Maladjustment is a common problem in adolescence. Social maladaptation as a psychological and pedagogical problem

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Social maladjustment

Introduction
1. Maladjustment of adolescents

1.1 Age and psychological characteristics of adolescents
1.2 Concept and types of adolescent maladjustment

2. Social maladjustment and its factors

2.1 The essence of social maladjustment
2.2 Factors of social maladjustment

Conclusion
Bibliography

Introduction

The problems of adolescents are always relevant, but they have never been as acute as they are now in conditions of an unstable social and political situation, an unresolved economic crisis, a weakening role of the family, devaluation of moral standards, sharp differences in material living conditions, and the ongoing polarization of segments of the population.

Unfavorable household and microsocial conditions turn out to be a source of numerous psychotraumatic factors that vary in strength and duration. Personality and mental deviations lead to maladjustment and increased criminal activity. Psychogenically caused depressive states in adolescents can be a cause, and in certain cases, a consequence of social maladjustment.

Adolescence is defined as "the second birth." The birth of a social personality, ready to enter life. 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. At present, the system of educating children and youth has been practically destroyed, and the opportunities for them to fully begin their independent life activities are decreasing. There is no guarantee that children and youth will receive general and vocational education and that people will enter into social and professional activities (due to unemployment). This problem determined the topic of the work: “social maladaptation of adolescents as a socio-pedagogical problem.”

The purpose of the abstract is to study the psychological problems of adolescents, in particular, their maladjustment and social maladjustment as the most important psychological problem of a teenager.

1. Maladjustment of adolescents

1.1 Age and psychological characteristics of adolescents

There are various age differentiations. Children's age is considered to be up to 10-11 years. The age from 11-12 to 23-25 years is considered as a transition from childhood to adulthood and is divided into three stages:

Stage I is adolescence, adolescence from 11 to 15 years;

Stage II is adolescence from 14-15 to 16 years;

Stage III - late adolescence from 18 to 23-25 years.

We will consider stages I and II.

The transition from childhood to adolescence (in the traditional classification of psychology and pedagogy, age from 11-12 to 15 years) is called adolescence. At this time, the transition from childhood to adulthood occurs.

During the period of adolescence (adolescence), the concepts of “difficult age”, “turning point”, transitional age have long been established." A teenager, like a knight at a crossroads, rediscovers the world around him, because for the first time he discovers the world within himself. Considering this period according to the rule of the “sexological triangle,” i.e., trying to achieve in its consideration the unity of the biological, social and psychological aspects of human maturation, one must limit oneself to the age range from 11-15 to 17-18 years.

Various definitions of the boundaries of this age are proposed:

· Medical and biological criteria are based on indicators of maturation of biological functions

· Psychological maturity (maturation of the frontal lobes of the brain, which are associated with planning behavior, is completed in women by approximately 18-19 years, in men by 21 years.)

· Social transition from childhood to adulthood.

The length of adolescence often depends on the specific conditions in which children are raised. The period of puberty takes about ten years; its age limit is considered to be 7 (8) - 17 (18) years.

During this time, in addition to the maturation of the reproductive system, the physical development of the female body ends: body growth in length, ossification of the growth zones of tubular bones is completed; the physique and distribution of fat and muscle tissue according to the female type are formed. The course of the physiological period of puberty occurs in a strictly defined sequence.

In the first phase of puberty (10-13 years), mammary glands begin to enlarge and pubic hair begins to grow (11-12 years). This period ends with the onset of the first menstruation, which coincides in time with the end of rapid growth in length.

In the second phase of puberty (14-17 years), the mammary glands and sexual hair complete their development, the last to finish is the hair growth of the armpits, which begins at the age of 13. The menstrual cycle becomes permanent, body length growth stops, and the female pelvis is finally formed.

The time of onset and course of puberty is influenced by numerous factors, which are usually divided into external and internal. Internal factors include hereditary, constitutional, health status and body weight.

External factors influencing the onset and course of puberty include: climatic (illumination, altitude, geographical location), nutrition (sufficient content of proteins, fats, carbohydrates, microelements and vitamins in food). A major role during the puberty period is given to diseases such as heart disease with heart failure, tonsillitis, severe gastrointestinal diseases with malabsorption, renal failure, and impaired liver function. The listed diseases weaken the girl’s body and inhibit the normal course of puberty.

Puberty occurs at the age of 16-18, when a woman’s entire body is fully formed and ready for conception, gestation, childbirth and feeding a newborn.

Thus, during puberty, growth and functional improvement of all organs and systems occur, which prepare the girl’s body to perform the function of motherhood.

Puberty begins in boys at the age of 10 and is characterized by the appearance of secondary sexual characteristics and the final formation of the genital organs and gonads. More intense body growth is noted, the muscles of the torso increase, vegetation appears on the pubis and armpits, and a mustache and beard begin to emerge. Puberty occurs at the time when the gonads begin to function, i.e. they are capable of producing mature sperm. However, the young man’s body at this moment has not yet been formed either physically or mentally; it is in the growth stage. The entire body develops intensively, all internal organs work under increased load, the activity of the nervous system is restructured, and the psyche changes. The disturbing novelty of changing bodily forms, the appearance of unusual angularity and awkwardness.

Psychologically, the psyche is not stable, inadequate nervousness, intolerance, stubbornness are characteristic manifestations of character at this age, a noticeable desire for girls in the form of respectful respect, showing signs of attention. There is a breakdown of character, the so-called inconsistency of a teenager and not yet a man. This is an important social-age moment when a young man, under the influence of favorable factors (sports, art, meeting a friend, etc.) will “moor” to a socially good shore, and vice versa, the influence of company, drugs, addiction to alcohol, and even worse - a meeting with a promiscuous peer, or more often a much older “friend”, will affect the development of a psychological character with negative habits and principles of life.

This age is sometimes characterized by overcrowding and “herding” in communication, which is even more dangerous for a fragile character. Hence the increased crime at this age, bordering on complete personality degradation. Sexual intercourse in such a young man may result in the conception of a new life, but the anatomical and physiological “incompleteness” of the young man threatens the inferiority of the conceived fetus.

According to the precise remark of I.S. Kona: “Sexual development is the core around which a teenager’s self-awareness is structured. The need to be convinced of the normality of one’s development, dictated by the same anxiety, acquires the force of a dominant idea.”

In the early 80s A.E. Lichko noted that physical and sexual maturity are 5-7 years ahead of social maturity. And the greater this advance, the more likely the conflict course of adolescence. Teenagers are not economically independent; they still require social protection and do not participate in legal relations. They are not owners, managers, producers, legislators. Legally, they cannot make vital decisions; psychologically, they are ripe for them. But parents limit them. This is the contradiction.

Teenagers are faced with ideological and moral problems that have already been resolved in adulthood. The lack of life experience forces them to make many more mistakes than adults, old people, and children do. The seriousness of mistakes, their consequences: crime, drug use, alcoholism, sexual promiscuity, violence against the individual. Some teenagers drop out of school, which disrupts the natural process of socialization. Lack of knowledge affects their economic situation. Experiencing obstacles from society and remaining dependent on it, adolescents gradually become socialized.

