The concept and causes of social maladjustment. Signs of social maladjustment. Causes of social maladjustment

"Social maladjustment of adolescents and ways to overcome it"

, MOO "Social Volunteer Center"

At the moment, most of the population of our country lives in conditions of economic and domestic disorder, persistent psychological stress, personal confusion. Changes were made not only to the economic and political state of the state, but also to culture, moral values, attitude towards the family and the younger generation. This is the main reason for such an unattractive picture in the destabilization of society and the family. The instability of the economy led to a sharp impoverishment of the population, stratification of society into rich and poor. The most vulnerable layer was children and adolescents, who reacted more sharply to these changes. In a school environment, it becomes necessary to differentiate the degrees of difficulty and active assistance and rehabilitation.

In society, 3 types of dysfunctional families can be distinguished, 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 a joint father and mother, the criminal lifestyle of parents, sometimes involving children in it, their frequent beating. Such a family often has several children. The educational process in these families is completely absent.

The second type is “outwardly calm” families, where long and hard-to-suppress negative feelings of parents towards each other are hidden behind a “prosperous facade”, often there are long periods of bad mood, melancholy, depression, when the spouses do not talk to each other. The upbringing process is formalized and is limited to an increase in demands on the adolescent and an acute emotional reaction to his behavior.

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

These relationships are often accompanied by serious neuropsychiatric disorders of adolescents, complicated by the problems of the age crisis. The concept of "age crisis", introduced, denotes a kind of behavioral reaction of the child himself to the need for change arising in him. The teenager “speaks out” all this in the open text of his behavior. Parents of a teenager are the first to face the manifestations of an age crisis. In the criminogenic type of family, they approve of the child's antisocial forms of behavior. A family with “seemingly calm” relationships meets with an “explosion” of relationships, conflicts and rejection of the teenager’s problems. In families with a low social status, manifestations of an 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 adolescent's crisis message. For this it is necessary to consider the experience of other states. Margaret Mead has shown that in some human communities there is no trace of adolescent crisis. For example, in traditional Samoan society, instead of a teenage crisis, there is a smooth transition; adolescents 10-15 years old are gradually included in adult labor. In Western culture, the child begins to prepare for the socialization process very early. The problems of "difficult teenagers" are solved by a deeper differentiation of "difficulty". They are viewed from the perspective of stable emotional states in which ideals, values, lifestyle, social role and behavior are presented. The teenager still tests all these ideas for "strength" in real life conditions, coordinates with the values of his family, which is ready for changes.

Thus, adolescent negativism is viewed as an antisocial or antisocial reaction to a mismatch between personal and socially approved values. “Difficult adolescents” should be viewed not in isolation, but as significant component part family structure and strive for maximum change in specifics family relations... This requires educating parents about the difficulties of adolescence.

Negative reactions of adolescents are manifested not only in the family, but also at school. The school psychologist often has to deal with children who show negativism, unwanted behavioral reactions. In a modern school, a stable order of teachers and parents has formed for individual work with this or that "difficult teenager". Therefore, in practice, there is a need to differentiate "difficult teenagers". Such children can be conditionally divided into the following groups:

1. Children with antisocial behavior. This group includes adolescents who are registered within the school or registered with the commission on juvenile affairs, children from disadvantaged families;

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

3. A special group is made up of adolescents who use drugs.

This division into groups of "difficult teenagers" makes the problem of choosing and applying adequate correctional work more purposeful. 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 school hours (sections, circles, interest clubs); conduct trainings for them on personal growth, emotional stability, effective communication, the content of which includes exercises of the type: exercises: "kindness", this exercise contributes to the development of trust, cohesion of the group; the reed in the wind exercise is a great experience of mutual trust.

It is desirable that the mini-training takes place in a group of 10-16 people and lasts 60-90 minutes. The interval between classes is 1-2 days. The training group includes adolescents 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 state of health of the teenager, undergo medical rehabilitation 1-2 times a year. In a school environment, it is necessary to conduct mini-trainings on the development of stress resistance, the formation of emotional stability, the prevention of neuroses, psychotherapy of psychosomatic diseases, which may include tasks of the following type:

Exercise "Press" neutralizes and suppresses negative emotions of anger, irritation, anxiety, aggressiveness .. Exercise "Mood" removes the sediment from a traumatic situation.

3. A group of adolescents who use drugs. If such children are identified, then the most optimal solution would be to send them to a narcological or social rehabilitation center. 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 growth of social maladjustment of adolescents in society, it became necessary to create a wide network of centers for social and psychological assistance to children and adolescents, with which a school psychologist should actively cooperate.

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

In working with such adolescents, 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 Y. "Adolescents of the" risk group "" // Education of schoolchildren №4 "00;

2. Krasnovsiy L. "When it is difficult for" difficult "// Education of schoolchildren №9'02;

3. Lushagina I. "Children at risk need help" // Education of schoolchildren №4'97;

4. , "Training for effective interaction with children" SPb'01;

5. "Games that are played ..." Dubna'00;

6. , "Psychology of self-development" M '95;

Social maladjustment - violation of the normal relations of a person with society, with people and the emergence as a result of this of difficulties in communication and interaction with them. Social maladjustment includes, in particular, the deterioration of personal and business relationships of a person, the inability to perform his work at a high level (taking into account the requirements), violation of social-role or sex-role interaction with people

Childhood maladjustment is perceived as difficult to educate - the child's resistance to purposeful pedagogical influence, caused by a variety of reasons:

§ miscalculations of education;

§ features of character and temperament;

§ personal characteristics.

Disadaptation can be pathogenic (psychogenic), psychosocial, social.

Pathogenic maladjustment caused by deviations of mental development, neuropsychiatric diseases, which are based on functional organic lesions of the nervous system. Pathogenic maladjustment can be persistent. Allocate psychogenic maladjustment, which can be caused by an unfavorable social, school, family situation (bad habits, enuresis, etc.)

Psychosocial maladjustment associated with gender, age and individual psychological characteristics of the child, which determine his non-standard and require an individual approach in a children's educational institution.

Persistent forms of psychosocial maladjustment

§ accentuation of character,

§ features of the emotional-volitional and motivational-cognitive sphere,

§ the anticipatory development of the child, which makes the child "uncomfortable" for students.

Unstable forms of psychosocial maladjustment:

§ crisis periods of the child's development,

§ mental states provoked by traumatic circumstances (parental divorce, conflict, falling in love).

Social maladjustment manifests itself in violations of moral norms, asocial forms of behavior, deformation of value orientations. There are two stages: pedagogical neglect and social neglect. Social maladjustment is characterized by the following features:

§ lack of communication skills,

§ inadequate assessment of oneself in the communication system,

§ high demands on others,

§ emotional imbalance,

§ attitudes that impede communication,

§ anxiety and fear of communication,

§ isolation.

Factors of maladjustment there can be both family and school.

A teacher is the most significant adult for a child at the beginning of school, and the presence of such qualities as perseverance, self-control, self-esteem, good breeding leads to the fact that the teacher accepts the student, satisfies his claims and recognition. If these qualities are not formed, maladjustment of the child is possible.

Research in England has shown that schools with unstable teaching staff are the most problematic for students. The teacher's expectation of only the bad from the student leads to increased maladjustment, classmates adopt the teacher's bad attitude towards a particular student. The following scheme arises: rude staff - rude children; corporal punishment is aggression.

The task of the teacher (and the psychologist) is to find opportunities to encourage weak students for achievements (for improvements), children should receive positive emotions from the school, they should feel their need and responsibility. Interest in the child's learning and success (rather than monitoring learning) on the part of teachers and parents improves academic performance.

The communication styles of teachers and students can be different: authoritarian, democratic, permissive. Children need direction and guidance, so an authoritarian (or democratic) approach in lower grades is preferable to a permissive one. In high school, the democratic style gives the best results.

Claims for recognition among peers cause ambivalent relationships in children (friendship - rivalry), the desire to be like everyone else and better than everyone else; pronounced comfortable reactions and the desire to establish oneself among peers; (feelings of malevolence and jealousy) cause the failure of others to create feelings of superiority. Teacher comparison of students among themselves leads to alienation among children, which can cause rivalry and difficulties in relationships.

Lack of communication skills, meaningful skills and abilities can lead to impaired relationships with peers, which will lead to increased difficulties in communicating with peers and adults, and problems with learning. Violation of the child's relationship with other children is an indicator of anomalies in the process of mental development; it can serve as a kind of "litmus test" for the child's adaptation to the conditions of existence at school. Sympathy often arises in the neighborhood (in the classroom, in the yard, in extracurricular activities), which the teacher and psychologist can use in order to improve the relationship of difficult children with their peers. It is important to identify the position of the child and adolescent in the reference group for him, since it strongly influences the behavior of the student, the increased conformity of children in relation to the attitudes and group norms of the reference groups is known. The claim for recognition among peers is an important aspect of the child's relationship within the school, and these relationships are often characterized by ambivalence (friendship - rivalry), the child at the same time needs to be like everyone else and better than everyone else. Expressed conformal reactions and the desire to establish oneself among peers - this is a possible picture of a child's personal conflict, leading to the emergence of feelings of malevolence and envy: the failure of others can cause a feeling of superiority. Teacher comparison of students among themselves leads to alienation among children and drowns out the feeling of empathy.

Violation of relationships with other children is an indicator of anomalies in the process of mental development. Lack of communication skills, meaningful skills and abilities can lead to disturbances in relationships with peers, increasing school difficulties.

Internal factors of school maladjustment:

§ somatic weakness;

§ MMD (minimal brain dysfunction), impaired formation of certain mental functions, impaired cognitive processes (attention, memory, thinking, speech, motor skills);

§ features of temperament (weak nervous system, explosive nature of reactions);

§ personal characteristics of the child (character accentuation):

§ features of self-regulation of behavior,

§ the level of anxiety,

§ high intellectual activity,

§ verbalism,

§ schizoid.

Features of temperament that interfere with the successful adaptation of children to school:

§ increased reactivity (decreased volitional moments),

§ high activity,

§ hyperexcitability,

§ lethargy,

§ psychomotor instability,

§ age characteristics of temperament.

An adult often acts as a stimulus for school maladjustment of a child, and the maladaptive influence of parents on a child is noticeably more serious than a similar influence of a teacher and other significant adults. The following adult influencing factors for child maladjustment:

§ Factors of the family system.

§ Medical and sanitary factors (diseases of parents, heredity, etc.).

§ Socio-economic factors (material, housing conditions).

§ Socio-demographic factors (single-parent families, large families, elderly parents, repeated marriages, stepchildren).

§ Socio-psychological factors (conflicts in the family, pedagogical failure of parents, low educational level, deformed value orientations).

§ Criminal factors (alcoholism, drug addiction, cruelty, sadism, etc.).

In addition to the identified factors, other features of the family system and the immediate social environment also affect the possible maladjustment of the child, for example, a “problem” child, acting as a connecting factor of the family system in terms of the role allocated to him in the family, becomes less adapted than a child who does not have a family. pronounced problem areas tied to the child. An important factor the birth order of children and their role positions in the family can also serve, which can lead to childhood jealousy and inadequate ways of compensating it. The childhood of an adult has a strong influence on his pedagogical activity and attitude towards his own child or student.

Correction of social maladjustment the child can be carried out in the following areas:

§ formation of communication skills,

§ harmonization of family relations,

§ correction of some personality traits,

§ correction of the child's self-esteem.

This term has become firmly established in the life of a modern person. Surprisingly, with development information technologies many people feel lonely and unadapted to the external conditions of reality. Some get lost in completely ordinary situations and do not know how best to act in this or that case. Currently, cases of depression in young people have become more frequent. It would seem that there is a whole life ahead, but not everyone wants to be active in it, to overcome difficulties. It turns out that an adult has to re-learn to enjoy life, because he is rapidly losing this skill. The same applies to those with maladjustment. Today teenagers prefer to realize their communication needs on the Internet. Computer games and social networks partly replace normal human interaction.

Social maladjustment is usually understood as a complete or partial inability of the individual to the conditions of the surrounding reality. A person suffering from maladjustment cannot effectively interact with other people. He either constantly avoids all kinds of contact, or demonstrates aggressive behavior. Social maladjustment is characterized by increased irritability, inability to understand the other and accept someone else's point of view.

Social maladjustment occurs when a particular person ceases to notice what is happening in the external world and completely immerses himself in an invented reality, partially replacing it with relationships with people. Agree, you can't completely concentrate only on yourself. In this case, the opportunity for personal growth is lost, since there will be nowhere to draw inspiration, to share with those around you your joys and sorrows.

Causes of social maladjustment

Any phenomenon always has good reasons. Social maladjustment also has its reasons. When everything is good inside a person, he is unlikely to avoid communicating with his own kind. So maladjustment in one way or another, but always indicates a certain social ill-being of the individual. Among the main causes of social maladjustment, the following are the most common ones.

Pedagogical neglect

Another reason is the demands of society, which a particular individual cannot justify in any way. Social maladjustment in most cases appears where it takes place inattention to the child, lack of proper care and attention. Pedagogical neglect implies that little is done with children, and therefore they can withdraw into themselves, feel unnecessary for adults. Having become older, such a person will surely withdraw into himself, go into his inner world, close the door and will not let anyone in there. Disadaptation, of course, like any phenomenon, is formed gradually, over several years, and not instantly. Children who experience a subjective sense of uselessness at an early age will subsequently suffer from the fact that others do not understand them. Social maladjustment deprives a person of moral strength, takes away faith in himself and his own capabilities. The reason is to be found in the environment. If a child has a place of pedagogical neglect, it is highly likely that, as an adult, he will experience colossal difficulties with self-determination and in order to find his place in life.

Loss of the familiar team

Conflict with the environment

It happens that a particular individual challenges an entire society. In this case, he feels insecure and vulnerable. The reason is that additional experiences fall on the psyche. This condition comes as a result of maladjustment. Conflict with others incredibly exhausting, keeps a person at a distance from everyone. Suspicion and mistrust are formed, in general, character deteriorates, a completely natural feeling of helplessness arises. Social maladjustment is only a consequence of a person's wrong attitude to the world, inability to build trusting and harmonious relationships. Speaking of maladjustment, one should not forget about the personal choice that each of us makes every day.

