The concept of school maladjustment (forms, causes, methods of correction). Special psychology

Final qualifying work

Reasons for school maladaptation of primary school students

Introduction

DISADAPTATION AS AN CURRENT PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM

1 The concept of adaptation and maladaptation in psychology

2 Indicators, forms, degrees, factors of maladjustment

2. PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS OF A JUNIOR SCHOOL STUDENT

2.1 Features of primary school age

2.2 Specifics of educational activities in primary school, motivation for school

3 Reasons for school maladjustment

3. EXPERIMENTAL WORK TO STUDY AND IDENTIFY THE CAUSES OF SCHOOL DISADAPTATION OF PRIMARY CLASS STUDENTS

1 Purpose, objectives and methods of the ascertaining experiment

2 Studying the level of adaptation of first grade students

3 Identification of the reasons for maladaptation of first grade students

Conclusion

Bibliography

Applications:

Information about the health status of children.

General information about the child.

.Questionnaire for determining school motivation of primary school students (N.G. Luskanova).

Level of school motivation (research results from September).

Test “Assessing the level of school motivation.”

.A questionnaire for teachers aimed at studying the socio-psychological adaptation of children to school (N.G. Luskanova).

.Summary table “Level of socio-psychological adaptation of children” (according to the questionnaire for the teacher).

Level of socio-psychological adaptation (according to the teacher’s answers).

.Summary table “Level of socio-psychological adaptation of children” (according to the parents’ questionnaire)

Level of socio-psychological adaptation (results of a study among parents)

Methodology “Non-existent animal” (M.Z. Drukarevich)

Level of development of the emotional sphere (method “Non-existent animal”, September 2010, April 2011).

13. Methodology “Graphic Dictation” (D.B. Elkonin)

Results of the study of the “Graphic Dictation” technique (D.B. Elknin)

.A questionnaire for parents aimed at studying the socio-psychological adaptation of children to school (N.G. Luskanova).

INTRODUCTION

A child’s entry into school is a fundamentally new stage in his life. The first year of school is not only one of the most difficult stages in a child’s life, but also a kind of probationary period for parents: it is during this period that their maximum participation in the child’s life is required, and in the absence of a psychologically competent approach, parents themselves often become the culprits school stress in children.

From the first days of school, a child faces a number of tasks that require the mobilization of his intellectual and physical strength. Many aspects of the educational process present difficulties for children. It is difficult for them to sit through a lesson in the same position, it is difficult not to be distracted and follow the teacher’s thoughts, it is difficult to do all the time not what they want, but what is required of them, it is difficult to restrain and not express out loud their thoughts and emotions that appear in abundance. He needs to establish contacts with peers and teachers, learn to fulfill the requirements of school discipline, and new responsibilities associated with his studies. Therefore, it takes time for adaptation to school to occur, for the child to get used to new conditions and learn to meet new requirements.

Adaptation to school is a multifaceted process. Its components are physiological adaptation and socio-psychological adaptation (to teachers and their demands, to classmates). All components are interconnected, deficiencies in the formation of any of them affect the success of learning, the well-being and health of a first-grader, his performance, ability to interact with the teacher, classmates and follow school rules.

With easy adaptation, children join the team within two months, get accustomed to school, and make new friends. They are almost always in a good mood, they are calm, friendly, conscientious and fulfill all the teacher’s demands without visible tension. Sometimes they still have difficulties either in contacts with children or in relationships with the teacher, since it is still difficult for them to fulfill all the requirements of the rules of behavior. But by the end of October, difficulties are usually overcome. With a longer period of adaptation, children cannot accept a new situation of learning, communication with the teacher, children. They can play in class, sort things out with a friend, they do not react to the teacher’s comments or react with tears or resentment. As a rule, these children also experience difficulties in mastering the curriculum. For these children, adaptation ends by the end of the first half of the year. And for some children, adaptation is associated with significant difficulties. They exhibit negative forms of behavior, sharp manifestations of negative emotions, and have great difficulty in mastering educational programs. Teachers most often complain about such children that they “disturb” their work in the classroom. These factors indicate the child’s maladaptation to school. School maladjustment is the formation of inadequate mechanisms for a child’s adaptation to school, which manifest themselves in the form of disturbances in educational activities, behavior, conflictual relationships with classmates and adults, increased levels of anxiety, and disturbances in personal development. Psychologists N.N. studied the issue of school maladjustment. Zavedenko, G.M. Chutkina, A.S. Petrukhin (9).

Purpose of the study: to study the reasons for school maladaptation of primary school students.

Object of study: adaptation of junior schoolchildren as a psychological and pedagogical problem. Subject of the study: causes of school maladaptation in children of primary school age.

To achieve this goal, we seem to solve a number of problems:

Describe the concepts of adaptation and maladaptation.

Identify the characteristics of primary school age.

Consider the specifics of educational activities of primary school students.

To identify the level of school adaptation of first grade students.

To study the causes of maladaptation in first grade students.

Children's health status;

Level of school maturity.

The practical significance of our research lies in the fact that the results obtained can be used by parents, class teachers, psychologists, and can form the basis for the development of training programs for teachers in technologies for using elements of a psychophysiological correction program in the educational process.

1. DISADAPTATION AS AN ACTUAL PSYCHOLOGICAL

PEDAGOGICAL PROBLEM

1.1The concept of adaptation and maladaptation in psychology

In its most common meaning, school adaptation is understood as a child’s adaptation to a new system of social conditions, new relationships, requirements, types of activities, and mode of life. The concept of “adaptation,” which originally arose in biology, can be attributed to such general scientific concepts that, according to G.I. Tsaregorodtsev, arise at the “junctions”, “points of contact” of sciences or even in individual fields of knowledge and are further extrapolated to many areas of natural and social sciences. The concept of “adaptation”, as a general scientific concept, promotes the synthesis and unification of knowledge of various (natural, social, technical) systems. “Along with philosophical categories, general scientific concepts contribute to the unification of the studied objects of various sciences into holistic theoretical constructs.” In this regard, the point of view of F.B. seems quite reasonable. Berezin, who considers the adaptation concept as “one of the promising approaches to the complex study of man”

There are many definitions of adaptation, both having a general, very broad meaning, and those that reduce the essence of the adaptation process to phenomena at one of many levels - from biochemical to social. So, for example, in general psychology A.V. Petrovsky, V.V. Bogoslovsky, R.S. Nemov almost equally defines adaptation as “a limited, specific process of adapting the sensitivity of analyzers to the action of a stimulus.” In more general definitions of the concept of adaptation, it can be given several meanings, depending on the aspect being considered.

The term “adaptation” is of Latin origin and means the adaptation of the structure and functions of the body, its organs and cells to environmental conditions. The concept of “school adaptation” has been used in recent years to describe various problems and difficulties that children of different ages experience in connection with school.

Adaptation is a dynamic process through which the mobile systems of living organisms, despite the variability of conditions, maintain the stability necessary for the existence, development and procreation. It is the adaptation mechanism, developed as a result of long-term evolution, that ensures the ability of an organism to exist in constantly changing environmental conditions (19).

The result of adaptation is “adaptability,” which is a system of personality traits, skills and abilities that ensure the success of the child’s subsequent life activities at school.

The concept of adaptation is directly related to the concept of “child’s readiness for school” and includes three components: physiological, psychological and social, or personal, adaptation. All components are closely interrelated, deficiencies in the formation of any of them affect the success of learning, the well-being and health of a first-grader, his performance, ability to interact with the teacher, classmates and obey school rules. The success of mastering program knowledge and the level of development of mental functions necessary for further learning indicate the physiological, social or psychological readiness of the child (11).

The high demands of life on the organization of education and training intensify the search for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in accordance with the requirements of life. In this context, the problem of school readiness takes on special significance.

Knowledge of the individual characteristics of students helps the teacher to correctly implement the principles of the developmental education system: fast pace of material, high level of difficulty, the leading role of theoretical knowledge, the development of all children. Without knowing the child, the teacher will not be able to determine the approach that will ensure the optimal development of each student and the formation of his knowledge, skills and abilities.

The term "disadaptation", denoting a violation of the processes of interaction between a person and the environment, aimed at maintaining balance within the body and between the organism and the environment, appeared relatively recently in the domestic, mostly psychiatric, literature. Its use is ambiguous and contradictory, 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,” since indicators of mental “norm” and “not normal” are currently not yet sufficiently developed. In particular, maladjustment is most often interpreted as a process that occurs outside of pathology and is associated with weaning from some familiar conditions and, accordingly, getting used to others.

The trigger mechanism for this process is a sharp change in conditions, the usual living environment, and the presence of a persistent psychotraumatic situation. At the same time, individual characteristics and shortcomings in human development, which do not allow him to develop forms of behavior adequate to new conditions, also have considerable significance in the development of the process of maladjustment (8).

From the perspective of the ontogenetic approach, in the context of the problem under discussion, the greatest risk for the occurrence of maladaptive behavior is represented by crisis, turning points in a person’s life, during which there is a sharp change in the situation of social development, necessitating the reconstruction of the existing mode of adaptive behavior. Such moments, of course, should include the child’s admission to school - the stage of primary assimilation of school requirements. The second such moment is the period of the teenage crisis, during which the teenager moves from the community of children to the community of adults, when, according to L.I. Bozhovich (1968), not only the “objective position of the child that he occupies in life, but also his own internal position" (2), which entails a change in his position both in the family and at school, including a change in the requirements placed on him.

In recent years, various approaches to the typology of maladjustment have been proposed. In particular, the types “by social institutions” where it manifests itself are considered: school, family, etc. Various aspects of the problem of a child’s adaptation to the school atmosphere, consisting of a combination of mental, emotional and physical stress, have long attracted the attention of teachers and psychologists, psychophysiologists and psychiatrists. Thus, numerous studies of school slowness in children without signs of severe intellectual disability and school behavior disorders that do not have a clear clinical outline served as the basis for identifying a relatively independent area of ​​interdisciplinary research, called “Problems of school maladaptation” (11).

According to the definition formulated by V.V. Kogan, “school maladaptation” is a psychogenic disease or psychogenic formation of a child’s personality, which violates his objective and subjective status in school and family and affects the student’s educational and extracurricular activities (12).

An analysis of the psychological literature of recent decades shows that the term “school maladaptation” (in foreign studies its analogue “school maladjustment” is used) actually defines negative personal changes and specific school difficulties that arise in children of different ages during the learning process. Among its main external signs, both teachers and psychologists unanimously include learning difficulties and various violations of school norms of behavior. It should be emphasized that the concept of school maladaptation does not apply to violations of educational activity caused by mental retardation, severe uncompensated organic disorders, etc.

School maladaptation consists of a child falling behind his own capabilities. While maintaining approximately the same mechanism of occurrence in development, school maladaptation at different age levels has its own dynamics, signs and manifestations. Two indicators are usually used as criteria for classifying children as maladapted: academic failure and indiscipline. Concentrating the teacher's attention on the difficulties of the educational process leads to the fact that his field of vision mainly includes students who are an obstacle to the implementation of purely educational tasks; children whose behavior does not destructively affect discipline and order in the classroom, although they themselves experience significant personal difficulties, are not considered maladjusted. Therefore, we believe that in order to classify a student as maladjusted, it is necessary to introduce additional criteria relating to the student himself, since school maladaptation in anxious children, for example, is possible without violations of study and discipline. Working in a mode that is far from their individual optimum, “overloading their abilities,” such students experience a constant fear of failure at school, which can cause serious internal conflicts. Maladjusted students are characterized by pronounced vegetative reactions, neurosis-like psychosomatic disorders, and pathocharacterological personality development (accentuations). What is significant about these disorders is their genetic and phenomenological connection with school and their influence on the formation of the child’s personality. School maladjustment manifests itself in the form of learning and behavioral disorders, conflictual relationships, psychogenic diseases and reactions, increased levels of school anxiety, and distortions in personal development (8).

Quite strong positions in the psychological and pedagogical literature on the problems of education are occupied by the terms “difficult”, “difficult to educate”, “pedagogically neglected”, “socially neglected”, as well as “deviance”, “delinquence”, “deviant behavior” and a number of others. which are close to each other, but certainly not identical and each of them has its own specifics. In our opinion, it is more appropriate to consider the term “school maladjustment” as the most comprehensive and integrative concept covering the difficulties of the student and those around him, since it most fully covers the entire range of internal and external psychological difficulties of the student. Along with various approaches to the definition of the concept of “school maladaptation”, which highlight certain aspects of this phenomenon, in the psychological literature there are similar terms “school phobia”, “school neurosis”, “didactogenic neurosis”. In the narrow, strictly psychiatric sense, school neuroses are understood as a special case of fear neurosis, associated either with a feeling of alienation and hostility of the school environment (school phobia), or with fear of difficulties in learning (school anxiety). In a broader psychological and pedagogical aspect, school neuroses are understood as special mental disorders caused by the learning process itself - didactogeny and psychogenic disorders associated with the wrong attitude of the teacher - didascalogeny. Reducing the manifestations of school maladaptation to school neurosis does not entirely seem inappropriate, since disturbances in educational activity and behavior may or may not be accompanied by borderline disorders, i.e., the concept of “school neurosis” does not cover the entire problem. We believe that it is more correct to consider school maladaptation as a more specific phenomenon in relation to general socio-psychological maladjustment. Based on general theoretical ideas about the essence of socio-psychological adaptation of the individual, in our opinion, school maladjustment is formed as a result of a discrepancy between the socio-psychological and psychophysiological status of the child and the requirements of the school learning situation, the mastery of which for a number of reasons becomes difficult or, in extreme cases, impossible.

