with pedagogical neglect, is characterized, first of all, by a low level of development of professional intentions and orientations, as well as useful interests, knowledge, skills, even more active resistance to pedagogical requirements and the requirements of the team, and unwillingness to take into account the norms of collective life.

Providing professional socio-psychological and pedagogical support to maladjusted adolescents requires serious scientific and methodological support, including general theoretical conceptual approaches to considering the nature and nature of maladjustment, as well as the development of specialized correctional tools that can be used in work by adolescents of different ages and different forms of maladaptation .

The term "correction" literally means "correction." Correction of social maladaptation is a system of measures aimed at correcting shortcomings of socially significant qualities and behavior of a person with the help of special means and psychological influence.

Currently, there are various psychosocial technologies for correcting maladjusted adolescents. At the same time, the main emphasis is placed on methods of play psychotherapy, graphic techniques used in art therapy and socio-psychological trainings aimed at correcting the emotional and communicative sphere, as well as developing skills of conflict-free empathic communication. In adolescence, the problem of maladjustment is usually associated with troubles in the system of interpersonal relationships, therefore the development and correction of communication skills is an important area of ​​the general correctional and rehabilitation program.

Corrective influence is carried out taking into account the positive development trends in the “cooperative-conventional” and “responsible-generous” types of interpersonal relationships identified in the “I-ideal” of adolescents, which act as personal coping resources necessary for mastering more adaptive strategies of coping behavior when overcoming critical situations of existence.

Thus, social maladaptation is the process of loss of socially significant qualities that impede the individual’s successful adaptation to the conditions of the social environment. Social maladaptation manifests itself in asocial forms of behavior and deformation of the system of internal regulation, reference and value orientations, and social attitudes.

Correction of maladjustment

The implementation of the “Program for the prevention and correction of school maladjustment in preschool and general education institutions (consultative, diagnostic, correctional and rehabilitation aspects)” was launched within the framework of the research program “Scientific and methodological support for the development of the education system.”

Within the framework of the program, work is carried out in the following areas:

Pedagogical diagnosis of maladaptive disorders in preschool children at the time of admission to school and during the learning process;
- socio-psychological monitoring as a means of accompanying children at risk for school maladjustment;
- organizing the activities of a school council in the system of comprehensive support for children with school maladaptation, socio-psychological assistance to children and families (including children with addictive behavior);
- identification of children at risk of further school maladjustment and preventive (developmental-corrective) measures in preschool educational institutions.

Within the framework of the program, a methodological analysis of the necessary normative and working documentation is carried out, the most optimal forms and means of psychological and pedagogical diagnostics, original methods of correctional and developmental education and rehabilitation assistance for socially maladjusted children are developed. Now in our country there are practically no documents and recommendations that regulate various aspects of interaction between specialists involved in the correction of children with school maladaptation, and there is also no continuity in the work of preschool and general education correctional and rehabilitation institutions.

School maladaptation is any mismatch of a child with the requirements that the educational environment places on him. The initial cause of maladaptation is in the somatic and mental health of the child, that is, in the organic state of the central nervous system, the neurobiological patterns of the formation of brain systems. This is superimposed various kinds difficulties that arise for a child in a preschool educational institution, which naturally leads to the formation of school maladjustment. There is also a danger of maladjustment when a child works to the limit of his physiological and mental capabilities.

Compliance with the principle of continuity between preschool and primary general education contributes to the best adaptation of the child to school. Implements the provisions of the Law of the Russian Federation “On Education”, which determines that educational programs at different levels must be consistent. The principle of continuity is ensured through the selection of content that is adequate to the basic directions of child development (social-emotional, artistic-aesthetic, etc.), as well as the focus of pedagogical technologies on the development of cognitive activity, creativity, communication and other personal qualities that correspond to the goals of preschool education and grounds for continuity with the next degree of education. Eliminates the possibility of duplication of content, means and methods of school teaching in preschool education.

The fundamental component of preventing school maladjustment is preserving the health of future first-graders, creating a culture of health and the foundations of a healthy lifestyle. The prevalence of pathologies and morbidity among preschool children increases annually by 4-5%, and the most pronounced increase in functional disorders, chronic diseases and deviations in physical development occurs during the period of systematic education. There is evidence that a child’s health deteriorates by almost 1.5–2 times during school. All work with children of preschool and primary school age should be based on the principle of “do no harm” and be aimed at preserving the health, emotional well-being and development of the individuality of each child. It is necessary to improve the educational process, ensuring its medical support, and to lay the basis for continuity in the work of the clinic and preschool educational institution. It is also necessary to develop a system of socio-psychological monitoring, which makes it possible to identify children who are at the limit of their capabilities.

The main directions of work under this program:

1. Creation of a health-saving - adaptive educational environment in educational institutions, provision of early diagnosis and correction, consistent socialization and integration of these children into the public school.
2. Health-saving orientation of forms, means and methods of physical education of children:
- Implementation of an individual approach to each child in the educational process, depending on the characteristics (socio-psychological, physical, emotional) of his state of health.
- Psychological, medical and pedagogical support and correctional work.
- Creation of a developing subject-spatial environment and conditions for the formation of a preschooler’s valeological culture, introducing him to the values ​​of a healthy lifestyle.
- Information and methodological support for subjects of the educational process on the problems of developing valeological culture.
- Involving families in developing a healthy lifestyle and culture of health in children.
- Selection of pedagogical technologies taking into account the age characteristics of children and their functional capabilities at this stage of development, modernization of the content of work based on the introduction of personality-oriented technologies, abandonment of the “school” type of education for preschoolers, introduction of elements of creative pedagogy.
3. Preventive work includes a set of measures for the rehabilitation of children with diseases of the musculoskeletal system and the central nervous system (physiotherapeutic procedures, exercise therapy using modern technologies and equipment, swimming in the pool, oxygen cocktail and balanced nutrition, orthopedic mode, flexible motor mode).

Along with maintaining and strengthening health, an important component of the prevention of maladjustment is ensuring timely and complete mental development - this is a focus on the development of the individual, his cognitive and creative abilities, and for this it is necessary new approach to the content and organization of work with children.

Introducing children to the accumulated experience and achievements of humanity through scientifically based, specific methods and systems for using game components at different stages and in different types of children's activities;
- pedagogical assistance to the actual mental development of children.

From experience in organizing this work:

The preschool institution has organized and successfully operates a system of psychological and pedagogical support for families in the process of preparing a child for school.
- A data bank has been created on the individual characteristics of preschool educational institution graduates - age characteristics and psychological and pedagogical ideas.
- Psychological and pedagogical monitoring of the social, personal and cognitive development of preschool children is carried out throughout the year, and diagnostic tools have been developed.
- A program of individual support for the child has been developed.
- There is a psychological and pedagogical council for sending children to school.
- A school was organized for parents of future first-graders: a bank of methodological and didactic materials was created for organizing family education, as well as on the issues of adapting a child to school, ways to overcome emerging problems, mastering techniques for psychological support of a child on the threshold of schooling; Parents' opinions on the relevance of the problem of continuity are being studied and analyzed, a data bank has been created on the families of pupils, and a lecture hall "How to maintain a child's health by 1st grade" is running.

