School maladjustment causes signs elimination. School maladjustment: causes and manifestations

Psychological foundations of the educational activity of primary schoolchildren.

Lecture 7

Difficult children

Plan.

Emotional disturbances.

School maladjustment, its types, reason.

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

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

One of the most common requests for a school psychologist on the part of a teacher is the problem of emotional instability, imbalance of students. Teachers do not know how to behave with schoolchildren who are overly stubborn, touchy, quarrelsome, or, for example, with children who are too painfully worried about any comment, whiny, anxious.

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

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

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

3. Too shy, vulnerable, resentful, timid, anxious children... They are embarrassed to loudly and clearly express their emotions, they will quietly worry about their problems, fearing to draw attention to themselves.

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

As noted above, this division is quite speculative: in practice, you can find schoolchildren who combine both hysterical traits (characteristic of group 2) and aggressive tendencies (group 1); or aggressive children, but deep down very vulnerable, timid and defenseless. However, the common thing for all the groups outlined is that inadequate affective reactions (manifested in different ways in different types of children) are of a protective, compensatory nature.

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

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

Let's look at four of the most common types of parenting that are wrong.

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

2. Hypersocial education... The reason for it is the wrong orientation of the parents. These are too “correct” people trying to pedantically carry out all the recommendations for “ideal” upbringing. The “must” is produced to the absolute. The child of hypersocial parents is, as it were, programmed. He is overly disciplined and performant. A hypersocial child is forced to constantly suppress his emotions, restrain his desires. With this type of upbringing, several development paths are possible: it can be a violent protest, a violent aggressive reaction, sometimes self-aggression as a result of a traumatic situation, or, conversely, isolation, isolation, emotional coldness.

3. Anxious and suspicious education observed in those cases when with the birth of a child at the same time there is a persistent anxiety for him, for his health and well-being. This type of upbringing is often observed in families with an only child, as well as in families where a weakened or late child is growing up. As a result, the child anxiously perceives natural difficulties, with distrust of others. He is not self-reliant, indecisive, timid, touchy, painfully insecure.

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

However, it should be borne in mind that sometimes the emotional stress in children is provoked by teachers, unwittingly and without realizing it. They demand behaviors and performance levels from their students that are overwhelming for some of them.

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

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

Thus, the main factors affecting emotional disturbances include:

Natural characteristics (for example, the type of temperament);

Social factors:

Type of family education;

The attitude of the teacher;

The influence of the school psychologist.

When talking to children with emotional difficulties, you can offer adults the following guidelines:

1. You can not strive to teach a child to suppress their emotions, the task of adults is to teach children how to properly direct, to show their feelings.

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

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

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

2. V.E. Kagan introduced the concept "Psychogenic school maladjustment", defining it as "psychogenic reactions, psychogenic diseases and psychogenic formations of the child's personality, violating his subjective and objective status in school and family and complicating the educational process." This makes it possible to single out psychogenic school maladjustment as “an integral part of school maladjustment in general and to differentiate it from other forms of maladjustment associated with psychoses, psychopathies, non-psychotic disorders due to organic brain damage, hyperkinetic syndrome of childhood, specific developmental delays, mild mental retardation, defects in analyzers, etc. ”.

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

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

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

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

School maladjustment- this is the education in a child of inadequate mechanisms of adaptation to school in the form of violations of educational activity and behavior, the appearance of conflict relations, psychogenic diseases and reactions, an increase in the level of anxiety, distortions in personal development.

The reasons for school maladjustment according to E.V. Novikova:

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

- lack of formation of motivation for learning (some schoolchildren retain a preschool orientation towards the external attributes of the school);

- inability to arbitrarily control their behavior, attention;

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

Signs of maladjustment are:

- negative emotional attitude towards school;

- high persistent anxiety;

- increased emotional lability;

- low efficiency;

- motor disinhibition;

- the difficulty of communicating with the teacher and peers.

Symptoms of adjustment disorder also include:

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

- feelings of inferiority, negativism; withdrawal, lack of interest in games;

- psychosomatic complaints;

- aggressive actions;

- general lethargy;

- excessive shyness, tearfulness, depression.

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

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

Similar information.

