The article talks about such a complex and at the same time negative phenomenon as teenage maladjustment. The types of maladaptation and its levels are considered. Conclusions are drawn about the main features of the described levels. The article reveals some methods for diagnosing maladjustment and gives their characteristics. It tells how, taking into account the type of maladjustment of the child and the level of maladjustment, it is possible, using diagnostic data, to correct this maladjustment in a timely manner.

maladjustment

levels of maladjustment

types of maladjustment

diagnostic methods

correction.

1. Belicheva S.Yu. Fundamentals of preventive psychology. – M.: Consortium, 1993. – 197 p.

2. Molodtsova T.D. Psychology, diagnosis and correction of childhood difficulties. – Rostov-on-Don: Rostov University Publishing House, 2005. – 254 p.

3. Molodtsova T.D. The role of pedagogical support in overcoming the maladjustment of adolescents // International Journal of Applied and Fundamental Research. – 2012. – No. 5. – pp. 42-44.

5. Nemov R.S. Experimental educational psychology and psychodiagnostics. – Vlados, 1995. – 320 p.

Over the last decade, the most frequently encountered concepts in one way or another denoting the difficulties of minors are: difficult, difficult to educate, difficult to teach, pedagogically neglected, socially or socioculturally neglected, neglected, deviant, delinquent, criminal, uncomfortable, and, finally, maladjusted.

With the variety of judgments associated with the phenomena under consideration, one thing remains indisputable: in society there are people who do not fit into it either for physiological, genetic, psychological, or social reasons, or for both combined. In addition, there are those who experience themselves or cause others a feeling of discomfort. All these concepts were united by us under the term maladjustment. So, as we understand it: “Disadaptation is the result of internal or external (sometimes complex) deharmonization of the individual’s interaction with himself and society, appearing in internal discomfort, disturbances in behavior, relationships and activities.” This is a phenomenon that covers all human difficulties, and in relation to adolescents, all internal and external difficulties of this age, regardless of the source of nature and degree of manifestation.

As a preliminary analysis has shown, the phenomenon of maladaptation of minors is a multifaceted, multivariate phenomenon that can manifest itself with varying degrees of intensity, breadth, in various options and be called for various reasons, At the same time, “...the consequence of socio-psychological or psychosocial maladjustment is poor academic performance, indiscipline, conflict, difficulty in educating, rudeness (with teachers, parents, peers), disruption of relationships; this is the most common and easily manifested type of maladaptation.

Consideration of maladjustment as a psychological and pedagogical phenomenon raises the question of its antipode, i.e. what a person needs to be directed towards, what to focus on, what to educate him about. It's about about the adaptation of the individual in the social in the broad sense and the school as its variety. It is no secret that “... social adaptation is a process and at the same time the result of internal and external harmonization of the individual with the environment, a process of active adaptation of the individual, balancing the needs of a person and the requirements of the environment.” Indicators of a person’s adaptation are his balanced relationships with people around him, success in his activities, and harmony in behavior. It is most disrupted at the age that many psychologists and teachers consider most prone to maladjustment, namely adolescence.

When maladaptation manifests itself in adolescents, it may have different kinds, types, levels. In particular, taking S.A. Belicheva’s classification as a basis, we, expanding and supplementing it, identified the following types of maladjustment: pathogenic, psychological, psychosocial, socio-psychological (or socio-pedagogical) and social. Pathogenic maladaptation manifests itself in neuroses, hysterics, psychopathy, disturbances of analyzers, including somatic disorders. Psychological - found in accentuations of character, conflicts in the motivational sphere, defensiveness, inadequate self-esteem, deprivation (alienation), phobias (anxiety), frustration and other reasons that are not manifested in behavior (it does not always lie on the surface and requires in-depth study) . The consequence of socio-psychological or psychosocial maladjustment is academic failure, lack of discipline, conflict, difficulty in educating, rudeness (with teachers, parents, peers), relationship disorders; this is the most common and easily manifested type of maladaptation. Under certain conditions, this type of maladaptation can turn into social maladjustment, when a teenager simply harms society, etc.). If the first and second types of maladaptation cause schoolchildren to experience internal disharmony, the third type, in addition to their own psychological disharmony, disrupts the development of many connections, disorganizes activities, and interferes with the immediate environment, then the fourth is simply inconvenient and sometimes dangerous for society, requiring not only the intervention of psychologists , teachers, parents, doctors, but also justice workers.

