Outcasts or the collective. Why do children become outcasts in a peer group? Mediation of the leader as an effective method of conflict resolution

Problems of school outcasts

Klimentieva Iya Vladimirovna, Deputy Director for water resources management of the municipal educational institution "Belaya secondary school" of the Usolsky district

Irkutsk region

Usolye-Sibirskoye, Irkutsk region

2015

Table of contents:

Introduction……………………………………………………………………….……..…3

Chapter 1

Chapter 2

2.1. Organization and methods of research……………………………………………....8

2.2. The results of the study of the influence of physical and personal characteristics of adolescents on the emergence of the status of "outcast".…………………..……………..….9

Chapter 3

Conclusions…………………………………………………………………………….…….13

Literature…………………………………………………………………………………14

INTRODUCTION

Our own observations, biographies of different people and examples from fiction led us to the idea that in any children's team there are inevitably popular children and outcast children. Sometimes rejected children are simply ignored, passively disliked or tolerated, sometimes they have protectors. And others are less lucky - they are not actively loved. They become objects of ridicule and harassment from classmates.

The cruelty of teenagers towards each other is becoming widespread in the modern world. It becomes depressing that the bullying of classmates is arranged for the purpose of entertainment. According to VTsIOM (All-Russian Center for Public Opinion Research), 40% of schoolchildren experienced all the “charms” of bullying.

The problem of relationships in the class team is quite acute, since the level of emotional comfort of the child, his self-awareness depends on the nature of the relationship. Relationships with classmates largely determine the results of the formation of his personality.

These relationships become most significant in adolescence, when communication with peers becomes the leading activity for the student. And often, if something goes wrong, the child is left alone with his problem. The situation of outsider children who are not accepted by classmates becomes the most difficult.

All of the above determines the relevance, theoretical and practical significance of the research topic we have chosen.

Target research: to investigate the phenomenon of rejection in the class team and outline ways to solve this problem among adolescents

Object of study : teenagers not accepted by the class.

Subject of study : psychological conditions for the emergence and ways to overcome the status of "outcast" in adolescence

Research hypothesis : the phenomenon of non-recognition in the team arises both on the basis of physical phenomena and on the basis of personal characteristics, it can be assumed that the group of these factors is changeable under the influence of external conditions.

Theoretical and methodological basis studies were the theory of age periodization of personality development (L.S. Vygotsky, A.N. Leontiev, B.D. Elkonin), on intragroup and intergroup interaction (G.M. Andreeva, L.I. Umansky), interpersonal relations (V .N.Myasshtsev, I.S.Kon) of the theory of communication (G.M.Andreeva, A.A.Leontiev).

In accordance with the goal and the hypothesis put forward in the work, the following tasks :

To analyze the theoretical approaches available in the scientific literature to the problem of non-recognition in the team.

To identify the causes and factors influencing the emergence of the status of "outcast" in a group of adolescents.

Outline ways to overcome non-recognition in the team.

Outline prospects for further research and corrective work.

Research methods . When solving the tasks set in the study, the following methods were used: testing, experiment, questioning, documentation analysis. Diagnosis of interpersonal relationships was carried out using the method "Sociometry" by J. Moreno, the diagnosis of personal characteristics was carried out using the method "Shmishek's test questionnaire"

Organization and base of the study . The work was carried out in the MOU "White Secondary School" in the village of Sredniy, Usolsky district, Irkutsk region during 2013. Psychological research covered 145 adolescents aged 14-18 years.

Reliability of the results and conclusions of the study was ensured by the use of reliable and tested methods in domestic psychology, meaningful analysis of the data obtained.

Practical significance of this work is that the results of the study can be used by high school students and their parents. It will also be useful to social educators, psychologists in the framework of pedagogical and psychological counseling with outcast teenagers in class groups, especially for organizing preventive and corrective work with outcast children.

Chapter 1. Theoretical aspects of studying the problem of rejection in a classroom team

Based on the analysis of scientific literature, it can be argued that the psychological content of the “outcast” status includes an isolated position of an individual in a group, preventing the satisfaction of the need to feel accepted by others, lack of support from others in case of personal difficulties, awareness of the futility of establishing interpersonal relationships and experiencing the insurmountability of the obstacles created (A .V.Zaporozhets, A.I.Dontsov, D.B.Elkonin, I.Yu.Kulagina, V.S.Konovalov and others)

Psychologically, the status of “outcast” can be represented as an awareness of the experience of loneliness, recognition of one’s dependence on the rejecting collective of the group, suffering due to the inability to satisfy the need for affiliation, the desperate use of inadequate strategies (flattering, boasting, aggression, reduced personal claims, etc. )

The formation of the "outcast" status is influenced by a number of psychological conditions. Following A.B. Shiroka, these conditions can be grouped as follows: appearance, strength, success, activity, intelligence. Their selection means that a teenager runs the risk of getting the status of "outcast" if his appearance, physical data, achievements in relevant activities, general activity and intellectual capabilities do not correspond to the content of values in the class team. Thus, shyness (F. Zimbardo) can be the reason for rejection. So, according to the research of Ya.L. Kolominsky, rejection can be caused by the behavior of a teenager who challenges the group with aggressiveness, untidiness, deceit, envy, and unreliability.

Thus, two conditions are clearly identified in the mechanism of the emergence of the “outcast” status, namely

unprovoked rejection,

provoked rejection

In the first case, rejection takes place if the values of the group are not compatible with the rejected individual, despite his active attempts to enter the group. The initiative of rejection is thus external. In another case, with provoked rejection, the challenge to the group is initiated by the teenager, and the rejection takes place after unsuccessful attempts by the group to accept the teenager into their ranks.

An interesting link in the mechanism of rejection is the motivation of this process. Thus, the leading motive in the case of unprovoked rejection, due to the position of the group, is "avoidance of communication." In the case of provoked rejection, the leading motive usually becomes "strengthening one's independence." The third motive, which is present in both the first and second cases, is "protection from influence."

Consequently, the motivational components represented by “avoidance of communication”, “strengthening independence” and “struggle for influence” are an important link in the mechanism of the emergence of the status of “outcast”

An equally important link in the formation of the status of "outcast" is the moral regulation of relations, due to the norms adopted in the team. Thus, the implementation of tolerance, self-criticism, restraint, courtesy and empathy significantly reduces the risk of developing the status of "outcast" in the group. At the same time, aggressiveness, self-confidence, impulsiveness, cynicism and indifference increase the risk of rejection of one or another member of the class team.