The third component in this preventive work is to provide the preschool education system with highly qualified personnel, their support from the state and society.

Approval of the status of preschool education as the first stage of general education.

Strengthening state support for stimulating the work of pedagogical and managerial workers in preschool education.

Improving the professionalism of teaching staff.

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.

One of the prerequisites for the formation of personality is interaction with other subjects who transfer accumulated knowledge and life experience. This is accomplished not through simple mastery of social 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, which, when combined, form the overall structure of 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 maladaptation, 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 health care 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 deviant behavior develops freely and is 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 crime 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 poor academic performance in the school curriculum, which includes: chronic underachievement, repeating a year, insufficient and fragmentary 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 refusal of 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 .

Personality maladjustment

Personal maladaptation is the concept of G. Selye’s general adaptation syndrome. According to this concept, conflict is considered as a consequence of the discrepancy between the needs of the individual and the limiting requirements of the social environment. As a result of this conflict, the state of personal anxiety is updated, which, in turn, includes defensive reactions operating at an unconscious level (reacting to anxiety and disruption of internal homeostasis, the Ego mobilizes personal resources).

Thus, the degree of adaptation of a person with this approach is determined by the nature of his emotional well-being. As a result, two levels of adaptation are distinguished: adaptation (the absence of anxiety in the individual) and maladaptability (its presence).

The most important indicator of maladaptation is the lack of “degrees of freedom” of an adequate and purposeful human response in a psychotraumatic situation due to the breakthrough of a strictly individual functional-dynamic formation for each person - an adaptation barrier. The adaptation barrier has two bases - biological and social. In a state of mental stress, the barrier of the adapted mental response approaches an individual critical value. At the same time, a person uses all reserve capabilities and can carry out particularly complex activities, anticipating and controlling his actions and without experiencing anxiety, fear and confusion that prevent adequate behavior. Prolonged and especially sharp tension in the functional activity of the barrier of mental adaptation leads to overstrain, which manifests itself in pre-neurotic states, expressed only in some of the mildest disorders ( increased sensitivity to ordinary irritants, minor anxious tension, restlessness, elements of lethargy or fussiness in behavior, insomnia, etc.). They do not cause changes in the purposefulness of a person’s behavior and the adequacy of his affect; they are temporary and partial in nature.

If the pressure on the barrier of mental adaptation increases and all its reserve capabilities are exhausted, then a breakdown of the barrier occurs - functional activity as a whole continues to be determined by the previous “normal” indicators, but the damaged integrity weakens the possibilities of mental activity, which means that the scope of adaptive, adaptive mental activity is narrowed and qualitatively and quantitatively new forms of adaptive and protective reactions. In particular, there is an unorganized and simultaneous use of many “degrees of freedom” of action, which leads to a reduction in the boundaries of adequate and purposeful human behavior, i.e., to neurotic disorders.

Symptoms of adjustment disorder do not necessarily begin immediately and do not disappear immediately after the stress stops.

Adaptation reactions can occur:

1) with a depressed mood;
2) with an anxious mood;
3) mixed emotional traits;
4) with behavioral disorders;
5) with disruption of work or study;
6) with autism (without depression or anxiety);
7) with physical complaints;
8) as atypical reactions to stress.

Adaptation disorders include the following:

A) disruption in professional activities (including schooling), in normal social life or in relationships with others;
b) symptoms that go beyond the norm and expected reactions to stress.

Pedagogical maladjustment

Adaptation (lat. abapto-adapt). Adaptability, the ability to adapt, varies from person to person. It reflects the level of both innate and acquired qualities of an individual during life. In general, the dependence of adaptability on the physical, psychological, and moral health of a person is noted.

Unfortunately, child health indicators have been declining in recent decades. The prerequisites for this phenomenon are:

1) disturbance of ecological balance in the environment,
2) weakening of the reproductive health of girls, physical and emotional overload of women,
3) increase in alcoholism, drug addiction,
4) low culture of family education,
5) vulnerability of certain groups of the population (unemployment, refugees),
6) deficiencies in medical care,
7) imperfection of the preschool education system.

Czech scientists I. Langmeyer and Z. Matejcek identify the following types of mental deprivation:

1. motor deprivation (chronic physical inactivity leads to emotional lethargy);
2. sensory deprivation (lack of or monotony of sensory stimuli);
3. emotional (maternal deprivation) - it is experienced by orphans, unwanted children, abandoned.

The educational environment is of greatest importance in early preschool childhood.

A child’s entry into school is the moment of his socialization.

In order to determine the optimal preschool age for a child, the mode, form of education, and academic load, it is necessary to know, take into account and competently evaluate the child’s adaptive capabilities at the stage of his admission to school.

Indicators of a low level of adaptation capabilities of a child may be:

1. deviations in psychosomatic development and health;
2. insufficient level of social and psychological-pedagogical readiness for school;
3. unformed psychophysiological and psychological prerequisites for educational activities.

Let us clarify specifically for each indicator:

1. Over the past 20 years, the number of children with chronic pathology has more than quadrupled. The majority of poorly performing children have somatic and mental disorders, they have increased fatigue, decreased performance;
2. signs of insufficient social and psychological-pedagogical readiness for school:
a) reluctance to go to school, lack of educational motivation,
b) lack of organization and responsibility of the child; inability to communicate, behave appropriately,
c) low cognitive activity,
d) limited horizons,
e) low level of speech development.
3) indicators of unformed psychophysiological and mental prerequisites for educational activities:
a) lack of formation of intellectual prerequisites for educational activities,
b) underdevelopment of voluntary attention,
c) insufficient development of fine motor skills of the hand,
d) lack of formation of spatial orientation, coordination in the “hand-eye” system,
e) low level of development of phonemic hearing.

2. Children at risk.

Individual differences between children, due to different degrees of development of aspects of their individuality that are significant for adaptation, and different health conditions, appear from the first days of school.

Group 1 of children - entry into school life occurs naturally and painlessly. They quickly adapt to the school regime. The learning process takes place against a background of positive emotions. High level of social qualities; high level of development of cognitive activity.

Group 2 children – the nature of adaptation is quite satisfactory. Individual difficulties may arise in any area of ​​their new school life; Over time, problems are smoothed out. Good preparation to school, a high sense of responsibility: they quickly get involved in educational activities, successfully master the educational material.

Group 3 children - performance is not bad, but noticeably drops at the end of the day or week, signs of overwork and malaise are noted.

