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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 maladaptation, pathogenic, psychosocial and social maladjustment, which can be presented either separately or in a complex combination.

Pathogenic maladjustment 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. Illnesses lead to decreased performance, missed classes, 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 they have preserved socially significant referent connections. 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 can 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.

Bibliography

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Disadaptation is a multifactorial process. We undertook an analysis of the leading factors determining the occurrence, development of the form and depth of maladjustment. At present, a significant amount of information has been accumulated on the factors of maladjustment in adolescents; it needs to be generalized and systematized. Maladjustment can be initiated by various factors, which can be combined into two main groups: social, or objective, and personal, or subjective. The factors are closely interrelated, complementing and conditioning each other, just as the processes of socio- and psychoontogenesis are interconnected.
In first place among the factors determining the level of maladjustment is the family factor. The overwhelming number of researchers consider this factor to be the leading one. One of the leading functions of the family is considered to be educational, ensuring the socialization of children. However, the performance of this function is far from always satisfactory, which leads to maladaptation
family members in general and adolescents in particular. Researchers have identified a number of causes of maladaptation that arise in the family:
incomplete family composition, this often leads to an increase in the inferiority complex, inferiority, depression, neurotic states, embitterment, and premature fulfillment by adolescents of “adult social roles” - family breadwinners, protectors, etc.;
low level of parental pedagogical culture, leading to hyper-custody or hypo-custody (according to the classification of A.E. Lichko);
negative relationships within the family, which determine increased anxiety among adolescents; frustration and neurotic states; aggressiveness of behavioral reactions, negativism;
different pedagogical approaches of parents and older relatives;
removal of parents from the upbringing process for various reasons;
low or over-wealthy financial situation of the family, which gives rise to negative patterns of behavior in terms of their impact on adolescents.
Family relationships are associated with both the occurrence of maladaptation and the strengthening of maladaptive processes caused by other factors. The effect of increasing maladaptation is usually associated with incorrect reactions of parents to educational failures, individual actions of adolescents, comments from teachers, etc. As a result of subsequent punishment of adolescents, they develop stable maladaptive processes, the manifestations of which are different:
leaving home, which may be caused by fear of physical punishment, or as a response to it;
joining antisocial groups;
depressive disorders, which in adolescence at the stage of primary socialization can lead to severe forms of maladaptation, which are often almost irreversible;
acquisition of bad habits (alcoholism, drug addiction, substance abuse);
suicide attempts.
We placed the factor of organization of educational activities, the school factor, in second place in importance. The causes of school maladaptation are different, as are its forms. Most often, adolescent maladjustment associated with educational activities manifests itself in violations of the rules of behavior, relationships within educational institutions (with teachers, with classmates, etc.), as well as in serious difficulties in mastering educational material, poor realization of creative and intellectual potential teenagers According to N.M. Iovchuk and A.A. Severny, “school maladjustment is a complex social and personal phenomenon that is the result of a disrupted interaction between the student’s personality and the environment.” Researchers include the following as the main reasons for school maladjustment:
inhumane nature of communication at school;
features of the teacher’s individual style;
personal qualities of teachers and administration of the educational institution;
the teaching paradigm that dominates the school, under which there are no conditions for the full personal development of adolescents;
negative attitudes of teachers towards students;
features of interpersonal relationships in classroom groups;
low methodological level of teaching;
low level of general culture of teachers, etc.
Any of the listed reasons can lead to the emergence of maladaptive processes, while simultaneously enhancing the effect of other reasons. Adolescent maladaptation can manifest itself either spontaneously, intermittently, in the case of a pronounced maladaptation factor, or constantly, emerging after a long latent period. The following forms of manifestation of school maladjustment in adolescents can be distinguished:
the student’s feeling of personal failure and rejection from the team;
change in the motivational side of activity, avoidance motives begin to dominate;
loss of perspective, self-confidence, increasing feelings of anxiety and social apathy;
increasing conflicts with others;
educational failure of adolescents. The reasons for it are different: these are disorders in the cognitive sphere (insufficient level of mental development, poor memory, poor concentration, undeveloped conceptual thinking, etc.), and negative learning motivation caused by negative personal relationships with the teacher, or general personal attitudes , and long-term illnesses of a teenager, predetermining the lag of students, etc.;
failure by the student to fulfill educational obligations;
increase in the number of violations of discipline.
The danger of adolescent maladaptation associated with schooling increases due to the transfer of a negative attitude towards school to attitudes towards societies of different ranks, which leads to asocialization of the individual and difficulty in affiliation. The “overlay” effect often reaches significant values.
A special place in the hierarchy of maladjustment factors is occupied by the properties of the adolescent’s personality itself. Among the numerous causes of maladaptation related to this factor, we can highlight:
lack of development of the intellectual, emotional, motivational and personal spheres of the individual;
lack of a system of value guidelines;
the appearance of internal complexes;
physical and mental fatigue;
period of personal failures;
feeling of injustice, betrayal;
inadequate self-esteem (both overestimated and underestimated);
impairment of the cognitive sphere (general low level of intellectual development, impairment
memory, attention, etc.);
excessive introversion, which complicates the process of socialization;
prolonged infantilism, often turning into apathy;
increased excitability, which is often a prerequisite for deviant behavior;
primary aggressiveness of social behavior, closely related to a predisposition to conflicts;
weak development of volitional qualities, increased conformity in behavior, which leads to the emergence of psychological dependence on the manifestation of the orientation of reference groups.
The most important reason for maladaptation is character traits. Their importance in domestic science has been downplayed for a long time, however, research by foreign psychologists, a number of domestic scientists (S.A. Badmaev, L.S. Vygotsky, A.N. Leontyev, A.E. Lichko, S.L. Rubinstein, etc. ) showed that many cases of maladaptation are caused precisely by disorders in the personal sphere. Features of character (its accentuation), according to S.A. Badmaev, may be predisposing factors for the development of neurotic reactions, nerves, etc., causing manifestations of maladaptive behavior. Accentuation itself may not be the cause of maladjustment, since, in fact, it is an extreme variant of a normal character. However, in traumatic situations, it contributes to disruption of adaptation and leads to deviant behavior in adolescents. According to K. Leonhard, accentuations can acquire a pathological character, destroying the structure of the personality. Depending on the accentuation, several types of character are distinguished (S.A. Badmaev, A.E. Lichko, T.D. Molodtsova, etc.), predisposed to various types of adaptation disorders. We summarized their classifications in Table 2.