Comparing himself with an adult, a teenager comes to the conclusion that there is no difference between him and an adult. He begins to demand from those around him that he no longer be considered small, and realizes that he also has rights. The teenager feels like an adult, strives to be and be considered an adult, rejects his belonging to children, but he does not yet have a feeling of genuine, full-fledged adulthood, but there is a huge need for recognition of his adulthood by others.

Types of adulthood were identified and studied by T.V. Dragunova:

· Imitation of external signs of adulthood - smoking, playing cards, drinking alcohol, etc. The easiest and at the same time the most dangerous achievements of adulthood.

· Equating teenage boys with the qualities of a “real man” - strength, courage, endurance, will, etc. Sports become a means of self-education. Girls nowadays also want to possess qualities that have been considered masculine for centuries. An example of this is my niece’s visit to the martial arts section.

· Social maturity. It arises in conditions of cooperation between a teenager and an adult in various types of activities, where the teenager takes the place of an adult’s assistant. This is observed in families experiencing difficulties. Caring for loved ones and their well-being takes on the character of a life value. Psychologists emphasize that it is necessary to include adolescents as assistants in the appropriate activities of adults.

· Intellectual maturity. A significant amount of knowledge among adolescents is the result of independent work. For such students, the skill acquires a personal meaning and turns into self-education.

The modern teenager is anxious, often afraid and does not want to grow up. In adolescence, he gains a feeling of dissatisfaction with himself. During this period, the teenager strives to gain independence, beginning to re-evaluate his relationship with his family. The desire to find oneself as a unique person gives rise to the need to separate from one’s loved ones. Isolation from family members is expressed in isolation, alienation, aggression, and negativism. These manifestations torment not only loved ones, but also the teenager himself.

During the difficult period of transition from childhood to adulthood, teenagers face many complex problems that they are not able to solve, relying on their own experience or the life experience of adults. They need a peer group that faces the same challenges and has the same values and ideals. A peer group includes people of the same age who are considered quite suitable for the role of judges of the actions and actions that a teenager performs. In a peer group, an individual tries on the social clothes of an adult. Starting from adolescence, the peer group no longer disappears from a person’s life. All adult life is spent surrounded by many peer groups: at work, at home, on the road.

During this period, the teenager begins to be biased towards his peers and value relationships with them. Communicating with others who have similar life experiences and are dealing with the same problems gives a teenager the opportunity to better understand himself and his peers. The desire to identify with others like oneself gives rise to the need for a friend. Friendship through trusting relationships allows you to get to know each other and yourself more deeply. Friendship teaches not only wonderful impulses and service to another, but also complex reflections on another.

Teenagers in the family often act as negativists, and with their peers they are often conformists. The desire to discover one’s elusive essence through constant reflection deprives a teenager of a calm mental life. It is in adolescence that the range of polar feelings is extremely large. The teenager has passionate feelings, nothing can stop him in his pursuit of his chosen goal: for him there are no moral barriers, no fear of people and even in the face of danger. The waste of physical and mental energy does not go in vain: now he has already fallen into a stupor, lethargic and inactive. The eyes are dull, the look is empty. He is devastated and, it seems, nothing gives him strength, but a little more and he is again captured by the passion of a new goal. He is easily inspired, but also easily cools down and, exhausted, can barely move his legs. The teenager “is either running or lying down,” sometimes sociable and charming, sometimes closed and aloof, sometimes loving, sometimes aggressive.

Reflection on oneself and others in adolescence reveals the depths of one’s imperfection; the teenager goes into a state of psychological crisis. He talks about "boredom", about the "meaninglessness" of life, about the vagueness of the surrounding world, devoid of bright colors. He cannot feel the joy of life, is deprived of the opportunity to experience love for loved ones and experiences hostility towards his former friend. Subjectively, these are difficult experiences. But the crisis of this period enriches the teenager with knowledge and feelings of such depths that he did not even suspect in childhood. A teenager, through his own mental anguish, enriches the sphere of his feelings and thoughts; he goes through a complex school of identification with himself and with others, for the first time mastering the experience of purposeful isolation. The ability to isolate yourself from others helps a teenager to defend his right to be an individual.

In relationships with peers, a teenager strives to realize his personality and determine his communication capabilities. He seeks to defend his personal freedom as the right to adulthood. Success among peers in adolescence is valued most of all.

The orientation and assessments in communication characteristic of adolescents generally coincide with the orientations of adults. Only the assessment of the actions of peers is more maximalistic and emotional than that of adults.

At the same time, teenagers are extremely conformist. One depends on all. He feels more confident when he acts as one with the group. The group creates a feeling of “WE” that supports the teenager and strengthens his internal positions. Often, to strengthen this “WE,” the group resorts to autonomous speech and nonverbal signs (gestures, postures, facial expressions). By uniting with each other, teenagers thereby strive to demonstrate their isolation from adults. But these emotional impulses are truly ephemeral; adolescents need adults and are deeply ready to be guided by their opinions.

Intense physical, sexual, mental and social development draws the teenager's close attention to peers of the opposite sex. It becomes especially important for a teenager how others treat him. First of all, self-importance is associated with this. To what extent does the face, hairstyle, figure, demeanor, etc. correspond to gender identification: “I am like a man”, “I am like a woman”. In this regard, particular importance is attached to personal attractiveness - this is of paramount importance in the eyes of peers. Disproportions in development between boys and girls are a source of anxiety.

Boys of early adolescence are characterized by such forms of drawing attention to themselves as “bullying,” pestering, and even painful actions. Girls are aware of the reasons for such actions and are not seriously offended, in turn, demonstrating that they do not notice and ignore boys. In general, boys also have an intuitive understanding of these manifestations of girls.

Later the relationship becomes more complicated. Spontaneity in communication disappears. There comes a stage when interest in the other sex intensifies even more, but outwardly, greater isolation arises in the relationships between boys and girls. Against this background, there is a great interest in the relationships being established, in the one you like.

With older teenagers, communication between boys and girls becomes more open: teenagers of both sexes are included in the social circle. Attachment to a peer of the opposite sex can be intense, and very great importance is attached to it. Lack of reciprocity sometimes causes strong negative emotions.

Interest in peers of the opposite sex leads to an increase in the ability to identify and evaluate the experiences and actions of another, to the development of reflection and the ability to identify. Initial interest in another, the desire to understand a peer give rise to the development of perception of people in general.

Romantic relationships can arise when spending time together. The desire to be liked becomes one of the most significant aspirations. Touch is especially valuable. Hands become conductors of internal tension associated with the physical and psychological acquisition of the body. These magnetized touches are remembered by soul and body for the rest of your life. It is very important to spiritualize adolescent relationships, but not to belittle them.

The first feelings have such a strong impact on the young soul that many people, already in adulthood, remember precisely these feelings and the object of their heartfelt inclination, which has long since dissolved in real life over the years.

In adolescence, sexual desires begin to form, which are characterized by a certain lack of differentiation and increased excitability.

In this case, internal discomfort arises between the teenager’s desire to master new forms of behavior, for example physical contact, and prohibitions, both external - from parents, and their own internal taboos.

It is in adolescence that a tendency towards personal development begins to appear, when the minor himself, reflecting on himself, makes efforts to develop himself as an individual. During this period, development intensifies simultaneously in two directions:

1 - the desire to explore and master the entire range of social space (from teenage groups to the political life of the country and international politics);

2 - the desire for reflection on one’s inner, intimate world (through self-deepening and isolation from peers, loved ones, and the entire macrosociety).