Considering the significance of the scale, as well as the high probability of negative consequences reaching the level of clinical and criminal severity, school maladjustment should certainly be considered one of the most serious problems that require both in-depth study and urgent searches for its resolution at the practical level. In general, it should be noted that there are no major theoretical and specific experimental studies in this direction, and the existing works reveal only certain aspects of school maladjustment. Also, in the scientific literature there is still no clear and unambiguous definition of the concept of “school maladjustment”, which would take into account all the inconsistency and complexity of this process and would be revealed and studied from various positions.

1.2 Indicators, forms, degrees, factors of maladjustment

With the concept school maladjustment associated with any deviations in the educational activities of schoolchildren. These deviations can occur in mentally healthy children and in children with various neuropsychic disorders (but not in children with physical defects, organic disorders, mental retardation, etc.). School maladaptation, according to a scientific definition, is the formation of inadequate mechanisms for a child’s adaptation to school, which manifest themselves in the form of disturbances in educational activities, behavior, conflictual relationships with classmates and adults, increased levels of anxiety, disorders of personal development, etc. (5). Characteristic external manifestations that teachers and parents pay attention to are a decrease in interest in learning, up to a reluctance to attend school, deterioration in academic performance, a slow pace of learning educational material, disorganization, inattention, slowness or hyperactivity, self-doubt, conflict, etc. One of the main factors contributing to the formation of school maladjustment is dysfunction of the central nervous system.

Typically, 3 main types of manifestation of school maladaptation are considered:

The cognitive component of school maladjustment is the child’s failure to learn in programs that correspond to the child’s abilities, including such formal signs as chronic underachievement, repeating a year, and qualitative signs in the form of insufficiency and fragmentation of general educational information, unsystematic knowledge and learning skills.

Emotional-evaluative, personal component of school maladaptation constant violations of the emotional and personal attitude towards individual subjects and learning in general, towards teachers, towards the life perspective associated with studying, for example, indifferent, indifferent, passive-negative, protest, demonstrative-dismissive and other significant forms of deviation actively manifested by the child and adolescent to learning.

The behavioral component of school maladaptation is systematically recurring behavioral disorders in school education and in the school environment. Non-contact and passive-refusal reactions, including complete refusal to attend school; persistent anti-disciplinary behavior with oppositional, oppositional-defiant behavior, including active opposition to fellow students, teachers, demonstrative disregard for the rules of school life, cases of school vandalism (9).

There are three turning points that a child goes through while learning at school: entering first grade, moving from primary to secondary school (5th grade) and moving from middle to high school (10th grade).

In the majority of maladaptive children, all 3 of these components can be quite clearly traced, however, the predominance of one or another of them among the manifestations of school maladaptation depends, on the one hand, on the age and stages of personal development, and on the other, on the reasons underlying the formation of school maladjustment [Vostroknutov, 1995]. According to various authors, maladjustment is observed in 10-12% of schoolchildren (according to E.V. Shilova, 1999), in 35-45% of schoolchildren (according to A.K. Maan, 1995). For many schoolchildren, educational adaptation disorders occur against the background of existing problems with somatic or neuropsychic health, as well as as a result of these problems. Let's look at several stages of school life.

The period of adaptation of a child to school can last from 2-3 weeks to six months, it depends on many factors: the individual characteristics of the child, the nature of relationships with others, the type of educational institution (and therefore the level of complexity of the educational program) and the degree of preparedness of the child for school life . An important factor is the support of adults - mother, father, grandparents. The more adults provide all possible assistance in this process, the more successfully the child adapts to new conditions.

The second crisis stage in school life is the transition from primary to secondary school. The most difficult thing for a 5th grader is the transition from one, familiar teacher to interaction with several subject teachers. Habitual stereotypes and the child’s self-esteem are broken - after all, now he will be assessed not by one teacher, but by several. It is good if the teachers’ actions are coordinated and it will not be difficult for children to get used to the new system of relationships, to the variety of requirements in different subjects. It would be great if a primary school teacher told the class teacher in detail about the characteristics of a particular child. But this does not happen in all schools. Therefore, the task of parents at this stage is to get to know all the teachers who will work in your class, to try to delve into the range of issues that may cause difficulties for children of this age, both in academic and extracurricular activities. The more information you receive at this stage, the easier it will be for you to help your child.

We can highlight the following “advantages” that the transition from primary to secondary school brings. First of all, children learn their strengths and weaknesses, learn to look at themselves through the eyes of different people, and flexibly rearrange their behavior depending on the situation and the person with whom they communicate. At the same time, the main danger of this period is the factor of changes in the personal meaning of learning, a gradual decrease in interest in educational activities. Many parents complain that the child does not want to study, that he has “slipped” into “C” grades and does not care about anything. Adolescence is associated, first of all, with an intensive expansion of contacts, with the acquisition of their “I” in social terms; children master the surrounding reality beyond the threshold of the classroom and school (10).

Of course, it is imperative to supervise the child, especially in the first 1-2 months of secondary school. But still, in no case should you confuse the concepts of “good student” and “good person”, and do not evaluate a teenager’s personal achievements only by academic achievements. If a child has problems with academic performance and it is difficult for him to maintain it at the usual level, try to give him the opportunity to express himself in something else during this period. Something he could be proud of in front of his friends. A strong fixation on educational problems, provoking scandals associated with “twos” in most cases leads to alienation of the teenager and only worsens your relationship.

And the last important stage that a schoolchild goes through during the process of studying at an educational institution is the transition to the status of a high school student. If your child has to move to another school (with competitive enrollment), then all the advice that we gave for parents of first-graders will be relevant to you. If he simply moves to the 10th grade at his school, then the process of adaptation to the new status will be easier. It is necessary to take into account such features as, firstly, some children (apparently, not a large number) have already decided on their professional preferences, although psychologists pay special attention to the fact that choosing a profession is a developing process that takes place over a long period of time period. According to F. Rice, this process includes a series of “intermediate decisions”, the totality of which leads to the final choice. However, high school students do not always make this choice consciously and often decide on their preferred area of ​​future work activity on the spur of the moment. Consequently, they clearly differentiate objects into “useful” and “unnecessary”, which causes the latter to be ignored.

Another feature of older adolescents is the return of interest in educational activities. As a rule, at this time, children and parents become like-minded people and actively exchange views on choosing a professional path. However, there are also some difficulties in the interaction between adults and children. This concerns the personal lives of teenagers, where parents are often prohibited from entering. With skillful dosing of communication and respect for the child’s right to personal space, this stage is quite painless. Please note that the opinion of peers at this age period seems to children to be much more valuable and authoritative than the opinion of adults. But only adults can demonstrate to teenagers optimal models of behavior, show them by their own example how to build relationships with the world (18).

Forms of school maladjustment.

Symptoms of school maladjustment may not have a negative impact on the academic performance and discipline of students, manifesting themselves either in the subjective experiences of schoolchildren or in the form of psychogenic disorders, namely: inadequate reactions to problems and stress associated with behavioral disorders, the emergence of conflicts with others, a sudden sharp decline interest in learning, negativism, increased anxiety, with signs of decay in learning skills.

Manifestations of psychogenic school maladjustment occur in a significant number of students. So, V.E. Kagan believes that 15-20% of schoolchildren need psychotherapeutic help. V.V. Grokhovsky points to the dependence of the frequency of occurrence of this syndrome on age: if in younger schoolchildren it is observed in 5-8% of cases, then in adolescents - in 18-20%. G.N. also writes about a similar dependence. Pivovarova. According to her data: 7% are children 7-9 years old; 15.6% -15-17 years old.

Most ideas about school maladaptation ignore the individual and age-specific development of a child, something that L.S. Vygotsky called the “social situation of development”, without taking into account which it is impossible to explain the reasons for the emergence of certain mental neoplasms.

One of the forms of school maladaptation of primary school students is associated with the characteristics of their educational activities. At primary school age, children master, first of all, the subject side of educational activity - the techniques, skills, and abilities necessary to master new knowledge. Mastery of the motivational-need side of educational activity at primary school age occurs, as it were, latently: gradually mastering the norms and methods of social behavior of adults, the younger schoolchild does not yet actively use them, remaining for the most part dependent on adults in their relationships with people around them.

If a child does not develop learning skills or the techniques that he uses and which are consolidated in him turn out to be insufficiently productive, and are not designed to work with more complex material, he begins to lag behind his classmates and experience real difficulties in his studies (12).

One of the symptoms of school maladaptation occurs - a decrease in academic performance. One of the reasons for this may be individual characteristics of the level of intellectual and psychomotor development, which, however, are not fatal. According to many teachers, psychologists, and psychotherapists, if you properly organize work with such children, taking into account their individual qualities, and pay special attention to how they solve certain tasks, you can achieve success within several months, without isolating children from the class. not only to eliminate their educational delays, but also to compensate for developmental delays.

Another form of school maladaptation of younger schoolchildren is also inextricably linked with the specifics of their age development. A change in leading activity (playing to learning), which occurs in children at 6-7 years old; is carried out due to the fact that only understood motives of teaching under certain conditions become active motives.

One of these conditions is the creation of favorable relations between reference adults and the child - schoolchild - parents, emphasizing the importance of study in the eyes of primary schoolchildren, teachers, encouraging students' independence, promoting the formation of strong educational motivation in schoolchildren, interest in a good grade, acquiring knowledge, etc. However, there are also cases of undeveloped learning motivation among elementary school students.

Is not it. Bozhovich, N.G. Morozov write that among the students in grades I and III they examined, there were those whose attitude towards schooling continued to be of a preschool nature. For them, what came to the fore was not the learning activity itself, but the school environment and external attributes that they could use in the game. The reason for the occurrence of this form of maladjustment in younger schoolchildren is the inattentive attitude of parents towards their children. Externally, the immaturity of educational motivation is expressed in the irresponsible attitude of schoolchildren to classes and indiscipline, despite the fairly high level of development of their cognitive abilities.

The third form of school maladaptation of younger schoolchildren lies in their inability to voluntarily control their behavior and attention to academic work. The inability to adapt to the demands of school and manage one’s behavior in accordance with accepted standards may be a consequence of improper upbringing in the family, which in some cases contributes to the aggravation of such psychological characteristics of children as increased excitability, difficulty concentrating, emotional lability, etc. The main thing that characterizes The style of relations in the family towards such children is either a complete absence of external restrictions and norms, which should be internalized by the child and become his own means of self-government, or the “externalization” of the means of control exclusively outside. The first is inherent in families where the child is completely left to his own devices, brought up in conditions of neglect, or families in which the “cult of the child” reigns, where he is allowed everything, he is not limited by anything. The fourth form of maladaptation of primary school children to school is associated with their inability to adapt to the pace of school life. As a rule, it occurs in somatically weakened children, children with delayed physical development, weak type of UDN, disturbances in the functioning of analyzers, and others. The reasons for the maladaptation of such children are improper upbringing in the family or adults “ignoring” their individual characteristics.

The listed forms of maladaptation of schoolchildren are inextricably linked with the social situation of their development: the emergence of new leading activities, new requirements. However, so that these forms of maladaptation do not lead to the formation of psychogenic diseases or psychogenic personality neoplasms, they must be recognized by children as their difficulties, problems, and failures. The cause of psychogenic disorders is not the mistakes themselves in the activities of primary school students, but their feelings about these mistakes. By the age of 6-7 years, according to L.S. Vygodsky, children are already quite clearly aware of their experiences, but it is the experiences caused by an adult’s assessment that lead to changes in their behavior and self-esteem.

So, psychogenic school maladaptation of younger schoolchildren is inextricably linked with the nature of the attitude of significant adults: parents and teachers towards the child. The form of expression of this relationship is the style of communication. It is the style of communication between adults and younger schoolchildren that can make it difficult for a child to master educational activities, and can sometimes lead to the fact that real, and sometimes even imagined, difficulties associated with studying will begin to be perceived by the child as insoluble, generated by his incorrigible shortcomings. If these negative experiences of the child are not compensated, if there are no significant people who would be able to increase the student’s self-esteem, he may experience psychogenic reactions to school problems, which, if repeated or fixed, add up to the picture of a syndrome called psychogenic school maladjustment.

There are the following degrees of school maladaptation: mild, moderate, severe (3).

With a mild degree of impairment in first-graders, maladjustment lasts until the end of the first quarter. In case of moderate severity - until the New Year, in case of severe - until the end of the first year of study. If maladaptation manifested itself in the fifth grade or adolescence, then the mild form fits into one quarter, the moderate form - six months, the severe one lasts for the entire school year.

The first period when maladjustment can manifest itself brightly and strongly is when entering school. The manifestations are:

The child cannot control his emotions and his behavior. Stuttering, obsessive movements, tics, frequent trips to the toilet, and urinary incontinence appear.

The child is not involved in the life of the class. Cannot learn behavior patterns in class and does not try to establish contact with peers.

