Causes of socio-psychological maladjustment in children. Disadaptation of schoolchildren as a type of social inability to adapt to the environment

Human social development is a quantitative and qualitative change in personal structures in the process of personality formation as a social quality of an individual as a result of his socialization and upbringing. It is a natural and logical natural phenomenon, characteristic of a person who has been in a social environment since birth 1 .

In any society, regardless of what stage of development it is at - be it a prosperous, economically developed country or a developing society, there are so-called "social norms" - officially established or developed under the influence of social practice norms and rules of social behavior, requirements and expectations that a social community places on its members in order to regulate activities and relationships. Social norms, the observance of which is a necessary condition for interaction for an individual, consolidate the range of permitted or obligatory behavior of people, as well as social groups and organizations, that has historically developed in a particular society 2 .

Social norms refract and reflect the previous social experience of society and the understanding of modern reality. They are enshrined in legislative acts, job descriptions, rules, charters, and other organizational documents, and can also act as unwritten rules of the environment. These norms serve as a criterion for assessing a person’s social role at any given moment and are manifested in his daily life and activities.

In general, the behavior of a person reflects the process of his socialization - “the process of integration of an individual into society, into various types of social communities... through the assimilation of their cultural elements, social norms and values, on the basis of which its socially significant features are formed.” Socialization, in turn, involves adaptation to the social environment, taking into account individual characteristics.

Social adaptation is considered as a two-pronged process in which a person is influenced by the social environment and at the same time changes it, being an object of influence of social conditions and a subject changing them. At the same time, normal, successful adaptation is characterized by an optimal balance between the values, characteristics of the individual and the rules and requirements of the social environment surrounding him. Compliance with social norms is ensured by turning external requirements into a person’s need and habit through his socialization or the application of various sanctions (legal, social, etc.) to those whose behavior deviates from accepted social norms.

The peculiarity of social norms for children and adolescents is that they act as a factor in education, during which the assimilation of social norms and values, entry into the social environment, assimilation of social roles and social experience occurs 2. .

Social deviance - this is the social development of a person whose behavior does not correspond to social values ​​and norms accepted in society (its living environment) 3.

The concept of “deviant behavior” is often identified with the concept of “maladjustment”.

A violation of the interaction of an individual with the environment, characterized by the impossibility or unwillingness of him to fulfill his positive social role in specific microsocial conditions, corresponding to its capabilities is called social maladjustment.

This includes various types of deviant behavior: alcoholism, drug addiction, suicide, immoral behavior, child neglect and neglect, pedagogical neglect, violation of any social norms.

In light of the main pedagogical tasks of educating and training students, a student’s deviant behavior can be of the nature of both school and social maladjustment.

The structure of school maladjustment, along with its manifestations such as poor academic performance, disturbances in relationships with peers, and emotional disturbances, also includes behavioral deviations. The most common behavioral deviations combined with school maladjustment include: disciplinary violations, truancy, hyperactive behavior, aggressive behavior, oppositional behavior, smoking, hooliganism, theft, and lying.

Signs of larger-scale social maladjustment at school age may include: regular use of psychoactive substances (volatile solvents, alcohol, drugs), sexual deviations, prostitution, vagrancy, and commission of crimes. Recently, new forms of maladaptation have been observed - dependence on Latin American TV series, computer games or religious sects 2.

Maladjusted children should be classified as children at risk.

According to the definition contained in the federal law “On Basic Guarantees of the Rights of the Child in the Russian Federation”, children at risk - these are children left without parental care; disabled children; children with disabilities in mental and (or) physical development; children are victims of armed and interethnic conflicts, environmental and man-made disasters, and natural disasters; children from families of refugees and internally displaced persons; children in extreme conditions; children are victims of violence; children serving sentences of imprisonment in educational colonies; children living in low-income families; children with behavioral problems; children whose life activity is objectively disrupted as a result of current circumstances and who cannot overcome these circumstances on their own or with the help of their family (Article 1) 1.

Among children with deviations in social development and prone to maladaptation, special attention should be given to the category of orphans and children left without parental care.