In adolescence, an even greater gap begins than in childhood between the path traveled by different adolescents from the natural infantilism of childhood to in-depth reflection and expressed individuality. Therefore, some teenagers (regardless of the number of years and passport age, height, etc.) give the impression of small children, while others give the impression of intellectual, moral and socio-politically sufficiently developed people. We are observing a division of the age spectrum into two levels, which is typical for our time, for our culture, where infantile children and adolescents by age are located on the lower one, and on the upper are those who symbolize the potential capabilities of age with their mental and socio-political achievements.

1.2. The concept and types of adolescent maladjustment

For many years, the term “disadaptation” (through e) has been used in the domestic literature. In Western literature, the term “disadaptation” (through “and”) is found in a similar context. What is the semantic difference, if any, in these discrepancies? And the difference is that the Latin prefix de or the French des means, first of all, disappearance, destruction, complete absence, and only secondarily, with much rarer use, a decrease, decrease. At the same time, the Latin dis - in its main sense - means violation, distortion, deformation, but much less often - disappearance. Consequently, if we are talking about violation, distortion, adaptation, then we obviously should talk specifically about disadaptation (through “and”), since complete loss, disappearance of adaptation - this, when applied to a thinking being, should mean the cessation of meaningful existence in general, because , while this creature is alive and conscious, it is somehow adapted in the environment; the whole question is how and to what extent this adaptation corresponds to his capabilities and the requirements that the environment places on him.

An extremely interesting question is about the true hidden deep features of social consciousness, “mentality”, which predetermine the “reservations” uncritically accepted by the public, why, implying violations, we talk about destruction.

In the West, destructive, self-destructive behavior refers to such a form of socially passive deviations as the use of drugs and toxic substances, which leads to the rapid and irreversible destruction of the psyche and body of a teenager. Drugs and toxic substances immerse him in a world of artificial illusions. Up to 20 percent of adolescents have experience using narcotic and substance abuse drugs. In our country, polydrug addiction is more developed than anywhere else in the world. When they take heroin and alcohol, ecstasy and alcohol, etc. As a result, illegal behavior among minors is growing twice as fast as among adults. Deviant behavior is the result of unfavorable psychosocial development and disturbances in the socialization process, which is expressed in various forms of adolescent maladjustment.

The term “maladjustment” first appeared in the psychiatric literature. It received its interpretation within the framework of the concept of pre-disease. Disadaptation is considered here as an intermediate state of human health in the general spectrum of conditions from normal to pathological.

So, 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 sociological institutions.

Doctor of Psychological Sciences Belicheva S.A. distinguishes, depending on the nature and nature of maladjustment, pathogenic, psychosocial and social maladjustment, which can be presented either separately or in a complex combination.

Pathogenic maladaptation is caused by deviations, 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 (psychosis, psychopathy, organic brain damage, mental retardation, analyzer defects, which are based on serious organic damage).

There is also the so-called psychogenic maladjustment (phobias, obsessive bad habits, enuresis, etc.), which can be caused by an unfavorable social, school, or family situation. According to experts, 15 - 20% of school-age children suffer from some form of psychogenic maladaptation and need comprehensive medical and pedagogical assistance (V.E. Kagan). In total, according to research by A.I. Zakharov, up to 42% of preschool children attending kindergartens suffer from one or another psychosomatic problems and need the help of pediatricians, psychoneurologists and psychotherapists. The lack of timely assistance leads to deeper and more serious forms of social maladaptation, to the consolidation of stable psychopathic and pathopsychological manifestations.

Among the forms of pathogenic maladaptation, the problems of mental retardation and social adaptation of mentally retarded children stand out separately. With methods of training and education that are adequate to their mental development, they are able to assimilate certain social programs, obtain simple professions, work and, to the best of their ability, be useful members of society. However, the mental disability of these children certainly complicates their social adaptation and requires special rehabilitation socio-pedagogical conditions.

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

Stable forms of psychosocial maladaptation include character accentuations, defined as an extreme manifestation of the norm, after which psychopathic manifestations begin. Accentuations are expressed in a noticeable specific uniqueness of the character of a child or adolescent (accentuations of hyperthymic, sensitive, schizoid, epileptoid and other types), require an individual pedagogical approach in the family, school, and in some cases psychotherapeutic and psychocorrectional programs may also be indicated.

Stable forms of psychosocial maladjustment that require special psychological and pedagogical correction programs also include various unfavorable and individual psychological characteristics of the emotional-volitional, motivational-cognitive sphere, including such defects as decreased empathy, indifference of interests, low cognitive activity, sharp contrast in sphere of cognitive activity and motivation of verbal (logical) and non-verbal (figurative)! intelligence, defects of the volitional sphere (lack of will, pliability to the influence of others, impulsiveness, disinhibition, unjustified stubbornness, etc.).

The so-called “inconvenient” students, who are ahead of their peers in their intellectual development, also represent a certain difficulty in educating, which can be accompanied by such traits as incontinence, selfishness, arrogance, and a disdainful attitude towards elders and peers. Often, teachers themselves take the wrong position towards such children, aggravating relationships with them and causing unnecessary conflicts. This category of difficult students rarely manifests itself in antisocial behavior, and all problems that arise with “inconvenient” students should be solved, as a rule, through an individually differentiated approach in the conditions of school and family education.

Temporary unstable forms of psychosocial maladjustment include, first of all, the psychophysiological and age-sex characteristics of individual crisis periods of development and adolescence.

Temporary forms of psychosocial maladjustment also include various manifestations of uneven mental development, which can be expressed in a partial delay or advance in the development of individual cognitive processes, advanced or lagging psychosexual development, etc. This kind of manifestation also requires subtle diagnostics and special development and correction programs.

Temporary psychosocial disadaptation can be caused by certain mental states provoked by various psychotraumatic circumstances (conflict with parents, friends, teachers, uncontrollable emotional state caused by the first youthful love, experiencing marital discord in parental relationships, etc.). All these conditions require a tactful, understanding attitude from teachers and psychological support from practical psychologists.

Social maladjustment is manifested in violation of moral and legal norms, in asocial forms of behavior and deformation of the system of internal regulation, referent and value orientations, social attitudes. With social maladjustment we are talking about a violation of the process of social development, socialization of the individual, when there is a violation of both functional, and the content side of socialization. At the same time, socialization disorders can be caused by both direct desocializing influences, when the immediate environment demonstrates patterns of asocial, antisocial behavior, views, attitudes, thus acting as an institution of desocialization, and indirect desocializing influences, when there is a decrease in the referent significance of leading institutions socialization, which for a student, in particular, are family and school.

Social maladjustment is a reversible process. To prevent deviations in the psychosocial development of children and adolescents, the organization of the process of resocialization and social rehabilitation of maladjusted minors is included.

Resocialization is an organized socio-pedagogical process of restoring social status, lost or unformed social skills of maladjusted minors, reorienting their social attitudes and referent orientations through inclusion in new positively oriented relationships and activities of a pedagogically organized environment.

The process of resocialization can be complicated by the fact that social maladjustment is not always presented in its “pure form.” More often there are quite complex combinations of various forms of social, mental and pathogenic maladjustment. And then the question arises about medical and social rehabilitation, which involves the implementation of measures of medical, psychological and socio-pedagogical assistance in order to overcome social maladaptation that arises as a result of various psychosomatic and neuropsychic diseases and pathologies.