Cannot control the correctness of the task or the details of the work. Academic performance is declining every day. Cannot perform tests that were performed during the entrance test or during the medical examination.

Unable to find a solution to existing educational problems. Doesn't see his own mistakes. Cannot independently solve relationship problems with classmates.

Anxious despite good academic performance. There is excitement, increased anxiety at school, the expectation of a bad attitude towards oneself, and the fear of a low assessment of one’s abilities, skills and abilities.

School neurosis is a severe manifestation of school maladjustment.

Touching upon the issue of school maladaptation, one cannot fail to mention the child’s physical and psychological readiness for school. For unprepared children, school adaptation is delayed and can lead to the development of neurosis, dysgraphia, antisocial behavior and even provoke the development of mental illness.

The second period is the transition from primary to secondary school. Dangerous in terms of the development of school maladjustment. A change in a significant adult, a change in route, albeit in a familiar school, getting used to unfamiliar teachers, classrooms - everything brings confusion into the minds of children.

Third, teenage period. At the age of 13-14 years, there is a sharp decline in academic performance. Teachers go to lessons in grades 7-8 as if they are going to war. During this difficult period, completely different factors in the development of school maladaptation are included. Teenagers who have learned to study lose this skill, begin to be arrogant and fail to complete homework. Why does this happen? The environment is familiar, the learning skill has developed. Why does it suddenly become difficult to teach those who were stars or good people just yesterday?

Now, having become familiar with the signs of school maladaptation, we can move on to issues of more accurate diagnosis and interaction between specialists of different specialties (16).

In the first period (adaptation to primary school), the help of a neurologist, speech pathologist, family psychologist, play therapist, and kinesiotherapist (movement specialist) is often required. It is possible to involve kindergarten specialists to form a succession of children from preparatory groups.

In the second period (adaptation to secondary school), one has to resort to the help of a neuropsychologist, family psychologist, or art therapist.

In the third period (teenage crisis) - a psychotherapist who knows the methods of individual and group work with teenagers, teachers of continuing education, an art therapist, a curator of schools for “young journalist (biologist, chemist).”

Thus, the concept of adaptation is understood as a long-term process associated with significant stress on all psychological systems; maladaptation means a set of psychological disorders that indicate a discrepancy between the socio-psychological and psychophysiological status of the child and the requirements of the school learning situation, the mastery of which becomes difficult for a number of reasons.

2. PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS

JUNIOR SCHOOLBOY

2.1 Features of primary school age

Junior school age (from 6 to 7) is determined by an important external circumstance in the child’s life - entering school. Currently, the school accepts and parents send their children away at the age of 6-7 years. The school takes responsibility, through various interview forms, to determine the child's readiness for primary education. During this period, further physical and psychophysiological development of the child occurs, providing the opportunity for systematic learning at school.

The beginning of schooling leads to a radical change in the social situation of the child’s development. He becomes a “public” subject and now has socially significant responsibilities, the fulfillment of which receives public assessment. During primary school age, a new type of relationship with other people begins to develop. The unconditional authority of an adult is gradually lost and by the end of primary school age, peers begin to become increasingly important for the child, and the role of the children's community increases (5).

Educational activity becomes the leading activity at primary school age. It determines the most important changes occurring in the development of the psyche of children at this age stage. Within the framework of educational activities, psychological new formations are formed that characterize the most significant achievements in the development of primary schoolchildren and are the foundation that ensures development at the next age stage. Gradually, motivation for learning activities, so strong in the first grade, begins to decline. This is due to a drop in interest in learning and the fact that the child already has a won social position and has nothing to achieve. To prevent this from happening, learning activities need to be given new, personally meaningful motivation. The leading role of educational activities in the process of child development does not exclude the fact that the younger student is actively involved in other types of activities, during which his new achievements are improved and consolidated (22).

According to L.S. Vygotsky, with the beginning of schooling, thinking moves to the center of the child’s conscious activity. The development of verbal-logical, reasoning thinking, which occurs during the assimilation of scientific knowledge, rebuilds all other cognitive processes: “memory at this age becomes thinking, and perception becomes thinking.”

According to O.Yu. Ermolaev, during primary school age, significant changes occur in the development of attention; all its properties are intensively developed: the volume of attention increases especially sharply (2.1 times), its stability increases, and switching and distribution skills develop. By the age of 9-10, children become able to maintain attention for a long time and carry out a randomly assigned program of actions.

At primary school age, memory, like all other mental processes, undergoes significant changes. Their essence is that the child’s memory gradually acquires the features of arbitrariness, becoming consciously regulated and mediated.

Primary school age is sensitive for the development of higher forms of voluntary memorization, therefore purposeful developmental work on mastering mnemonic activity is the most effective during this period. V.D. Shadrikov and L.V. Cheremoshkin identified 13 mnemonic techniques, or ways of organizing memorized material: grouping, highlighting strong points, drawing up a plan, classification, structuring, schematization, establishing analogies, mnemonic techniques, recoding, completing the construction of memorized material, serial organization of associations, repetition.

The difficulty of identifying the main, essential thing is clearly manifested in one of the main types of educational activity of a student - in retelling the text. Psychologist A.I. Lipkina, who studied the characteristics of oral retelling in primary schoolchildren, noticed that a short retelling is much more difficult for children than a detailed one. To tell briefly means highlighting the main thing, separating it from the details, and this is precisely what children do not know how to do. The noted features of the mental activity of children are the reasons for the failure of a certain part of students. The inability to overcome the difficulties that arise in learning sometimes leads to the abandonment of active mental work. Students begin to use various inappropriate techniques and ways of completing educational tasks, which psychologists call “workarounds,” which include rote learning of material without understanding it. Children reproduce the text almost by heart, word for word, but at the same time cannot answer questions about the text. Another workaround is to perform a new task in the same way as a previous task. In addition, students with deficiencies in the thinking process use hints when giving an oral answer, try to copy from their friends, etc.

At this age, another important new formation appears - voluntary behavior. The child becomes independent and chooses what to do in certain situations. This type of behavior is based on moral motives that are formed at this age. The child absorbs moral values ​​and tries to follow certain rules and laws. This is often associated with selfish motives and desires to be approved by adults or to strengthen one’s personal position in a peer group. That is, their behavior is one way or another connected with the main motive that dominates at this age - the motive for achieving success (5).

New formations such as planning the results of action and reflection are closely related to the formation of voluntary behavior in younger schoolchildren.

The child is able to evaluate his action in terms of its results and thereby change his behavior and plan it accordingly. A semantic and guiding basis in actions appears; this is closely related to the differentiation of internal and external life. A child is able to overcome his desires if the result of their fulfillment does not meet certain standards or does not lead to the set goal. An important aspect of a child’s inner life is his semantic orientation in his actions. This is due to the child’s feelings about the fear of changing relationships with others. He is afraid of losing his importance in their eyes.

The child begins to actively think about his actions and hide his experiences. The child is not the same on the outside as he is on the inside. It is these changes in the child’s personality that often lead to outbursts of emotions on adults, desires to do what they want, and whims. The development of the personality of a primary school student depends on school performance and the assessment of the child by adults. As I already said, a child at this age is very susceptible to external influence. It is thanks to this that he absorbs knowledge, both intellectual and moral. “The teacher plays a significant role in establishing moral standards and developing children’s interests, although the degree to which they are successful in this will depend on the type of relationship he has with his students.” Other adults also play an important role in a child's life (24).

At primary school age, children's desire to achieve increases. Therefore, the main motive of a child’s activity at this age is the motive of achieving success. Sometimes another type of this motive occurs - the motive of avoiding failure.

Certain moral ideals and patterns of behavior are laid down in the child’s mind. The child begins to understand their value and necessity. But in order for the development of a child’s personality to be most productive, the attention and assessment of an adult is important. “The emotional-evaluative attitude of an adult to the actions of a child determines the development of his moral feelings, individual responsible attitude towards the rules with which he becomes acquainted in life.” “The child’s social space has expanded - the child constantly communicates with the teacher and classmates according to the laws of clearly formulated rules.”

It is at this age that a child experiences his uniqueness, he recognizes himself as an individual, and strives for perfection. This is reflected in all areas of a child’s life, including relationships with peers. Children find new group forms of activity and activities. At first they try to behave as is customary in this group, obeying the laws and rules. Then begins the desire for leadership, for superiority among peers. At this age, friendships are more intense but less durable. Children learn the ability to make friends and find a common language with different children. “Although it is assumed that the ability to form close friendships is determined to some extent by the emotional connections a child develops during the first five years of his life.”

Children strive to improve the skills of those types of activities that are accepted and valued in an attractive company in order to stand out in its environment and achieve success.

At primary school age, the child develops an orientation towards other people, which is expressed in prosocial behavior, taking into account their interests. Prosocial behavior is very important for a developed personality.

The ability to empathize is developed in the context of school education because the child participates in new business relationships, he is involuntarily forced to compare himself with other children - with their successes, achievements, behavior, and the child is simply forced to learn to develop his abilities and qualities (5) .

Thus, primary school age is the most critical stage of school childhood. The main achievements of this age are determined by the leading nature of educational activities and are largely decisive for subsequent years of education: by the end of primary school age, the child must want to learn, be able to learn and believe in himself. Full-fledged living of this age, its positive acquisitions are the necessary foundation on which the further development of the child as an active subject of knowledge and activity is built. The main task of adults in working with children of primary school age is to create optimal conditions for the development and realization of children's capabilities, taking into account the individuality of each child.

2.2 Specifics of educational activities in primary school,

motivation for school

The child’s educational activity also develops gradually through the experience of entering into it, like all previous activities (manipulative, objective, play). Educational activity is an activity aimed at the student himself. The child learns not only knowledge, but also how to master this knowledge. Educational activity, like any activity, has its own subject. The subject of educational activity is the person himself. In the case of discussing the educational activities of a junior schoolchild, the child himself. By learning the ways of writing, counting, reading and other types, the child fixes himself on self-change - he masters the necessary methods of official and mental actions inherent in the culture around him. Reflecting, he compares his former self and his current self. Own change is traced and identified at the level of achievements. The most essential thing in educational activities is reflection on oneself, tracking new achievements and changes that have occurred. I couldn't - I can ,Could not - Can , Howled - Became - key assessments of the result of in-depth reflection of one’s achievements and changes. It is very important if the child becomes for himself both the subject of change and the subject who carries out this change in himself. If a child receives satisfaction from reflecting on his ascent to more advanced methods of learning activities, to self-development .

In a modern school, the question of motivation for learning can, without exaggeration, be called central, since motive is the source of activity and performs the function of motivation and meaning formation. Primary school age is favorable for laying the foundation for the ability and desire to learn, because... scientists believe that the results of human activity depend 20-30% on intelligence, and 70-80% on motives.

What is motivation? What does it depend on? Why does one child study with joy, while another learns with indifference?

Motivation- this is an internal psychological characteristic of a person, which finds expression in external manifestations, in a person’s attitude to the world around him, various types of activities. Activity without a motive or with a weak motive is either not carried out at all or turns out to be extremely unstable. How a student feels in a certain situation determines the amount of effort he puts into his studies. Therefore, it is important that the entire learning process evokes in the child an intense and internal motivation for knowledge and intense mental work. The development of a student will be more intense and effective if he is involved in activities that correspond to his zone of proximal development, if learning evokes positive emotions, and the pedagogical interaction of participants in the educational process is trusting, enhancing the role of emotions and empathy (14).

One of the main conditions for carrying out activities and achieving certain goals in any area is motivation. And motivation is based, as psychologists say, on the needs and interests of the individual. Therefore, to achieve good academic success among students, it is necessary to make learning a desirable process.

Numerous studies show that in order to develop full-fledged educational motivation in schoolchildren, it is necessary to carry out targeted work. Educational and cognitive motives, which occupy a special place among the represented groups, are formed only during the active development of educational activities (AL). Educational activities include: motives for learning, purpose and goal setting, actions (learning), control, evaluation.

Types of motivation:

Motivation outside of educational activities

“Negative” is the student’s motivations caused by the awareness of the inconveniences and troubles that may arise if he does not study.

Positive in two forms

Determined by social aspirations (a sense of civic duty to the country, to loved ones)

Determined by narrow personal motives: the approval of others, the path to personal well-being, etc.

Motivation underlying the learning activity itself

Related directly to the goals of learning (satisfying curiosity, acquiring certain knowledge, broadening one’s horizons)

It is inherent in the process of educational activity itself (overcoming obstacles, intellectual activity, realizing one’s abilities.

The motivational basis of a student’s educational activity consists of the following elements:

· focusing on the learning situation

· awareness of the meaning of the upcoming activity

· conscious choice of motive

goal setting

· pursuit of a goal (implementation of educational activities)

· desire to achieve success (awareness of confidence in the correctness of one’s actions)

· self-assessment of the process and results of activity (emotional attitude to activity).

Knowing the type of motivation, the teacher can create conditions to reinforce appropriate positive motivation. Learning will be successful if it is internally accepted by the child, if it is based on his needs, motives, interests, that is, it has personal meaning for him.

It is very useful to understand the general structure of motivation for learning at this age:

a) Cognitive motivation.

