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

In any society, no matter what stage of development it is at - whether it is a prosperous, economically developed country or a developing society, there are so-called "social norms" officially established or formed under the influence of social practice, the norms and rules of social behavior, the requirements and expectations that a social community imposes on its members in order to regulate activities and relations. Social norms, the observance of which is a necessary condition for interaction for an individual, fix the interval of permitted or obligatory behavior of people, as well as social groups and organizations, historically established in a particular society.

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

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

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

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

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

The concept of "deviant behavior" is often identified with the concept of "disadaptation".

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

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

In the light of the main pedagogical tasks of educating and teaching students, deviant behavior of a student can be in the nature of both school and social maladaptation.

The structure of school maladaptation, along with its manifestations such as academic failure, violations of relationships with peers, emotional disorders, also includes behavioral deviations. The most common behavioral deviations, combined with school maladaptation, include: disciplinary violations, absenteeism, hyperactive behavior, aggressive behavior, oppositional behavior, smoking, hooliganism, theft, lying.

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

Maladapted children should be classified as children of the "risk group".

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

Among children with deviations in social development and prone to maladjustment, one should especially highlight such a category as orphans and children left without parental care.

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

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

Children left without parental care persons under the age of 18 who are left without the care of a single or both parents. This category includes children who have no parents or are deprived of parental rights. This also includes restrictions on parental rights, recognition of parents as missing, incapacitated (partially incapacitated), in medical institutions, declaring them dead, etc.

The main category of orphans in terms of number is children whose parents, as a result of antisocial behavior or other reasons, are deprived of parental rights - "social orphans".

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

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

Speaking about the social maladaptation of children and adolescents, it must be taken into account that childhood is the period of the most intensive mental, physical and social development. The impossibility of implementation to realize their development needs. As a result, leaving a family or an institution in which it is impossible to realize internal resources, meet needs. Another way of leaving is experimenting with drugs and other psychoactive substances. And, as a result, offenses.

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

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

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

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

Children's maladaptation is perceived as difficult to educate - the child's resistance to targeted pedagogical influence, caused by a variety of reasons:

§ miscalculations of education;

§ features of character and temperament;

§ personal characteristics.

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

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

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

Persistent forms of psychosocial maladaptation

§ character accentuations,

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

§ anticipatory development of the child, making the child an "uncomfortable" student.

Unstable forms of psychosocial maladaptation:

§ crisis periods of child development,

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

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

§ lack of communication skills,

§ inadequate self-assessment in the communication system,

§ high demands on others,

§ emotional imbalance,

§ installations that prevent communication,

§ Anxiety and fear of communication,

§ closedness.

Factors of maladaptation can be family and school.

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

Studies conducted in England have shown that the greatest problems among students occur in schools with unstable teaching staff. The teacher's expectation of only bad things from the student leads to increased maladjustment, classmates adopt the teacher's bad attitude towards a particular student. The following scheme arises: rude staff - rude children; corporal punishment is aggression.

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

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

Claims for recognition among peers cause ambivalent relationships in children (friendship - rivalry), the desire to be like everyone else and better than everyone else; pronounced comfortable reactions and the desire to assert oneself among peers; (feelings of gloating and envy) lead to the fact that the failure of others can cause a feeling of superiority. Comparing students to each other by a teacher leads to alienation among children, which can cause rivalry and relationship difficulties.

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

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

Internal factors of school maladaptation:

§ somatic weakness;

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

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

§ personal characteristics of the child (character accentuations):

§ features of self-regulation of behavior,

§ level of anxiety,

§ high intellectual activity,

§ verbalism,

§ schizoid.

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

§ increased reactivity (decreased volitional moments),

§ high activity,

§ hyperexcitability,

§ lethargy,

§ psychomotor instability,

§ age features of temperament.

An adult often acts as a stimulus for a child's school maladaptation, and the maladaptive influence of parents on a child is noticeably more serious than the similar influence of a teacher and other significant adults. The following can be distinguished adult influence factors for childhood maladaptation:

§ Factors of the family system.

§ Health factors (diseases of parents, heredity, etc.).

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

§ Socio-demographic factors (incomplete, large families, elderly parents, remarriages, stepchildren).

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

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

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

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

§ formation of communication skills,

§ Harmonization of relations in the family,

§ correction of some personality traits,

§ correction of the child's self-esteem.

The total or partial loss by an individual of the ability to adapt to the conditions of society is called social maladaptation.

Also, this term is understood as the destruction of the relationship between a person and the environment, which is expressed in the impossibility of comparability of social conditions and the need for his individual self-expression.

Disadaptation in society has varying degrees of manifestation and severity, and can also proceed in several stages, among which are latent maladjustment, the destruction of previously formed social ties and mechanisms, and strengthened maladaptation.

Causes of maladaptation in society

Violation of social adaptation is a process that never occurs spontaneously, for no apparent reason, and is not innate. The formation of this complex mechanism may be preceded by a whole stage of various psychologically negative formations of the individual. The reason for maladaptation in society is often hidden in a number of factors, for example, social, socio-economic or purely psychological, age.