Types of social maladjustment

Disadaptation, fortunately, does not occur with lightning speed to a person. It takes time for the development of self-doubt, in order for meaningful doubts about the appearance and the performed activity to settle in the head. There are two main stages or types of maladjustment: partial and complete. The first type is characterized by the beginning of the process of falling out of public life. For example, a person, as a result of illness, stops going to work, is not interested in what is happening. However, he keeps in touch with relatives and possibly friends. The second type of maladjustment is characterized by a loss of faith in oneself, a strong distrust of people, a loss of interest in life, in any of its manifestations. Such a person does not know how to behave in society, does not represent its norms and laws. He gets the impression that he is constantly doing something wrong. Often, both types of social maladjustment suffer from people who have some kind of addiction. Any addiction presupposes separation from society, the erasure of familiar boundaries. Deviant behavior is always, to one degree or another, associated with social maladjustment. A person simply cannot remain the same when his inner world is destroyed. This means that long-term built-up ties with people are also destroyed: relatives, friends, closest circle. It is important to prevent the development of maladjustment in any form.

Features of social maladjustment

Speaking about social maladjustment, one should bear in mind the fact that there are some features that are not as easy to defeat as it might seem at first glance.

Sustainability

A person who has undergone social maladjustment cannot quickly re-enter the team, even with a strong desire. He needs time to build his own prospects, accumulate positive impressions, and form a positive picture of the world. The feeling of uselessness and the subjective feeling of being disconnected from society are the main features of maladjustment. They will persecute for a long time, not letting go of themselves. Disadaptation actually causes a lot of pain to the personality, because it does not allow it to grow, move forward, and believe in the available opportunities.

Self-focus

Another feature of social maladjustment is the feeling of isolation and emptiness. A person who has a complete or partial maladjustment is always extremely concentrated on his own experiences. These subjective fears form a sense of uselessness and some detachment from society. A person begins to be afraid to be among people, to build certain plans for the future. Social maladjustment assumes that the personality is gradually destroyed and loses all connections with his immediate environment. Then it becomes difficult to communicate with any people, you want to run away somewhere, hide, dissolve in the crowd.

Signs of social maladjustment

By what signs can one understand that a person has maladjustment? There are characteristic signs indicating that the person is socially isolated, experiencing some trouble.

Aggression

The most striking sign of maladjustment is the manifestation of negative feelings. Aggressive behavior is characteristic of social maladjustment. Since people are outside of any collective, they eventually lose communication skills. The person ceases to strive for mutual understanding, it becomes much easier for him to get what he wants through manipulation. Aggression is dangerous not only for the people around, but also for the person from whom it comes. The fact is that by constantly showing discontent, we destroy our inner world, impoverish it to such an extent that everything begins to seem tasteless and faded, devoid of meaning.

Withdrawal into oneself

Another sign of a person's maladjustment to external conditions is a pronounced isolation. A person stops communicating, relying on the help of other people. It becomes much easier for him to demand something than to decide to ask for a favor. Social maladjustment is characterized by the absence of well-built connections, relationships and aspirations to make new acquaintances. A person can be alone for a long time, and the longer this continues, the more difficult it becomes for him to return to the team, to be able to restore the interrupted connections. Self-withdrawal allows the individual to avoid unnecessary confrontations that could negatively affect mood. Gradually, a person gets used to hiding from people in a familiar environment and does not want to change anything. Social maladjustment is insidious in that at first the personality is not noticed in any way. When a person himself begins to realize that something is wrong with him, it is already too late.

Social phobia

It is the result of a wrong attitude towards life and almost always characterizes any maladjustment. A person stops building social connections and over time he does not have close people who would be interested in his inner state. Society never forgives the person of dissent, the desire to live only for themselves. The more we tend to lock ourselves into our problem, the more difficult it subsequently becomes to get out of our cozy and familiar world, which is already functioning, it would seem, according to our laws. Sociophobia is a reflection of the internal way of life of a person who has undergone social maladjustment. Fear of people, new acquaintances is due to the need to change the attitude towards the surrounding reality. This is a sign of self-doubt and the fact that a person is experiencing maladjustment.

Unwillingness to obey the demands of society

Social maladjustment gradually turns a person into a slave of himself, who is afraid to go beyond his own world. Such a person has a huge number of restrictions that prevent him from feeling like a full-fledged happy person. Disadaptation forces you to avoid all contact with people, and not just build with them serious relationship... Sometimes it comes to the point of absurdity: you need to go somewhere, and a person is afraid to go out and thinks up various excuses for himself so as not to leave a safe place. This also happens because society dictates its requirements to the individual. Disadaptation forces us to avoid such situations. It becomes important for a person only to protect his inner world from possible encroachments from other people. Otherwise, he begins to feel extremely uncomfortable and uncomfortable.

Correction of social maladjustment

It is imperative to work on the problem of maladjustment. Otherwise, it will only increase rapidly and more and more hinder human development. The fact is that maladjustment in itself destroys the personality, makes one experience its negative manifestations of certain situations. Correction of social maladjustment consists in the ability to work through internal fears and doubts, to bring out the painful thoughts of a person.

Social contacts

Until maladjustment has gone too far, action should be taken as soon as possible. If you have lost all connections with people, start dating again. You can communicate everywhere, with everyone and about anything. Don't be afraid to seem stupid or weak, just be yourself. Get yourself a hobby, start attending various trainings, courses that interest you. It is highly likely that it is there that you will meet like-minded people and people who are close in spirit. There is nothing to be afraid of, let the events unfold naturally. To constantly be in a team, get a permanent job. It is difficult to live without society, and colleagues will help you solve various work moments.

Working through fears and doubts

Anyone who suffers from maladjustment necessarily has a whole set of unresolved issues. As a rule, they relate to the person himself. In such a delicate matter, a competent specialist - a psychologist will help. Disadaptation should not be allowed to take its course, it is necessary to control its condition. A psychologist will help you deal with your inner fears, see the world around you from a different angle, and make sure of your own safety. You will not even notice how the problem leaves you.

Prevention of social maladjustment

It is better not to take it to the extreme and prevent the development of maladjustment. The sooner active measures are taken, the better and calmer you will begin to feel. Disadaptation is too serious to be joked about. There is always the possibility that a person, having withdrawn into himself, will never return to normal communication. Prevention of social maladjustment consists in the systematic filling of oneself with positive emotions. You should interact with other people as much as possible in order to remain an adequate and harmonious personality.

Thus, social maladjustment is a complex problem that requires close attention... A person who avoids society definitely needs help. Support he needs the more, the more he feels lonely and unnecessary.

The problem of maladjustment is that the impossibility of adapting to a new situation not only worsens the social and mental development of a person, but also leads to recursive pathology. This means that a maladapted person, while ignoring this mental state, will not be able to show activity in any society in the future.

Maladjustment is a mental state of a person (more often of a child than of an adult), in which the psychosocial status of the individual does not correspond to the new social environment, which makes it difficult 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 neuropsychiatric diseases and deviations. Such maladjustment is treated depending on the possibility of curing the disease-cause.
Psychosocial maladjustment is the inability to adapt to a new environment due to individual social characteristics, gender and age changes, and personality formation. This type of maladjustment is usually temporary, but in some cases the problem may worsen, and then psychosocial maladjustment will develop into pathogenic.
Social maladjustment is a phenomenon characterized by asocial 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 particular manifestation of each of them.

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

Dwelling on social maladjustment, 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 a “personality-society” relationship and learning in principle.

Psychologists interpret this situation in different ways: as a subspecies of social maladjustment or as an independent phenomenon in which social maladjustment is only a school cause.

However, excluding this relationship, there are three more main reasons why a child will feel uncomfortable in an educational institution:

Insufficient preschool preparation;
lack of behavioral control skills in a 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 from social develops into psychosocial.

Among the manifestations of school maladjustment, the following are distinguished:

Complex academic failure in subjects;
skipping classes for disrespectful reasons;
disregard for norms and school rules;
disrespect for classmates and teachers, conflicts;
isolation, unwillingness to make contact.

Psychosocial maladjustment - the problem of the Internet generation

Consider school maladjustment from the point of view of the school age period, and not the academic one in principle. This maladjustment manifests itself in the form of conflicts with peers and teachers, 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, the Internet was not among the causes of this kind of maladjustment. Now he is the main reason.

Hikkikomori (hikki, hikkovat, from Japanese. "To break away, to be imprisoned") is a modern term for describing social adjustment disorder in young people. It is interpreted as a 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. In short, it can be said that being a "hikka" is bad. But this is the case 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 led to an increase in the level of psychosocial maladjustment among adolescents. The Internet generation, going through puberty, taking as an example "hickey" and imitating it, runs the risk of actually undermining mental health and beginning to show pathogenic maladjustment. This is the essence of the problem of open access to information. The task of the parents is to teach the child from an early age to filter the acquired knowledge and separate the useful and the harmful in order to prevent undue influence from the latter.

Factors of psychosocial maladjustment

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

Other causes of maladjustment:

Emotional disorders in adolescent schoolchildren. This is a personality problem that manifests itself in aggressive behavior, or, conversely, in depression, lethargy and apathy. Briefly, this situation can be described by the expression "from one extreme to another."
Emotional self-regulation disorder. This means that a teenager is often unable to control himself, which leads to numerous conflicts and clashes. The next step after that is adolescent maladjustment.
Lack of understanding in the family. Constant tension in the family circle does not affect the teenager in the best way, and besides the fact that this cause causes the previous two, family conflicts are not the best example for a child of how to behave in society.

The last factor touches upon the perennial father-child problem; this proves once again that parents are responsible for preventing problems of social and psychosocial adaptation.

Depending on the causes and factors, the following classification of psychosocial maladjustment can be conventionally 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 maladjustment associated with an inappropriate social role in a particular situation.
Sociocultural. Failure to accept the mentality and culture of the surrounding society. More often it manifests itself when moving to another city / country.

Socio-psychological maladjustment, or maladjustment in personal relationships

Disadaptation in a pair is a very interesting and little-studied concept. Little studied in the sense of just classification, since the 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 fitness disorders, which is the best suited for use here.

Disharmony in a couple is one of the reasons for parting and divorce. It includes the incompatibility of characters and outlook on life, the lack of mutual feelings, respect and understanding. As a result, conflicts, selfish attitude, cruelty, rudeness appear. Relationships become "sick", especially if, due to the habit, none of the couple is going to give up.

Psychologists also noticed that in large families such maladjustment is rare, but its cases are 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 already mentioned above, occurs with nervous and mental disorders. The manifestation of maladjustment due to illness sometimes becomes chronic, amenable only to temporary relief.

So, for example, oligophrenia is characterized by the absence of psychopathic inclinations and dispositions for crimes, however, the mental retardation of such a patient undoubtedly interferes with his social fitness.

Diagnosis of the disease until its complete progression.
Correspondence of the curriculum to the capabilities of the child.
The focus of the program on work activity is to bring work skills to automatism.
Social training.
The pedagogical organization of the system of collective ties and relations of oligophrenic children in the process of any of their activities.

The problem of raising "uncomfortable" students

Among exceptional children, gifted children also occupy a special stage. The problem in educating such guys 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 exacerbate the situation, provoking conflicts in the collective and exacerbating the relationship between the “clever people” and their peers.

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

Autism. Disadaptation of autistic children

Autism is a violation 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. Autistic patients may have both developed intellectual abilities and, conversely, a small degree of developmental retardation. An early sign of autism is the inability of a child to accept and understand other people, to “read” information from them. A characteristic symptom is the avoidance of eye-to-eye gaze.

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

Scientists suggest that social maladjustment of autistic children occurs due to impairments in the work of the left hemisphere of the brain, which is responsible for the emotional perception of the personality.

There are basic rules for communicating with a child with autism:

Do not make high demands.
Accept him as he is. In any circumstance.
Have patience while teaching it. It is futile to expect quick results; one must rejoice in small victories as well.
Do not condemn or blame the child for his illness. Actually, no one is to blame.
Set a good example for your child. Having no communication skills, he will try to follow his parents, and therefore one should carefully choose a circle of communication.
Accept that you have to sacrifice something.
Do not hide the child from society, but also do not torment him with it.
To devote more time to his upbringing and personality formation, rather than intellectual training. Although, of course, both sides are important.
Love him no matter what.

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

OCD (Obsessive Compulsive Disorder). It is described as an obsession, sometimes contrary to even the moral principles of the patient and therefore interfering with the growth of his personality and, consequently, socialization. People with OCD tend to be too clean and orderly. In advanced cases, the patient is able to "cleanse" his body to the bone. Psychiatrists are involved in treating OCD, there is no psychological indication 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 BDD occasionally experiences either anxiety mixed with depression, or agitation and a rise in energy, as a result of which he exhibits exalted behavior. It also prevents him from adapting in society.

Deviant and delinquent behavior as one of the forms of maladjustment

Deviant is the 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 "act".

The action is aimed at:

Testing your own strengths, abilities, skills and abilities.
Testing methods for achieving specific goals. So, aggression, with the help of which you can achieve what you want, with a successful result will be repeated again and again. Also a vivid example are whims, tears and tantrums.

Deviation doesn't always mean doing bad things. The positive phenomenon of deviation is the manifestation of oneself in a creative sense, the disclosure of one's character.

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

The next stage of deviation is delinquent behavior.

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

Deeds related to delinquent behavior are often very cruel, antisocial, up to criminal offenses.

Professional adaptation and maladjustment

Finally, it is important to consider maladjustment in adulthood, associated with a collision of a personality with a team, and not a specific incongruous character.

For the most part, professional stress is responsible for the violation of adaptation in the work collective.