The relationship between accentuation of character and predisposition to maladjustment No. Type of accentuated character Main 3 characteristics Nature of disorders 1 Cycloid Characterized by rapid mood swings, depression predominates, resulting in low academic performance. Low sociability is replaced by excessive activity. There is a predisposition to specific alcoholism. Periods of depression can be replaced by periods of deviant behavior. They manifest themselves in subjective-personal and intimate-personal complexes. Disadaptation is temporary 2 Labile The main feature is extreme instability of mood. They react painfully to comments and quickly move away. Capable of impulsive violations of discipline Mainly in the intimate-personal and activity complexes 3 Hyperthymic Distinguished by great mobility, sociability, and a tendency to violate discipline. They study unevenly due to lack of discipline. They claim to be leaders. They often end up in antisocial companies. Inflated self-esteem, react painfully to failures in the active complex. Disadaptation is situational, develops in a social environment 4 Sensitive Characterized by an increased level of anxiety, low sociability. They are diligent in their educational activities, but often do not respond due to shyness. Self-esteem is low, and an inferiority complex often develops. Responsible, but do not strive for leadership. They react extremely painfully to comments. Mainly in the subjective-personal complex. Psychological disadaptation predominates, quite stable 5 Psychoasthenic Indecisive, suspicious, prone to introspection. They find it difficult to make decisions and adhere to rituals and imaginary superstitions. The compensatory mechanism manifests itself in hasty and unsuccessful actions. Sports and manual skills are poor in the subjective-personal and activity complexes. A long latent period of maladaptation with its stable nature 6 Schizoid Very closed, uncommunicative, low-emotional in external manifestations. Actions are unpredictable. Condemn generally accepted ideals. Hobbies are constant, but quirky. Often manifestations of social nonconformism. Characterized by autism, introvertism in worldview, socio-ideological, intra-societal complexes. Violations are often hidden, but stable 7 Hysterical Characterized by excessive egocentrism and a desire to attract the attention of others. Prone to lying and fantasizing. Feelings are superficial and fickle. Infantilism, emancipation, and external opposition often manifest themselves. Often deviant behavior is a way to attract attention. Pretends to be a leader in a team. Demonstrative antisocial behavior, alcoholism, drug addiction In the socio-ideological, intimate-personal, intrasocial, activity complexes. Disadaptation is often behavioral, of high intensity 8 Epileptoid Characterized by cruelty, emotional reactions, and aggressiveness. They are vindictive, inert in thinking. Affective reactions are often observed. Conflicts in intra-societal, intimate-personal complexes. Behavioral maladjustment, stable, high intensity 9 Unstable Lack of initiative, easily obeys others, does not complete tasks. Increased craving for pleasure and idleness. They often leave lessons and easily end up in antisocial groups. They acquire bad habits early. They may commit crimes. Educational activity is absolutely not attractive, they are not able to predict the future, the consequences of their actions in the activity, intra-societal complexes. Disadaptation is persistent, mainly in the social sphere 10 Conformal Characterized by dependence on microsociety. They do not have their own beliefs, accepting the views of the reference group. They quickly adapt, including to antisocial groups. The orientation of the individual depends on the communication environment. If the company is antisocial, it starts drinking, smoking, and committing crimes In the intrasocial complex, sometimes in the activity complex. Amenable to readaptation when transferred to a group with a positive orientation
Violations in certain complexes of personally significant relationships are largely determined by the type of character accentuation. Of course, it should be noted that in their pure form, the above character types are very rare; mixed, or complex, character types are more often observed. Psychological research by A.E. Lichko showed that there is a well-defined correlation between the characteristics of sharpened character in adolescents and deviant behavior, indicating the processes of maladjustment. Maladjustment is often associated with mental disorders. The objectives of our work do not include the characterization of pathogenic disorders, however, in schools, as data from psychological studies have shown, children are taught whose disorders have not reached critical values, but are in borderline states. Studies of maladjustment caused by a predisposition to mental illness were conducted by N.P. Wiseman, A.L. Groysman, V.A. Khudik and other psychologists. Their research showed that there is a close relationship between the processes of mental development and personality development, and their mutual influence. However, often deviations in mental development go unnoticed, and behavioral disorders come to the fore, which are only external manifestations of mental conflicts, the reaction of adolescents to maladaptive situations. These secondary disorders often have more pronounced external manifestations and social consequences. So, according to A.O. Drobinskaya, manifestations of psychophysical infantilism can be aggravated to such an extent by neurasthenic and psychopath-like disorders that arise in adolescents when school requirements are inadequate to their level of development that real, physiologically determined educational difficulties fade into the background, and behavioral disorders come to the fore. In this case, readaptation work is built on the basis of external manifestations of maladjustment that do not correspond to its deep essence, the root cause. As a result, readaptation measures turn out to be ineffective, since it is possible to correct a teenager’s behavior only by neutralizing the leading disaptation factor. In this case, without the formation of content
It is impossible to obtain sufficient educational motivation and create a stable situation for successful learning.
Mental disorders appear gradually, this is especially noticeable in adolescence. So, according to N.M. Iovchuk and A.A. Northern, depressive disorders manifest themselves in slow thinking, difficulties in remembering, and refusal of situations that require mental stress. Gradually, in early adolescence, depressed schoolchildren spend more and more time preparing homework, but cannot cope with the entire volume. Academic performance gradually begins to decline while maintaining the same level of aspirations, which causes irritation among teenagers. In older adolescence, in the absence of success, along with long-term preparation, the teenager begins to avoid tests, skips classes, and develops stable underlying maladjustment. Excessive protection of adolescents with identified mental disorders of low intensity from stress can also lead to disadaptation, which impedes self-actualization, self-development and socialization of the individual. Thus, sometimes artificial deprivation of adolescents develops due to unreasonable restrictions on their activities, bans on sports, and exemption from attending school. All this complicates learning problems, disrupts the connection between children and adolescents with peers, deepens the feeling of inferiority, concentration on one’s own experiences, limits the range of interests and reduces the possibility of realizing one’s abilities. The result is a manifestation of maladjustment. Thus, the mechanisms of social maladaptation, which are based on mental disorders, are very diverse, which should probably be taken into account during readaptation.
The third place in the hierarchy of maladjustment factors belongs to the factor of reference groups. Reference groups can be located both within the class group and outside it (informal communication group, sports sections, teenage clubs, etc.). Reference groups satisfy adolescents' need for communication and affiliation. The influence of reference groups can be both positive and negative, and can be the cause of maladaptation,
than different types, and also be a disadaptive-neutralizing factor.
Thus, the influence of reference groups can manifest itself both in social facilitation, that is, in the positive stimulating influence of the behavior of group members on the teenager’s activities performed in their presence or with their direct participation; and in social inhibition, expressed in inhibition of behavior and mental processes of the subject of communication. If a teenager feels comfortable in the reference group, then his actions become relaxed, he realizes himself, and his adaptive potential increases. However, if a teenager is in a subordinate role in the reference group, then the mechanism of conformity often begins to operate when he, although he disagrees with the members of the reference group, nevertheless, due to opportunistic considerations, agrees with them. As a result, an internal conflict arises associated with the discrepancy between the motive and the actual action. This inevitably leads to maladjustment, more often internal than behavioral. Recently, due to the objective expansion of the sphere of children’s communication, reference groups are less and less often found within the classroom, which also reduces the effectiveness of educational work and increases the risk of creating maladaptive situations. This is largely due to the disappearance of organized children's and youth organizations, whose influence, despite all the disadvantages, was still generally positive. In this regard, we tried to create a teenage public organization under experimental conditions, which will be discussed in Chapter 2. However, we cannot ignore that, due to age characteristics, adolescents feel the need for informal communication. There is even an assumption that spontaneous group communication is an almost inevitable, naturally determined stage in the process of socialization of adolescents, through which at least 80-85% go through. According to T.D. Molodtsova, affiliation becomes a source of maladjustment under the following conditions:
the unrealization of affiliation in the classroom team if there is no reference group outside of school;
if affiliation is realized, but in a reference group with an asocial orientation.
Our observations and analysis of periodicals show that in recent years the number of informal teenage groups and their social influence have decreased. The reasons for this process are multifactorial and very little studied. In our opinion, this is due to the general depoliticization of society; the emergence of external sources of information (VCRs, computer games) that attract teenagers during extracurricular hours and contribute to the individualization of teenagers’ leisure time. Analysis of the influence of informal reference groups is difficult due to the secrecy of adolescents and poor awareness of social and psychological services. Asocially oriented reference groups can contribute to the development of bad habits in adolescents (alcoholism, drug addiction, substance abuse), which become the cause of maladjustment as the attachment to alcohol and drugs strengthens.
One of the measures of pedagogical support for adolescents should be considered activities for the development of the classroom team, the formation of a positive orientation in it, and collective activities that are personally significant for the teenager. As noted by L.I. Bozhovich, L.I. Novikova and others, such phenomena as traditions, public opinion, mutual assistance, mutual demands, intra-group competition, social identification, socio-psychological climate, reflection, etc. develop in a team. The direction of these processes depends on their moral content.
The role of the social factor has noticeably increased. This factor includes the financial situation of the family, the opportunity to become familiar with cultural values, the ideological attitudes of society, the crime rate, etc.
Over the past decade, there has been a steady increase in the number of socially disadvantaged families in which there is a danger of the emergence of reasons that complicate the successful adaptation of adolescents both to educational activities and to social relationships. M. Rutter pointed out the relationship between social conditions and the level of maladaptation: “For children from areas with low social status,
characterized by a high level of delinquency, mental disorders and difficulties in mastering school knowledge.” A special place as a factor of maladaptation is occupied by the age characteristics of adolescents. Although a huge number of works by both domestic and foreign authors have been published on this issue, there is still no uniform idea even on the age gradation of adolescents. Most authors classify children from 10-11 to 14-16 years as teenagers. In our opinion, it is advisable to distinguish two age groups of adolescents - younger (from 10 to 13 years old) and older (from 14 to 15 years old), which are characterized by specific features in behavior, attitude to educational activities, and relationships. The system of life guidelines for younger and older adolescents is quite different; The factors of maladaptation have different significance. Along with this, there are also common characteristic features of adolescence. Thus, the activity takes on the character of active cooperation based on the independent setting of the goal of the activity and its planning. Teenagers are able to predict the consequences of their activities, find the reasons for failures, and make certain adjustments to further actions. The range of relationships becomes wider, and their nature becomes more complex. The main, leading motive of activity is the desire to determine one’s place in society, as indicated by L.I. Bozovic. A peculiar feature of age is an attempt at self-affirmation, non-recognition of authorities, which sometimes leads to nihilism and negativism in relationships with parents and teachers. As a rule, in younger adolescents, situational motivation predominates, while in older adolescents, personal or positive motivation “outweighs” situational motivation. The presence of one or another motivation is associated with the predominance of certain needs. The pyramid of human needs, developed by the famous Western psychologist A. Maslow, is well known. At the base of this pyramid are physiological needs, the top of the pyramid is the need for self-actualization, aesthetic and cognitive needs. The results of many years of research show that the overwhelming number of modern teenagers are characterized by
truncated ramida, which in schematized form can be represented as follows (see Fig. 1).
Need for cognition
The need for approval from peers, parents, teachers, representatives of the reference group
The need for communication, awareness of oneself as part of a certain society, where one can find recognition of oneself as “part of the general”
Need for security, feeling of confidence
Physiological needs necessary for the functioning of the body
Fig. 1 Pyramid of adolescent needs
As we see, the need for self-actualization and aesthetic expression is not vital for many adolescents; their needs are limited to the lower steps. This picture is the result of the fact that the activities of teachers in traditional teaching are mainly aimed at realizing the needs for cognition. But adolescents have a very strong desire for self-affirmation and, not finding opportunities for this in educational activities, many of them satisfy their desire in various types and levels of antisocial activities. The contradictions of adolescence also lie in the fact that a teenager may have a need for knowledge, but not for learning, a need for communication, but not for submission. Thus, the traditional approach to education, which considers a teenager as an object of learning, often does not lead to the desired results due to failure to take into account the age characteristics of students. As a consequence, there is a growing level of maladjustment, mental state disturbances in children, and a high level of conflict.
Another feature of adolescence is the frequent discrepancy between the phases of age maturation (sexual, organic and social), which he pointed out in his works
L.S. Vygotsky. This is due to both biological processes (acceleration, in which organic and sexual maturation is accelerated), as well as social conditions and subjective factors. Alienation of adolescents from real social and everyday problems, a decrease in the educational function of educational institutions often lead to a slowdown in social maturation, and sometimes to social infantilism and dependency. This also creates the preconditions for the development of maladjustment.
One of the most important and at the same time painful problems for a teenager is the problem of self-identification, awareness of one’s place in society, self-knowledge of oneself as an individual. First of all, here we should highlight the fact that adolescents are characterized by an inadequate sense of independence, self-sufficiency, along with self-doubt. The discrepancy between the desires of “adulthood” and real awareness of the actual state often leads in some cases to effective actions, in others to depressive and frustrating states. The feeling of adulthood, as noted by T.D. Molodtsov, can manifest itself in three ways: positively (the desire for independence, increased responsibility), neutral (imitation of adults in clothing, manners) and negatively (rudeness, drunkenness, smoking, etc.). Often the desire to “prove yourself as an adult,” to assert yourself and increase your rating among peers takes on unwanted maladaptive forms (aggressive behavior, the development of bad habits, leaving home, etc.). Therefore, it is very important to use this feature of adolescents in practical pedagogical activities, creating conditions where adolescents could express themselves, feel responsible and independent. A.S. understood this very well and used it in practice. Makarenko, many of whose provisions are still relevant today. The essence of the mechanism of maturation was thoroughly revealed by the German scientist H. Remschmidt, who pointed to the following stages in the development of adolescents:
revision of value ideas, the emergence of the very idea of ​​​​the possibility of disagreement with generally accepted and declared beliefs;
rejection of old patterns of behavior, greater independence from the opinions of family and school;
maturation of one’s own “I”, formation of self-esteem, frequent changes in its direction;