In our time, experts call the social one the most relevant factor in the development of maladaptation. It includes errors in education, serious violations in the interpersonal relationships of the subject, resulting in a whole cascade of so-called errors in the accumulation of social experience. Such consequences, most often, are formed already in childhood or adolescence, against the background of misunderstanding between the child and parents, conflicts with peers, and various traumas of the psyche at an early age.

As for purely biological reasons, they do not often become a factor in the development of maladaptation by themselves. These include various congenital pathologies, injuries, the consequences of viral and infectious diseases with damage to the central nervous system, which affected the functions of the emotional-volitional sphere. Such individuals are more prone to various kinds of deviant behavior, it is difficult for them to make contact with others, they are aggressive and irritable. The situation can be aggravated if such a child grows up and is brought up in an inferior or dysfunctional family.

Psychological factors include the specifics of the formation of the nervous system and some personality traits, which, in conditions of improper upbringing or negative social experience, can become the basis for maladaptation. This is expressed in the gradual formation of "abnormal" traits, such as aggressiveness, isolation, imbalance.

Factors of social maladaptation

As already mentioned, the mechanism of violation of the ability to adapt to the conditions of society is quite complex and versatile.

Thus, it is customary to single out a number of factors of social maladaptation, which determine the specificity and severity of this process:

• Cultural and social deprivation in relation to the general level of society. We are talking about depriving the individual of certain benefits, vital needs.
• Banal pedagogical neglect, lack of cultural and social education.
• Excessive stimulation with new "special" social incentives. Craving for something informal, rebellious. This is often the case in adolescence.
• Lack of preparation of the individual for the ability to self-regulate.
• Loss of previously formed options for mentoring, leadership.
• The loss by an individual of a collective or group previously familiar to him.
• Low level of mental or intellectual preparation for mastering a profession by an individual.
• Psychopathic properties of the personality of the subject.
• The development of cognitive dissonance, which could arise against the background of a discrepancy between personal judgments about life and the real position of the subject in the world around him.
• Sudden violation of previously attached stereotypes.

The list of these factors implies a certain feature of the processes of maladaptation. More precisely, it emphasizes the fact that when it comes to maladjustment in society, they understand a number of both internal and external violations of the usual processes of social adaptability. Thus, social maladaptation is not so much a long process as a short-term situational position of the subject, resulting from the influence of certain traumatic stimuli of the external environment on him.

These unusual factors for the individual, which suddenly arise in his surroundings, are in fact a specific sign that there is an imbalance between the mental activity of the subject himself and the requirements of the external environment, society. Such a situation can be characterized as some difficulty arising against the background of a number of adaptive factors to suddenly transforming environmental conditions. Subsequently, this is expressed by an inadequate reaction and behavior of the subject.

Correction of disadaptation in society

Specialists have developed a number of different methods that are widely used in education in order to provide for possible complications in the socialization of a future full-fledged individual. Correction of disadaptation in society, most often, is carried out through trainings, the main task of which is the development of communication skills, maintaining harmony in the family and the team, correcting some of the psychological properties of the personality that may prevent its full disclosure, contact with others, self-regulation, self-control and self-realization.

Thus, the main functions of training can be called:

• The educational part, which consists in the formation and education of various personality traits and skills, which will become the main ones for the further development of memory, the ability to listen and speak, learn languages, and transmit the information received.
• The entertainment part is the background to creating the most comfortable and relaxing atmosphere at the training.
• The conclusion and development of simple emotional contacts, trusting relationships.
• Prevention aimed at suppressing a number of undesirable reactions, a tendency to deviant behavior.
• Comprehensive personality development, which consists in the formation and maintenance of various positive character traits by modeling all possible life situations.
• Relaxation, the purpose of which is complete self-control, getting rid of possible emotional stress.

The trainings are always based on various specific methods of working with the group. It also implies an individual approach not only to each group, but also to each member of the group. Such trainings are a kind of preparation of each individual for an independent and full-fledged social life, with the possibility of self-realization through active adaptation to the conditions of society.

"Social maladaptation of adolescents and ways to overcome it"

, International Public Organization "Social Volunteer Center"

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

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

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

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

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

These relationships are often accompanied by serious neuropsychiatric disorders of adolescents, complicated by the problems of the age crisis. The concept of "age crisis", introduced, denotes a kind of behavioral reaction of the child himself to the need for change that arises in him. The teenager "says" all this in plain text of his behavior. The first manifestations of the age crisis are faced by the parents of a teenager. In the criminogenic type of family, they approve of the antisocial forms of behavior of the child. A family, where “outwardly calm” relations, meets with an “explosion” of relations, conflicts and rejection from the problems of a teenager. In families with low social status, manifestations of the age crisis often go unnoticed.

