Numerous manifestations of personality maladaptation in society are mistakenly perceived by many as defects in education or mental development. Knowing the true causes, types, manifestations, methods of correcting this negative personal deviation will allow you to take timely measures. The process of correction of decapitation is quite complex and lengthy, therefore, qualified specialists - psychologists and social educators - should deal with this problem.

Psychological adaptation and maladaptation

Throughout life, a person learns the norms and rules of the society of which he becomes a member at birth or change of place of residence, study, work. That is, he accepts these norms and rules as his own, follows them, and as a result becomes a full member of a particular social group.

The definition of adaptation (lat. Adaptatio) in psychology is the psychological and physical adaptation of a person to a changed environment. Coming to the team, any person (child or adult) wants to realize their own needs for recognition and respect. But he faces the same demands on himself from the members of the new group. Far from always, this process occurs painlessly for both parties and without the intervention of management or psychologists.

Disadaptation refers to the psychophysiological inconsistency of the individual with the requirements of new living conditions. It is characterized by behavior that is atypical for a child or an adult in a particular communication environment, which does not correspond to his age-related psychophysiological norms and is accompanied by emotional, physiological and behavioral deviations.

Deviations from the generally accepted rules of behavior entail quite serious consequences for the individual: deterioration in health, abilities for self-realization, training, work. Members of society make attempts to re-educate, adapt to their own norms and rules.

Psychologists consider personality maladjustment to be a serious problem that requires consistent and sometimes long-term, multifaceted corrective work both with a maladjusted personality and with its environment. The result of psychosocial methods of influence is the readaptation of the personality - the restoration of adaptive capabilities, adaptation to the changing requirements of the environment and the speedy socialization in a new society. Here it is important to observe two conditions: the desire of the person himself to quickly adapt to the changed conditions, environment and the professionalism of specialists dealing with his problem.

The most favorable result of the work of specialists with a maladjusted personality and its environment is co-adaptation, that is, their mutual adaptation to each other, patient mutual respect, conscious consideration of peculiarities, creation of maximum mental and physical comfort.

Causes, types and states of maladaptation

Throughout life, a person more than once finds himself in a new environment, forcing him to radically change not only his behavior, but also his own views and habits. Sometimes this happens abruptly, painfully for the individual, causes protest actions in relation to others and requires patience and understanding from them, and sometimes coercive measures of influence if a person refuses to follow reasonable conditions for coexistence with the environment.

The reasons for the maladjustment of the personality are numerous and lie both in the features of its psychological, mental, moral, physical, social development, and in the features of the new environment in which it falls. The environment is prosperous or dysfunctional, based on generally accepted human values ​​or on contradictions with them, putting forward feasible or exorbitant demands on the beginner, controlled by the relevant services or uncontrolled.

Of the adverse factors contributing to the development of disadaptation, four main ones can be distinguished:

1. 1. transitional age in schoolchildren and adolescents;
2. 2. mental weakness, in which the demands of society seem too high for the individual;
3. 3. traumatic events in a person's life, protracted stress;
4. 4. mental disorders and illnesses.

The main types of maladaptation include:

• mental (or psychosocial). It occurs during the period of puberty of the personality, when sharp fluctuations in the emotional-volitional sphere, negative manifestations of character accentuations, peculiarities of upbringing and mental development are possible. At this time, a teenager becomes especially sensitive to criticism, demands and influences from the family, the school team, and peers. The reaction can be outwardly stormy or, conversely, internal, hidden, but giving him a lot of negative experiences and pushing him to rash acts.
• Social. It is characterized by behavior that deviates from generally accepted norms and a demonstrative violation of the rules of morality and laws, evasion from useful activities, the use of tobacco, alcohol, and drugs. Such behavior is the result of improper upbringing, lack of respect and attention to the essential vital and spiritual needs of the individual on the part of significant people for him. In advanced cases, social maladjustment is expressed in criminal acts, participation in criminal groups, when moral and ethical norms and concepts specific to this environment are formed.
• Pathogenic. This is the result of congenital or acquired disorders in the psychophysiological development of the personality itself, which include various phobias, neuropsychiatric diseases, disorders in the development of the brain and analyzers (especially visual and auditory), enuresis.
• Psychological. Internal, personal violations of self-esteem (significantly overestimated or underestimated), values.

In most of the cases studied, there is a combination of different types of maladaptation with the predominance of one of them. The inability to achieve some ideal or goal leads to conflicts with oneself and others, to despair, disappointment, loss of vitality, contemptuous and vindictive behavior both towards oneself and towards other people. Hidden psychological maladjustment does not appear outwardly, but gives a person internal acute experiences and suffering. Traumatic external situations, such as family conflict, exacerbate the negative state of a person and can lead to psychogenic depression and disorganization of behavior.

Desaptation correction

Working with a maladjusted client should begin with the establishment of a trusting relationship. The psychologist helps him to understand the essence and causes of his problems, to find opportunities and ways to overcome them. It is necessary to convince a person that he has enough internal strength to solve personal problems and will definitely find appropriate ways. The client must understand what communication skills he lacks, realize his own mistakes in establishing connections with other people.

At the next stage, the psychologist and the client consider a plan and ways to overcome those difficulties that prevent him from entering society. It is possible that the work of a specialist with others who negatively or positively influence the well-being and behavior of a maladjusted person (family members, friends, members of an educational or work team, etc.) will be envisaged.

At the end of each stage of the planned plan, a joint analysis is carried out of whether a positive result has been achieved by the specific actions of the psychologist or the client, what mistakes have been made. The client must make sure that without his own purposeful efforts he will not be able to achieve the desired result. The psychologist acts as an interested assistant and consultant, verbally stimulates further steps towards the readaptation of the personality.

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Social maladaptation

• Introduction
• 1. Maladaptation of teenagers
• 1.1 Age and psychological characteristics of adolescents
• 1.2 The concept and types of maladaptation of adolescents
• 2. Social maladaptation and its factors
• 2.1 The essence of social maladaptation
• 2.2 Factors of social exclusion
• Conclusion
• Bibliography

Introduction

The problems of adolescents are always relevant, but they have never been as acute as they are now in the conditions of an unstable social and political situation, an unresolved economic crisis, a weakening of the role of the family, a devaluation of moral standards, a sharp difference in material living conditions, and the ongoing polarization of the population.

Unfavorable everyday, microsocial conditions turn out to be a source of numerous, different in strength and duration of the impact of psychotraumatic factors. Personal and mental deviations lead to disadaptation and increased criminal activity. Psychogenic depressive states in adolescents can be a cause, and in certain cases, a consequence of social maladaptation.

Adolescence is defined as "the second birth". The birth of a social personality ready to enter into life. 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. At present, the system of educating children and young people has been practically destroyed, and the opportunities for a full-fledged start of their independent life are declining. There is no guarantee that children and young people will receive general and vocational education and that people will enter social and professional activities (due to unemployment). This problem determined the theme of the work: “social maladjustment of adolescents as a socio-pedagogical problem”.

The purpose of the abstract is to study the psychological problems of adolescents, in particular, their maladjustment and social maladjustment as the most important psychological problem of a teenager.