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

In the most general sense, school maladjustment means, as a rule, a certain set of signs that indicate the inconsistency of the sociopsychological and psychophysiological status of the child with the requirements of the schooling situation, the mastering of which becomes difficult for a number of reasons.

Analysis of foreign and domestic psychological literature shows that the term "school maladjustment" ("school maladjustment") actually defines any difficulties that a child has in the process of schooling. Physiological manifestations of learning difficulties and various violations of school norms of behavior are unanimously considered by doctors, teachers and psychologists to be among the main primary external signs. From the standpoint of the ontogenetic approach to the study of the mechanisms of maladjustment, critical, turning points in a person's life, when sharp changes occur in his situation of social development, acquire special importance.

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

At the physiological level, maladjustment manifests itself in increased fatigue, decreased performance, impulsivity, uncontrolled motor restlessness (disinhibition) or lethargy, impaired appetite, sleep, speech (stuttering, stuttering). Weakness, complaints of headaches and abdominal pain, grimacing, trembling of fingers, biting nails and other obsessive movements and actions, as well as talking to oneself, enuresis are often observed.

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

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

1. Cognitive component, manifested in the failure of training in a program that is appropriate for the age and abilities of the child. Includes such formal signs as chronic academic failure, repetition, and qualitative signs such as lack of knowledge, skills and abilities.

2. Emotional component, manifested in the violation of attitudes towards learning, teachers, life perspective associated with learning.

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

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

Thus, school maladjustment is the formation of inadequate mechanisms of adaptation to school in the form of learning and behavior disorders, conflict relations, psychogenic diseases and reactions, an increased level of anxiety, and distortions in personal development.

Analysis of literary sources allows us to classify all the variety of factors contributing to the emergence of school maladjustment.

Natural and biological prerequisites include:

· Somatic weakness of the child;

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

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

· Functional defects of peripheral speech organs, leading to impaired development of school skills necessary for mastering oral and written speech;

· Mild cognitive disorders (minimal cerebral dysfunction, asthenic and cerebroasthenic syndromes).

The socio-psychological reasons for school maladjustment include:

· Social and family pedagogical neglect of the child, inadequate development at the previous stages of development, accompanied by disturbances in the formation of certain mental functions and cognitive processes, shortcomings in preparing the child for school;

· Mental deprivation (sensory, social, maternal, etc.);

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

· Inadequate strategies of pedagogical interaction and learning.

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

1. Disadaptation due to insufficient mastery of the necessary components of the subject side of educational activity. The reasons for this may lie in the insufficient intellectual and psychomotor development of the child, in the inattention on the part of the parents or the teacher to how the child masters the studies, in the absence of the necessary assistance. This form of school maladjustment is acutely experienced by primary school students only when adults emphasize the "stupidity", "ineptitude" of children.

2. Disadaptation due to insufficient arbitrariness of behavior. The low level of self-government makes it difficult to master both the subject and social aspects of educational activity. In the classroom, such children behave intemperate, do not follow the rules of behavior. This form of maladjustment is most often a consequence of improper upbringing in the family: or the complete absence of external forms of control and restrictions that are subject to internalization (upbringing styles "overprotective", "family idol"), or the removal of controls outside ("dominant overprotection").

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

4. Disadaptation as a result of the disintegration of the norms of the family community and the school environment. This variant of maladjustment occurs in children who have no experience of identification with their family members. In this case, they cannot form real deep connections with members of new communities. In the name of preserving the unchanging Self, they hardly come into contact, do not trust the teacher. In other cases, the result of the inability to resolve the contradictions between family and school WE is a panic fear of parting with parents, a desire to avoid school, an impatient expectation of the end of classes (that is, what is usually called school neurosis).

A number of researchers (in particular, V.E. Kagan, Yu.A. Aleksandrovsky, N.A. Berezovin, Ya.L. Kolominsky, I.A. Nevsky) consider school maladjustment as a consequence of didactogeny and didasogeny. In the first case, the learning process itself is recognized as a psycho-traumatic factor.

Informational overloads of the brain, combined with a constant lack of time, which do not correspond to the social and biological capabilities of a person, are one of the most important conditions for the emergence of borderline forms of neuropsychic disorders.