In order to mitigate the problems of adolescence, it is necessary, in the opinion of adults, to pay attention in time to the positive content of the teenager's crisis message. To do this, it is necessary to consider the experience of other states. Margaret Mead has shown that in some human societies there is no trace of adolescence crisis. For example, in the traditional society of Samoa, instead of a teenage crisis, there is a smooth transition, youths 10-15 years old are gradually included in adult work. In Western culture, the child begins to prepare for the process of socialization very early. The problems of "difficult teenagers" are solved by a deeper differentiation of "difficulties". They are considered from the standpoint of stable emotional states in which ideals, values, life style, social role and behavior are presented. The teenager still checks all these ideas for “strength” in real life, coordinates with the values ​​​​of his family, which is ready for change.

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

Negativistic reactions of adolescents are manifested not only in the family, but also at school. A school psychologist often has to deal with children who show negativism, unwanted behavioral reactions. In the modern school, a steady order of teachers and parents for individual work with this or that “difficult teenager” has been formed. Therefore, in practice, there is a need to differentiate "difficult teenagers". It is conditionally possible to divide such children into the following groups:

1. Children with antisocial behavior. This group includes teenagers who are on the intra-school register or registered with the commission on juvenile affairs, children from dysfunctional families;

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

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

Such a division into groups of "difficult teenagers" makes the problem of choosing and applying adequate corrective work more focused. To prevent manifestations of negativism in adolescence, it is necessary to specifically create conditions where the child would have the opportunity to become different: more successful, self-confident, etc.

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

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

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

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

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

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

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

In working with such adolescents, it is important to use group forms of work more widely, in which children are "infected" with positive forms of behavior and stable adequate reactions.

List of used literature:

1. Zakharov Y. "Adolescents of the "risk group"" // Education of schoolchildren No. 4 "00;

2. Krasnovsii L. "When it's difficult for the "difficult"" // Education of schoolchildren No. 9'02;

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

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

5. “Games that are played…” Dubna’00;

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

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

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

There are three types:

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

Disadaptation of schoolchildren as a type of social inadaptation to the environment

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

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

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

Insufficient pre-school preparation;
lack of behavioral control skills in a child;
inability to adapt to the pace of schooling.

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

Among the manifestations of school maladjustment are the following:

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

Psychosocial maladjustment is a problem of the Internet generation

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

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

Hikkikomori (hikki, to hiccup, from Japanese for "to break away, to be imprisoned") is a modern term for social adjustment disorder in young people. It is interpreted as a complete avoidance of any contact with society.

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

This has led to an increase in the level of psychosocial maladaptation among adolescents. The Internet generation, going through puberty, taking “Hikkovism” as an example and imitating it, runs the risk of actually undermining mental health and starting to show pathogenic maladaptation. This is the essence of the problem of open access to information. The task of parents is to teach the child from an early age to filter the knowledge received and to separate the useful and harmful in order to prevent excessive influence from the latter.

Factors of psychosocial maladaptation

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

Other causes of maladaptation:

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

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

Depending on the causes and factors, it is conditionally possible to make the following classification of psychosocial maladaptation:

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

Socio-psychological maladaptation, or failure in personal relationships

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

However, although rarely, this situation can arise, because personality maladaptation is responsible for this - a generalized term for fitness disorders, which is the best suited for use here.

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

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

Pathogenic maladaptation: when a disease prevents you from adapting to society

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

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

Diagnosis of the disease before its complete progression.
Correspondence of the curriculum to the abilities of the child.
The focus of the program on labor activity is bringing labor skills to automatism.
Social education.
Pedagogical organization of the system of collective connections and relations of oligophrenic children in the process of any of their activities.

The problems of educating "uncomfortable" students

Among exceptional children, gifted children also occupy a special stage. The problem in raising such children is that talent and a sharp mind are not a disease, so they are not looking for a special approach to them. Often, teachers only exacerbate the situation, provoking conflicts in the team and exacerbating the relationship between "wise men" and their peers.

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

Autism. Disadaptation of autistic children

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

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

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

There are basic rules for how to communicate with a child with autism:

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

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

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

Deviant and delinquent behavior as one of the manifestations of maladaptation

Deviant behavior is a behavior that deviates from the norm, is contrary to the norms or even denies them. The manifestation of deviant behavior in psychology is called "act".

The move is aimed at:

Checking your own strengths, abilities, skills and abilities.
Testing methods to achieve certain goals. So, aggression, with which you can achieve what you want, with a successful result, will be repeated again and again. Also a striking example are whims, tears and tantrums.

Deviation does not always mean bad deeds. The positive phenomenon of deviation is the manifestation of oneself in a creative way, the disclosure of one's character.

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

The next stage of deviation is delinquent behavior.

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

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

Professional adaptation and disadaptation

Finally, it is important to consider maladaptation in adulthood, associated with the collision of the individual with the team, and not with a specific incompatible character.

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

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

Invalid working hours. Even paid overtime hours are not able to restore the health of a person's nervous system.
Competition. Healthy competition gives motivation, unhealthy - damage to this very health, causes aggression, depression, insomnia, reduces work efficiency.
Very fast promotion. No matter how pleasant a person is to be promoted, a constant change of scenery, social role, and duties rarely benefits him.
Negative interpersonal relationships with the administration. It is not even worth explaining how constant voltage affects the workflow.
Conflict between work and personal life. When a person has to make a choice between areas of life, it has a negative impact on each of them.
Unstable position at work. In small doses, this allows the bosses to keep their subordinates "on a short leash." However, after some time, this begins to affect relationships in the team. Constant distrust worsens the performance and production of the entire organization.