Paying attention to all types of maladaptation in adolescents, we believed that a difficult child should be dealt with when he has not yet fallen into a criminal environment, when the “disease” has not started, existing as school maladjustment. We call it school not for the reason that it manifests itself only at school, but because it can be present in a teenager who has the official status of a schoolchild, student of a lyceum, gymnasium, technical school, or vocational school. As a rule: “Disadaptation is classified according to a variety of parameters: by the nature of deviations from the norm; for external or internal violations; by the depth of personality disorders, prevalence; brightness of manifestation; sustainability; primary or secondary manifestation; by areas of violations; by the presence of one or another launcher psychological mechanism etc." .

Indicators of levels of maladjustment among adolescents were developed.

Levels of maladaptation in adolescents.

Level zero - “adapted”. These are teenagers who study and behave well, do not conflict, and are satisfied with themselves, life and their environment.

The first level is “mostly adapted”. Adolescents whose maladaptation is present extremely sporadically, having only individual elements of it. Its manifestations are situational, superficial, most often in one area. The teenager in this case is more likely adapted than maladapted. This is an ordinary, fairly well-performing student with some exclusively age-related behavioral difficulties, which is expressed in rare violations of discipline, occasional conflicts, some failures in learning, and situational motives (if the maladjustment is psychological).

The second level is “pre-maladapted”. Adolescents in whom maladaptation manifests itself quite often, but mostly temporarily, although sometimes widely. Such violations do not become a stable feature and do not affect the deep formations of the personality. Maladaptation manifests itself in occasional poor performance, indiscipline, conflicts with teachers, parents and friends, etc. But maladaptation manifestations are quite frequent, so there is a threat of transition to stable maladaptation. Motives associated with discomfort show greater stability than at the previous level.

The third level is “maladapted”. Schoolchildren whose maladjustment may become more profound (especially in a specific area), and also stable. Many negative motives develop into personality traits. This kind of maladjustment can manifest itself quite widely, clearly, disrupting activities, behavior and relationships. Usually such students are already called “difficult”, “pedagogically neglected”. They are characterized by rudeness, conflict, indiscipline and other negative manifestations.

The fourth level is “socially maladjusted.” Adolescents whose maladjustment is extensive, deep, stable, often secondary, and pronounced. It manifests itself in deviant behavior, deprivation, and delinquent acts and is most often characteristic of teenagers who are registered in children's rooms of the police, which are dealt with by commissions on juvenile affairs. Such teenagers either completely ignore their studies, commit misconduct, interfere with society, or they are teenagers who do not have the opportunity to study. We have developed a method for diagnosing levels of maladaptation, which needed to be tested.

For this purpose, a research group was organized, which included 3rd year students of the Faculty of Social Pedagogy. This group The experiment was carried out under our leadership.

The pilot study was carried out from 2010 to 2012. Taganrog in schools 10, 8, 3, as well as two rural schools. A model for diagnosing adolescent maladjustment was tested in order to

Carrying out the study, we took into account the entire microsociety of schoolchildren, but carried out diagnostics mainly at school. We believed that a teenager could be maladjusted in the family, school, close environment, maladapted psychologically, socially, complexly, but at school or other educational institutions for adolescents (vocational schools, technical schools, colleges) diagnostic methods are easiest to use due to the following reasons: 1 ) this is the place where a teenager must carry out his main activity - learning, he must go there, so there are convenient conditions for studying there; 2) there is an opportunity to bring all students together to apply a number of group research methods; 3) the teacher can find allies and assistants in the person of the administration, other teachers, psychologist, etc. Carrying out research work in schools, we started with diagnosing maladaptation of students in each grade.

The developed parameters of maladjustment levels were used to determine the percentage of various levels and areas in which adolescents are most maladjusted. As a rule, conversations were used with the class teacher, school psychologist, and social pedagogue, who were familiarized with the parameters of the levels of maladjustment. In addition, students optionally used the rating method, the method of competent judges, mutual characteristics, self-characteristics, etc. The students’ own observations and methods were also used that corresponded to each of the areas of the student’s microsociety, where the greatest socio-psychological disadaptation could occur.