In the psychological dictionary rejection- This is a psychological syndrome that develops in adolescence and manifests itself in a hostile attitude towards society, deviant behavior, gross violations of communication both with adults and with peers. The basis for the formation of rejection is often social disorientation. The interpersonal situation of development in case of rejection is determined by the opposition of a teenager to society, covering all the main life spheres: family, school, educational, communicative. The confrontation is active and mutual. The psychological profile with rejection is characterized by the idea of an unfair structure of the world and the self-consciousness of an outcast rejected by society.

From a very young age, the child begins to reach out to communicate with peers. Emotional exchange in play and communication, and closer to school age, the establishment of stable friendly attachments allows the child to solve important developmental tasks: to master communication skills, to explore himself and his characteristics, opportunities, to receive recognition from others. At school age, when a child begins to form conscious ideas about himself, "feedback" from peers, their reaction to it becomes one of the factors of self-esteem. The child also begins to feel the need for affection, community and mutual understanding, not only with parents, but also with friends. But in the lives of many children there are situations when they feel not accepted in the team and are deeply hurt by either hostile or indifferent attitude towards themselves from the peer group, and this is confirmed by our psychological research.

Chapter 2

2.1. Organization and research methods

Let us dwell on the characteristics of research methods. To study interpersonal relations in class groups, we used the method of J. Moreno "Sociometry", which allows us to identify the relative authority of members of class groups on the basis of sympathy-antipathy (leaders, accepted, rejected)

Also used personal Shmishek's questionnaire- which is designed to diagnose the type of personality accentuation, is the implementation of a typological approach to its study.

The methodology consists of 88 questions that require a “yes” or “no” answer. Using this technique, the following 10 types of personality accentuation are determined (according to the classification of K. Leonhard).

We also developed a questionnaire to identify the reasons for the rejection of adolescents in class groups.

2.2. The results of the study of the influence of physical and personal characteristics of adolescents on the emergence of the status of "outcast"

Let's start the analysis of the results by reviewing the results of the "Sociometry" methodology. In the study groups, most participants have a more or less favorable status. The average level of relationship well-being means the well-being of team members in the system of interpersonal relations, their satisfaction in communication, recognition by peers. Studies show the presence in each classroom team, on average, 1-2 leaders (7%), 1-2 ignored and partially rejected (6%).

By exploring this aspect, we developed a questionnaire and interviewed 145 students in grades 8-11.

As can be seen from the figure, to the question “What repels you in those classmates with whom you do not want to communicate?” the majority of respondents emphasize behavior (59%), appearance (physiological features) - 43%. 33% of respondents point out the passivity of classmates as a factor of rejection in the team. The data obtained during the survey allow us to conclude that one of the main factors of rejection in class groups is the physiological characteristics and behavior of the subjects.

After analyzing these results, we selected subjects with the status of outcasts in class groups

As can be seen from Figure 3, 33% of the subjects are characterized by an excitable type of character accentuation, which allows us to draw conclusions about the tendency of these respondents to increased impulsivity. They are characterized by low contact in communication, slowness of verbal and non-verbal reactions. They are often boring, prone to rudeness and abuse, to conflicts in which they themselves are an active, provocative side. The next 33% of respondents revealed a demonstrative type, which indicates the severity of egocentrism, the desire to be in the spotlight (“let them hate, so long as they are not indifferent”). , self-doubt. These subjects often underestimate, underestimate their abilities, they are afraid of responsibility. 12% of respondents have a dysthymic type, they are prone to mood disorders, pessimistic, uncommunicative and laconic.

In this way, it can be concluded that the phenomenon of non-recognition in the team arises both on the basis of physical phenomena and on the basis of personal characteristics.

Chapter 3. Psychological work with the problem of non-recognition in the class team.

In the empirical part of the study, we confirmed part of the hypothesis that the phenomenon of non-recognition in the team arises both on the basis of physical phenomena and on the basis of personal characteristics, which requires psychological work with the problem of non-recognition in the class team. To solve this problem, we have developed a program of work with outcast children. Group psychotraining was chosen as a form of conducting classes.

The objectives of the training are:

Raising the status of rejected students in class groups

Cohesion of class teams

Expansion of personal opportunities for outcast children.

The program consists of five one and a half hour sessions. Thus, the group meets for five days (other options for the mode of operation are also possible).

This program assumes a humanistically oriented trainer who perceives a group member as a free person, responsible for his actions and their consequences, a constantly growing, updated personality.

The program is based on the principle of gradual development of the group and gradualness in a deeper understanding of each participant himself. Each meeting logically follows from the previous one and is the basis for the next in terms of content.

The mandatory procedures that are used at each meeting in the training are:

Individual and group reflection at the beginning and end of the lesson

Psychogymnastic procedures.

Basic procedures (exercises for self-knowledge, self-disclosure, acceptance of all team members, etc.)

Relaxation treatments

After the psycho-correctional work, we re-diagnosed interpersonal relations in classroom groups using the methodology of J. Moreno "Sociometry"

As can be seen from Figure 4, after the psychological work, the number of students ignored by class groups has significantly decreased. All of the above confirms the second part of the hypothesis posed in the study that a group of factors influencing the appearance of the status of rejection in the class team can be changed under the influence of external conditions.

CONCLUSIONS

Rejection is a relationship barometer, not how people treat you, but how you treat people yourself. You will not be rejected by other people and lonely if you learn to be an interesting, intelligent and cheerful person, learn to be compassionate and communicate, change your behavior and learn to respect others and yourself.

In those children who are not perceived by their peers, there is always something that can alienate others, provoke attacks from them. Rejected children are not like the rest, most often children with obvious problems in behavior and character become rejected. The situation of rejection is conditioned by two positions of the one who rejects and the one who is rejected.

The results of an empirical study made it possible to identify the causes of phenomena of non-recognition in the team, they were the physical and personal characteristics of adolescents, and to find ways of influencing to change these factors.

As a result of our research, it was found that 6% of students have the status of an outcast in the class team.

All of the above determined the need to organize purposeful psychological work aimed at raising the status of outcast children, expanding their personal capabilities and uniting class teams. In this regard, a psychological training program was developed and adapted, which made it possible to reduce the number of rejected children from 6% to 3%.

Overall, the study confirmed the hypothesis that the phenomenon of non-recognition in the team arises both on the basis of physical phenomena and on the basis of personal characteristics, a group of these factors is changeable under the influence of external conditions.

At the same time, it raised a number of new questions that determine the prospects for further research on the problem under consideration.