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

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

Disadaptation is often perceived as a problem that does not require attention. But she demands it, and at any age: from the smallest in kindergarten to adults at work and in personal relationships. The sooner you start prevention of maladaptation, the easier it will be to avoid such problems in the future. Correction of disadaptation is carried out with the help of work on oneself and sincere mutual assistance of others.

Social maladaptation

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

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

Social maladaptation occurs when a particular person stops noticing what is happening in the outside world and completely immerses himself in an invented reality, partially replacing his relationship with people. Agree, you can’t completely focus only on yourself. In this case, the possibility of personal growth is lost, since there will be nowhere to draw inspiration, share your joys and sorrows with others.

Causes of social maladaptation

Any phenomenon always has a weighty reason. Social disadaptation also has its reasons. When everything is good inside a person, he is unlikely to avoid communication with his own kind. So maladjustment in one way or another, but always indicates some social disadvantage of the individual. Among the main causes of social maladaptation, the following most common ones should be singled out.

Pedagogical neglect

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

Loss of familiar team

Conflict with the environment

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

Types of social maladaptation

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

Features of social maladaptation

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

Sustainability

A person who has undergone social maladjustment cannot quickly enter the team again, even with a strong desire. He needs time to build his own perspectives, accumulate positive impressions, form a positive picture of the world. The feeling of uselessness and the subjective feeling of being cut off from society are the main features of maladaptation. They will pursue for a long time, not let go of themselves. Maladaptation actually causes a lot of pain to the individual, because it does not allow her to grow, move forward, and believe in the possibilities.

Focus on yourself

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

Signs of social maladaptation

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

Aggression

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

Self care

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

social phobia

It is the result of a wrong attitude to life and almost always characterizes any maladjustment. A person ceases to build social ties and over time he does not have close people who would be interested in his internal state. The society never forgives the personality of dissent, the desire to live only for its own sake. The more we tend to focus on our problem, the more difficult it subsequently becomes to leave our cozy and familiar little world, which is already functioning, it would seem, according to our laws. Sociophobia is a reflection of the internal way of life of a person who has undergone social maladaptation. Fear of people, new acquaintances is due to the need to change the attitude towards the surrounding reality. This is a sign of self-doubt and that a person has maladaptation.

Unwillingness to obey the demands of society

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

Correction of social maladaptation

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

Social contacts

As long as the maladaptation has not gone too far, you should start acting as soon as possible. If you have lost all contact with people, start getting to know each other again. You can communicate everywhere, with everyone and about anything. Don't be afraid to appear stupid or weak, just be yourself. Get yourself a hobby, start attending various trainings, courses that interest you. There is a high probability that it is there that you will meet like-minded people and people who are close in spirit. There is nothing to fear, let things unfold naturally. To constantly be in the team, get a permanent job. It is difficult to live without society, and colleagues will help you solve various work issues.

Dealing with fears and doubts

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

Prevention of social exclusion

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

Thus, social maladaptation is a complex problem that requires close attention. A person who avoids society necessarily needs help. He needs support all the more, the more he feels lonely and unnecessary.

School maladaptation

School maladaptation is a disorder of adaptation of a school-age child to the conditions of an educational institution, in which learning abilities decrease, relationships with teachers and classmates worsen. It most often occurs in younger schoolchildren, but can also occur in children in high school.

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

In this sense, school maladaptation acts for parents, educators and doctors as a vector of "illness/health disorder, developmental or behavioral disorder". In this vein, the attitude to the phenomenon of school adaptation is expressed as something unhealthy, which speaks of the pathology of development and health.

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

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

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

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

Most ideas about the phenomenon of school maladaptation ignore the individual and age specifics of a child's development.

Causes of school maladaptation of students

There are several factors that cause school maladaptation.

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

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

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

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

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

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

Teenagers are a very special category of people, which is characterized by increased impressionability. Teenagers always communicate in companies, so the opinion of friends who are in their circle of friends becomes authoritative for them. That is why, if peers protest the education system, then it is more likely that the child himself will also join the general protest. Although mostly it concerns more conformal personalities.

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

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

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

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

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

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

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

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

The next form of school maladaptation is the inability to self-control, arbitrary control of behavior and attention. The inability to adapt to school conditions and manage behavior in accordance with accepted norms may be the result of improper upbringing, which has a rather unfavorable effect and exacerbates some psychological characteristics, for example, excitability increases, difficulties arise with concentrating, emotional lability and others.

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

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

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

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

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

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

Before describing the types of school maladjustment, it is necessary to highlight its criteria:

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

There are five main types of manifestation of school maladaptation.

The first type is cognitive school maladaptation, which expresses the failure of the child in the process of learning programs that correspond to the abilities of the student.

The second type of school maladaptation is emotional and evaluative, which is associated with constant violations of the emotional and personal attitude both to the learning process as a whole and to individual subjects. Includes anxiety and worries about problems arising at school.