Cognitive interest is underdeveloped and appears when knowledge is given in a playful, entertaining form. Many of them do not have enough study time (at school) to acquire knowledge. Almost all of them additionally study with their parents.

Group 4 children – difficulties in adapting to school are clearly manifested. Performance is reduced. Fatigue accumulates quickly; inattention, distractibility, exhaustion of activity; uncertainty, anxiety; communication problems, constantly offended; the majority have low academic performance.

Group 5 children – adaptation difficulties are clearly expressed. Performance is low. Children do not meet the learning requirements of regular classes. Socio-psychological immaturity; persistent difficulties in learning, lag, failure.

Group 6 children are the lowest stage of development.

Children of 4-6 groups in varying degrees are in a situation of pedagogical risk of school and social maladjustment.

Factors of school maladjustment

School maladaptation - “school maladjustment” - any difficulties, violations, deviations that arise in a child in his school life. “Social and psychological disadaptation” is a broader concept.

Pedagogical factors leading to school maladjustment:

1. inconsistency of the school regime and sanitary and hygienic conditions of teaching with the psychophysiological characteristics of children at risk.
2. the discrepancy between the pace of educational work in the lesson and the educational capabilities of children at risk are 2-3 times behind their peers in terms of the pace of activity.
3. extensive nature of study loads.
4. predominance of negative evaluative stimulation.

Conflict relationships in the family arising from educational failures of schoolchildren.

4. Types of adaptation disorders:

1) pedagogical level of school maladaptation problems in learning),
2) psychological level of school maladjustment (feelings of anxiety, insecurity),
3) physiological level of school maladjustment (negative impact of school on children’s health).

Disadaptation of behavior

Since the vast majority of minors attend educational institutions, the concept of “social maladaptation” is substantiated by many researchers as an independent phenomenon that is formed as a result of a discrepancy between the sociopsychological or psychophysiological status of the child and the requirements of the social situation of schooling. At the same time, the degree and nature of social maladaptation is considered as a system-forming criterion in drawing up a socio-psychological typology of educational difficulties and defining the concept of “education difficulties” as some resistance to pedagogical influence associated with difficulties in mastering certain social norms.

Investigating the phenomenon of maladjustment, Belicheva S.A. differentiates the concepts of “pedagogical neglect” and “social neglect”: the first is considered by her as partial social maladaptation, manifested mainly in the conditions of the educational process, and the second - as complete social maladjustment, characterized by a broader level of development of professional intentions and orientations, useful interests , knowledge, skills, more active resistance to pedagogical requirements 7. Analyzing the factors that determine the manifestations of maladaptation, Belicheva S.A. identifies pathogenic, associated with deviations in psychological development, and psychological, due to the gender, age and individual psychological characteristics of the minor.

Some researchers, regardless of the type or type of maladjustment, consider this phenomenon as alienation from the school society, accompanied by deformation of integral and referent orientations, as the loss of a student’s position by adolescents and their lack of vision of their future related to education.

Analyzing maladaptation in the conditions of the pedagogical process of school, researchers use the concept of “school maladjustment” (or “school maladjustment”), defining by it any difficulties that arise for students during school learning, including difficulties in the process of mastering knowledge and various violations of school norms of behavior . However, as special studies show, a teacher is only able to state the fact of a student’s failure and cannot correctly determine its true causes if he limits his assessments to the framework of traditional pedagogical competence, which gives rise to inadequacy of pedagogical influences. Kondakov I.E. in his research confirms that more than 80% of cases of aggression in children are based on problems associated with the child’s failure to perform in “the main type of activity during the period of character development - learning.” The “trigger mechanism” for the formation of these problems is the discrepancy between the pedagogical requirements placed on the child and his ability to satisfy them.

Murachkovsky N.I. bases the division of underachieving schoolchildren on various combinations of two main sets of personality traits: mental activity associated with learning ability, and personality orientation, including attitude to learning, the “internal position” of the student. Thus, if the low quality of thought processes (analysis, synthesis, comparison, generalization, etc.) is combined with a positive attitude towards learning and “maintaining the position” of the student, a “reproductive approach” to solving mental problems is observed, which leads to serious difficulties in connection with the need to assimilate educational material.

This type of underachievers is heterogeneous in composition:

1. Students who are characterized by the desire to compensate for failure in academic work with the help of practical activities: games, music lessons, singing.
2. Students who are characterized by a desire to avoid any difficulties in academic work and a desire to achieve success by means that are not consistent with the norms of student behavior (cheat, use hints, etc.). Unlike children of the first subtype (who, experiencing difficulties, still try to understand the specific meaning of the task), these children do not make such an attempt, mechanical reproduction of knowledge.

Particularly noteworthy are the views of M. V. Maksimova, who considers 4 groups of children with different types of adaptation through medium and low to maladaptation: “A successful combination of social external conditions and the child’s activity leads to a positive result - adaptation, an unfavorable course - to maladjustment.” The phenomenon of maladaptation is characterized as a very low level of development of voluntary attention and lack of motivation in the presence of satisfactory and unsatisfactory grades, the presence of inadequate self-esteem and problems in communication.

Research by psychologists and teachers reveals the causes of deviations in behavior and various personal manifestations of schoolchildren. Thus, B. F. Raisky pays attention to the psychological and pedagogical characteristics of children and adolescents, age factors that, under certain conditions, can cause deviant behavior. Analyzing pedagogical practice, I. V. Dubrovina shows that if a failure occurs at one of the age levels, the normal conditions for the child’s development are disrupted; in subsequent periods, the attention and efforts of adults (a team of teachers and parents) will be forced to focus on correction.

Research by Akimova M.K., Gurevich K.M., Zakharkina V.G. shows that the reasons for failure to assimilate knowledge can be associated in some minors not only with responsibility, poor attention, bad memory, but also natural genotypic characteristics that are not taken into account in the teacher’s implementation of educational tasks. Consequently, the researchers note, it is necessary to find an organization of the educational process that would allow these students to master the solution of educational problems.

Researchers also note individual developmental options for minors who lag behind the age norm, which in the end result - if this fact is ignored and compensating conditions are not created - can also be a prerequisite for the occurrence of school maladjustment.

Lebedinskaya K.S., studying the causes of maladaptation, identifies special signs in the emotional, motor, cognitive sphere, behavior and personality in general, which various stages The mental formation of a child contributes to maladaptation in adolescence and can be promptly diagnosed before the first signs appear.

Buyanov M.I., being a child psychiatrist, quite interestingly approaches the problem of maladjusted children, considering it from the position of deprivation, which arises in a situation where the subject is deprived of the opportunity to satisfy his human psychological needs to a sufficient extent and for quite a long time. At the same time, when considering emotional deprivation (long-term emotional isolation), the researcher notes that it is often equated to the term “lack of maternal care,” which “includes the concept of social deprivation, i.e. the result of insufficient social influences (neglect, vagrancy, isolation from mentally healthy people."