LITERATURE

1. Abramova G.S. Developmental psychology: Textbook for universities - M .: Academic project, 2000. - 624 pages.

2. Akimova G.E., How to help your child: A guide for caring parents. - Yekaterinburg: U-Fraktory, 2004;

3. Dubovskaya E.M., Tikhomandritskaya O.A. On the strategies of the work of a psychologist at school // Social psychology: Reader / Comp. E.P. Belinskaya, O.A. Tikhomandritskaya - M, 2006

4. Kravtsova M.M., Outcast children. Psychological work with the problem. - M: Geknesis, 2005

5. Oaklender V. Windows on the Child's World: A Guide to Child Psychotherapy. M.: Independent firm "Class", 1997.

APPENDIX

Annex I

Training program

Lesson 1. Self respect.

1) Acquaintance. Establishing contact with children.

Participants sign badges. The facilitator introduces himself and says a few words about what will happen.

2) Rules for working in a group.

Then the facilitator establishes certain rules for working in a group, which are necessary for all participants to feel comfortable and safe. The rules are written out in advance on a piece of drawing paper, and after the group has accepted them, they are fixed in a conspicuous place. During all subsequent classes, the rules of the group are in the same place and are reminded by the leader at the beginning of the lesson.

List of rules:

1. Listen carefully to each other.

2. Do not interrupt the speaker

3. Respect each other's opinions

4. I am a statement

5. Non-judgmental judgments

6. Activity

7. Rule "stop"

8. Privacy

Each of the points of the rules is explained by the moderator.

3) Warm up.

Exercise "Change Places"

Participants sit on chairs in a circle. The driver goes to the middle of the circle and says the phrase: - “Change places” those who ... (knows how to fry fried eggs). At the end, some sign or skill is called. The task of those who possess this skill or sign is to change places. The leader's task is to have time to sit in any vacant seat. The one who did not have time to sit down becomes the new driver.

Warm-up, creating conditions in order to get to know each other better, to understand how much they have in common, to increase the interest of the participants in each other.

4) Dialogue and Mini-lecture.

The facilitator invites each participant to think for a minute and answer the question - What is self-esteem? Everyone who wants to can speak. Then the facilitator sums up and talks about the importance of self-esteem for the psychological comfort of a person and what self-esteem depends on, about feelings, such as boasting, which mask low self-worth, about the desire to be a perfect person and what this can lead to. Then he offers to complete the task.

Exercise "Good and bad deeds"

Participants are divided into two teams randomly. Each team is given a piece of drawing paper, felt-tip pens or markers and A4 paper. The task of one team is to write as many actions as possible that allow a person to respect himself more. Accordingly, the task is different - to write as many actions as possible, because of which a person's self-respect is lost. If desired, each team can reinforce the words with drawings of the corresponding actions.

Discussion

Each team presents its own topic. Then there is a general discussion, at the end the leader summarizes everything that has been said. It is very important to pay attention to the fact that everyone has a choice between these and other actions, but each time, choosing this or that behavior, we gain or lose respect for ourselves.

The psychological meaning of the exercise

Children's awareness of the connection between actions and self-esteem. Identification of the very concept of self-esteem and the discovery of its connection with mutual respect. And this is a necessary condition for full-fledged communication, without which the development of cohesion is impossible.

Thank You Exercise!

The participants stand in a circle, and the facilitator invites everyone to mentally put on their left hand everything that they came with today, their luggage of mood, thoughts, knowledge, experience, and on their right hand - what they received in this new lesson. Then, all at the same time strongly clapped their hands and shouted - YES! or THANK YOU!

The psychological meaning of the exercise

Final ritual. Allows you to think about the content and result of the past lesson, as well as complete it beautifully on a positive emotional note.

Lesson 2 « Beautiful garden"

1.) Warm up.

Exercise "Hello"

The host invites everyone to shake hands, but in a special way.

You need to greet with two hands with two participants at the same time, while you can release one hand only when you find someone who is also ready to say hello, i.e. hands should not remain idle for more than a second. The task is to greet all the members of the group in this way. There should be no talking during the game.

The psychological meaning of the exercise

Warm up. Establishing contact between participants. The handshake is a symbolic gesture of openness and goodwill. It is also important that eye contact occurs - this contributes to the emergence of intimacy and a positive internal attitude. The fact that the action takes place without words increases the concentration of the group members and gives the action the charm of novelty.

Exercise "Beautiful Garden"

The participants sit in a circle. The host offers to sit quietly, you can close your eyes, and imagine yourself as a flower. What would you be? What kind of leaves, stem, and maybe thorns? High or low? Bright or not so bright? And now, after everyone has submitted this - draw your flower. Everyone is given paper, felt-tip pens, crayons.

Next, the participants are invited to cut their own flower. Then everyone sits in a circle. The facilitator spreads a canvas of any fabric inside the circle, preferably plain, distributes a pin to each participant. The fabric is declared a garden clearing to be planted with flowers. All participants take turns coming out and attaching their flower.

Discussion

It is proposed to admire the "beautiful garden", to capture this picture in memory so that it shares its positive energy. It should be noted that although there are many flowers, there was enough space for everyone, everyone occupied only his own, the one he chose. To see, surrounded by different, unlike flowers, yours grows. But there is something in common - someone has a color, someone has the size or shape of the leaves. And without exception, flowers need sun and attention.

The psychological meaning of the exercise

In itself, art therapy is a very powerful tool that is used for psychological correction and serves to explore feelings, to develop interpersonal skills and relationships, to strengthen self-esteem and self-confidence. In this case, the exercise allows you to understand and feel yourself, to be yourself to freely express your thoughts and feelings, as well as to understand the uniqueness of everyone, to see the place that you occupy in the diversity of this world and to feel like a part of this beautiful world.

Exercise Thank you!

See activity 1.

Lesson 3 Development of communication skills. Non-verbal communication

Exercise "Let's line up"

The facilitator offers to play a game where the main condition is that the task is performed silently. It is impossible to talk and correspond at the same time, you can communicate only with the help of facial expressions and gestures. "Let's see if you can understand each other without words?" In the first part of the exercise, the participants are given the task to line up by height, in the second part the task becomes more complicated - you need to line up by date of birth. In the second option, at the end of the construction, the participants alternately voice their birthdays, while checking the correctness of the exercise

The psychological meaning of the exercise

Warm up. Demonstration of the possibility of an adequate exchange of information without the use of words, development of expression and non-verbal communication skills. The unusual conditions that the participants find themselves in include interest, makes them find ways to convey their thoughts more accurately to another person, to contact each other in order to achieve a common goal.