Along with an increase in external independence, an orientation in tastes and standards of behavior towards the reference group is observed. As a consequence, increased conformism in relation to the reference group with simultaneous conformity in relation to official structures.
The nature of leading relationships also changes in adolescence, and they differ between younger and older adolescents - if for younger adolescents the leading ones are personal-social relationships, then for older ones - personal-intimate ones. The importance of personal relationships in late adolescence is emphasized by R.I. Shevandrin, who believes that “emotional connections in peer groups are so significant that their violations are accompanied by persistent states of anxiety and mental discomfort and can be the cause of neuroses.” We can conclude that the level of development of interpersonal relationships determines the specifics of individualization processes. Naturally, the significance of relationships is determined by their functions. These include the following:
informative (obtaining information that is not otherwise available);
affiliative (satisfying the natural need for communication);
orientation-forming (in the results of relationships, value guidelines are formed);
emotional-unloading (development of the emotional-sensual sphere of the personality occurs);
compensatory (in the process of relationships, unconscious compensation occurs for negative emotions, troubles previously received, and the self-esteem of adolescents is restored).
In the school life of adolescents, a contradiction often arises, the consequence of which is the emergence of maladaptive preconditions. The essence of the contradiction lies in the bright
a pronounced, personally significant need for communication, on the one hand, and a sharp increase in educational material, the study of which is assigned at home and requires a large amount of time to complete. As a result, the teenager’s need for affiliation is either not satisfied, or problems arise in educational activities, academic performance decreases, which entails conflicts at school and in the family. A feature of older adolescents is an increased interest in determining the level of development of their abilities. This is manifested in passion for tests, participation in olympiads and competitions. This interest also determines the relationship between educational and professional interests, the desire for self-improvement, and the study of the characteristics of interpersonal interaction in official and unofficial spheres. As a result of the manifestation of this age-related feature of adolescents, especially older ones, the motivation of educational activities often changes, which becomes a “place of self-affirmation,” as indicated by Yu.M. Orlov. I.S. warned about the danger of a process in which learning does not have a meaning-forming character for adolescents. Kon, who noted that the desire for leadership and prestige as a means of self-affirmation can cause serious damage to self-awareness, give rise to ambition, inadequacy of personal qualities, and inconsistency in relationships with people around him. The realization of the need for communication, the importance of which was emphasized earlier, leads to an increase in adolescents’ level of social perception (perception) and self-regulation of behavior, since “the general pattern of character formation is the formation of reflexive personality traits based on communicative ones.
Due to this feature of adolescence, there is a danger that if there is no success in communication, the teenager will begin to look for a role model, which could be a pop idol, a famous actor, etc. The effect of “fanaticism” is associated with this, when a teenager loses touch with reality, interest in the peers around him begins to experience serious problems in real communication, the process of self-identification is disrupted. Often this is used for their own purposes by asocial elements, representing
leaders of various sects. Therefore, the creation of a system of guidelines that is personally important for adolescents is one of the individual conditions for overcoming the teenage crisis in relation to one’s “I” and to others.
In general, the question of whether teenage crises leading to degradation are an obligatory phenomenon in adolescence, or whether they can be avoided, is open. Representatives of the Western psychological school (S. Hall, E. Spanger, neo-Freudians, etc.) more often conclude that adolescent maladjustment is inevitable, explaining it by the need to resolve programmed internal contradictions. Thus, J. Piaget explains the cause of adolescent maladaptation by reassessing one’s own capabilities when changing with the help of ideas about oneself and the world around us. Z. Freud, E. Spanger attach primary importance to the unfulfilled sexual aspirations of adolescents. E. Erikson explains the reasons for maladaptation by loss of self-identity. In his opinion, if this search fails, the teenager begins to experience diffusion of identity, loss of his “I,” confusion and unpredictability.
In Soviet and Russian pedagogy and psychology, the more widespread opinion is that adolescent maladaptation is not inevitable, that its occurrence and development is due to specific factors, the influence of which can be neutralized with appropriate work. Along with this, most works emphasize that it is adolescence that needs to be given increased attention as the most maladaptationally dangerous period. Adolescent maladaptation can manifest itself in various forms. One of the most common is a form of depressed mental state. Teenagers, often without external reasons, begin to experience an inferiority complex, a feeling of isolation from the team, they lose joy in activities, they lose a sense of perspective, and a feeling of anxiety and self-doubt arises. Along with a deterioration in mental state, there is also a decrease in the level of physical fitness. Adolescents develop slowness and awkwardness that was previously unusual for them, which enhances the development of maladjustment. Due to a decrease in impulse to activity
teenagers watch all the TV shows and are able to sit idle for hours, scolding themselves for their lack of willpower. The situation is aggravated by the lack of spontaneous psychological compensation due to the depressed state throughout the day.
Due to the development of obsessive ideas about their own inferiority, adolescents behave aloofly with their parents and peers, they experience increased isolation, silence, and withdrawal from collective activities, that is, “depressive autism” increases, which leads to the further development of maladjustment.
The opposite picture is often observed, leading, however, to a similar result. Teenagers of this type have increased excitability; they react to all comments addressed to them with rudeness, sometimes turning into a hostile attitude. They become conflicted, pugnacious, arrogant, intolerant of other people's opinions. Adolescents are characterized by increased oppositionality and negativism. N.M. Iovchuk and A. A. Severny indicate that in adolescents “various kinds of hysteroform states, demonstrative attempts at suicide, leaving home and vagrancy are possible.” The reference group of such adolescents most often has an antisocial orientation; often adolescents, trying to relieve stress, use alcohol, narcotic and toxic substances, which aggravates the maladaptive state.
When characterizing the age characteristics of adolescents, one cannot help but dwell on the problem of suicide attempts, since according to statistical data, the largest number of suicides occurs in the older teenage and early youth age groups, and over the past 5 years in Russia the number of suicides among adolescents has increased by 60%. The same authors believe that the number of suicide attempts in early adolescence is increasing. Most often, suicide attempts are caused by disturbances in family relationships, educational failures, and violations of intimate and personal relationships. The actions of teenagers are usually impulsive, a “short circuit” reaction is triggered. A peculiarity of this age can be considered the fact that suicide attempts are often caused by the desire to restore impaired
social connections formed as a result of conflicts, and not by a conscious need for self-destruction. Suicidal attempts are always based on maladaptive states of varying severity. Let us present the statistical data of A.L. Groysman, who, as a result of observing 500 maladjusted teenagers, found that the sources of maladaptive situations were: educational activities (35% of cases), family relationships (24% of cases), sexual dissatisfaction (14%), dissatisfaction with oneself (5%), etc. . Let's try to summarize the internal causes of teenage maladjustment:
Insufficient fulfillment of the need for personally significant relationships or an unsatisfied need for communication in general.
Loss of personally significant guidelines in long-term development or the formation of a system of false guidelines.
The discrepancy between the “perceived self” and the “ideal self”, the development of an inferiority complex, the formation of inadequate self-esteem.
