home Zoology Disadaptation of the child to schooling. School maladjustment as a pedagogical phenomenon. Causes of school maladaptation of students

Disadaptation of the child to schooling. School maladjustment as a pedagogical phenomenon. Causes of school maladaptation of students

First position: "School maladaptation"is a violation of the adaptation of the student's personality to the conditions of schooling, which acts as a particular phenomenon of a child's disorder of the general ability to mentally adapt due to any pathological factors. In this context, school maladaptation acts as a medical and biological problem (Vrono M. V., 1984; Kovalev V.V., 1984) From this point of view, school maladjustment for parents, teachers, and doctors, as a rule, is a disorder within the framework of the vector "illness / impaired health, development or behavior." This point of view explicitly or implicitly defines the attitude towards school maladjustment as a phenomenon through which the pathology of development and health manifests itself. An unfavorable consequence of such an attitude is a focus on test control when entering school or when assessing the level of development of a child in connection with the transition from one educational level to another, when the child is required to prove in himself the absence of deviations in the ability to learn I am in programs offered by educators and in a school chosen by parents.

The second consequence is a persistently pronounced tendency to refer to a psychologist and a doctor, for example, a psychiatrist, a child with whom the teacher constantly encounters difficulties.

Another consequence is a softer, but practically also inadequate attitude to define school maladaptation as a "deviation from the norm." This approach creates the illusion of explanation, but does not explain the nature of the causal relationship between school maladaptation and the stated deviation from the norm. This is due to the fact that the concept of "norm" used in relation to the psychosocial development of the child is quite vague.

Consequently, by determining the place and role of pathological factors (mental illness / personality anomalies / neurosis / psychosomatic disorders / behavioral deviations) in each individual case of school maladjustment, the psychiatrist is faced with the need to establish a causal relationship of this case of school maladjustment with a psychopathological state, without having to in its arsenal neither methods nor means of influencing the phenomenon being assessed. The result is claims for outpatient, inpatient examinations or drug treatment, which, as a rule, turns out to be ineffective and reinforces a false attitude towards the child as a patient, instead of normalizing relations in the "family - child - school" system.

Our position is that we consider mental disorders and disorders of psychological development only as prerequisites and conditions for the formation, and not leading, causal mechanisms of such a complex, complex socio-psychological and pedagogical phenomenon as school maladaptation.

Second position. School maladaptation is a multifactorial process of reducing and disrupting a child's ability to learn as a result of a discrepancy between the conditions and requirements of the educational process, the closest social environment, and his psychophysiological capabilities and needs. This position is an expression of a socially maladaptive approach, because the leading causes are seen, on the one hand, in the characteristics of the child (his inability, due to personal reasons, to realize his abilities and needs), and on the other hand, in the characteristics of the microsocial environment and inadequate school conditions. In contrast to the medical and biological concept of school maladjustment, the maladaptive concept favorably differs in that it pays primary attention in the analysis to the social and personal aspects of learning disabilities. She considers the difficulties of schooling as a violation of the adequate interaction of the school with any child, and not just a "carrier" of pathological signs. In this new situation, the child's inconsistency with the conditions of the microsocial environment, the requirements of the teacher and the school ceased to be an indication of his (the child's) defectiveness.

This approach creates:

· restrictions for "psychiatrization" of psychological and pedagogical diagnostics;

· prerequisites for identifying groups of children "at risk of school and social maladjustment", as it affirms the heterogeneity of social and natural opportunities for children;

· conceptual and methodological grounds for the introduction into the educational environment of such new concepts as, for example, "social and pedagogical rehabilitation", "rehabilitation space" for children with special educational needs.

This approach also forms the basis for organizing interdisciplinary interaction of specialists of various profiles in the provision of psychological, pedagogical and social assistance to children with special needs and the infrastructure of the "rehabilitation space" not only at the level of individually oriented, microsocial interaction "child-family-school-helping specialist" , but also at the level of regional, macrosocial interaction: "families and children at risk of school and social maladaptation - educational and social rehabilitation institutions of the region - municipal social policy".

From the point of view of this conceptual approach, the group of children at risk includes children whose “special” position is determined by the fact that, due to social circumstances that, as a rule, do not depend on them, they are in difficult conditions of existence. These are: orphans who have lost parental care; children - victims of violence, harassment and neglect of the significant needs and interests of the child; children from families experiencing serious socio-economic deprivation (families of the poor, unemployed, refugees, migrants). It is the impact of negative social factors acting as deprivation (deprivation, restriction) or distress (severe experience of conflict or family crisis) that determines in this group of children a high, socially determined risk of mental adaptation disorders, deviations in personal development, "difficulty in education", school failure and problems deviant behaviour.

Another group of children at risk of school maladaptation in the maladaptive approach model is children with deviations from the average level of development and vital activity of a healthy child. At the same time, deviations can also be in the direction of reducing any ability - children with learning disabilities, with emotional, speech disorders, disorders of somatic health - and in the direction of increasing any ability, for example, gifted children. This group of children at risk is characterized by the fact that in the absence of a persistent mental defect, their educational needs, the need for the development of pronounced abilities cannot be satisfied by traditional programs of education and training.

These groups of children in today's social situation are of the greatest concern for optimal psychosocial development, personal growth and demand by society for their capabilities and abilities. This concern is due to the following circumstances.

1. Children from these risk groups are most often in the position of "outsiders" due to their exposure to negative microsocial and macrosocial factors.

2. For these risk groups, an ever-increasing number of children in need of special approaches in upbringing and education is recorded every year.

3. Psychological testing for the level of achievement in children from these risk groups most often gives errors, which leads to a "defectological bias" in the specialization of their educational programs.

4. Children from these risk groups turn out to be unwelcome in their educational teams and constantly fall into conditions of pedagogical deprivation, and improperly organized and methodologically unsecured social and pedagogical rehabilitation narrows for them "the zone of mental and social development", dooming to a social impasse, causes a high level of criminogenicity.

5. In relation to children from these risk groups, clearly not enough has been done in the field of differentiation of education and special correctional and developmental training programs.

Additionally, it should be pointed out that traditionally a separate group of children with "special educational needs" are children with a persistent physical or mental disability (defect)

Severe forms of mental retardation, impaired vision or blindness, hearing loss or deafness, i.e. children who, due to the severity of their defect, need compensatory forms of special education. In relation to a group of children with a persistent physical or mental defect, the principles of an adaptive approach are used mainly within the framework of the concept of integrative education of children with disabilities.

With all the positive significance of the socially maladaptive approach, it is impossible not to point out its certain limitations.

In our opinion, it lies in the fact that the process of socialization / desocialization of the child is considered,

as a deviation from some average norm typical for children and adolescents, most often urban populations;

· as a process of successful or unsuccessful adaptation to the family and educational environment. However, it should be said that the application of the concept of "adaptation-disadaptation" to the life and socio-cultural development of the child is not correct enough, since it impoverishes personal activity and awareness of choice when overcoming conflict situation and other features of personal relationships.

Third position. School maladjustment is predominantly a socio-pedagogical phenomenon, in the formation of which the cumulative pedagogical and school factors themselves play a decisive role (Kumarina G.F., 1995, 1998). The prevailing view of the school as a source of exceptionally positive influences in this aspect for many years is giving way to a reasonable opinion that for a significant number of students the school becomes a risk zone. As a trigger mechanism for the formation of school maladjustment, the discrepancy between the pedagogical requirements presented to the child and his ability to satisfy them is analyzed. Among the pedagogical factors that negatively affect the development of the child and the effectiveness of the impact educational environment, include the following: mismatch school regime and pace academic work sanitary and hygienic conditions of education, the extensive nature of training loads, the predominance of negative evaluative stimulation and the "semantic barriers" that arise on this basis in the child's relationship with teachers, the conflicting nature of intra-family relations, which is formed on the basis of educational failures.

Dissatisfaction of personally significant needs of the child at school, the state of frustration tension and mental discomfort that arises in this case, situational reactions that tend to repeat and stereotype - these are the natural stages in the formation of school maladaptation in these cases. The destructive force of this imbalance for a growing person manifests itself the stronger, the younger the child. AT school years particularly vulnerable in this respect is the period primary education. And although the manifestations of school maladjustment at this age stage have the mildest forms, its consequences for the social growth of the individual turn out to be disastrous.

