Plan 1. The essence of the concept of "school maladjustment", the prerequisites for its occurrence. 2. Factors and causes of maladaptation of students. 3. Children at risk. 3. Mechanisms for the development of adaptive disorders. LOGO

1. The essence of the concept of "school maladjustment", the prerequisites for its occurrence. Disadaptation - any violation of adaptation, adaptation of the body to constantly changing external or internal conditions and, in fact, getting used to others. (Aleksandrovskaya E. M., Belicheva S. A., Kumarina G. F., Luskanova N. G. and others). www. themegallery. com Company Logo

Children's maladjustment "Difficulty in education" resistance of the child to purposeful pedagogical influence pedagogical miscalculations of educators, parents defects in mental and social development features of character, temperament, other personal characteristics of students, pupils

Disadaptation 1 Social is expressed in the inadequacy of the individual's behavior to generally accepted norms and requirements of the system of social relations in which a person is included in the course of his social development and formation. www. themegallery. com 2 Some school set of features and properties that indicate a discrepancy between the sociopsychological status of the child and the requirements of the situation of schooling, the mastery of which for a number of reasons becomes difficult or, in some cases, impossible (Belicheva S.A.). company logo

Types of maladaptation (depending on the nature of the character and the degree of maladaptation) age). www. themegallery. com Psychosocial is associated with the age and sex and individual mental characteristics of the child, adolescent, which determine their certain non-standard, difficult education, requiring an individual pedagogical approach and, in some cases, special psychological and pedagogical correctional programs. The social one manifests itself in violation of the norms of morality and law, in asocial forms of behavior and deformation of the system of internal regulation, reference and value orientations, social attitudes Company Logo

Types of maladaptation (depending on the nature of the character and the degree of maladjustment) psychogenic Distinguish psychogenic maladjustment (phobias, obsessive bad habits, enuresis, etc.), which can be caused by an unfavorable social, school, family situation (15 - 20% of school-age children ). www. themegallery. com Company Logo

Types of maladaptation (depending on the nature of the character and the degree of maladjustment) Forms of psychosocial maladjustment Stable: character accentuations (extreme manifestations of the norm, followed by psychopathic manifestations, decreased empathy, indifference of interests, low cognitive activity, defects in the volitional sphere (lack of will, susceptibility to other people's influence, impulsiveness , disinhibition, unjustified stubbornness, etc.).

Types of maladaptation (depending on the nature of the character and the degree of maladjustment) Social maladaptation The stage of school social maladjustment is represented by pedagogically neglected students, who are characterized by partial social disorders and deformations. The main deformations are associated with the school pedagogical process, attitudes towards educational activities, teachers, norms of school life and school routine. Pedagogical neglect is characterized by a chronic lag in a number of subjects of the school curriculum, resistance to pedagogical influences, impudence with teachers, a negative attitude towards learning, various asocial manifestations (foul language, smoking, hooligan acts, absenteeism, conflict relations with teachers, classmates). www. themegallery. com manifests itself in the violation of moral and legal norms, in asocial forms of behavior and deformation of the system of internal regulation, reference and value orientations, and social attitudes. Socially neglected students not only study poorly, have a chronic backlog in the subjects of the curriculum and resist pedagogical influences, but, unlike pedagogically neglected students, are not professionally oriented, they have not developed useful skills and abilities, and their sphere of interests is narrowed. They are characterized by deep alienation from the family and school, their formation and social development is mainly under the influence of asocial, criminogenic adolescent groups, the assimilation of group norms and values ​​which leads to a deformation of consciousness, value orientations and social attitudes of minors. Socially neglected adolescents are characterized by various serious social deviations (vagrancy, drug addiction, drunkenness, alcoholism, delinquency, immoral behavior and the Company Logo, etc.).

Factors that can cause 2. school failure: v Shortcomings in preparing a child for school, socio-pedagogical neglect. v Prolonged and massive mental deprivation (a mental condition resulting from a long-term limitation of the ability to satisfy basic mental needs). v Somatic weakness of the child (somatics - the human body, general physical weakness). v Violation of individual psychophysical functions and cognitive processes. v Violation of the formation of so-called school skills. (Dyslexia is a violation of reading, dysgraphia is a violation of writing, dyslalia is a violation of the pronunciation of sounds and their combinations, dyscalculia is a violation of counting skills). v Movement disorders. v Emotional disorders (4, 11). www. themegallery. com Company Logo

3. Children of the "risk group" - these are children, for health reasons, the development of physiological and mental functions, are in the border area between the norm and pathology. These are healthy (not sick), in the proper sense of the word, children. (Kumarina G.F.) www. themegallery. com Company Logo