The gap between the capabilities of adolescents and their claim to social status, the loss of self-identity. Increased conflict due to the desire to assert oneself.
The discrepancy between the goal-setting system of adolescents and social institutions, primarily schools. For the school, the main goal is still to “equip” the student with the educational system, for the teenager - self-affirmation, self-actualization in the system of interpersonal relationships.
Insufficient realization of feelings of “adulthood” in adolescents, inertia of the system of relations on the part of parents and teachers.
Age-related increased nervous excitability, mental instability of adolescents, often leading to neurotic or depressive states.
Based on an analysis of the essence of the factors, causes and forms of maladjustment in adolescents, we introduce the concept of the adaptive potential of the individual, reflecting the resistance of adolescents to maladaptive factors. It represents the totality of all subjective qualities and abilities of a person.
ty, allowing it to successfully adapt to environmental conditions. The adaptive potential of an individual is an integrative phenomenon that includes those characteristics and characteristics of a person (personal properties, physical and mental health, character, worldview, etc.) that increase his ability to establish harmonious relationships with the outside world and himself. Therefore, one of the main directions of preventive work to prevent maladaptive processes is to increase the adaptive potential of adolescents by creating conditions for personal self-development. Adaptation potential is a variable value and depends on age characteristics, the personal experience of a teenager, and external conditions. Thus, when a student moves to another team, where he may not initially be accepted as a newcomer to the existing social structure, many personal qualities that determine adaptive potential may undergo significant changes and change their direction (optimism may be replaced by pessimism, sociability by isolation, etc.). d.). The resulting decreased potential will make it difficult to adapt in the future, in new situations. Therefore, when diagnosing personal qualities that determine adaptation potential, we took into account their dynamics.
Disadaptation, like any process that has factors of origin and development, parameters of a qualitative state, and direction of development, can be classified. Classification characteristics are necessary for choosing optimal ways of readaptation and prevention of maladjustment. Currently, there are several types of classification of maladjustment (S.A. Belicheva, T.D. Molodtsova, etc.) according to various criteria. The most complete version of the classification belongs to T.D. Molodtsova. Based on many years of observations of students, we offer our own version of the classification:
by source of occurrence;
by the nature of the manifestation;
by area of ​​manifestation;
by intensity;
- by coverage. As stated above, the process of maladjustment consists in a mismatch between the individual’s relationship with the outside world or with himself, that is, it is always an internal personal process, but the driving force that provokes intrapersonal disorders can be both external factors in relation to the individual and changes qualities of the subject himself. Therefore, according to the source of occurrence, maladjustment is divided into exogenous, where the cause of maladaptation is mainly external factors, factors of the social environment; endogenous with the predominant participation in the process of maladjustment of internal factors (psychogenic diseases, individual characteristics of psychological development, etc.) and complex, the causes of which are multifactorial.
This classification, in our opinion, complements the classification of T.D. Molodtsova, who, depending on the manifestation of maladjustment, distinguishes pathogenic, manifested in neuroses, hysterics, psychopathy, somatic disorders, etc.; psychological, expressed in character acceptance, frustration, inadequate self-esteem, deprivation, etc.; psychosocial, determined by conflict, deviant behavior, academic failure, relationship disorders; social, when a teenager openly contradicts generally accepted social requirements. Integrated use of T.D. classification Molodtsova and the classification proposed by us allows us to create a more complete picture of the essence of maladaptation, its root causes and manifestations.
Based on the nature of its manifestation, we subdivide maladaptation into behavioral, manifested in the activity responses of adolescents to maladaptive-conditioning factors, and hidden, deep, outwardly not expressed, but under certain conditions capable of turning into behavioral maladjustment. The behavioral reactions of adolescents experiencing the process of maladaptation can manifest themselves in conflicts, indiscipline, delinquency, bad habits, and refusal to follow orders from parents, teachers, and school administration. In the most severe forms of maladaptation
tions, leaving home, vagrancy, suicide attempts, etc. are possible.
Behavioral maladaptation is more easily detected, which often facilitates the readaptation process.
Hidden maladjustment is mainly associated with disturbances in the intrapersonal environment, is determined by individual characteristics, and can also reach significant intensity. When turning into behavioral maladjustment, it can manifest itself in the form of depression, affective reactions, etc.
According to the area of ​​manifestation, in our opinion, maladaptation can be divided into ideological, when the main violations occur in the ideological or socio-ideological complexes of personally significant relationships; maladaptation by activities, in which violations of relationships are observed in the process of the teenager’s participation in a particular activity; maladjustment of communication that occurs when there is a violation in the intrasocietal and intimate-personal complexes of relationships, that is, violations arise in the process of interaction of a teenager in the family, school, with peers, teachers; subjective-personal, in which maladjustment occurs as a result of the student’s dissatisfaction with himself, that is, there is a violation of the attitude towards himself. Although outwardly, as a rule, communication disadaptation is more clearly manifested, however, in terms of consequences, which are not always immediate and predictable, it seems to us that worldview disadaptation is more dangerous. This type of maladaptation is typical precisely for adolescence, when a teenager develops a system of his own beliefs and a “personal core” is formed. If the process of ideological disadaptation proceeds intensively, social nonconformism arises and asocial behavioral reactions are observed. These four types of maladaptation are very closely interrelated - ideological maladjustment inevitably entails subjective-personal maladaptation and, as a consequence, communication maladaptation occurs, which causes activity maladjustment. It may also be the other way around: activity maladjustment entails all other types of maladjustment.
Based on the depth of coverage, we distinguish general maladjustment, when the overwhelming number of complexes of personally significant relationships are subject to violations, and private maladjustment, affecting certain types of complexes. Most often, the intimate-personal complex is subjected to private disadaptation. Some subtypes of maladjustment were identified by T.D. Molodtsova. Thus, it divides maladaptation into primary and secondary based on the nature of its occurrence. Primary maladjustment is the source of a secondary one, and often of a different type. In the event of a conflict in the family (primary maladaptation), the teenager may withdraw into himself (secondary maladjustment), reduce academic performance, which causes conflict at school (secondary maladjustment), compensating for the psychological problems that have arisen, the teenager becomes “irritated” with younger schoolchildren, may commit an offense. Therefore, it is very important to determine what was the root cause of maladjustment, otherwise the readaptation process will be very difficult, if not impossible. We agree with the selection of A.S. Belicheva, and later - with changes by T.D. Molodtsova, such subtypes of maladjustment as stable, temporary, situational, differentiated by the time of its occurrence. In the case of short-term maladaptation associated with any conflict situation and ending upon completion of the conflict, we will be talking about situational maladjustment. If maladaptation periodically manifests itself in similar situations, but has not yet acquired a sustainable character, this subtype of maladjustment is classified as temporary. Sustained maladjustment is characterized by regular, long-term effects, is difficult to readapt and, as a rule, covers a significant number of relationship complexes. Of course, the above classifications are rather arbitrary; in reality, maladaptation is most often a complex formation caused by various factors.