1. Maladaptation of teenagers

1.1 Age and psychological characteristics of adolescents

There are various age differences. Children are considered to be under the age of 10-11 years. The age from 11-12 to 23-25 ​​years old is considered as the transition from childhood to maturity and is divided into three stages:

Stage I is adolescence, adolescence from 11 to 15 years;

Stage II - adolescence from 14-15 to 16 years;

Stage III - late youth from 18 to 23-25 ​​years.

We will consider stages I and II.

The transition from childhood to adolescence (in the traditional classification of psychology and pedagogy, age from 11-12 to 15 years) is called adolescence. At this time there is a transition from childhood to adulthood.

The period of adolescence (adolescence) has long been entrenched in the concepts of "difficult age", "critical period", transitional age. "A teenager, like a knight at a crossroads, he rediscovers the world around him, because for the first time he discovers the world in himself. Considering this period according to the rule of the "sexological triangle", i.e., in order to achieve in its consideration the unity of the biological, social and psychological aspects of human maturation, one must limit oneself to the age range from 11-15 to 17-18 years.

Different definitions of the boundaries of this age have been proposed:

Medico-biological criteria are based on indicators of the maturation of biological functions

Psychological maturity (the maturation of the frontal lobes of the brain, which is associated with the planning of behavior, in women is completed by about 18-19 years, in men? by 21 years.)

social transition from childhood to adulthood.

The duration of adolescence often depends on the specific conditions of raising children. The period of puberty in time takes about ten years, its age limits are considered to be 7 (8) - 17 (18) years.

During this time, in addition to the maturation of the reproductive system, the physical development of the female body ends: the growth of the body in length, the ossification of the growth zones of tubular bones is completed; the physique and the distribution of adipose and muscle tissue according to the female type are formed. The course of the physiological period of puberty proceeds in a strictly defined sequence.

In the first phase of the pubertal period (10-13 years), an increase in the mammary glands, pubic hair growth (11-12 years) begins. This period ends with the onset of the first menstruation, which coincides in time with the end of rapid growth in length.

In the second phase of the pubertal period (14-17 years), the mammary glands and sexual hair growth complete development, the last to end is the hair growth of the armpits, which begins at the age of 13. The menstrual cycle becomes permanent, the growth of the body in length stops and the female pelvis is finally formed.

The onset and course of puberty is influenced by numerous factors that are usually divided into external and internal. Internal include hereditary, constitutional, health status and body weight.

External factors affecting the onset and course of puberty include: climatic (illuminance, altitude, geographic location), nutrition (sufficient content of proteins, fats, carbohydrates, trace elements and vitamins in food). A large role during the pubertal period is given to diseases such as heart disease with heart failure, tonsillitis, severe gastrointestinal diseases with malabsorption, kidney failure, liver dysfunction. These diseases weaken the girl's body and inhibit the normal course of the puberty process.

Puberty occurs by the age of 16-18, when the entire body of a woman is finally formed and ready for conception, bearing a fetus, childbirth and feeding a newborn.

Thus, during puberty, there is a growth and functional improvement of all organs and systems that prepare the girl's body to perform the function of motherhood.

The period of puberty begins in boys from the age of 10, is characterized by the appearance of secondary sexual characteristics and the final formation of the genital organs and gonads. A more intensive growth of the body is noted, the muscles of the body increase, vegetation appears on the pubis and armpits, mustaches and beards begin to break through. Puberty occurs at the time when the sex glands begin to function, i.e. they are capable of producing mature spermatozoa. However, the body of a young man by this moment has not yet been formed either physically or mentally, he is in the growth stage. The whole organism develops intensively, all internal organs work with an increased load, the activity of the nervous system is rebuilt, the psyche changes. The disturbing novelty of changing bodily forms, the appearance of an unusual angularity and awkwardness.

Psychologically, the psyche is not stable, inadequate nervousness, intolerance, stubbornness are characteristic manifestations of character at this age, a desire for girls in the form of respectful respect, showing signs of attention is noticeable. There is a breakdown of character, there is a so-called inconsistency between a teenager and not yet a man. This is an important social and age moment when a young man, under the influence of favorable factors (sports, art, meeting a friend, etc.) will “moor” to a socially good shore, and vice versa, the influence of the company, drugs, alcohol addiction and even worse - a meeting with a dissolute peer, and more often a much older "girlfriend" - will affect the formation of a psychological character with negative habits and life principles.

This age is sometimes characterized by crowding, "herd" in communication, which is even more dangerous for a fragile character. Hence the increased crime at this age, bordering on the complete degradation of the individual. Sexual intercourse in such a young man may result in the conception of a new life, but the anatomical and physiological "incompleteness" of the young man threatens the inferiority of the conceived fetus.

According to the exact remark of I.S. Kona: "Sexual development is the core around which the adolescent's self-consciousness is structured. The need to be convinced of the normality of one's development, dictated by the same anxiety, acquires the strength of a dominant idea."

In the early 80s, A.E. Lichko noted that physical and sexual maturity are ahead of social maturity by 5-7 years. And the greater this lead, the more likely the conflict course of adolescence. Adolescents are not economically independent, they still require social protection and do not act as participants in legal relations. They are not owners, managers, producers, legislators. In a legal sense, they cannot make vital decisions; psychologically, they are ripe for them. But parents limit them. Therein lies the contradiction.

Adolescents face worldview and moral problems that have already been resolved in adulthood. Lack of life experience forces them to make many more mistakes than adults, old people, children do. The seriousness of the mistakes, their consequences: crime, drug use, alcoholism, sexual promiscuity, personal violence. Some teenagers drop out of school, as a result of which the natural process of socialization is disrupted. Lack of knowledge affects their economic situation. Experiencing obstacles from society and remaining dependent on it, adolescents gradually socialize.

Comparing himself with an adult, a teenager comes to the conclusion that there is no difference between him and an adult. He begins to demand from others that he is no longer considered small, he realizes that he also has rights. A teenager feels like an adult, strives to be and be considered an adult, rejects his belonging to children, but he still does not have a feeling of true, full-fledged adulthood, but there is a great need for recognition of his adulthood by others.

Types of adulthood were identified and studied by T.V. Dragunova:

· Imitation of external signs of adulthood - smoking, playing cards, drinking alcohol, etc. The easiest and at the same time the most dangerous achievement of adulthood.

· Equalization of teenage boys to the qualities of a "real man" - this is strength, courage, endurance, will, etc. Sports become a means of self-education. Girls nowadays also want to possess qualities that have been considered masculine for centuries. An example of this is my niece - a visit to the section of martial arts.

social maturity. It arises in conditions of cooperation between a teenager and an adult in various activities, where a teenager takes the place of an adult's assistant. This is observed in families experiencing difficulties. Caring for loved ones, their well-being takes on the character of a vital value. Psychologists emphasize that it is necessary to include adolescents as assistants in the relevant adult activities.

· Intellectual maturity. A significant amount of knowledge in adolescents is the result of independent work. The ability of such students acquires a personal meaning and turns into self-education.

The modern teenager is anxious, often afraid and does not want to grow up. In adolescence, he acquires a sense of dissatisfaction with himself. During this period, a teenager seeks to gain independence, starting to re-evaluate his relationship with his family. The desire to find oneself as a unique personality gives rise to the need for isolation from one's loved ones. Isolation from family members is expressed in isolation, alienation, aggression, negativism. These manifestations torment not only relatives, but also the teenager himself.