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

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

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

Prevention of school maladaptation

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

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

The main way to deal with school maladaptation is psychological assistance. At the same time, it is very important that close people, in particular parents, pay due attention to long-term work with a psychologist. In the case of a negative influence of the family on the student, it is worthwhile to correct such manifestations of disapproval. Parents are obliged to remember and remind themselves that any failure of a child in school does not yet mean his collapse in life. Accordingly, you should not condemn him for every bad assessment, it is best to have a careful conversation about the possible causes of failures. Thanks to the preservation of friendly relations between the child and parents, it is possible to achieve a more successful overcoming of life's difficulties.

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

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

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

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

The approach of social prevention highlights the elimination of the causes and conditions of various negative phenomena as the main goal. With the help of this approach, school maladaptation is corrected.

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

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

The informational approach is based on the idea that deviations from the norms of behavior occur because children do not know anything about the norms themselves. This approach most of all concerns teenagers, they are informed about the rights and obligations that are presented to them.

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

Causes of maladaptation

The main causes of human maladaptation are groups of factors. These include: personal (internal), environmental (external), or both.

Personal (internal) factors of a person's maladaptation are associated with insufficient realization of his social needs as a person.

These include:

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

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

These should include:

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

Disadaptation of children and adolescents leads to various consequences.

Most often, these consequences are negative, including:

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

Perhaps a positive manifestation of maladaptation due to a qualitative change in the environment of the life of a child, a teenager of deviant behavior.

Quite often, disapproved children include those who, on the contrary, are themselves a person who seriously influences the adaptation of another person (group of persons). In this case, it is more correct to speak of a maladaptive person, a group.

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

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

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

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

The main ways to help prevent and overcome the consequences of maladaptation of children and adolescents include:

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

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

Prevention of maladaptation

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

Prevention of social maladaptation is scientifically based and timely actions that are aimed at preventing potential physical, sociocultural, psychological clashes in individual subjects belonging to a risk group, maintaining and protecting people's health, support in achieving goals, and unlocking internal potential.

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

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

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

The effectiveness of preventive work with maladjusted subjects in most cases depends on the availability of a developed and comprehensive infrastructure, which includes the following elements: qualified specialists, financial and organizational support from regulatory and government authorities, interconnection with scientific departments, a specially created social space for the purpose solving maladaptive problems, which should develop their own traditions, ways of working with maladjusted people.

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

Psychological maladaptation

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

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

In a broad sense, social maladjustment refers to the process of loss of socially significant qualities that prevent the individual from successfully adapting to the conditions of the social environment.

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

The concept of social maladjustment is considered by most authors: B.N. Almazov, S.A. Belicheva, T.G. Dichev, S. Rutter as a process of disturbing the homeostatic balance of the individual and the environment, as a violation of the adaptation of the individual due to the action of certain reasons; as a violation caused by a discrepancy between the innate needs of the individual and the limiting requirement of the social environment; as the inability of the individual to adapt to their own needs and claims.

Social maladaptation is a process of loss of socially significant qualities that prevent the individual from successfully adapting to the conditions of the social environment.

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

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

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

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

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

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

The result of social disadaptation is the state of disadaptation of the individual.

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

This point of view is shared by many domestic psychologists (B.N. Almazov, M.A. Ammaskin, M.S. Pevzner, I.A. Nevsky, A.S. Belkin, K.S. Lebedinskaya and others). The authors determine deviations in behavior through the prism of the psychological complex of the subject's environmental alienation, and, therefore, not being able to change the environment, the stay in which is painful for him, the awareness of his incompetence prompts the subject to switch to protective forms of behavior, create semantic and emotional barriers in relation to others, decrease in the level of claims and self-esteem.

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

Social maladaptation is manifested in a wide range of deviations in the behavior of a teenager: dromomania (vagrancy), early alcoholism, substance abuse and drug addiction, venereal diseases, illegal actions, violations of morality. Adolescents experience painful growing up - the gap between adult and childhood - a certain void is created that needs to be filled with something.

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

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

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

Social maladaptation is a multifaceted phenomenon, which is based on not one, but many factors. Some of these experts include:

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

Individual factors acting at the level of psychobiological prerequisites that impede the social adaptation of an individual: severe or chronic somatic diseases, congenital deformities, disorders of the motor sphere, disorders and decreased functions of sensory systems, unformed higher mental functions, residual-organic lesions of the central nervous system with cerebrovascular disease, decreased volitional activity , purposefulness, productivity of cognitive processes, motor disinhibition syndrome, pathological character traits, pathological ongoing puberty, neurotic reactions and neurosis, endogenous mental illness. Particular attention is paid to the nature of aggressiveness, which is the root cause of violent crimes. The suppression of these drives, the rigid blocking of their implementation, starting from early childhood, gives rise to feelings of anxiety, inferiority and aggressiveness, which leads to socially maladaptive forms of behavior.

One of the manifestations of the individual factor of social maladaptation is the emergence and existence of psychosomatic disorders. At the heart of the formation of psychosomatic maladjustment of a person is a violation of the function of the entire adaptation system.