It is noted that in children under 10 years of age with their increased need for movement, the greatest difficulties are caused by situations in which it is required to control their motor activity. When this need is blocked by the norms of school behavior, muscle tension increases, attention worsens, efficiency decreases, and fatigue quickly sets in. The discharge that follows this, which is a protective physiological reaction of the body to excessive overstrain, is expressed in uncontrolled motor restlessness, disinhibition, which are perceived by the teacher as disciplinary offenses.

Didactogeny, i.e. psychogenic disorders, caused by improper behavior of the teacher.

Among the reasons for school maladjustment, some of the child's personal qualities formed at the previous stages of development are often called. There are integrative personality formations that determine the most typical and stable forms of social behavior and subordinate its more particular psychological characteristics. Such formations include, in particular, self-esteem and the level of aspirations. If they are inadequately overestimated, children uncritically strive for leadership, react with negativism and aggression to any difficulties, resist the demands of adults, or refuse to perform activities in which failures are expected. At the heart of the negative emotional experiences that arise, there is an internal conflict between claims and self-doubt. The consequences of such a conflict can be not only a decline in academic performance, but also a deterioration in health against the background of clear signs of socio-psychological maladjustment. Children with low self-esteem and a level of ambition also have serious problems. Their behavior is characterized by uncertainty, conformity, which constrains the development of initiative and independence.

Reasonably, children who have difficulty communicating with peers or teachers can be included in the group of maladjusted children, i.e. with violations of social contacts. The ability to establish contact with other children is extremely necessary for a first grader, since educational activity in primary school is of a pronounced group nature. Lack of communication skills gives rise to typical communication problems. When a child is either actively rejected by classmates or ignored, in both cases, a deep experience of psychological discomfort is noted, which has maladaptive meaning. Less pathogenic, but also has maladaptive properties, the situation of self-isolation, when the child avoids contact with other children.

Conclusions on the first chapter

When considering the phenomenon of adaptation, we got acquainted with the following concepts: "adaptation in the biological sense", "social adaptation", "stable mental adaptation", as well as "socio-psychological adaptation".

Adaptation processes are aimed at maintaining balance with the environment. The changes accompanying adaptation affect all levels of the organism: from the molecular to the psychological organization of activity.

And speaking about first-graders during the period of adaptation to schooling, one can notice that, due to their age characteristics, at this time, such an important personal education as a sense of social competence or under unfavorable conditions, social and psychological inferiority, begins to form.

Also in the first chapter of this work, approaches to the above topic were outlined, in which such researchers as A.L. Wenger, E.M. Alexandrovskaya, T.V. Drozhevets, A. Maslow, A. Ellie, K. Rogers, D. Snigg and A. Combe, highlight the levels, mechanisms and indicators of adaptation of first graders to school.

In addition, speaking about the social and psychological adaptation of children to learning in primary school, we could not ignore such a phenomenon as maladjustment and considered its concept, signs, causes and consequences.

Based on the studied literature on the research topic, it can be concluded that the process of adaptation to learning in primary school, as well as the difficulties that a child may have during this period, are associated with the influence of a large number of factors: both the personality characteristics of the individual and the influence on him external circumstances.

adaptation school social psychological

The reality is that modern children often become hostages of maladjustment at school, which leaves a significant imprint not only on the quality of education, but also on the development of the individual as a whole. First, let's find out what school maladjustment is, and then try to understand the reasons for this process.

Manifestations and causes

Adults should guide students

Disadaptation of a student is a deviation of a socio-psychological nature that affects the productivity of a child's study, as well as his relationship in the team and with himself. Productivity is understood as the degree of assimilation of knowledge by a student, as well as the development of various skills and abilities in him.

It is not difficult to identify a maladaptive child in the school team. These children typically show:

negativism (denying absolutely everything that adults or peers try to convey to them);
difficulties in understanding with teachers, parents and friends;
a tendency to skip school;
increased excitability, which is on the verge of aggression.

Psychologists believe that the reasons for this behavior in children lie in neurotic mental disorders. And often, they are not genetically determined, but acquired in the course of interaction and mutual influence of the child's close environment. Among the main reasons for school maladjustment are:

social stratification at all levels of communication (children from families with different income levels and different morals do not know how to find a common language and do not seek to understand each other);
somatic disorders (associated with a disease of internal organs due to psychological problems);
an increasing percentage of children with mental retardation;
family relationship problems;
low or high self-esteem in children;
reduced ability to cognize.