Mini lecture

Awareness of non-verbal body language.

Participants are explained that often facial expressions, posture, gestures, physiological reactions, the manner of sitting, standing, walking involuntarily express the internal state, that non-verbal manifestations are the most important components of the communication process. Awareness of one's own physical "I" helps to better understand oneself - to identify the internal state and feelings, it is easier to express some emotions in physical action.

Congruence, which implies the coincidence of internal experiences, their awareness and forms of expression (sensations + touch + message), determines the reliability of communication, its clarity and implementation without protective mechanisms and barriers. Congruence is a precondition for positive and productive interaction.

To get an idea of incongruent communication, participants are asked to look for inconsistencies (differences) by acting out scenes: for example, say the words “I want to help”, “I love you” with a frown and clenched fists (discrepancy between verbal expression and “body language”). It is then explained that the incongruence may or may not be conscious. For example, a person at a party was bored all evening, but in parting, smiling, he says to the hostess: “How nice it was to spend the evening with you ...” He deliberately says not what he feels, not wanting to offend the hostess. Another example is when a person, not realizing his own anger and aggressive tendencies, speaks politely, but his posture and tense facial expressions do not match the words. In this case, the incongruence is unconscious.

Exercise "Drawing on the back"

Participants are randomly divided into three teams and lined up in three columns in parallel. Each participant looks at the back of his friend. The exercise is performed without words. The facilitator draws some simple picture and hides it. Then the same picture is drawn with a finger on the back of each last member of the team. The task is to feel and convey this drawing as accurately as possible further. At the end, those who stand first in teams draw what they felt on sheets of paper and show it to everyone. The presenter takes out his picture and compares.

Participants are invited to discuss in teams the mistakes and findings that were made during the exercise. Draw conclusions, then, taking into account these conclusions, repeat the exercise. In this case, the first and last members of the teams change places.

Discussion

Discussion in a general circle. What helped to understand and convey feelings? How did the first and last members of the teams feel in the first and second cases? What prevented you from doing the exercise?

The psychological meaning of the exercise

Development of communication skills, responsibility, cohesion within the team. Realize how important it is to tune in to understanding another person, as well as the very desire to understand another. Demonstration of the possibility of an adequate exchange of information without the use of words, development and skills of non-verbal communication

Exercise Thank you!

See activity 1

Lesson 4 Teambuilding

At the beginning of the lesson, everyone tells what mood they came in and what they expect from the lesson.

Exercise "Find and touch"

The facilitator suggests moving around the room and touching different objects and things with his hands. For example, find and touch something that is cold, rough, something that is about 30 cm long, something that weighs half a kilogram, the word "Forget-me-not."

The psychological meaning of the exercise

Warm up exercise. Develops sensitivity to others, but at the same time activates both observational and analytical abilities. Participants contact each other, paying attention to different aspects of reality.

Exercise "Puzzles"

The group is randomly divided into teams of 5 people and each team member is given a puzzle. (The facilitator cuts a sheet of paper in advance, with some bright large picture into pieces, and thus puzzles are obtained for this exercise). The task of the team is to collect the picture as quickly as possible.

Discussion

Discussion in a general circle. Each team tells what helped or, conversely, interfered with the task.

The psychological meaning of the exercise

Development of communication skills, cohesion within the team, the ability to coordinate their actions with others, and solve assigned tasks

Exercise "Bumps"

Each participant is given a sheet of A4 paper. Everyone gathers at one end of the room and the leader explains that ahead is a swamp, the sheets are bumps, all the participants are frogs, and the leaders are crocodiles. The task of the group is to get to the opposite end of the room without losing a single frog. You can only step on bumps. Crocodiles can drown (pick up) bumps left unattended. You can only step on bumps. If the frog stumbled, or not all the frogs were able to cross to the other side, because there were no bumps left, then the crocodiles won, and the game starts all over again.

Discussion

Discussion in a general circle. Participants talk about what helped or, conversely, interfered with the task. What did those frogs who went first feel, and what did those who closed the chain feel.

The psychological meaning of the exercise

Development of communication skills, cohesion of group members;

Awareness of the importance of these qualities for the effective work of the group;

Develops the ability to make concessions, cooperate and act together.

Exercise "Balls"

The participants, united in triplets, receive the task: first, inflate 3 balloons as quickly as possible, and then make them burst, squeezing them between their bodies. At the same time, you can not step on them, use any sharp objects, nails, clothing details.

The psychological meaning of the exercise

Cohesion, breaking of spatial barriers between participants.

Discussion

A short exchange of impressions will suffice.

Lesson 5 Collage on the theme "Friendship"

At the beginning of the lesson, everyone tells what mood he came to class with and whether something has changed in his relationship with his classmates and in general the atmosphere in the class after our classes.

Exercise "Steam Train"

The facilitator invites all participants to stand in front of each other, putting their hands on the waist in front of the one standing. The first in the column is a locomotive. Everyone except the "engine" close their eyes. The task of the "Engine" is to lead the whole group, so that no one stumbles and does not hurt anything. The trajectory of the movement of the locomotive is set by the leader (right, straight, left, etc.)

The psychological meaning of the exercise

Warm up exercise. Develops contact between team members, cohesion, trust.

Exercise collage "Friendship"

The group is randomly divided into teams of 5 people and each team is given a piece of paper. Also issued a pack of magazines, brochures, postcards, suitable for the subject. The facilitator announces the topic of the lesson and explains what is meant by collage.

Discussion

After the teams have completed their collage, each team presents it to everyone else. The facilitator praises each team, sums up and offers to combine all the works in order to create an overall picture of the friendship of the class, which would become a kind of class mascot.

The psychological meaning of the exercise

Expressing feelings, expanding the idea of oneself and others as talented, unique individuals, establishing closer emotional contact, developing cohesion, the ability to coordinate one's actions with other team members, as well as comprehending and consolidating the experience gained during the training.

Completion of the training

Appendix II

Diagnostic results

Fig. 1. Results of the Sociometry methodology

Fig.2. What repels you in those classmates with whom you do not want to communicate?

Fig.3. The results of the Shmishek character accentuation questionnaire.

Fig.4. Comparative diagnostics. Sociometry methodology.

An outcast is a person with a special worldview, opposing himself to society and not fitting into its way of life. But such a person always has a chance to remain himself and at the same time not be rejected.

Instruction

If you feel that some of the foundations of society are becoming alien to you, do not try to resist this process. Man is an individual being, and the appearance of such individuals, who are called outcasts, illustrates how developed a society is and whether there is disorder in it.