In turn, it (stress) can cause the following moments:

Invalid working hours. Even paid overtime hours are not able to restore a person to the health of his nervous system.
Competition. Healthy competition gives motivation, unhealthy - damage to this very health, causes aggression, depression, insomnia, reduces work efficiency.
Very fast promotion. No matter how pleasant a person is to a promotion, a constant change of environment, social role, responsibilities rarely benefits him.
Negative interpersonal relationships with the administration. It’s not even worth explaining how constant stress affects the workflow.
Conflict between work and personal life. 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 superiors to keep subordinates "on a short leash." However, after some time, this begins to affect the relationship in the team. Constant mistrust degrades the performance and performance of the entire organization.

Also interesting are the concepts of "readaptation" and "readaptation", both differing in personality restructuring due to extreme working conditions... Readaptation is aimed at changing oneself and one's actions to more suitable ones in the given conditions. Readaptation helps a person return to his usual rhythm of life.

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

Maladjustment is often perceived as a problem that does not require attention. But she demands it, and at any age: from the smallest 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 with the help of work on oneself and sincere mutual assistance of others.

Social maladjustment

This term has become firmly established in the life of a modern person. Surprisingly, with the development of information technology, many people feel lonely and unadapted to the external conditions of reality. Some get lost in completely ordinary situations and do not know how best to act in this or that case. Currently, cases of depression in young people have become more frequent. It would seem that there is a whole life ahead, but not everyone wants to be active in it, to overcome difficulties. It turns out that an adult has to re-learn to enjoy life, because he is rapidly losing this skill. The same applies to depression in children with maladjustment. Today teenagers prefer virtual communication, to realize their communication needs on the Internet. Computer games and social networks are partly replacing normal human interaction.

Causes of social maladjustment

Pedagogical neglect

Another reason is the demands of society, which a particular individual cannot justify in any way. Social maladjustment in most cases appears where there is an inattentive attitude towards the child, lack of proper care and attention. Pedagogical neglect implies that little is done with children, and therefore they can withdraw into themselves, feel unnecessary for adults. Having become older, such a person will surely withdraw into himself, go into his inner world, close the door and will not let anyone in there. Disadaptation, of course, like any phenomenon, is formed gradually, over several years, and not instantly. Children who experience a subjective sense of uselessness at an early age will subsequently suffer from the fact that others do not understand them. Social maladjustment deprives a person of moral strength, takes away faith in himself and his own capabilities. The reason is to be found in the environment. If a child has a place of pedagogical neglect, it is highly likely that, as an adult, he will experience colossal difficulties with self-determination and in order to find his place in life.

Loss of the familiar team

Conflict with the environment

It happens that a particular individual challenges an entire society. In this case, he feels insecure and vulnerable. The reason is that additional experiences fall on the psyche. This condition comes as a result of maladjustment. Conflict with others is incredibly exhausting, keeps a person at a distance from everyone. Suspicion and mistrust are formed, in general, character deteriorates, a completely natural feeling of helplessness arises. Social maladjustment is only a consequence of a person's wrong attitude to the world, inability to build trusting and harmonious relationships. Speaking of maladjustment, one should not forget about the personal choice that each of us makes every day.

Types of social maladjustment

Disadaptation, fortunately, does not occur with lightning speed to a person. It takes time for the development of self-doubt, in order for meaningful doubts about the appearance and the performed activity to settle in the head. There are two main stages or types of maladjustment: partial and complete. The first type is characterized by the beginning of the process of falling out of public life. For example, a person, as a result of illness, stops going to work, is not interested in what is happening. However, he keeps in touch with relatives and possibly friends. The second type of maladjustment is characterized by a loss of faith in oneself, a strong distrust of people, a loss of interest in life, in any of its manifestations. Such a person does not know how to behave in society, does not represent its norms and laws. He gets the impression that he is constantly doing something wrong. Often, both types of social maladjustment suffer from people who have some kind of addiction. Any addiction presupposes separation from society, the erasure of familiar boundaries. Deviant behavior is always, to one degree or another, associated with social maladjustment. A person simply cannot remain the same when his inner world is destroyed. This means that long-term built-up ties with people are also destroyed: relatives, friends, closest circle. It is important to prevent the development of maladjustment in any form.

Features of social maladjustment

Speaking about social maladjustment, one should bear in mind the fact that there are some features that are not as easy to defeat as it might seem at first glance.

Sustainability

Self-focus

Another feature of social maladjustment is the feeling of isolation and emptiness. A person who has a complete or partial maladjustment is always extremely concentrated on his own experiences. These subjective fears form a sense of uselessness and some detachment from society. A person begins to be afraid to be among people, to make certain plans for the future. Social maladjustment assumes that the personality is gradually destroyed and loses all connections with his immediate environment. Then it becomes difficult to communicate with any people, you want to run away somewhere, hide, dissolve in the crowd.

Signs of social maladjustment

By what signs can one understand that a person has maladjustment? There are characteristic signs indicating that the person is socially isolated, experiencing some trouble.

Aggression

Withdrawal into oneself

Social phobia

Unwillingness to obey the demands of society

Social maladjustment gradually turns a person into a slave of himself, who is afraid to go beyond his own world. Such a person has a huge number of restrictions that prevent him from feeling like a full-fledged happy person. Disadaptation forces you to avoid all contact with people, and not just build serious relationships with them. Sometimes it comes to the point of absurdity: you need to go somewhere, and a person is afraid to go out and thinks up various excuses for himself so as not to leave a safe place. This also happens because society dictates its requirements to the individual. Disadaptation forces us to avoid such situations. It becomes important for a person only to protect his inner world from possible encroachments from other people. Otherwise, he begins to feel extremely uncomfortable and uncomfortable.

Correction of social maladjustment

Social contacts

Working through fears and doubts

Prevention of social maladjustment

It is better not to take it to the extreme and prevent the development of maladjustment. The sooner active measures are taken, the better and calmer you will begin to feel. Disadaptation is too serious to be joked about. There is always the possibility that a person, having withdrawn into himself, will never return to normal communication. Prevention of social maladjustment consists in the systematic filling of oneself with positive emotions. You should interact with other people as much as possible in order to remain an adequate and harmonious personality.

Thus, social maladjustment is a complex problem that requires close attention. A person who avoids society definitely needs help. Support he needs the more, the more he feels lonely and unnecessary.

School maladjustment

School maladjustment is a disorder of adaptation of a school-age child to the conditions of an educational institution, in which learning abilities decrease, relationships with teachers and classmates worsen. Most often it occurs in schoolchildren. younger age but may also affect high school children.

School maladjustment is a violation of the student's adaptation to external requirements, which is also a disorder of the general ability for psychological adaptation due to certain pathological factors. Thus, it turns out that school maladjustment is a medical and biological problem.

In this sense, school maladjustment acts for parents, teachers and doctors, as a vector “disease / health disorder, developmental disorder or behavior disorder”. In this vein, the attitude towards the phenomenon of school adaptation is expressed, as to something unhealthy, which speaks of the pathology of development and health.

A negative consequence of this attitude is a benchmark for compulsory testing before the child enters school or to assess the degree of development of a student, in connection with his transition from one educational level to the next, when he is required to have the results of the absence of deviations in the ability to learn according to the program offered by teachers and in the school the parents chose.

Another consequence is the pronounced tendency of teachers who cannot cope with the student, refer him to a psychologist or psychiatrist. Children with adaptation disorder are singled out in a special way, they are labeled with labels that follow from clinical practice into everyday use - "psychopath", "hysterical", "schizoid" and others various examples psychiatric terms that are absolutely unlawfully used for socio-psychological and educational purposes to cover up and justify powerlessness, lack of professionalism and incompetence of persons who are responsible for the upbringing, education of the child and social assistance for him.

The appearance of signs of psychogenic adjustment disorder is observed in many students. Some experts believe that approximately 15-20% of students require psychotherapeutic help. It was also found that there is a dependence of the incidence of adjustment disorder on the age of the student. In young schoolchildren, school maladjustment is observed in 5-8% of episodes, in adolescents this figure is much higher and amounts to 18-20% of cases. There is also data from another study, according to which adjustment disorder in students aged 7-9 years is manifested in 7% of cases.

In adolescents, school maladjustment is observed in 15.6% of cases.

Most ideas about the phenomenon of school maladjustment ignore the individual and age-specific characteristics of the child's development.

Reasons for school maladjustment of students

There are several factors that cause school maladjustment.

Below we will consider what are the reasons for school maladjustment of students, among them are:

Insufficient level of preparation of the child for school conditions; lack of knowledge and insufficient development of psychomotor skills, as a result of which the child is slower than others to cope with tasks;
- insufficient control of behavior - it is difficult for a child to sit for a whole lesson, silently and without getting up;
- inability to adjust to the pace of the program;
- the socio-psychological aspect - the failure of personal contacts with the teaching staff and with peers;
- a low level of development of the functional abilities of cognitive processes.

As the reasons for school maladjustment, there are several more factors that affect the student's behavior at school and his lack of normal adaptation.

The most influential factor is the influence of the characteristics of the family and parents. When some parents show too emotional reactions to their child's failures in school, they themselves, completely unaware, damage the impressionable child's psyche. As a result of such an attitude, the child begins to be ashamed of his ignorance of a topic, accordingly, he is afraid to disappoint his parents the next time. In this regard, the baby develops a negative reaction to everything related to school, which in turn leads to the formation of school maladjustment.

The second most important factor after the influence of parents is the influence of the teachers themselves, with whom the child interacts at school. It happens that teachers incorrectly build a teaching paradigm, which in turn affects the development of misunderstanding and negativity on the part of students. School maladjustment of adolescents is manifested in too high activity, the manifestation of their character and individuality through clothes and appearance... If, in response to such self-expression of schoolchildren, teachers react too violently, then this will cause a negative response from the teenager. As an expression of protest against the educational system, a teenager may face the phenomenon of school maladjustment.

Another influential factor in the development of school maladjustment is the influence of peers. Especially school maladjustment of adolescents is very dependent on this factor.

Adolescents are a very special category of people who are distinguished by their increased impressionability. Teenagers always communicate in companies, so the opinion of friends who are part of their circle of communication becomes authoritative for them. That is why, if peers protest the educational system, then there is a high probability that the child himself will also join the general protest. Although this mainly applies to more conformable individuals.

Knowing what are the reasons for school maladjustment of students, it is possible, when primary signs appear, to diagnose school maladjustment and start working with it in time. For example, if at one point a student declares that he does not want to go to school, his own level of academic performance decreases, he begins to speak negatively and very harshly about teachers, then it is worth thinking about possible maladjustment. The sooner a problem is identified, the faster it can be dealt with.

School maladjustment may not even be reflected in the performance and discipline of students, expressed in subjective experiences or in the form of psychogenic disorders. For example, inadequate responses to stresses and problems, which are associated with the disintegration of behavior, the emergence of conflicts with people around, a sharp and sudden decline in interest in the learning process at school, negativism, increased anxiety, and the breakdown of learning skills.

Forms of school maladjustment include the features of the educational activities of primary school students. Younger students most quickly master the subject side of the learning process - skills, techniques and abilities, thanks to which the assimilation of new knowledge occurs.

The mastery of the motivational-need-based side of educational activity occurs in a kind of latent way: gradually assimilating the norms and forms of social behavior of adults. The child still does not know how to use them as actively as adults, while still being very dependent on adults in their relationships with people.

If a younger student does not develop skills in educational activities or the methods and techniques that he uses and that are fixed in him are not productive enough and not designed for studying more complex material, he lags behind his classmates and begins to experience serious difficulties in learning.

Thus, one of the signs of school maladjustment appears - a decline in academic performance. The reasons may be individual characteristics of psychomotor and intellectual development, which, however, are not fatal. Many teachers, psychologists and psychotherapists believe that with the correct organization of work with such students, taking into account individual qualities, paying attention to how children cope with tasks of varying complexity, it is possible for several months, without isolating children from the class, to achieve elimination of the backlog in learning and compensation for developmental delays.

Another form of school maladjustment of young students has a strong connection with the specifics of age development. The replacement of the main activity (games are replaced by study), which occurs in children at the age of six, is carried out due to the fact that only understood and accepted motives for learning under established conditions become effective motives.

The researchers found that among the surveyed pupils of the first and third grades, there were those who had a preschool attitude towards learning. This means that for them it was not educational activities that came to the fore, as the environment at school and all the external attributes that the children used in the game. The reason for the emergence of this form of school maladjustment lies in the inattention of parents to their children. External signs of immaturity of educational motivation are manifested as an irresponsible attitude of a student to school activities, expressed through indiscipline, despite the high degree of formation of cognitive abilities.

The next form of school maladjustment is the inability to self-control, voluntary control of behavior and attention. The inability to adapt to the conditions of the school and manage behavior according to the accepted norms may be the result of improper upbringing, which affects quite unfavorably and contributes to the exacerbation of certain psychological characteristics, for example, increased excitability, difficulties with concentrating attention, emotional lability, and others.

The main characteristic of the style of family relations to these children is the complete absence of external frameworks and norms that should become the means of self-government by the child, or the presence of control only outside.

In the first case, this is inherent in those families in which the child is absolutely left to himself and develops in conditions of complete neglect, or families with a "cult of the child", which means that the child is allowed absolutely everything he wants, and his freedom is not limited.

The fourth form of school maladjustment of younger students is the inability to adapt to the rhythm of life at school.

Most often it occurs in children with a weakened body and low immunity, children with delayed physical development, a weak nervous system, with impaired analyzers and other diseases. The reason for this form of school maladjustment is the wrong family upbringing or ignorance of the individual characteristics of children.

The above forms of school maladjustment are closely related to the social factors of their development, the emergence of new leading activities and requirements. Thus, psychogenic, school maladjustment is inextricably linked with the nature and characteristics of the attitude of significant adults (parents and teachers) to the child. This attitude can be expressed through communication style. The actual communication style of significant adults with primary school students can become an obstacle in learning activities or lead to the fact that real or contrived difficulties and problems associated with learning will be perceived by the child as incorrigible, generated by his shortcomings and insoluble.

If negative experiences are not compensated for, if there are no significant people who sincerely want good and can find an approach to the child in order to increase his self-esteem, then he will develop psychogenic reactions to any school problems, which, if they occur again, will develop into a syndrome called psychogenic maladjustment.