In the difficult period of transition from childhood to adulthood, adolescents face many complex problems that they are not able to solve based on their own experience or on the life experience of adults. They need a peer group that faces the same problems, has the same values ​​and ideals. The peer group includes people of the same age who are considered quite suitable for the role of judges of those acts and actions that the adolescent performs. In a peer group, an individual tries on the social clothes of an adult. Starting from adolescence, the peer group no longer leaves a person's life. All adult life is spent surrounded by many peer groups: at work, at home, on the road.

During this period, a teenager begins to be biased towards his peers, to appreciate relationships with them. Communication with those who have equal life experience and solve the same problems, gives the teenager the opportunity to better understand himself and his peers. The desire to identify with their own kind gives rise to the need for a friend. Friendship through trusting relationships allows you to better know the other and yourself. Friendship teaches not only wonderful impulses and service to the other, but also complex reflections on the other.

Adolescents in the family often act as negativists, and with their peers they are often conformists. The desire to discover through constant reflections his elusive essence deprives the teenager of a calm spiritual life. It is in adolescence that the range of polar feelings is extremely large. A teenager has passionate feelings, nothing can stop him in striving for his chosen goal: there are no moral barriers for him, there is no fear of people and even in the face of danger. The waste of physical and mental energy is not in vain: now he has already fallen into a stupor, sluggish and inactive. The eyes are dim, the look is empty. He is devastated and, it seems, nothing gives him strength, but a little more and he is again seized by the passion of a new goal. He is easily inspired, but also easily cools down and, exhausted, can hardly move his legs. The adolescent "runs, then lies", then he is sociable and charming - then he is closed and aloof, then he is loving - then he is aggressive.

Reflection on oneself and others reveals in adolescence the depths of one's imperfection, the teenager goes into a state of psychological crisis. He talks about "boredom", about the "meaninglessness" of life, about the indistinctness of the surrounding world, devoid of bright colors. He cannot feel the joy of life, is deprived of the opportunity to experience love for loved ones and dislikes a former friend. Subjectively, this is a difficult experience. But the crisis of this period enriches the teenager with knowledge and feelings of such depths that he did not even suspect in childhood. A teenager, through his own mental anguish, enriches the sphere of his feelings and thoughts, he goes through a complex school of identification with himself and with others, for the first time mastering the experience of purposeful isolation. The ability to separate from others helps a teenager to defend his right to be a person.

In relationships with peers, a teenager seeks to realize his personality, to determine his opportunities in communication. He seeks to defend his personal freedom as a right to adulthood. Success among peers in adolescence is most valued.

Orientation and assessments in communication, characteristic of adolescents, generally coincide with the orientations of adults. Only the assessment of the actions of peers is more maximalistic and emotional than that of adults.

At the same time, teenagers are characterized by extreme conformism. One depends on all. He feels more confident when he acts in concert with the group. The group creates a sense of "WE", which supports the teenager and strengthens his inner position. Often, to strengthen this "WE", the group resorts to autonomous speech, non-verbal signs (gestures, postures, facial expressions). Uniting with each other, adolescents thereby seek to demonstrate isolation from adults. But these emotional urges are really ephemeral; teenagers need adults and are deeply ready to be guided by their opinion.

Intensive physical, sexual, mental and social development draws close attention of a teenager to a peer of the opposite sex. It becomes especially important for a teenager how others treat him. First of all, self-importance is associated with this. To what extent does the face, hairstyle, figure, demeanor, etc. correspond to gender identification: "I am like a man", "I am like a woman." In the same connection, particular importance is attached to personal attractiveness - this is of paramount importance in the eyes of peers. Developmental imbalances between boys and girls are a source of concern.

Boys of younger adolescence are characterized by such forms of attracting attention to themselves as bullying, molestation, and even painful actions. The girls are aware of the reasons for such actions and are not seriously offended, in turn, demonstrating that they do not notice, ignore the boys. In general, boys also have an intuitive understanding of these manifestations of girls.

Relationships get more complicated later on. Disappears immediacy in communication. There comes a stage when interest in the other sex is even more intensified, but outwardly, in the relationship between boys and girls, there is a great isolation. Against this background, there is a great interest in the established relationship, in the one you like.

In older adolescents, communication between boys and girls becomes more open: adolescents of both sexes are included in the social circle. Attachment to a peer of the opposite sex can be intense and very important. Lack of reciprocity sometimes causes strong negative emotions.

Interest in peers of the opposite sex leads to an increase in the ability to single out and evaluate the experiences and actions of the other, to the development of reflection and the ability to identify. The initial interest in the other, the desire to understand a peer give rise to the development of perception of people in general.

Romantic relationships can arise when spending time together. The desire to please becomes one of the significant aspirations. Touch is of particular value. Hands become conductors of internal tension associated with the physical and psychological acquisition of the body. These magnetized touches are remembered by the soul and body for the rest of their lives. It is important to spiritualize the adolescent relationship, but not belittle it.

The first feelings have such a strong effect on the young soul that many people already in adulthood remember precisely these feelings and the object of the heart's inclination, which has long been dissolved in real life over the years.

In adolescence, sexual desires begin to form, which are characterized by a certain lack of differentiation and increased excitability.

At the same time, internal discomfort arises between the adolescent's desire to master new forms of behavior for himself, for example, physical contacts, and prohibitions, both external - from the parents, and their own internal taboos.

It is in adolescence that a tendency towards personal development begins to appear, when the minor himself, reflecting on himself, makes efforts to become himself as a person. During this period, development intensifies simultaneously in two directions:

1 - the desire to master and master the entire range of social space (from adolescent groups to the political life of the country and international politics);

2 - the desire for reflection on one's inner, intimate world (through self-deepening and isolation from peers, relatives, the entire macrosociety).

In adolescence, an even greater gap begins than in childhood between the path traversed by different adolescents from the natural infantilism of childhood to in-depth reflection and pronounced individuality of the individual. Therefore, some adolescents (regardless of the number of years and passport age, height, etc.) give the impression of small children, while others - intellectual, moral, and socio-politically sufficiently developed people. We observe a dilution of the range of the age spectrum into two levels, typical for our time, for our culture, where infantile children, adolescents by age, are on the lower level, and those who symbolize the potential of age with their mental and socio-political achievements.

1.2. The concept and types of maladaptation of adolescents

For many years, the term “disadaptation” (through e) has been exploited in the domestic literature. In Western literature, the term “disadaptation” (through “and”) is found in a similar context. What is the semantic difference, if any, in these discrepancies? And the difference is that the Latin prefix de or the French des means, first of all, disappearance, annihilation, complete absence, and only secondarily with a much rarer use - a decrease, a decrease. At the same time, the Latin dis - in its main sense - means violation, distortion, deformation, but much less often - disappearance. Therefore, if we are talking about a violation, distortion, adaptation, then we obviously should talk about disadaptation (through “and”), since the complete loss, disappearance of adaptation - this, as applied to a thinking being, should mean the cessation of meaningful existence in general, because while this creature is alive and conscious, it is somehow adapted in the environment; the whole question is how and to what extent this adaptation corresponds to its capabilities and the requirements that the environment imposes on it.

Extremely interesting is the question of the true hidden deep features of public consciousness, “mentality”, which predetermine the “reservations” uncritically accepted by the public, why, implying violations, we speak of destruction.