Developing your uniqueness, try to understand for yourself that any person, in essence, is. It's just that not everyone recognizes it. Worrying about getting money, spending it on common pleasures, fashionable stylish clothes, recreation - doesn’t all this indicate the presence of a collective mind, the mind of the “herd”, excluding and questioning the existence, unique in a human being?

Not to be outcast, it is necessary to accept the conditions of society. Live by its rules, changing it for the better. Take advantage of the given chance to improve the living environment in favor of a thinking person, a natural person who is part of nature.

In order to join any team or society, it is necessary to comply with the adopted laws, style of behavior, “dress code”, manner of communication. But you can still be yourself. Someone may not like your humor or point of view. Someone will be disgusted by the “color scheme and style” of your behavior and the desire to understand the essence of some, perhaps forbidden things. Don't be afraid to speak your mind.

Reflect on the fact that society certainly has an impact on the life of an individual. But there is also feedback. The extent to which your personality is developed in accordance with the laws of nature affects the people around you, space, and events.

Your position should be life-affirming. If you feel the need, nurture the best in you. Then it will be strange to hear that you - a person striving for perfection - are outcast for society.

Sources:

Outcast child in the classroom

In any team, perhaps, there are people who keep to themselves. They interact little with other members of the team. Do not participate in any common affairs and entertainment. And sometimes it is completely incomprehensible how they ended up in a team with which they have so little in common.

The school is also a team. Sometimes even harder than an adult. After all, in an adult team, the requirements of ethics are still observed. What is not always found in children's groups. Children do not know how to tolerate those who are incomprehensible to them or in some way different from them. Over such a child can not only joke, but even mock.

No parent wants such a fate for their child. And any parent will protect their child from the attacks of other children. But sometimes it is precisely such protection, which turns into excessive guardianship, that serves as an extra reason for peers to mock the child. Most often, such exaggerated guardianship occurs on the part of caring mothers. Therefore, from early childhood, impressionable mothers must learn to control their emotions and impulses.

You need to learn how to calmly look at abrasions and bumps. Do not panic about the skinned knees and the torn dress of the girl. You should not make a tragedy out of this and run screaming to look for the guilty. If only because in most cases the child receives such injuries in the heat of the game, when both he and his peers are so passionate that they do not think about the safety of the nose and knees. And only along with the feeling of pain creeps a sense of resentment.

Parents should sympathize with the child, but without much emotion. You can specify what he feels at this moment. He will definitely be distracted by the awareness of his feelings and calm down much faster. So parents teach the child not to go in cycles in failures and troubles. And this skill is very useful in the children's team.

Another reason for the separation of the child from the team may be the inability to defend their point of view. This happens with children, for whom everything is always decided by lovely parents or caring grandparents. Freedom and independence also need to be taught. Gradually, you need to give the child the opportunity to choose in more and more situations. You can start with small household items.

A child who is self-confident will always be able to defend his rights. And if such a child is outside the team, then only of his own free will. And no one can call him an outcast, because, despite his isolation, he will certainly enjoy the respect of his peers.

Sources:

Outcast child in the classroom

An outcast is a person who is rejected by society. All his attempts to enter his social environment again end according to one scenario - he is again rejected. Why does a person fall into the role of an outcast and how can he get out of this role?

When the collective rejects the person

In every community, rejection occurs in a different form. At school, this can be ridicule, insults, and even physical harassment; in adult groups, rejection can take the form of sophisticated ignorance, when there seems to be no outright neglect, but one becomes very ill, and everyone else, as if having agreed in advance, play its role.

The outcast becomes the one in whom most of the surrounding people begin to see what they reject in themselves. These may be qualities such as insecurity, lack of success in the profession. However, it can also be any qualities that in this particular team, for some reason, were banned. For example, the boss does not like fussy employees or those who like to take the initiative. If he can spread his mood to the rest of the team, then an employee with such qualities can become an outcast and endure many negative moments in relation to others.

Or another example. There are teams in which an atmosphere of ambition reigns. Members of such teams set challenging goals for themselves and each other and are very proud when they manage to achieve them. If a person deprived of this quality gets into such a team, he can become an outcast due to the fact that others will not be able to respect him and will see in him what they would not want to see in themselves - the lack of desire to achieve anything in life.

Thus, in most cases, it turns out that they become an outcast in relation to a certain team. If the same person ends up in another community where the qualities that are inherent in him are not rejected, he may feel quite good there.

Sometimes in children's groups those children become outcasts, whose parents take care of them too much and constantly control their lives. Also, the reason for rejection may be some feature that the team does not accept - an illness, a character trait, belonging to any social stratum, poverty, or vice versa material security.

In this case, it is necessary to analyze what values are inherent in this team, what qualities are rejected. After that, you need to understand what qualities a person who has become an outcast shows. If this contradiction is insoluble, then it is necessary to look for a new team, or build relationships based on this information.

When a person rejects others

However, it also happens that a person becomes an outcast in almost any team. This is a completely different situation. Here you need to understand what qualities in a person make him an outcast.

Firstly, such an outcast can initially deny many of the values that the team professes and show his disrespect in some statements and actions. This, in turn, is sufficient reason for rejection.

Secondly, each member of the community performs some function, does something useful for him. The outcast refuses to invest something in the team. He focuses on himself and his opposition. By this he himself provokes others to reject him. How can you accept a person who rejects himself?

Thirdly, an outcast may simply not be able to build relationships with society due to his characteristics. If such a person does not respond to impulses from others and withdraws into himself, not having the ability to build a dialogue, then he can also become an outcast.

In life, to become an outcast, a person does not need the manifestation of all factors at the same time. One or two is enough to get a rejection. In the first case, when a person denies the values of the team, the reaction of others may be the most harsh. Whereas in the latter case, if there is simply an inability to build a dialogue, then the rejection will be of a milder form.

Thus, it is necessary to understand the reasons that led to this problem in each particular case, so that they can be corrected later.

Starting from kindergarten, and continuing at school, in almost every group (class) there is a girl or a boy, to whom others treat without due respect, and sometimes even with hostility. Such children are accused of someone else's fault, their personal belongings are taken away and offensive nicknames are invented.

Often, outcasts are children with physiological disabilities, of a different nationality or social stratum, "nerds" and "bespectacled". Weak children become from the inability to fix boundaries with other people. This is due to parents who are very strict, demand the impossible and apply all decisions for their children.

