Adolescent crisis as a factor of social maladjustment. Autism

Disadaptation as a social phenomenon

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

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

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

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

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

Deviant behavior is the result of unfavorable psychosocial development and disturbances in the socialization process, which is expressed in various forms of adolescent maladjustment at a fairly early age. Disadaptation

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

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

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

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

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

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

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

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

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

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

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

Depending on the degree and depth of deformation of the socialization process, two stages of social maladaptation of adolescents can be distinguished: pedagogical and social neglect.
social ped Nikitina

Social maladaptation is a violation of moral and legal norms by children and adolescents, antisocial forms of behavior and deformation of internal regulation and social attitudes.
The author's approaches to the definition of the concept “ADAPTATION” “Adaptation” (from the Latin adaptare - to adapt) - 1.- adaptation of self-organizing systems to changing environmental conditions. 2. In the theory of T. Parsons, A. is material-energy interaction with the external environment, one of the functional conditions for the existence of a social system, along with integration, achieving goals and preserving value patterns.

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

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

With pedagogical neglect, despite lagging behind in studies, missing lessons, conflicts with teachers and classmates, adolescents do not experience a sharp deformation of value-normative ideas. For them, the value of work remains high, they are focused on choosing and obtaining a profession (as a rule, working), they are not indifferent to the public opinion of others, and socially significant referent connections are preserved.

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

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

Kholostova

Deeply understanding child psychology, A.S. Makarenko noted that in most cases the situation of abandoned children is more difficult and dangerous than that of orphans. Betrayal by adults close to a child causes irreparable mental trauma: a breakdown of the child’s soul occurs, a loss of faith in people, and justice. Childhood memory, which has preserved the unattractive aspects of home life, is fertile ground for reproducing one’s own failures. Such childhood needs rehabilitation - restoration of lost opportunities to live a normal, healthy and interesting life. But this can only be helped by the humanism of adults: nobility, selflessness, mercy, compassion, conscientiousness, selflessness...
The importance of rehabilitation and pedagogical work especially increases during crisis periods in the life of society, causing significant deterioration in the condition of childhood. The uniqueness of the moment for rehabilitation pedagogy is to find effective measures to overcome the problematic situation of childhood using pedagogical means.
What image of a child in need of rehabilitation appears in our minds? Most likely it is:
disabled children;
children with special educational needs;
street children;
children with deviant behavior;

children with poor health, with chronic somatic diseases, etc.
The concept of “maladjustment” is considered one of the central concepts of rehabilitation pedagogy in considering problems that require pedagogical rehabilitation of children. It is teenagers with environmental adaptation disorders in the primary educational community that should be considered as the main object of pedagogical rehabilitation.

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

Morozov

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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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 raising 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. These 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. Therein lies 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, reduction. 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 socially significant referent connections are preserved. Adolescents experience difficulties in self-regulation not so much at the cognitive level, but at the affective and volitional level. That is, their various actions and antisocial manifestations are associated not so much with ignorance, misunderstanding or rejection of generally accepted social norms, but with the inability to inhibit themselves, their affective outbursts or resist the influence of others.

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

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

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

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

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

Conclusion

At the end of the work, let us summarize. Based on the research done, 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 caused maladaptation of adolescents, and carry out individual psychological correction.

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

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

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

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

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Socio-psychological maladjustment

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

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

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

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

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

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

Factors of social maladjustment:

relative cultural and social deprivation (deprivation of necessary goods or vital needs);

psychological and pedagogical neglect;

hyperstimulation with new (in content) social incentives;

insufficient preparedness for self-regulation processes;

loss of already formed forms of mentoring;

loss of the usual team;

low degree of psychological readiness to master the profession;

breaking dynamic stereotypes;

cognitive dissonance, which was caused due to a discrepancy between judgments about life and the situation in reality;

character accentuations;

psychopathic personality formation.

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

Causes of social maladjustment

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

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

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

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

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

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

Social maladaptation of children

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

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

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

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

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

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

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

lack of basic communication skills;

inadequacy in assessing oneself in communication processes;

inflated demands on the people who surround them. This manifests itself especially acutely in cases where the child is intellectually developed and is characterized by mental development above average in the group;

emotional instability;

the predominance of attitudes that impede communication processes. For example, humiliating the interlocutor, demonstrating one’s superiority, which turns communication into a competitive process;

fear of communication and anxiety;

isolation.