Deep interest in studying any academic subject is rare in the primary grades, but high-performing children are attracted to various, including the most complex, academic subjects.

If a child, during the learning process, begins to rejoice that he has learned, understood, or learned something, it means that he is developing motivation that corresponds to the structure of the learning activity. Unfortunately, even among well-performing students, there are very few children who have educational and cognitive motives.

A number of modern researchers directly believe that the reasons explaining why some children have cognitive interests and others do not should be sought, first of all, at the very beginning of schooling.

A person is enriched with knowledge only when this knowledge means something to him. One of the school's tasks is to teach subjects in such an interesting and lively form that the child himself wants to study them and remember them. Learning from books and conversations alone is quite limited. A subject is comprehended much deeper and faster if it is studied in a real environment.

Most often, cognitive interests are formed purely spontaneously. In rare cases, some have a dad, a book, an uncle nearby at the right time, while others have a talented teacher. However, the problem of the natural formation of cognitive interest remains unresolved in most children.

b) Motivation to achieve success

Children with high academic achievements have a clearly expressed motivation to achieve success - the desire to do a task well, correctly, and get the desired result. In elementary school, this motivation often becomes dominant. The motivation to achieve success, along with cognitive interests, is the most valuable motive; it should be distinguished from prestigious motivation.

c) Prestigious motivation

Prestigious motivation is typical for children with high self-esteem and leadership inclinations. It encourages the student to study better than his classmates, to stand out among them, to be the first.

If prestigious motivation corresponds to sufficiently developed abilities, it becomes a powerful engine for the development of an excellent student, who will achieve the best educational results at the limit of his efficiency and hard work. Individualism, constant competition with capable peers and a disdainful attitude towards others distort the moral orientation of the personality of such children.

If prestigious motivation is combined with average abilities, deep self-doubt, usually not recognized by the child, along with an inflated level of aspirations lead to violent reactions in situations of failure.

d) Motivation to avoid failure

Underachieving students do not develop prestigious motivation. The motivation to achieve success, as well as the motive for getting a high grade, are typical for starting school. But even at this time, the second tendency clearly manifests itself - the motivation to avoid failure. Children try to avoid a “f” and the consequences that a low grade entails - the teacher’s dissatisfaction, parents’ sanctions.

By the end of elementary school, lagging students most often lose the motive for achieving success and the motive for getting a high grade (although they continue to count on praise), and the motive for avoiding failure gains significant strength. Anxiety and fear of receiving a bad grade gives learning activities a negative emotional connotation. Almost a quarter of underperforming third-graders have a negative attitude toward learning because this motive predominates in them.

e) Compensatory motivation

By this time, underachieving children also develop a special compensatory motivation. These are secondary motives in relation to educational activity, allowing one to establish oneself in another area - in sports, music, drawing, in caring for younger family members, etc. When the need for self-affirmation is satisfied in some area of ​​activity, poor performance does not become a source of difficult experiences for the child. In the course of individual and age development, the structure of motives changes. Typically, a child comes to school positively motivated. To ensure that his positive attitude towards school does not fade, the teacher’s efforts should be aimed at creating a stable motivation to achieve success, on the one hand, and developing educational interests, on the other (6).

The formation of sustainable motivation to achieve success is necessary in order to blur the “position of an underachiever” and increase the student’s self-esteem and psychological stability. High self-esteem by underachieving students of their individual qualities and abilities, their lack of an inferiority complex and self-doubt play a positive role, helping such students to establish themselves in activities feasible for them, and are the basis for the development of educational motivation.

The younger the schoolchildren, the weaker their ability to act independently and the stronger the element of imitation in their behavior. Any teacher knows this: if you ask first-graders to give examples to support a rule, many will name examples that have already been expressed by others or are very similar.

Children imitate both good and bad with equal ease, so adults must be especially demanding of themselves, setting an example in behavior and communication with others.

The more an adult trusts a child and expands the boundaries of his freedom within the limits of what is permitted, the faster the child learns to act independently and rely on his own strengths. And vice versa, guardianship always inhibits the development of will and creates the idea that there is an external controller who has taken full responsibility for the child’s actions.

In most cases, younger schoolchildren willingly obey the demands of adults, and teachers in particular. And if children first violate the rules of behavior, then most often not consciously, but due to the impulsiveness of their behavior. But already in the middle of the first school year, you can find children in the classroom who have taken upon themselves the functions of organizing the behavior of other children in terms of restraining it. Such children make remarks like “Hush!”, “It says: hands on the table, get out your chopsticks!” and so on. These are children who switch to internal control, learning to restrain their immediate reactions. Psychologists have found that girls master their behavior earlier than boys. This is explained both by girls’ greater involvement in the rules of family life and by less tension and anxiety in relation to the teacher (primary school teachers are mostly women) (7).

By the third grade, perseverance and perseverance in achieving set goals are formed. Persistence should be distinguished from stubbornness: the first is associated with the motivation to achieve a socially approved or valuable goal for the child, and the second pursues the satisfaction of personal needs, where the goal itself becomes its achievement, regardless of its value and necessity. Most children, however, do not draw this line, considering themselves persistent, but not stubborn. Stubbornness in primary school age can manifest itself as a protest or defensive reaction, especially in cases where the teacher poorly motivates his assessments and opinions and places emphasis not on the child’s achievements and positive qualities, but on his failures, miscalculations, and negative character traits.

In principle, the relationship of a junior schoolchild to a teacher differs little from his relationship to his parents. Children are ready to submit to his demands, accept his assessments and opinions, listen to his teachings, imitate him in behavior, manner of reasoning, and intonation. And the teacher is expected to have an almost “motherly” attitude. At first, some children caress the teacher, try to touch him, ask him about himself, share some intimate messages, and consider the teacher as a judge and arbiter in quarrels and insults. In some cases, if the relationships in the child’s family are not prosperous, the teacher’s role increases, and his opinions and wishes are accepted by the child more readily than the parents’. The social status and authority of the teacher in the eyes of the child is generally higher than that of the parents.

The child’s relationships with peers also change. Psychologists note a decrease in collective connections and relationships between children compared to the preparatory group of kindergarten. The relationships of first-graders are largely determined by the teacher through the organization of educational activities; he contributes to the formation of statuses and interpersonal relationships in the class. Therefore, when conducting sociometric measurements, you can find that among the preferred ones there are often children who study well, who are praised and singled out by the teacher.

By grades II and III, the teacher’s personality becomes less significant, but connections with classmates become closer and more differentiated. Typically, children begin to unite based on sympathies and common interests; The proximity of their place of residence and gender also play a significant role. At the first stages of interpersonal orientation, some children sharply manifest character traits that are generally not characteristic of them (for some, excessive shyness, for others, swagger). But as relationships with others are established and stabilized, children discover genuine individual characteristics. A characteristic feature of the relationships between younger schoolchildren is that their friendship is based, as a rule, on common external life circumstances and random interests: for example, they sit at the same desk, live next to each other, are interested in reading or drawing. The consciousness of younger schoolchildren has not yet reached the level of choosing friends based on any significant personality traits, but in general, children of grades III-IV are more deeply aware of certain qualities of personality and character. And already in the third grade, when it is necessary to choose classmates for joint activities, about 75% of students motivate their choice by certain moral qualities of other children (20). Already in the lower grades, the class is divided into informal groups, which sometimes become more significant than official school associations (links, stars, etc.). They may develop their own norms of behavior, values, and interests, largely related to the leader. These groups are not always antagonistic to the entire class, but in some cases a certain semantic barrier can form. In most cases, children included in these groups, having any private interests (sports, games, hobbies, etc.), do not cease to be active members of the team.

At primary school age, the style that the teacher chooses to communicate with the child and manage the class is of particular importance. This style is easily assimilated by children, influencing their personality, activity, and communication with peers. For democratic style characterized by wide contact with children, manifestations of trust and respect for them, explanation of the introduced rules of behavior, requirements, assessments. For such teachers, the personal approach to the child prevails over the business one; They are typically characterized by the desire to give comprehensive answers to any children's questions, taking into account individual characteristics, and not preferring some children to others. This style provides the child with an active position: the teacher strives to put students in a cooperative relationship. At the same time, discipline does not act as an end in itself, but as a means to ensure successful work and good contact. The teacher explains to children the meaning of normative behavior, teaches them to manage their behavior in conditions of trust and mutual understanding.

The democratic style puts adults and children in a position of friendly understanding. It provides children with positive emotions, confidence in themselves, in a friend, in an adult, and gives an understanding of the value of cooperation in joint activities. At the same time, it unites children, forming a sense of “we”, a sense of involvement in a common cause, giving the experience of self-government. Left without a teacher for some time, children raised in a democratic style of communication try to discipline themselves. Teachers with an authoritarian leadership style exhibit pronounced subjective attitudes, selectivity towards children, stereotyping and poor assessments. Their management of children is characterized by strict regulation; they more often use prohibitions and punishments, restrictions on children’s behavior. In work, the business approach prevails over the personal one. The teacher demands unconditional, strict obedience and assigns a passive position to the child, trying to manipulate the class, putting the task of organizing discipline at the forefront. This style alienates the teacher from the class as a whole and from individual children. The position of alienation is characterized by emotional coldness, lack of psychological intimacy, and trust. The imperative style quickly disciplines the class, but causes children to experience abandonment, insecurity, and anxiety. As a rule, children are afraid of such a teacher. The use of an authoritarian style indicates the strong will of the teacher, but in general it is anti-pedagogical, as it deforms the child’s personality.

And finally, the teacher can implement a liberal-permissive style of communication with children. He allows for unjustified tolerance, condescending weakness, and connivance that harms schoolchildren. Most often, this style is a consequence of insufficient professionalism and does not ensure either the joint activity of children or their compliance with normative behavior. Even disciplined children become untruthful in this style. The educational process here is constantly disrupted by willful actions, pranks, and antics of children. The child is not aware of his responsibilities. All this also makes the liberal-permissive style anti-pedagogical.

2.3 Causes of school maladjustment

Entering school and the first months of schooling cause changes in the entire lifestyle and activity of a primary school student. This period is equally difficult for children entering school at both six and seven years old. Observations by physiologists, psychologists and teachers show that among first-graders there are children who, due to their individual psychophysiological characteristics, find it difficult to adapt to new conditions and only partially cope or cannot cope at all with the work schedule and curriculum. Under the traditional education system, these children, as a rule, become lagging children and repeaters.

Currently, there is an increase in neuropsychiatric diseases and functional disorders among the child population, which affects the child’s adaptation to school. The atmosphere of school learning, which consists of a combination of mental, emotional and physical stress, places new complex demands not only on the psychophysiological constitution of the child or his intellectual capabilities, but also on his entire personality, and, above all, on its socio-psychological level.

The whole variety of difficulties at school can be divided into 2 stages:

1.Specific, based on certain disorders in the development of motor skills, visual-motor coordination, visual-spatial perception, speech development;

2.Nonspecific, caused by general weakening of the body, contiguous and unstable performance, and individual pace of activity.

As a result of socio-psychological maladaptation, one can expect the child to display a whole range of nonspecific difficulties associated with activity disorders. During the lesson, a student who has not adapted is disorganized, often distracted, passive, the pace of activity is slow, and mistakes are common (1).

One of the reasons for school maladjustment in the first grade is the nature of family upbringing. If a child comes to school from a family where he felt the experience of “we,” he finds it difficult to enter a new social community—school. The unconscious desire for alienation, non-acceptance of the norms and rules of any community in the name of preserving the unchanged “I” underlies the school maladaptation of children raised in a family with an unformed sense of “we” or in families where parents are separated from children by a wall of rejection and indifference. Very often, a child’s maladaptation at school and inability to cope with the role of a student negatively affect his adaptation in other communication environments. In this case, a general environmental maladjustment of the child arises, indicating his social isolation and rejection. All of these factors pose a direct threat to the child’s intellectual development. The dependence of school performance on intelligence does not need proof. It is on the intellect at primary school age that the main burden falls, since in order to successfully master educational activities, scientific and theoretical knowledge, a sufficiently high level of development of thinking, speech, perception, attention, memory, a stock of elementary information, ideas, mental actions and operations serve as a prerequisite for mastering the subjects studied at school. Therefore, even mild, partial intellectual impairments, asynchrony in their formation, will complicate the child’s learning process and require special correction measures that are difficult to implement in a mass school environment. For children under 10 years of age with their need for movement, the greatest difficulties are caused by situations in which it is necessary to control their motor activity. When this need is blocked by the norms of school behavior, the child develops muscle tension, attention deteriorates, performance decreases, and fatigue quickly sets in. The subsequent discharge, which is a protective physiological reaction of the child’s body to excessive overexertion, is expressed in uncontrollable motor restlessness, disinhibition, classified by the teacher as disciplinary offenses.

The cause is also neurodynamic disorders, which can manifest themselves in the form of instability of mental processes, which at the behavioral level reveals itself as emotional instability, ease of transition from increased activity to passivity and, conversely, from complete inaction to disordered hyperactivity. Quite typical for this category of children is a violent reaction to situations of failure, sometimes acquiring a distinctly hysterical tone. Typical for them is also rapid fatigue in class, frequent complaints about poor health, which generally leads to uneven academic achievements, noticeably reducing the overall level of academic performance even with a high level of intellectual development.