Before describing the types of school maladjustment, you need to highlight its criteria:

Academic failure in programs that are appropriate for the age and abilities of the student, together with such characteristics as repetition, chronic academic failure, lack of general education knowledge and lack of necessary skills;
- disorder of emotional personal attitude to the learning process, to teachers and to life opportunities associated with learning;
- episodic non-corrective behavior disorders (anti-disciplinary behavior with demonstrative opposition to other students, disregard of the rules and obligations of life at school, manifestations of vandalism);
- pathogenic maladjustment, which is a consequence of disruption of the nervous system, sensory analyzers, brain diseases and manifestations of various fears;
- psychosocial maladjustment, which acts as the gender and age individual characteristics of the child, which determine his non-standard and require a special approach in school conditions;
- social maladjustment (undermining order, moral and legal norms, asocial behavior, deformation of internal regulation, as well as social attitudes).

There are five main types of manifestations of school maladjustment.

The first type is cognitive school maladjustment, which expresses the failure of the child in the process of teaching programs that correspond to the student's abilities.

The second type of school maladjustment is emotional and evaluative, which is associated with constant violations of the emotional and personal attitude both to the learning process in general and to individual subjects. Includes anxiety and worries about problems arising in the school.

The third type of school maladjustment is behavioral, it consists in the repetition of violation of forms of behavior in the school environment and learning (aggressiveness, unwillingness to make contact and passive-refusal reactions).

The fourth type of school maladjustment is somatic; it is associated with deviations in the physical development and health of the student.

The fifth type of school maladjustment is communicative, it expresses difficulties in determining contacts, both with adults and with peers.

Prevention of school maladjustment

The first step in the prevention of school adaptation is the establishment of the child's psychological readiness for the transition to a new, unusual regime. However, psychological readiness is just one of the components of the complex preparation of a child for school. At the same time, the level of existing knowledge and skills is determined, its potential capabilities, the level of development of thinking, attention, memory are studied, if necessary, psychological correction is used.

Parents should be very attentive to their children and understand that during the period of adaptation, the student especially needs the support of loved ones and the willingness to experience emotional difficulties, anxieties and experiences together.

The main way to combat school maladjustment is psychological assistance. At the same time, it is very important that close people, in particular parents, pay due attention to long-term work with a psychologist. In case of a negative influence of the family on the student, it is worthwhile to address such manifestations of disapproval. Parents must remember and remind themselves that any failure of a child in school does not mean his life collapse. Accordingly, you should not blame him for every bad mark, it is best to have a careful conversation about the possible reasons for the failure. By maintaining friendly relations between the child and the parents, it is possible to achieve more successful overcoming of life's difficulties.

The result will be more effective if the help of a psychologist is combined with parental support and a change in school environment. In the event that the student's relationship with teachers and other students does not work out, or these people negatively affect him, causing antipathy to the educational institution, then it is advisable to think about changing the school. Perhaps, in another school, the student will be able to become interested in studies and make new friends.

Thus, it is possible to prevent the strong development of school maladjustment or gradually overcome even the most serious maladjustment. The success of the prevention of adjustment disorder in school depends on the timely participation of parents and the school psychologist in solving the child's problems.

Prevention of school maladjustment includes the creation of compensatory learning classes, the use of counseling psychological assistance when necessary, the use of psychocorrection, social trainings, trainings for students with parents, the mastery of the methods of correctional and developmental education by teachers, which is aimed at educational activities.

School maladjustment of adolescents distinguishes those adolescents who are adapted to school by their very attitude towards learning. Disadapted adolescents often indicate that it is difficult for them to study, that there are a lot of incomprehensible things in their studies. Adaptive schoolchildren are twice as likely to talk about the difficulties in the lack of free time through the workload.

The approach of social prevention emphasizes the elimination of causes and conditions, various negative phenomena as the main goal. This approach is used to correct school maladjustment.

Social prevention includes a system of legal, socio-ecological and educational measures that are carried out by society to neutralize the causes of deviant behavior, which leads to adjustment disorder at school.

In the prevention of school maladjustment there is a psychological and pedagogical approach, with its help the qualities of a person with maladaptive behavior are restored or corrected, especially with an emphasis on moral and volitional qualities.

The informational approach is based on the idea that deviations from norms of behavior occur because children know nothing about the norms themselves. This approach most of all concerns adolescents, they are informed about the rights and duties that are presented to them.

Correction of school maladjustment is carried out by a psychologist at school, but often parents refer the child to an individually practicing psychologist, because children are afraid that everyone will find out about their problems, therefore they are put to a specialist with distrust.

Reasons for maladjustment

The main reasons for the maladjustment of a person are groups of factors. These include: personal (internal), environmental (external), or both.

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

These include:

Long-term illness;
limited opportunities for the child to communicate with the environment, people and the lack of adequate (taking into account individual characteristics) communication with him from his environment;
long-term isolation of a person, regardless of his age (forced or compulsory) from the environment of everyday life;
switching to another type of activity (long vacation, temporary performance of other official duties), etc.

Environmental (external) factors of maladjustment of a person are associated with the fact that they are not habitual for him, create discomfort, to one degree or another restraining personal manifestation.

These include:

An unhealthy family environment that overwhelms the personality of the child. This can be the case in “at-risk” families; families in which an authoritarian parenting style prevails, child abuse;
lack or insufficient attention to communication with the child on the part of parents, peers;
suppression of the personality by the novelty of the environment (the arrival of the child in kindergarten, school; change of group, class);
suppression of an individual by a group (maladaptive group) - rejection of a child by a collective, a microgroup, oppression, violence against it, etc. This is especially characteristic of adolescents. The manifestation of cruelty (violence, boycott) on their part in relation to their peers is a frequent phenomenon;
negative manifestation of "market education", when success is measured exclusively by material wealth. Not knowing how to provide wealth, a person finds himself in a complex depressive state;
negative influence of the media in "market education". The formation of interests that do not correspond to age, the promotion of the ideals of social well-being and the ease of their achievement. Real life leads to significant disappointment, complexation, maladjustment. Cheap mystical novels, horror films and action films form an immature person's view of death as something vague and idealized;
maladaptive influence of an individual, in the presence of which the child experiences great stress, discomfort. Such a person is called maladaptive (maladaptive child is a group) - this is a person (group) who, under certain conditions in relation to the environment (group) or an individual person, acts as a maladjustment factor (affecting self-manifestation) and, thus, inhibits his activity , the ability to fully realize oneself. Examples: a girl in relation to a guy who is not indifferent to her; a gyneractive child in relation to the class; difficult to educate, actively playing a provocative role in relation to a teacher (especially a young one), etc.;
overload associated with “caring” about the development of the child, not suitable for his age and individual capabilities, etc. This fact occurs when an unprepared child is sent to school or a gymnasium class that does not correspond to his individual capabilities; load the child without taking into account his physical and mental capabilities (for example, playing sports, studying at school, working in a circle).

The maladjustment of children and adolescents leads to various consequences.

Most often, these consequences are negative, including:

Personal deformities;
insufficient physical development;
impaired mental function;
possible brain dysfunction;
typical nervous disorders (depression, lethargy or excitability, aggressiveness);
loneliness - a person finds himself alone with his problems. It can be associated with external alienation of a person or with self-alienation;
problems in relationships with peers, other people, etc. Such problems can lead to suppression of the main instinct for self-preservation. Unable to adapt to the prevailing conditions, a person can take extreme measures - suicide.

A positive manifestation of maladjustment is possible due to a qualitative change in the environment of a child's life, a teenager's deviant behavior.

Often, those who, on the contrary, are themselves a person who seriously influences the adaptation of another person (group of persons) are referred to as misaptized children. In this case, it is more correct to talk about a maladaptive person, a group.

“Children of the street” are also often referred to as maladjusted. One cannot agree with such an assessment. These children are better adapted than adults. Even in difficult life situations, they are in no hurry to take advantage of the help offered to them. To work with them, specialists are trained who are able to convince them and bring them to an orphanage or other specialized institution. If such a child is taken from the street and placed in a specialized institution, then at first he may be maladjusted. After a certain time, it is difficult to predict who will be maladjusted - he or the environment in which he finds himself.

High adaptability to the environment of new children of deviant behavior often leads to serious negative problems in relation to the bulk of children. Practice shows that there are facts when the appearance of such a child requires from the teacher, educator, certain protective efforts in relation to the entire group (class). Individuals may well have a negative impact on the entire group, contribute to its maladjustment in studies and discipline.

All of these factors pose an immediate threat primarily to the intellectual development of the child. Difficulty in education, social and pedagogical neglect pose a danger of maladjustment of the child himself in the field of upbringing, education and training, as well as individuals, groups. Practice convincingly proves that as the child himself becomes a victim of maladjustment of the new environment, so under certain conditions he acts as a factor in maladjustment of others, including the teacher.

Given the predominantly negative impact of maladjustment on the development of the personality of a child, adolescent, it is necessary to carry out preventive work to prevent it.

The main ways to prevent and overcome the consequences of maladjustment in children and adolescents include:

Creation of optimal environmental conditions for the child;
avoidance of overloads in the learning process due to the inconsistency of the level of learning difficulties with the individual capabilities of the child and the organization of the educational process;
support and assistance to children in adaptation to new conditions for them;
encouraging the child to self-activation and self-manifestation in the environment of life, stimulating their adaptation, etc.;
the creation of an accessible special service for social, psychological and pedagogical assistance to various categories of the population who find themselves in a difficult life situation: helplines, offices for socio-psychological and pedagogical assistance, crisis hospitals;
training parents, teachers and educators in methods of work to prevent maladjustment and overcome its consequences;
training of specialists for specialized services of socio-psychological and pedagogical assistance to various categories of people in difficult life situations.

Maladjusted children need efforts to provide or help overcome it. Such activities are aimed at overcoming the consequences of maladjustment. The content and nature of socio-pedagogical activity is determined by the consequences of maladjustment.

Prevention of maladjustment

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

Prevention of social maladjustment is scientifically determined and timely actions that are aimed at preventing potential physical, socio-cultural, psychological collisions in individual subjects belonging to the risk group, preserving and protecting people's health, supporting the achievement of goals, disclosing internal potential.

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

There are primary, secondary and tertiary prevention. Primary - characterized by a focus on preventing the occurrence of problem situations, on the elimination of negative factors and unfavorable conditions that cause certain phenomena, as well as on increasing the individual's resistance to the effects of such factors. Secondary - designed to recognize early manifestations of maladaptive behavior of individuals (there are certain criteria of social maladjustment that contribute to early detection), its symptoms and reduce their effects. Such preventive measures are taken in relation to children from risk groups right before the appearance of problems. Tertiary - consists in carrying out activities at the stage of an already emerging disease. Those. These measures are taken to eliminate the existing problem, however, along with this, they are also aimed at preventing the emergence of new ones.

Depending on what causes maladjustment, the following types of preventive measures are distinguished: neutralizing and compensating, measures aimed at preventing the occurrence of situations that contribute to maladjustment; elimination of such situations, control of ongoing preventive measures and its results.

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

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

Psychological maladjustment

Relatively recently, in the domestic, mostly psychological literature, the term "maladjustment" appeared, denoting a violation of the processes of human interaction with environment... Its use is rather ambiguous, which is revealed, first of all, in assessing the role and place of states by maladjustment in relation to the categories "norm" and "pathology". Hence - the interpretation of maladjustment as a process that occurs outside of pathology and associated with weaning from some habitual living conditions and, accordingly, getting used to others, noted T.G. Dichev and K.E. Tarasov.

Yu.A. Aleksandrovsky defines maladjustment as "breakdowns" in the mechanisms of mental adaptation during acute or chronic emotional stress, which activate the system of compensatory defense reactions.

In a broad sense, social maladjustment refers to the process of loss of socially significant qualities that impede the successful adaptation of the individual to the conditions of the social environment.

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

The concept of social maladjustment is considered by most of the authors: BN Almazov, SA Belicheva, TG Dichev, S. Rutter as a process of violation of the homeostatic balance of the personality and environment, as a violation of the individual's adaptation due to the action of certain reasons; as a violation caused by the discrepancy between the innate needs of the individual and the limiting requirements of the social environment; as the inability of a person to adapt to his own needs and aspirations.

Social maladjustment is a process of loss of socially significant qualities that impede the successful adaptation of an individual to the conditions of the social environment.

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

Interesting is the position of A.V. Petrovsky who defines the process of social adaptation as a type of interaction between the individual and the environment, during which the expectations of its participants are also coordinated.

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

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

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

A) stable situational maladjustment, which occurs when a person does not find ways and means of adaptation in certain social situations (for example, as part of certain small groups), although he makes such attempts - this state can be correlated with the state of ineffective adaptation;
b) temporary maladjustment, which is eliminated with the help of adequate adaptive measures, social and within mental actions, which corresponds to unstable adaptation;
c) general stable maladjustment, which is a state of frustration, the presence of which activates the formation of pathological defense mechanisms.

The result of social maladjustment is the state of maladjustment of the personality.

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

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

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

Social maladjustment manifests itself 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. Adolescents experience painful growing up - the gap between adult and childhood - a kind of emptiness is created that needs to be filled with something.

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

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

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

Social maladjustment is a multifaceted phenomenon, which is based on not one, but many factors. Among these, some experts include:

Individual;
psychological and pedagogical factors (pedagogical neglect);
socio-psychological factors;
personal factors;
social factors.

Individual factors acting at the level of psychobiological prerequisites that impede the social adaptation of the individual: severe or chronic somatic diseases, congenital deformities, disorders of the motor sphere, impairment and decrease in the functions of sensory systems, the lack of formation of higher mental functions, residual-organic lesions of the central nervous system with cerebrosthenia, decreased volitional activity , purposefulness, productivity of cognitive processes, syndrome of motor disinhibition, pathological character traits, pathological proceeding puberty, neural reactions and neuroses, endogenous mental illness... Particular attention is paid to the nature of aggressiveness, which is the root cause of violent crime. The suppression of these drives, the rigid blocking of their realization, 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 maladjustment is the emergence and existence of psychosomatic disorders. The formation of psychosomatic maladjustment of a person is based on a violation of the function of the entire adaptation system.