Psychological and pedagogical factors (pedagogical neglect), manifested in defects in school and family education. They are expressed in the absence of an individual approach to the teenager in the classroom, the inadequacy of the educational measures taken by teachers, the unfair, rude, offensive attitude of the teacher, the underestimation of grades, the denial of timely assistance with justified skipping classes, in a misunderstanding of the student's state of mind. This also includes the difficult emotional climate in the family, the alcoholism of parents, the family's disposition against the school, school maladjustment of older brothers and sisters. Socio-psychological factors that reveal the unfavorable features of the interaction of a minor with his immediate environment in the family, on the street, in the educational team. One of the important social situations for the individual is the school as a whole system of relationships that are significant for a teenager. The definition of school maladaptation means the impossibility of adequate schooling according to natural abilities, as well as adequate interaction of a teenager with the environment in the conditions of an individual microsocial environment in which he exists. At the heart of the emergence of school maladaptation are various factors of a social, psychological and pedagogical nature. School maladjustment is one of the forms of a more complex phenomenon - the social maladaptation of minors.

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

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

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

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

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

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

The corrective influence is carried out taking into account the positive development trends in the "cooperative-conventional" and "responsibly-generous" types of interpersonal relationships identified in the "I-ideal" adolescents, which act as personal coping resources necessary for mastering more adaptive strategies of coping behavior when overcoming critical situations of existence.

Thus, social maladjustment is a process of loss of socially significant qualities that prevent the individual from successfully adapting to the conditions of the social environment. Social disadaptation is manifested in asocial forms of behavior and deformation of the system of internal regulation, reference and value orientations, and social attitudes.

Correction of maladaptation

The implementation of the “Program for the Prevention and Correction of School Disadaptation in Preschool and General Education Institutions (Consultative, Diagnostic, Correctional and Rehabilitation Aspects)” was launched as part of the research program “Scientific and Methodological Support for the Development of the Education System”.

The program is working in the following areas:

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

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

School maladaptation is any mismatch of the child with the requirements that the educational space imposes on him. The initial cause of disadaptation is 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. All sorts of difficulties that arise in a child in a preschool educational institution are superimposed on this, which naturally leads to the formation of school maladaptation. There is also a danger of maladjustment when a child works at the limit of his physiological and mental capabilities.

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

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

The main areas of work under this program:

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

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

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

From the experience of organizing this work:

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

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

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

Strengthening state support for stimulating the work of pedagogical and managerial workers of preschool education.

Improving the professionalism of teaching staff.

Maladaptation of teenagers

The process of socialization is the introduction of a child into society. This process is characterized by complexity, multifactoriality, multidirectionality and poor forecasting in the end. The process of socialization can last a lifetime. It is also not necessary to deny the impact of the innate qualities of the body on personal properties. After all, the formation of personality occurs only as the person is included in the surrounding society.

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

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

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

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

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

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

Also, the sharp increase in the number of maladjusted adolescents is influenced by the following social contradictions: indifference to smoking in high school, the lack of an effective method of combating absenteeism, which today have practically become the norm of school behavior, along with the ongoing reduction in educational and preventive work in state organizations and institutions that engage in leisure and upbringing of children; replenishment of juvenile gangs of criminals at the expense of adolescents who dropped out of school and are lagging behind in their studies, along with a decrease in the social relationships of the family with teachers. This makes it easier for teenagers to establish contacts with criminal gangs of minors, where illegal and deviant behavior is freely developed and welcomed; crisis phenomena in society, which contribute to the growth of anomalies in the socialization of adolescents, along with the weakening of the educational influence on adolescents of social groups that should carry out education and public control over the actions of minors.

Consequently, the growth of maladjustment, deviant actions, juvenile delinquency is the result of the global social alienation of children and youth from society. And this is a consequence of the violation of the direct processes of socialization, which began to be uncontrollable, spontaneous in nature.

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

The first sign is poor progress in the school curriculum, which includes: chronic poor progress, repetition, insufficiency and fragmentation of the acquired general educational information, i.e. lack of a system of knowledge and skills in education.

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

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

Personality maladaptation

Disadaptation of the personality - the concept of the concept of the general adaptation syndrome G. Selye. According to this concept, the conflict is seen as a consequence of the discrepancy between the needs of the individual and the limiting requirements of the social environment. As a result of this conflict, the state of personal anxiety is actualized, which, in turn, includes defensive reactions that act on the unconscious level (in response to anxiety and a violation of internal homeostasis, the Ego mobilizes personal resources).

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

The most important indicator of maladaptation is the lack of "degrees of freedom" of an adequate and purposeful response of a person in a psycho-traumatic situation due to a breakthrough of a functional-dynamic formation, an adaptation barrier, which is strictly individual for each person. The adaptation barrier has two bases - biological and social. In a state of mental stress, the barrier of an adapted mental response approaches an individual critical value. At the same time, a person uses all the reserve capabilities and can carry out a particularly complex activity, foreseeing and controlling his actions and not experiencing anxiety, fear and confusion that prevent adequate behavior. Prolonged and especially sharp tension in the functional activity of the barrier of mental adaptation leads to its overstrain, which manifests itself in preneurotic states, expressed only in some of the mildest disorders (increased sensitivity to common stimuli, slight anxiety tension, anxiety, elements of lethargy or fussiness in behavior, insomnia, etc.) . They do not cause changes in the purposefulness of human behavior and the adequacy of his affect, they are temporary and partial.