Most often, the transition to a new high-quality level of education - from preschool to school - becomes a kind of stress, since it involves a combination of new mental, physical and emotional stress on the intellectual potential of the child.

Prevention and correction

Communication should be the basis of any child's activity.

The work of psychologists and educators is to develop educational technologies that take into account the health status of children. And yet, there are often cases when a child maladjusted. And then you need to correct the current situation. A lot of recommendations have been created aimed at correcting the maladjustment of schoolchildren. Among them there are a number of the most relevant ones, designed to help children feel like adequate members of society:

Systematic conversations of teachers, school psychologists with children and their parents (in this way, you can not only discuss and find a solution to the problems that have arisen, but also contribute to the establishment of close contact between the child and his familiar adult environment);
Conducting a detailed introspection of the work of teachers and the educational service of the educational institution (so easily you can prevent the wrong behavior of adults in relation to the personality of the child);
Careful distribution of the educational load on the child (of course, children are able to perceive large amounts of information in comparison with adults, but you should not abuse this, as the student may have a rejection of any activity related to education);
Formation of the correct school motivation (very often parents overprotect the baby, from which the child is afraid of school, he has a rejection of everything that is connected with it; in this case, correction should be started with educational work in relation to the parents).

As preventive measures to prevent maladjustment, one can single out:

Timely diagnosis of the psychophysical state of the child;
The beginning of educational activity in accordance with the metric data - 6-7 years;
Taking into account the peculiarities of the psyche and the capabilities of the child when entering school;
Albert Einstein said: "The goal of the school should always be to educate a harmonious personality, not a specialist."
Differentiation of schoolchildren within the class, parallels in accordance with the individual characteristics of children. These can be classes with fewer students, a more loyal didactic regimen, or complementary health and wellness activities.
Regular trainings conducted by school psychologists for parents and groups of children prone to maladjustment.

Video: Social adaptation of schoolchildren

School maladjustment is a serious violation of the psychological comfort of the child and his environment, therefore, not only parents, but also teachers and professional psychologists should solve this problem. This is the only way to help the student to cope with the disturbance of the psychophysical state and to form a strong personality.

Causes and manifestations of school maladjustment

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

DEADAPTATION - a mental state resulting from the discrepancy between the sociopsychological or psychophysiological status of the child to the requirements of the new social situation. Distinguish (depending on the nature, character and degree of manifestation) pathogenic, mental, social maladjustment of children and adolescents.

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

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

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

Reasons for school maladjustment

1.The most common cause of school maladjustment is consideredminimal brain dysfunction (MMD), Children with attention deficit hyperactivity disorder (ADHD) are most at risk of SD.

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

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

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

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

An important predisposing factor for the formation of neuroses and neurotic reactions can be the personality traits of children, in particular, anxious and suspicious traits, increased exhaustion, a tendency to fear, demonstrative behavior.

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

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

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

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

3. Socio-pedagogical factor - the difficulties of interaction between the student and the teacher.

4. Correctional and preventive factor - the weakness of the interaction of specialists in related specialties.

5. Family and environmental factor - pathologizing types of upbringing, difficult emotional background in the family, educational inconsistency, unfavorable social environment, lack of emotional support.

6. Cognitive-personality factor - disorders of the child's mental development (lack of formation of higher mental functions, delayed emotional-volitional and personal development).

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

There is also the following classification of the causes of school maladjustment, characteristic of primary school age.

Disadaptation due to insufficient mastery of the necessary components of the subject side of educational activity. The reasons for this may lie in the insufficient intellectual and psychomotor development of the child, in the inattention on the part of the parents or the teacher to how the child masters the studies, in the absence of the necessary help. This form of school maladjustment is acutely experienced by primary school students only when adults emphasize the "stupidity", "ineptitude" of children.

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

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

Disadaptation as a result of the disintegration of the norms of the family community and the school environment. This variant of maladjustment occurs in children who have no experience of identification with their family members. In this case, they cannot form real deep connections with members of new communities. In the name of preserving the unchanging Self, they hardly come into contact, do not trust the teacher. In other cases, the result of the inability to resolve the contradictions between family and school WE is a panic fear of parting with parents, a desire to avoid school, an impatient expectation of the end of classes (i.e., what is usually called school neurosis).