Psychological and pedagogical factors (pedagogical neglect), manifested in defects in school and family education. They are expressed in the absence of an individual approach to the teenager in the lesson, inadequacy of educational measures taken by teachers, unfair, rude, abusive attitude of the teacher, underestimation of grades, refusal to provide timely assistance with justified skipping classes, and a lack of understanding of the student's state of mind. This also includes a difficult emotional climate in the family, alcoholism of parents, family sentiment against school, school maladjustment of older brothers and sisters. Socio-psychological factors that reveal the unfavorable characteristics of the interaction of a minor with his closest environment in the family, on the street, in the educational team. One of the important social situations for a person 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 the adolescent with the environment in the conditions of the individual microsocial environment in which he exists. The emergence of school maladjustment is based on various factors of a social, psychological and pedagogical nature. School maladjustment is one of the forms of a more complex phenomenon - social maladjustment of minors.

Personal factors that are manifested in the active selective attitude of the individual to the preferred environment of communication, to the norms and values of his environment, to the pedagogical influences of the family, school, community, in personal value orientations and personal ability to self-regulate his behavior.

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

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

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

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

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

Corrective action is carried out taking into account the positive development trends in the "cooperating-conventional" and "responsible-generous" types of interpersonal relationships identified in the "I-ideal" adolescents who act as personal coping resources necessary for mastering more adaptive strategies of coping behavior in overcoming critical situations of existence.

Thus, social maladjustment is a process of loss of socially significant qualities that impede the successful adaptation of an individual to the conditions of the social environment. Social maladjustment manifests itself in asocial forms of behavior and deformation of the system of internal regulation, reference and value orientations, and social attitudes.

Correction of maladjustment

The implementation of the “Program for the prevention and correction of school maladjustment in preschool and general education institutions (consultative and diagnostic, correctional and rehabilitation aspects)” was launched within the framework of the research program “Scientific and methodological support for the development of the education system”.

The program is working in the following areas:

Pedagogical diagnosis of maladaptive disorders in preschool children at the time of admission to school and in the learning process;
- socio-psychological monitoring as a means of accompanying children at risk for school maladjustment;
- organization of the activities of the school council in the system of comprehensive support for children with school maladjustment, social and psychological assistance to children and families (including children with addictive behavior);
- identification of children at risk of further school maladjustment and preventive (developmental and correctional) measures in preschool educational institutions.

Within the framework of the program, a methodological analysis of the necessary normative and working documentation is carried out, the most optimal forms and means of psychological and pedagogical diagnostics, author's methods of correctional and developmental education and rehabilitation assistance to socially maladjusted children are developed. Now in our country there are practically no documents and recommendations that regulate various aspects of the interaction of specialists involved in the correction of children with school maladjustment, and there is also no continuity in the work of preschool and general educational rehabilitation and rehabilitation institutions.

School maladjustment is any mismatch of a child with the requirements that the educational space makes to him. The initial reason for maladjustment is in the somatic and mental health of the child, that is, in the organic state of the central nervous system, neurobiological patterns of the formation of brain systems. This is superimposed on all sorts of difficulties that arise in a child in a preschool educational institution, which naturally leads to the formation of school maladjustment. There is also a danger of maladjustment when the child works to the limit of his physiological and mental capabilities.

Compliance with the principle of continuity of preschool and primary general education contributes to the best adaptation of the child to school. Implements the provision of the Law Russian Federation"On Education", which defines that educational programs at different levels should be successive. The principle of continuity is ensured through the selection of content that is adequate to the basic directions of the child's development (social-emotional, artistic-aesthetic, etc.), as well as the focus of pedagogical technologies on the development of cognitive activity, creativity, communication and other personal qualities that correspond to the goals of preschool education and grounds for succession with the next degree of education. Eliminates the possibility of duplication of content, means and methods of school education in preschool education.

The fundamental component of the prevention of school maladjustment is the preservation of the health of future first-graders, the formation of a culture of health and the foundations of a healthy lifestyle. The prevalence of pathologies and morbidity among preschool children annually increases by 4-5%, and the most pronounced increase in functional disorders, chronic diseases and deviations in physical development occurs during the period of systematic education. There is evidence that the health of a child during school is deteriorating, almost 1.5–2 times. All work with children of preschool and primary school age should proceed from the principle of "do no harm" and be aimed at maintaining the health, emotional well-being and development of the individuality of each child. It is necessary to improve the educational process, providing its medical support, and put the continuity in the work of the polyclinic and the preschool educational institution as a basis. And it is also necessary to develop a system of social and psychological monitoring, which makes it possible to identify children who are at the limit of their capabilities.

The main directions of work under this program:

1. Creation of a health-saving - adaptive educational environment in educational institutions, provision of early diagnosis and correction, consistent socialization and integration of these children into the mainstream school.
2. Health-saving orientation of forms, means and methods of physical education of children:
- Implementation of an individual approach to each child in the educational process, depending on the characteristics (socio-psychological, physical, emotional) of his state of health.
- Psychological, medical and pedagogical support and correctional work.
- Creation of a developing subject-spatial environment and conditions for the formation of valeological culture of a preschooler, familiarizing him with the values of a healthy lifestyle.
- Information and methodological support of the subjects of the educational process on the problems of the formation of valeological culture.
- Involvement of the family in the formation of a healthy lifestyle and a culture of health in children.
- Selection of pedagogical technologies taking into account age characteristics children and their functionality on this stage development, modernization of the content of work based on the introduction of personality-oriented technologies, the rejection of the "school" type of teaching preschoolers, the introduction of elements of creative pedagogy.
3. Preventive work provides for a set of measures for the rehabilitation of children with diseases of the ODA and the central nervous system (physiotherapy procedures, exercise therapy using modern technologies and equipment, swimming in the pool, oxygen cocktail and balanced nutrition, orthopedic regime, flexible motor regime).

Along with the preservation and strengthening of health, an important component of the prevention of maladjustment is to ensure timely and full-fledged mental development - this is an orientation towards the development of the personality, its cognitive and creative abilities, and this requires a new approach to the content and organization of work with children.

The introduction of children to the accumulated experience and achievements of mankind, through scientifically grounded, specific methods and systems for the use of game components at different stages and in different types of children's activities;
- pedagogical assistance to the actual mental development of children.

From the experience of organizing this work:

The preschool institution has organized and successfully operates a system of psychological and pedagogical support of the family in the process of preparing a child for school.
- A data bank has been created on the individual characteristics of preschool educational institutions - age characteristics and psychological and pedagogical ideas.
- Psychological and pedagogical monitoring of the social, personal and cognitive development of preschoolers is carried out throughout the year, diagnostic tools have been developed.
- Developed a program for individual child support.
- There is a psychological and pedagogical council on the withdrawal of children to school.
- A school was organized for the parents of future first-graders: a bank of methodological and didactic materials was created for organizing family education, as well as on the adaptation of a child to school education, ways to overcome emerging problems, mastering methods of psychological support for a child on the threshold of school education; there is a study and analysis of parents' opinions on the relevance of the problem of continuity, a data bank has been created on the families of pupils, and a lecture hall “How to keep a child's health by grade 1” is running.

The third component in this preventive work is the provision of the preschool education system with highly qualified personnel, their support by the state and society.

Confirmation of the status of preschool education as the first stage of general education.

Strengthening state support for stimulating the labor of pedagogical and administrative workers in preschool education.

Improving the professionalism of teaching staff.

Misadaptation of adolescents

The socialization process is the introduction of a child into society. This process is characterized by complexity, multifactoriality, multidirectionality and ultimately poor forecasting. The socialization process can take a lifetime. It is also not worth denying the effect of the innate qualities of the body on personality traits. After all, the formation of a personality takes place only as a person is included in the surrounding society.

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

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

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

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

Unmet needs can lead to increased social activity. And she, in turn, can result in social creativity and this will be a positive deviation, or manifest itself in antisocial activity. If she does not find a way out, she may rush to find a way out in an addiction to alcohol or drugs. In the most unfavorable development - a suicidal attempt.

The existing social and economic instability, the critical state of the health care and education systems not only does not contribute to the comfortable socialization of the individual, but also aggravates the processes of maladjustment of adolescents associated with problems in family education, which lead to even greater anomalies in the behavioral reactions of adolescents. Therefore, the process of socialization of adolescents is becoming more and more negative. The situation is aggravated by the spiritual pressure of the criminal world and their values, and not of civil institutions. The destruction of the basic institutions of socialization leads to an increase in juvenile delinquency.

Also, the sharp increase in the number of maladapted adolescents is influenced by the following social contradictions: indifference in high school to smoking, lack of effective method combating truancy, which today has practically become the norm of school behavior, along with the continuing reduction in educational and preventive work in government organizations and institutions that are engaged in leisure and child-rearing; replenishment of juvenile groups of criminals at the expense of adolescents who have dropped out of school and are lagging behind in their studies, along with a decrease in social relationships between families and teachers. This facilitates the establishment of contacts between adolescents and juvenile criminal gangs, where unlawful and deviant behavior is freely developed and encouraged; crisis phenomena in society, which contribute to the growth of anomalies in the socialization of adolescents, along with a weakening of the educational influence on adolescents of social groups, which must carry out education and public control over the actions of minors.

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

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

The first sign is academic failure school curriculum, which includes: chronic academic failure, repetition, insufficiency and fragmentaryness of the learned general educational information, i.e. lack of a system of knowledge and skills in studies.

The next sign is systematic violations of the emotionally colored personal attitude towards learning in general and some subjects in particular, towards teachers, life prospects associated with learning. Behavior can be indifferent-indifferent, passive-negative, demonstratively dismissive, etc.

The third sign is regularly recurring behavioral anomalies in the process of schooling and in the school environment. For example, passive-refusal behavior, non-contact, complete rejection of school, persistent behavior with violation of discipline, characterized by oppositional defiant actions and including active and demonstrative opposition of his personality to other students, teachers, disregard for school rules, vandalism at school ...

Personal maladjustment

Personal maladjustment - the concept of the concept of the general adaptation syndrome G. Selye. According to this concept, the conflict is seen as a consequence of the discrepancy between the needs of the individual and the limiting requirements of the social environment. As a result of this conflict, the state of personal anxiety is actualized, which, in turn, includes protective reactions acting on the subconscious level (responding to anxiety and violation of internal homeostasis, the Ego mobilizes personal resources).

Thus, the degree of adaptation of a person with this approach is determined by the nature of her emotional well-being. As a result, two levels of adaptation are distinguished: adaptability (lack of anxiety in a person) and nonadaptation (its presence).

The most important indicator of maladjustment is the lack of "degrees of freedom" of an adequate and purposeful response of a person in a traumatic situation due to a breakthrough individual for each person functional and dynamic education - an adaptation barrier. The adaptation barrier has two bases - biological and social. In a state of mental stress, the barrier of the adapted mental response approaches the individual critical value. At the same time, a person uses all reserve capabilities and can carry out especially complex activities, anticipating and controlling his actions and does not experience anxiety, fear and confusion that impede adequate behavior. Prolonged and especially sharp tension of the functional activity of the barrier of mental adaptation leads to overstrain, which manifests itself in preneurotic states, which are expressed only in some of the mildest disorders (hypersensitivity to common stimuli, slight anxious tension, anxiety, elements of inhibition or fussiness in behavior, insomnia, etc.) ... They do not cause changes in the purposefulness of a person's behavior and the adequacy of his affect; they have a temporary and partial character.

If the pressure on the barrier of mental adaptation increases and all its reserve capabilities are exhausted, then the barrier breaks down - functional activity as a whole continues to be determined by the previous "normal" indicators, however, the broken integrity weakens the possibilities of mental activity, which means that the framework of adaptive, adapted mental activity narrows and appears qualitatively and quantitatively new forms of adaptive and protective reactions. In particular, there is an unorganized and simultaneous use of many "degrees of freedom" of action, which leads to a reduction in the boundaries of adequate and purposeful human behavior, that is, to neurotic disorders.

The symptoms of adjustment disorder do not necessarily start immediately and do not go away immediately after the stress is stopped.

Adaptation reactions can occur:

1) with a depressed mood;
2) with an anxious mood;
3) mixed emotional traits;
4) with violation of behavior;
5) with disruption of work or study;
6) with autism (without depression and anxiety);
7) with physical complaints;
8) as atypical reactions to stress.

Adjustment disorders include the following:

A) disruption in professional activity (including schooling), in ordinary social life or in relationships with others;
b) symptoms that are outside the norm and the expected reactions to stress.

Pedagogical maladjustment

Adaptation (lat. Abapto-adapt). Adaptability, ability to adapt different people different. It reflects the level of both innate and acquired in the process of life qualities of an individual. In general, the dependence of adaptability on the physical, psychological, moral health of a person is noted.

Unfortunately, health indicators for children have been declining in recent decades. The prerequisites for this phenomenon are:

1) violation of ecological balance in the environment,
2) weakening of the reproductive health of girls, physical and emotional overload of women,
3) the growth of alcoholism, drug addiction,
4) low culture of family education,
5) insecurity of certain groups of the population (unemployment, refugees),
6) deficiencies in medical care,
7) imperfection of the preschool education system.

Czech scientists I. Langmeyer and Z. Matejček distinguish the following types of mental deprivation:

1.Motor deprivation (chronic physical inactivity leads to emotional lethargy);
2. sensory deprivation (insufficiency or monotony of sensory stimuli);
3. emotional (maternal deprivation) - it is experienced by orphans, unwanted children, abandoned.

The educational environment is of the greatest importance in early preschool childhood.

A child's admission to school is the moment of his socialization.

In order to determine the optimal preschool age for the child, the regime, the form of education, the workload, it is necessary to know, take into account and correctly assess the adaptive capabilities of the child at the stage of his admission to school.

Indicators of a low level of adaptive capabilities of a child can be:

1.deviations in psychosomatic development and health;
2. insufficient level of social, psychological and pedagogical readiness for school;
3. the lack of formation of psychophysiological and psychological prerequisites for educational activities.