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COMMITTEE OF GENERAL AND PROFESSIONAL EDUCATION OF THE LENINGRAD REGION

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

PSYCHOLOGY FACULTY

DEPARTMENT OF PEDAGOGY AND PEDAGOGICAL TECHNOLOGY

COURSE WORK

Prerequisites for social maladjustment of adolescents

Completed:

3rd year student of distance learning

Faculty of Psychology

A.V. Krivoshein

Checked:

Candidate of Psychological Sciences, Associate Professor

Gruzdeva M.V.

Gorbunki village, 2013

Introduction

1. Problems of personality socialization in modern conditions

2. The concept of personality maladjustment

3. Causes of socio-psychological maladaptation of the individual

Conclusion

Bibliography

deviant teenager anxiety psychological

INconducting

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

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

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

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

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

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

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

1. Problems of personality socialization in modern conditions

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2. The concept of personality maladjustment

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2. The conflictual nature of relationships in the interactive system

education;

3. High level of anxiety;

4. Deviant style of interaction with the teacher;

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

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

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

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

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

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

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

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

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

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

Social identity deficit:

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

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

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

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

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

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

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

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

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

Phenomenological characteristics of social identity deficit:

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

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

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

4) egocentration and social self-isolation.

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

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

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

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

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

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

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

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

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

III. Deficit of social competence of students' personality.

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

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

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

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

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

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

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

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

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

Forgets blocking unpleasant feelings and his own insecurities;

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

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

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

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

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

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

1) intrasubjective maladaptation of the individual;

2) a tendency to intensify the adaptation conflict;

3) intersubjective conformism;

4) socio-psychological deformation.

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

1) socio-psychological autism;

2) socio-psychological conformism;

3) low level of aspirations.

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

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

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

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

1) average level of mental adaptation and mental maladjustment;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

3. Causes of socio-psychological maladaptation of the individual

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

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

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

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

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

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

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A person’s health, well-being and success are largely determined by his ability to adapt to environmental conditions and establish connections with people. Some people succeed very easily, others learn throughout their lives, and for some it turns into a real problem. Psychological maladjustment not only worsens a person’s quality of life, but can also cause the development of many psychological and social problems - from lack of social circle to the inability to work and support oneself.