2. Social maladjustment and its factors

2.1 The essence of social maladjustment

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. 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, sexually transmitted diseases, illegal actions, moral violations. Teenagers experience painful growing up - a gap between adulthood and childhood - a certain emptiness is created that needs to be filled with something. Social maladaptation in adolescence leads to the formation of poorly educated people who do not have the skills to work, start a family, or be good parents. They easily cross the line of moral and legal norms. Accordingly, social maladaptation manifests itself in asocial forms of behavior and deformation of the internal regulation system, referent and value orientations, and social attitudes.

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

a. individual;

b. psychological and pedagogical factors (pedagogical neglect);

c. socio-psychological factors;

d. personal factors;

e. social factors.

2.2 Factors of social maladjustment

Individual factors operating at the level of psychobiological prerequisites, complicating the social adaptation of the 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. The nature of crime and delinquency is considered along with forms of deviant behavior, such as neuroses, psychoasthenia, obsession, and sexual disorders. Persons with deviant behavior, including neuropsychic deviations and social deviation, are characterized by feelings of increased anxiety, aggressiveness, rigidity, and an inferiority complex. Particular attention is paid to the nature of aggressiveness, which serves as the root cause of violent crimes. Aggression is behavior whose purpose is to cause harm to some object or person, arising as a result of the fact that for various reasons some initial innate unconscious drives are not realized, which gives rise to aggressive energy of destruction. Suppression of these drives, strict blocking of their implementation, starting from early childhood, gives rise to feelings of anxiety, inferiority and aggressiveness, which leads to socially maladaptive forms of behavior.

One of the manifestations of the individual factor of social maladaptation is the emergence and existence of psychosomatic disorders in maladjusted adolescents. The basis for the formation of psychosomatic maladaptation of a person is a dysfunction of the entire adaptation system. A significant place in the formation of personality functioning mechanisms belongs to the processes of adaptation to environmental conditions, in particular, to its social component.

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

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

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

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

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

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

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

Conclusion

At the end of the work, let us summarize. Based on the research carried out, the following conclusions can be drawn.

It is necessary to study the individual psychological and socio-psychological characteristics of the personality of a socially maladjusted teenager. It is necessary to determine the nature and causes of deviations, outline and implement a set of medical, psychological and socio-pedagogical measures that can improve the social situation that has caused maladjustment in adolescents, and carry out individual psychological correction.

It is necessary to conduct a study of the social situation that provokes the maladaptation of adolescents. The social situation is represented by unfavorably developing parent-child relationships, the family atmosphere, the nature of interpersonal relationships and the sociometric status of the teenager among his peers, the pedagogical position of the teacher, and the socio-psychological climate in the study group. This requires a complex of socio-psychological and, above all, sociometric methods: observations, conversations, the method of independent characteristics, and so on.

In the prevention of maladjusted behavior of adolescents, psychological knowledge is of particular importance, on the basis of which the nature of deviant behavior of adolescents is studied, and preventive measures are developed to prevent antisocial manifestations. Early prevention should be addressed in the following main areas:

- firstly, timely diagnosis of asocial deviations and social maladjustment of adolescents and the implementation of a differentiated approach in the selection of educational and preventive means of psychological and pedagogical correction of deviant behavior;

- secondly, identification of unfavorable factors and desocializing influences from the immediate environment and timely neutralization of these unfavorable maladaptive influences.

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A. individual;

B. psychological and pedagogical factors (pedagogical neglect);

C. socio-psychological factors;

D. personal factors;

E. social factors.

Factors of social maladjustment

Conclusion

Rostovtseva M.V. 1Khokhrina Z.V. 1Mashanov A.A. 1

1 Federal State Autonomous Educational Institution of Higher Professional Education "Siberian Federal University"

The article examines the phenomenon of social maladaptation of the individual, identifies the reasons that make it difficult to study it as an independent scientific phenomenon, and describes the main approaches to its study. A socio-philosophical definition of social maladaptation is given as a relationship between a person and the social environment, which is based on the activity of resolving contradictions between them, which does not correspond to socially acceptable and legal methods accepted in a given social environment, which leads to a temporary or permanent impossibility for an individual to become a full member of this environment. It is shown that one of the main criteria for social maladaptation is the internal and external distance of a person from society, the inability to “fit in”, to become a full-fledged member of a given social environment, tension, alienation or severance of social ties and relationships.

social maladjustment

maladaptive behavior

adaptation strategies and tactics

systems approach

self-organization theory

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8. Rostovtseva, M.V., Mashanov, A.A., Khokhrina Z.V. Temporal approach to the study of the adaptive cycle of university students: theoretical aspect // Fundamental Research. – 2013. – No. 4 (part 4), 2013. – P. 1015–1019.

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The phenomenon of social maladjustment is quite popular in the sociological, psychological, and pedagogical branches of knowledge, which actually define its various meanings, but without deep scientific generalizations and ontological certainty. Firstly, such a reduced research “demand” is due to the fact that initially the very concept of adaptation implies a negative connotation, a negative meaning, difficulty, clash, and contradiction. “Adapts” means, overcomes, solves, looks for a way out. For many, the concept of “adaptation” is already associated with a painful condition or process, and therefore, a priori, many people talk about maladaptation only in order to expressively emphasize the negative meaning of the adaptation process as such. Such an archetype in the minds of scientists limits the movement of thought within the framework of the study of social maladaptation as an independent object of scientific study, which has its own phenomenological features. Most often, it is simply opposed to adaptation, or rather, it is mentioned after the fact, quite briefly and fragmentarily, as a phenomenon resulting from some activity of the individual, which does not lead to the desired and does not meet the criteria for successful adaptation.

Another important factor that distances a clear conceptualization of social maladjustment is associated with the orientation of scientists “to correcting the “negative result” diagnosed during the study of the adaptation process. In this regard, social maladaptation is interesting only as a condition that requires specific actions to change or correct it. In other words, it acts as a symptom that requires elimination, and therefore an impetus and incentive for conducting research concerning mainly determining factors, while its essence remains beyond the attention of scientists.

Thirdly, in many scientific works, especially psychological and pedagogical ones, “social maladjustment” is used as a specific concept of the adaptation paradigm, the essence of which is manifested in various disturbances in activity - a decrease in its effectiveness, a “deficit” of personal resources, mistakes, etc. . At the same time, at the psychological level, the state that occurs when the interaction between a person and the environment is disrupted is most often defined using the concepts of stress, frustration, and conflict. The very process of psychological disadaptation in many studies is described using the mechanism of sequential or chaotic changes in the leading types of human activity, entailing a decrease in its effectiveness and/or an increase in the cost of expenses when solving subsequent problems.

And finally, the fourth factor of poor scientific development of the phenomenon of social maladaptation, especially in social philosophy, is directly related and even generalizes and determines the others - the very fact of low adaptation often remains unconscious at the social level. Today, social maladaptation is understood as any type of pathology associated with going beyond the boundaries of homeostasis. This tendency is quite explainable by the fact that the modern extremely complex and diverse world of social relations with numerous outbreaks of various conflicts cannot be assessed, understood and comprehended either in the usual categories of dialectics, or in models of functional sociology, or with the help of theories of interpretive analysis. Local and individual cases seem even more difficult to explain, and therefore social maladjustment is a very convenient universal tool for interpreting any inadequate patterns of human behavior.