Let's clarify specifically for each indicator:

1. Over the past 20 years, the number of children with chronic pathology has more than quadrupled. Most of poorly maturing children have somatic and mental disorders, they have increased fatigue, reduced working capacity;
2.signs of insufficient social and psychological-pedagogical readiness for school:
a) unwillingness to go to school, lack of educational motivation,
b) lack of organization and responsibility of the child; inability to communicate, to behave adequately,
c) low cognitive activity,
d) limited horizons,
e) low level of speech development.
3) indicators of the lack of formation of psychophysiological and mental prerequisites for educational activity:
a) the lack of formation of the intellectual prerequisites of educational activity,
b) underdevelopment of voluntary attention,
c) insufficient development of fine motor skills of the hand,
d) lack of formation of spatial orientation, coordination in the "hand-eye" system,
e) low level of development of phonemic hearing.

2. Children at risk.

Individual differences between children, due to different degrees of development of the sides of their individuality that are significant for adaptation, and different health conditions, appear from the very first days of school.

1 group of children - entering school life is natural and painless. They quickly adapt to the school routine. The learning process is in the background positive emotions... High level of social qualities; a high level of development of cognitive activity.

2 group of children - the nature of adaptation is quite satisfactory. Individual difficulties may arise in any of the spheres of school life that is new to them; over time, the problems are smoothed out. Good preparation to school, a high sense of responsibility: they quickly become involved in educational activities, successfully assimilate educational material.

Group 3 of children - performance is not bad, but drops noticeably by the end of the day, week, signs of overwork, malaise are noted.

Cognitive interest is not sufficiently developed, it appears when knowledge is given in a playful, entertaining form. Many of them do not have enough study time (at school) to assimilate knowledge. Almost all of them additionally study with their parents.

4 group of children - difficulties in adaptation to school are clearly manifested. The performance is reduced. Fatigue builds up quickly; inattention, distraction, exhaustion of activity; uncertainty, anxiety; communication problems, constantly offended; the majority have low academic performance.

5 group of children - the difficulties of adaptation are pronounced. The performance is low. Children do not meet the learning requirements in regular classrooms. Socio-psychological immaturity; persistent learning difficulties, lagging behind, poor progress.

6 group of children - the lowest stage of development.

Children of 4-6 groups are, to varying degrees, in a situation of pedagogical risk of school and social maladjustment.

Factors of school maladjustment

School maladjustment - "school inability" - any difficulties, violations, deviations that arise in a child in his school life. “Socio-psychological maladjustment” is a broader concept.

Pedagogical factors leading to school maladjustment:

1.the discrepancy between the school regime and the sanitary and hygienic conditions of teaching the psychophysiological characteristics of children at risk.
2. inconsistency of the pace of educational work in the classroom with the educational capabilities of children at risk are 2-3 times behind their peers in terms of the pace of activity.
3. the extensive nature of the training workload.
4. the predominance of negative evaluative stimulation.

Conflict relations in the family arising on the basis of educational failures of schoolchildren.

4. Types of adaptation disorders:

1) the pedagogical level of school maladjustment of the problem in learning),
2) the psychological level of school maladjustment (feeling of anxiety, insecurity),
3) the physiological level of school maladjustment (the negative impact of school on the health of children).

Disadaptation of behavior

Since the overwhelming majority of minors attend educational institutions, the concept of “social maladjustment” is justified by many researchers as an independent phenomenon that is formed as a result of the discrepancy between the sociopsychological or psychophysiological status of the child and the requirements of the social situation of schooling. At the same time, the degree and nature of social maladjustment is considered as a system-forming criterion in compiling a socio-psychological typology of educational difficulty and defining the concept of “educational difficulty” as some resistance to pedagogical influence associated with difficulties in assimilating certain social norms.

Investigating the phenomenon of maladjustment, Belicheva S.A. divorces the concepts of "pedagogical neglect" and "social neglect": the first is considered by her as a partial social maladjustment, manifested mainly in the educational process, and the second - as a complete social maladjustment, characterized by a wider level of development of professional intentions and orientations, useful interests , knowledge, skills, more active resistance to pedagogical requirements 7. Analyzing the factors that determine the manifestations of maladjustment, SA Belicheva distinguishes pathogenic, associated with deviations in psychological development, and psychological, due to gender and age and individual psychological characteristics of a minor.

Some researchers, regardless of the type or type of maladjustment, consider this phenomenon as alienation from the school society, accompanied by a deformation of holistic and referential orientations, as a loss of schoolchildren's position by adolescents and their lack of vision of their future associated with learning.

Analyzing maladjustment in the conditions of the pedagogical process of the school, researchers use the concept of "school maladjustment" (or "school maladjustment"), defining them any difficulties that students have in the process of schooling, including difficulties in the process of assimilating knowledge and various violations of school norms of behavior ... However, as special studies show, a teacher is only able to state the fact of a student's academic failure and cannot correctly determine its true reasons if he limits his assessments to the framework of traditional pedagogical competence, which gives rise to inadequacy of pedagogical influences. Kondakov I.E. in his research confirms that more than 80% of cases of children's aggression are based on problems associated with the child's failure to progress in "the main type of activity in the period of character formation - learning." The "triggering mechanism" for the formation of these problems is the discrepancy between the pedagogical requirements presented to the child and his ability to satisfy them.

Murachkovsky N.I., the basis for the division of unsuccessful schoolchildren lays down various combinations of two main complexes of personality traits: mental activity associated with learning, and the orientation of the personality, including the attitude to learning, the "internal position" of the student. So if low quality thinking processes (analysis, synthesis, comparison, generalization, etc.) is combined with a positive attitude towards learning and the "preservation of the position" of the student, there is a "reproductive approach" to solving mental problems, which leads to serious difficulties in connection with the need to assimilate educational material.

This type underperformers are heterogeneous in composition:

1. Students who are characterized by the desire to compensate for failure in educational work with the help of practical activities: games, music lessons, singing.
2. Students who are characterized by the desire to avoid any difficulties in educational work and the desire to achieve success by means that are not consistent with the student's behavior standards (cheat, use a hint, etc.). Unlike children of the first subtype (who, while experiencing difficulties, nevertheless try to delve into the specific meaning of the task), these children do not make such an attempt, mechanical reproduction of knowledge.

Particularly noteworthy are the views of MV Maksimova, who considers 4 groups of children with different character of adaptation through medium and low to maladjustment: “A favorable combination of social external conditions and the child's activity leads to a positive result - adaptation, a dysfunctional course - to maladjustment. " The phenomenon of maladjustment is characterized as a very low level of development of voluntary attention and lack of motivation in the presence of satisfactory and unsatisfactory marks, the presence of inadequate self-esteem and problems in communication.

Research by psychologists and teachers reveals the causes of behavioral deviations and various personal manifestations of schoolchildren. Thus, BF Raisky pays attention to the psychological and pedagogical characteristics of children and adolescents, age factors that, under certain conditions, can cause deviant behavior. Analyzing pedagogical practice, I.V. Dubrovina shows that if a failure occurs at one of the age levels, the normal conditions for the development of the child are violated, in subsequent periods the attention and efforts of adults (the team of teachers and parents) will be forced to focus on correction.

Research by Akimova M.K., Gurevich K.M., Zakharkina V.G. show that the reasons for the non-assimilation of knowledge can be associated in some minors not only with responsibility, poor attention, poor memory, but also natural genotypic characteristics that are not taken into account in the implementation of educational tasks by the teacher. Consequently, the researchers note, it is necessary to find such an organization of the educational process that would allow these students to master the solution of educational problems.

Researchers also note individual developmental options for minors who are lagging behind the age norm, which in the end result - if this fact is ignored and compensating conditions are not created - can also be a prerequisite for the onset of school maladjustment.

Lebedinskaya K.S., studying the causes of maladjustment, reveals special signs in the emotional, motor, cognitive sphere, behavior and personality in general, which at various stages of the child's mental formation contribute to maladjustment in adolescence and can be diagnosed in a timely manner before its first signs appear.

Buyanov M.I., being a child psychiatrist, quite interestingly approaches the problem of maladapted children, considering it from the position of deprivation, which arises in a situation where the subject is deprived of the opportunity to satisfy his human psychological needs sufficiently and for a sufficiently long time. At the same time, when considering emotional deprivation (prolonged emotional isolation), the researcher notes that it is often equated with the term “lack of maternal care,” which “includes the concept of social deprivation, that is, the result of insufficient social influences (neglect, vagrancy, isolation from mentally healthy people. "

Research by Buyanov M.I. is based on the identification of cause-and-effect relationships between the problems of a child's development, his psychological health and the conditions of his upbringing. “All or almost all borderline neuropsychiatric disorders in children and adolescents,” writes the researcher, “are somehow associated with the problem family well-being or trouble ". In his opinion, dysfunctional families form dysfunctional children.

Vernitskaya N.N., Grishchenko L.A., Titov B.A., Feldshtein D.I., Shitova V.I., etc. upbringing gives rise to researchers the term "syndrome of dangerous treatment", which determines the level of harm to a child not only from physical trauma from parents, but also psychological. Various types of deprivation: social (including parental attention), sensory, motor, cognitive, which lead to behavioral deviations, are considered by I. V. Dubrovina, A. M. Prikhozhan, V. A. Yustitsky, E. G. Eidemiller. and etc.

A peculiar view of the causes leading to deviant behavior can be found in the studies of F. Potaka, who proves that the cause of deviance has a historical development and a culturally determined manifestation: the presence of conflicts, rivalry and contradictions in the sphere of interests in everyday relations of people. F. Potaki introduces the concept of "pre-deviant syndrome", defining it as a complex of certain symptoms (affective type of behavior, difficult schoolchildren, aggressive forms of behavior, family conflicts, low intelligence, negative attitude towards learning), which leads the individual to community with other individuals, having similar features. As a result, microgroups (small groups) are formed with a negative focus on the educational process, which was the source of the formation of these deviations.

Certain interest for specialists working with maladapted adolescents is the classification of types of behavior disorders, “disintegrating personality in the socio-psychological plane” by Ts. P. Korolenko and T. A. Donskikh, who proposed a classification of the so-called destructive behavior: addictive, antisocial, suicidal, conformist, narcissistic, fanatical, autistic. And although we are talking here about adults, pedagogical observations of practicing teachers indicate the presence of similar types of deviations identified by researchers, and in adolescents with deviant manifestations, since adolescence is characterized by copying models of adult behavior.

Leonova L.G. studies the problem of destruction in the form of addictive behavior in adolescents, noting that the destructive nature of mechanisms common to all types of addictive behavior is underestimated, which, most often, are based on the desire to escape from reality.

Destructive personality traits, according to G.S. Chesnokova, prevent the child from successfully entering a new situation of interpersonal interaction and determine the formation of stable integrated personal formations (primarily such as self-esteem and the level of aspirations), which are able to determine the mode of social behavior of an individual for a long time, subordinating his most frequent psychological characteristics.

A significant place in modern research is given to a comprehensive study of personality deformations in adolescents, leading to such a form of maladjustment as illegal behavior.

Studies of juvenile delinquents, conducted by D.I. Feldstein, show that moral deformation of their personality is based not on biological properties, but on the shortcomings of family and school education. These adolescents have lost interest in learning, in fact, ties with the school have been broken, which leads to their lagging behind their peers by 2-4 years in education. At the same time, the lag, like the deformation of cognitive and other spiritual needs, is not determined by deviations in mental development: this category of adolescents has normal mental capabilities, and their purposeful inclusion in a given system of multifaceted activity ensures the successful elimination of intellectual neglect and passivity.

They also reveal such factors of personality deformation, which are prerequisites for illegal behavior, such as: an unformed attitude to the future, accentuation of character, violation of social relations.

Minkovskiy G.M. proposed the allocation of groups of juvenile offenders, based on the general orientation of their personality, as well as data on the socio-demographic characteristics and circumstances of the crime, highlighting the following types of adolescents for whom the crime was:

1) random, contrary to the general orientation of the personality;
2) probable, but inevitable, taking into account the general instability of the personality orientation;
3) corresponding to the antisocial orientation of the individual, but random in terms of the occasion and the situation;
4) corresponding to the criminal attitude of the person and including the search or creation of the necessary pretext and situation.

Pirozhkov V.F., examining the mechanisms of the formation of attitudes towards joint asocial and criminal activity, identifies six types of groups of minors:

1. members of the first type are united by a single criminal attitude on the basis of conscious joining and rallying around the "leaders", "authorities" who have previously served their sentences;
2. the second type is distinguished by the severity of group criminal attitudes in some members and those who joined by the mechanism of mental infection and imitation - in others;
3. the third type is a community that includes people with criminal and asocial attitudes and minors with positive values, but “pushed out” of the positive role space due to trouble in the family, school;
4. the fourth type - communities with unformed asocial attitudes, when asocial motivation often arises in the process of joint communication, in a situation of provoking actions of others;
5. the fifth type of association consists of adolescents experiencing an inferiority complex, social inferiority, which provokes asocial methods of self-affirmation through the mechanism of false compensation;
6. The sixth type of group consists of adolescents with positive attitudes and orientations - asocial forms of behavior are manifested by a combination of circumstances, an incorrect assessment of the situation and the expected consequences.

The study of the motivational structure of juvenile offenders conducted by T. Sh. Anguladze, which identifies the following groups of asocials, deserves attention from the point of view of studying the mechanisms of the formation of social maladjustment:

1. offenders for whom antisocial behavior is not accepted and is assessed negatively;
2. offenders who have a positive emotional attitude to crime, but they assess it negatively;
3. offenders whose positive emotional attitude to crime coincides with its positive assessments.