A number of researchers (in particular, V.E. Kagan, Yu.A. Aleksandrovsky, N.A. Berezovin, Ya.L. Kolominsky, I.A. Nevsky) considerschool maladjustment as a result of didactogeny and didasogeny. In the first case, the learning process itself is recognized as a psycho-traumatic factor. Informational overloads of the brain, combined with a constant lack of time, which do not correspond to the social and biological capabilities of a person, are one of the most important conditions for the emergence of borderline forms of neuropsychic disorders.

Didascogeny, i.e. psychogenic disorders, caused by improper behavior of the teacher.

Among the reasons for school maladjustment, some of the child's personal qualities, formed at the previous stages of development, are often called. There are integrative personality formations that determine the most typical and stable forms of social behavior and subordinate its more particular psychological characteristics. Such formations include, in particular, self-esteem and the level of aspirations. If they are inadequately overestimated, children uncritically strive for leadership, react with negativism and aggression to any difficulties, resist the demands of adults, or refuse to perform activities in which failures are expected. At the heart of the negative emotional experiences that arise, there is an internal conflict between claims and self-doubt. The consequences of such a conflict can be not only a decline in academic performance, but also a deterioration in health against the background of clear signs of socio-psychological maladjustment. Children with low self-esteem and a level of ambition also have serious problems. Their behavior is characterized by uncertainty, conformity, which constrains the development of initiative and independence.

It is reasonable to include in the group of maladapted children who have difficulty communicating with peers or teachers, i.e. with violations of social contacts. The ability to establish contact with other children is extremely necessary for a first grader, since educational activity in primary school is of a pronounced group nature. Lack of communication skills gives rise to typical communication problems. When a child is either actively rejected by classmates or ignored, in both cases, a deep experience of psychological discomfort is noted, which has maladaptive meaning. Less pathogenic, but also has maladaptive properties, the situation of self-isolation, when the child avoids contact with other children.

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

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

Depressive disorders

Depressive disorders manifest themselves in slow thinking, difficulty remembering, refusal from situations that require mental stress. Gradually, in early adolescence, depressed schoolchildren spend more and more time preparing homework, but not coping with all the volume. Gradually, academic performance begins to decline while maintaining the same level of aspirations, which irritates adolescents. In older adolescence, in the absence of success, along with long preparation, the adolescent begins to avoid control tests, skips classes, he develops a stable deep maladjustment.

Deprivation

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

Internal conflict

The third place in the hierarchy of maladjustment factors belongs to the factor of reference groups. Reference groups can be located both inside the classroom, and outside it (informal communication group, sports clubs, teenage clubs, etc.). The reference groups satisfy the adolescents' need for communication, for affiliation. The influence of reference groups can be both positive and negative, it can both be the cause of maladjustment, moreover, of various types, and it can be a maladaptive-neutralizing factor.

Thus, the influence of reference groups can be manifested both in social facelit, that is, in a positive stimulating influence of the behavior of group members on the activities of a teenager, performed in their presence or with their direct participation; and in social inhibition, which is expressed in the inhibition of the behavior and mental processes of the subject of communication. If a teenager feels comfortable in the reference group, then his actions become relaxed, he realizes himself, his adaptive potential increases. However, if in the reference group the adolescent is in subordinate roles, then the mechanism of conformity often begins to operate, when he, disagreeing with the members of the reference group, nevertheless, due to opportunistic considerations, agrees with them. The result isinternal conflict associated with the discrepancy between motive and real action. This inevitably leads to maladjustment, more often internal than behavioral.

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

School maladjustment can also be regarded as a case of the cumulative manifestation of mental and social maladjustment that occurs in the context of schooling.

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

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

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

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

The main manifestations of school maladjustment inprimary school :

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

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

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

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

5. Personal disorders (feelings of inadequacy, stubbornness, fears, hypersensitivity, deceit, solitude, gloom).

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

The following forms of manifestation of schoolmaladjustment in adolescents :

A student's feeling of his personal inconsistency, rejection from the team;

Changing the motivational side of the activity, the motives of avoidance begin to prevail;

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

Increased conflicts with others;

Academic failure of adolescents.