Buyanov M.I.’s research is based on identifying cause-and-effect relationships between problems in a child’s development, his psychological health and the conditions of his upbringing. “All or almost all borderline psychoneurological disorders in children and adolescents,” writes the researcher, “are in one way or another associated with the problem of family well-being or dysfunction.” In his opinion, dysfunctional families create dysfunctional children.

The role of the family as a determining factor in the formation of various deviations in children is studied by Vernitskaya N. N., Grishchenko L. A., Titov B. A., Feldshtein D. I., Shitova V. I. et al. Comparison of the health status of children with family methods education gives rise to the term “dangerous treatment syndrome” among researchers, which determines the level of harm to a child not only from physical injuries from parents, but also psychological ones. Various types of deprivation: social (including parental attention), sensory, motor, cognitive, which lead to behavioral deviations, are considered by I. V. Dubrovina, A. M. Prikhozhan, V. A. Yustitsky, E. G. Eidemiller. etc.

A unique view of the reasons leading to deviant behavior can be found in the studies of F. Potaki, who proves that the cause of deviance has a historical development and a culturally determined manifestation: the presence of conflicts, rivalry and contradictions in the sphere of interests in the everyday relationships of people. Potaki F. introduces the concept of “pre-deviant syndrome”, defining it as a complex of certain symptoms (affective type of behavior, difficult schoolchildren, aggressive forms of behavior, family conflicts, low level of intelligence, negative attitude towards learning), which leads the individual to commonality with other individuals, having similar signs. As a result, microgroups (small groups) are formed with a negative focus on the educational process, which was the source of the formation of these deviations.

Of particular interest to specialists working with maladjusted adolescents is the classification of types of behavior disorders that “disintegrate the personality in the socio-psychological plane” by T. P. Korolenko and T. A. Donskikh, who proposed a classification of so-called destructive behavior: addictive, antisocial, suicidal, conformist, narcissistic, fanatical, autistic. And although we are talking about adults here, the pedagogical observations of practicing teachers indicate the presence of similar types of deviations identified by researchers in adolescents with deviant manifestations, since adolescence is characterized by copying adult behavior models.

The problem of destruction in the form of addictive behavior in adolescents is explored by Leonova L.G., noting that the destructive nature of the mechanisms common to all types of addictive behavior, which are most often based on the desire to escape from reality, is underestimated.

Destructive personality traits, believes Chesnokova G.S., prevent the child from successfully entering a new situation of interpersonal interaction and determine the formation of stable integrated personal formations (primarily such as self-esteem and level of aspirations), which are capable of determining the mode of social behavior of an individual for a long time, subordinating imagine its most common psychological characteristics.

A significant place in modern research is given to the comprehensive study of personality deformations in adolescents, leading to such a form of maladjustment as illegal behavior.

Studies of juvenile delinquents conducted by D.I. Feldshtein show that the moral deformation of their personality is based not on biological properties, but on the shortcomings of family and school education. These teenagers have lost interest in learning and have actually severed ties with school, which leads to them falling behind their peers by 2-4 years in education. At the same time, the lag, like the deformation of cognitive and other spiritual needs, is not determined by deviations in mental development: this category adolescents have normal mental capabilities, and their targeted inclusion in a given system of multifaceted activities ensures the successful elimination of intellectual neglect and passivity.

They also identify such factors of personality deformation that are prerequisites for illegal behavior, such as: unformed attitudes towards the future, accentuation of character, violation of social relations.

Minkovsky G.M. proposed identifying groups of juvenile offenders based on the general orientation of their personality, as well as socio-demographic characteristics and circumstances of the crime, identifying the following types of adolescents for whom the commission of a crime was:

1) random, contrary to the general orientation of the individual;
2) probable, but inevitable, taking into account the general instability of personal orientation;
3) corresponding to the antisocial orientation of the individual, but random from the point of view of the occasion and situation;
4) corresponding to the criminal attitude of the individual and including the search or creation of the necessary occasion and situation.

Pirozhkov V.F., exploring the mechanisms of formation of attitudes towards joint asocial and criminal activities, identifies six types of groups of minors:

1. members of the first type are united by a single criminal attitude on the basis of conscious affiliation and rallying around “leaders”, “authorities” who previously served sentences;
2. the second type is distinguished by the severity of group criminal attitudes among some members and those who joined through the mechanism of mental infection and imitation among others;
3. the third type represents communities that include people with criminal and antisocial attitudes and minors with positive values, but “pushed out” of the positive role space due to troubles in the family and school;
4. fourth type - communities with unformed asocial attitudes, when asocial motivation often arises in the process of joint communication, in a situation of provoking actions of others;
5. the fifth type of association consists of adolescents experiencing an inferiority complex, social inferiority, which provokes asocial methods of self-affirmation through the mechanism of false compensation;
6. The sixth type of group consists of teenagers with positive attitudes and orientations - antisocial forms of behavior manifest themselves due to a combination of circumstances, an incorrect assessment of the situation and the expected consequences.

From the point of view of studying the mechanisms of formation of social maladaptation, the study of the motivational structure of juvenile delinquents conducted by T. Sh. Anguladze, who identifies the following groups of antisocials, deserves attention:

1. offenders for whom antisocial behavior is not accepted and is assessed negatively;
2. offenders who have a positive emotional attitude towards crime, but they evaluate it negatively;
3. offenders whose positive emotional attitude towards crime coincides with its positive assessments.

The obtained psychological characteristics of juvenile offenders, identified by D. I. Feldshtein, allowed the researcher to conditionally identify five groups of adolescents based on a certain type of behavior, taking into account the degree of antisocial orientation of the individual:

1) adolescents with a stable complex of socially negative, abnormal, immoral, primitive needs, with a system of openly antisocial views, deformation of relationships and assessments;
2) teenagers with deformed needs, base aspirations, striving to imitate the first group of juvenile delinquents;
3) adolescents characterized by a conflict between deformed and positive needs, relationships, interests, views;
4) adolescents with slightly deformed needs;
5) teenagers who took the path of crime by accident. True, such a characteristic of representatives of the last group as “weak-willed and susceptible to the influences of the microenvironment” indicates not the randomness of the offenders, but one of the typical factors of asocial manifestations (in the form of such an accentuation of character, according to A. E. Lichko, as conformity).

The practical significance of D. I. Feldshtein’s research lies in the fact that, on the basis of the identified classification, he developed and tested a system for including adolescents in various types of socially useful activities - this made it possible to outline a typology of methods of educational work with “difficult teenagers.”