An important role in successful adaptation to school is played by the characterological personal characteristics of children, formed at previous stages of development. The ability to communicate with other people, possess the necessary communication skills, and the ability to determine for oneself the optimal position in relationships with others are extremely necessary for a child entering school, since educational activities and the schooling situation as a whole are collective in nature. The lack of development of such abilities or the presence of negative personal qualities give rise to typical communication problems, when a child is either actively, often aggressively, rejected by classmates, or simply ignored by them. In both cases, there is a deep experience of psychological discomfort.

The social position of a schoolchild, which imposes on him a sense of responsibility, home, and duty, can provoke the fear of being the wrong person. The child is afraid of not being on time, being late, doing the wrong thing, being judged and punished. At primary school age, the fear of being the wrong person reaches its maximum development, as children try to acquire new knowledge, take their responsibilities as a student seriously, and are very worried about grades. Children who have not acquired the necessary experience of communicating with adults and peers before school, lack self-confidence, are afraid of not meeting the expectations of adults, experience difficulties adapting to the school community and fear of the teacher. This fear is based on the fear of making a mistake, doing something stupid and being ridiculed. Some children are terrified of making a mistake when preparing their homework. This happens in cases where parents check them pedantically and are very dramatic about mistakes. Even if the parents do not punish the child, psychological punishment is still present. adaptation maladjustment schoolboy psyche

No less serious problems arise in children with low self-esteem: indecisiveness in their own abilities, which creates a feeling of dependence, hindering the development of initiative and independence in actions and judgments. A child’s initial assessment of other children depends almost entirely on the teacher’s opinion. A demonstratively negative attitude of a teacher towards a child creates a similar attitude towards him on the part of his classmates, which hinders the normal development of their intellectual abilities and creates undesirable character traits. The inability to establish positive relationships with other children becomes the main psycho-traumatic factor and causes a negative attitude towards school in the child, leading to a decrease in his academic performance. The main cause of school difficulties is certain mental development disorders recorded in children.

Correction and prevention of school difficulties should include targeted impact on the family; treatment and prevention of somatic disorders; correction of intellectual, emotional and personality disorders; psychological counseling of teachers on the problems of individualization of education and upbringing of this group of children; creating a favorable psychological climate in student groups, normalizing interpersonal relationships among students. Thus, we can identify the most significant causes of maladjustment:

The child is not intellectually ready for school

For example, the stock of knowledge necessary for a 6-7 year old child has not been formed, or the child does not know how to build a logical chain and draw conclusions, or does not know how to act internally, i.e. does not know how to learn, or cognitive processes, such as memory, attention, thinking, are at an insufficiently high level of development.

What to do, how to help?

A) You can study with your child an additional 15-20 minutes every day on your own or enroll your child in developmental classes in a group that will teach the child to consciously, successfully master knowledge and teach him how to learn.

B) There is no need to compare a child, much less tell him that he is worse than someone else, instilling in him such a negative way of thinking. Show your child that you accept and love him for who he is. Everyone has their own development path.

The child is not ready to move to a new position - the “position of a schoolchild”

Such children, as a rule, showing childish spontaneity, simultaneously, without raising their hands and interrupting each other, share their thoughts and feelings with the teacher during the lesson. They usually get involved in work when the teacher directly addresses them, and the rest of the time they are distracted, do not follow what is happening in the class, and violate discipline. As a rule, having high self-esteem, children are offended by comments when the teacher or parents express their dissatisfaction with their behavior, and begin to complain that the lessons are uninteresting, the school is bad and the teacher is evil.

What to do, how to help?

A) It is important for a child to have the attentive attitude of significant adults: parents, teachers, who introduce norms, rules, methods of behavior, emphasize the importance of learning in the child’s life, encourage independence, and create an interest in acquiring knowledge.

B) Try to “educate” and “pressure” less. The more we try to do this, the more resistance grows, which sometimes manifests itself in sharply negative, clearly demonstrative, hysterical, capricious behavior.

C) Try to pay attention to the child not only when he is bad, but also when he is good, and more when he is good.

The child is not able to voluntarily (independently and consciously) control his attention, emotions, behavior during lessons and during breaks at school in accordance with school rules

Such a child does not hear, does not understand and cannot fulfill the tasks and requirements of the teacher; it is quite difficult for him to concentrate his attention during the lesson and throughout the day.

What to do, how to help?

This child’s behavior is primarily determined by the style of upbringing in the family and the attitude of adults towards the child: either the child does not receive enough parental attention and is completely left to his own devices, or the child is the “center” of the family, the “cult of the child” reigns and he is allowed everything, he is unlimited .

A) Look at what parenting style exists in your family? Does your child receive enough attention, love, and care? Do you accept your child with his successes and failures?

B) Try to talk more with your child, adhering to the rule: “At home - no judgment.”

C) During the day, try to find at least half an hour when you will belong only to the child, you will not be distracted by household chores, conversations with other family members, etc.

D) Try to praise your child’s successes, even the smallest ones. If the child encounters failures during his studies, do not place much emphasis on them, try to sort them out, find ways to correct them, and offer your help. If you are dissatisfied with the actions of a child, then try to criticize not him as a person, but these actions.

E) Do not talk to the child “from top to bottom”, try to keep your eyes on the same level with the child’s eyes, sit not opposite, but next to him, turning to the child, hug him or take his hand, tactile sensations are very important - this is proof of our love and acceptance of the child.

The child feels constrained in a new team, it is difficult for him to establish contact with the teacher and classmates

What to do, how to help?

A) Try to be sincerely interested in the child’s school life, and not only in studies, but also in the child’s relationships with other children and the teacher. It will also be useful for the child if you start inviting his friends to his house, going with him to visit and introducing him to the families of friends where his peers are, encouraging the child to communicate at home, on the street, at school, helping to find good friends.

B) Try more to communicate with the teacher - how the child interacts with the teacher and other children, how he copes with tasks in class, how he behaves during recess, etc. Such a versatile vision of the child will help you create an objective picture of his successes and failures at school, and most importantly, understand the reasons for his difficulties.

Try to view your child's difficulties at school as temporary difficulties and be prepared to help your child cope with them. These difficulties cannot and should not affect the definition of a child’s personality as stupid and unsuccessful (13).

So, having examined the characteristics of primary school age, we have established that when a child enters school, he takes on a new role, the role of a student. Educational activity becomes the leading activity at primary school age. But, unfortunately, not all children in the first year of school can adapt to the conditions of school life. The reasons for school maladaptation may be social factors, health status, undeveloped voluntary sphere, and the child’s unwillingness to take on the position of a schoolchild. At the same time, depending on the reason, the child must be provided with one or another assistance, both from the teacher ,psychologist and from the parents.

3. EXPERIMENTAL STUDY WORK

AND IDENTIFYING THE CAUSES OF CHILDREN’S DISADAPTATION

JUNIOR SCHOOL AGE

.1 Purpose, objectives and methods of the ascertaining experiment

Purpose: to study the level of adaptation of first grade students. During this, the following tasks were solved:

To characterize the group of children of primary school age in which work on the study of adaptation took place.

Determine the child’s level of adaptation to school and identify children with adaptation problems (maladapted children).

To identify the causes of maladaptation in first grade students.

Research hypothesis: we believe that the level of adaptation in primary school age is influenced by the following factors:

Children's health status;

Social factors (family composition, parental education);

Level of school maturity.

The work was carried out on the basis of Municipal Educational Institution Secondary School No. 17 in Arkhangelsk. 1st grade students participated in the experiment. The study was conducted outside of school hours. There are 30 people in the class, of which 9 are girls and 21 are boys. Children's age is 6-7 years.

It was found that in children of 1st grade the second health group predominates - 26 people (88%), there is also a third health group - 3 people (9%) and one child has a fourth health group (3%). Based on data on health and physical development, all students are also divided into physical education groups. In our case, the main physical education group predominates among students - 85% of the subjects, the preparatory group includes 10% of people and 3% - a special group. Thus, the majority of subjects did not have any serious health problems, i.e. we can say that physically children should easily adapt (see Appendix 1).

Data on family composition and parental education were obtained from the class teacher. We found that 27 families are complete (91%), in 3 families (9%) the parents are divorced and the child is raised by the mother. We also learned that there are 15 families, which is 50% complete families, in which one child predominates, and 8 families, which is 25% complete families, in which two children predominate. It was found that all parents have higher or secondary education, of which 34%, and these are 10 families where both parents have higher education, 16% (5 families) - both parents have secondary education, in 50% of cases (15 families) one of the parents has a higher education, the other has a secondary education (see Appendix 2).

To achieve this goal, we used testing and survey methods. Methods aimed at studying the adaptation of younger schoolchildren:

.Projective test by M.Z. Drukarevich “Non-existent animal” (see Appendix 11).

.Test by D.B. Elkonin “Graphic dictation” (see Appendix 13).

.A questionnaire for parents aimed at studying socio-psychological adaptation (see Appendix 15).

.Questionnaire for teachers aimed at studying socio-psychological adaptation (see Appendix 6).

.A questionnaire for students aimed at determining the level of motivation for school (see Appendix 3).

3.2 Studying the level of adaptation of first grade students

To determine the level of adaptation of students, a questionnaire was used to study the motivation of schoolchildren (see Appendix 3). This questionnaire consists of 10 questions that the student must answer. For each student’s answer, a grade is given, as a result, the grades are summed up and a certain number of points is obtained, by which you can find out what level of school motivation the child is at, whether he has a cognitive motive, whether he successfully copes with educational activities and how well he feels at school (see Appendix 5).

This questionnaire was presented to the children twice in September 2010 and April 2011.

Having analyzed the data obtained from student responses in September, it turned out that 15% of the subjects had a high level of motivation, 65% had a good level of motivation and 20% had a positive attitude towards school, but the school attracts such children with extracurricular activities (see. Appendix 4). Thus, the majority of children of primary school age have a high and good level of motivation for school, which indicates the successful adaptation of students to school, the presence of cognitive motives and interest in learning activities.

We determined the level of children's socio-psychological adaptation to school indirectly by asking the class teacher to answer a questionnaire (see Appendix 6). The questionnaire contains 8 scales: 1-learning activity, 2- assimilation of knowledge (performance), 3- behavior in class, 4- behavior during recess, 5- relationships with classmates, 6- attitude towards the teacher, 7- emotions, 8- overall assessment results; There are 5 levels of adaptation:

Having analyzed the data obtained on the scales, we can conclude that the level of adaptation of students is above average. A general assessment of the students’ socio-psychological adaptation was also revealed. It turned out that 50% of students have social and psychological adaptation at a level above average, 35% of students at a high level and 15% of students at a level below average (see Appendix 7.8).

Also, to identify the level of adaptation of children, parents were asked to answer the questionnaire (see Appendix 15). The questionnaire contains 6 scales: 1 - success in completing school tasks, 2 - the degree of effort required by the child to complete school tasks, 3 - the child’s independence in completing school tasks, 4 - the mood with which the child goes to school, 5 - relationships with classmates, 6- general assessment of results; There are 5 levels of adaptation:

a) high level of adaptability;

b) the level of adaptation is above average;

c) average level of adaptation;

d) the child’s level of adaptation is below average;

e) low level of adaptation.

The results of the study showed that 45% of parents consider the level of socio-psychological adaptation of their children above average, 35% of respondents note a high level of adaptation in the child and 20% - an average level of adaptation (see Appendix 9.10).

The level of adaptation (signs of maladjustment) can also be considered from the point of view of the formation of the emotional sphere of students. We conducted the “Nonexistent Animal” technique, aimed at studying the characteristics of the emotional sphere, the presence of anxiety, negative emotional manifestations, and hidden fears (see Appendix 11). The technique was carried out twice in September 2010 and April 2011.

As a result of the study (September 2010), we found that the majority of students responded to the task creatively. In 40% of the subjects, the level of development of the emotional sphere is at a high level (drawings are assigned 1 point), which indicates that children have the ability to fantasize; 30% of respondents have an average level of development of the emotional sphere (the drawings correspond to 0.5 points), from the children’s drawings one can see that the students have not fully understood themselves (the size of the drawing is small, the drawing is not in the center, but on the side) and many have low self-esteem and need recognition from others. 30% of children have a low level of development of the emotional sphere (drawings correspond to 0 points); children’s drawings contain signs indicating the presence of aggression (shading, spikes, corners), instability of the emotional state (dashed lines, poorly visible). Thus, changes in the emotional sphere, the presence of anxiety, hidden fears are observed in 30% of children, 30% have low self-esteem, which indicates signs of maladaptation to school (see Appendix 12).

The level of development of the voluntary sphere (the ability to listen carefully, accurately follow the instructions of an adult) and the ability to navigate in space also indicate the child’s adaptation (or maladaptation) to school. We used the “Graphic Dictation” technique, aimed at studying the level of an arbitrary sphere (see Appendix 13).

Having analyzed the results of the study, we found that in 40% of students the development of the arbitrary sphere is at a high level, these drawings are assigned 10 - 12 points, which indicates that children have developed the ability to navigate in space, they accurately follow all the instructions of an adult and easily perform the task. In 35% of students, the development of the voluntary sphere is at an average level; The work of these children is assigned 6-9 points, which indicates that the children have developed the ability to navigate in space, but they make mistakes due to inattention. In 15% of children, the development of the voluntary sphere is at a low and very low level; these drawings are assigned 3-5 points, which indicates that the children have not developed the ability to navigate in space and these children make a large number of errors when completing the task (see. Appendix 14).