Fourth position. School maladjustment is a complex socio-psychological phenomenon, the essence of which is the impossibility for a child to find "his place" in the space of schooling, where he can be accepted as he is, preserving and developing his identity, potentialities and opportunities for self-realization and self-actualization. The main vector of this approach is aimed at the mental state of the child and at the psychological context of the interdependence and interdependence of the relationships that develop during the period of education: "family-child-school", "child-teacher", "child-peers", "individually preferred - used by the school learning technologies ". With a comparative assessment, an illusion arises of the closeness of the positions of the socially maladaptive and sociopsychological approaches in the interpretation of school maladaptation, but this illusion is conditional.

The socio-psychological point of view does not consider it necessary that the child should be able to adapt, and if he cannot or does not know how, then "something is wrong" with him. As a starting point in the problematic analysis of school maladaptation, the followers of the socio-psychological approach single out not so much the child as a human being who faces the choice of adaptation or maladaptation to the learning environment, but the originality of his "human being", existence and life activity in this period of his life complicated by maladjustment. development. Analysis in this vein of school maladaptation becomes much more difficult if one takes into account the fixed experiences that form in mutually intersecting relationships, the influence of the current culture and the previous experience of relationships, as a rule, dating back to the early stages of socialization. Such an understanding of school maladaptation should be called humanitarian and psychological, and it entails a number of important consequences, namely:

1. school maladaptation is not so much a problem of typification of pathological, negative social or pedagogical factors, but rather a problem of human relations in a special social (school) sphere, a problem of a personally significant conflict occurring in the bosom of these relations and ways of its probable resolution;

Such a position makes it possible to overcome not only the extreme forms of reducing the entire variety of phenomena of school maladjustment to mental disorders, but also other forms of one-sided reduction (socially maladaptive, pedagogical, psychological, general medical); warns against reducing human and communication problems to mental, neuropsychological and brain functions in young patients, because in all these cases, the child’s personal problems caused by conflict turn out to be unrecognized, unworked and unresolved, which feeds school maladaptation no longer with a social, but individually unhappy face ;

Based on the analysis of various approaches to the problem of school maladjustment, it is possible to formulate the key tasks of diagnosing, correcting, rehabilitating and preventing school maladaptation. Their formulation and specific solutions to the tasks set require the definition of basic methodological grounds. From our point of view, the most significant in the theoretical and humanitarian, personality-oriented approach, which most fully corresponds with the emotional and personal concept of education, is the socio-psychological concept of school maladaptation.

Understanding the process of school maladaptation in this vein requires:

knowledge of the social situation of the development and life of the child;

· analysis of its leading, subjectively insoluble and "system-forming" conflict for school maladaptation;

assessment of the stages and level of somatophysical and mental development, individual mental and personal properties, the nature of the leading relationships and the characteristics of reactions to a crisis situation and a personally significant conflict;

taking into account the factors that act as conditions for provoking, further deepening or curbing the process of school maladaptation.

Having indicated the basic methodological grounds, we define school maladjustment in this work as follows.

School maladjustment is a socio-psychological and socio-pedagogical phenomenon of a child's failure in the field of education, associated with a subjectively insoluble conflict for him (the child) between the requirements of the educational environment and the immediate environment and his psychophysical capabilities and abilities corresponding to age-related mental development.

School maladjustment is mainly the impossibility of teaching the child according to a program adequate to his abilities, and behavioral disorders that are not consistent with the rules and disciplinary norms established by the Charter of the school.

From this point of view, school maladaptation

This concept is not diagnostic, but evaluative.

This is an external manifestation of violations in which the child cannot find "his place" in the school environment, cannot be accepted as he is, and optimally realize the available potential for himself

With this approach, school maladjustment turns out to be not a sign of a pathological condition (it is precisely this explanation that both parents and teachers unconsciously gravitate to in most cases), but a psychological and pedagogical problem.

The psychological, problematic approach to school maladaptation directs our attention to analysis and assistance in conflict relations of the child: "child and his parents (family)", "child and peers", "child and teacher", "child and school as an institution of learning", "the child and his mental and physical health, personal self-esteem".

Introduction

The phenomenon of school maladaptation, which is widespread today, affects both children and adults in the most unfavorable way. Children have such manifestations as negativism, difficulties in communicating with peers or adults, school absenteeism, fears, irritability, etc. And parents have increased tension about this, anxiety, emotional discomfort, awareness of family troubles, improper interaction with the child.

Reasons for school maladaptation include:

Characteristic for modern Russia social stratification (often within the same class, children from such different families find it difficult to find a common language, do not understand each other well and do not know how to communicate);

Increasing the number of children with mental retardation (ZPR);

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

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

But what factors lead to maladaptation? In the group of primary school students, psychologists identified some prerequisites for school maladaptation:

Low social status of the child; family relationship problems;

Low willingness to help a friend;

Poor relationships with peers

Low cognitive abilities;

Inadequate self-esteem.

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

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

For most children, starting school is in many ways a stressful situation, as it leads to cardinal changes in the life of the child. The school presents a new, more complicated range of requirements for mental activity: the need to concentrate attention for a long time, the ability to memorize meaning, the ability to control emotions, desires and interests, to subordinate them to school disciplinary requirements.

The transition from the conditions of upbringing in the family and preschool institutions to a qualitatively different atmosphere of schooling, which consists of a combination of mental, emotional and physical stress, makes new, more complex demands on the personality of the child and his intellectual capabilities.

Children who experience difficulties in fulfilling school requirements constitute the so-called “risk group” for the occurrence of school maladaptation.

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

Socio-environmental, psychological and medical factors play a role in the formation and development of school maladaptation.

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

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

Therefore, physicians, physiologists and valeologists openly declare that the health of children is deteriorating (there is evidence that the health of a child during study worsens by almost 1.5-2 times compared to the moment of entering the cola).

2. Causes and manifestations of school maladaptation.

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

At the same time, it must be borne in mind that higher mental functions, as complex systems, cannot be localized in narrow zones of the cerebral cortex or in isolated cell groups, but must cover complex systems of jointly working zones, each of which contributes to the implementation of complex mental processes and which can be located in completely different, sometimes far from each other, parts of the brain.

Due to the deficiency of certain higher mental functions, MMD manifests itself in the form of violations in the formation of writing skills (dysgraphia), reading (dyslexia), counting (dyscalculia). Only in isolated cases, dysgraphia, dyslexia and dyscalculia appear in an isolated, "pure" form, much more often their signs are combined with each other, as well as with impaired development of oral speech.

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

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

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

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

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

3. The lack of formation of psychological and psycho-physiological prerequisites for the directed educational activity of students is observed.

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

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

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

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

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

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

Among the primary, external signs of school maladjustment include learning difficulties and behavioral disorders. One of the causes of these manifestations is the presence of mild forms of CNS pathologies. These pathologies include pathology of the cervical spine and minimal brain dysfunction.

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

The characteristics of children with such pathologies include fatigue, difficulties in the formation of voluntary attention (instability, distractibility, concentration difficulties, slow switching speed of attention), motor hyperactivity, reduced self-management and arbitrariness in any type of activity, a decrease in the amount of operative memory, attention, thinking . Usually these features appear even in preschool age, but for a number of reasons, they do not become the subject of attention of teachers and psychologists. As a rule, parents and teachers pay attention to the problems of the child only with the beginning of schooling.

The school, with a daily, intense intellectual load, requires the child to implement all those functions that are impaired in him. The first big problem for a child with PSTN, MMD is the length of the lesson. Maximum duration working capacity in such a child - 1 5 minutes. Then the child is unable to control his mental activity. The child's brain needs rest, so the child involuntarily disconnects from intellectual activity. Omissions of educational information, summing up for all periods during the lesson, lead to the fact that the child does not fully absorb the material or with significant distortions, sometimes completely loses the essence, and in some cases the information learned by the child becomes unrecognizable.

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

Such children perform verification or control work better if the teacher conducts them one-on-one with the child. Parents note that at home the child copes with such tasks that he could not complete in the classroom. This is explained by the fact that more comfortable conditions are created for the child at home: silence, time for completing tasks is not limited, in a familiar environment the child feels calmer and more confident. Parents help the child, guide the work of the child.

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

Since the learning motivation in children with PSOP, MMD is weakly expressed, they most often adapt to those children who are set to play. Children with PSHOP, MMD willingly join in the games that their neighbors in the classroom can offer them. In addition, difficulties in self-government are often manifested in incontinence, harshness towards classmates.