An orphan is a child who is temporarily or permanently deprived of his family environment, or cannot remain in such an environment, and is entitled to special protection and assistance provided by the state. The Federal Law “On additional guarantees for the social protection of orphans and children without parental care” uses several concepts of orphans.

Orphans - persons under the age of 18 whose both or only parents have died. (direct orphans).

Children left without parental care - persons under the age of 18 who are left without the care of a single or both parents. This category includes children who do not have parents or have been deprived of parental rights. This also includes restrictions on parental rights, recognition of parents as missing, incompetent (partially capable), located in medical institutions, declaring them dead, etc.

The largest category of orphans consists of children whose parents, as a result of antisocial behavior or other reasons, are deprived of parental rights - “social orphans”.

E.I. Kholostova identifies the following categories of children and adolescents who have common sources of deviations in behavior and development 2:

• 1) difficult to raise children who have a level of maladjustment close to normal, which is caused by temperamental characteristics, impaired attention, and insufficient age-related development ;
• 2) nervous children those who, due to age-related immaturity of the emotional sphere, are unable to independently cope with difficult experiences caused by their relationships with parents and other adults significant to them;
• 3) "difficult" teenagers those who do not know how to solve their problems in a socially acceptable way, characterized by internal conflicts, character accentuations, and an unstable emotional-volitional sphere;
• 4) frustrated teenagers who are characterized by persistent forms of self-destructive behavior that is dangerous to their health or life (use of drugs, alcohol, suicidal tendencies), spiritual and moral development (sexual deviation, domestic theft);
• 5) delinquent teenagers, constantly balancing on the brink of permitted and illegal behavior that is not consistent with ideas about good and evil.

Speaking about the social maladaptation of children and adolescents, it is necessary to take into account that childhood is the period of the most intense mental, physical and social development. Inability to implement one’s need for development. The result is leaving the family or institution in which it is impossible to realize internal resources and satisfy needs. Another way of leaving is experimenting with drugs and other psychoactive substances. And, as a result, offenses.

Social maladaptation is generated by a violation of the interaction of two parties - the minor and the environment. Unfortunately, in practice, the main attention is paid to only one side - the maladjusted minor, and the maladaptive environment remains practically unattended. A one-sided approach to this problem is ineffective with both a negative and a positive attitude towards the maladjusted. Working with a socially maladjusted minor requires an integrated approach not only to him, but also to his social environment.

In Russia, as throughout the world, children's problems are studied and solved by representatives of specific fields of knowledge: teachers, doctors, law enforcement officers, social service workers, etc. They all perform their professional functions. Their efforts, as well as the result, are aimed not at helping and supporting the child as a subject, but at solving the problems set before them by society. For example, teachers and lecturers are busy teaching children. However, they often do this without taking into account the characteristics of their health and psyche. This leads to increased fatigue of students, overload, nervous breakdowns, and deterioration of their health. And, therefore, this most directly affects the development of children, and subsequently the state of the entire society 1 .

The position and development of children is determined by many factors. The most significant of them are: health, education, attitude towards the child in the family, material well-being and morality.

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

Terminology

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

There are three types:

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

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

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

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

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

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

Consequences of school maladjustment

Among the manifestations of school maladaptation are the following:

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

Psychosocial maladaptation - a problem of the Internet generation

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

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

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

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

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

Factors of psychosocial maladjustment

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

Other reasons for maladjustment:

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

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

Classification. Subtypes of psychosocial maladjustment

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

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

Socio-psychological maladaptation, or inability in personal relationships

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

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

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

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

Pathogenic maladjustment: when a disease interferes with adaptation in society

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

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

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

Problems of raising “inconvenient” students

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

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

Autism. Maladaptation of autistic children

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

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

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

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

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

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

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

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

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

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

The action is aimed at:

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

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

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

The next stage of deviation is delinquent behavior.