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

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

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

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

Social maladjustment of adolescents

The process of socialization is the introduction of a child into society. This process is characterized by complexity, multifactoriality, multidirectionality and poor forecasting in the end. The socialization process can last a lifetime. One should not deny the impact of the innate qualities of the body on personal properties. After all, the formation of personality occurs only as a person is included in the surrounding society.

One of the prerequisites for the formation of personality is interaction with other subjects who transfer accumulated knowledge and life experience. This is accomplished not through simple mastery of social relations, but as a result of the complex interaction of social (external) and psychophysical (internal) developmental inclinations. And it represents the cohesion of socially typical traits and individually significant qualities. It follows from this that personality is socially conditioned and develops only in the process of life, in a change in the child’s attitude to the surrounding reality. From this we can conclude that the degree of socialization of an individual is determined by many components, which, when combined, form the overall structure of the influence of society on an individual. And the presence of certain defects in each of these components leads to the formation in the individual of social and psychological qualities that can lead the individual in specific circumstances to conflict situations with society.

Under the influence of socio-psychological conditions of the external environment and in the presence of internal factors, the child develops maladjustment, manifested in the form of abnormal - deviant behavior. Social maladaptation of adolescents arises from violations of normal socialization and is characterized by deformation of the referent and value orientations of adolescents, a decrease in the significance of the referent character and alienation, first of all, from the influence of teachers at school.

Depending on the degree of alienation and the depth of the resulting deformations of value and reference orientations, two phases of social maladjustment are distinguished. The first phase consists of pedagogical neglect and is characterized by alienation from school and loss of referent significance at school while maintaining a fairly high reference significance in the family. The second phase is more dangerous and is characterized by alienation from both school and family. The connection with the main institutions of socialization is lost. The assimilation of distorted value-normative ideas occurs and the first criminal experience appears in youth groups. The result of this will be not only a lag in learning, poor performance, but also increasing psychological discomfort that adolescents experience at school. This pushes adolescents to search for a new, non-school communication environment, another reference group of peers, which subsequently begins to play a leading role in the process of socialization of adolescents.

Factors of social maladaptation of adolescents: exclusion from the situation of personal growth and development, neglect of the personal desire for self-realization, self-affirmation in a socially acceptable way. The consequence of maladaptation will be psychological isolation in the communicative sphere with a loss of the sense of belonging to its inherent culture, a transition to attitudes and values that dominate the microenvironment.

Unmet needs can lead to increased social activity. And it, in turn, can result in social creativity and this will be a positive deviation, or it will manifest itself in antisocial activity. If she does not find a way out, she may seek a way out by becoming addicted to alcohol or drugs. The most unfavorable development is a suicide attempt.

The current social and economic instability, the critical state of the health care and education systems not only does not contribute to the comfortable socialization of the individual, but also aggravates the processes of maladaptation of adolescents associated with problems in family upbringing, which lead to even greater anomalies in the behavioral reactions of adolescents. Therefore, the process of socialization of adolescents is increasingly becoming negative. The situation is aggravated by the spiritual pressure of the criminal world and their values, rather than civil institutions. The destruction of the main institutions of socialization leads to an increase in crime among minors.

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

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

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

The first sign is poor academic performance in the school curriculum, which includes: chronic underachievement, repeating a year, insufficient and fragmentary acquired general educational information, i.e. lack of a system of knowledge and skills in studies.

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

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

Correction of social maladjustment

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

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

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

Main functions of the training:

training, which consists in the development of skills and abilities necessary for learning, such as: attention, memory, reproduction of received information, foreign speech skills;

entertaining, serves to create a more favorable atmosphere during the training, which transforms training into an exciting and entertaining adventure;

communicative, which consists in establishing emotional contacts;

relaxation – aimed at relieving emotional stress;

psychotechnical, characterized by the formation of skills to prepare one’s own physiological state in order to obtain more information;

preventive, aimed at preventing unwanted behavior;

developmental, characterized by the development of personality from different sides, the development of character traits through playing out all possible situations.

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

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

Prevention of social maladjustment

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

Prevention of social maladaptation is scientifically determined and timely actions that are aimed at preventing potential physical, sociocultural, psychological clashes in individual subjects belonging to the risk group, preserving and protecting people’s health, supporting in achieving goals, and unlocking internal potential.

The concept of prevention is to avoid certain problems. To solve this problem, it is necessary to eliminate existing causes of risk and increase protective mechanisms. There are two approaches to prevention: one is aimed at the individual, the other at the structure. In order for these two approaches to be as effective as possible, they should be used in combination. All preventive measures should be aimed at the population as a whole, at specific groups and at individuals at risk.