Motor hyperactivity characteristic of many children with PSSP, MMD, is a serious hindrance in learning only for the child himself, but also for other children and leads to a refusal to work together with such a child. Increased emotional excitability, motor hyperactivity, characteristic of many of the children in this group, make the usual methods of organizing extracurricular activities unsuitable. The search for new methods of organizing extracurricular activities children in those classes where the number of students with PSHOP, MMD is more than 40%.

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

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

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

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

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

Emotionally - immaturity pushes the child to choose the simplest ways to solve problems: leaving classes, lying, searching for a reference group outside of school. Many of these children join the ranks of deviant behavior. They go from school difficulties, absenteeism and lying to delinquency, crime, drugs. In this regard, the relevance of organizing psycho-prophylactic and psycho-correctional work with students with PSSS, MMD is obvious.

Attention is drawn to the fact that psychologists in many schools do not realize the connection between the presence of a child's history of PSPP, MMD and impairments in his personal development. So, many psychologists, when asked if there are children with PSSP in their school, MMD could only answer that they had heard about the presence of such diagnoses in school students. At the same time, they could not name either the number of students with this pathology, or remember which of them. Psychologists explained that they do not work with such students because they are busy with other work.

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

Organization of effective psychological work is impossible without determining the root cause of school maladjustment of a child of any age, a clear identification of cause and effect. Due to the fact that the root cause of school maladaptation in its various manifestations is a violation of the child's health, a comprehensive approach is needed to organize work with a child with PSSP, MMD.

Working with a child is especially difficult because it includes social, medical, psychological and pedagogical aspects. The implementation of the program for the comprehensive psychological and rehabilitation of children with PSP, MMD, has revealed a number of the most acute problems, including:

1. Low awareness of physicians, psychologists, teachers and parents about the essence of the problem, psychological - the consequences of the characteristics of the state of the child's health.

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

3. Absence pedagogical technologies upbringing and education of children with manifestations of mild pathologies of the central nervous system.

4. The widening gap between the growing educational demands of the child and the deteriorating health of children.

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

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

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

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

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

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

For various reasons, parents consciously or unconsciously distort the information transmitted to both the medical institution (represented by a doctor) and the school (represented by a psychologist, teacher, administration). Silent about the true reason for the school-recommended consultation with a neuropathologist, a psychiatrist (as a rule, this is a pronounced school maladjustment), parents name only the most harmless manifestations of a child's health problems. If at the same time the doctor confines himself to a superficial diagnosis, the child will be left without the much-needed treatment.

There are also cases when parents, when receiving an appointment for examination and treatment from a doctor, do not fulfill them and hide from the school the very fact of the need for treatment, claiming that the doctor did not reveal any pathology. The disunity of medical and educational institutions in the implementation of the rehabilitation of children with mild pathologies of the central nervous system serves as the basis for mutual disappointment in the requirements or recommendations offered to each other and parents. The doctor's lack of clear ideas about the real state of affairs in the modern school leads to the appearance of such recommendations that do not take into account school reality.

What seems to be a panacea to the doctor, in fact, does not work. So, for example, it is almost impossible to implement the recommendation to provide a hyperactive child with the opportunity to walk around the class, complete some task, or just leave the class for a while. Indeed, at present in each class there are not one or two such children. The number of children with hyperactivity syndrome can reach up to 50% or more. In addition, some children with hyperactivity, when given the opportunity to walk around the class, behave in such a way that they can disorganize not only their own class, but also neighboring ones.

Conclusion

Pedagogy needs to find new work technologies that take into account the peculiarities of the state of children's health. Thus, it is necessary to organize the exchange of experience and the identification of difficulties within the framework of this problem, the development of mutual understanding, a common vision of the problem, a common position and coordination of actions of medical and educational institutions. Such a need is acutely felt by psychologists, doctors involved in the rehabilitation of children with PSOP, MMD.

Summing up, it is necessary to single out the tasks of implementing the program for the comprehensive rehabilitation of students with PSSS, MMD:

Organization of work to improve the psychological - competence of psychologists, teachers.

Organization of work to improve the level of psychological - competence of parents, the population as a whole.

Raising awareness teaching staff, parents about the possibilities of obtaining qualified assistance in the rehabilitation of children with PSOP, MMD.

Contributing to the development of new pedagogical technologies, taking into account the peculiarities of the health status of children with PSP, MMD.

Coordination of the activities of medical and educational institutions for the implementation of a comprehensive psychological rehabilitation children with PSHOP, MMD.

The concept of school maladaptation.

Prerequisites for school maladaptation.

Situational, environmental and pedagogical factors of school maladjustment, their characteristics taking into account age stages personality development. Individual prerequisites for the development of adaptive disorders. Typical variants of adaptive disorders at different age stages of children's development.

Children at risk of school maladjustment in accordance with the main types of disorders, relationships, activities and health of children in the conditions of schooling. Pedagogical, psychological, physiological levels of school maladaptation.

Pedagogical criteria for assessing the nature of school adaptation and maladaptation.

Basic concepts: adaptation, affect, disadaptation. Children at risk, factors of school maladaptation.

Leading ideas:

Adaptability depends on the physical, psychological, moral health of a person.

In order to determine the optimal school regime for the child, the form of education, study load the teacher needs to know, take into account and competently assess the adaptive capabilities of the child at the stage of his admission to school.

1.3. School maladjustment as a pedagogical phenomenon

1. The concept of adaptation Adaptation (lat.abapto-I adapt). Adaptability, the ability to adapt in different people is different. It reflects the level of both innate and acquired in the course of life qualities of the individual. In general, there is a dependence of adaptability on the physical, psychological, moral health of a person.

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

1) violation of the ecological balance in the environment.

2) the weakening of the reproductive health of girls, the physical and emotional overload of women,

3) the growth of alcoholism, drug addiction,

4) low culture family education,

5) insecurity of certain groups of the population (unemployment, refugees),

6) shortcomings in medical care,

7) imperfection of the system of preschool education.

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

motor deprivation (chronic physical inactivity leads to emotional lethargy);

sensory deprivation (insufficiency or monotony of sensory stimuli);

emotional (maternal deprivation) - it is experienced by orphans, unwanted children, abandoned.

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

The child's entry into school is the moment of his socialization.

In order to determine the optimal for the child to school age, mode, form of education, teaching load, you need to know, take into account and correctly evaluate the adaptive capabilities of the child at the stage of his admission to school.

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

deviations in psychosomatic development and health;

insufficient level of social and psychological and pedagogical readiness for school;

lack of formation of psychophysiological and psychological prerequisites for educational activity.

Let's look at each indicator specifically.

Over the past 20 years, the number of children with chronic pathology has more than quadrupled. The majority of poorly performing children have somatic and mental disorders, they have increased fatigue, reduced performance;

signs of insufficient social and psychological and pedagogical readiness for school:

a) unwillingness to go to school, lack of learning motivation,

b) insufficient organization and responsibility of the child; inability to communicate, behave appropriately,

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) unformed intellectual prerequisites for educational activity,

b) underdevelopment of voluntary attention,

c) insufficient development of fine motor skills of the hand,

d) unformed spatial orientation, coordination in the “hand-eye” system,

e) low level of development of phonemic hearing.

2Children at risk.

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

1 group of children - entry into school life occurs naturally and painlessly. Quickly adapt to the school regime. The process of learning goes against the backdrop of positive emotions. High level of social qualities; high level of development of cognitive activity.

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

3 group of children - working capacity is not bad, but noticeably decreases by the end of the day, week, there are signs of overwork, malaise.

Cognitive interest is underdeveloped, appears when knowledge is given in a playful, entertaining way. Many of them do not have enough study time (at school) to master knowledge. Almost all of them additionally work with their parents.

4th group of children - difficulties of adaptation to school are clearly manifested. The performance is reduced. Fatigue builds up quickly inattention, distractibility, exhaustion of activity; uncertainty, anxiety; problems in communication, constantly offended; most of them have poor performance.

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

6th group of children - the lowest stage of development.

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

Factors of school maladaptation

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

Pedagogical factors leading to school maladaptation:

inconsistency of the school regime and sanitary and hygienic conditions of teaching the psychophysiological characteristics of children at risk.

the discrepancy between the pace of study work in the lesson and the learning abilities of children at risk lag behind their peers by 2-3 times in terms of the pace of activity.

extensive nature of training loads.

the predominance of negative evaluative stimulation.