Based on the results of the tests “Non-existent animal”, “Graphic dictation”, and the study of motivation, we can say that the level of adaptation in most children is at an average level, this means that students have a positive attitude towards school, visiting it does not cause negative experiences, they understand the educational material, If the teacher presents it in detail and clearly, they learn the main content of the curriculum and independently solve standard problems. The teacher also classifies the level of development of children's adaptation as average and above average.

Some children (15%) experience difficulties in orienting themselves in space, they have an insufficient level of development of the voluntary sphere, in emotional terms (30%) they are anxious, have low self-esteem, show aggression, they are attracted to school by extracurricular activities, which indicates difficulties in adapting to school (signs of maladjustment). At the same time, the assessment of these children by the class teacher also indicates a low level of adaptation. At the same time, none of the parents noted that the child’s level of adaptation was reduced (according to the results of the questionnaire, the level of adaptation was high or average). Perhaps this indicates the subjectivity of the answers (parents always want their child to seem better) or parents are not sufficiently interested in their child, his successes, problems at school (which may also be an indirect cause of maladjustment).

3.3 Identification of the reasons for maladaptation of first grade students

The results of the ascertaining experiment conducted in September showed that a low level of adaptation was present in 5 children (15%). These children have low levels of educational activity, academic performance, difficulties in relationships with peers and teachers, these students have a low level of motivation, and an insufficient level of development of the voluntary and emotional sphere. They have a low level of socio-psychological adaptation, according to the class teacher.

If we compare the data obtained, these children do not differ from other children in their health group (they have a second health group). Analyzing the social reasons, we see that with the exception of one child, all the rest live and are raised in two-parent families. Thus, we assume that the reasons may be related to the period when the child enters school. These children must achieve a certain level of physical and intellectual development, as well as social adaptation, which will allow them to meet traditional school requirements. Also, for the development of school maturity, height, body weight and intelligence are assessed primarily. However, when assessing school maturity, it is necessary to take into account the child’s socio-psychological readiness for schooling. Unfortunately, social maturity, which is also not easy to assess, is not given enough attention. As a result, quite a lot of children enter school who would rather play than do their homework. They have low performance, their attention is still unstable and they cope poorly with the tasks offered by the teacher; they are not able to maintain school discipline.

Our study was repeated in April. We used a questionnaire to determine the level of motivation, the “Graphic Dictation” and “Nonexistent Animal” techniques. It was found that the level of adaptation to school increased in 3 children: the level of motivation for learning activities increased, children became more interested in lessons and communication with peers. Thus, the number of children who did not adapt at the beginning of the year (5 children) of them by the end of the year moved to the average level of adaptation 3 people.

A low level of adaptation was detected in 2 schoolchildren. The level of emotional well-being can be judged by children’s drawings, from which it is clear that students are unsure of themselves (weak lines), are afraid of recognition from others (small drawing, in the corner of the sheet) and do not try to contact their peers (there are thorns, corners) , the school still attracts them with extracurricular activities. It turned out that the children have no health problems (health group two), one child is being raised in a single-parent family (one mother), the parents have secondary and higher education.

So, it was initially found that in the 1st grade, out of 30 children, 5 (15%) had difficulties in adapting to school (signs of maladaptation). We tried to find out the reasons for the problems with adaptation. We paid attention to the health group of the children, the state of the family (complete, single-parent), it turned out that only one of these children has an incomplete family (the child is raised by his mother), which partially confirms our hypothesis, we also found out data on the education of the parents, from which it is clear that all parents have either higher or secondary education. It turned out that these children do not differ from the rest in terms of health, social factors (under which we consider family composition, parental education) also do not influence adaptation according to the results of our study (although 1 child with signs of maladaptation is brought up in an incomplete family). In our opinion, a more detailed study of the health status of children is necessary, as well as possible additional study of social factors, such as the style of upbringing in the family, the child’s relationship with other family members.

Assuming that the reason for children's maladaptation is that the child is personally not ready for school, we conducted the study again in April and found that signs of maladaptation were observed in 2 out of 5 children. As it turned out, these children, in addition to low test scores, are not very successful in their studies (satisfactory grades predominate), are undisciplined, and are not always diligent in class. We believe that, after all, the signs are explained by school immaturity, that is, the child is personally not ready for school.

Thus, the hypothesis we put forward was partially confirmed: social factors appeared (namely family) and the cause of school maladjustment was school immaturity.

CONCLUSION

Disadaptation should certainly be considered one of the most serious problems that require both in-depth study and an urgent search for its resolution at a practical level. The trigger mechanism for this process is a sharp change in conditions, the usual living environment, and the presence of a persistent psychotraumatic situation. At the same time, individual characteristics and shortcomings in human development, which do not allow him to develop forms of behavior adequate to new conditions, also have considerable significance in the development of the process of maladjustment.

School maladjustment means a set of psychological disorders that indicate a discrepancy between the sociopsychological and psychophysiological status of a child and the requirements of the school learning situation, the mastery of which becomes difficult for a number of reasons. The main diagnostic criteria for identifying early school maladaptation are: unformed internal position of the student, low level of intellectual development, high persistent anxiety, low level of educational motivation, inadequate self-esteem, difficulties in communicating with adults and peers.

The purpose of the study was to study the causes of school maladaptation in primary school students.

To achieve the objectives, special literature was studied and analyzed, which made it possible to find out the characteristics of primary school age, consider the specifics of the educational activities of primary schoolchildren, identify the level of adaptation of children to school, and study the causes of maladaptation of primary schoolchildren.

We put forward a hypothesis from which it followed that the level of adaptation at primary school age can be influenced by the following factors: the state of health of children; social factors (family composition, parental education); level of school maturity.

We conducted a study to identify the level of adaptation of first grade students and tried to study different aspects of adaptation. To study the level of adaptation, we selected and carried out methods aimed at studying the development of the emotional sphere (“Non-existent animal”), the level of formation of an arbitrary sphere (Graphic Dictation), and identifying the level of motivation (according to a student questionnaire). We determined the level of socio-psychological adaptation based on the results of responses from parents and teachers. We also found out the health status of children and social factors (family composition, parental education). Our initial research revealed that not all children adapted (signs of maladaptation were observed). We were not able to identify all the factors influencing the signs of maladjustment.

We tried to re-conduct the study and used previously proposed methods. It turned out that only two out of five children remained unadapted. It turned out that one of these children is being raised in a single-parent family, and we cannot view the parenting style of this child.

Thus, we believe that the cause of school maladjustment is school immaturity. A child cannot cross the stage from preschooler to schoolchildren. Play remains his top priority, and school attracts him with extracurricular activities. It is necessary to conduct additional research with these students, use a psychophysiological correction program to overcome school maladjustment, and apply various training exercises.

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Publishing house of psychological literature Genesis

The process of restructuring a child's behavior and activity in a new social situation at school is usually called adaptation to school. The criteria for its success are considered to be good academic performance, assimilation of school standards of behavior, absence of communication problems, and emotional well-being. A high level of school adaptation is also evidenced by developed educational motivation, a positive emotional attitude towards school, and good voluntary regulation.

In recent years, in the literature devoted to the problems of primary school age, the concept maladjustment. This term itself is borrowed from medicine and means a violation of human interaction with the environment.

V.E. Kagan introduced the concept of “psychogenic school maladjustment,” defining it as “psychogenic reactions, psychogenic diseases and psychogenic formations of a child’s personality that violate his subjective and objective status in school and family and complicate the educational process” ( Kagan, 1984. P. 89). This allows us to identify psychogenic school maladaptation as “an integral part of school maladaptation as a whole and differentiate it from other forms of maladaptation associated with psychoses, psychopathy, non-psychotic disorders due to organic brain damage, hyperkinetic syndrome of childhood, specific developmental delays, mild mental retardation, analyzer defects, etc.” ( there).

However, this concept did not bring significant clarity to the study of the problems of younger schoolchildren, since it combined neurosis as a psychogenic personality disease, and psychogenic reactions, which may be variants of the norm. Despite the fact that the concept of “school maladjustment” is quite often found in the psychological literature, many researchers note its insufficient development.

It is quite correct to consider school maladjustment as a more specific phenomenon in relation to general socio-psychological maladjustment, in the structure of which school maladaptation can act both as a consequence and as a cause.

T.V. Dorozhevets proposed a theoretical model of school adaptation that includes three areas: academic, social and personal. Academic adaptation characterizes the degree of acceptance of educational activities and norms of school life. The success of a child’s entry into a new social group depends on social adaptation. Personal adaptation characterizes the child’s level of acceptance of his new social status (I am a schoolboy). School maladaptation is considered by the author as a result of the predominance of one of three styles of adaptation to new social conditions: accommodative, assimilation and immature. The accommodative style is manifested in the child’s tendency to completely subordinate his behavior to the demands of the school. The assimilation style reflects his desire to subordinate the surrounding school environment to his needs. An immature style of adaptation, caused by mental infantilism, reflects the student’s inability to readjust in a new social situation of development ( Dorozhevets, 1994).

The predominance of one adaptation style in a child leads to disturbances in all areas of school adaptation. At the level of academic adaptation, there is a decrease in academic performance and educational motivation, and a negative attitude towards school requirements. At the level of social adaptation, along with a violation of constructive behavior at school, a decrease in the child’s status in the peer group occurs. At the level of personal adaptation, the “self-esteem-level of aspirations” relationship is distorted, and an increase in school anxiety is observed.

Manifestations of school maladjustment. School maladjustment is the formation in a child of inadequate mechanisms of adaptation to school in the form of disturbances in educational activities and behavior, the emergence of conflictual relationships, psychogenic diseases and reactions, increased levels of anxiety, and distortions in personal development.

E.V. Novikova connects the occurrence of school maladjustment with the following reasons:

• undeveloped skills and techniques of educational activities, leading to a decrease in academic performance;
• unformed learning motivation (some schoolchildren retain a preschool orientation towards the external attributes of school);
• inability to voluntarily control one’s behavior and attention;
• inability to adapt to the pace of school life due to temperamental characteristics.

Signs of maladaptation are: a negative emotional attitude towards school, high persistent anxiety, increased emotional lability, low performance, motor disinhibition, difficulty communicating with teachers and peers.

Symptoms of adaptation disorder also include fear of not completing school assignments, fear of the teacher, friends; feelings of inferiority, negativism; withdrawal, lack of interest in games; psychosomatic complaints; aggressive actions; general lethargy; excessive shyness, tearfulness, depression.

Along with obvious manifestations of school maladaptation, there are its hidden forms, when, with good academic performance and discipline, the child experiences constant internal anxiety and fear of school or the teacher, he has no desire to go to school, difficulties in communication are observed, and inadequate self-esteem is formed.

According to various sources, from 10% to 40% of children experience serious problems related to adaptation to school, and for this reason they need psychotherapy. There are significantly more maladjusted boys than girls, their ratio is from 4:1 to 6:1 ( Novikova, 1987).

Causes of school maladjustment. School maladjustment occurs for many reasons. Four groups of factors contributing to its appearance can be distinguished.

First group factors are associated with the characteristics of the learning process itself: the richness of the programs, the fast pace of the lesson, the school regime, the large number of children in the class, noise during breaks. Disadaptation caused by these reasons is called didactogeny, children who are physically weakened, slow due to their temperament, pedagogically neglected, and with a low level of development of mental abilities are more susceptible to it.

Second group is associated with the teacher’s incorrect behavior towards students, and the variant of maladjustment in this case is called didascalogeny. This type of maladjustment often manifests itself at primary school age, when the child is most dependent on the teacher. Rudeness, tactlessness, cruelty, and inattention to the individual characteristics and problems of children can cause serious disturbances in the child’s behavior. To the greatest extent, the emergence of didascalogenies is facilitated by the authoritarian style of communication between the teacher and children.

According to M.E. Zelenova, the adaptation process in the first grade is more successful with a personality-oriented type of interaction between the teacher and students. Children develop a positive attitude towards school and learning, and neurotic manifestations do not increase. If the teacher is focused on the educational and disciplinary model of communication, adaptation in the classroom is less favorable, contact between teacher and student becomes more difficult, which sometimes leads to complete alienation between them. By the end of the year, children develop negative personal symptom complexes: self-distrust, feelings of inferiority, hostility towards adults and children, and depression. There is a decrease in self-esteem ( Zelenova, 1992).

B. Phillips considers various school situations as a factor of social and educational stress and threat to the child. Typically, a child associates social threat with rejection, hostility from teachers and classmates, or a lack of friendliness and acceptance on their part. Educational threat is associated with a premonition of psychological danger in educational situations: expectation of failure in class, fear of punishment for failure from parents ( Phillips, 1978).

Third group of factors associated with the experience of a child’s stay in preschool institutions. Most children attend kindergarten, and this stage of socialization is very important for adaptation to school. However, the mere presence of a child in kindergarten does not guarantee the success of his entry into school life. Much depends on how well he managed to adapt to preschool.