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

Frustration (from Lat. frustratio - deception, frustration, destruction of plans) - the mental state of a person caused by objectively insurmountable (or subjectively so perceived) difficulties that arise on the way to achieving a goal or solving a problem. Thus, frustration is an acute experience of an unmet need.

Frustration is seen as acute stress. .

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

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

Biological barriers - illness, feeling unwell, severe fatigue. The factor of frustration can be the discrepancy between the pace of learning activity, overload, provoking the development of fatigue in children with reduced performance and rapid fatigue.

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

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

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

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

One of the reasons for emotional deprivation may be the apparent loss of the mother.- situations when the mother abandons the child (in the hospital or later), in situations of the mother's death. Basically, any real separation from the mothercan have the strongest deprivation effect:

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

– situations of long-term departure of the mother (on vacation, for a session, at work, in the hospital);

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

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

– when the child is sent to a nursery;

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

– when the child ended up in the hospital without a mother, etc.

Emotional deprivation can lead tolatent maternal deprivation- situations when there is no obvious separation of the child from the mother, but there is an obvious insufficiency of their relationship or certain features of this relationship.

This is always observed:

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

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

– in families where the mother is in a situation of prolonged stress (illness of loved ones, conflicts, etc., and, accordingly, the mother is in a continuous state of depression, excitement, irritation or discontent);

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

– when the mother rigidly follows various kinds of schemes (scientific or unscientific) of child care (which are usually too general to be suitable for a particular child) and does not feel the real needs of her child;

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

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

In a broad sense"School neuroses" are referred to psychogenic forms of school maladjustment and are understood as special types of neuroses caused by school education (mental disorders caused by the learning process itself - didactogeny, psychogenic disorders associated with the teacher's incorrect attitude - didascalogenia) that complicate school education and upbringing.

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

"Psychogenic school maladjustment" (PShD) is psychogenic reactions, psychogenic diseases and psychogenic formations of the child's personality that violate his subjective and objective status in school and family and complicate the educational process.

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

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

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

However, for all the indisputable importance of the teacher's attitude and the need for his professional psychological training, it would be a mistake to reduce the problem we are considering to the problem of a bad or malicious teacher.Didascalogenia may be based on a child's neurotic or out-of-school environment-induced increased sensitivity. In addition, absolutizing the meaning of didascalogue leaves out the bracketsthe problem of psychogenic maladjustment of the teacher, which can give rise to compensatory or psycho-protective in essence and psycho-traumatic in form of his behavior, when both the teacher and the student equally need help .

The other two directions are related to the medical understanding of neurotic response.

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

The second, seemingly, fundamentally different direction is associated with the idea of neuroses in children as a consequence of the personal characteristics of parents, disturbed relationships and improper upbringing in the family. The direct transfer of these ideas to the problem of psychogenic school maladjustment shifts the emphasis in the dialogue between school and family, placing the burden of responsibility for school maladjustment of the child entirely on the family and assigning the school the role of an arena for the manifestation of deviations acquired in the family or, in extreme cases, a trigger factor. Such a reduction of the socialization of the individual only to family socialization, with all the importance of the latter, raises doubts. The latter cannot be practically productive if we take into account what I.S. Cohn, the increase in the proportion of extra-family education. With its absolutization, this direction approaches the previous one - with the only difference that the correction of maladjustment is identified with the treatment of the family, in which biological therapy is supplanted by family psychotherapy.

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

Among adolescents, there are more often fears of loneliness, punishment, not being in time, fear of not being the first, fear of not coping with feelings, not being themselves, fear of condemnation from peers, etc.

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

Fear of "not being that." This is the leading fear in primary school age - the fear of not being someone who is well spoken about, who is respected, appreciated and understood. That is, it is the fear of inconsistency with the social requirements of the immediate environment (school, peers, family). A form of this fear can be the fear of doing something wrong and right. To prevent this fear, you need to constantly show your child signs of support and approval. Praise and encouragement should be discreet, and only for the cause.

Fear of decision making. Or fear of responsibility. It is more common in children raised in strict or fearful families. In both cases, fear manifests itself in the fact that the child is confused by even the simplest situation of choice.

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

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

(Kolpakova A.S. Children's fears and methods of their correction in children of primary school age // Young scientist. - 2014. - No. 3. - P. 789-792.)