Conflict relations in the family, arising from the educational failures of schoolchildren.

4. Types of adaptation disorders

1) the pedagogical level of school maladjustment of the problem in teaching),

2) the psychological level of school maladjustment (feeling of anxiety, insecurity),

3) the physiological level of school maladaptation (the negative impact of school on children's health).

Seminar session

Problems of school failure in the theory and practice of teaching.

Practical lesson

Manifestation of school disadaptation.

The system of psychological and pedagogical correction of pedagogical neglect.

Independent work of students

Preparation of reports on the problem of school maladaptation.

Questions for self-control

Reveal the prerequisites for school maladaptation.

What are the indicators of a low level of adaptive capacity of the child.

What pedagogical factors can lead to school maladaptation.

what measures of corrective and preventive work with children at risk can you suggest to eliminate adaptive disorders.

Literature for independent work

Zaitseva, A.D. and others. Correctional pedagogy, [Text] - Rostov n / D. - 2003.-S. 79-121.

Correctional pedagogy in primary education[Text] / Ed. G.F. Kumarina. - M., 2003. - p.17-48.

Kulagina, I.Yu. The personality of a schoolchild from mental retardation to giftedness. [Text] - M., 1999.- p.107-122, 157-168.

Shevchenko S.G. Correction-developing training. [Text] - M., 1999. - p.8-26.

Causes and manifestations of school maladaptation

In psychology, under the term"adaptation" refers to the restructuring of the individual's psyche under the influence of objective environmental factors, as well as the ability of a person to adapt to various requirements of the environment without feeling internal discomfort and without conflict with the environment.

DISADAPTATION - a mental state resulting from a discrepancy between the sociopsychological or psychophysiological status of the child and the requirements of the new social situation. There are (depending on the nature, nature and degree of manifestation) pathogenic, mental, social maladaptation of children and adolescents.

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

Socio-environmental, psychological and medical factors play a role in the formation and development of school maladaptation.

It is very difficult to separate genetic and social risk factors, but initially the basis for the occurrence of maladjustment in any of its manifestations isbiological predetermination which manifests itself in the ontogenetic development of the child.

Causes of school maladaptation

1. The most common cause of school maladjustment is consideredminimal brain dysfunction (MMD), Children with Attention Deficit Hyperactivity Disorder (ADHD) are most at risk of developing SD.

Currently, MMD are considered as special forms of dysontogenesis, characterized by age-related immaturity of individual higher mental functions and their disharmonious development. At the same time, it must be borne in mind that higher mental functions, as complex systems, cannot be localized in narrow zones of the cerebral cortex or in isolated cell groups, but must cover complex systems of jointly working zones, each of which contributes to the implementation of complex mental processes and which can be located in completely different, sometimes far from each other, parts of the brain.

With MMD, there is a delay in the rate of development of certain functional systems of the brain that provide such complex integrative functions as behavior, speech, attention, memory, perception, and other types of higher mental activity. In terms of general intellectual development, children with MMD are at the level of the norm or, in some cases, subnorm, but at the same time they experience significant difficulties in schooling. Due to the deficiency of certain higher mental functions, MMD manifests itself in the form of violations in the formation of writing skills (dysgraphia), reading (dyslexia), counting (dyscalculia). Only in isolated cases, dysgraphia, dyslexia and dyscalculia appear in an isolated, "pure" form, much more often their signs are combined with each other, as well as with impaired development of oral speech.

2. Neuroses and neurotic reactions . The leading causes of neurotic fears, various forms of obsessions, somatovegetative disorders, acute or chronic traumatic situations, unfavorable family environment, incorrect approaches to raising a child, difficulties in relationships with a teacher and classmates.

3. Neurological diseases , including with migraine, epilepsy, cerebral palsy, hereditary diseases, meningitis.

4. Children suffering from mental illness , including mental retardation (a special place among first-graders, which was not diagnosed at preschool age), affective disorders, schizophrenia.

1. Individual-personal factor - obvious external and behavioral differences from peers.

2. Somatic factor - the presence of frequent or chronic diseases, hearing loss, vision loss.

3. Socio-pedagogical factor - Difficulties in interaction between the student and the teacher.

4. Corrective and preventive factor - Weakness of interaction between specialists in related specialties.

5. Family-environment factor - pathological types of upbringing, heavy emotional background in the family, educational inconsistency, unfavorable social environment, lack of emotional support.

6. Cognitive personality factor - violations of the mental development of the child (lack of formation of higher mental functions, delay in emotional-volitional and personal development).

(Kaganova T. I., Mostovaya L. I. "SCHOOL NEUROSIS" AS A REALITY OF MODERN PRIMARY EDUCATION // Personality, family and society: issues of pedagogy and psychology: collection of articles on the materials of LVI-LVII international scientific and practical Conf. No. 9-10(56), Novosibirsk: SibAK, 2015)

There is the following classification of the causes of school maladaptation, which is characteristic of primary school age.

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 parents or the teacher to how the child masters learning, in the absence of the necessary assistance. This form of school maladaptation is acutely experienced by elementary school students only when adults emphasize the “stupidity”, “incompetence” of children.

Disadaptation due to insufficient arbitrariness of behavior. The low level of self-management makes it difficult to master both the subject and social aspects of educational activity. In the classroom, such children behave unrestrainedly, do not follow the rules of behavior. This form of maladjustment is most often the result of improper upbringing in the family: or total absence external forms of control and restrictions that are subject to internalization (styles of education "hyper-protection", "idol of the family"), or the removal of means of control outside ("dominant hyper-protection").

Disadaptation as a result of the inability to adapt to the pace school life. This type of disorder is more common in somatically weakened children, in children with weak and inert types of the nervous system, sensory disorders. The maladaptation itself occurs if parents or teachers ignore individual characteristics such children who cannot withstand high loads.

Disadaptation as a result of the disintegration of the norms of the family community and the school environment. This variant of maladaptation occurs in children who do not have experience of identification with members of their family. In this case, they cannot form real deep bonds with members of new communities. In the name of preserving the unchanging Self, they hardly enter into contacts, they do not trust the teacher. In other cases, the result of the inability to resolve the contradictions between 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 (that is, 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) considerschool maladjustment as a result 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 neuropsychiatric disorders.

It is noted that in children under 10 years old 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, working capacity 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.

Didascogenia, i.e. psychogenic disorders are caused by the wrong behavior of the teacher.

Among the reasons for school maladjustment, some personal qualities of the child, formed at previous stages of development, are often called. There are integrative personality formations that determine the most typical and stable forms of social behavior and subjugate its more private ones. psychological characteristics. Such formations include, in particular, self-esteem and the level of claims. 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 emerging negative emotional experiences lies an internal conflict between claims and self-doubt. The consequences of such a conflict can be not only a decrease in academic performance, but also a deterioration in health against the background of obvious signs of socio-psychological maladaptation. No less serious problems arise in children with low self-esteem and the level of claims. Their behavior is characterized by uncertainty, conformity, which hinders the development of initiative and independence.

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

Thus, the difficulties that may arise in a child during the period of education, especially primary, are associated with the influence of a large number of factors, both external and internal.

Sometimes in the psychological literature, a combination of risk factors for the occurrence of maladaptation (social, sensory, parental, emotional, etc.) is calleddeprivation factors. It is believed that in the educational process the child is under the influence of various deprivation factors: overload of various educational programs; unequal readiness of children for learning; inconsistency of teaching students with intellectual abilities; insufficient interest of parents and teachers in the education of children; the reluctance of students to apply the acquired knowledge, learning skills and abilities in their own lives to solve practical and theoretical problems (Sh.A. Amonashvili, G.V. Beltyukova, L.A. Isaeva, A.A. Lyublinskaya, T.G. Ramzaeva, N.F. Talyzina, etc.), which makes the child unsuccessful (I.D. Frumin) and greatly increases the risk of maladaptation in the educational process.

Depressive disorders

Depressive disorders manifested in slow thinking, difficulty in remembering, refusing situations that require mental stress. Gradually, during their early adolescence, depressed students spend more and more time preparing homework, but not coping with all the volume. Gradually, academic performance begins to decline while maintaining the same level of aspirations, which causes irritation among adolescents. In older adolescence, in the absence of success, along with long-term preparation, the teenager begins to avoid control tests, skips classes, and develops a stable deep maladjustment.