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

The symptoms of adjustment disorder do not necessarily begin immediately and do not disappear immediately after the stress is removed.

Adaptation reactions can proceed:

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

Adjustment disorders include the following:

A) disruption in professional activities (including schooling), in normal social life or in relationships with others;
b) symptoms that go beyond the norm and expected reactions to stress.

Pedagogical maladaptation

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

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

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

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

1. motor deprivation (chronic physical inactivity leads to emotional lethargy);
2. sensory deprivation (lack or monotony of sensory stimuli);
3. emotional (maternal deprivation) - orphans, unwanted children, abandoned children experience it.

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

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

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

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

1. deviations in psychosomatic development and health;
2. insufficient level of social and psychological and pedagogical readiness for school;
3. unformed psycho-physiological and psychological prerequisites for educational activity.

Let's look at each indicator specifically:

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

2. Children at risk.

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

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

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

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

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

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

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

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

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

Factors of school maladaptation

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

Pedagogical factors leading to school maladaptation:

1. inconsistency of the school regime and sanitary and hygienic conditions of education with the psychophysiological characteristics of children at risk.
2. The discrepancy between the pace of study work in the lesson and the learning abilities of children at risk lag behind their peers by 2-3 times in terms of the pace of activity.
3. extensive nature of training loads.
4. predominance of negative evaluative stimulation.

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

4. Types of adaptive disorders:

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

Behavioral maladaptation

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

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

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

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

Murachkovsky N. I. bases the division of underachieving schoolchildren on various combinations of two main complexes of personality traits: mental activity associated with learning ability, and the orientation of the personality, including the attitude to learning, the "internal position" of the student. So, if the low quality of mental processes (analysis, synthesis, comparison, generalization, etc.) is combined with a positive attitude to learning and "maintaining the position" of the student, there is a "reproductive approach" to solving mental problems, which leads to serious difficulties in connection with the need to master the learning material.

This type of underachievers is heterogeneous in composition:

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

The views of Maksimova M.V. deserve special attention, who considers 4 groups of children with different types of adaptation through medium and low to maladaptation: “A favorable combination of social external conditions and the child’s activity leads to a positive result - adaptation, an unfavorable course - to maladaptation.” The phenomenon of disadaptation is characterized as a very low level of development of voluntary attention and lack of motivation in the presence of satisfactory and unsatisfactory marks, the presence of inadequate self-esteem and problems in communication.

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

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

Researchers also note individual variants of the development of minors who are lagging behind the age norm, which in the end result - if this fact is ignored and no compensatory conditions are created - can also be a prerequisite for the emergence of school maladaptation.

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

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

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

The role of the family as a determining factor in the formation of various deviations in children is studied by Vernitskaya N. N., Grishchenko L. A., Titov B. A., Feldshtein D. I., Shitova V. I. and others. education gives rise to researchers the term "dangerous treatment syndrome", which determines the level of harm to the child, not only physical injuries from parents, but also psychological ones. Various types of deprivation: social (including parental attention), sensory, motor, cognitive, which lead to deviations in behavior, are considered by Dubrovina I. V., Prikhozhan A. M., Yustitsky V. A., Eidemiller E. G. and etc.

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

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

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

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

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

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

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

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

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

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

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

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

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

The obtained psychological characteristics of juvenile delinquents, identified by D.I.

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

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

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

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

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

Considering the predominance of social factors that determine the maladaptation of a teenager, the social signs of its manifestation and the need to correct the forms and methods of interaction with a teenager, we can talk about the desocialization of a minor. This term is already used in the scientific literature (Belicheva S. A., Preikurant E. N.), and it is understood as socialization performed under the influence of negative desocializing factors that lead to social maladjustment, which has an asocial contradictory character, to deformation of the internal regulation system and the formation of distorted value-normative ideas and anti-social tension.

Not considering that desocialization has only an illegal orientation, and also imagining the psychological and pedagogical mechanisms for withdrawing a subject from this state, we define the concept of “desocialization” as the presence in the personality structure of a teenager of a certain maladjustment complex that has a social conditionality, on the one hand, the social nature of the manifestation - on the other hand, and the possibility of creating socially significant and socially favorable psychological and pedagogical conditions that can bring a teenager out of this state - in the third. That is, desocialization is the absence in the personality structure of a system of social knowledge, social skills and social experience necessary for successful functioning and self-realization in a positive society, and an attempt to compensate for this by “withdrawing into oneself”, socially disapproved or negative forms of communicative interaction or inclusion in an asocial environment. .