In the West, destructive, self-destructive behavior is called such a form of socially passive deviations as the use of drugs and toxic substances, which leads to the rapid and irreversible destruction of the psyche and body of a teenager. Drugs and toxic substances plunge him into a world of artificial illusions. Up to 20 percent of adolescents have experience of using drugs and substance abuse. Polydrug addiction is developed in our country like nowhere else in the world. When they take heroin and alcohol, ecstasy and alcohol, etc. As a result, the illegal behavior of minors is growing twice as fast as among adults. Deviant behavior is the result of unfavorable psychosocial development and violations of the socialization process, which is expressed in various forms of adolescent maladaptation.

The term "maladaptation" first appeared in the psychiatric literature. He received his interpretation within the framework of the concept of pre-illness. Disadaptation is considered here as an intermediate state of human health in the general spectrum of conditions from normal to pathological.

Thus, adolescent maladaptation is manifested in difficulties in mastering social roles, curricula, norms and requirements of social institutions (families, schools, etc.) that perform the functions of sociological institutions.

Doctor of Psychology Belicheva S.A. allocates, depending on the nature and nature of maladaptation, pathogenic, psychosocial and social maladaptation, which can be presented both separately and in complex combination.

Pathogenic disadaptation is caused by deviations, pathologies of mental development and neuropsychiatric diseases, which are based on functional organic lesions of the central nervous system. In turn, pathogenic maladjustment, in terms of the degree and depth of its manifestation, can be of a stable, chronic nature (psychosis, psychopathy, organic brain damage, mental retardation, analyzer defects based on serious organic damage).

There is also the so-called psychogenic maladaptation (phobias, obsessive bad habits, enuresis, etc.), which can be caused by an unfavorable social, school, family situation. According to experts, 15 - 20% of school-age children suffer from some form of psychogenic maladaptation and need comprehensive medical and pedagogical assistance (V.E. Kagan). In total, according to the research of A.I. Zakharov, up to 42% of preschool children attending kindergartens suffer from certain psychosomatic problems and need the help of pediatricians, psychoneurologists and psychotherapists. The lack of timely assistance leads to deeper and more serious forms of social maladaptation, to the consolidation of stable psychopathic and pathopsychological manifestations.

Among the forms of pathogenic maladaptation, the problems of oligophrenia and social adaptation of mentally retarded children stand out separately. With methods of training and education adequate to their mental development, they are able to assimilate certain social programs, receive simple professions, work and, to the best of their ability, be useful members of society. However, the mental disability of these children, of course, makes it difficult for them to socially adapt and requires special rehabilitation socio-pedagogical conditions.

Psychosocial maladjustment is associated with the age and sex and individual psychological characteristics of a child, adolescent, which determine their certain non-standard, difficult education, requiring an individual pedagogical approach and, in some cases, special psychological and pedagogical correctional programs that can be implemented in general education educational institutions. By their nature and nature, various forms of psychosocial maladaptation can also be divided into stable and temporary.

Stable forms of psychosocial maladaptation include character accentuations, defined as an extreme manifestation of the norm, followed by psychopathic manifestations. Accentuations are expressed in a noticeable specific originality of the character of a child, adolescent (accentuations for hyperthymic, sensitive, schizoid, epileptoid and other types), require an individual pedagogical approach in the family, school, and in some cases psychotherapeutic and psycho-corrective programs can also be shown.

The stable forms of psychosocial maladaptation requiring special psychological and pedagogical correctional programs can also include various unfavorable and individual psychological features of the emotional-volitional, motivational-cognitive sphere, including such defects as a decrease in empathy, indifference of interests, low cognitive activity, a sharp contrast in sphere of cognitive activity and motivation verbal (logical) and non-verbal (figurative)! intellect, defects in the volitional sphere (lack of will, susceptibility to other people's influence, impulsiveness, disinhibition, unjustified stubbornness, etc.).

A certain difficulty in education is also represented by the so-called “uncomfortable” students, who are ahead of their peers in their intellectual development, which may be accompanied by such traits as incontinence, selfishness, arrogance, and neglect of elders and peers. Often, teachers themselves take the wrong position in relation to such children, exacerbating relationships with them and causing unnecessary conflicts. This category of difficult students rarely manifests itself in antisocial acts, and all problems that arise with “uncomfortable” students should, as a rule, be resolved through an individually differentiated approach in the conditions of school and family education.

Temporary unstable forms of psychosocial maladaptation include, first of all, the psychophysiological age and sex characteristics of individual crisis periods of development, of a teenager.

Temporary forms of psychosocial maladaptation also include various manifestations of uneven mental development, which can be expressed in a partial delay or advance in the development of individual cognitive processes, advanced or lagging psychosexual development, etc. Such manifestations also require fine diagnostics and special developing and corrective programs.

Temporary psychosocial maladaptation can be caused by certain mental states provoked by various psycho-traumatic circumstances (conflict with parents, comrades, teachers, uncontrolled emotional state caused by the first youthful love, experience of marital discord in parental relationships, etc.). All these conditions require a tactful, understanding attitude of teachers and psychological support from practical psychologists.

Social maladaptation is manifested in violation of the norms of morality and law, in asocial forms of behavior and deformation of the system of internal regulation, reference and value orientations, social attitudes. In social maladjustment, we are talking about a violation of the process of social development, socialization of the individual, when there is a violation of both functional, and the content side of socialization. At the same time, violations of socialization can be caused both by direct desocializing influences, when the immediate environment demonstrates samples of asocial, antisocial behavior, attitudes, attitudes, thus acting as an institution of desocialization, and by indirect desocializing influences, when there is a decrease in the referential significance of leading institutions. socialization, which for the student, in particular, are family, school.

Social maladaptation is a reversible process. To prevent deviations in the psychosocial development of children and adolescents, the organization of the process of resocialization and social rehabilitation of maladjusted minors is included.

Resocialization is an organized socio-pedagogical process of restoring the social status, lost or unformed social skills of maladjusted minors, reorienting their social attitudes and referent orientations through inclusion in new positively oriented relationships and activities of a pedagogically organized environment.

The process of resocialization can be hampered by the fact that social maladjustment is far from always presented in its “pure form”. Quite complex combinations of various forms of social, mental and pathogenic maladjustment are more common. And then the question arises of medical and social rehabilitation, which involves the implementation of measures of medical and psychological and socio-pedagogical assistance in order to overcome social maladaptation resulting from various psychosomatic and neuropsychic diseases and pathologies.

2. Social exclusion and its factors

2.1 The essence of social maladaptation

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. 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.

The relevance of the problem of maladaptation of adolescents is associated with a sharp increase in deviant behavior in this age group. Social maladaptation has biological, personal-psychological and psychopathological roots, is closely related to the phenomena of family and school maladaptation, being its consequence. Social maladaptation is a multifaceted phenomenon, which is based on not one, but many factors. Some of these experts include:

a. individual;

b. psychological and pedagogical factors (pedagogical neglect);

c. socio-psychological factors;

d. personal factors;

e. social factors.