A child’s maladaptation in kindergarten, unless special efforts have been made to eliminate it, “transfers” to school, and the stability of the maladaptive style is extremely high. It can be said with some confidence that a child who is shy and timid in kindergarten will be the same at school, the same can be said about aggressive and overly excitable children: their characteristics will most likely worsen at school.

The most reliable predictors of school maladjustment include the following characteristics of a child that manifest themselves in kindergarten: aggressive behavior in play, low status in the group, socio-psychological infantilism.

According to a number of researchers, children who did not attend kindergarten or any clubs and sections before school experience great difficulties in adapting to the conditions of school life and to a group of peers, since they have only insignificant experience of social communication. Kindergarten children have lower rates of school anxiety, they are calmer about conflicts in communication with peers and teachers, and they behave more confidently in a new school environment.

Fourth group factors contributing to the emergence of maladjustment are associated with the characteristics of family upbringing. Since the influence of the family on the psychological well-being of the child at school is very great, it is advisable to consider this problem in more detail.

The concept of school difficulties as a manifestation of school maladjustment.

The process of restructuring a child's behavior and activity in a new social situation at school is usually called adaptation to school. Criteria her success They consider good academic performance, assimilation of school norms of behavior, absence of communication problems, and emotional well-being. A high level of school adaptation is also evidenced by developed educational motivation, a positive emotional attitude towards school, and good voluntary regulation.
In recent years, in the literature devoted to the problems of primary school age, the concept maladjustment. This term itself is borrowed from medicine and means disruption of human interaction with the environment.
V.E. Kagan introduced the concept of “psychogenic school maladjustment,” defining it as “psychogenic reactions, psychogenic diseases and psychogenic formations of a child’s personality that violate his subjective and objective status in school and family and complicate the educational process.” This allows us to identify psychogenic school maladaptation as “an integral part of school maladaptation as a whole and differentiate it from other forms of maladaptation associated with psychoses, psychopathy, non-psychotic disorders due to organic brain damage, hyperkinetic syndrome of childhood, specific developmental delays, mild mental retardation, analyzer defects, etc.”
However, this concept did not bring significant clarity to the study of the problems of younger schoolchildren, since it combined neurosis as a psychogenic personality disease, and psychogenic reactions, which may be variants of the norm. Despite the fact that the concept of “school maladaptation” is quite often found in the psychological literature, many researchers note its insufficient development.
It is quite correct to consider school maladjustment as a more specific phenomenon in relation to general socio-psychological maladjustment, in the structure of which school maladaptation can act both as a consequence and as a cause.
T.V. Dorozhevets proposed a theoretical model school adaptation, including three spheres: academic, social and personal. Academic adaptation characterizes the degree of acceptance of educational activities and norms of school life. The success of a child’s entry into a new social group depends on social adaptation. Personal adaptation characterizes the child’s level of acceptance of his new social status (I am a schoolboy). School maladjustment is considered by the author as result predominance of one of three styles of fixture to new social conditions: accommodation, assimilation and immature. Accommodative style manifests itself in the child’s tendency to completely subordinate his behavior to the demands of the school. IN assimilation style reflects his desire to subordinate the surrounding school environment to his needs. Immature style adaptation caused by mental infantilism reflects the student’s inability to adapt to a new social situation of development.
The predominance of one adaptation style in a child leads to disturbances in all areas of school adaptation. At the level of academic adaptation, there is a decrease in academic performance and educational motivation, and a negative attitude towards school requirements. At the level of social adaptation, along with a violation of constructive behavior at school, a decrease in the child’s status in the peer group occurs. At the level of personal adaptation, the “self-esteem-level of aspirations” relationship is distorted, and an increase in school anxiety is observed.
Manifestations of school maladjustment.
School maladjustment is a child's education inadequate mechanisms of adaptation to school in the form of disturbances in educational activity and behavior, the emergence of conflict relationships, psychogenic diseases and reactions, increased levels of anxiety, and distortions in personal development.
E.V. Novikova connects the occurrence of school maladaptation with the following reasons:

• undeveloped skills and techniques of educational activities, leading to a decrease in academic performance;
• unformed learning motivation (some schoolchildren retain a preschool orientation towards the external attributes of school);
• inability to voluntarily control one’s behavior and attention;
• inability to adapt to the pace of school life due to temperamental characteristics.

• negative emotional attitude towards school;
• high persistent anxiety;
• increased emotional lability;
• low performance;
• motor disinhibition;
• difficulty communicating with the teacher and peers.

• fear of not completing school assignments, fear of the teacher, comrades;
• feelings of inferiority, negativism;
• withdrawal, lack of interest in games;
• psychosomatic complaints;
• aggressive actions;
• general lethargy;
• excessive shyness, tearfulness, depression.

Methods to determine the causes of maladjustment in younger schoolchildren:
1. Drawing of a person, drawing “Non-existent animal”, drawing of a family, “Forest school” and other projective drawings
2. Eight-color test by M. Luscher
3.Children's apperception test -CAT, CAT-S
4. School anxiety tests
5. Sociometry
6. Questionnaire to determine Luskanova’s level of school motivation

With the beginning of educational activities, big changes appear in the child’s life. At this stage, his psyche may experience stress due to changes in lifestyle, new demands from parents and teachers.

Therefore, it is extremely important to monitor the general condition of the student and help him avoid difficulties in the process of adaptation to the school environment.

This article will discuss the concept of school maladaptation, its main causes, types of manifestation, and also provide recommendations for correction and prevention developed by psychologists and teachers.

School maladjustment does not have an unambiguous definition in science, because in every science, be it pedagogy, psychology and social pedagogy, this process is studied from a certain professional angle.

School maladjustment is a violation of the child’s adequate adaptation mechanisms to the school environment, affecting his educational productivity and relationships with the outside world. If we bypass scientific terminology, then in other words, school maladjustment is nothing more than a psychosomatic deviation that prevents a child from adapting to the school environment.

According to psychologists, schoolchildren who experience difficulties in adaptation may have problems mastering school material, resulting in low academic performance, as well as difficulties in forming social contacts both with peers and with adults.

The personal development of such children, as a rule, is delayed; they sometimes do not hear their “I”. Most often, younger schoolchildren face maladaptation, but in some cases, high school students as well.

As a rule, children with this kind of problems in primary school stand out from the entire team:

• emotional instability;
• frequent absence from school;
• sudden transitions from passivity to activity;
• frequent complaints of feeling unwell;
• lagging behind the curriculum.

High school children who have difficulty adapting are more likely to:

• - increased sensitivity, sudden outbursts of emotions;
• - the emergence of aggressiveness, conflicts with others;
• - negativism and protest;
• - manifestation of character through appearance;
• - can keep up with the curriculum.

Causes of school maladjustment

Psychologists studying the phenomenon of maladjustment identify the following among the main reasons:

• strong suppression by parents and teachers - (fear of failure, shame, fear of making mistakes);
• disorders of a somatic nature (weak immunity, diseases of internal organs, physical fatigue);
• poor preparation for school (lack of certain knowledge and skills, poor motor skills);
• poorly formed foundation of some mental functions, as well as cognitive processes (inadequately high or low self-esteem, inattention, poor memory);
• specifically organized educational process (complex program, special bias, fast pace).

Types of manifestation of school maladjustment

1. Cognitive– manifests itself as the student’s general poor performance. There may be chronic underachievement, lack of skills, fragmentary acquisition of knowledge. Lack of adaptation to the collective pace - being late for lessons, taking a long time to complete a task, getting tired easily.

2. Emotionally - evaluative– there are disturbances in the emotional attitude to individual lessons, teachers, and possibly to learning in general. “Fear of school” - anxiety, tension. Uncontrolled manifestation of violent emotions.

3. Behavioral– weak self-regulation, inability to manage one’s own behavior, conflict appears. Lack of study - manifests itself in a reluctance to do homework and a desire to engage in other activities.

Correction of maladjustment in school-age children

Currently, there is no unified method for solving problems with the adaptation of a schoolchild, since this problem includes several aspects of a child’s life. Here you need to take into account the medical, pedagogical, psychological and social aspects.

It is for this reason that it is necessary to understand the seriousness of this problem and solve it through qualified specialists.

Because the psychological help in resolving this issue is the main one; either a school psychologist or a private psychologist, or in some cases a psychotherapist, can work with a child experiencing difficulties.

Specialists, in turn, to determine methods for correcting school maladaptation, conduct a detailed study of the student’s life and identify the main points:

• learn in detail about the child’s social environment, the conditions of his development, collecting a detailed anamnesis;
• assess the level of psychophysical development of the child, taking into account his individual characteristics, conduct special tests appropriate to the child’s age;
• determine the nature of the student’s internal conflict leading to crisis situations;
• identify factors that provoke manifestations of signs of maladjustment;
• draw up a program of psychological and pedagogical correction, focusing specifically on the individual characteristics of a given child.

Teachers are also inextricably linked with the process of creating positive conditions for the student’s adaptation. It is necessary to focus on creating comfort in the lesson, a favorable emotional climate in the class, and to be more restrained.

But it is important to understand that without family support, the chances of developing positive dynamics are quite limited. That is why parents need to build friendly relationships with their children, encourage them more often, try to help and, of course, praise them. It is necessary to spend time together, play, come up with joint activities, and help develop the necessary skills.

If a child does not have a good relationship with a teacher at school or with peers (option), parents are advised to consider options for transferring to another school. There is a possibility that in another school the child will become interested in educational activities and will also be able to establish contacts with others.

Prevention of school maladjustment

In solving this problem, both correction methods and prevention methods should be comprehensive. Today, various measures are provided to help a child with maladjustment.

These are compensatory classes, social trainings, qualified consultations for parents, special correctional teaching methods that are taught to school teachers.

Adaptation to the school environment– the process is stressful not only for the child, but also for parents and teachers. That is why the task of adults at this stage of a child’s life is to try to help him together.

Here all efforts are devoted to only one important result - to restore the child’s positive attitude towards life, teachers and the educational activity itself.

With the advent of this, the student will develop an interest in lessons, perhaps in creativity and in others. When it is clear that the child has begun to experience joy in the school environment and the learning process, then school will cease to be a problem.

Introduction

The widespread phenomenon of school maladjustment today has the most unfavorable effect on both children and adults. Children experience such manifestations as negativism, difficulties communicating with peers or adults, school absenteeism, fears, increased excitability, etc. And parents experience increased tension about this, anxiety, emotional discomfort, awareness of family troubles, and improper interaction with the child.

The reasons for school maladjustment include:

Social stratification is characteristic of modern Russia (often within the same class, children from such different families find it difficult to find a common language, poorly understand each other and do not know how to communicate);

Increase in the number of children with mental retardation (MDD);

An increase in the number of children with neurotic and serious somatic disorders.

Psychologists note that difficulties communicating with others (both adults and peers) are a very significant component of schoolchildren’s maladjustment.

But what factors lead to maladjustment? In a group of elementary school students, psychologists identified some prerequisites for school maladjustment:

Low social status of the child; family relationship problems;

Low willingness to help a friend;

Poor relationships with peers;

Low cognitive abilities;

Inadequate self-esteem.

The purpose of our essay is to consider the definition of the concept of school maladjustment (SD), identify the causes and manifestations of school maladjustment, study the problems of prevention and correction of school maladjustment in students with mild pathologies of the central nervous system.

1. Definition of the concept of school maladjustment (SD).

For most children, starting school is a stressful situation in many respects, as it leads to dramatic changes in the child’s life. School imposes a new, complex range of demands on mental activity: the need to concentrate attention for a long time, the ability to memorize meaning, the ability to manage emotions, desires and interests, and subordinate them to school disciplinary requirements.

The transition from the conditions of education in the family and preschool institutions to a qualitatively different atmosphere of schooling, consisting of a combination of mental, emotional and physical stress, places new, more complex demands on the child’s personality and his intellectual capabilities.

Children who have difficulty fulfilling school requirements constitute the so-called “risk group” for school maladjustment.

School maladaptation is a socio-psychological process of deviations in the development of a child’s abilities to successfully master knowledge and skills, skills of active communication and interaction in productive collective learning activities, i.e. This is a violation of the child’s system of relationships with himself, with others and with the world.

Social, environmental, psychological and medical factors play a role in the formation and development of school maladjustment.

The initial cause of maladaptation must be sought in the somatic and mental health of the child, that is, in the organic state of the central nervous system, the neurobiological patterns of the formation of brain systems. This should be done not only when the child comes to school, but also in preschool age.

It is very difficult to separate genetic and social risk factors, but initially the occurrence of maladjustment in any of its manifestations is based on biological predetermination, which manifests itself in the characteristics of the ontogenetic development of the child. But this is practically not taken into account either in preschool education programs or in school education programs.

Therefore, doctors, physiologists and valeologists openly declare that children’s health is deteriorating (there is evidence that a child’s health during their studies deteriorates by almost 1.5-2 times compared to the moment they entered the cola).

2. Causes and manifestations of school maladjustment.

The most common cause of maladjustment is minimal brain dysfunction (MCD). Currently, MMD are considered as special forms of dysontogenesis, characterized by age-related immaturity of individual higher mental functions and their disharmonious development.