In a learning environment, to be good, you need to stand out and follow the rest. Unlike adults, children do not control emotions and show their aggression explicitly. At first, one oppressor will appear, but if he does not see a rebuff, then over time a group like him will form.

How can you help such a child?

A common opinion is that it is necessary to change the environment, talk with the offender's parents, connect a teacher or class leader. However, this method is ineffective in practice. After such actions, the child is even more prone to humiliation, and he is considered a “sissy”, unable to resolve the issue on his own. Consequently, outcast children must change themselves, and parents only assist and help.

First, find out the factors of bad attitude towards the child. There are problems that can be easily fixed:

if the child has problems with weight - make sure that he eats right, get him interested in playing sports;

if the child wears glasses, replace them with lenses;

if the child devotes a lot of time to studying, advise him to engage in collective activities in the classroom, to take part in the preparation of the holiday;

if the child is poorly dressed, buy him fashionable clothes (normal things for children can also be purchased at stock stores).

It is much more difficult when the shortcomings are not eliminated for objective reasons. For example, physiological abnormalities or inappropriate nationality. Here you need to help the child find a hobby or occupation in which he would have the opportunity to achieve great results. It can be computer technology, various sports or applied arts.

Listen to the interests of the child and support him. In any case, do not talk about how everyone around is bad and vicious. On the contrary, show your child how you can change people by changing yourself first. This will be a real discovery for him.

Feelings and emotions in interpersonal relationships

The problem of interpersonal relations in a group can be approached from different angles. You can explore the form of these relationships, their influence on the individual, on the situation in the group. And all these aspects of interpersonal relationships are important for modern practice.

Intra-group relations also have a structure. They can be determined both by a person, his position in the system of formal relations, and by the feelings that people experience for each other in the process of joint activity.

Feeling as an indicator of interpersonal relationships was considered by many psychologists (T. Shibutani, J. Moreno, A. Maslow, K. Rogers and others).

People behave according to the rules. But feelings determine features, regulate behavior.

- these are stable experiences that are associated with. They direct the mutual orientations of people. Feelings are different from emotions - subjective reactions to the influence of internal and external factors. Feelings are stronger than emotions.

Feelings have certain social functions. The social functions of feelings determine the readiness of a person for a certain way of behavior in a particular situation.

Cognitive function of the senses associated with the comprehension of the significance of this event for the person himself.

Mobilization function of the senses manifests itself in the willingness of a person to act in a certain way. Feelings determine the overall energy level of human activity.

Integrative-protective and warning function provide a choice of direction of activity, orientation in situations and relationships.

Not all interpersonal relationships are accompanied by feelings. A person may not have any feelings towards another.

If feelings are in conflict with social norms, then a person is often not aware of them. The problem of some people is that they do not quite understand what kind of feelings they experience in a given situation, if on a conscious and unconscious level the feelings do not coincide.

A person seeks to avoid negative experiences in the group.

Psychological defense mechanisms

Psychological defense mechanisms act on a subconscious level and represent a system of personality regulation aimed at eliminating negative experiences.

Every person has a normative level of psychological protection. There are individuals in whom the effect of psychological protection is excessive.

In addition to psychological defense, there are such specific violations when a person experiences relationships in a group: emotional stuckness and explosiveness. emotional stuck is a state in which an affective reaction that has arisen is fixed for a long time and affects thoughts and behavior. For example, an experienced resentment “gets stuck” for a long time in a vindictive person. explosiveness- increased excitability, a tendency to violent manifestations of affect, an inadequate reaction in strength.

In any existing relatively long period of time, one can observe emotional preferences. The American psychologist J. Moreno, considering the totality of preferences of group members, developed the world-famous theory of sociometry. Moreno believed that the psychological comfort of a person depends on his position in the informal structure of relations in a small group. The sociometric structure of a group is a set of subordinate positions of group members in the system of interpersonal relations.

System of interpersonal relations

The system of interpersonal relations includes a set of likes and dislikes, preferences and rejections of all members of the group.

sociometric status

Each individual in the group has a sociometric status, which can be defined as the sum of preferences and rejections received from other members. Sociometric status can be higher or lower depending on what feelings other members of the group experience in relation to this subject - positive or negative. The totality of all statuses defines status hierarchy in the group.

The highest status are the so-called sociometric stars- members of the group having the maximum number of positive choices with a small number of negative choices. These are the people to whom the sympathy of the majority, or at least many, of the members of the group is directed.

Next come high-status, middle-status and low-status group members defined by the number of positive choices and not having a large number of negative choices. There are groups in which there are no sociometric stars, but only high, medium, low status.

At a lower level of intergroup relations are isolated- subjects that do not have any choices, both positive and negative. The position of an isolated person in a group is one of the most unfavorable.

Outcasts are those members of the group who have a large number of negative choices and a small number of preferences. At the last rung of the hierarchical ladder of social preferences are neglected or outcast- members of the group who do not have a single positive choice in the presence of negative ones.

Often the position of a sociometric star is considered as a position of a leader. This is not entirely true, since leadership is associated with intervention in the process of action, and sociometric status is determined by feelings. It is possible to meet subjects who are both sociometric stars and leaders, but this combination is rare. A person often loses the sympathy of others, becoming a leader. A sociometric star causes a good attitude, primarily because other people feel psychologically comfortable in the presence of this person. As for the leader, his socio-psychological function is connected with management.

The problem of combining a leader and a sociometric star in one person is extremely acute both for the individual and for the group as a whole. Sometimes, in critical social situations, this can provoke some tendencies of fanatical behavior of group members. In an ordinary family, roles can be distributed as follows: the father is the leader, the mother is the sociometric star. The high-status, middle-status, and low-status members of a group usually make up the majority.

Isolated, rejected and neglected members of the group are at risk according to the criteria of interpersonal relationships. Particular attention should be paid to the position of the isolated person. In many cases, it turns out to be more unfavorable than the position of the outcast or even the neglected. A negative attitude towards a person in a group is a more favorable social factor than the absence of any attitude, since a negative incentive is better than its absence. Sometimes the transition of a person from a position of neglect to a position of isolation is considered a great punishment. There is a well-known phenomenon of the influence of a boycott - the termination of relations with a person, the lack of response to his words and deeds and the manifestations of various feelings towards him. With a boycott, a person finds himself not in the position of the neglected, to whom the negative feelings of those around him are directed, but in the position of the isolated, to which those around him are completely indifferent. Changing the sociometric status of a group member is an important issue. A person's status is often a relatively stable quantity. However, from the point of view of personality development, the immutability of the sociometric status is considered as a risk factor, even if it is a high status.