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

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

Professional adaptation and maladjustment

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

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

In turn, stress can be caused by the following:

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

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

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

Finally

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

“Social maladjustment of adolescents and ways to overcome it”

, MOO "Social Volunteer Center"

At the moment, the majority of the population of our country lives in conditions of economic and domestic instability, persistent psychological stress, and personal confusion. Not only the economic and political state of the state, but also culture, moral values, and attitudes towards the family and the younger generation have undergone changes. This is the main reason for such an unsightly picture of destabilization of society and family. The instability of the economy led to a sharp impoverishment of the population, the stratification of society into the poor and the rich. The most vulnerable layer were children and adolescents, who reacted more sharply to these changes. In a school setting, there is a need to differentiate degrees of difficulty and active assistance and rehabilitation.

In society, we can distinguish 3 types of dysfunctional families, where “difficult teenagers” appear more often:

The first is a criminogenic type of family, where relationships are built in such a way that they harm the spiritual and physical development of the child: systematic drunkenness, often shared by father and mother, criminal lifestyle of parents, sometimes involving children in it, and frequent beatings. Such a family often has several children. The educational process in these families is completely absent.

The second type is “outwardly calm” families, where behind the “prosperous façade” are hidden long-term and difficult to suppress negative feelings of parents towards each other; long periods of bad mood, melancholy, and depression often occur when the spouses do not talk to each other. The educational process is formalized and limited to increasing demands on the teenager and an acute emotional reaction to his behavior.

The third type is families with low social status. They are characterized by a weakened moral and work atmosphere, constant conflict, an anti-pedagogical attitude towards children, nervousness in relations between other family members, and a lack of common culture and spiritual needs. These families have a difficult financial situation, poor care for children, and a lack of useful organization of life and activities. Children from these families strive to compensate for the lack of love and care from their parents on the street by asserting themselves in neighborhood and school groups.

These relationships are often accompanied by serious neuropsychic disorders of adolescents and are complicated by problems of the age crisis. The concept of “age crisis,” introduced, denotes a peculiar behavioral reaction of the child himself to the need for change that arises in him. The teenager “pronounces” all this in the clear text of his behavior. Parents of teenagers are the first to face the manifestations of the age crisis. In the criminogenic type of family, they approve of the child’s antisocial behavior. A family with “outwardly calm” relationships is met with an “explosion” of relationships, conflicts and rejection of the teenager’s problems. In families with low social status, manifestations of the age crisis often go unnoticed.

To mitigate the problems of adolescence, it is necessary, in the opinion of adults, to pay attention in time to the positive content of the teenager’s crisis message. To do this, it is necessary to consider the experience of other states. Margaret Mead showed that in some human communities there is no trace of an adolescent crisis. For example, in the traditional society of Samoa, instead of an adolescent crisis, there is a smooth transition; adolescents of 10-15 years old are gradually included in adult work. In Western culture, a child begins to be prepared for the process of socialization very early. The problems of “difficult teenagers” are solved by deeper differentiation of “difficulties”. They are considered from the perspective of stable emotional states in which ideals, values, life style, social role and behavior are represented. The teenager still tests all these ideas for “strength” in real life conditions, coordinates them with the values ​​of his family, which is ready for changes.

Thus, a teenager’s negativism is seen as an asocial or antisocial reaction to a discrepancy between personal and socially approved values. “Difficult teenagers” must be considered not in isolation, but as a significant component of the family structure and strive to maximize the change in the specifics of family relationships. To do this, it is necessary to educate parents about the difficulties of adolescence.

Negative reactions of adolescents manifest themselves not only in the family, but also at school. A school psychologist often has to deal with children who exhibit negativism and unwanted behavioral reactions. In modern schools, a steady order has been formed by teachers and parents to work individually with one or another “difficult teenager.” Therefore, in practical activities there is a need to differentiate “difficult teenagers”. Such children can be roughly divided into the following groups:

1. Children with antisocial behavior. This group includes teenagers who are registered at school or registered with the commission for minors, children from disadvantaged families;

2. Children with nervous and mental disorders, manifested at the behavioral and emotional levels.

3. A special group consists of teenagers who use drugs.

This division into groups of “difficult teenagers” makes the problem of choosing and applying adequate correctional work more targeted. To prevent manifestations of negativism in adolescence, it is necessary to specially create conditions where the child would have the opportunity to become different: more successful, self-confident, etc.