Deprivation

Excessive protection of adolescents with identified mental disorders of low intensity from the load can also lead to disadaptation, which prevents self-actualization, self-development and socialization of the individual. So, sometimes an artificialdeprivation adolescents due to unreasonable restrictions on their activities, bans on sports, exemption from attending school. All this complicates the problems of learning, breaks the connection of children and adolescents with their peers, deepens the feeling of inferiority, concentration on one's own experiences, limits the circle of interests and reduces the possibility of realizing one's abilities.

Internal conflict

The third place in the hierarchy of maladjustment factors belongs to the factor of reference groups. Reference groups can be both inside the class team and outside it (informal communication group, sports clubs, teen clubs, etc.). Reference groups satisfy the need of teenagers for communication, for affiliation. The influence of reference groups can be both positive and negative, it can both be the cause of maladaptation, and of various types, and be a maladjustment-neutralizing factor.

Thus, the influence of reference groups can manifest itself both in social facelitation, that is, in the positive stimulating effect of the behavior of group members on the adolescent's activities performed in their presence or with their direct participation; and in social inhibition, expressed in the inhibition of the behavior and mental processes of the subject of communication. If a teenager feels comfortable in the reference group, then his actions become relaxed, he fulfills himself, his adaptive potential increases. However, if a teenager is in a subordinate role in the reference group, then the mechanism of conformity often begins to operate, when he disagrees with the members of the reference group, nevertheless, due to opportunistic considerations, agrees with them. As a result, there isinternal conflict associated with the discrepancy between the motive and the actual action. This inevitably leads to maladaptation, more often internal than behavioral.

Pathogenic maladaptation - mental states caused by functional-organic lesions of the central nervous system. Depending on the degree and depth of the lesion, pathogenic maladjustment can be stable (psychosis, psychopathy, organic brain damage, mental retardation, analyzer defects) and borderline (increased anxiety, excitability, fears, obsessive bad habits, enuresis, etc.). Separately allocated social problems. adaptations inherent in mentally retarded children.

School maladaptation can also be considered as a case of a cumulative manifestation of mental and social maladjustment occurring in the conditions of schooling.

Disadaptation mental - Mental states associated with the age and sex and individual psychological characteristics of the child, adolescent. Mental disadaptation, causing a certain non-standard, difficult-to-educate children, requires an individual pedagogical approach and, in some cases, special psychological and pedagogical correctional programs, which can be implemented in the conditions of general education educational institutions.

Forms of mental maladaptation : stable (accentuations of character, lowering the threshold of empathy, indifference of interests, low cognitive activity, defects in the volitional sphere: impulsivity, disinhibition, lack of will, susceptibility to other people's influence; capable and gifted children); unstable (psychophysiological age and sex characteristics of individual crisis periods in the development of a child and adolescent, uneven mental development, conditions caused by psycho-traumatic circumstances: falling in love, divorce of parents, conflict with parents, etc.).

Social maladaptation - violation by children and adolescents of the norms of morality and law, deformation of the system of internal regulation, value orientations, social attitudes. There are two stages in social disadaptation: pedagogical and social neglect of students and pupils. Pedagogically neglected children chronically lag behind in a number of subjects school curriculum, resist pedagogical influence, demonstrate various manifestations of antisocial behavior: swearing, smoking, conflict with teachers, parents and peers. In socially neglected children and adolescents, all these negative manifestations are aggravated by an orientation towards criminogenic groups, deformation of consciousness, value orientations, initiation into vagrancy, drug addiction, alcoholism and offenses. Social maladaptation is a reversible process.

(Kodzhaspirova G. M., Kodzhaspirov A. Yu. Pedagogical Dictionary: For students of higher and secondary pedagogical educational institutions. - M .: Publishing Center "Academy", 2001, p. 33-34)

The main manifestations of school maladjustment inprimary school :

1. Failure in learning, lagging behind the school curriculum in one or more subjects.

2. General anxiety at school, fear of knowledge testing, public speaking and evaluation, inability to concentrate at work, uncertainty, confusion when answering.

3. Violations in relationships with peers: aggression, alienation, increased excitability and conflict.

4. Violations in relationships with teachers, violations of discipline and disobedience to school norms.

5. Personal disorders (feeling of inferiority, stubbornness, fears, hypersensitivity, deceit, solitude, gloom).

6. Inadequate self-esteem. With high self-esteem - the desire for leadership, resentment, a high level of claims at the same time as self-doubt, avoiding difficulties. With low self-esteem: indecision, conformism, lack of initiative, lack of independence.

The following forms of manifestation of schoolmaladaptation in adolescents :

The student's feeling of his personal failure, rejection from the team;

A change in the motivational side of activity, avoidance motives begin to prevail;

Loss of perspective, self-confidence, growing feelings of anxiety and social apathy;

Increasing conflicts with others;

Educational failure of adolescents.

Speaking of maladaptation, one should also mention such phenomena as frustration and emotional deprivation, since they are associated with such a manifestation of school maladjustment asschool neurosis .

frustration (from lat. frustratio - deceit, frustration, destruction of plans) - the mental state of a person caused by objectively insurmountable (or subjectively perceived as such) difficulties that arise on the way to achieving a goal or solving a problem. Thus, frustration is an acute experience of an unsatisfied need.

Frustration is seen as acute stress .

Frustration is experienced especially hard if the barrier that prevents the achievement of the goal arises suddenly and unexpectedly. The causes of frustration are divided into four groups:

Physical barriers (reasons) - for example, in school life a child may experience frustration when he is removed from the lesson and he is forced to be outside the classroom. Or a child with behavioral disorders constantly sits at the last desk.

biological barriers - illness, poor health, severe fatigue. The frustration factor can be a discrepancy in the pace of learning activities, overload, provoking the development of fatigue in children with reduced performance and fatigue.

Psychological barriers - fears and phobias, self-doubt, negative past experience. A striking example of this barrier is, for example, excessive excitement before the control, fear of the answer at the blackboard, which lead to reduced success even when performing those tasks in which the child is successful, being in a calm environment.

Sociocultural barriers - norms, rules, prohibitions existing in society. For example, the prohibition on the manifestation of anger creates a situation of frustration for those children who cannot resort to aggressive actions in response to aggression and provocations of their peers and, as a result, suffer from the inability to protect themselves.

An additional frustrating factor could beignoring the child's feelings anger, resentment, annoyance, feelings of guilt, irritation) being in a state of frustration, and the direction of efforts only to suppress the maladaptive forms of behavior that accompany the experience of frustration.

The establishment of emotional connections is the most important condition for ensuring the effectiveness of the educational influences of an adult on a child. This is an axiom of pedagogy, accepted in all traditions of education. The literature describes facts that make it possible to assert that the timely establishment of the correct emotional relationship between a child and an adult determines the successful physical and mental development of the child, including his cognitive activity (N. M. Shchelovanov, N. M. Asparina, 1955, etc. ). Relationships of trust and respect not only satisfy the corresponding needs, but also cause the child's active activity, due to which the need for self-actualization is formed, the desire to develop one's abilities is brought up.

One of the causes of emotional deprivation may be the apparent loss of a mother.- situations where the mother abandons the child (at the maternity hospital or later), in situations of death of the mother. In fact, any real separation from the mothercan have the strongest deprivation effect:

– postpartum situation, when the child is not immediately given to the mother;

– situations of long-term departures of the mother (on vacation, for a session, for work, to the hospital);

– situations when other people (grandmothers, nannies) spend most of the time with the child, when these people change like a kaleidoscope in front of the child;

– when a child is on a "five-day" (or even on a "shift" - monthly, annual) with a grandmother or another person;

– when a child is sent to a nursery;

– when they are sent to kindergarten prematurely (and the child is not yet ready);

– when the child ended up in the hospital without a mother and many others..

Can lead to emotional deprivationlatent maternal deprivation- situations where there is no obvious separation of the child from the mother, but there is a clear inadequacy of their relationship or certain features of these relationships.

This is always seen:

– in large families where children, as a rule, are born with a time interval of less than 3 years, and the mother, in principle, cannot give each child as much attention as he needs;

– in families where the mother has serious problems with her own physical health(cannot fully carry out care - lift, carry in her arms, etc.), and / or with mental (in depressive states there is not a sufficient degree of "presence" for the child, with deeper mental pathologies - all child care from "A to "I" becomes inadequate);

– in families where the mother is in a situation prolonged stress(diseases of relatives, conflicts, etc., and, accordingly, the mother is in a continuing state of depression, excitement, irritation or discontent);

– in families where the relationship between parents is formal, hypocritical, competitive, hostile or directly hostile;

– when a mother rigidly follows various schemes (scientific or non-scientific) of child care (which are usually too general to suit a particular child) and does not feel the real needs of her child;

– this type of deprivation is always experienced by the first child of the family when the second child appears, because loses its "uniqueness";

– and, of course, emotional deprivation is experienced by children whose mothers did not want them and / or do not want them.