The need to change the sociometric status dictated by human needs to develop flexible behavioral strategies for social adaptation in different groups. Therefore, it is advisable to go through the various statuses. The complexity of the problem also lies in the fact that people perceive and relate to their status differently. Most have an idea of what status they hold in the primary group. Average-status members of the group, as a rule, perceive their position adequately. But the extreme status categories, due to the action of psychological defenses, often perceive the attitudes of other people towards themselves inadequately. Most often it is sociometric stars and neglected members of the group who are not aware of their position in the system of interpersonal relations in the group.

The stability of sociometric status is determined by many factors, among which are the following:

appearance (physical attractiveness, the leading modality of facial expressions, appearance design, non-verbal language);
success in leading activities;
some character traits and (tolerance, sociability, goodwill, low anxiety, stability of the nervous system, etc.);
correspondence of the values of the individual to the values of the group of which he is a member;
position in other social groups.

To change the status of a person in a group, sometimes it is enough just to work with one or another status factor.

Reciprocity of emotional preferences

Knowledge of the sociometric status does not provide complete information about the position of a person in the system of interpersonal relations. It is necessary to know about such a phenomenon as reciprocity of emotional preferences group members. Even a sociometric star will feel disadvantaged if her choice is not reciprocated. Conversely, a neglected member of the group may feel quite well if his choice was mutual. The more mutual choices a group member has, the more stable and favorable his position in the system of interpersonal relations will be. Groups differ considerably in the reciprocity of the choice of their members. If there are few mutual choices in the group, then there will be a weak coordination of actions and emotional dissatisfaction of its members with interpersonal relationships.

Interpersonal relationships in a group include relationships of interpersonal preference.

small group is divided into microgroups, and the larger the small group, the greater the number of microgroups in it. Each microgroup has its own sociometric structure. Often a microgroup is a group of friends with common interests. Sometimes the association of people into microgroups can be caused by other reasons, for example, belonging to a certain social stratum, etc.

Revealing the rejection system in a group is necessary to predict its actions in a situation. Rejections in a group can be grouped into three types.

The first type is normative, indicating the well-being of relations in general, when rejections are not pronounced, there are no persons who received a large number of negative choices, and all rejections are distributed relatively evenly. There are no people whose rejections would prevail over preferences.

The second type is the polarization of rejections, in which two main microgroups are distinguished that reject each other.

The third type is the most unfavorable for the group, when there will be only one outcast, acting as a defendant for all misunderstandings, the so-called "switchman". Sometimes in a group, a negative attitude towards one person on the part of the majority can be quite justified. However, such cases are considered exceptional. If the group always chooses the switchman, then we can conclude that the nature of interpersonal relations in it is unfavorable. Even if the rejected person leaves the group, a new "guilty" person will be found for the appropriate role.

Group habits in the system of interpersonal relations are formed in the same way as any other group actions.

Habit refers to a form of social control and directs the behavior of specific individuals and the group as a whole.

The most important characteristics of the system of intragroup preferences are: sociometric status, reciprocity of choice, the presence of stable groups of interpersonal preferences, and a system of rejections. Despite the equal importance of all characteristics, special attention is paid to the status of the subject. This is due to the fact that, firstly, the status has a relative social stability, and the subject often transfers it from one group to another. Secondly, it is the dynamics of the status hierarchy that entails the corresponding changes in the system of rejections and relations between microgroups. In addition, a person's understanding of his status in the system of interpersonal relations has a significant impact on the self-esteem of the individual.

36 interpersonal relationships in a group

The system of interpersonal relations includes a set of likes and dislikes, preferences and rejections of all members of the group.

sociometric status

Isolated, rejected and neglected members of the group are at risk according to the criteria of interpersonal relationships. Particular attention should be paid to the position of the isolated person. In many cases, it turns out to be more unfavorable than the position of the outcast or even the neglected. A negative attitude towards a person in a group is a more favorable social factor than the absence of any attitude, since a negative incentive is better than its absence. Sometimes the transition of a person from a position of neglect to a position of isolation is considered a great punishment. The phenomenon of boycott influence is known - the termination of relations with a person, the lack of response to his words and deeds and the manifestations of various feelings towards him. With a boycott, a person finds himself not in the position of the neglected, to whom the negative feelings of those around him are directed, but in the position of the isolated, to which those around him are completely indifferent. Changing the sociometric status of a group member is an important issue. A person's status is often a relatively stable quantity. However, from the point of view of personality development, the immutability of the sociometric status is considered as a risk factor, even if it is a high status.

The stability of sociometric status is determined by many factors, among which are the following:

appearance (physical attractiveness, the leading modality of facial expressions, appearance design, non-verbal language);

success in leading activities;

some character traits and temperament(tolerance, sociability, goodwill, low anxiety, stability of the nervous system, etc.);

correspondence of the values of the individual to the values of the group of which he is a member;

position in other social groups.

To change the status of a person in a group, sometimes it is enough just to work with one or another status factor.

Reciprocity of emotional preferences

Interpersonal relationships in a group include relationships of interpersonal preference.

Revealing the rejection system in a group is necessary to predict its actions in a situation conflict. Rejections in a group can be grouped into three types.

The second type is the polarization of rejections, in which two main microgroups are distinguished that reject each other.

Group habits in the system of interpersonal relations are formed in the same way as any other group actions.

Habit refers to a form of social control and directs the behavior of specific individuals and the group as a whole.

In the context of the process of group pressure, one usually speaks of conformity, which is understood as behavior individual in relation to the position of the group, the measure of his "submission" to group pressure, his acceptance or rejection of group norms and rules. The opposite concepts of conformity are independence of behavior, independence of views, resistance to group pressure, etc.

Conformity manifests itself most prominently in conditions of open conflict between the opinions of the group and the individual. The extent to which the individual is ready to follow the opinion of the group (even if it is obviously wrong), and determines the degree of its conformity.

The mechanism of group pressure was clearly demonstrated in the well-known experiments of S. Ash. A group of subjects of 7-9 people who were in a common room were asked to compare two cards proposed by the experimenter. On one card there was one vertical line, on the other - three, but of different lengths. One of the lines on the second card was identical to the one on the first.

The difference in the length of the three lines was quite obvious and, acting independently (outside the group), only one percent of the subjects could occasionally make a mistake in identifying the lines. In accordance with the instructions, the subject had to say out loud which of the three lines on the second card corresponded to the line shown on the first card.