The obtained psychological characteristics of juvenile offenders, identified by D.I. Feldstein, allowed the researcher to conditionally distinguish five groups of adolescents on the basis of a certain type of behavior, taking into account the degree of antisocial orientation of the personality:

1) adolescents with a stable complex of socially negative, abnormal, immoral, primitive needs, with a system of openly antisocial views, deformation of attitudes and assessments;
2) adolescents with deformed needs, base aspirations, seeking to imitate the first group of juvenile delinquents;
3) adolescents characterized by a conflict between deformed and positive needs, attitudes, interests, views;
4) adolescents with slightly deformed needs;
5) adolescents who have taken the path of delinquency by accident. True, such a characteristic of the representatives of the latter group as “weak-willed and amenable to the influence of the microenvironment” testifies not to the randomness of offenders, but to one of the typical factors of asocial manifestations (in the form of such an accentuation of character, according to AE Lichko, as conformity).

The practical significance of DI Feldstein's research lies in the fact that, on the basis of the identified classification, he developed and tested a system for including adolescents in various types of socially useful activities - this made it possible to outline a typology of methods of educational work with “difficult adolescents”.

Thus, the problem of deviant behavior of children and adolescents as a result of school maladjustment is presented in modern psychological, pedagogical and criminological literature in a rather diverse way:

A) research into the causes of asocial and illegal behavior of young people (Igoshev K.E., Raisky B.F., Buyanov M.I., Feldshtein D.I., etc.);
b) a description of the socio-psychological portrait of a young asocial (Bratus B.S., Zaika E.V., Ivanov V.G., Kreidun N.I., Lichko A.E., Meliksetyan A.S., Feldstein D.I. ., Yachina A.S., etc.);
c) recommendations for early diagnosis and prevention of deviant behavior (Alemaskin M.A., Arzumanyan S.L., Bazhenov V.G., Belicheva S.A., Valitskas G.V., Kochetov A.I., Minkovsky G. M., Nevsky I.A., Potanin G.M., Price list E.N., Pstrong D. and others);
d) features of the re-education system in special institutions (special school, special vocational school, educational colony) of juvenile offenders (Andrienko V.K., Bashkatov I.P., Gerbeev Yu.V., Danilin E.M., Deev V.G., Nevsky I.A., Medvedev A.I., Pirozhkov V.F., Feldshtein D.I., Fitzula M.N., Khmurich R.M.).

Studies of modern psychologists, educators, criminologists, aimed at studying juvenile offenders, confirm the viability of the ideas of A.S. Makarenko, who argued that juvenile offenders are ordinary children, "able to live, work, be happy and able to be creators." Modern research reveals the neutrality in the criminogenic relation of the natural organic properties of a person and the possibility of forming the moral qualities of the personality of juvenile offenders.

Given the prevalence social factors that determine the maladjustment of the adolescent, the social signs of its manifestation and the need to correct the forms and methods of interaction with the adolescent, we can talk about the desocialization of the minor. This term is already used in scientific literature (Belicheva S.A., Preykurant E.N.), and it means socialization performed under the influence of negative desocializing factors that lead to social maladjustment, which has an antisocial contradictory character, to deformation of the internal regulation system and the formation of distorted normative values and antisocial tensions.

Apart from the fact that desocialization has only an illegal orientation, and also imagining the psychological and pedagogical mechanisms of the subject's withdrawal from a given state, the concept of "desocialization" we define the presence in the structure of the personality of a teenager of a certain maladjustment complex that has social conditioning, on the one hand, the social nature of manifestation - on the other hand, and the possibility of creating socially significant and socially favorable psychological and pedagogical conditions that can bring a teenager out of this state - in the third. That is, desocialization is the absence in the structure of the personality of a system of social knowledge, social skills and social experience necessary for successful functioning and self-realization in a positive society, and an attempt to compensate for this by “withdrawal into oneself,” socially disapproved or negative forms of communicative interaction, or inclusion in an asocial environment. ...

Realizing that the desocialization of a teenager has not only social, but also age-related dependence (increased excitability, emotional instability, inadequacy of reactions to "irritations" of the external environment, mood swings, increased conflict, heightened desire for emancipation and self-assertion, chosen interests, increased criticality towards adults and etc.), all work on the prevention and overcoming of this condition must be built taking into account the characteristics of a minor. Domestic psychology and pedagogy has sufficient material for the subjects of prevention in the form of works by L. I. Bozhovich, L.S. Vygotsky, Ya.L. Kolomensky, I. S. Kon, A. V. Mudrik, A. V. Petrovsky, Feldstein D.I. and others, devoted to the problems of the peculiarities of physiological, mental and social transformations of the personality in a minor age, forms and methods of pedagogically grounded interaction with this category of youth.

It should be noted that not all subjects of juvenile delinquency prevention, especially at the early warning stage, deal with work related to the restoration of social skills that have been lost or do not correspond to age, i.e. with re-socialization.

Resocialization can be defined as the restoration of natural social and psychological processes in the personality system, which would allow it to assimilate the system of social knowledge, norms, values, experience necessary for adaptation and successful life in a positive society, the formation of immunity to the negative influence of an asocial subculture.

Diagnostics of maladjustment

In the most general sense, school maladjustment means, as a rule, a certain set of signs indicating the inconsistency of the socio-psychological and psychophysiological status of the child with the requirements of the schooling situation, the mastering of which becomes difficult for a number of reasons.

Analysis of foreign and domestic psychological literature shows that the term "school maladjustment" ("school maladjustment") actually defines any difficulties that a child has in the process of schooling. Physiological manifestations of difficulties in learning and various violations of school norms of behavior are unanimously considered by doctors, teachers and psychologists to be among the main primary external signs. From the standpoint of the ontogenetic approach to the study of maladjustment mechanisms, critical, turning points in a person's life, when sharp changes occur in his situation of social development, acquire special importance. The greatest risk is presented by the moment the child enters school and the period of primary assimilation of the requirements of the new social situation.

At the physiological level, maladjustment manifests itself in increased fatigue, decreased performance, impulsivity, uncontrolled motor restlessness (disinhibition) or lethargy, impaired appetite, sleep, speech (stuttering, stuttering). Weakness, complaints of headaches and abdominal pains, grimacing, trembling of fingers, biting nails and other obsessive movements and actions, as well as talking to oneself, enuresis are often observed.

At the cognitive and socio-psychological level, signs of maladjustment are failure of learning, a negative attitude towards school (up to the refusal to attend it), towards teachers and classmates, educational and play passivity, aggressiveness towards people and things, increased anxiety, frequent mood swings, fear, stubbornness, whims, increased conflict, feelings of insecurity, inferiority, one's difference from others, noticeable solitude in the circle of classmates, deceit, underestimated or overestimated self-esteem, hypersensitivity, accompanied by tearfulness, excessive resentment and irritability.

Based on the concept of "structure of the psyche" and the principles of its analysis, the components of school maladjustment can be the following:

1. Cognitive component, manifested in the failure of training in a program appropriate for the age and abilities of the child. Includes such formal signs as chronic academic failure, repetition, and qualitative signs such as lack of knowledge, skills and abilities.
2. Emotional component, manifested in the violation of attitudes towards learning, teachers, life perspective associated with learning.
3. Behavioral component, indicators of which are recurring, difficult-to-correct behavioral disorders: pathocharacterological reactions, antidisciplinary behavior, disregard for the rules of school life, school vandalism, deviant behavior.

Symptoms of school maladjustment can be observed in absolutely healthy children, and also be combined with various neuropsychiatric diseases. At the same time, school maladjustment does not apply to violations of educational activity caused by mental retardation, gross organic disorders, physical defects, disorders of the sense organs.

There is a tradition to associate school maladjustment with those learning disabilities that are associated with borderline disorders. So, a number of authors consider school neurosis as a kind of nervous disorder that occurs after coming to school. Within the framework of school maladjustment, various symptoms are noted, characteristic mainly for children of primary school age. This tradition is especially typical of Western studies, in which school maladjustment is viewed as a special neurotic fear of the school (school phobia), school avoidance syndrome, or school anxiety.

Indeed, increased anxiety may not manifest itself in learning disorders, but it leads to serious intrapersonal conflicts in schoolchildren. It is experienced as a constant fear of school failure. Such children are characterized by an increased sense of responsibility, they study well and behave, but they experience severe discomfort. Added to this are various vegetative symptoms, neurosis-like and psychosomatic disorders. Essential in these disorders is their psychogenic nature, their genetic and phenomenological connection with the school, its influence on the formation of the child's personality. Thus, school maladjustment is the formation of inadequate mechanisms of adaptation to school in the form of learning and behavior disorders, conflict relations, psychogenic diseases and reactions, an increased level of anxiety, and distortions in personal development.

Analysis of literary sources allows us to classify all the variety of factors contributing to the emergence of school maladjustment.

Natural and biological prerequisites include:

Somatic weakness of the child;
- violation of the formation of individual analyzers and sensory organs (unburdened forms of typhlo-, deaf- and other pathologies);
- neurodynamic disorders associated with psychomotor retardation, emotional instability (hyperdynamic syndrome, motor disinhibition);
- functional defects of the peripheral organs of speech, leading to impaired development of school skills necessary for mastering oral and written speech;
- mild cognitive disorders (minimal cerebral dysfunction, asthenic and cerebroasthenic syndromes).

The socio-psychological reasons for school maladjustment include:

Social and family pedagogical neglect of the child, inadequate development at the previous stages of development, accompanied by disturbances in the formation of individual mental functions and cognitive processes, shortcomings in preparing the child for school;
- mental deprivation (sensory, social, maternal, etc.);
- personal qualities of the child, formed before school: egocentrism, autistic-like development, aggressive tendencies, etc.;
- inadequate strategies of pedagogical interaction and learning.

E.V. Novikova offers the following classification of forms (causes) of school maladjustment, characteristic of primary school age:

1. Disadaptation due to insufficient mastery of the necessary components of the subject side of educational activity. The reasons for this may lie in the insufficient intellectual and psychomotor development of the child, in the inattention on the part of the parents or the teacher to how the child masters the studies, in the absence of the necessary assistance. This form of school maladjustment is acutely experienced by primary school students only when adults emphasize the "stupidity", "ineptitude" of children.
2. Disadaptation due to insufficient arbitrariness of behavior. The low level of self-government makes it difficult to master both the subject and social aspects of educational activity. In the classroom, such children behave intemperately, do not follow the rules of conduct. This form of maladjustment is most often a consequence of improper upbringing in the family: or the complete absence of external forms of control and restrictions that are subject to internalization (upbringing styles "overprotection", "family idol"), or the removal of controls outside ("dominant overprotection").
3. Disadaptation as a consequence of the inability to adapt to the pace of school life. This type of disorder is more common in somatically weakened children, in children with weak and inert types of the nervous system, and impaired sensory organs. Disadaptation itself occurs when parents or teachers ignore the individual characteristics of such children who cannot withstand high loads.
4. Disadaptation as a result of the disintegration of the norms of the family community and the school environment. This variant of maladjustment occurs in children who have no experience of identification with their family members. In this case, they cannot form real deep connections with members of new communities. In the name of preserving the unchanging Self, they hardly come into contact, they do not trust the teacher. In other cases, the result of the inability to resolve the contradictions between the family and school WE is a panic fear of parting with parents, a desire to avoid school, an impatient expectation of the end of classes (i.e., what is usually called school neurosis).

A number of researchers (in particular, V.E. Kagan, Yu.A. Aleksandrovsky, N.A. Berezovin, Ya.L. Kolominsky, I.A. Nevsky) consider school maladjustment as a consequence of didactogeny and didascogeny. In the first case, the learning process itself is recognized as a psycho-traumatic factor. Information overload of the brain, combined with a constant lack of time, which does not correspond to the social and biological capabilities of a person, is one of the most important conditions for the emergence of borderline forms of neuropsychic disorders.

It is noted that in children under 10 years of age with their increased need for movement, the greatest difficulties are caused by situations in which it is required to control their motor activity. When this need is blocked by the norms of school behavior, muscle tension increases, attention worsens, performance decreases, and fatigue quickly sets in. The discharge that follows this, which is a protective physiological reaction of the body to excessive overstrain, is expressed in uncontrolled motor restlessness, disinhibition, which are perceived by the teacher as disciplinary offenses.

Didascogeny, i.e. psychogenic disorders, caused by improper behavior of the teacher.

Among the reasons for school maladjustment, some of the child's personal qualities, formed at the previous stages of development, are often called. There are integrative personality formations that determine the most typical and stable forms of social behavior and subordinate its more particular psychological characteristics. Such formations include, in particular, self-esteem and the level of aspirations. If they are inadequately overestimated, children uncritically strive for leadership, react with negativism and aggression to any difficulties, resist the demands of adults, or refuse to perform activities in which failures are expected. At the heart of the negative emotional experiences that arise, there is an internal conflict between claims and self-doubt. The consequences of such a conflict can be not only a decline in academic performance, but also a deterioration in health against the background of clear signs of socio-psychological maladjustment. Children with low self-esteem and low levels of ambition also have serious problems. Their behavior is characterized by uncertainty, conformity, which constrains the development of initiative and independence.

It is reasonable to include in the group of maladapted children who have difficulty communicating with peers or teachers, i.e. with violations of social contacts. The ability to establish contact with other children is extremely necessary for a first grader, since educational activities in primary school has a pronounced group character. Lack of communication skills gives rise to typical communication problems. When a child is either actively rejected by classmates or ignored, in both cases, a deep experience of psychological discomfort is noted, which has maladaptive meaning. Less pathogenic, but also has maladaptive properties, the situation of self-isolation, when the child avoids contact with other children.

Thus, the difficulties that a child may experience during the period of study, especially the initial one, are associated with the influence of a large number of factors, both external and internal order... Below is a diagram of the interaction of various risk factors in the development of school maladjustment.

Mental maladjustment

It is possible to adapt to extreme situations to some extent. There are several types of adaptation: stable adaptation, readaptation, maladjustment, readaptation.

Stable mental adaptation

These are those regulatory reactions, mental activity, the system of attitudes, etc., which arose in the process of ontogenesis in specific ecological and social conditions and whose functioning within the optimum does not require significant neuropsychic stress.

P.S. Grave and M.R. Schneidman write that a person is in an adapted state when "his internal information supply corresponds to the information content of the situation, that is, when the system operates in conditions where the situation does not go beyond the individual information range." However, the adapted state is difficult to define, because the line separating adapted (normal) mental activity from pathological one does not look like a thin line, but rather represents a wide range of functional fluctuations and individual differences.