It is necessary to keep in mind that higher mental functions, as complex systems, cannot be localized in narrow zones of the cerebral cortex or in isolated cell groups, but must cover complex systems of jointly working zones, each of which contributes to the implementation of complex mental processes and which can be located in completely different, sometimes far apart areas of the brain.

With MMD, there is a delay in the rate of development of certain functional systems of the brain that provide such complex integrative functions as behavior, speech, attention, memory, perception and other types of higher mental activity. In terms of general intellectual development, children with MMD are at the normal level or, in some cases, subnormal, but at the same time experience significant difficulties in school learning.

Due to the deficiency of certain higher mental functions, MMD manifests itself in the form of impairments in the development of writing skills (dysgraphia), reading (dyslexia), and counting (dyscalculia). Only in isolated cases do dysgraphia, dyslexia and dyscalculia appear in an isolated, “pure” form; much more often their symptoms are combined with each other, as well as with disorders of the development of oral speech.

Among children with MMD, students with attention deficit hyperactivity disorder (ADHD) stand out. This syndrome is characterized by excessive motor activity unusual for normal age indicators, defects in concentration, distractibility, impulsive behavior, problems in relationships with others and learning difficulties. At the same time, children with ADHD are often distinguished by their awkwardness and clumsiness, which are often referred to as minimal static-locomotor deficiency.

The second most common cause of school maladjustment is neuroses and neurotic reactions. The leading cause of neurotic fears, various forms of obsessions, somato-vegetative disorders, hystero-neurotic conditions are acute or chronic traumatic situations, unfavorable family conditions, incorrect approaches to raising a child, as well as difficulties in relationships with teachers and classmates.

An important predisposing factor to the formation of neuroses and neurotic reactions can be the personal characteristics of children, in particular anxious and suspicious traits, increased exhaustion, a tendency to fear, and demonstrative behavior. The category of schoolchildren - “maladaptives” includes children who have certain deviations in psychosomatic development, which is characterized by the following features:

1. There are deviations in the somatic health of children.

2. An insufficient level of social and psychological-pedagogical readiness of students for the educational process at school is recorded.

3. It is observed that the psychological and psychophysiological prerequisites for the directed educational activities of students are unformed.

Typically, 3 main types of manifestations of school maladaptation (SD) are considered:

1) failure in learning according to the programs, expressed in chronic underachievement, as well as insufficiency and fragmentation of general educational information without systemic knowledge and educational skills (cognitive component of SD);

2) constant violations of the emotional-personal attitude towards individual subjects, learning in general, teachers, as well as prospects related to study (emotional-evaluative, personal component of SD);

3) systematically recurring violations of behavior during the learning process and in the school environment (behavioral component of SD).

In most children with SD, all 3 of the above components can be traced quite often. However, the predominance of one or another component among the manifestations of SD depends, on the one hand, on the age and stage of personal development, and on the other, on the reasons underlying the formation of SD.

3. The problem of prevention and correction of school maladjustment in students with mild central nervous system pathologies.

School maladjustment is a certain set of signs indicating a discrepancy between the socio- and psychophysiological status of the child and the requirements of the school learning situation, the mastery of which for a number of reasons becomes difficult, and in extreme cases impossible, etc. In fact, school maladjustment is a term that defines any difficulties that arise in learning process.

Primary, external signs of school maladjustment include learning difficulties and behavioral disorders. One of the reasons causing these manifestations is the presence of mild forms of CNS pathologies. Such pathologies include pathology of the cervical spine and minimal brain dysfunction.

The relevance of studying the characteristics of school adaptation of students with PSEP and MMD is determined by the increasing number of such children. According to a number of studies, it is up to 70 among students. According to studies conducted in Moscow secondary schools, among students with school maladaptation, MMD were identified in more than half of the students (52.2%). At the same time, the frequency of MMD among boys was 2.3 times higher, and motor hyperactivity syndrome 4.5 times higher than in girls.

Features of children with such pathologies include rapid fatigue, difficulties in the formation of voluntary attention (instability, distractibility, difficulty concentrating, slow speed of switching attention), motor hyperactivity, reduced ability to self-government and volition in any type of activity, decreased capacity of working memory, attention, thinking . Typically, these features appear in preschool age, but for a number of reasons, they do not become the subject of attention of teachers and psychologists. As a rule, parents and teachers pay attention to the child’s problems only when school begins.

School, with its daily, intense intellectual load, requires the child to implement all those functions that are impaired. The first big problem for a child with PSOP or MMD is the length of the lesson. The maximum duration of working capacity for such a child is 1 5 minutes. The child is then unable to control his mental activity. The child’s brain needs rest, so the child involuntarily disconnects from intellectual activity. Omissions of educational information, summed up over all periods during a lesson, lead to the child learning the material incompletely or with significant distortions, sometimes completely losing the essence, and in some cases, the information learned by the child takes on an unrecognizable form.

In the future, the child uses erroneous information, which leads to difficulties in mastering subsequent material. The child develops significant gaps in knowledge. Since the attention of children with PSOP and MMD is extremely unstable, and distractibility is high, working in a class with another 20 or even 30 children in itself is a great difficulty for the child. They are distracted by any movements or sounds.

Such children perform tests or tests better if the teacher conducts them one on one with the child. Parents note that at home the child copes with tasks that he could not complete in class. This is explained by the fact that more comfortable conditions are created for the child at home: silence, unlimited time for completing tasks, in a familiar environment the child feels calmer and more confident. Parents provide assistance to the child and guide the child’s work.

The success of a child’s educational activities largely depends on the ability to build conflict-free relationships with peers and control one’s behavior. Many modern pedagogical technologies require children to work in classes in pairs and fours, which requires the ability to organize interaction with peers. Here, a child with MMD may encounter difficulties, since he is easily distracted from the assigned educational task and is influenced by other children.

Since educational motivation in children with PSOP and MMD is weakly expressed, they most often adapt to those children who are inclined to play. Children with PSOP and MMD willingly participate in games that their desk neighbors may offer them during the lesson. In addition, difficulties in self-government often manifest themselves in intemperance and harshness towards classmates.

Motor hyperactivity, characteristic of many children with PSOP and MMD, is a serious obstacle to learning not only for the child himself, but also for other children and leads to a refusal to work together with such a child. Increased emotional excitability and motor hyperactivity, characteristic of many of the children in this group, make the usual ways of organizing extracurricular activities unsuitable. Particularly urgent is the search for new methods of organizing extracurricular activities for children in those classes where the number of students with primary school education and minor disabilities is more than 40%.

It should be noted that, despite the fact that the child’s problems listed above significantly complicate his cognitive activity, psychologists and teachers do not always understand the relationship between the child’s health state and his problems in educational activities.

A survey conducted among psychologists in educational institutions showed that most of them do not have a clear understanding of the essence of such disorders as PSOP and MMD. Most often, the awareness of psychologists and teachers is manifested in awareness of the prevalence of such pathologies.

A certain part of school psychologists are familiar with the difficulties that children with PSLD and MMD may experience during cognitive activity, but they do not know how to organize work to provide effective assistance to children and teachers, and do not know how to diagnose the presence of disorders in the child’s development. The majority of respondents do not know about the characteristics of the personal development of children with PSOP and MMD. Literature devoted to the problems of children with PSLD and MMD is scarcely available and is most often devoted to the peculiarities of the cognitive development of these children.

Meanwhile, the personal development of such children, as a rule, is delayed. Children are infantile, prone to irrational behavioral strategies, not independent, easily susceptible to the influence of others, and prone to lies. They do not feel responsible for their own actions and deeds; many of them are characterized by the motivation to avoid failures, the motivation for achievement is not expressed, there is no educational motivation, there are no interests and serious hobbies. Limited opportunities for self-organization lead to the fact that the child does not know how to structure his free time.

It is easy to see that it is precisely such personal qualities that significantly contribute to a child’s tendency to dependent forms of behavior. This tendency becomes especially evident in adolescence. By this age, a child with these pathologies most often approaches with a lot of problems: serious gaps in basic knowledge, low social status, conflictual relationships with some classmates (in some cases with most of them), tense relationships with teachers.

Emotionally, immaturity pushes the child to choose the simplest ways to solve problems: leaving classes, lying, searching for a reference group outside of school. Many of these children join the ranks of those characterized by deviant behavior. They go through a path that begins with difficulties in school, absenteeism and lies to delinquency, crime, and drugs. In this regard, the relevance of organizing psychoprophylactic and psychocorrectional work with students with PSOP and MMD is obvious.

Noteworthy is the fact that psychologists in many schools do not realize the connection between a child’s history of PSOP, MMD and disorders in his personal development. Thus, many psychologists, when asked whether there were children with PSOP or MMD in their school, could only answer that they had heard about the presence of such diagnoses in school students. However, they could not name the number of students with this pathology, nor remember which of them. Psychologists explained that they do not work with such students because they are busy with other work.

Thus, while paying attention to children and trying to solve the problems of school maladaptation, the school psychologist often does not ensure the elimination or correction of the primary defect.

Organizing effective psychological work is impossible without identifying the root cause of school maladjustment in a child of any age and clearly identifying cause and effect. Due to the fact that the root cause of school maladjustment in its various manifestations is a violation of the child’s health, an integrated approach to organizing work with a child with PSOP and MMD is necessary.

Working with a child is especially complex because it includes social, medical, psychological and pedagogical aspects. The implementation of a program of comprehensive psychological rehabilitation of children with PSOP and MMD has identified a number of the most pressing problems, including:

1. Low awareness of doctors, psychologists, teachers and parents about the essence of the problem and the psychological consequences of the child’s health status.

2. Low awareness of psychologists, teachers, and parents about the possibility of receiving qualified medical and psychological assistance.

3. Lack of pedagogical technologies for raising and training children with manifestations of mild pathologies of the central nervous system.

4. The growing gap between the growing educational requirements for the child and the deteriorating health of children.

5. Low awareness of physicians, educational psychologists and teachers about both the problems and achievements of each professional group regarding the problems of working with children with PSEP and MMD.

5. Psychological and organizational unpreparedness of medical institutions and educational psychologists to coordinate activities for the rehabilitation of children with PSOP, MMD.

6. The current negative attitude of the population towards seeking help from psychotherapists and psychiatrists.

7. Passive position of parents regarding the organization of treatment for children, inconsistency, irregularity, and, consequently, ineffectiveness of treatment for children.

All of the above problems are interconnected and significantly complicate the implementation of the necessary comprehensive psychological rehabilitation of students with PSOP and MMD. The lack of relationship between medical and educational institutions in solving the problem of rehabilitation of children with PS and MMD leads to a decrease in efficiency, and sometimes, unfortunately, to the impossibility of providing assistance to the child and family.

Often, a doctor and a psychologist or teacher communicate only through an intermediary, which is a parent. The child’s ability to receive the necessary and targeted medical, psychological and pedagogical assistance largely depends on the psychological competence of the parents. However, as already noted, many parents do not realize the importance of providing medical care to their child.

For various reasons, parents consciously or unconsciously distort information transmitted to both the medical institution (represented by a doctor) and the school (represented by a psychologist, teacher, administration). Keeping silent about the true reason for the school-recommended consultation with a neurologist or psychiatrist (as a rule, this is a pronounced school maladaptation), parents name only the most harmless manifestations of disorders in the child’s health. If the doctor limits himself to a superficial diagnosis, the child will be left without much-needed treatment.

There are also cases when parents, receiving orders from a doctor for examination and treatment, do not carry them out and hide from the school the very fact of the need for treatment, claiming that the doctor has not identified any pathology. The disunity of medical and educational institutions in the implementation of rehabilitation of children with mild pathologies of the central nervous system serves as the basis for mutual disappointment in the requirements or recommendations proposed to each other and parents. The doctor’s lack of clear ideas about the real state of things in a modern school determines the appearance of such recommendations that do not take into account school reality.

What seems like a panacea to the doctor actually has no effect. So, for example, it is almost impossible to implement the recommendation to give a hyperactive child the opportunity to walk around the classroom, run some errands, or simply leave the classroom for a while. Indeed, at present there are not one or two such children in each class. The number of children with hyperactivity syndrome can reach 50% or higher. In addition, some children with hyperactivity, when given the opportunity to walk around the classroom, behave in such a way that they can disorganize not only their class, but also neighboring ones.

Conclusion

Pedagogy needs to search for new technologies that take into account the specific health conditions of children. Thus, it is necessary to organize the exchange of experience and identify the difficulties within this problem, develop mutual understanding, a common vision of the problem, a common position and coordination of actions of medical and educational institutions. This need is acutely felt by psychologists and doctors involved in the rehabilitation of children with PSOP and MMD.

To summarize, it is necessary to highlight the objectives of the implementation of the comprehensive rehabilitation program for students with PSOP, MMD:

Organization of work to improve the psychological competence of psychologists and teachers.

Organization of work to increase the level of psychological competence of parents and the population as a whole.

Increasing the level of awareness among teaching staff and parents about the possibilities of obtaining qualified assistance for the rehabilitation of children with PSOP and MMD.

Contributing to the development of new pedagogical technologies that take into account the particularities of the health status of children with PSOP and MMD.

Coordination of the activities of medical and educational institutions to implement comprehensive psychological rehabilitation of children with PSOP and MMD.