1. Children with antisocial behavior need, first of all, to organize constructive employment outside of school hours (sections, clubs, interest clubs); conduct trainings for them on personal growth, emotional stability, effective communication, the content of which includes exercises such as: exercises: “kindness”, this exercise contributes to the development of trust and group cohesion; The “reed in the wind” exercise provides a wonderful experience of mutual trust.

It is advisable that the mini-training take place in a group of 10-16 people and last 60-90 minutes. The interval between classes is 1-2 days. The training group includes teenagers at will, not only “difficult” ones, but also children with normalized forms of behavior.

2. A group of children with nervous and mental disorders. It is important for a psychologist to constantly monitor the health status of these adolescents. This requires constant contact with parents, who, depending on the health status of the teenager, undergo medical rehabilitation 1-2 times a year. In a school setting, it is necessary to conduct mini-trainings on the development of stress resistance, the formation of emotional stability, the prevention of neuroses, psychotherapy for psychosomatic diseases, which may include tasks of the following type:

The “Press” exercise neutralizes and suppresses negative emotions of anger, irritation, anxiety, aggressiveness... The “Mood” exercise removes the aftertaste from a traumatic situation.

3. A group of teenagers who use drugs. If such children are identified, the most optimal solution would be to send them to drug treatment or social rehabilitation centers. And after that, it is necessary to actively include them in constructive employment and work with them as with children of the first group.

Thus, given the increase in social maladaptation of adolescents in society, the need arose to create a wide network of centers for socio-psychological assistance to children and adolescents, with which the school psychologist should actively cooperate.

The practice of working as a school psychologist shows the need to expand the circle of people who help overcome the problems of the age crisis, relying on teachers, parents, significant and authoritative adults for teenagers.

When working with such teenagers, it is important to make wider use of group forms of work, in which children are “infected” with positive forms of behavior and stable adequate reactions.

List of used literature:

1. Zakharov Yu. “Teenagers at risk” // Education of schoolchildren No. 4 "00;

2. Krasnovsiy L. “When it’s difficult for the “difficult”” // Education of schoolchildren No. 9’02;

3. Lushagina I. “Children at risk need help” // Education of schoolchildren No. 4’97;

4. , “Training for effective interaction with children” St. Petersburg’ 01;

5. “Games that are played...” Dubna’00;

6. , “Psychology of self-development” M’95;

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Social maladjustment

• Introduction
• 1. Maladjustment of adolescents
• 1.1 Age and psychological characteristics of adolescents
• 1.2 Concept and types of adolescent maladjustment
• 2. Social maladjustment and its factors
• 2.1 The essence of social maladjustment
• 2.2 Factors of social maladjustment
• Conclusion
• Bibliography

Introduction

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

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

Adolescence is defined as "the second birth." The birth of a social personality, ready to enter life. Social maladaptation in adolescence leads to the formation of poorly educated people who do not have the skills to work, start a family, or be good parents. At present, the system of raising children and youth has been practically destroyed, and the opportunities for them to fully begin their independent life activities are decreasing. There is no guarantee that children and youth will receive general and vocational education and that people will enter into social and professional activities (due to unemployment). This problem determined the topic of the work: “social maladaptation of adolescents as a socio-pedagogical problem.”

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

1. Maladjustment of adolescents

1.1 Age and psychological characteristics of adolescents

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

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

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

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

We will consider stages I and II.