In a broad sense"school neuroses" are classified as psychogenic forms of school maladaptation and are understood as special types of neurosis caused by schooling (mental disorders caused by the learning process itself - didactogeny, psychogenic disorders associated with the wrong attitude of the teacher - didascalogeny), which make it difficult schooling and upbringing.

In a narrow, strictly psychiatric sense, school neuroses are understood as a special case of anxiety neurosis associated either with the fear of separation from the mother (school phobia) or with fears of learning difficulties (school fear), and are found mainly in elementary school students.

“Psychogenic school maladjustment” (PSD) is psychogenic reactions, psychogenic diseases and psychogenic formations of a child’s personality that violate his subjective and objective status in school and family and hinder the educational process.

Psychogenic school maladjustment is an integral part of school maladaptation in general and it can be differentiated from other forms of maladjustment associated with psychosis, psychopathy, non-psychotic disorders due to organic brain damage, childhood hyperkinetic syndrome, specific developmental delays, mild mental retardation, defects in analyzers and etc.

One of the causes of psychogenic school maladaptation is mainly considereddidactogeny, when the learning process itself is recognized as a traumatic factor. The most didactogenically vulnerable are children with disorders in the system of analyzers, physical defects, uneven and asynchronous intellectual and psychomotor development, and those whose intellectual capabilities are approaching the lower limit of the norm. Normal school workloads and the requirements for them are often excessive or unbearable. An in-depth clinical analysis shows, however, that didactogenic factors in the overwhelming majority of cases relate to the conditions, and not the causes of maladaptation.The reasons are more often associated with the characteristics of the psychological attitudes and personal response of the child. due to which psychogenic school disadaptation in some cases develops with objectively insignificant didactogenic influences, while in others it does not develop even with pronounced didactogenic influences. Therefore, the reduction of psychogenic school maladjustment to didactogeny, which is largely characteristic of ordinary consciousness, is unjustified.

Psychogenic school maladaptation is also associated withdidaskalogenii . N. Shipkovensky describes in detail the types of teachers with the wrong attitude towards students, but his descriptions are purely phenomenological in nature and relate to the individuality of the teacher. When compared with the data of N.F. Maslova, who distinguishes two main styles of pedagogical leadership - democratic and authoritarian, it becomes obvious that the types described by him (Shipkovensky) are varieties of the authoritarian style: the teacher does not work with the class as a whole, but one on one with the student, repels from his own characteristics and common templates, does not take into account the individuality of the child; the assessment of the child's personality is determined by a functional-business approach and is based on the mood of the teacher and the direct result of the child's momentary activity. If a teacher with a democratic style of leadership does not have obviously defined and most often negative attitudes towards the child, then for a teacher with an authoritarian leadership style they are typical and manifest themselves in a set of stereotypical assessments, decisions and behavior patterns, which, according to N.F. Maslova, increases with the experience of the teacher. Attitudes towards boys and girls, successful and unsuccessful schoolchildren differ more for him than for a democratic one. Behind the external well-being, often achieved by such a teacher, - emphasizes N.F. Maslova, - the flaws that neurotize the child are hidden. ON THE. Berezovin and Ya.L. Kolominsky distinguish five styles of the teacher's attitude towards children: active-positive, passive-positive, situational, passive-negative and active-negative, and show how, as the transition from the first to the last, the child's disadaptation at school increases.

However, with all the indisputable importance of the attitude of the teacher and the need for his professional psychological training, it would be a mistake to reduce the problem we are considering to the problem of a bad or malicious teacher.The basis of didascalogeny may be neurotic or increased sensitivity of the child induced by the out-of-school environment. In addition, the absolutization of the meaning of didascalogeny puts out of bracketsthe problem of psychogenic maladaptation of a teacher, which can give rise to compensatory or psycho-protective in essence and psycho-traumatic in form of his behavior, when both the teacher and the student need help equally .

Two other directions are connected with the medical understanding of neurotic response.

The first refers to the well-known and, until relatively recently, the leading representationon the role of congenital and constitutional vulnerability of the central nervous system in the origin of neurotic response . The greater this predisposition, the less environmental influences are required for the emergence of neurotic reactions. The paradox, however, lies in the fact that the less the “required” force of psychotrauma, the greater its resolving power, psychotraumatic value. Ignoring this circumstance is fraught with reducing the issue of psychogenic school maladaptation to the question of an allegedly initially, fatally “sick” child, whose maladjustment is due to brain damage or aggravated heredity. The inevitable consequence of this is the identification of the correction of maladaptation with treatment, the substitution of one for the other and the removal of responsibility from the family and school. Experience shows that such an approach is inherent in a certain part of not only parents and teachers, but also doctors; it leads to a "treatment of health", which is not indifferent to the developing organism, weakens the active potency of self-education in children, the responsibility for whose behavior is completely transferred to the doctor. Reducing the widest range of variations in the social behavior of a developing personality to brain disease, such an approach is methodologically incorrect as well.

The second, seemingly fundamentally different direction is associated with the idea of neurosis in children as a result of the personal characteristics of parents, disturbed relationships and improper upbringing in the family. The direct transfer of these ideas to the problem of psychogenic school maladjustment shifts the focus in the dialogue between school and family, placing the burden of responsibility for the school maladaptation of the child entirely on the family and assigning the school the role of an arena for the manifestation of deviations acquired in the family or, in extreme cases, a triggering factor. Such a reduction of the socialization of the individual only to family socialization, with all the importance of the latter, is doubtful. The latter cannot be practically productive, taking into account what I.S. Kohn, the increase in the proportion of out-of-family education. This direction, when it is absolutized, approaches the previous one - with the only difference that the correction of maladjustment is identified with the treatment of the family, in which biological therapy is supplanted by family psychotherapy.

Typical situations that cause fear in younger students are: fear of making a mistake, fear of bad grades, fear of an answer at the blackboard, fear of a test, fear of answering questions from a teacher, fear of peer aggression, fear of punishment for one's actions in response to peer aggression, fear of being late to school.

Among adolescents, fears of loneliness, punishment, not being on time, fear of not being the first, fear of not coping with feelings, being not yourself, fear of condemnation from peers, etc. are more common.

But, as a rule, behind the fear that arises in certain school situations, the following fears are hidden, which are more complex in structure and much more difficult to determine. For example, such as:

Fear of "not being the one". This is the leading fear in primary school age - the fear of not being the one who speaks well, who is respected, appreciated and understood. That is, it is the fear of inconsistency with the social requirements of the immediate environment (school, peers, family). The form of this fear may be the fear of doing something wrong and right. To prevent this fear, you need to constantly give the child signs of support and approval. Praise and encouragement should be restrained, and only for the cause.

Fear of making decisions. Or fear of responsibility. It is more common in children brought up in strict or fearful families. In both cases, fear manifests itself in the fact that even the simplest situation of choice confuses the child.

Fear of death of parents. Problematic symptoms not noticed in a child may begin to appear at the first signs of neurosis: sleep disturbance, lethargy, or excessive activity. As a result, this will affect learning and, as a result, will manifest itself in the dissatisfaction of the school teacher. Thus, it will aggravate the problem and bring fears to a new level.

Separation fear. A state of fear that occurs when there is a real or imagined threat of separation of a child from persons significant to him. It is considered pathological when it is excessively intense and prolonged, when it impairs the normal quality of life typical for a given age, or occurs at an age when it usually should already be overcome.

(Kolpakova A.S. Children's fears and ways to correct them in children of primary school age // Young scientist. - 2014. - No. 3. - P. 789-792.)

Prevention of school neurosis consists in minimizing traumatic factors associated with the learning process itself (causing didactogeny) and associated with the wrong attitude of the teacher (causing didascalogeny).

Prevention of childhood neurosis consists in eliminating the overstrain of the child's nervous system by training sessions. The nervous system of children is different, their ability to learn as well. If it is not difficult for one child to study well at school, to participate in various circles, to play music, etc., for a weaker child, such a burden turns out to be unbearable.