Thus, the problem of deviant behavior of children and adolescents as a consequence of school maladaptation is presented in modern psychological, pedagogical and criminological literature in quite diverse ways:

A) research into the causes of asocial and illegal behavior of young people (Igoshev K. E., Raisky B. F., Buyanov M. I., Feldshtein D. I., etc.);
b) description of the socio-psychological portrait of a young asocial (Bratus B. S., Zaika E. V., Ivanov V. G., Kreidun N. I., Lichko A. E., Meliksetyan A. S., Feldshtein D. I. ., Yachina A. S., etc.);
c) recommendations for early diagnosis and prevention of deviant behavior (Alemaskin M. A., Arzumanyan S. L., Bazhenov V. G., Belicheva S. A., Valickas G. V., Kochetov A. I., Minkovsky G. M., Nevsky I. A., Potanin G. M., Price list E. N., Pstrong D., etc.);
d) features of the re-education system in special institutions (special school, special vocational school, correctional colony) for juvenile offenders (Andrienko V.K., Bashkatov I.P., Gerbeev Yu.V., Danilin E.M., Deev V.G., Nevsky I. A., Medvedev A. I., Pirozhkov V. F., Feldshtein D. I., Fitsula M. N., Khmurich R. M.).

Research by modern psychologists, educators, and criminologists aimed at studying juvenile delinquents confirms the viability of the ideas of A.S. Makarenko, who argued that juvenile delinquents are ordinary children, “capable of living, working, capable of being happy and capable of being creators.” Modern research reveal the neutrality in the criminogenic relation of the natural-organic properties of a person in themselves and the possibility of forming the moral qualities of the personality of juvenile offenders.

Taking into account the predominance of social factors that determine the maladaptation of a teenager, the social signs of its manifestation and the need to correct the forms and methods of interaction with a teenager, we can talk about the desocialization of a minor. This term is already used in the scientific literature (Belicheva S.A., Preykurant E.N.), and it refers to socialization carried out under the influence of negative desocializing factors that lead to social disadaptation, which has an asocial contradictory nature, to deformation of the internal regulation system and the formation of distorted value-normative ideas and antisocial tension.

Not considering that desocialization has only an illegal orientation, and also imagining the psychological and pedagogical mechanisms for removing the subject from this state, with the concept of “desocialization” we define the presence in the personality structure of a teenager of a certain maladaptive complex that has a social conditionality, on the one hand, the social nature of its manifestation - on the other hand, and the possibility of creating socially significant and socially favorable psychological and pedagogical conditions that can bring a teenager out of this state - thirdly. That is, desocialization is the absence in the personality structure of a system of social knowledge, social skills and social experience necessary for successful functioning and self-realization in a positive society, and an attempt to compensate for this by “withdrawal”, socially disapproved or negative forms of communicative interaction, or inclusion in an asocial environment .

Understanding that the desocialization of a teenager is not only social, but also age-related (increased excitability, emotional instability, inappropriate reactions to “irritations” of the external environment, mood swings, increased conflict, heightened desire for emancipation and self-affirmation, selected interests, increased criticism of adults and etc.), all work to prevent and overcome this condition must be built taking into account the characteristics of minors. Domestic psychology and pedagogy has sufficient material for subjects of prevention in the form of works by Bozhovich L. I., Vygotsky L. S., Kolomensky Ya. L., Kon I. S., Mudrik A. V., Petrovsky A. V., Feldshtein D.I. and others, devoted to the problems of the characteristics of physiological, mental and social transformations of personality in adolescence, forms and methods of pedagogically sound interaction with this category of youth.

It should be noted that not all subjects of the prevention of juvenile delinquency, especially at the early warning stage, deal with work related to the restoration of lost or age-inappropriate social skills, i.e. with resocialization.

Resocialization can be defined as the restoration in the personality system of natural social and psychological processes that would allow it to assimilate a system of social knowledge, norms, values, experience necessary for adaptation and successful life in a positive society, the formation of immunity to the negative influence of an asocial subculture.

Diagnosis of maladjustment

In the most general sense, school maladjustment usually means a certain set of signs indicating a discrepancy between the socio-psychological and psychophysiological status of a child and the requirements of the school learning situation, the mastery of which becomes difficult for a number of reasons.

Analysis of foreign and domestic psychological literature shows that the term “school maladaptation” (“school maladjustment”) actually defines any difficulties that arise in a child in the process of schooling. Among the main primary external signs, doctors, teachers and psychologists unanimously include physiological manifestations of difficulties in learning and various violations of school norms of behavior. From the perspective of an ontogenetic approach to the study of the mechanisms of maladaptation, crisis, turning points in a person’s life, when sharp changes occur in his situation of social development, become of particular importance. The greatest risk comes from the moment a child enters school and the period of initial assimilation of the requirements imposed by the new social situation.

At the physiological level, maladaptation manifests itself in increased fatigue, decreased performance, impulsivity, uncontrolled motor restlessness (disinhibition) or lethargy, disturbances in appetite, sleep, and speech (stuttering, hesitation). Weakness, complaints of headaches and abdominal pain, grimacing, trembling of fingers, biting nails and other obsessive movements and actions, as well as talking to oneself, and enuresis are often observed.

At the cognitive and socio-psychological level, signs of maladaptation are failure to study, a negative attitude towards school (even refusal to attend it), towards teachers and classmates, educational and play passivity, aggressiveness towards people and things, increased anxiety, frequent mood swings, fear, stubbornness, whims, increased conflict, feelings of insecurity, inferiority, difference from others, noticeable solitude among classmates, deceit, low or high self-esteem, hypersensitivity, accompanied by tearfulness, excessive touchiness and irritability.

Based on the concept of “psychic structure” and the principles of its analysis, the components of school maladaptation can be the following:

1. Cognitive component, manifested in the failure of training in a program appropriate to the age and abilities of the child. Includes such formal signs as chronic underachievement, repeating a year, and qualitative signs such as insufficient knowledge, skills and abilities.
2. An emotional component, manifested in a violation of the attitude towards learning, teachers, and life perspective related to studying.
3. Behavioral component, the indicators of which are repeated behavioral disorders that are difficult to correct: pathocharacterological reactions, anti-disciplinary behavior, disregard for the rules of school life, school vandalism, deviant behavior.

Symptoms of school maladaptation can be observed in absolutely healthy children, and can also be combined with various neuropsychiatric diseases. At the same time, school maladjustment does not apply to violations of educational activity caused by mental retardation, gross organic disorders, physical defects, and sensory organ disorders.

There is a tradition of linking school maladaptation with those disorders of educational activity that are combined with borderline disorders. Thus, a number of authors consider school neurosis as a kind of nervous disorder that occurs after entering school. As part of school maladjustment, various symptoms are noted, characteristic mainly of children of primary school age. This tradition is especially typical of Western research, in which school maladjustment is considered as a special neurotic fear of school (school phobia), school avoidance syndrome or school anxiety.