2.2 Factors of social exclusion

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. The nature of crime and delinquency is considered along with forms of deviant behavior, such as neurosis, psychoasthenia, a state of obsession, and sexual disorders. Persons with deviant behavior, including neuropsychic deviations and social deviation, are distinguished by feelings of increased anxiety, aggressiveness, rigidity, and an inferiority complex. Particular attention is paid to the nature of aggressiveness, which is the root cause of violent crimes. Aggression is a behavior, the purpose of which is to harm some object or person, resulting from the fact that for various reasons some of the original innate unconscious drives do not receive realization, which causes the aggressive energy of destruction to come to life. 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 maladjustment is the emergence and existence of psychosomatic disorders in maladjusted adolescents. At the heart of the formation of psycho-somatic maladjustment of a person is a violation of the function of the entire adaptation system. A significant place in the formation of the mechanisms of functioning of the individual belongs to the processes of adaptation to environmental conditions, in particular, to its social component.

Environmental, economic, demographic and other unfavorable social factors of recent years have led to significant changes in the health of the child and adolescent population. The overwhelming majority of children even under the age of one year show functional-organic insufficiencies of the brain in the range from the mildest, revealing themselves only in an unfavorable environment or concomitant diseases, to obvious defects and anomalies of psychophysical development. The increased attention of the educational and health authorities to the issues of protecting the health of students has serious grounds. The number of children with developmental disabilities and poor health among newborns is 85%. Among children entering the first grade, more than 60% are at risk of school, somatic and psychophysical maladaptation. Of these, about 30% are diagnosed with a neuropsychiatric disorder even in the younger group of kindergarten. The number of primary school students who fail to meet the requirements of the standard school curriculum has doubled over the past 20 years, reaching 30%. In many cases, health problems are borderline. The number of children and adolescents with mild problems is constantly increasing. Diseases lead to a decrease in working capacity, skipping classes, a decrease in their effectiveness, a violation of the system of relations with adults (teachers, parents) and peers, there is a complex dependence of the psychological and somatic. Feelings about these changes can disrupt the functioning of internal organs and their systems. A transition of somatogeny into psychogeny and vice versa is possible, with the appearance in a number of cases of a "vicious circle". Psychotherapeutic influences in combination with other methods of treatment can help the patient get out of the "vicious circle".

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. With pedagogical neglect, despite lagging behind in studies, missing lessons, conflicts with teachers and classmates, adolescents do not observe a sharp deformation of value-normative ideas. For them, the value of labor remains high, they are focused on choosing and obtaining a profession (usually a working one), they are not indifferent to the public opinion of others, and socially significant referential connections are preserved. Adolescents experience difficulties in self-regulation not so much at the cognitive level as at the affective and volitional level. That is, their various actions and antisocial manifestations are associated not so much with ignorance, misunderstanding or rejection of generally accepted social norms, but with the inability to slow down themselves, their affective outbursts or resist the influence of others.

Pedagogically neglected teenagers, with appropriate psychological and pedagogical support, can be rehabilitated already in the conditions of the school educational process, where the key factors can be “advanced trust”, reliance on useful interests that are associated not so much with educational activities as with future professional plans and intentions, as well as adjustment to more emotionally warm relationships of maladaptive students with teachers and peers.

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 a teenager's personality 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. Over one million teenagers wander. The number of orphans has exceeded five hundred thousand, forty percent of children experience violence in families, the same number experience violence in schools, the death rate of adolescents from suicide has increased by 60%. The illegal behavior of adolescents is growing twice as fast as among adults. 95% of maladjusted teenagers have mental disorders. Only 10% of those who need psycho-correctional assistance can receive it. In the study of adolescents aged 13-14 years, whose parents sought psychiatric help, the personal characteristics of minors, the social conditions of their upbringing, the role of the biological factor (early residual organic damage to the central nervous system), the influence of early mental deprivation in the formation of social maladaptation were determined. There are observations according to which family deprivation plays a decisive role in the formation of a child's personality at preschool age, manifesting itself in the form of pathocharacterological reactions with signs of active and passive protest, and childish aggressiveness.

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. At the age of 13-14 years, behavioral disorders become dominant, there is a tendency to group with antisocial adolescents of older age with criminal behavior, substance abuse phenomena join. The reason for the appeal of parents to a psychiatrist was behavioral disorders, school and social maladjustment, the phenomena of substance abuse. Substance abuse in adolescents has an unfavorable prognosis, and 6-8 months after its onset, the signs of a psycho-organic syndrome with intellectual-mnestic disorders, persistent mood disorders in the form of dysphoria and thoughtless euphoria with increased delinquency sharply increase. The problem of maladjustment and related substance abuse in adolescents is largely determined by social conditions - family, microenvironment, lack of adequate professional and labor rehabilitation. The expansion of school opportunities for engaging in a variety of productive work, early professional orientation favorably affects the education of pedagogically neglected, difficult-to-educate students. Labor is the real sphere of application of the efforts of a pedagogically neglected student, in which he is able to raise his authority among his classmates, overcome his isolation and dissatisfaction. The development of these qualities and reliance on them make it possible to prevent alienation and social maladjustment of those who are difficult to educate in school groups, to compensate for failures in educational activities.

Social factors: unfavorable material and living conditions of life determined by the social and socio-economic conditions of society. The problems of adolescents have always been relevant, but they have never been as acute as they are now in the conditions of an unstable social and political situation, an unresolved economic crisis, a weakening of the role of the family, a devaluation of moral standards, and sharply opposite forms of material support. It is noted that many forms of education are inaccessible to all adolescents, a reduction in the number of educational institutions, places of recreation for adolescents. Social neglect compared to pedagogical is characterized primarily 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 alienation of socially neglected adolescents from such important institutions of socialization as the family and school leads to difficulties in professional self-determination, significantly reduces their ability to assimilate value-normative ideas, morality and law, the ability to evaluate themselves and others from these positions, to be guided by generally accepted norms in his behaviour.

If the problems of a teenager are not solved, then they deepen, become complex, that is, such a minor has several forms of manifestation of maladaptation. It is these adolescents that make up a particularly difficult group of socially maladjusted. Among the many reasons leading adolescents to severe social maladjustment, the main ones are the residual effects of organic pathology of the central nervous system, pathocharacterological or neurotic development of the personality, or pedagogical neglect. Of considerable importance in explaining the causes and nature of social maladaptation is the system of self-assessments and expected assessments of the individual, which refers to the prestigious mechanisms of self-regulation of adolescent behavior and deviant behavior in the first place.

Conclusion

At the end of the work, we summarize the results. Based on the research done, the following conclusions can be drawn.

It is necessary to study the individual psychological and socio-psychological characteristics of the personality of a socially maladjusted teenager. It is necessary to determine the nature and causes of deviations, to outline and implement a set of medical-psychological and socio-pedagogical measures that can improve the social situation that caused the maladjustment of adolescents, and to carry out individual psychological correction.

It is necessary to conduct a study of the social situation that provokes the maladjustment of adolescents. The social situation is represented by unfavorable parent-child relationships, family atmosphere, the nature of interpersonal relationships and the sociometric status of a teenager among peers, the pedagogical position of the teacher, and the socio-psychological climate in the study group. This requires a complex of socio-psychological and, above all, sociometric methods: observations, conversations, the method of independent characteristics, and so on.

In the prevention of maladjusted behavior of adolescents, psychological knowledge is of particular importance, on the basis of which the nature of deviant behavior of adolescents is studied, and preventive measures are developed to prevent asocial manifestations. Early prevention should be addressed in the following main areas:

- firstly, timely diagnosis of asocial deviations and social maladjustment of adolescents and the implementation of a differentiated approach in the choice of educational and preventive means of psychological and pedagogical correction of deviant behavior;

- secondly, the identification of unfavorable factors and desocializing influences from the immediate environment and the timely neutralization of these unfavorable maladjusting influences.