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

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

Various definitions of the boundaries of this age are proposed:

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

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

· Social transition from childhood to adulthood.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1.2. The concept and types of adolescent maladjustment

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

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

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

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

So, adolescent maladaptation manifests itself in difficulties in mastering social roles, curricula, norms and requirements of social institutions (family, school, etc.) that perform the functions of sociological institutions.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2. Social maladjustment and its factors

2.1 The essence of social maladjustment

Social maladjustment is the process of loss of socially significant qualities that prevent an individual from successfully adapting to the conditions of the social environment. Social maladaptation is manifested in a wide range of deviations in the behavior of a teenager: dromomania (vagrancy), early alcoholism, substance abuse and drug addiction, sexually transmitted diseases, illegal actions, moral violations. Teenagers experience painful growing up - a gap between adulthood and childhood - a certain emptiness is created that needs to be filled with something. Social maladaptation in adolescence leads to the formation of poorly educated people who do not have the skills to work, start a family, or be good parents. They easily cross the line of moral and legal norms. Accordingly, social maladaptation manifests itself in asocial forms of behavior and deformation of the internal regulation system, referent and value orientations, and social attitudes.

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

a. individual;

b. psychological and pedagogical factors (pedagogical neglect);

c. socio-psychological factors;

d. personal factors;

e. social factors.

2.2 Factors of social maladjustment

Individual factors operating at the level of psychobiological prerequisites, complicating the social adaptation of the individual: severe or chronic somatic diseases, congenital deformities, motor impairments, disorders and decreases in the functions of sensory systems, immaturity of higher mental functions, residual organic lesions of the central nervous system with cerebrovascular disease, decreased volitional activity , purposefulness, productivity of cognitive processes, motor disinhibition syndrome, pathological character traits, pathological puberty, neurotic reactions and neuroses, endogenous mental illnesses. The nature of crime and delinquency is considered along with forms of deviant behavior, such as neuroses, psychoasthenia, obsession, and sexual disorders. Persons with deviant behavior, including neuropsychic deviations and social deviation, are characterized by feelings of increased anxiety, aggressiveness, rigidity, and an inferiority complex. Particular attention is paid to the nature of aggressiveness, which serves as the root cause of violent crimes. Aggression is behavior whose purpose is to cause harm to some object or person, arising as a result of the fact that for various reasons some initial innate unconscious drives are not realized, which gives rise to aggressive energy of destruction. Suppression of these drives, strict blocking of their implementation, starting from early childhood, gives rise to feelings of anxiety, inferiority and aggressiveness, which leads to socially maladaptive forms of behavior.

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

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

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

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

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

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

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

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

Conclusion

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

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

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

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

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

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

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The solution to this problem involves a whole range of social and pedagogical measures aimed at both improving the conditions of family and school education, and at individual psychological and pedagogical correction of the personality of a difficult-to-educate person, as well as measures to restore his social status in a group of peers.

Epilogue

The bitter winter covered the fields with snow and froze the rivers, but Blackthorn's people, having stocked up on the summer harvest, calmly continued to do their usual business. And yet they were worried, but they were worried joyfully. Any minute now they were waiting for news from their mistress, who carried within herself the seed of the Glendruid Wolf.

“I want Old Gwyn to stay,” said Dominic.

“She’s already very old,” Meg answered him. “I can’t ask her anymore - I know she wants peace.” Gwyn atoned for her infidelity to her husband.

Dominic shook his head. He could not believe that Old Gwyn, with her service, atoned for the sin of a thousand years ago! People can't live that long! All he was sure of was that the silver wedding dress, the chain with stones and the old woman had disappeared, as if they had never existed in the world. Meg was thinking about something, and a shadow of anxiety ran across her face. This was not the first time Dominic noticed this today.

- How do you feel? – he asked carefully.

– I want to get out of the bath.

Dominic helped her out and handed her a soft, warm towel.

“We need to find a suitable servant,” Meg said.

Dominic gently touched his big belly.

“It is not proper for the Master of Blackthorn to serve his wife.”

“It’s a great honor for him,” Dominic objected to her.

Suddenly Meg's body tensed, and she said in a changed voice:

- Call the midwife. Our child is too agile.

A blizzard raged outside the windows as Dominic carried Meg to the bed she had prepared in advance. Dry herbs and roots filled the room with fragrance. The midwife burst through the door and began to recite the ritual Glendruid songs that Meg had taught her.

- Well, are you satisfied now? – she asked, having completed this tedious duty.