Due to physical and mental weakness, psychosocial neglect, children at risk are characterized by: v disharmonious development; v reduced learning ability and performance; v They have a worse quality of adaptability than their peers; v are prone to pathological reactions to overload; www. themegallery. com Company Logo

Individual-psychological difference between children at risk (from ordinary children) v in the rate of morphological and functional maturation of the body v in physiological characteristics (endurance, body performance, body condition) v in neuropsychic characteristics (increased anxiety, impulsivity, emotional instability, tendency to negativism, pain reaction to injustice www.themegallery.com Company Logo

The school maladaptation of children of the “risk group” is based on the following reasons: v violation of the ecological balance, v physical emotional overload, v low culture of family education and the crisis of a perfect family, v imperfection of preschool education, v shortcomings in medical care. www. themegallery. com Company Logo

School maladaptation is a situation when a child is unsuitable for schooling. Most often, maladjustment is observed in first graders, although it can also develop in older children. It is very important to detect the problem in time in order to take action in time and not wait until it grows like a snowball.

Causes of school maladaptation

The reasons for school maladaptation can be different.

1. Insufficient preparation for school: the child lacks the knowledge and skills to cope with the school curriculum, or his psychomotor skills are poorly developed. For example, he writes much more slowly than other students and does not have time to cope with assignments.

2. Lack of skills to control their own behavior. It is hard for a child to sit for a whole lesson, not to shout from a place, to be silent in a lesson, etc.

3. Inability to adapt to the pace of schooling. This is more common in physically weakened children or in children who are naturally slow (due to physiological characteristics).

4. Social maladaptation. The child cannot build contact with classmates, the teacher.

In order to detect maladjustment in time, it is important to carefully monitor the condition and behavior of the child. It is also helpful to communicate with a teacher who observes the child's direct behavior at school. Parents of other children can also help, as many students tell them about events at school.

Signs of school maladaptation

Signs of school maladjustment can also be divided into types. In this case, cause and effect may not coincide. So, with social maladaptation, one child will experience difficulties in behavior, another will experience overwork and weakness, and the third will refuse to study “in spite of the teacher”.

Physiological level. If your child experiences increased fatigue, decreased performance, weakness, complains of headaches, abdominal pain, sleep and appetite disturbances, these are clear signs of difficulties that have arisen. There may be enuresis, the appearance of bad habits (biting nails, pens), trembling fingers, obsessive movements, talking to oneself, stuttering, lethargy, or, conversely, motor restlessness (disinhibition).

cognitive level. The child is chronically unable to cope with the school curriculum. At the same time, he may unsuccessfully try to overcome difficulties or refuse to study in principle.

emotional level. The child has a negative attitude towards school, does not want to go there, cannot establish relations with classmates and teachers. Poor attitude towards learning. At the same time, it is important to distinguish between individual difficulties, when a child encounters problems and complains about it, and a situation where, in general, he has an extremely negative attitude towards school. In the first case, children usually strive to overcome problems, in the second they either give up, or the problem results in a violation of behavior.

behavioral level. School maladaptation is manifested in vandalism, impulsive and uncontrolled behavior, aggressiveness, non-acceptance of school rules, inadequate requirements for classmates and teachers. Moreover, children, depending on the nature and physiological characteristics, can behave differently. Some will show impulsiveness and aggressiveness, others will be stiff and inadequate reactions. For example, a child is lost and cannot answer anything to the teacher, cannot stand up for himself in front of his classmates.

In addition to assessing the overall level of school maladjustment, it is important to remember that a child may be partially adjusted to school. For example, to cope well with schoolwork, but at the same time not to find contacts with classmates. Or, on the contrary, with poor academic performance, be the soul of the company. Therefore, it is important to pay attention both to the general condition of the child and to individual areas of school life.

A specialist can most accurately diagnose how a child is adapted to school. Usually this is the responsibility of the school psychologist, but if the examination is not carried out, then it makes sense for parents, if there are several disturbing symptoms, to contact a specialist on their own initiative.

Olga Gordeeva, psychologist

The problems of preventing and overcoming school maladjustment, manifested in violations of academic performance, behavior and interpersonal interactions in a significant part of secondary school students, are very relevant in modern conditions. According to sample studies, about 25-30% of children with similar problems are detected already in the primary grades, and untimely recognition of their character and nature, the lack of special corrective programs lead not only to a chronic lag in the assimilation of school knowledge, but also to secondary disorders of psychosocial development child to various forms of deviant behavior. This problem no less acutely affects the quality of the educational process, destabilizing the educational activities of other students and diverting a significant part of the efforts of teachers.