Analysis and systematization of individual studies made it possible to identify some general features of social maladaptation, which can serve as a methodological support for further research.

The first feature determines the scale of research directions for this process. Like social adaptation, social maladaptation can be conceptualized at two levels of organization of human and social life: macro- and microlevel.

The analysis of social maladaptation on a global scale is determined not only by modern sociocultural reality, characterized by a high degree of complexity and uncertainty, it is relevant at all times. This is due to continuous objective variability, which is commensurate not only with the time of the social development cycle, but even with its relatively “quiet” individual periods and events. It is believed that due to the inertia of socialization models that develop in any historical circumstances, sudden or constant changes are the cause of mass maladjustment of people and social groups. In this context, a favorite example of domestic adaptologists is the demonstration of the results of theoretical and practical research at the turn of the 90s of the twentieth century, when there was a sharp break in the usual stereotypes of communist ideology, and the majority of Russian citizens were not ready for new circumstances of life, either ideologically or actively. The same emphasis is heard in studies devoted to studying the specifics of the new information era. The difficulties associated with overcoming the classical models and forms of behavior of the Soviet era have not yet completely disappeared, and Russians, without the opportunity to get a short respite from the feeling of “freedom,” are already forced to adapt to a new set of extremely mobile social and informational factors of different quality.

However, we repeat once again that even during relatively favorable changes for society as a whole (for example, economic recovery), many people experience a significant lack of adaptation resources, which manifests itself in tension in interpersonal relationships, disorientation and disorganization at both the group and individual levels.

Riots, deprivation, exclusion, poverty, crime and other forms of manifestation of maladaptive social processes have existed and exist at all times. This circumstance indicates the duality, diversity and multifunctionality of the manifestations and nature of social maladaptation.

Microanalysis of social maladjustment allows us to highlight several features in the definition of this concept. Like social adaptation, social maladjustment is characterized by the versatility of its manifestations, giving rise to many of its definitions. However, it is possible to synthesize the main interpretations and highlight several general aspects.

Firstly, social maladjustment as an object of numerous studies takes at least two forms of interpretation: as a result of the adaptation cycle and as a relatively independent process.

As a result of the adaptation process, social maladaptation has many of its manifestations and evaluation criteria depending on the goal, the conditions for the adaptation, and its features. In many cases, the success or failure of the adaptation process is determined by the requirements of a specific social environment, and a situation is possible when a person himself is subjectively satisfied with his adaptive activity, while from the social environment it is assessed as ineffective, unsuccessful, maladaptive, and vice versa. Therefore, the problem of finding objective criteria for both social adaptation and social disadaptation is not so much a theoretical and academic task as an applied one, requiring comprehension in a specific adaptive situation.

In this aspect, social maladjustment as a result of the general adaptation cycle can be diagnosed as a violation of adaptation, as destruction or a certain internal deformation, which is characterized by various level disturbances in the behavioral, emotional and cognitive spheres of the individual. Here, one of the main factors is various changes in the stable existence of subjects, and most often social maladjustment is a negative result of certain subjectively or objectively changing circumstances that the individual “internally” does not accept, does not want or cannot accept, although before these changes he could have been relatively adaptive. As a result, internal disorganization, psycho-emotional stress, deformation of the “Ego,” atrophy of values and other personal pathologies are observed.

Most often, at the start of the adaptation cycle, an individual feels his readiness and ability to overcome possible difficulties. Failures are possible due to an inadequate assessment of the current situation that does not correspond to reality, the choice of the wrong strategy and tactics of adaptation, the lack of necessary adaptive resources or their insufficient development in order to cope with the problem situation that has arisen (what is referred to in the psychological literature as personal rigidity, inability to “restructure”, intellectual “inertia”). An example is the elderly, who are painfully experiencing their own lack of demand, to which are added the problems of radical transformation of social conditions; migrants and persons who voluntarily or forcedly moved from one sociocultural environment to another; people who find themselves in a stressful or any other traumatic situation; schoolchildren and students and many other, most often socially vulnerable categories of citizens.

Social maladjustment as an independent process, as a rule, occurs as a disease, therefore the prerogative of analyzing this aspect belongs to the psychological and psychiatric branches of knowledge. At the same time, social maladaptation can have varying degrees of “depth” of the subject’s damage: from the latent level of manifestation of symptoms to established stable forms of inappropriate behavior (for example, its deviant and delinquent forms).

In any of these cases, the main symptom of social maladjustment, in our opinion, will be the internal and external distance of a person from society, the inability to “fit in”, to become a full-fledged member of a given social environment, tension, alienation or severance of social ties and relationships.

The second aspect of research on social maladaptation is related to its understanding as a moment of creativity and the implementation of innovative changes in subjects. Here, social maladaptation can appear in two forms. Firstly, as a characteristic of creative abilities, original characteristics, and the individual’s dissimilarity from others. Most often, this is the tragedy of “little” people, withdrawn melancholics, quiet individuals, immersed in their own inner world, protecting them from the external world, which is so different from their own. Their destiny is to pretend or isolate themselves, to intuitively adjust or isolate themselves. In any case, in their social environment they are known as “strange”, “crazy”, “detached”. At the same time, the world of the private individual and the world of the social environment are not just separated from each other, they are hostile.

Such people can live in their “case” all their lives, never achieving agreement and harmony with the social environment, and disappear without a trace, ending their journey as hermits. However, fame can come to them posthumously, when society, as if having come to its senses and appreciated what they deserved, recognizing the results of their activities as “breakthroughs” in science and discoveries, elevates them to the title of genius or hero.

Another aspect, related to the understanding of maladjustment as a reflection of the creativity of the individual, somewhat expands the boundaries of traditional methodology, using the theory of change and the laws of self-organization of developing matter. Here the emphasis is on the fact that the social system adapts not only and not so much to the constantly changing objective circumstances of the environment, but to its own internal growing capabilities and consequences of human activity. With this emphasis, based on the synergetic paradigm of stable disequilibrium, the most numerous anthropogenic crises of our time fall into the scope of the researcher’s attention. The point is that thanks to conscious goal-setting active transformative activity aimed at mastering new layers of existence, a person can change already existing, socially defined adaptation programs. Social adaptation of a subject may imply such a high level of this activity that it can lead to a revision and restructuring of already defined and formed sets of “programs” of action in situations requiring the updating of adaptation resources. Humans, unlike animals, have the ability to program and reprogram their own foundations, and these possibilities are limitless. At the same time, a person is not just a performer (within the limits of adaptation set by society), although active and finding new original solutions to problem situations, but a creator, revolutionary, innovator, creator of something fundamentally new.

The entire history of human society, the development of material and spiritual culture is a process of deployment and implementation of man’s active and creative attitude to the world around him, which is expressed in the discovery and construction of new activity programs. According to the theory of self-organization of developing systems, these are the very bifurcation points that cause a strong public outcry and the weakening of the traditional foundations of the social system. In public life, the most striking example of this is social revolutions, which are associated with the restructuring of the traditional way of life of people in the political, economic, and ideological spheres. In art it is the creation of new types, styles, directions. In science, this is the development of new scientific paradigms, new pictures of the world and associated new criteria and norms of scientific knowledge.