Indeed, increased anxiety may not manifest itself in violations of educational activity, but it leads to serious intrapersonal conflicts in schoolchildren. It is experienced as a constant fear of failure at school. Such children are characterized by an increased sense of responsibility, they study and behave well, but they experience severe discomfort. To this are added various vegetative symptoms, neurosis-like and psychosomatic disorders. What is significant about these disorders is their psychogenic nature, their genetic and phenomenological connection with school, and its influence on the formation of the child’s personality. Thus, school maladaptation is the formation of inadequate mechanisms of adaptation to school in the form of disruptions in learning and behavior, conflict relationships, psychogenic diseases and reactions, increased levels of anxiety, and distortions in personal development.

Analysis of literary sources allows us to classify the variety of factors contributing to the occurrence of school maladjustment.

Natural biological prerequisites include:

Somatic weakness of the child;
- disruption of the formation of individual analyzers and sensory organs (uncomplicated forms of typhoid, deafness and other pathologies);
- neurodynamic disorders associated with psychomotor retardation, emotional instability (hyperdynamic syndrome, motor disinhibition);
- functional defects of the peripheral speech organs, leading to disruption of the development of school skills necessary for mastering oral and written speech;
- mild cognitive disorders (minimal brain dysfunction, asthenic and cerebroasthenic syndromes).

The socio-psychological causes of school maladjustment include:

Social and family pedagogical neglect of the child, defective development at previous stages of development, accompanied by disturbances in the formation of certain mental functions and cognitive processes, deficiencies in preparing the child for school;
- mental deprivation (sensory, social, maternal, etc.);
- personal qualities of the child formed before school: egocentrism, autistic-like development, aggressive tendencies, etc.;
- inadequate strategies for pedagogical interaction and learning.

E.V. Novikova offers the following classification of forms (causes) of school maladjustment, characteristic of primary school age:

1. Disadaptation due to insufficient mastery of the necessary components of the subject side of educational activity. The reasons for this may be insufficient intellectual and psychomotor development of the child, inattention on the part of parents or teachers to how the child is mastering his studies, and the lack of necessary assistance. This form of school maladaptation is experienced acutely by primary schoolchildren only when adults emphasize the “stupidity” and “incompetence” of children.
2. Disadaptation due to insufficient voluntary behavior. A low level of self-government makes it difficult to master both the subject and social aspects of educational activities. During lessons, such children behave unrestrainedly and do not follow the rules of behavior. This form of maladaptation is most often a consequence of improper upbringing in the family: either the complete absence of external forms of control and restrictions that are subject to internalization (parenting styles of “overprotection”, “family idol”), or the transfer of means of control to the outside (“dominant hyperprotection”).
3. Disadaptation as a consequence of the inability to adapt to the pace of school life. This type of disorder is more common in somatically weakened children, in children with weak and inert types of nervous system, and sensory organ disorders. Maladjustment itself occurs when parents or teachers ignore the individual characteristics of such children who cannot withstand high loads.
4. Disadaptation as a result of disintegration of the norms of the family community and the school environment. This variant of maladjustment occurs in children who have no experience of identifying with members of their family. In this case, they cannot form real deep connections with members of new communities. In the name of preserving the unchanged Self, they have difficulty making contacts and do not trust the teacher. In other cases, the result of the inability to resolve the contradictions between the family and school WE is a panicky fear of separation from parents, a desire to avoid school, and impatient anticipation of the end of classes (i.e., what is usually called school neurosis).

A number of researchers (in particular, V.E. Kagan, Yu.A. Aleksandrovsky, N.A. Berezovin, Ya.L. Kolominsky, I.A. Nevsky) consider school maladaptation as a consequence of didactogeny and didaskogeny. In the first case, the learning process itself is recognized as a traumatic factor. Information overload of the brain, combined with a constant lack of time, which does not correspond to the social and biological capabilities of a person, is one of the most important conditions for the emergence of borderline forms of neuropsychic disorders.

It is noted that in children under 10 years of age, with their increased need for movement, the greatest difficulties are caused by situations in which it is necessary to control their motor activity. When this need is blocked by school behavior norms, the muscle tension, attention deteriorates, performance decreases, and fatigue quickly sets in. The subsequent release, which is a protective physiological reaction of the body to excessive overexertion, is expressed in uncontrollable motor restlessness and disinhibition, which are perceived by the teacher as disciplinary offenses.

Didascogeny, i.e. psychogenic disorders caused by improper behavior of the teacher.

Among the reasons for school maladaptation, some personal qualities of the child formed at previous stages of development are often cited. There are integrative personal formations that determine the most typical and stable forms of social behavior and subordinate its more private psychological characteristics. Such formations include, in particular, self-esteem and level of aspirations. If they are inadequately overestimated, children uncritically strive for leadership, react with negativity and aggression to any difficulties, resist the demands of adults, or refuse to perform activities in which failure is expected. The basis of the negative emotional experiences that arise is an internal conflict between aspirations and self-doubt. The consequences of such a conflict can be not only a decrease in academic performance, but also a deterioration in health against the background of obvious signs of socio-psychological maladaptation. No less serious problems arise in children with reduced self-esteem and level of aspirations. Their behavior is characterized by uncertainty and conformity, which hinders the development of initiative and independence.

It is reasonable to include in the group of maladjusted children those who have difficulty communicating with peers or teachers, i.e. with impaired social contacts. The ability to establish contact with other children is extremely necessary for a first-grader, since educational activities in elementary school are of a pronounced group nature. Lack of development of communicative qualities gives rise to typical communication problems. When a child is either actively rejected by classmates or ignored, in both cases there is a deep experience of psychological discomfort that has a maladaptive meaning. The situation of self-isolation, when a child avoids contact with other children, is less pathogenic, but also has maladaptive properties.

Thus, the difficulties that a child may experience during his or her education, especially the primary period, are associated with the influence of a large number of factors, both external and internal. Below is a diagram of the interaction of various risk factors in the development of school maladjustment.

Mental maladjustment

It is possible to adapt to extreme situations to some extent. There are several types of adaptation: sustainable adaptation, re-adaptation, disadaptation, readaptation.

Stable mental adaptation

These are those regulatory reactions, mental activity, relational systems, etc., which arose during the process of ontogenesis in specific environmental and social conditions and the functioning of which within the optimal boundaries does not require significant neuropsychic stress.

P.S. Grave and M.R. Shneidman write that a person is in an adapted state “when his internal information reserve corresponds to the information content of the situation, that is, when the system operates in conditions where the situation does not go beyond the individual information range.” However, the adapted state is difficult to determine, because the line separating adapted (normal) mental activity from pathological one is not like a thin line, but rather represents a certain wide range of functional fluctuations and individual differences.