A practical solution to the problems of school maladjustment requires serious scientific and methodological developments aimed at early diagnosis of its symptoms and risk factors, at the creation of differentiated programs of remedial education, including methods of psychological correction of violations of the personal development of these children, at the search for effective means of psychological and pedagogical support for teachers and parents of disabled students.

In its most general form, school maladaptation is understood as a certain set of signs indicating a discrepancy between the sociopsychological and psychophysiological status of the child and the requirements of the situation of schooling, the mastery of which for a number of reasons becomes difficult or, in extreme cases, impossible. Sociopsychological and psychophysiological parameters are constituent elements of the child's social status and depend on the starting potential of childhood. Based on the concept of life chances by M. Weber and the theory of socio-cultural capital by P. Bourdieu, the starting potential of childhood can be defined, in general, as the life chances of a child for access to socio-cultural benefits. It is important to note that the starting potential has a complex structure and consists of many components. It is possible to single out the internal structure (natural start), which is determined by physical and genetic (biological, intellectual development) and existential (uniqueness of development: perception of the child as a person) characteristics. The external structure is represented mainly by the potential of the family and the resources of society.

Types of school maladaptation

According to domestic psychologists, maladaptation is the process of breaking connections in the "personality - society" system. The greater the area of ​​relationships between the individual and society captures the process of maladaptation, the lower the level of real adaptation. The process of interaction between the individual and society is, first of all, the process of their relationship. Recently, the theory of symptom complexes has gained popularity (V.S. Merlin, T.D. Molodtsova, etc.). The followers of this theory consider symptom complexes to be a group of mental properties of a person, due to several interrelated personality relationships. Symptom complexes are manifested both in situational motives and attitudes, and in stable personality traits.

For example, according to T.D. Molodtsov's disadaptation is the result of internal or external and often complex deharmonization of the interaction of the individual with himself and society, which manifests itself in internal discomfort, disturbances in the activity, behavior and relationships of the individual with the people around him. T.D. Molodtsova considers maladaptation as an integrative phenomenon that has a number of types. These types include: pathogenic, psychosocial and social kinds.

Pathogenic the species is defined as a consequence of disorders of the nervous system, brain disease, disorders of the analyzers and manifestations of various phobias.

Psychosocial maladaptation is interpreted as a result of age-sex changes, character accentuations, adverse manifestations of the emotional-volitional sphere, mental development, etc.

Maladaptation social, as a rule, it manifests itself in violation of the norms of morality and law, in asocial forms of behavior and deformation of the system of internal regulation, reference and value orientations, social attitudes.

In a separate group T.D. Molodtsova highlights maladaptation psychological and socio-psychological. The psychological group of maladaptation includes phobias of various internal motivational conflicts, as well as some types of accentuations that have not yet affected the social development system, but which cannot be attributed to pathogenic phenomena. It refers to psychological maladjustment all kinds of internal disorders. These violations include self-esteem, values ​​and orientations of adolescents, which affected the well-being of the adolescent's personality, led to stress or frustration, injured mainly the personality itself, but have not yet affected its behavior. The source of the socio-psychological type of maladjustment, in contrast to the psychosocial one, is considered to be violations in society that really affect the psyche of a teenager. In this case, social adaptation is associated not only with those who are asocial or inconvenient for others due to a violation of society, but also with those who have not found a place in society, as if “falling out” of it, including from their microsociety.

Based on the foregoing, the researcher considers it necessary to distinguish the following types of maladjustment: pathogenic, psychological, psychosocial, socio-psychological and social. T.D. Molodtsova proposes to analyze disadaptation depending on the degree of prevalence in different areas of life and activity (narrow, widespread and wide), and also depending on the extent to which it covers the personality (superficial, in-depth and deep). According to the degree of severity, analyzes maladaptation as hidden, open and pronounced. According to the nature of occurrence, he analyzes as primary, secondary, and according to the duration of the course, as situational, temporary and stable. Based on this idea, we have introduced a broader and more integrating concept - complexes of personally significant relationships.

The following types of such complexes have been distinguished:

* ideological(a set of relationships to the fundamental principles of life);

* subject-personal(attitude towards oneself as a person);

* active(attitude to various types of activity, including educational);

* intrasocial, which can be divided into subcomplexes (attitude towards the family, classroom team, educational institution, reference groups, etc.);

* intimate personal(personalized relationships with peers, parents, teachers, etc.);

* socio-ideological(attitude to political and social processes).