Will such a person (or group of people), striving to break with established stereotypes, traditions and any pressures of the social environment through active goal-setting activity, be adaptive in such an environment? According to this environment, of course, he is socially maladapted. However, society’s comprehension of his discoveries will go through a universal evaluation cycle at all times, from the very initial round - “this can never happen, because it cannot exist in principle”, through “perhaps there is something in this” and to “only so it may be.” At this last stage, the public verdict is “socially maladaptive”, radically transforms into the exact opposite, and the positions of the initially opposing subjects themselves change places. Those who were in opposition will find themselves “at the top”, and everyone who does not accept the established rules will be recognized as backward conservatives and retrogrades, unable to adapt to the new trends of the era. The new self-organizing society, thus, seems to reject those who could not or did not want to accept the new realities. This is the dialectic of social development, the dialectic of social disadaptation, and the described processes are characteristic not only of society as a whole, but also of individual social systems and groups of people - families, professional groups, where “revolutions” and “palace coups” also take place.

From the point of view of a systems approach, such processes can be explained as follows.

Preservation by society (as a social system) of high adaptive capacity and ensuring its integrity can be carried out at two levels: individual and social. On the one hand, every person included in a socially active system, regardless of whether he is engaged in primary or secondary activities, must have an idea of the appropriateness of the existing structure of society and the distribution of roles in it. This is achieved mainly through intellectual activity. Society, for its part, develops its self-awareness with the help of ideologies that interpret it as a unified system of interaction between people, a unified society, determine the goals of this society, etc.

In the historical existence of mankind, in the process of joint activity, man and society have a mutual influence on each other. As a result, this society becomes a system, an integrity with qualities that are not present in any of the elements included in it separately. Social life appears as a set of interconnected and interdependent social relations, and the social structure, acting as the unity of a set of elements, is governed by its own laws and patterns. The existence, functioning and change of the structure are determined not only by the law, which stands, as it were, “outside it,” but by self-regulation, which under certain conditions maintains the balance of elements within the structure.

Over time, new properties of the environment appear, therefore, societies themselves (their internal structure) change, and new effects of the phenomenon of organization and self-organization of society are discovered. In the process of society’s adaptation to natural and other social reality, external contradictions arise. At the same time, the degree of openness of social systems is very important - the desire to actively adopt the experience of other systems (open society) or, on the contrary, the desire to close themselves off, fencing themselves off from external influences (closed society). The source of internal contradictions is, first of all, the human factor, which can lead to qualitative changes in the entire system of social relations, which has already been described. According to the theory of self-organization of systems, any emergent deviations from the rules and norms accepted in society encourage the system to find new means to maintain balance and stability within it. This is done based on the principle of feedforward and feedback.

Man, from the point of view of interaction with the environment, is also an open system for which adaptive activity is structure-forming. For physical existence, a person needs to adapt to the external environment and provide protection from its adverse effects. On the other hand, it causes disruptions to the relatively stable functioning of society, seeking to adapt the social environment to suit its needs and goals. Based on the principle of feedback, society will react to the “disturbing, maladaptive activity” of the individual, creating various mechanisms for its optimization. That is, a specific relationship will be formed between the individual and the social environment, resolving the contradiction between them and aimed at restoring stability within the entire social system. In the scientific work preceding this one, this relationship was called by the author adaptability.

The third aspect in understanding social maladaptation is closely related to the previous one, since it connects social maladjustment with personality development. This aspect was actively developed by V.A. Petrovsky in 1992-1996. and was embodied in his theory of developing personality.

The author is not talking about social maladjustment, but about the maladaptation of the individual, which is defined by scientists as a state of activity; characterization of the tendency of correspondence or discrepancy between the goals and the achieved results of human activity. Adaptability is expressed in coordination, and non-adaptiveness is expressed in mismatch between goals and performance results. Non-adaptiveness, according to the scientist, may indicate contradictory relationships between a person’s intentions and his actions, design and implementation, motivation for action and its results.

This contradiction is inevitable and irremovable (“to live means to die”, “knowledge is progress towards knowledge of one’s ignorance”, “we are responsible for those we have tamed”, “a thought expressed is a lie”, etc.). As a result of this, the source of the movement of human life, the vital relationship of a person with the world, objective activity, communication, and self-reflection is inevitable and cannot be eliminated.

In essence, the author talks about the dialectics of human development and how reflection on a problem situation and self-reflection stimulate additional activity of the individual towards solving a particular problem. The author calls such activity supra-situational activity, conditioned by the specific attractiveness for the subject of actions with an undetermined outcome. Although the scientist does not directly talk about this, but, of course, the psychological aspect prevails here, since the subject of the subject’s attraction becomes the boundary between the opposite outcomes of the action, the very possibility of mutually exclusive outcomes. The attraction to this border is part of complex forms of behavioral motivation: in the sphere of cognition (the border between the known and the unknown is attractive here), creativity (the border between the possible and the impossible), risk (the border between well-being and a threat to existence), play (the border between the imaginary and real), trusting contacts between people (the line between openness to other people and protection from them), etc.

V.A. Petrovsky notes that theoretically two cases of mismatch between the chain and the result of activity can be distinguished. In the first case, a person achieves less than he wanted (i.e., the goal is not achieved), and then the action continues in the given direction. In the second case, a person achieves more than what he strived for (the result exceeds the goal), and then the contradiction stimulates activity that is excessive in relation to the task. The action extends to the analysis of the problem situation as a whole (the question arises “What is this class of problems?”), self-reflection awakens (“What can I?”, “What am I capable of?”), and the desire is born to make the solution found the property of other people ( "Look! That's what's here!"). However, the author does not consider the situation in which a person achieves a goal, that is, when his initial intentions coincide with the results obtained as a result of activities aimed at solving the problem. There is no contradiction (although one cannot exclude the possibility that an individual may not be satisfied with the means by which the desired result was achieved), but this does not mean that there will be no motivation for various search activities regarding the continuation of activities in this or any other direction (“ If I can do this, then I can achieve something else." But even if a subject encounters difficulties in the process of solving a problem, the unresolved outcome of the situation caused by them will not always motivate the search for intellectual, motivational, and activity reserves to continue his activities in a given direction, in other words, a negative result is not always situationally attractive for the subject. In this case, he chooses passive maladaptive strategies to get out of the situation (conformism, delegation of decision-making and responsibility to others, “denial” as a type of psychological defense, etc.).

It should be noted that, despite its fundamental reversibility, social maladjustment can often take a protracted form, affecting the entire lifestyle of the subject, and also lead to destructiveness and deviant criminal behavior on a mass scale. Based on the analysis, we formulated a definition of social maladaptation.

Social maladaptation is a relationship between a person and the social environment, which is based on activity (inactivity) to resolve contradictions between them, which does not correspond to socially acceptable and legal methods accepted in a given social environment, which leads to a temporary or permanent impossibility for the individual to become a full-fledged person. member of this environment.

At the same time, the processes of social adaptation and maladjustment do not represent a dialectical unity, but two fundamentally different, polar versions of a person’s life trajectories. The first path corresponds to an objectively favorable course of life and an objectively effective temporary organization of a person’s activity, when, due to a favorable correlation of needs, abilities, character, motivational attitudes, self-regulation mechanisms, etc. a mode of existence that is internally proportional and proportional to external conditions arises. Such a balance of internal driving forces and objective requirements of the social environment ensures a relative uniformity of life movement, suggesting cyclical, progressive development based on the desire to overcome emerging difficulties and contradictions.