One of the signs of adaptation is that the regulatory processes that ensure the balance of the organism as a whole in the external environment proceed smoothly, harmoniously, economically, i.e. in the “optimum” zone. Adapted regulation is determined by a person’s long-term adaptation to environmental conditions, by the fact that in the process of life experience he has developed a set of algorithms for responding to naturally and probabilistically, but relatively frequently repeated influences (“for all occasions”). In other words, adapted behavior does not require a person to exert a pronounced tension on regulatory mechanisms to maintain within certain limits both the vital constants of the body and mental processes that provide an adequate reflection of reality.

When a person is unable to re-adapt, problems often arise. neuropsychiatric disorders. Also N.I. Pirogov noted that for some recruits from Russian villages who ended up in long-term service in Austria-Hungary, nostalgia led to death without visible somatic signs of the disease.

Mental maladjustment

Mental crisis in ordinary life may be caused by a break in the usual system of relationships, loss of significant values, inability to achieve set goals, loss of a loved one, etc. All this is accompanied by negative emotional experiences, the inability to realistically assess the situation and find a rational way out of it. A person begins to feel like he is in a dead end from which there is no way out.

Mental maladaptation in extreme conditions manifests itself in disturbances in the perception of space and time, in the appearance of unusual mental states and is accompanied by pronounced vegetative reactions.

Some unusual mental states that arise during a period of crisis (maladaptation) in extreme conditions are similar to states during age-related crises, during adaptation to military service in young people and during gender reassignment.

In the process of growing deep internal conflict or conflict with others, when all previous relationships to the world and to oneself are broken down and rebuilt, when psychological reorientation is carried out, new value systems are established and the criteria of judgment change, when the collapse of sexual identification occurs and the emergence of another, in a person Dreams, false judgments, overvalued ideas, anxiety, fear, emotional lability, instability and other unusual states appear quite often.

Manifestations of maladjustment

Manifestations of SD appear in four main forms: learning disorders, behavioral disorders, contact disorders and mixed forms of maladjustment, including a combination of these symptoms.

Early signs of school maladjustment are:

– lengthening the time required to prepare lessons;
– complete refusal to prepare lessons;
– the need for constant adult supervision over the preparation of lessons, the need for the help of parents or tutors;
– loss of interest in studying;
– the appearance of unsatisfactory grades in children who previously performed well, indifference when receiving unsatisfactory grades;
– refusal to answer at the board, fear of tests, etc.

The signs of SD listed above most often occur not individually, but in some complex.

Analysis of the scientific literature allows us to identify three main types of manifestations of SD:

1) failure in learning according to programs appropriate to the child’s age, including such signs as chronic underachievement, as well as insufficiency and fragmentation of general educational information without systemic knowledge and learning skills (cognitive component of SD);
2) constant violations of the emotional and personal attitude towards individual subjects, learning in general, teachers, as well as prospects related to studying (the emotional-evaluative component of SD);
3) systematically recurring violations of behavior during the learning process and in the school environment (behavioral component of SD).

In most children with SD, all three of these components can be traced quite often. However, the predominance of one or another component among the manifestations of SD depends, on the one hand, on the age and stage of personal development, and on the other, on the reasons underlying the formation of SD.

The most common cause of SD, according to I.A. Korobeinikova and N.N. Zavadenko, is minimal brain dysfunction (MCD). MMD is considered as special forms of dysontogenesis, characterized by age-related immaturity of individual higher mental functions and their disharmonious development.

With MMD, there is a delay in the rate of development of certain functional systems brain, providing such complex integrative functions as behavior, speech, attention, memory, perception and other types of higher mental activity. In terms of their intellectual development, children with MMD are at the normal level or, in some cases, subnormal, but at the same time experience significant difficulties in schooling, due to deficiency of certain higher mental functions. MMD manifests itself in the form of impairments in the development of writing skills (dysgraphia), reading (dyslexia), and counting (dyscalculia). Only in isolated cases do dysgraphia, dyslexia, and dyscalculia appear in an isolated, so-called “pure” form; much more often their symptoms are combined with each other, as well as with disorders of the development of oral speech.

Form of maladjustment		Corrective measures
Lack of adaptation to the subject side of educational activities	Insufficient intellectual and psychomotor development of the child, lack of help and attention from parents and teachers	Individual conversations with the child, during which it is necessary to establish the causes of violations of educational skills and give recommendations to parents
Inability to voluntarily control one's behavior	Improper upbringing in the family (lack of external norms, restrictions)	Working with the family: analysis to prevent possible misbehavior
Inability to accept the pace of school life (more common in somatically weakened children with a weak type of nervous system)	Improper upbringing in the family or adults ignoring the individual characteristics of children	Working with family: definition optimal mode student workload
School neurosis or fear of school	The child cannot go beyond the boundaries of the family community (more often this happens in children whose parents unconsciously use them to solve their problems)	It is necessary to involve a school psychologist - family therapy or group classes for children in combination with group classes for their parents

Thus, among children with MMD, students with attention deficit hyperactivity disorder (ADHD) stand out.

The second most common cause of SD is neuroses and neurotic reactions. The main cause of neurotic fears, various forms of obsessions, somatovegetative disorders, hysterical-neurotic states are acute or chronic traumatic situations, unfavorable family conditions, incorrect approaches to raising a child, as well as difficulties in relationships with teachers and classmates.

An important predisposing factor to the formation of neuroses and neurotic reactions can be the personal characteristics of children, in particular anxious and suspicious traits, increased exhaustion, a tendency to fear, and demonstrative behavior.

According to Kazymova E.N., Kornev A.I., the category of schoolchildren - “maladaptives” includes children who have certain deviations in psychosomatic development, which is characterized by the following signs:

1) deviations in the somatic health of children are noted;
2) an insufficient level of social and psychological-pedagogical readiness of students for the educational process at school is recorded;
3) there is an unformation of psychological and psychophysiological prerequisites for directed educational activities, failure in learning, expressed in the insufficiency and fragmentation of general educational information without systemic knowledge and educational skills (cognitive component of SD);
4) constant violations of the emotional and personal attitude towards individual subjects, learning in general, teachers, as well as prospects related to studying (the emotional-evaluative component of SD);
5) systematically recurring violations of behavior during the learning process and in the school environment (behavioral component of SD).

Specialists from various fields of knowledge: teachers, psychologists, and defectologists have developed typologies of children with learning difficulties.

The problem of maladjustment

Considering the approaches to the problem of maladaptation existing in modern science, three main directions can be distinguished.

Medical approach

Relatively recently, the term “disadaptation” appeared in the domestic, mostly psychiatric literature, denoting a violation of the processes of interaction between a person and the environment. Its use is quite ambiguous, which is revealed primarily in assessing the role and place of states of maladaptation in relation to the categories of “norm” and “pathology”. Hence, the interpretation of maladaptation as a process that occurs outside of pathology and is associated with weaning from some habitual living conditions and, accordingly, getting used to others, understanding by maladaptation the disorders revealed by accentuations of character. The term “maladaptation”, used in relation to mental patients, means a violation or loss of the individual’s full interaction with the world around him.