A complex is, in fact, a structure of interacting personal properties that ensures the fulfillment of one or another personal, self-determining function. Deharmonization, imbalance of personality relations in certain complexes of personally significant relations initiates the mechanism of maladjustment processes. The significance for the individual of individual complexes may vary depending on age characteristics; external events that turn out to be decisive for a teenager (conflict, family breakup, etc.); qualitative changes in the psychoontogenesis of personality. The complexes are closely interconnected. The process of disadaptation associated with violations of relations in one of the complexes entails the deepening and expansion of the disadaptation space at the expense of other complexes.

The process of disadaptation, which began in the intimate-personal complex, due to incorrect actions of the teacher, gives rise to a negative attitude towards this subject, assignments distributed by the teacher (disadaptation spreads in the activity complex). The decrease in academic performance is negatively met by the family, the class team, the school (the intra-society complex is affected). A teenager, feeling the negative reaction of others, withdraws into himself or becomes inadequately aggressive, although he internally resists this (relationships in the subject-personal complex are violated). As a result of all this, the process of maladaptation acquires stability, depth, and it is very difficult to neutralize it, even with purposeful work.

Considering the phenomenon of maladaptation, it should be noted that there are protective mechanisms that hide the causes and partially neutralize maladjustment processes. The basis of research in this direction was laid by Z. Freud. He and his followers identified several types of personality defense mechanisms. The state of internal maladjustment, if we follow the provisions of Freud and the concepts of neo-Freudians, can be characterized as a subjective, emotionally colored reflection in the mind of a person of the struggle between external and internal, unresolved contradictions between what actually induces behavior and what should have led it.

In modern psychological science, in addition to the above, there is another, somewhat peculiar classification of forms of school maladaptation:

Irregularity of elements and skills of educational activity. The primary consequence is a decline in academic achievement. The reason for the lack of formation of educational activity can be both individual characteristics of the level of intellectual development of the child, and pedagogical neglect, the inattentive attitude of parents (and teachers) to how children master the methods of educational activity, especially in the first days of being at school.

Irregularity among first-graders of motivation for learning, their focus on other, non-school activities. Parents say something like this: "There is no interest in learning, he would play and play, he went to school with interest, and now ...".

It is necessary to distinguish between primary unformed motivation and secondary, i.e. rarefaction of learning motivation under the influence of unfavorable factors. External symptoms of the lack of learning motivation are similar to the symptoms of abnormal learning skills - indiscipline, lagging behind in learning, inattention, irresponsibility, but, as a rule, against the background of a fairly high level of cognitive abilities.

Inability to voluntarily regulate behavior, attention, learning activities, which are manifested in disorganization, inattention, dependent on adults.

The reason for the insufficient level of development of the arbitrariness of the child's behavior in the absence of primary disorders is most often sought in the features of family education: it is either conniving hyperprotection (permissiveness, lack of restrictions and norms), or dominant hyperprotection (full control of the child's actions by an adult).

Inability to adapt to the pace of school life. Most often this happens in children with minimal brain dysfunction, in somatically weakened. However, the latter does not constitute the cause of socio-psychological maladaptation. The reason may lie in the peculiarities of family education, in the "hothouse" conditions of the child's life. "Typical" inability manifests itself in different ways: in long (until late evening to the detriment of walks) preparing lessons, sometimes in chronic lateness to school, often in comforting the child by the end of the school day, by the end of the school week S. Lupanina, psychologist of secondary school No. 96 Moscow "Why is a "difficult" child difficult?" Based on materials from the site http://www.ychitel.com .

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:

Social stratification characteristic of modern Russia (often within the same class, children from such different families find it difficult to find a common language, understand each other poorly 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, the start of school is in many ways a stressful situation, as it leads to dramatic changes in a child's life. 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 is formed from 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 maladaptation is a socio-psychological process of deviations in the development of a child's abilities to successfully master knowledge and skills, skills of active communication and interaction in productive collective 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.

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 at 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 apart areas of the brain.

With MMD, there is a delay in the rate of development of certain functional systems of the brain that provide such complex integrative functions as behavior, speech, attention, memory, perception, and other types of higher mental activity. In terms of general intellectual development, children with MMD are at the 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.

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. The maximum duration of working capacity for such a child is 15 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. Especially urgent is the search for new methods of organizing extracurricular activities of 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 peculiarities of the cognitive development of 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 does not know how to structure his free time.