Bibliography

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Disadaptation as a social phenomenon

“Deviant” (deviant) behavior is behavior in which deviations from social norms are consistently manifested. At the same time, deviations of the mercenary, aggressive and socially passive type are distinguished. brochure

Social deviations of a selfish orientation include offenses and misdemeanors associated with the desire to illegally obtain material, monetary and property benefits (theft, bribes, theft, fraud, etc.).

Social deviations of an aggressive orientation are manifested in actions directed against a person (insults, hooliganism, beatings, rape, murder). Social deviations of the mercenary and aggressive type can be both verbal (insult with a word) and non-verbal in nature (physical impact) and manifest themselves at the level of both pre-criminogenic and post-criminogenic. That is, in the form of acts and immoral behavior that cause moral condemnation, and in the form of criminal criminal actions.

Deviations of the socially passive type are expressed in the desire to abandon active life, evasion of their civic duties, duty, unwillingness to solve both personal and social problems. Such manifestations include evasion from work, study, vagrancy, the use of alcohol, drugs, toxic drugs, immersing in the world of artificial illusions and destroying the psyche. The extreme manifestation of a socially passive position is suicide, suicide.

Particularly widespread both in our country and abroad is such a form of socially passive deviations as the use of drugs and toxic substances, which leads to the rapid and irreversible destruction of the psyche and body, this behavior has been called self-destructive behavior in the West.

Deviant behavior is the result of unfavorable psychosocial development and violations of the socialization process, which is expressed in various forms of adolescent maladjustment already at a fairly early age.

Maladaptation- a state of inability to adapt to changing conditions or overcome emerging difficulties.

Author's approaches to the definition of the concept of "DISADAPTATION" G. M. Kodzhaspirov, A. Yu. Kodzhaspirov - maladjustment - a mental state that has arisen as a result of a discrepancy between the sociopsychological or psychophysiological status of the child and the requirements of a new social situation.

V.E. Kagan - maladjustment - a disorder of the objective status in the family and school, which complicates the educational process.
K. Rogers - disadaptation - a state of internal dissonance, and its main source lies in the potential conflict between the attitudes of the "I" and the direct experience of a person.

N.G. Luskanova I.A. Korobeinikov - maladjustment - a certain set of signs indicating a discrepancy between the sociopsychological and psychological status of the child and the requirements of the situation of schooling, the mastery of which for a number of reasons becomes difficult, in extreme cases impossible.

A.A. Northern - the functioning of the individual is inadequate to his psychophysiological capabilities and needs and / or environmental conditions and / or requirements of the microsocial environment.
S.A. Belicheva - maladjustment is an integrative phenomenon, which has a number of types: pathogenic, psychosocial, and social (depending on the nature, nature and degree of maladaptation).
M. A. Khutornaya - a manifestation of violations of interpersonal relations and a violation of the image of the "I" of the child, from the point of view of the connection of the child with the outside world. [, pp.166-167] social ped Surtaeva

Adolescent disadaptation is manifested in difficulties in mastering social roles, curricula, norms and requirements of social institutions (families, schools, etc.) that perform the functions of socialization institutions.
Depending on the nature and nature of maladaptation, pathogenic, psychosocial and social maladaptation are distinguished, which can be presented both separately and in complex combinations.

Pathogenic disadaptation is caused by deviations and pathologies of mental development and neuropsychiatric diseases, which are based on functional organic lesions of the central nervous system. In turn, pathogenic maladjustment, in terms of the degree and depth of its manifestation, can be of a stable, chronic nature (psychosis, epilepsy, schizophrenia, mental retardation, etc.), based on serious organic damage to the central nervous system.

There are also lighter, borderline forms of neuropsychiatric disorders and deviations, in particular the so-called psychogenic maladjustment (phobias, tics, obsessive bad habits), enuresis, etc., which can be caused by an unfavorable social, school, family situation . “In total, according to the St. Petersburg child psychotherapist A.I. Zakharov, up to 42% of preschool children suffer from certain psychosomatic problems and need the help of psychoneurologists and psychotherapists.”

Lack of timely assistance leads to deeper and more serious forms of social maladjustment and deviant behavior.

“Among the forms of pathogenic maladjustment, the problems of oligophrenia, the problems of social adaptation of mentally retarded children and adolescents are singled out separately. Oligophrenics do not have a fatal predisposition to crime. With adequate methods of training and education for their mental development, they are able to master certain social programs, receive several professions, work to the best of their ability and be useful members of society. However, the mental inferiority of these teenagers, of course, makes it difficult for them to socially adapt and requires special social and pedagogical conditions and correctional and developmental programs.”

Psychosocial maladjustment is associated with the age-sex and individual psychological characteristics of the child, adolescent, which determine their certain non-standard, difficult education, requiring an individual pedagogical approach, and in some cases - special correctional psychological programs. By their nature and nature, various forms of psychosocial maladaptation can also be divided into stable and temporary, unstable forms.

Social maladaptation is manifested in the violation of moral and legal norms, in asocial forms of behavior and deformation of the system of internal regulation, reference and value orientations, and social attitudes.

Depending on the degree and depth of deformation of the process of socialization, two stages of social maladjustment of adolescents can be distinguished: pedagogical and social neglect. social ped Nikitin
Social maladaptation - violation of morality and law by children and adolescents, antisocial forms of behavior and deformation of internal regulation, social attitudes. short dictionary

Temporary maladaptation is a violation of the balance between the personality and the environment, which gives rise to the adaptive activity of the personality. [, p.168] social ped Surtaeva
Author's approaches to the definition of the concept of "ADAPTATION" "Adaptation" (from the Latin adaptare - to adapt) - 1. - adaptation of self-organizing systems to changing environmental conditions. 2. In the theory of T. Parsons, A. is material-energy interaction with the external environment, one of the functional conditions for the existence of a social system, along with integration, goal achievement and preservation of value patterns.

D. Geri, J. Geri Adaptation is the way in which social systems of any kind (eg, family group, business firm, nation state) "manage" or respond to their environment. According to Talcott Parsons, "adaptation is one of the four functional conditions that all social systems must meet in order to survive."
V.A. Petrovsky - adaptation of the philosophical and psychological phenomenon. In the broadest sense, it is characterized by the state of the result of the individual's activity and the goal adopted by him; as a certain ability of any person to "build their vital contacts with the world"

BN Almazov - the philosophical concept of social adaptation is concretized in at least three directions: adaptive behavior, in the interests of the environment of education; adaptive state (reflecting a person's attitude to the conditions and circumstances in which he is placed by the educational situation); adaptation as a condition for effective interaction between a minor and an adult in the education system”; and adaptive, as "the student's inner readiness to accept the circumstances of education," highlights the psychological aspect.
Social adaptation is the process and result of an individual's active adaptation to the conditions of a new social environment. For the individual, social adaptation is paradoxical in nature: it unfolds as a search activity flexibly organized under new conditions. [p.163] Surtaeva

With pedagogical neglect, despite lagging behind in studies, missing lessons, conflicts with teachers and classmates, adolescents do not observe a sharp deformation of value-normative ideas. For them, the value of labor remains high, they are focused on choosing and obtaining a profession (as a rule, a working one), they are not indifferent to the public opinion of others, and socially significant referential connections are preserved.