Thus, the process of social maladjustment is characterized by the absence of principles of harmonization and proportionality in human development, due to the fact that the internal driving activity of the individual does not correspond to the abilities, internal resources of the person, or the requirements of the social environment. A person with a similar type of life activity chooses passive strategies for coping with a difficult life situation or prefers to “escape” problems due to low motivation for self-realization, a high level of aspirations, fear of failure, etc., which entails a disproportionality that gives behavior and life manifestations of personality are spontaneous in nature. With social maladjustment, a contradictory relationship between a person and the social environment is inevitable, but, unlike the contradictions described above, such contradictions are destructive and lead to irreversible regression even in the presence of high personal abilities.

Reviewers:

Kudashov V.I., Doctor of Philology, Professor, Head of the Department of Philosophy, Institute of Humanities, Siberian Federal University, Krasnoyarsk;

Kruglova I.N., Doctor of Philology, Professor, Head of the Department of Philosophy, Krasnoyarsk State Agrarian University, Krasnoyarsk.

The work was received by the editor on September 23, 2014.

Bibliographic link

Rostovtseva M.V., Khokhrina Z.V., Mashanov A.A. SOCIAL DISADAPTATION OF PERSONALITY AS AN OBJECT OF PHILOSOPHICAL ANALYSIS // Fundamental Research. – 2014. – No. 9-12. – P. 2806-2812;
URL: http://fundamental-research.ru/ru/article/view?id=35440 (access date: 03/30/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

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 those who have maladjustment. Today, teenagers prefer to 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 imagined 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 maladjustment in most cases appears where it occurs 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 incredibly exhausting, 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 maladjustment 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 your head about your appearance and the activities you perform. 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 maladjustment 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 striking sign of maladjustment 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 maladjustment 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 serious relationships with them. 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 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.

Disadaptation(from the Latin prefix de... or French des...) - means primarily disappearance, destruction, complete absence and is only much less often used as a decrease, decrease. A number of scientific publications use the term "disadaptation"(from Latin dis - in the first meaning - violation, distortion, deformation, much less often - disappearance).

Consequently, if we mean a violation, a distortion of adaptation, then we should talk specifically about disadaptation (through “and”), since complete loss, the disappearance of adaptation - this, when applied to a thinking being, should mean the cessation of meaningful existence in general, because while this the creature is alive and conscious, it is somehow adapted to the environment. At the same time, the Latin de is read both as “de” and “di”. Consequently, the essence of the word “maladjustment” is determined by what is included in it. This fact means that “disadaptation” and “disadaptation” in domestic literature and in practice are considered as synonyms.

Most often, disadaptation (disadaptation) is understood as a discrepancy between a person’s sociopsychological and psychophysiological status and the requirements of a life situation, which in turn does not allow him to adapt to the conditions of his environment. The phenomenon of maladaptation can occur in a separate (typical) or any environment. For example, at home a child feels quite comfortable and does not experience maladaptive phenomena, but in kindergarten, on the contrary, he feels uncomfortable.

Disadaptation, like adaptation, is considered as a process, manifestation and result of personality.

Disadaptation as a process means a decrease in a person’s adaptive capabilities in the living environment or in certain conditions (for example, in a kindergarten, class, group, etc.). It can manifest itself over time and lead to completely different consequences. In particular, maladaptation can have a sluggish current character and be practically invisible, becoming at a certain stage a serious problem that manifests itself sharply when a person in a certain situation turns out to be completely unadapted to it and cannot find himself. In this case, the consequences can be quite serious. For a child, long-term maladjustment is fraught with delays in development, the formation of negative attitudes, and anxiety.

Disadaptation as a manifestation is an external characteristic of a person’s ill-being, which is expressed in his atypical behavior, attitude and performance in given environmental conditions. Each child has its own forms of manifestation. It is often difficult to identify it externally. It is necessary to know the person well and his typical manifestations in various situations. The ability to timely understand the signs of maladjustment allows the teacher to quickly respond to the situation, preventing deep-seated negative consequences. We are not talking about creating greenhouse conditions for the pupil, but about preventing significant negative deformation consequences for him under the influence of maladjustment.

Disadaptation as a result there is evidence of a comparative assessment of a qualitatively new state and manifestation that does not correspond to environmental conditions that are not typical for this person, based on his previous behavior and attitude (kindergarten teacher, student, etc.) to peers, studies and activities. In relation to a child, this is evidence that his behavior, relationships and performance (in relationships with children and adults, studies, games, etc.) do not correspond to the social norms that are characteristic of him (his peers) in these conditions environment.

In specialized literature and in practice, the use of the category maladjusted in relation to a certain category of people: maladjusted children, maladjusted child, maladjusted group, and also in relation to the environment that caused the deformation phenomena: school maladjustment, family maladjustment, etc.

Maladjusted children. These are children who, for various reasons, cannot adapt to the conditions of their living environment (kindergarten group, class group, peer group, etc.) on an equal basis with their peers and other children, which negatively affects their self-expression, development, education, training, for example, a student who is performing poorly in class. At the same time, poor academic performance may not be the result of maladaptation, but a reflection of the student’s individual cognitive abilities in learning, reluctance to learn, etc.

A maladjusted person. This is a person who is different from other people due to problems of adaptation in the environment of life that affected him, his development, activity, and ability to solve problems that are natural for this situation.

Maladjusted child. A child who differs from his peers due to problems of adaptation in the environment that affected him, his development, socialization, and ability to solve problems that are natural for his peers.

A certain category of children quickly overcomes the state of maladjustment that they encounter in life. They do not encounter any particular difficulties in the process of natural adaptation to the conditions of the new environment. However, it should be emphasized that, despite the fact that children are quite dynamic in adapting to various conditions, they often experience great difficulties, which seriously affect maladapted children, their subsequent self-realization and self-improvement. Such children need help and support at the adaptation stage. The absence of these can have serious negative consequences for them.

School maladjustment. It is most often noted by teachers of primary schools, where children study who have difficulty adapting to school reality. It is typical for children aged 6-8 years, who do not understand the classroom situation, who do not have good relationships with classmates, and against this background there is practically no progress in the development of their cognitive activity or its pace is reduced. Such children need special attention and help from the teacher, an individual approach to their education and upbringing. An equally important role in stimulating the adaptive capabilities of these children belongs to the class team, its respectful attitude towards them and support.

If the teacher is able to build pedagogically appropriate relationships with maladjusted students, their parents and the class, school maladjustment can be largely overcome within 2-4 months after the start of the school year. In more severe cases, when children have persistent negative reactions to the learning situation in the classroom, it is necessary to obtain professional advice from specialists, including a psychologist, and in some cases, when the child has neurotic reactions in the form of irritable tearfulness, nervousness, aggressiveness in combination with sleep and appetite disorders, then see a neuropsychiatrist.

Various categories of children, under certain conditions, need targeted support and assistance to prevent the occurrence of maladaptation or overcome it in the process of their upbringing and education. Maladjusted children with pathological forms often need educational work with them in special educational institutions, oriented taking into account the factor that led the children to this condition. To work with them, special techniques and trained specialists are needed.