The midwife watched Dominic out of the corner of her eye: such tenderness is not often found among men, especially among those who say: “No mercy! Take no prisoners!”

But now the robbers and rebel knights retreated to the northern lands and did not dare to disturb the people who lived under the protection of the Glendruid Wolf.

The midwife anxiously looked outside the window: how bad the weather had become! The couple did not notice this. For them there was only a new life, ready to emerge from Meg's womb. The Glendruid wolf looked from Dominic's shoulder at the Glendruid witch.

“You can go about your business, sir.” “I’ll help her,” the midwife told Dominic.

“No,” he answered firmly. “My wife has never left me, neither in joy nor in sorrow, and I will not leave her now.

The midwife shrugged her shoulders, but remained silent. Meg moaned, writhing in pain.

Dominic was by her side the entire time the birth lasted. Soon the child's cry made him breathe a sigh of relief.

- Lord Dominic! Your wife gave birth to your son!

The castle was filled with sonorous children's voices. Dominic taught his growing sons to fight when necessary and seek peace where possible. Meg passed on to her daughters the secrets of water and herbs, gardens and all living things, so that when the time came, they would pass on the ancient knowledge to their daughters. And the Glendruid Witch and the Glendruid Wolf taught children the most important truth of life throughout their lives: there has never been, is not and will never be anything stronger than a generous, selfless heart and the untamed soul of love.

Depending on the nature, character and degree of maladjustment, we can distinguish pathogenic, psychosocial and social maladaptation of children and adolescents.

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

There is also the so-called psychogenic maladjustment(phobias, obsessive bad habits, enuresis, etc.), which can be caused by an unfavorable social, school, or family situation. According to experts, 15 - 20% of school-age children suffer from some form of psychogenic maladaptation and need comprehensive medical and pedagogical assistance. Kagan V.E. Psychogenic forms of school maladaptation / Questions of psychology. - 1984. - No. 4.

In total, according to research by A.I. Zakharova , up to 42% of preschool children attending kindergartens suffer from one or another psychosomatic problems and need the help of pediatricians, neuropsychiatrists and psychotherapists. The lack of timely assistance leads to deeper and more serious forms of social maladaptation, to the consolidation of stable psychopathic and pathopsychological manifestations. Zakharov A.I. How to prevent deviations in a child’s behavior. - M.: Education, 1986. - 127 p.

In solving this problem, important importance is given to preventive measures, which include measures of a medical-pedagogical, health-improving and rehabilitation nature, which should be carried out both in general educational institutions (kindergartens, schools) and in special medical and educational rehabilitation institutions.

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

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

In fact, with social maladjustment we are talking about a violation of the process of social development, socialization of the individual, when there is a violation of both the functional and substantive aspects of socialization. At the same time, socialization disorders can be caused by both direct desocializing influences, when the immediate environment demonstrates patterns of asocial, antisocial behavior, views, attitudes, and indirect desocializing influences, when there is a decrease in the referent significance of the leading institutions of socialization, which for the student, in particular, are family, school.

The stage of school social maladjustment is represented by pedagogically neglected students. Both at the level of content and functional aspects of socialization, the main deformations are associated with the school educational process, attitude towards educational activities, teachers, norms of school life and school routine. Pedagogical neglect is characterized by a chronic lag in a number of subjects of the school curriculum, resistance to pedagogical influences, insolence with teachers, a negative attitude towards learning, social maladaptation and various antisocial manifestations (foul language, smoking, hooliganism, skipping lessons, conflictual relationships with teachers and classmates).

At the same time, despite the lag in their studies, a significant part of pedagogically neglected students are hard-working, have fairly clear professional intentions, possess various work skills, strive to obtain a working profession, to economic independence, which can serve as a support in their re-education. Overcoming the educational difficulties of pedagogically neglected students requires teachers and educators to establish trusting relationships with them, control and assistance in educational activities; advance trust in school from teachers and classmates; organizing leisure time, expanding the sphere of interests; reliance on the best qualities of character; formation of professional plans and life aspirations; instilling skills of self-analysis and self-education; assistance in improving the conditions of family education.