One of the signs of adaptation is that the regulatory processes that ensure the balance of the organism as a whole in the external environment proceed smoothly, harmoniously, economically, that is, in the "optimum" zone. Adapted regulation is due to a long-term adaptation of a person to environmental conditions, by the fact that in the process of life experience he has developed a set of response algorithms to regularly and probabilistically, but relatively often repeated impacts (“for all occasions”). In other words, adapted behavior does not require a person to exert a pronounced tension of regulatory mechanisms in order to maintain within certain limits both the vital constants of the body and mental processes that provide an adequate reflection of reality.

With the inability of a person to readaptation, neuropsychiatric disorders often occur. Even N.I. Pirogov noted that for some recruits from Russian villages who ended up in long-term service in Austria-Hungary, nostalgia led to death without visible somatic signs of illness.

Mental maladjustment

A mental crisis in ordinary life can be caused by a rupture of the usual system of relationships, the loss of significant values, the inability to achieve the set goals, the loss of a loved one, etc. All this is accompanied by negative emotional experiences, the inability to really assess the situation and find a rational way out of it. A person begins to think that he is at a dead end, from which there is no way out.

Mental maladjustment in extreme conditions manifests itself in disturbances in the perception of space and time, in the appearance of unusual mental states and is accompanied by pronounced autonomic reactions.

Some unusual mental states that arise during a crisis (maladjustment) in extreme conditions are similar to conditions during age-related crises, when adapting to military service in young people and when changing sex.

In the process of an increase in a deep internal conflict or conflict with others, when all previous attitudes to the world and to oneself break down and rebuild, when a psychological reorientation is carried out, new value systems are established and the criteria of judgments change, when there is a disintegration of sexual identification and the emergence of another, in a person dreams, false judgments, overvalued ideas, anxiety, fear, emotional lability, instability and other unusual states are quite often manifested.

Disadaptation manifestations

Manifestations of SD are in the main four forms: learning disorder, behavior disorder, contact disorder and mixed forms of maladjustment, including a combination of these signs.

Early signs of school maladjustment are:

- lengthening the time required to prepare lessons;
- complete refusal to prepare lessons;
- the need for constant supervision of adults over the preparation of lessons, the need for the help of parents or tutors;
- loss of interest in learning;
- the appearance of unsatisfactory grades in children who previously did well, indifference when receiving unsatisfactory grades;
- refusal to answer at the blackboard, fear of tests, etc.

The above signs of SD are most often found not individually, but in a certain complex.

Analysis of scientific literature allows us to distinguish three main types of manifestations of SD:

1) failure to study in programs appropriate for the age of the child, including such signs as chronic academic failure, as well as insufficient and fragmentary general educational information without systemic knowledge and educational skills (cognitive component of SD);
2) constant violations of the emotional-personal attitude to individual subjects, learning in general, teachers, as well as to the prospects associated with education (emotional-evaluative component of the SD);
3) systematically repeated behavioral disturbances in the learning process and in the school environment (behavioral component of the SD).

In most children with SD, all three of these components can be traced quite often. However, the prevalence of this or that component among the manifestations of SD depends, on the one hand, on the age and stage personal development, and on the other - from the reasons underlying the formation of the SD.

The most common cause of SM, according to Korobeinikova I.A., Zavadenko N.N., is minimal cerebral dysfunction (MMD). MMD is considered as special forms of dysontogenesis, characterized by age-related immaturity of certain higher mental functions and their disharmonious development.

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 their intellectual development, children with MMD are at the level of the norm or, in some cases, subnormal, but at the same time experience significant difficulties in schooling, due to the deficiency of certain higher mental functions. MMD is manifested in the form of violations of the formation of writing skills (dysgraphia), reading (dyslexia), counting (dyscalculia). Only in isolated cases dysgraphia, dyslexia, dyscalculia appear in an isolated, so-called "pure" form, much more often their signs are combined with each other, as well as with disorders of the development of oral speech.

Disadaptation form		Corrective measures
Lack of adaptation to the subject side of educational activity	Insufficient intellectual and psychomotor development of the child, lack of help and attention from parents and teachers	Individual conversations with the child, during which it is necessary to establish the reasons for the violations of educational skills and give recommendations to parents
Inability to arbitrarily control your behavior	Improper upbringing in the family (lack of external norms, restrictions)	Working with the family: analysis to prevent possible misbehavior
Inability to accept the pace of school life (more common in somatically weakened children, weak type of nervous system)	Improper upbringing in the family or adults' ignorance of the individual characteristics of children	Working with the family: determining the optimal load for the student
School neurosis or fear of school	The child cannot go beyond the boundaries of the family community (more often this happens in children whose parents unconsciously use them to solve their problems)	The involvement of a school psychologist is necessary - family therapy or group sessions for children in combination with group sessions for their parents

Thus, among children with MMD, students with attention deficit hyperactivity disorder (ADHD) stand out.

The second most common cause of SD is neuroses and neurotic reactions. The main reason for neurotic fears, various forms of obsessions, somatovegetative disorders, hysterical-neurotic states are acute or chronic traumatic situations, an unfavorable family environment, incorrect approaches to raising a child, as well as difficulties in relationships with a teacher and classmates.

An important predisposing factor for the formation of neuroses and neurotic reactions can be the personality traits of children, in particular anxious and suspicious traits, increased exhaustion, a tendency to fear, demonstrative behavior.

According to Kazymova E.N., Kornev A.I., children with certain deviations in psychosomatic development, which are characterized by the following signs, fall into the category of schoolchildren - "maladjustments":

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) there is a lack of formation of psychological and psychophysiological prerequisites for directed learning activity, poor progress in learning, expressed in the insufficiency and fragmentaryness of general educational information without systemic knowledge and educational skills (cognitive component of SD);
4) constant violations of the emotional and personal attitude to individual subjects, learning in general, teachers, as well as to the prospects associated with education (emotional-evaluative component of the SD);
5) systematically repeated behavioral disturbances in the learning process and in the school environment (behavioral component of the SD).

Specialists in various fields of knowledge: teachers, psychologists, and defectologists have developed typologies of children with learning difficulties.

The problem of maladjustment

Considering the approaches to the problem of maladjustment existing in modern science, three main directions can be distinguished.

Medical approach

Relatively recently, in the domestic, mostly psychiatric literature, the term "maladjustment" appeared, denoting a violation of the processes of human interaction with the environment. Its use is rather ambiguous, which is revealed primarily in the assessment of the role and place of states of maladjustment in relation to the categories "norm" and "pathology". Hence - the interpretation of maladjustment as a process that occurs outside of pathology and associated with weaning from some habitual living conditions and, accordingly, getting used to others, understanding the maladjustment of the disorders detected during character accentuations. The term "maladjustment", used in relation to mental patients, means a violation or loss of full-fledged interaction of the individual with the world around him.

Yu.A. Aleksandrovsky defines maladjustment as "breakdowns" in the mechanisms of mental adaptation in acute or chronic emotional stress, which activate the system of compensatory defense reactions. According to SB Semichev, in the concept of "maladjustment", two meanings should be distinguished. In a broad sense, maladjustment can mean adaptation disorders (including its non-pathological forms), in a narrow sense maladjustment implies only a pre-illness, i.e. processes that go beyond the mental norm, but do not reach the degree of illness. Maladjustment is considered as one of the intermediate states of human health from normal to pathology, the closest to the clinical manifestations of the disease. V.V. Kovalev characterizes the state of maladjustment as an increased readiness of the body for the occurrence of a particular disease, which is formed under the influence of various unfavorable factors. At the same time, the description of the manifestations of maladjustment is very similar to the clinical description of the symptoms of borderline neuropsychic disorders.

Socio-psychological approach

For a deeper understanding of the problem, it is important to consider the relationship between the concepts of socio-psychological adaptation and socio-psychological maladjustment. If the concept of socio-psychological adaptation reflects the phenomena of inclusion of interaction and integration with a community and self-determination in it, and socio-psychological adaptation of a person consists in the optimal realization of a person's internal capabilities and his personal potential in socially significant activities, in the ability, while maintaining himself as a person, to interact with the surrounding society in specific conditions of existence, then socio-psychological maladjustment is considered by most authors as a process of violation of the homeostatic balance of the individual and the environment, as a violation of the individual's adaptation due to the action of certain reasons; as a violation due to "the discrepancy between the innate needs of the individual and the limiting requirements of the social environment; as the inability of the individual to adapt to his own needs and aspirations.

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

Interesting is the position of A.V. Petrovsky who defines the process of socio-psychological adaptation as a type of interaction between a person and the environment, during which the expectations of its participants are also coordinated. At the same time, the author emphasizes that the most important component of adaptation is the coordination of self-assessments and claims of the subject with his capabilities and the reality of the social environment, which includes both the real level and the potential development opportunities of the environment and the subject, highlighting the individuality of the individual in the process of his individualization and integration in the given specific social environment through the acquisition of social status and the ability of the individual to adapt to this environment.

The contradiction between the goal and the result, as V.A. Petrovsky suggests, is inevitable, but it is the source of the dynamics of the individual, his existence and development. So, if the goal is not achieved, it encourages to continue the activity in the given direction. "What is born in communication is inevitably different than the intentions and motivations of communicating people. If those entering into communication take an egocentric position, then this is an obvious prerequisite for the collapse of communication."

Considering the maladjustment of the personality at the socio-psychological level, the authors distinguish three main types of maladjustment of the personality:

A) stable situational maladjustment, which occurs when a person does not find ways and means of adaptation in certain social situations (for example, as part of certain small groups), although he makes such attempts - this state can be correlated with the state of ineffective adaptation;
b) temporary maladjustment, which is eliminated with the help of adequate adaptive measures, social and intrapsychic actions, which corresponds to unstable adaptation;
c) general stable maladjustment, which is a state of frustration, the presence of which activates the formation of pathological defense mechanisms.

Among the manifestations of mental maladjustment, the so-called ineffective maladjustment is noted, which is expressed in the formation of psychopathological states, neurotic or psychopathic syndromes, as well as unstable adaptation as recurrent neurotic reactions, sharpening of accentuated personality traits.

The result of socio-psychological maladjustment is the state of maladjustment of the personality.

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

This point of view is adhered to by many Russian psychologists. The authors define deviations in "behavior through the prism of the psychological complex of the subject's environmental alienation, and, therefore, not being able to change the environment in which it is painful for him, the awareness of his incompetence prompts the subject to switch to protective forms of behavior. , the creation of semantic and emotional barriers in relations with others, a decrease in the level of claims and self-esteem.

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

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

Ontogenetic approach

From the standpoint of the ontogenetic approach to the study of maladjustment mechanisms, critical, turning points in a person's life, when a sharp change in his "situation of social development" occurs, necessitating reconstructions of the existing type of adaptive behavior, is of particular importance. In the context of this problem, the greatest risk is presented by the moment a child enters school - during the period of assimilation of the new requirements presented by the new social situation. This is shown by the results of numerous studies, recording a noticeable increase in the prevalence of neurotic reactions, neuroses and other neuropsychic and somatic disorders in primary school age in comparison with preschool age.

One of the activities of a social educator is the prevention of maladaptive behavior and MSS with maladjusted adolescents.

Disadaptation - a relatively short-term situational state, which is a consequence of the impact of new, unusual stimuli of the changed environment and signals an imbalance between mental activity and the requirements of the environment.

Maladjustment can be defined as a difficulty, complicated by any factors of adaptation to changing conditions, expressed in an inadequate response and personality behavior.

There are the following types of maladjustment:

1. In educational institutions, the social educator most often encounters the so-called school maladjustment, which usually precedes social.

School maladjustment - it is the discrepancy between the psychophysical and sociopsychological state of the child with the requirements of school education, in which mastering knowledge, skills and abilities becomes difficult, in extreme cases impossible.

2. Social maladjustment in the pedagogical aspect - a special kind of behavior of a minor, which does not correspond to the basic principles of behavior generally recognized as mandatory for children and adolescents. It manifests itself:

in violation of the norms of morality and law,

in antisocial behavior,

in the deformation of the value system, internal self-regulation, social attitudes;

alienation from the main institutions of socialization (family, school);

a sharp deterioration in neuropsychic health;

Increased teenage alcoholism, suicidal tendencies.

Social maladjustment - deeper degree of maladjustment than school. She is characterized by asocial manifestations (foul language, smoking, drinking alcohol, cocky antics) and alienation from the family and school, which leads to:

to a decrease or loss of motivation for learning, cognitive activity,

difficulties in professional definition;

lowering the level of moral and value ideas;

decrease in the ability of adequate self-esteem.

Depending on the degree of depth, deformation of socialization can be distinguished two stages of maladjustment:

1st stage social maladjustment is represented by pedagogically neglected students

Stage 2 represented by socially neglected teenagers. Social neglect is characterized by deep alienation from the family and school as the main institutions of socialization. The formation of such children is under the influence of antisocial and criminogenic groups. Children are characterized by vagrancy, neglect, drug addiction; they are not professionally oriented, they have a negative attitude to work ..

In the literature, there are several factors that affect the process of maladjustment of adolescents:

heredity (psychophysical, social, sociocultural);

psychological and pedagogical factor (defects in school and family education)

social factor (social and socio-economic conditions for the functioning of society);

deformation of society itself

the social activity of the individual himself, i.e. an active and selective attitude towards the norms and values of one's environment, its impact;

social deprivation experienced by children and adolescents;

personal value orientations and the ability to self-regulate their environment.

In addition to social maladjustment, there are also:

2.. Pathogenic maladjustment - caused by deviations, pathologies of mental development and neuropsychic diseases, which are based on functional-organic lesions of the nervous system (mental retardation, mental retardation, etc.).

3. Psychosocial maladjustment caused by gender, age and individual psychological characteristics of the child, which determine their certain non-standard, difficult to educate, requiring an individual approach and special psychosocial and psychological-pedagogical correctional programs.