Desocialization or social disadaptation is the complete or partial inability of a person to adapt to the environmental conditions and society existing around him.

The adaptation mechanism is one of the most important conditions for the successful existence of a person; thanks to it, from childhood he learns to observe certain norms, communicate in accordance with the rules existing in a particular society and behave according to emerging situations. Violation of this adaptation mechanism leads to a “breakdown” or absence of established connections between the individual and society; the person “does not fit” into the existing framework and cannot fully interact with others.

The causes of social maladjustment may be different; only some people suffering from such a disorder have various psychopathologies; for the rest, this condition occurs as a result of improper upbringing, stress or deprivation.

Disadaptation in children

The maladaptation of children in modern society is of particular importance. More and more children in developed and developing countries suffer from a variety of behavioral and mental disorders. Most of them cannot adapt normally to society and, as they grow and mature, the number of problems only increases. Moreover, according to experts, only a little more than half of these children suffer from neurological diseases and psychopathologies; in others, disruption of social adaptation occurs due to their living conditions, improper upbringing or lack thereof, as well as the influence of parents and the environment.

Social maladaptation of children and adolescents can have an extremely negative impact on their development - such children cannot establish normal contacts with their peers, and then with the people around them, they develop personality deformations, antisocial tendencies, they may develop a neurological disease or they will not be able to achieve any goals. - success in the future.

Timely correction of such disorders in children and adolescents helps them quickly overcome the state of maladjustment and learn all the necessary skills. In adulthood and in older adolescents, this requires much more time and effort - this is due both to less plasticity of the psyche and to the number of “skills” that need to be replenished.

This has been repeatedly confirmed by numerous studies and practical activities - children at an early age who were in a state of social maladaptation easily and quickly catch up and even outstrip their peers in development when placed in favorable conditions. But for adults who grew up in a state of maladjustment, it is much more difficult to assimilate the necessary information and “join” a more complex society.

Causes of maladjustment

Desocialization or mental maladaptation can occur due to psychological, physical or social reasons. The most significant today are considered to be social and socio-economic reasons, and disorders in the functioning of the nervous system and mental characteristics can be corrected by proper upbringing and development, but failure to comply with the rules of upbringing in society can lead to problems with social adaptation even with full physical and mental health.

Social psychological disadaptation occurs when:

• Physical or biological disorders - brain injuries, diseases of the nervous system, infectious diseases that occur with high fever and intoxication.
• Psychological disorders - features of the nervous system (weakness, excessive excitement, disturbance of volitional processes), character accentuations, and so on.
• Social disorders - this factor is especially significant in childhood and adolescence. Improper upbringing and rejection of a child or adolescent by a family or team can lead to maladaptation and the development of serious mental disorders. Adults may also suffer from socio-psychological maladjustment if they find themselves in an unfamiliar and hostile environment, a situation of general rejection or trauma (for example, a mentally healthy, fully adapted adult placed in prison or an antisocial community).

Desocialization in childhood and adolescence can also be caused by some other factors, for example, keeping a child for a long time without parents or impaired communication at school.

Hospitalism in children is a pathological syndrome that develops in children who have been in a hospital or boarding school for a long time, forcibly separated from their parents and their usual social circle. A lack of communication leads to delays in physical and mental development, the formation of emotional disorders and social maladjustment. Such disorders arise due to the lack of sufficient attention from adults, as well as a lack of positive and negative stimuli from society. In such conditions, a child is left to his own devices and cannot fully develop.

Hospitalism syndrome in children develops not only when placed in a hospital, but also during a long stay in a boarding school, orphanage and other places where the child is deprived of his usual social circle.

Adolescents are more likely to experience school maladjustment. Desocialization develops when a student is “different” from other peers, and the reason for “expulsion from society” can be any distinctive feature: low or high academic performance, external data, individual traits, or something else. School maladaptation often occurs when a child’s familiar environment changes, a sudden change in his appearance or social factor, sometimes for no apparent reason. Rejection, ridicule from peers and lack of support from teachers and adults lead to a disruption in the establishment of social connections and loss of one’s place in society.

In addition to the above reasons, desocialization can occur due to nervous and mental disorders in children and adults:

• autism
• Schizophrenia
• Bipolar personality disorder
• Obsessive-compulsive disorder and so on.

Symptoms of desocialization

Social maladaptation manifests itself in a person’s inability to fully adapt to the conditions around him. There are complete and partial social maladjustment. With partial maladaptation, a person stops contacting or coming into contact with certain areas of life: does not go to work, does not attend events, refuses to communicate with friends. When complete, disturbances occur in all areas of life, a person withdraws into himself, stops communicating even with those closest to him and gradually loses touch with the reality around him.

Signs of social maladjustment:

• Aggression is one of the most characteristic signs. Maladjusted children become aggressive because they simply do not understand how to behave and take a defensive position in advance. Adolescents and adults also use verbal and nonverbal aggression, manipulation, and lies to achieve goals as quickly as possible. In this state, they make no attempts to establish interaction with others and do not try to understand what norms and rules exist in this society.
• Closedness is another characteristic feature. A person stops communicating with others, he completely withdraws into himself, hides from people, and prevents attempts to start a relationship with him.
• Social phobia – fear of communication, large numbers of people, the need to talk to someone, and so on gradually develops. It becomes more and more difficult for a person to do something beyond the scope of his daily affairs; he begins to be afraid to visit an unfamiliar place, go somewhere, start a conversation with a stranger, or even leave the house.
• Deviant behavior - lack of social contacts leads to ignoring the norms and rules existing in society. This often results in deviant or antisocial behavior.

Correction

Social maladjustment is characterized by a loss of connections with society and the outside world, and if this condition is not corrected in time, then complete destruction of the personality or its underdevelopment is possible.

Correction of social maladjustment begins with establishing the causes of its development and depends on the age of the patient.

People who have desocialization syndrome in adulthood are recommended to receive help from a psychotherapist or psychologist, attend trainings, make sure to establish social contacts, work with their own behavior, fears, and so on.