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

It should be noted that not all subjects of juvenile delinquency prevention, especially at the early warning stage, deal with work related to the restoration of lost or age-inappropriate formed social skills, i.e. with resocialization.

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

Diagnosis of maladaptation

In the most general sense, school maladaptation usually means a certain set of signs indicating a discrepancy between the socio-psychological and psycho-physiological 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 maladjustment does not apply to violations of educational activity caused by mental retardation, gross organic disorders, physical defects, and sensory organs disorders.

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

Indeed, increased anxiety may not manifest itself in violations of educational activities, but it leads to serious intrapersonal conflicts among schoolchildren. It is experienced as a constant fear of failure in school. Such children tend to have an increased sense of responsibility, they study well and behave, but they experience great discomfort. To this are added various vegetative symptoms, neurosis-like and psychosomatic disorders. Essential in these violations is their psychogenic nature, their genetic and phenomenological connection with the school, its influence on the formation of the child's personality. Thus, school maladjustment is the formation of inadequate mechanisms 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 dysfunctions, 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 maladaptation, 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 conduct. 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.

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

Among the reasons for school maladjustment, some personal qualities of the child, formed at previous stages of development, are often called. There are integrative personality formations that determine the most typical and stable forms of social behavior and subjugate its more 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 failures are expected. At the heart of emerging negative emotional experiences lies an internal conflict between claims and self-doubt. The consequences of such a conflict can be not only a decrease in academic performance, but also a deterioration in the state of 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 have difficulty in communicating with peers or teachers, i.e. with impaired social contacts. The ability to establish contact with other children is extremely necessary for a first grader, since educational activities in elementary school are of a pronounced group character. 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.

Thus, the difficulties that may arise in a child during the period of education, especially primary, are associated with the influence of a large number of factors, both external and internal. Below is a diagram of the interaction of various risk factors in the development of school maladaptation.

Mental maladaptation

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

Sustainable mental adaptation

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

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

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

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

Mental maladaptation

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

Mental disadaptation in extreme conditions is manifested in violations of the perception of space and time, in the appearance of unusual mental states and is accompanied by pronounced vegetative reactions.

Some unusual mental states that occur during a period of crisis (disadaptation) in extreme conditions are similar to those during age-related crises, when young people adapt to military service, and when they change sex.

In the process of growing deep internal conflict or conflict with others, when all previous relationships to the world and to oneself are broken and rebuilt, when psychological reorientation is carried out, new value systems are established and the criteria for judgments change, when gender identity decays and another is born, a person dreams, false judgments, overvalued ideas, anxiety, fear, emotional lability, instability and other unusual states often appear.

Manifestations of maladaptation

Manifestations of SD appear in the main four forms: learning disorders, behavioral disorders, contact disorders and mixed forms of maladaptation, including a combination of these features.

Early signs of school maladaptation are:

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

The signs of SD listed above are most often found not separately, but in some complex.

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

1) failure in education in programs appropriate for the age of the child, including such signs as chronic poor progress, as well as the insufficiency and fragmentation of general educational information without systemic knowledge and learning skills (the cognitive component of SD);
2) permanent violations of the emotional-personal attitude to individual subjects, learning in general, teachers, as well as to the prospects associated with learning (the emotional-evaluative 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 three 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.

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

With MMD, there is a delay in the rate of development of certain functional systems of the brain that provide such complex integrative functions as behavior, speech, attention, memory, perception, and other types of higher mental activity. In terms of their intellectual development, children with MMD are at the level of the norm or, in some cases, 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, dyscalculia appear in an isolated, so-called "pure" form, much more often their signs are combined with each other, as well as with impaired development of oral speech.

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

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

The second most common cause of SD is neuroses and neurotic reactions. The main cause of neurotic fears, various forms of obsessions, somatovegetative disorders, hysterical-neurotic conditions are acute or chronic traumatic situations, unfavorable family environment, 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.

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

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) there is an unformed psychological and psycho-physiological prerequisites for directed educational activity, academic failure, expressed in the insufficiency and fragmentation of general educational information without systemic knowledge and learning skills (the cognitive component of SD);
4) constant violations of the emotional-personal attitude to individual subjects, learning in general, teachers, as well as to the prospects associated with learning (the emotional-evaluative component of SD);
5) systematically repeated violations of behavior in the learning process and in the school environment (behavioral component of SD).

Specialists from different fields of knowledge: teachers, psychologists, speech pathologists have developed typologies of children with learning difficulties.

The problem of maladaptation

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

medical approach

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

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

Socio-psychological approach

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

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

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

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

Considering the disadaptation of the personality at the socio-psychological level, the authors distinguish three main varieties of the disadaptation of the personality:

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

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

The result of socio-psychological maladjustment is the state of maladaptation of the individual.

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

This point of view is shared by many domestic psychologists. The authors define deviations in "behavior through the prism of the psychological complex of the subject's environmental alienation, and, therefore, not being able to change the environment, the stay in which is painful for him, the awareness of his incompetence encourages the subject to switch to protective forms of behavior , creating semantic and emotional barriers in relation to others, reducing the level of claims and self-esteem.

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

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

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

ontogenetic approach

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