Yu.A. Aleksandrovsky defines maladaptation as “breakdowns” in the mechanisms of mental adaptation during acute or chronic emotional stress, which activate the system of compensatory defensive reactions. According to S.B. Semichev, in the concept of “disadaptation”, two meanings should be distinguished. In a broad sense, maladaptation can be understood as adaptation disorders (including its non-pathological forms); in a narrow sense, maladaptation implies only pre-illness, i.e. processes that go beyond the mental norm, but do not reach the level of illness. Maladaptation is considered as one of the intermediate states of human health from normal to pathological, closest to the clinical manifestations of the disease. V.V. Kovalev characterizes the state of maladaptation as an increased readiness of the body for the occurrence of a particular disease, formed under the influence of various unfavorable factors. At the same time, the description of the manifestations of maladaptation is very similar to the clinical description of the symptoms of borderline neuropsychiatric disorders.

Socio-psychological approach

For a deeper understanding of the problem, it is important to consider the relationship between the concepts of socio-psychological adaptation and socio-psychological maladjustment. If the concept of socio-psychological adaptation reflects the phenomena of inclusion of interaction and integration with the community and self-determination in it, and socio-psychological adaptation of the individual consists in the optimal realization of the internal capabilities of a person and his personal potential in socially significant activities, in the ability, while maintaining oneself as an individual, to interact with the surrounding society in specific conditions of existence, then socio-psychological disadaptation is considered by most authors as a process of violation of the homeostatic balance of the individual and the environment, as a violation of the individual’s adaptation due to certain reasons; as a violation caused by “the discrepancy between the innate needs of the individual and the limiting demands of the social environment; as the inability of the individual to adapt to his own needs and aspirations.

In the process of socio-psychological adaptation, a person’s inner world also changes: new ideas and knowledge about the activity in which he is engaged appear, as a result of which self-correction and self-determination of the individual occur. The self-esteem of the individual also undergoes changes, which is associated with the new activity of the subject, its goals and objectives, difficulties and requirements; level of aspirations, self-image, reflection, self-concept, self-assessment in comparison with others. Based on these grounds, the attitude towards self-affirmation changes, the individual acquires the necessary knowledge, skills and abilities. All this determines the essence of his socio-psychological adaptation to society and the success of its course.

An interesting position is taken by A.V. Petrovsky, who defines the process of socio-psychological adaptation as a type of interaction between the individual and the environment, during which the expectations of its participants are agreed upon. At the same time, the author emphasizes that the most important component of adaptation is the coordination of the subject’s self-esteem and aspirations with his capabilities and the reality of the social environment, which includes both the real level and potential development opportunities of the environment and the subject, highlighting the individual’s individuality in the process of his individualization and integration in this a specific social environment through the acquisition of social status and the individual’s ability to adapt to this environment.

The contradiction between the goal and the result, as V.A. Petrovsky suggests, is inevitable, but it is the source of the dynamics of the individual, his existence and development. So, if the goal is not achieved, it encourages you to continue activity in a given direction. “What is born in communication turns out to be inevitably different from the intentions and motivations of the people communicating. If those entering into communication take a self-centered position, then this constitutes an obvious prerequisite for the collapse of communication.”

Considering personality maladjustment at the socio-psychological level, the authors identify three main types of personality maladjustment:

A) stable situational maladaptation, which occurs when a person does not find ways and means of adaptation in certain social situations (for example, as part of certain small groups), although he makes such attempts - this state can be correlated with the state of ineffective adaptation;
b) temporary maladjustment, which is eliminated with the help of adequate adaptive measures, social and intrapsychic actions, which corresponds to unstable adaptation;
c) general stable maladjustment, which is a state of frustration, the presence of which activates the development of pathological protective mechanisms.

Among the manifestations of mental maladaptation, the so-called ineffective maladaptation is noted, which is expressed in the formation of psychopathological conditions, neurotic or psychopathic syndromes, as well as unstable adaptation as periodically occurring neurotic reactions, sharpening of accentuated personality traits.

The result of socio-psychological maladaptation is a state of personality maladjustment.

The basis of maladjusted behavior is conflict, and under its influence an inadequate response to the conditions and demands of the environment is gradually formed in the form of certain deviations in behavior as a reaction to systematically, constantly provoking factors that the child cannot cope with. The beginning is the child’s disorientation: he is lost, does not know what to do in this situation, to fulfill this overwhelming demand, and he either does not react at all or reacts in the first way that comes his way. Thus, at the initial stage the child is, as it were, destabilized. After some time, this confusion will pass and he will calm down; if such manifestations of destabilization are repeated quite often, then this leads the child to the emergence of persistent internal (dissatisfaction with himself, his position) and external (in relation to the environment) conflict, which leads to persistent psychological discomfort and, as a result of this condition, to maladaptive behavior.

This point of view is shared by many domestic psychologists. The authors define deviations in “behavior through the prism of the psychological complex of environmental alienation of the subject, and, therefore, not being able to change the environment in which being in which is painful for him, the awareness of his incompetence prompts the subject to switch to defensive forms of behavior , creating semantic and emotional barriers in relationships with others, reducing the level of aspirations and self-esteem.

These studies underlie the theory that considers the compensatory capabilities of the body, where socio-psychological maladaptation is understood as a psychological state caused by the functioning of the psyche at the limit of its regulatory and compensatory capabilities, expressed in the insufficient activity of the individual, in the difficulty of realizing his basic social needs (the need for communication , recognition, self-expression), in violation of self-affirmation and free expression of one’s creative abilities, in inadequate orientation in a communication situation, in distortion of the social status of a maladjusted child.

Within the framework of foreign humanistic psychology, the understanding of maladaptation as a violation of adaptation - a homeostatic process is criticized and a position is put forward on the optimal interaction of the individual and the environment.

The form of socio-psychological maladaptation, according to their concepts, is as follows: conflict - frustration - active adaptation. According to K. Rogers, maladaptation is a state of inconsistency, internal dissonance, and its main source lies in the potential conflict between the attitudes of the “I” and the person’s direct experience.

Ontogenetic approach

From the perspective of an ontogenetic approach to the study of the mechanisms of maladaptation, crisis, turning points in a person’s life are of particular importance, when a sharp change in his “situation of social development” occurs, necessitating reconstruction of the existing type of adaptive behavior. In the context of this problem, the greatest risk is the moment the child enters school - during the period of assimilation of new requirements imposed by the new social situation. This is shown by the results of numerous studies recording a noticeable increase in the prevalence of neurotic reactions, neuroses and other neuropsychic and somatic disorders in primary school age compared to preschool age.