The total amount of educational work for each child must be strictly individualized so as not to exceed his strength.

An interesting point of view is V.E. Kagan on the reasons that may contribute to the occurrence of maladaptation of the child. Any individual sessions with him, if the methodology for their implementation differs significantly from the lesson. To increase the effectiveness of learning, an adult focuses only on the individual characteristics of his personality (attention, perseverance, fatigue, timely comments, attracting attention, helping the child organize, etc.). The child's psyche adapts to a similar learning process in the conditions of mass learning in the classroom.the child cannot organize himself independently and needs constant support .

Hyper-custody and constant control of parents when doing homework often lead to psychological maladaptation due to the fact that the child's psyche has adapted to such constant help and maladjusted in relation to the lesson relationship with the teacher. Thus, when organizing individual work with a child to prevent the occurrence of his maladaptation at school, it is necessary to form his self-organization skills and avoid overprotection.

Psychological maladaptation of children can also be formed when group lessons if there are too many game moments in the classroom, they are completely built on the interest of the child, allowing too free behavior, etc. Graduates of speech therapy kindergartens, preschool institutions involved in the methods of Maria Montessori, "Rainbow". These children have better training, but almost all of them have problems in adapting to school, and this is primarily due to their psychological problems. These problems are formed by the so-called preferential conditions for learning - learning in a class with a small number of students. They are accustomed to the increased attention of the teacher, they are waiting for individual help, they are practically not able to organize themselves and focus on the educational process. It can be concluded that if preferential conditions are created for the education of children for a certain period, then their psychological maladjustment to the usual conditions of education occurs.

One of the areas of prevention can be called work with the family - psychological education for parents in order to motivate them to create favorable family conditions. The disintegration of the family, the departure of one of the parents often, if not always, creates an unbearable difficulty for the child's nervous system and causes the development of neuroses. Quarrels, scandals, mutual dissatisfaction between family members are of the same importance. It is necessary to exclude them not only from the relationship between the parents of the child, but also from the relationship of all the people around him. Prevention of alcoholism, which is the main cause of unfavorable living conditions, quarrels, and sometimes fights, which contributes to the development of neuroses in children brought up in such conditions. The upbringing of the child must be even, he must firmly master the concepts of “impossible” and “possible”, and the educators must be consistent in observing these requirements. Now forbidding, now allowing the child to do the same act causes a clash of opposite nervous processes and can lead to neurosis. Too harsh upbringing, numerous restrictions and prohibitions keep the child passively defensive, contributing to the development of timidity and lack of initiative, excessive pampering weakens the process of inhibition.

Education should develop in a child a correct, dynamic stereotype of behavior that meets the requirements of the social environment: lack of egoism and egocentrism, a sense of camaraderie, the ability to reckon with others, a sense of duty, love for the motherland, and also develop a wide range of interests in him. Fantasy is a natural property and need of the child; therefore, fairy tales and fantastic stories cannot be completely excluded from his education. It is only necessary to limit their number, commensurate it with the typological characteristics of the child and alternate with stories of a realistic content, introducing him to the world around him. The more impressionable the child, the more developed his imagination, the more he needs to limit the number of fairy tales transmitted to him. Fairy tales with scary, frightening children content should not be allowed at all. Children should not be allowed to watch adult television.

The development of both signaling systems in a child should proceed evenly. Great importance in this regard, outdoor games, manual labor, gymnastics, sports exercises (sledges, skates, skis, balls, volleyball, swimming, etc.) have. Outdoor activities for children are necessary condition strengthening their health. An important role in the prevention of childhood neuroses is played by the prevention of infectious diseases that weaken higher nervous activity and thereby contribute to the emergence of neurotic childhood diseases.

Prevention of neuroses during puberty consists in joint education and proper coverage of sexual issues for children. The habit of seeing children of the opposite sex as study and playmates prevents premature and unhealthy curiosity. Timely familiarization of children with the issues of sexual life frees them from many anxious experiences, fears and the need to resolve issues beyond their strength.

When children in the pubertal period are found to have traits of a thinking type - a tendency to analyze, reason, delve into philosophical problems - they should be included in physical activity and regular sports activities.

As for adolescents, it is important to take into account that maladjustment is often associated with mental disorders. In general education schools, as a rule, children are educated whose violations have not reached critical values, but are in borderline states. Studies of maladjustment caused by a predisposition to mental illness were carried out by N.P. Vaizman, A.L. Groysman, V.A. Hudik and other psychologists. Their research showed that there is a close relationship between the processes mental development and personal development, their mutual influence. However, deviations in mental development go unnoticed, and behavioral disorders come to the fore, which are only external manifestations of mental conflicts, the reaction of adolescents to maladjustment situations. These secondary violations often have more pronounced external manifestations and social consequences. So, according to A.O. Drobinskaya, the manifestations of psychophysical infantilism can be aggravated to such an extent by neurasthenic and psychopathic disorders that occur in adolescents with school requirements that are inadequate to their level of development, that real, physiologically conditioned learning difficulties fade into the background, and behavioral disorders come to the fore. In this case, readaptation work is built on the basis of external manifestations of maladaptation that do not correspond to its deep essence, the root cause. As a result, readaptation measures turn out to be ineffective, since it is possible to correct the adolescent's behavior only if the leading desaptationogenic factor is neutralized. In this case, without the formation of meaningful learning motivation and the creation of a stable situation of successful learning, this is impossible.

Psychological foundations of educational activity of younger schoolchildren.

Lecture 7

Difficult children

Plan.

Emotional disorders.

School maladjustment, its types, causes.

1. As you know, a child of 6-7 years old already knows how to subordinate motives, control his emotions, tries to correlate his actions and desires with the actions and desires of others. Situations in which opposing motives collide make special demands on the will of the child. The most difficult moment is the moment of choice, when there is an internal struggle between social norms and impulsive desires.

With admission to school, the number of requirements, expectations increases, the emphasis is on what the student “should”, and not on what he “wants”. On the other hand, a first-grader is pleased to be and feel more mature, more responsible, to see that others perceive him as a schoolboy. Naturally, this situation causes opposite feelings: on the one hand, the desire to meet expectations, and on the other hand, the fear of being a bad student. L.S. Slavina wrote that unsatisfied claims cause negative affective experiences only when there is a discrepancy between these claims and such abilities of the child that are able to ensure their satisfaction. The claims of the child, i.e. those achievements that he wants to achieve at all costs are based on a certain assessment of his capabilities that has arisen in his previous experience, i.e. self-esteem. This self-esteem has become habitual for him, as a result of which he has a need to maintain both it and the level of claims based on it. However, in cases where this desire cannot actually be satisfied, conflict arises. To admit one's failure means for a child to go against his existing need to maintain his usual self-esteem, which he does not want and cannot allow (L. S. Slavina, 1998). As a result, the child is in school in a situation of failure, and his reaction to failure is, as a rule, inadequate: he either rejects his failure, or looks for reasons in external circumstances, but in no case in himself. We see that for the student these reactions are defensive in nature, he does not want to allow anything into his consciousness that can shake his self-esteem. Therefore, for example, increased resentment as one of the forms of affective behavior arises as a result of the fact that the student inadequately assesses the situation: he believes that others are unfair to him - the teacher gave a low mark, his parents punished him for nothing, classmates make fun of him, etc. .d.

One of the most common requests to a school psychologist by a teacher is the problem of emotional instability, imbalance of students. Teachers do not know how to behave with schoolchildren who are overly stubborn, touchy, pugnacious, or, for example, with children who are too painful for any remark, whiny, anxious.

It is conditionally possible to distinguish 3 most pronounced groups of so-called difficult children who have problems in the emotional sphere.

1. Aggressive kids. Of course, in the life of every child there have been cases when he showed aggression, but, singling out this group, we pay attention primarily to the degree of manifestation of an aggressive reaction, the duration of the action and the nature of the possible reasons, sometimes implicit, that caused affective behavior.

2. Emotionally Disrupted Children. Children belonging to this type react too violently to everything: if they express delight, then with their expressive behavior they “turn on the whole class”; if they suffer, their cries and groans will be too loud and defiant.

3. Too shy, vulnerable, touchy, timid, anxious children. They will be embarrassed to express their emotions loudly and clearly, they will quietly experience their problems, afraid to draw attention to themselves.

Undoubtedly, the nature of the manifestation of emotional reactions is associated with the type of temperament. As we can see, children belonging to the second group are rather choleric, and representatives of the third group are melancholic or phlegmatic.