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

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

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

The main goal of social preventive work should be psychological adaptation and its final outcome - successful entry into a social group, the emergence of a feeling of confidence in relationships with members of the collective group and satisfaction with one’s own position in such a system of relations. Thus, any preventive activity should be targeted at the individual as a subject of social adaptation and consist in increasing his adaptive potential, at the environment and at the conditions for the best interaction.

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 maladaptation 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 maladjustment 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 aspire 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 maladjustment 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 disadaptation, 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. Can be readapted when transferred to a group with a positive orientation
Violations in certain complexes of personally significant relationships are largely determined by the type of character accentuation. Of course, it should be noted that in their pure form, the above character types are very rare; mixed, or complex, character types are more often observed. Psychological research by A.E. Lichko showed that there is a well-defined correlation between the characteristics of sharpened character in adolescents and deviant behavior, indicating the processes of maladjustment. Maladjustment is often associated with mental disorders. The objectives of our work do not include the characterization of pathogenic disorders, however, in schools, as 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 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 maladjustment 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 maladjustment, 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 maladaptation is mainly associated with disturbances in the intrapersonal environment, is determined by individual characteristics, and can also reach significant intensity. When turning into behavioral maladjustment, it can manifest itself in the form of depression, affective reactions, etc.
According to the area of manifestation, in our opinion, 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.

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

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

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

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

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

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

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

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

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

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

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

a) stable situational maladaptation, which occurs when a person does not find ways and means of adaptation in certain social situations (for example, as part of certain small groups), although he makes such attempts - this state can be correlated with the state of ineffective adaptation;

b) temporary maladaptation, which is eliminated with the help of adequate adaptive measures, social and internal mental actions, which corresponds to unstable adaptation.

c) general stable maladaptation, which is a state of frustration, the presence of which activates the development of pathological protective mechanisms.

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

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

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

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

Social maladaptation is manifested in a wide range of deviations in the behavior of a teenager: dromomania (vagrancy), early alcoholism, substance abuse and drug addiction, sexually transmitted diseases, illegal actions, moral violations. Teenagers experience painful growing up - a gap between adulthood and childhood - a certain emptiness is created that needs to be filled with something.

Social maladaptation in adolescence leads to the formation of poorly educated people who do not have the skills to work, start a family, or be good parents. They easily cross the line of moral and legal norms. Accordingly, social maladaptation manifests itself in asocial forms of behavior and deformation of the system of internal regulation, reference and value orientations, and social attitudes.

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

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

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

· individual;

· psychological and pedagogical factors (pedagogical neglect);

· socio-psychological factors;

· personal factors;

· social factors.

One of the manifestations of the individual factor of social maladjustment is the emergence and existence of psychosomatic disorders. The basis for the formation of human psychosomatic maladaptation is a dysfunction of the entire adaptation system.

Psychological and pedagogical factors (pedagogical neglect), manifested in defects in school and family education. They are expressed in the absence of an individual approach to the teenager in the lesson, inadequacy of educational measures taken by teachers, unfair, rude, insulting attitude of the teacher, underestimation of grades, refusal to provide timely assistance in case of justified absence from classes, and lack of understanding of the student’s state of mind. This also includes a difficult emotional climate in the family, parental alcoholism, family sentiment against school, school maladaptation of older brothers and sisters. Social and psychological factors that reveal the unfavorable features of the interaction of a minor with his immediate environment in the family, on the street, in the educational community. One of the important social situations for an individual is school as a whole system of relationships that are significant for a teenager. The definition of school maladjustment means the impossibility of adequate schooling in accordance with natural abilities, as well as adequate interaction of a teenager with the environment in the individual microsocial environment in which he exists. The occurrence of school maladaptation is based on various factors of a social, psychological and pedagogical nature. School maladaptation is one of the forms of a more complex phenomenon - social maladaptation of minors.

Value-normative ideas, that is, ideas about legal, ethical norms and values that perform the functions of internal behavioral regulators, include cognitive (knowledge), affective (attitudes) and volitional behavioral components. At the same time, an individual’s antisocial and illegal behavior can be caused by defects in the internal regulation system at any level - cognitive, emotional-volitional, behavioral -.

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

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

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

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

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

Thus, social 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 manifests itself in asocial forms of behavior and deformation of the system of internal regulation, reference and value orientations, and social attitudes.