With social neglect, along with antisocial behavior, the system of value-normative ideas, value orientations, and social attitudes is sharply deformed. A negative attitude towards work is being formed, an attitude and desire for unearned income and a “beautiful” life at the expense of dubious and illegal livelihoods. Their referential connections and orientations are also characterized by deep alienation from all persons and social institutions with a positive social orientation.

Social rehabilitation and correction of socially neglected adolescents with a deformed system of value-normative representations is a particularly laborious process. Kholostova

Deeply understanding child psychology, A.S. Makarenko noted that in most cases the situation of abandoned children is more difficult and dangerous than that of orphans. Betrayal on the part of adults close to the child inflicts irreparable mental trauma on him: there is a breakdown of the child's soul, loss of faith in people, justice. A child's memory, which has preserved the unattractive aspects of home life, is fertile ground for reproducing its own failures. Such a childhood needs rehabilitation - the restoration of lost opportunities to live a normal, healthy and interesting life. But only the humanism of adults can help this: nobility, disinterestedness, mercy, compassion, conscientiousness, selflessness...

The significance of rehabilitation and pedagogical work especially increases during periods of crisis in the life of society, causing significant deterioration in the state of childhood. The peculiarity of the moment for rehabilitation pedagogy is to find effective measures to overcome the problematic situation of childhood by pedagogical means.
What image of a child in need of rehabilitation appears in our minds? Most likely it is:
disabled children;
children with special educational needs;
street children;
children with deviant behavior;
children with poor health, with chronic somatic diseases, etc.

All the variety of definitions of teenagers who need pedagogical rehabilitation for various reasons can be reduced to the name "special teenagers". One of the main signs by which adolescents can be classified as "special" is their maladjustment - a disturbed interaction of an individual with the environment, which is characterized by the impossibility of him to exercise his positive social role in specific microsocial conditions, corresponding to his capabilities and needs.
The concept of "disadaptation" is considered one of the central concepts of rehabilitation pedagogy in considering the problems that need pedagogical rehabilitation of children. It is adolescents with environmental adaptation disorders in the primary educational team that should be considered as the main object of pedagogical rehabilitation.

Scientists of the Institute of Psychotherapy (St. Petersburg) consider “school maladaptation” as the impossibility for a child to find “his place” in the space of schooling, where he can be accepted as he is, preserving and developing his identity, potentialities and opportunities. for self-realization and self-determination. Morozov

In the psychological literature, adolescence is noted as a crisis, when there is a rapid development and restructuring of the body of a teenager. It is at this age that adolescents are characterized by special sensitivity, anxiety, irritability, dissatisfaction, mental and physical malaise, which is manifested in aggressiveness, whims, lethargy, increases. How smoothly or painfully this period will pass for a minor will depend on the environment in which the child lives, on the information received from any objects of interaction. Considering all this, it must be remembered that if a child of this age did not experience positive influence from adults, teachers, parents, close relatives, did not feel psychological comfort and security in his own family, did not have positive interests and hobbies, then his behavior characterized as difficult. con

A significant part of the pupils of the center are social orphans. They have both or one parent, but their presence only increases the social maladjustment of the child for various reasons.

Thus, we can say that neglected children are brought up mainly in single-parent families, where parents have remarriages. The absence of one parent makes it difficult for children to get acquainted with various options for social experience and entails the one-sided nature of their moral development, the violation of stable adaptive abilities, and the inability to make independent decisions.

Many families are without a permanent income, because. parents in such families are unemployed and do not try to find a job. The main sources of income are unemployment benefits, child benefits, including child disability pensions, survivors' pensions, child support, as well as begging, both the child and the parents themselves.

Thus, the neglect and homelessness of a huge number of children is a consequence of the deprivation or limitation of certain conditions, material or spiritual resources necessary for the survival and full development of the child.

The percentage of children entering the centers and requiring state protection due to the antisocial behavior of their parents is quite high. In most families, one of the parents abuses alcohol, or both parents drink. In families where parents abuse alcohol, punishments are often applied to children: both verbal reproaches and the use of physical violence.
Most of the pupils, when they enter the center, do not have self-service skills, i.e., being brought up in a family, they did not receive the necessary sanitary and hygienic and household skills.

Thus, minors who are in specialized institutions have a sad experience of living in a family, which is reflected in their personality, physical and mental development.

They are characterized by inferior emotional experience, underdevelopment of emotional responsiveness. They have a weakened sense of shame, they are indifferent to the experiences of other people, show restraint. Their behavior often manifests rudeness, mood swings, sometimes turning into aggression. Or homeless children have an overestimated level of claims, overestimate their real capabilities. Such teenagers inadequately react to remarks, always consider themselves innocent victims.

Experiencing constant uncertainty, dissatisfaction with others, some of them close in on themselves, others assert themselves through a demonstration of physical strength. Children who have experience of homeless life have low self-esteem, they are insecure, depressed, withdrawn. The sphere of communication in these children is characterized by constant tension. Attention is drawn to the aggressiveness of children in relation to adults. On the one hand, they themselves have suffered a lot from the actions of adults, on the other hand, children develop a consumer attitude towards their parents.

The lack of a sense of psychological security weakens the need for adolescents to communicate. Deformation of the communication process manifests itself in different ways. Firstly, it may be a variant of isolation - the desire to get away from society, to avoid conflicts with children and elders. Here a strong motivation of personal autonomy, isolation, protection of one's "I" is manifested.

Another option may manifest itself in opposition, which is characterized by the rejection of proposals, demands coming from others, even very benevolent ones. Opposition is expressed and demonstrated in actions of a negative nature. The third option - aggression is characterized by the desire to destroy relationships, actions, bring physical or mental harm to others, which is accompanied by an emotional state of anger, hostility, hatred. .

A medical examination of children at the center shows that they all have somatic diseases, which are chronic in most of them. Some children did not see a doctor for several years, and since they did not attend preschool institutions, they were completely deprived of medical supervision.

A feature of adolescents in the center is addiction to smoking. Some pupils have experience of smoking, which leads to such a disease as acute trachitis.

Specialists noted that neglected and homeless children have big problems in intellectual, mental and moral development.

From all of the above, you can make a general portrait of a child in need of social rehabilitation. Basically, these are children aged 11-16, who are brought up in single-parent families and in families where the parent has remarried. The lifestyle of their parents in most cases is characterized as antisocial: parents abuse alcohol. As a result, such children have a distorted moral consciousness, a limited range of needs, and their interests are mostly primitive. They differ from their prosperous peers in the disharmony of the intellectual sphere, underdevelopment of arbitrary forms of behavior, increased conflict, aggressiveness, low level of self-regulation and independence, negative volitional orientation.

Therefore, today it is necessary to carry out socio-pedagogical rehabilitation of maladjusted children and adolescents.

For the successful implementation of the adaptation of maladjusted children, “knocked out” of life, their preparation for independent life in society, I developed the program “Social and pedagogical rehabilitation of maladjusted children and adolescents through labor activity in the KU SRTSN”, which has a review. The program I developed was adapted to this category of participants in the experiment, implemented and used in practice.
We objectively assessed the results of the experiment, deduced the percentage ratio of the practical readiness for work of adolescents before the start of the experiment and at the time of completion. The degree of effectiveness is determined by the level of social activity of maladjusted adolescents of the Social Rehabilitation Center for Minors and the ability to fulfill themselves in the social environment.