As noted above, such a division is rather speculative: in practice, one can meet schoolchildren who combine both hysteroid traits (characteristic of the 2nd group) and aggressive tendencies (1st group); or aggressive children, but deep down very vulnerable, timid and defenseless. However, common to all the groups identified is that inadequate affective reactions (manifested in different ways in different types of children) are protective, compensatory in nature.

The school psychologist, together with the teacher, needs to determine the features of family education of children who have difficulties in developing the emotional sphere, the attitude of others towards them, their level of self-esteem, and the psychological climate in the classroom. At this stage, as a rule, methods such as observation, conversation with parents and teachers, with the student himself, projective methods are used (for example, drawing “Family”, unfinished sentences, unfinished stories on a topic of interest, compiling stories from thematic pictures, etc. .). If a trusting relationship has been established with parents and teachers, if they are aimed at cooperating with a psychologist to help the child, various methods can be used to teach reflective analysis their activities as a parent, educator or teacher. A.S. Spivakovskaya (1988) described various forms of work in parent groups, where, in particular, such a task was used as writing an essay on the topic “Portrait of my child”, “I am like a parent”.

Various diagnostic techniques help the school psychologist to identify, first of all, the possible causes of the child's maladaptive behavior, the nature of internal problems, defense mechanisms. Knowledge of the features of family education, the influence of parents on a son or daughter makes it possible to explain the specifics of emotional disorders in children. In the psychological literature, various types of improper upbringing are distinguished (V.I. Garbuzov, 1990; A.I. Zakharov, 1986; A.S. Spivakovskaya, 1988; and others).

Let's look at the four most common types of bad parenting.

1. Rejection. It can be explicit and implicit. Explicit rejection is observed, for example, in cases where the birth of a child was initially undesirable, or if a girl was planned, but a boy was born, i.e. when the child does not meet the initial expectations of the parents. It is much more difficult to detect implicit rejection. In such families, the child, at first glance, is desirable, they are attentive to him, they are taken care of, but there is no spiritual contact. The reason for this may be a feeling of own unfulfillment, for example, in a mother, for her a child is an obstacle to the development of her own career, an obstacle that she will never be able to eliminate and must endure. Projecting her problems onto the child, she creates an emotional vacuum around him, provokes her own child to the opposite rejection. As a rule, in families where this kind of relationship dominates, children become either aggressive (i.e., they can be attributed to the 1st group of selected forms of manifestations of emotional disorders), or too downtrodden, withdrawn, timid, touchy (i.e. according to our classification, the 3rd group). Rejection creates a feeling of protest in the child. Character traits of instability, negativism are formed, especially in relation to adults. Rejection leads to disbelief in one's own strength, self-doubt.

2. Hypersocial parenting. The reason for it is the wrong orientation of the parents. These are too “correct” people who are trying to meticulously follow all the recommendations for an “ideal” upbringing. “Must” is made into an absolute. The child of hypersocial parents is, as it were, programmed. He is overly disciplined and executive. A hypersocial child is forced to constantly suppress his emotions, restrain his desires. With this type of upbringing, several ways of development are possible: it can be a violent protest, a violent aggressive reaction, sometimes self-aggression as a result of a traumatic situation, or, conversely, isolation, isolation, emotional coldness.

3. Anxious upbringing It is observed in those cases when, with the birth of a child, persistent anxiety arises simultaneously for him, for his health and well-being. This type of upbringing is often observed in families with an only child, as well as in families where a weakened or late child grows up. As a result, the child anxiously perceives natural difficulties, treats others with distrust. He is dependent, indecisive, timid, touchy, painfully unsure of himself.

4. Egocentric parenting. The child, often the only one, long-awaited, is forced to imagine himself as a supervalue: he is an idol, the “meaning of life” of his parents. At the same time, the interests of others are often ignored, sacrificed to the child. As a result, he does not know how to understand and take into account the interests of others, does not endure long-term hardships, and aggressively perceives any obstacles. Such a child is disinhibited, unstable, capricious. Its affective manifestations are very similar to the behavior of children belonging to the second group. We dwelled in such detail on the problems of personal development in the family (having considered far from all aspects of family relationships), because the family is one of the most important factors affecting the emotional sphere, unlike, for example, the intellectual one.

However, it is impossible not to take into account that sometimes teachers provoke emotional stress in children, without wanting or realizing it. They demand behavior and levels of achievement from their students that some of them cannot bear.

Ignoring on the part of the teacher of individual and age features each child can be the cause of various kinds of didactogeny, i.e. negative mental states of the student caused by the wrong attitude of the teacher; school phobias, when a child is afraid to go to school, answer at the blackboard, etc.

Paradoxically, psychologists can also sometimes cause emotional disturbance in a child. They, expecting “quick” and “visible” “real” results of their activities (which, unfortunately, or maybe fortunately, are not measured in percentages), try to turn as many students as possible into their “clients”, look for imaginary problems, often imposing their own psychological assistance, in which, probably, at the moment specific child does not need. This creates discomfort in the soul of the child: he himself begins to suspect himself. psychical deviations”, and it is not surprising that in this state - finds. Therefore, one should never forget that one of the most important commandments of a psychologist, teacher, as well as a doctor, is “Do no harm”.

Thus, the main factors influencing emotional disorders include:

Natural features (for example, type of temperament);

Social factors:

Type of family education;

The attitude of the teacher;

Influence of the school psychologist.

When dealing with children who are experiencing emotional difficulties, you can offer adults the following recommendations:

1. One should not strive to teach a child to suppress his emotions, the task of adults is to teach children to properly direct, show their feelings.

2. Emotions arise in the process of interaction with the outside world. It is necessary to help the child adequate forms of response to certain situations and environmental phenomena.

3. It is not necessary to try to completely protect the child from negative experiences in the process of studying with difficult children. This is not possible in Everyday life, and the artificial creation of “greenhouse conditions” only removes the problem for a while, and after a while it becomes more acute. Here it is necessary to take into account not just the modality of emotions (negative or positive), but, above all, their intensity. It is important to remember that the child needs the dynamism of emotions, their diversity, because. an abundance of the same type of positive emotions sooner or later causes boredom.

4. The feelings of the child cannot be evaluated, it is impossible to demand that the child does not experience what he is experiencing. As a rule, violent affective reactions are the result of a prolonged clamping of emotions.

2. V.E. Kagan introduced the concept "psychogenic school maladjustment", defining it as "psychogenic reactions, psychogenic illnesses and psychogenic formations of the child's personality, violating his subjective and objective status in school and family and complicating the educational process." This allows us to single out psychogenic school maladaptation as " constituent part school maladjustment in general and differentiate it from other forms of maladaptation associated with psychosis, psychopathy, non-psychotic disorders due to organic brain damage, childhood hyperkinetic syndrome, specific developmental delays, mild mental retardation, analyzer defects, etc.

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

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

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

The predominance of one of the adaptation styles in a child leads to violations in all areas of school adaptation. At the level of academic adaptation, there is a decrease in academic performance and learning motivation, a negative attitude towards school requirements. At the level of social adaptation, along with a violation of the constructiveness of behavior at school, there is a decrease in the status of the child in the peer group. At the level of personal adaptation, the ratio of "self-esteem-level of claims" is distorted, and an increase in school anxiety is observed.

School maladaptation- this is the formation in a child of inadequate mechanisms for adapting to school in the form of violations of educational activities and behavior, the appearance of conflict relations, psychogenic diseases and reactions, an increase in the level of anxiety, and distortions in personal development.

Causes of school maladaptation according to E.V. Novikova:

- unformed skills and methods of educational activity, leading to a decrease in academic performance;

- unformed motivation for learning (some schoolchildren retain a preschool orientation to the external attributes of the school);

- inability to arbitrarily control their behavior, attention;

- inability to adapt to the pace of school life due to the peculiarities of temperament.

Signs of maladaptation are:

- negative emotional attitude to school;

- high persistent anxiety;

- increased emotional lability;

- low efficiency;

- motor disinhibition;

- Difficulty communicating with teachers and peers.

Symptoms of adjustment disorder also include:

- fear of not completing school assignments, fear of the teacher, comrades;

- feeling of inferiority, negativism; withdrawing into oneself, lack of interest in games;

- psychosomatic complaints;

- aggressive actions;

- general lethargy;

- excessive shyness, tearfulness, depression.

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

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

Similar information.