Maladjusted children need long-term joint work of parents or educators, teachers and psychologists. It is necessary to assess the degree of developmental delay, understand what has changed in the child’s psyche due to social maladjustment and correct these disturbances.

Prevention of school maladjustment, pedagogical and social neglect in children and adolescents today is the most important task of modern society.

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

Terminology

Disadaptation is a mental state of a person (more often a child than an adult), in which the psychosocial status of the individual does not correspond to the new social situation, which complicates or completely eliminates the possibility of adaptation.

There are three types:

• Pathogenic maladjustment is a condition that occurs as a result of disruption of the human psyche, with neuropsychic diseases and deviations. Such maladaptation is treated depending on the possibility of curing the disease-cause.
• Psychosocial maladaptation is the inability to adapt to a new environment due to individual social characteristics, gender and age changes, and personality development. This type of maladjustment is usually temporary, but in some cases the problem can worsen, and then psychosocial maladaptation develops into pathogenic one.
• Social maladaptation is a phenomenon characterized by antisocial behavior and disruption of the socialization process. It also includes educational maladjustment. The boundaries between social and psychosocial maladjustment are very blurred and lie in the peculiarities of the manifestation of each of them.

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

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

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

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

All three of them boil down to the fact that school maladjustment is a common phenomenon among first-graders, but sometimes it also manifests itself in older children, for example, in adolescence due to personality restructuring or simply when moving to a new educational institution. In this case, maladjustment develops from social into psychosocial.

Consequences of school maladjustment

Among the manifestations of school maladaptation are the following:

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

Psychosocial maladaptation - a problem of the Internet generation

Let us consider school maladjustment from the point of view of the school age period, and not the educational period in principle. This maladjustment manifests itself in the form of conflicts with peers and teachers, and sometimes immoral behavior that violates the rules of conduct in an educational institution or in society as a whole.

A little more than half a century ago, among the reasons causing this type of maladjustment, there was no such thing as the Internet. Now he is the main reason.

Hikkikomori (hikki, hikkovat, from Japanese “to break away, to be imprisoned”) is a modern term to describe social adjustment disorder in young people. Interpreted as complete avoidance of any contact with society.

In Japan, the definition of "hikkikomori" is a disease, but at the same time, in social circles it can even be used as an insult. Briefly, we can say that being a “hikka” is bad. But this is how things are in the East. In the countries of the post-Soviet space (including Russia, Ukraine, Belarus, Latvia, etc.), with the spread of the phenomenon of social networks, the image of hikkikomori was elevated to a cult. This also includes the popularization of imaginary misanthropy and/or nihilism.

This has led to an increase in the level of psychosocial maladjustment among adolescents. The Internet generation, going through puberty, taking “Hickness” as an example and imitating it, risks actually undermining mental health and beginning to exhibit pathogenic maladjustment. This is the essence of the problem of open access to information. The task of parents is to teach their child from an early age to filter the knowledge they receive and separate what is useful from what is harmful, in order to prevent unnecessary influence from the latter.

Factors of psychosocial maladjustment

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

Other reasons for maladjustment:

• Emotional disorders in adolescent schoolchildren. This is a personal problem that manifests itself in aggressive behavior, or, conversely, in depression, lethargy and apathy. This situation can be briefly described by the expression “from one extreme to another.”
• Violation of emotional self-regulation. This means that a teenager is often unable to control himself, which leads to numerous conflicts and clashes. The next step after this is the maladaptation of adolescents.
• Lack of mutual understanding in the family. Constant tension in the family circle does not have the best effect on a teenager, and besides the fact that this reason causes the two previous ones, family conflicts are not the best example for a child of how to behave in society.

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

Classification. Subtypes of psychosocial maladjustment

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

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

Socio-psychological maladaptation, or inability in personal relationships

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

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

Disharmony in a couple is one of the reasons for separations and divorces. This includes incompatibility of characters and outlooks on life, lack of mutual feelings, respect and understanding. As a result, conflicts, selfish attitudes, cruelty, and rudeness appear. Relationships become “sick,” especially if, due to habit, neither of the couple is going to back down.

Psychologists have also noticed that in large families such maladjustment rarely occurs, but its cases become more frequent if the couple lives with their parents or other relatives.

Pathogenic maladjustment: when a disease interferes with adaptation in society

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

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

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

Problems of raising “inconvenient” students

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

Prevention of maladaptation of children who are ahead of others in intellectual and spiritual development lies in proper family and school education, aimed not only at developing existing abilities, but also such character traits as ethics, politeness and humanity. It is they, or rather their absence, that is responsible for the possible “arrogance” and selfishness of little “geniuses”.

Autism. Maladaptation of autistic children

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

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

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

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

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

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

Among the most common personality disorders, one of the symptoms of which is maladaptation, are the following:

• OCD (obsessive-compulsive disorder). It is described as an obsession, sometimes contradicting even the moral principles of the patient and therefore interfering with the growth of his personality and, consequently, socialization. Patients with OCD are prone to excessive cleanliness and systematization. In advanced cases, the patient is able to “cleanse” his body to the bone. Psychiatrists treat OCD; there are no psychological indications for it.
• Schizophrenia. Another personality disorder in which the patient is unable to control himself, which leads to his inability to interact normally in society.
• Bipolar personality disorder. Previously associated with manic-depressive psychosis. A person with BPD occasionally experiences either anxiety mixed with depression, or agitation and increased energy, as a result of which he exhibits exalted behavior. This also prevents him from adapting to society.

Deviant and delinquent behavior as one of the forms of manifestation of maladjustment

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

The action is aimed at:

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

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

Disadaptation is characterized by negative deviation. This includes bad habits, unacceptable actions or inaction, lies, rudeness, etc.

The next stage of deviation is delinquent behavior.

Delinquent behavior is a protest, a conscious choice of a path against a system of established norms. It is aimed at the destruction and complete destruction of established traditions and rules.

Acts associated with delinquent behavior are often very cruel, antisocial, even criminal offenses.

Professional adaptation and maladjustment

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

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

In turn, stress can be caused by the following:

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

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

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

Finally

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