Ash wondered what would happen if all members of the group began to give incorrect answers, if in this case group pressure could force an ignorant (i.e. unaware that the group deliberately distorts their estimates) subject to change his mind. The procedure was designed in such a way that in each of the groups there was only one ignorant subject and his turn to answer the question of the experimenter was the last.

The experiment began with several trial series. Here, all subjects gave the correct answers. Only after that the first subject, and after him all the others, began to give an obvious wrong answer. The “naive” subject was the last to answer, and the experimenter got the opportunity to check whether he would “stand” in his own, completely correct opinion or “succumb” to the pressure of the group. The uninformed subject thus faced a dilemma: either believe his own eyes and give an obvious and correct answer, or, following the opinion, say what everyone says.

Numerous experiments conducted by Ash showed that about 35% of the subjects demonstrated conformal behavior, i.e. preferred to the obvious truth agreement with the group, i.e. every third gave a deliberately false answer, unable to resist the consensus omnium. In subsequent interviews, all subjects, including those who did not succumb to group pressure, reported that the opinion of the majority had a very strong effect on them, causing even the "persistent" to doubt the correctness of their answers. It is curious that, as a rule, the subjects associated their conformity not with objective processes within the group, but exclusively with their personal characteristics.

Intra-group conflicts The parties to an intra-group conflict are either individual members of the group, or individual groups within it, or a member of the group and the rest of it. The main criterion for the presence of an intragroup conflict is the destruction of intragroup ties. The main positive functions of such conflicts are those that do not affect the foundations of the existence of the group, contributing only to the reorientation of norms and relations according to the need that has arisen.

The conflict within the group can be a mechanism for the transformation of norms in relation to new conditions. Conflicts often lead to the creation of associations and coalitions within groups, which ensures interaction between members of the entire association, reduces isolation, creates the ground for the implementation of individual activity of members of the group Donchenko, E.A. Personality: conflict, harmony. / E.A. Donchenko, T.A. Titarenko - Kyiv, 1989 - P.48-55.

The most important factor determining the frequency of conflicts in groups is the general level of tension in which a person or group exists. Whether a particular event will lead to conflict depends crucially on the level of tension or social atmosphere in the group.

The main causes of most conflicts in groups, including organizations, are the distribution of resources, which are always limited; the interdependence of the tasks of a person or group; differences in goals, ideas and values, in behavior and life experience; and poor communications.

Every conflict has its consequences. Thus, several functional consequences of the conflict are possible. One of them is that the problem can be solved in a way that is acceptable to all parties, and as a result, people will feel more involved in solving this problem. This, in turn, minimizes or completely eliminates the difficulties in implementing decisions - hostility, injustice and compulsion to act against one's will. Another functional consequence is that the parties will be more willing to cooperate rather than antagonize in future situations that may be fraught with conflict. In addition, conflict can reduce the possibility of groupthink and submissiveness syndrome, when subordinates do not express ideas that they believe do not correspond to the ideas of their leaders. Through conflicts, team members can work through performance issues before the solution is even implemented.

On the other hand, it is difficult to avoid dysfunctional consequences: dissatisfaction, less cooperation in the future, strong loyalty to one's group and more unproductive competition with other groups, perception of the other side as an "enemy", curtailment of interaction and communication between conflicting parties, increased hostility between conflicting parties, a shift in emphasis: giving more importance to "winning" the conflict than solving the real problem.

In every children's team there are guys who shun the rest for various reasons. Most often this is due to the fact that they were not accepted into the group. Neither the parents of the child, nor the adults who lead this community of children: teachers, educators, should remain indifferent to such a problem, because in this case nothing will be resolved safely by itself. A situation that is out of adult control can have unpredictable consequences in the future. It happens, of course, that some guys themselves do not strive to take leadership positions in a peer group and at the same time feel completely normal. But it also happens this way: a teenager suffers from misunderstanding and in every possible way strives to join the group.

Reasons for the appearance of an outcast in the children's team, their solution

Psychologists identify several prerequisites leading to the emergence of this problem:

unusual appearance. There are subjective and objective factors here. Guys who are much taller, shorter than the rest, or very fat, thin, appearing in an established team, the majority begins to shun. If at the same time the newcomer is not dressed like everyone else, that is, he does not have the most fashionable things or has an untidy appearance, then the fate of an outcast is destined for him. Hairstyle is also important. Surrounding the newcomer, the children closely examine his shoes, bag and other items, appreciating and discussing it. So that the problem does not arise, it is necessary to be dressed stylishly and neatly on your first arrival in a new team. Later, when joining the group successfully takes place, you can experiment, but also within reason;
behavior. In everything, and especially in how a beginner behaves in relation to others, a “golden mean” is needed, that is, to be like everyone else: not better, but not worse. For example, the class is massively unprepared for the lesson, everyone refuses to go to the blackboard, then even if the task is completed “excellently”, it is impossible for him to go and answer. In general, all psychologists note that teenagers are very sensitive to the weaknesses of others, therefore, in order to fit into a new team, one should neither kowtow to strong leaders, nor push around weak ones. At the same time, it is also impossible to be a spineless amoeba, you must always have your own opinion and be able to defend it with reason.

In addition to the main reasons, the following factors can contribute to the appearance of an outcast in the children's team:

lameness, scars, wearing glasses and other features of appearance;
diseases with noticeable consequences, such as urinary incontinence, digestive problems leading to flatulence, etc.;
tearfulness and the desire to blame everyone for everything, that is, sneaks;
untidy appearance, patches, dirty clothes, inappropriate size and length, as well as out-of-date things;
a beginner who misses classes more often than anyone else, whether due to illness, a good reason, or without a specific reason;
a student who falls behind in subjects or refuses to complete assignments;
a child under the strong influence of parents;
an introvert who does not know how and does not want to communicate with peers.

Types of rejection of outcast children in the team

active rejection, when a newcomer is made to understand that his opinion means nothing to others;
passive rejection, where the newcomer is ignored in certain situations;
ignoring when the child is simply ignored;
physical harassment, when children bully a child not accepted into the team, humiliate, beat, etc.

It is necessary to involve all adults in resolving the problem: parents of a rejected child, teachers, a psychologist. Only a general intervention can influence the current situation. And this must be done immediately.

Portal for the student. Self-training

When the collective rejects the person

When a person rejects others

How can you help such a child?

Feelings and emotions in interpersonal relationships

Psychological defense mechanisms

System of interpersonal relations

sociometric status

Reciprocity of emotional preferences

Reasons for the appearance of an outcast in the children's team, their solution

Types of rejection of outcast children in the team

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