It is easy to see that it is these personal qualities that largely contribute to the child's inclination to dependent forms of behavior. This tendency becomes especially evident in adolescence. By this age, a child with these pathologies most often approaches with a lot of problems: serious gaps in basic knowledge, low social status, 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.

The 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. The lack of pedagogical technologies for the 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.

Increasing the level of awareness of pedagogical workers, parents about the possibilities of obtaining qualified assistance for the rehabilitation of children with PSP, 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 of children with PSP, MMD.

Socio-psychological adaptation of children to education in primary school

graduate work

1.3 School maladaptation: signs, causes, consequences

Studying the topic of school adaptation, we cannot but pay attention to the fact that there is also such a phenomenon as maladaptation.

In the most general sense, school maladjustment means, as a rule, a certain set of signs indicating a discrepancy between the sociopsychological and psychophysiological status of the child and the requirements of the situation of schooling, the mastery of which for a number of reasons becomes difficult.

An analysis of foreign and domestic psychological literature shows that the term "school maladjustment" ("school inadaptation") actually defines any difficulties that a child has in the process of schooling. Among the main primary external signs, doctors, teachers and psychologists unanimously attribute the physiological manifestations of learning difficulties and various violations of school norms of behavior. From the standpoint of the ontogenetic approach to the study of the mechanisms of maladaptation, crisis, turning points in a person's life, when there are sharp changes in his situation of social development, are of particular importance.

The greatest risk is the moment the child enters school and the period of initial assimilation of the requirements of the new social situation.

At the physiological level, maladjustment manifests itself in increased fatigue, reduced performance, impulsivity, uncontrolled motor restlessness (disinhibition) or lethargy, disturbances in appetite, sleep, speech (stuttering, hesitation). Weakness, complaints of headaches and abdominal pain, grimacing, trembling fingers, nail biting and other obsessive movements and actions, as well as self-talk, enuresis are often observed.

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

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

1. Cognitive component, which manifests itself in the failure of training in a program that is appropriate for the age and abilities of the child. It includes such formal signs as chronic poor progress, repetition, and qualitative signs such as lack of knowledge, skills and abilities.

2. An emotional component, manifested in a violation of the attitude to learning, teachers, life prospects associated with learning.

3. Behavioral component, the indicators of which are recurring behavioral disorders that are difficult to correct: pathocharacterological reactions, antidisciplinary behavior, disregard for the rules of school life, school vandalism, deviant behavior.

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

Thus, school maladaptation is the formation of inadequate mechanisms for adapting to school in the form of learning and behavioral disorders, conflict relationships, psychogenic diseases and reactions, an increased level of anxiety, and distortions in personal development.

An analysis of literary sources makes it possible to classify the whole variety of factors contributing to the emergence of school maladaptation.

The natural and biological prerequisites include:

somatic weakness of the child;

Violation of the formation of individual analyzers and sensory organs (unburdened forms of typhlo-, deaf- and other pathologies);

neurodynamic disorders associated with psychomotor retardation, emotional instability (hyperdynamic syndrome, motor disinhibition);

functional defects of the peripheral organs of speech, leading to a violation of the development of school skills necessary for mastering oral and written speech;

mild cognitive disorders (minimal brain dysfunction, asthenic and cerebroasthenic syndromes).

The socio-psychological causes of school maladaptation include:

social and family pedagogical neglect of the child, inferior development at previous stages of development, accompanied by violations of the formation of individual mental functions and cognitive processes, shortcomings in the preparation of the child for school;

mental deprivation (sensory, social, maternal, etc.);

Personal qualities of the child formed before school: egocentrism, autistic-like development, aggressive tendencies, etc.;

· Inadequate strategies for pedagogical interaction and learning.

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

1. Disadaptation due to insufficient mastery of the necessary components of the subject side of educational activity. The reasons for this may lie in the insufficient intellectual and psychomotor development of the child, in the inattention on the part of 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.

2. 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 maladaptation is most often the result of improper upbringing in the family: either the complete absence of external forms of control and restrictions that are subject to internalization (parenting styles “hyper-protection”, “family idol”), or the removal of means of control outside (“dominant hyper-protection”).

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

4. Disadaptation as a result of the disintegration of the norms of the family community and the school environment. This variant of 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) consider school maladaptation as a consequence of didactogeny and didascogeny. In the first case, the learning process itself is recognized as a psycho-traumatic factor.

Information overload of the brain, combined with a constant lack of time, which does not correspond to the social and biological capabilities of a person, is one of the most important conditions for the emergence of borderline forms of 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.

Didactogeny, 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 particular 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 failure is 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 maladjustment. 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 experience 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. The lack of formation of 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.

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