Prevention of school neuroses is to minimize the traumatic factors associated with the learning process itself (causing didactogenia), and associated with the teacher's wrong attitude (causing didakalogenia).

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

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

The point of view of V.E. Kagan on the reasons that may contribute to the emergence of maladjustment of the child. Any individual lessons with him can contribute to the emergence of school maladjustment of the child, if the methodology of their conduct differs significantly from the lesson ones. To increase the effectiveness of learning, an adult focuses only on the individual characteristics of his personality (attention, perseverance, fatigue, timely remarks, attracting attention, helping the child to organize, etc.). The child's psyche adapts to a similar learning process in the context of mass learning in the classroomthe child cannot organize himself independently and needs constant support .

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

Psychological maladjustment of children can also be formed during group lessons, if there are too many game moments in the classroom, they are completely built on the child's interest, allowing too free behavior, etc. Graduates of speech therapy kindergartens, preschool institutions, studying according to the methods of Maria Montessori, "Rainbow" ... These children are better prepared, but almost all of them have problems adapting to school, and this is primarily due to their psychological problems. These problems are formed by the so-called preferential conditions of education - teaching in a classroom with a small number of students. They are accustomed to the increased attention of the teacher, they are waiting for individual help, they are practically unable to organize themselves and focus on the educational process. It can be concluded that if preferential conditions are created for the education of children for a certain period, then their psychological maladjustment to the usual conditions of education occurs.

One of the areas of prevention can be called work with the family - psychological education for parents in order to motivate them to create favorable family conditions. The disintegration of the family, the departure of one of the parents often creates, if not always, an unbearable difficulty for the child's nervous system and causes the development of neuroses. Quarrels, scandals, mutual discontent between family members are of the same importance. It is necessary to exclude them not only from the relationship between the parents of the child, but also from the relationships of all the people around him. Prevention of alcoholism, which is the main cause of unfavorable living conditions, quarrels, and sometimes fights, which contributes to the development of neuroses in children brought up in such conditions. The upbringing of the child must be equal, he must firmly master the concepts of "no" and "can", and it is necessary to constancy in the observance of these requirements on the part of educators. Either prohibition or permission for the child of one and the same act causes a collision of opposite nervous processes and can lead to the emergence of neurosis. Too harsh upbringing, numerous restrictions and prohibitions keep the child passively defensive, contributing to the development of fearfulness and lack of initiative, excessive self-indulgence - weakens the process of inhibition.

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

The development of both signaling systems in a child should proceed evenly. Of great importance in this respect are outdoor games, manual labor, gymnastics, sports exercises (sledges, skates, skis, a ball, volleyball, swimming, etc.). Keeping children in the fresh air is a prerequisite for strengthening their health. An important role in the prevention of childhood neuroses is played by the prevention of infectious diseases that weaken higher nervous activity and thus contribute to the emergence of neurotic childhood diseases.

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

If traits of a mental type are found in children in puberty - a tendency to analysis, resonance, deepening into philosophical problems - they should be included in physical activity and regular sports activities.

As for adolescents, it is important to take into account that maladjustment is often associated with mental disorders. In general education schools, as a rule, children are taught whose violations have not reached critical levels, but are in borderline states. Studies of maladjustment caused by a predisposition to mental illness were carried out by N.P. Vaisman, A.L. Groisman, V.A. Khudik and other psychologists. Their studies have shown that there is a close relationship between the processes of mental development and personality development, their mutual influence. However, deviations in mental development often go unnoticed, and behavioral disorders come to the fore, which are only external manifestations of mental collisions, the reaction of adolescents to maladjustment situations. These secondary disorders often have more striking external manifestations and social consequences. So, according to A.O. Drobinskaya, manifestations of psychophysical infantilism can be aggravated to such an extent by neurasthenic and psychopathic disorders that arise in adolescents with school requirements inadequate to their level of development, that real, physiologically determined learning difficulties go by the wayside, and behavioral disorders come to the fore. In this case, readaptation work is built on the basis of external manifestations of maladjustment, which do not correspond to its deep essence, the root cause. As a result, readaptation measures turn out to be ineffective, since the adolescent's behavior can be corrected only by neutralizing the leading disaptatiogenic factor. In this case, without the formation of meaningful learning motivation and the creation of a stable situation of successful learning, this is impossible.