The document that integrated all the collected information was the “Summary Table” we developed for the levels of maladaptation of class students. When filling out individual columns of the “Summary Table” (by areas of maladaptation, eight columns in total), indicators of the levels of socio-psychological maladjustment and specially selected methods were used. Thus, to study attitudes towards educational activities, observations of the students themselves, conversations with teachers and students, and study of products were used creative activity etc. When studying relationships with teachers, in addition to observations and conversations with teachers and students, students used the survey method, obtained information through creative written work “My favorite subject,” analysis of various situations, etc. Relationships with friends were studied using a number of sociometric techniques. Attitudes towards socially useful activities were helped to study by class teachers, class assets, and questionnaires were used. Communication in an informal group and relationships in the family were completed with the help of parents, class teachers and the students themselves (questionnaires, questionnaires) and observations. Attitude towards oneself was studied using a number of special techniques, which will be discussed below. Attitude to the world - using the rating method, essays, conversations, questionnaires. In the final column indicating the level of maladaptation, a score was given on an order scale. Experimental and calculated data (based on a linear model) showed high consistency.

All students compiled summary tables of maladjustment among students in one of the teenage classes. The levels of maladjustment were summed vertically to obtain information about the degree of maladaptation of schoolchildren by region. Based on these figures, a graph was drawn up that made it possible to further present the characteristics of the class and the strategy for working with it. Particularly intensive correctional work was carried out in those areas that were most “sagging” according to the schedule, as well as with students whose level was 3 or 4, which indicated their high maladjustment.

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Introduction

maladaptation school pathology

To develop the concept of social work, education and training in modern conditions are of decisive importance basic principles interaction between the individual, family and society, adopted in accordance with the Convention on the Rights of the Child, the new Law “On Education in the Russian Federation”, the second generation Federal State Educational Standard. In the new socio-legal system, priority is given to society, to professional goals and interests are given to the child and family, personal activity and personal growth.

The modern Russian school, which strives to implement the basic principles of state policy in the field of education, also finds its place in this social space.

1. The concept of school maladjustment

Only a person who feels comfortable in society and lives in harmony with the reality around him can be successful.

We can call a schoolchild adapted if he was able to move from play activities to educational activities. If he can move from working under the control of a teacher to completing a task independently, if he can complete a task from beginning to end - from the moment of formulating and constructing a program to exercising control over his actions.

Normally, a first-grader adapts to school conditions in 5-6 weeks. That is, by the middle of the first quarter the body should be rebuilt without compromising physical and mental health. During this time, all systems should begin to function in a new way. The biological clock is corrected, subject to a new regime, which includes independent work and homework. The body's energy balance changes. There is a transition from gaming and physical activity to mental activity, and the blood supply to the brain increases. At the psychological level, the child adapts to new adults and peers. He exhibits one of the most important traits - readiness for development.

Why does a child sometimes not want to study, lose interest in classes, become aggressive, or, conversely, withdraw into himself? How should teachers and parents behave in such a situation?

You should start with general concept the term "disadaptation".

Disadaptation is any violation of adaptation, the body’s adaptation to constantly changing conditions of the external or internal environment. A state of dynamic discrepancy between a living organism and external environment, leading to disruption of physiological functioning, changes in behavior, and the development of pathological processes. A complete discrepancy between the organism and the external conditions of its existence is incompatible with life. The degree of maladaptation is characterized by the level of disorganization of the functional systems of the body. Personal maladjustment can lead to the formation of suicidal behavior if it is impossible to realize basic value attitudes.

School maladaptation is a violation of the adaptation of a student’s personality to the learning conditions at school, which acts as a particular phenomenon of a disorder in a child’s general ability to mentally adapt due to some pathological factors. In this context, school maladjustment acts as a medical and biological problem.

From this point of view, school maladaptation for parents, teachers, and doctors, as a rule, is a disorder within the framework of the vector “illness/disorder of health, development or behavior.” This point of view explicitly or implicitly defines the attitude towards school maladjustment as a phenomenon through which the pathology of development and health manifests itself. An unfavorable consequence of this attitude is the focus on test control when entering school or when assessing the level of development of a child in connection with the transition from one educational level to another, when the child is required to prove that he has no deviations in his ability to learn according to the programs offered by teachers , and at the school chosen by the parents.