The end result is positive, because during the implementation of the program, work contributed to the formation of adolescents' interest in work for the common good, the development of the need and ability to work, the education of stable volitional qualities, the formation of moral qualities of the individual, socially valuable attitudes to all types of labor activity, the education of discipline, diligence, responsibility, social activity and initiatives. What is the basis of successful socialization of the personality of a teenager.

Maladaptation(from the Latin prefix de... or French des...) - means, first of all, disappearance, destruction, complete absence, and is only much less often used as a decrease, decrease. A number of scientific publications use the term "disadaptation"(from Latin dis - in the first meaning - violation, distortion, deformation, much less often - disappearance).

Therefore, if we have in mind a violation, a distortion of adaptation, then we should speak specifically about disadaptation (through “and”), since the complete loss, disappearance of adaptation - this, as applied to a thinking being, should mean the cessation of meaningful existence in general, because as long as this the creature is alive and conscious, it is somehow adapted to the environment. At the same time, the Latin de - is read both as "de" and as "di". Consequently, the essence of the word "disadaptation" is determined by what is invested in it. This fact means that "disadaptation" and "disadaptation" in the domestic literature and in practice are considered as synonyms.

Most often, disadaptation (disadaptation) is understood as the inconsistency of the sociopsychological and psychophysiological status of a person with the requirements of the situation of life, which in turn does not allow him to adapt to the environment of his existence. The phenomenon of disadaptation can take place in a separate (typical) or any environment. For example, at home, the child feels quite comfortable and does not experience maladjustment phenomena, but in kindergarten, on the contrary, it is uncomfortable.

Disadaptation, like adaptation, is considered as a process, manifestation and result of a personality.

Disadaptation as a process means a decrease in the adaptive capabilities of a person in the conditions of the environment of life or in certain conditions (for example, in a kindergarten, class, group, etc.). It can manifest itself over time and lead to completely different consequences. In particular, disadaptation can have a sluggish current character and be practically invisible, becoming at a certain stage a serious problem, manifesting itself sharply when a person in a certain situation is completely unadapted to it and cannot find himself. In this case, the consequences can be quite serious. For a child, long-term maladjustment is fraught with a delay in development, the formation of negative attitudes, and anxiety.

Disadaptation as a manifestation is an external characteristic of any trouble of a person, which finds expression in his atypical behavior, attitude and performance in given environmental conditions. Each child has their own forms of manifestation. It is often difficult to identify it externally. It is necessary to know the person well and his typical manifestations in various situations. The ability to understand the signs of maladaptation in a timely manner allows the educator to quickly respond to the situation, preventing deep negative consequences. This is not about creating greenhouse conditions for the pupil, but about preventing him from significant negative deformation consequences under the influence of maladaptation.

Disadaptation as a result there is evidence of a comparative assessment of a qualitatively new state and manifestation that does not correspond to environmental conditions that are not typical for this person, based on his previous behavior and attitude (kindergarten pupil, student, etc.) to peers, studies and activities. In relation to a child, this is evidence that his behavior, relationships and performance (in relationships with children and adults, learning, games, etc.) do not correspond to the social norms that are characteristic of him (his peers) in these conditions environment.

In the specialized literature and in practice, the use of the category maladapted in relation to a certain category of people: maladjusted children, maladjusted child, maladjusted group, and also in relation to the environment that caused the deformation phenomena: school maladaptation, family maladaptation, etc.

maladjusted children. These are children who, for various reasons, cannot, on an equal basis with their peers, other children, adapt to the conditions of their living environment (kindergarten group, classroom team, peer group, etc.), which negatively affects their self-manifestation, development, upbringing, education, for example, a student who does not do well in class. At the same time, poor academic performance may not be the result of maladjustment, but a reflection of the student's individual cognitive abilities in learning, unwillingness to learn, etc.

A maladjusted person. This is a person who differs from other people due to the problems of adaptation in the environment of life, which affected him, his development, activity, ability to solve tasks that are natural for this situation.

A maladjusted child. A child who differs from his peers due to problems of adaptation in the environment of life that affected him, his development, socialization, and the ability to solve tasks that are natural for his peers.

A certain category of children quickly overcomes the state of maladaptation that they encounter in life. They do not have special difficulties in the process of natural adaptation to the conditions of the new environment. However, it should be emphasized that, despite the fact that children who are quite dynamic in adapting to various conditions often experience great difficulties, which seriously affect maladjusted children, their subsequent self-realization, self-improvement. Such children need help and support at the stage of adaptation. Their absence can have serious negative consequences for them.

School maladjustment. It is most often noted by primary school teachers, in which children study with difficulty getting used to school reality. It is typical for children of 6-8 years of age, who do not understand the situation of the classroom situation, who do not develop relationships with classmates and against this background there is practically no progress in the development of their cognitive activity or its pace is reduced. Such children need special attention and help from the teacher, an individual approach to their education and upbringing. An equally important role in stimulating the adaptive capabilities of these children belongs to the class team, its respectful attitude towards them and support.

With the ability of the teacher to build pedagogically expedient relationships with maladjusted students, their parents and the class, school maladaptation can be largely overcome within 2-4 months after the start of the school year. In more severe cases, when children have persistent negative reactions to the learning situation in the classroom, it is necessary to get professional advice from specialists, including a psychologist, and in some cases, when a child has neurotic reactions in the form of irritable tearfulness, nervousness, aggressiveness in combination with sleep and appetite disorders, then a psychoneurologist.

Different categories of children, under certain conditions, need targeted support and assistance to prevent the occurrence of maladjustment or overcome it in the process of their upbringing and education. Maladapted children with pathological forms often need educational work with them in special educational institutions, oriented taking into account the factor that led the children to this condition. To work with them, special techniques and trained specialists are needed.

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

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

These include:

prolonged illness;

Limited opportunities for the child to communicate with the environment, people and the lack of adequate (taking into account individual characteristics) communication with him from his environment;

Prolonged 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 maladaptation of a person are connected 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 personality by a group (disadaptive group) — rejection of the child by the team, microgroup, harassment, violence against her, 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 ensure prosperity, a person finds himself in a complex depressive1 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;

The maladaptive influence of an individual, in the presence of which the child experiences great tension, discomfort. Such a person is called maladaptive (maladaptive child - group)- this is a person (group), which (which) under certain conditions in relation to the environment (group) or an individual acts as a factor of maladjustment (influencing self-manifestation) and, thus, restrains its activity, the ability to fully realize itself. 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.;

Depression (from Latin depressio - suppression, oppression) is a painful mental state, manifested in feelings of longing and despair against the background of emotional, intellectual and motor retardation. Inclinations, motives, volitional activity, self-esteem are sharply reduced. Behavior in this state is characterized by slowness, lack of initiative, and fatigue.

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 maladjustment due to a qualitative change in the environment of the life of a child, a teenager of deviant behavior.

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 finds 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 maladjustment 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 maladjustment 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;

Prevention 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;

Encouragement of 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;

Teaching parents, teachers and educators how 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.

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 maladjustment 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 in 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.