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

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

These include:

Long-term illness;

Limited opportunities for the child 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 maladjustment a person are associated with the fact that they are not familiar to him, create discomfort, to one degree or another restraining 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 the group (maladaptive group) - rejection of the child by the team, microgroup, oppression, violence against her, 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 depressive1 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 person is called maladaptive (maladaptive child - group)- this is a person (group) who, under certain conditions in relation to the environment (group) or an individual, acts as a factor of disadaptation (affecting self-manifestation) and, thus, restrains his activity and ability to realize himself 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.;

Depression (from Latin depressio - suppression, oppression) is a painful mental state, manifested in experiences of melancholy and despair against the background of emotional, intellectual and motor inhibition. Drives, motives, volitional activity, self-esteem are sharply reduced. Behavior in this state is characterized by slowness, lack of initiative, and fatigue.

Overload associated with “concern” for the development of the child, 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;

Impaired mental function;

Possible brain dysfunction;

Typical nervous disorders (depression, lethargy or excitability, aggressiveness);

Loneliness - a person finds himself alone with his problems. It can 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 maladaptation is possible due to a qualitative change in the living environment of a child or adolescent with 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 to the environment of new children with deviant behavior 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 of these factors pose a direct threat, primarily to the intellectual development of the child. 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 child’s individual capabilities 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 socio-pedagogical activity is determined by the consequences that maladjustment has led to.

Maladjustment is a common problem in adolescence. Social maladaptation as a psychological and pedagogical problem

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Introduction

The purpose of the abstract is to study the psychological problems of adolescents, in particular, their maladjustment and social maladjustment as the most important psychological problem of a teenager.

1. Maladjustment of adolescents

1.1 Age and psychological characteristics of adolescents

There are various age differentiations. Children's age is considered to be up to 10-11 years. The age from 11-12 to 23-25 ​​years is considered as a transition from childhood to adulthood and is divided into three stages:

Stage I is adolescence, adolescence from 11 to 15 years;

Stage II is adolescence from 14-15 to 16 years;

Stage III - late adolescence from 18 to 23-25 ​​years.

We will consider stages I and II.

The transition from childhood to adolescence (in the traditional classification of psychology and pedagogy, age from 11-12 to 15 years) is called adolescence. At this time, the transition from childhood to adulthood occurs.

Various definitions of the boundaries of this age are proposed:

· Medical and biological criteria are based on indicators of maturation of biological functions

· Psychological maturity (maturation of the frontal lobes of the brain, which are associated with planning behavior, is completed in women by approximately 18-19 years, in men by 21 years.)

· Social transition from childhood to adulthood.

The length of adolescence often depends on the specific conditions in which children are raised. The period of puberty takes about ten years; its age limit is considered to be 7 (8) - 17 (18) years.

In the first phase of puberty (10-13 years), mammary glands begin to enlarge and pubic hair begins to grow (11-12 years). This period ends with the onset of the first menstruation, which coincides in time with the end of rapid growth in length.

In the second phase of puberty (14-17 years), the mammary glands and sexual hair complete their development, the last to finish is the hair growth of the armpits, which begins at the age of 13. The menstrual cycle becomes permanent, body length growth stops, and the female pelvis is finally formed.

The time of onset and course of puberty is influenced by numerous factors, which are usually divided into external and internal. Internal factors include hereditary, constitutional, health status and body weight.

Puberty occurs at the age of 16-18, when a woman’s entire body is fully formed and ready for conception, gestation, childbirth and feeding a newborn.

Thus, during puberty, growth and functional improvement of all organs and systems occur, which prepare the girl’s body to perform the function of motherhood.

According to the precise remark of I.S. Kona: “Sexual development is the core around which a teenager’s self-awareness is structured. The need to be convinced of the normality of one’s development, dictated by the same anxiety, acquires the force of a dominant idea.”

Types of adulthood were identified and studied by T.V. Dragunova:

· Imitation of external signs of adulthood - smoking, playing cards, drinking alcohol, etc. The easiest and at the same time the most dangerous achievements of adulthood.

· Intellectual maturity. A significant amount of knowledge among adolescents is the result of independent work. For such students, the skill acquires a personal meaning and turns into self-education.

In relationships with peers, a teenager strives to realize his personality and determine his communication capabilities. He seeks to defend his personal freedom as the right to adulthood. Success among peers in adolescence is valued most of all.

The orientation and assessments in communication characteristic of adolescents generally coincide with the orientations of adults. Only the assessment of the actions of peers is more maximalistic and emotional than that of adults.

The first feelings have such a strong impact on the young soul that many people, already in adulthood, remember precisely these feelings and the object of their heartfelt inclination, which has long since dissolved in real life over the years.

In adolescence, sexual desires begin to form, which are characterized by a certain lack of differentiation and increased excitability.

In this case, internal discomfort arises between the teenager’s desire to master new forms of behavior, for example physical contact, and prohibitions, both external - from parents, and their own internal taboos.

It is in adolescence that a tendency towards personal development begins to appear, when the minor himself, reflecting on himself, makes efforts to develop himself as an individual. During this period, development intensifies simultaneously in two directions:

1 - the desire to explore and master the entire range of social space (from teenage groups to the political life of the country and international politics);

2 - the desire for reflection on one’s inner, intimate world (through self-deepening and isolation from peers, loved ones, and the entire macrosociety).

1.2. The concept and types of adolescent maladjustment

An extremely interesting question is about the true hidden deep features of social consciousness, “mentality”, which predetermine the “reservations” uncritically accepted by the public, why, implying violations, we talk about destruction.

The term “maladjustment” first appeared in the psychiatric literature. It received its interpretation within the framework of the concept of pre-disease. Disadaptation is considered here as an intermediate state of human health in the general spectrum of conditions from normal to pathological.

So, 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 sociological institutions.

Doctor of Psychological Sciences Belicheva S.A. distinguishes, depending on the nature and nature of maladjustment, pathogenic, psychosocial and social maladjustment, which can be presented either separately or in a complex combination.

Temporary unstable forms of psychosocial maladjustment include, first of all, the psychophysiological and age-sex characteristics of individual crisis periods of development and adolescence.

Social maladjustment is a reversible process. To prevent deviations in the psychosocial development of children and adolescents, the organization of the process of resocialization and social rehabilitation of maladjusted minors is included.

2. Social maladjustment and its factors

2.1 The essence of social maladjustment

a. individual;

b. psychological and pedagogical factors (pedagogical neglect);

c. socio-psychological factors;

d. personal factors;

e. social factors.

2.2 Factors of social maladjustment

Conclusion

At the end of the work, let us summarize. Based on the research carried out, the following conclusions can be drawn.

- firstly, timely diagnosis of asocial deviations and social maladjustment of adolescents and the implementation of a differentiated approach in the selection of educational and preventive means of psychological and pedagogical correction of deviant behavior;

- secondly, identification of unfavorable factors and desocializing influences from the immediate environment and timely neutralization of these unfavorable maladaptive influences.

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There are various age differentiations. Children's age is considered to be up to 10-11 years. The age from 11-12 to 23-25 years is considered as a transition from childhood to adulthood and is divided into three stages:

Stage III - late adolescence from 18 to 23-25 years.