The second consequence is a persistently expressed tendency to refer to a psychologist and to a doctor, for example, a psychiatrist, a child with whom the teacher constantly encounters difficulties. An extreme expression of this approach is the “labeling” of children experiencing learning difficulties with diagnostic “labels” coming from clinical practice into “everyday consciousness” - “infantile”, “psychopath”, “hysteric”, “schizoid”, “organic” and others numerous examples of medical “pseudo-terms” in origin, illegally used in another, socio-psychological and educational system of relations to cover up or justify the callousness, impotence or unprofessionalism of persons responsible for upbringing, training and social assistance.

School maladaptation in another sense is the impossibility of learning and adequate interaction of a child with the environment within a particular educational institution.

There are several approaches to how experts interpret the concept of school maladjustment.

We will consider school maladaptation as a violation of the interaction between the child’s personality and the school environment. The participation of psychiatrists in rehabilitation is minimal. The main emphasis is on creating an adequate rehabilitation environment and interdisciplinary interaction of specialists.

2. Factors influencing the occurrence of school maladjustment

· Individual factor. Clear external differences from peers. Deformities, serious motor problems, low or, conversely, high mental abilities. Unresolved speech therapy problems: slurred speech, stuttering. Poor vocabulary.

· Somatic factor. Presence of chronic diseases, frequent infectious diseases. Decreased hearing and vision.

· Psychological and pedagogical factor. Absence individual approach in teaching. Impossibility of personal contact between student and teacher. Underestimation.

· Corrective and preventive factor. Weak interaction between specialists in related specialties. Absence or untimeliness of correctional work at school, lack of specialists.

· Family factor. Pedagogical neglect. Heavy emotional background in the family. Lack of communication. Alcoholism of parents. Overprotection or, conversely, cruelty in treatment. Inconsistency in the demands of adults at home, inconsistency in the use of forms of reward and punishment. Parents' rejection of child health problems. Pushing an undertreated child into school, failure to identify chronic diseases that interfere with successful learning. Parents' discrepancy between word and deed. The policy of double standards in relationships.

· Environmental factor. The bad influence of peers, the attraction of doing nothing, impunity for antisocial behavior. Attractiveness thrills. Availability of drugs and easy income.

· Social factor. Loss of former ideals in society. Propaganda of aggression, infatuation virtual world- a substitute for reality. Advertising an unhealthy lifestyle.

· Mental factor. Mental disorders of schoolchildren. Diseases that were either not identified before school or occur in an erased form. Decreased volitional activity, decreased motivation for learning and independent existence in adulthood.

· Psychological factor. Lack of formation of higher mental functions. Memory, attention, and perception disorders.

3. Diagnosis of school maladjustment

Primary diagnosis falls on the shoulders of the teacher. It is necessary to use dynamic observation skills, analyze the child’s behavior, typical errors in oral answers and written work.

How to identify a group of children who are poorly adapted to school? To do this, it is necessary to analyze how the lesson is going overall, whether there are children who are very behind the overall pace of work, and whether there are children who are the last to hand in their work. Are there people who pass first, but then it turns out that they made a lot of mistakes, blots, and typos?

It is also necessary to evaluate the time of active attention in the lesson. The time of active attention is the period from the beginning of the lesson until signs of exhaustion appear. A first grade student can sit in class for no more than 15 minutes at the beginning of the year and 20 minutes in the second half of the year, in the fifth grade - 30-45 minutes, in the ninth grade - 45 minutes.

Signs of child maladjustment may include signs of exhaustion, fatigue, decreased mental performance, errors in written work, increased level anxiety with good academic performance, etc.

Signs of exhaustion:

1. The child is spinning and spinning at his desk.

2. Can't hold a pose. He lies down with his head on the desk, slouches, and “flows” down the chair.

3. Yawns.

4. Constantly blinks, licks lips, and makes other obsessive movements.

5. Shifts the pen from hand to hand.

6. Every lesson asks permission to go to the toilet.

7. Drops writing utensils repeatedly.

8. Cannot repeat the question just asked.

9. Makes uncharacteristic errors in both written and oral speech.

10. By the end of the lesson, his handwriting is getting worse.

Signs of fatigue that appear during recess:

1. Autonomic reactions: pale skin, bright pink cheeks, blue above the upper lip.

2. Secludes himself, does not want to communicate with classmates.

3. Aggression towards peers.

4. Runs around the hall, cannot switch to a calm activity.

5. Walks on tiptoes.

What you should pay attention to and how to interpret the results of written work.

1. Written work is not in order.

2. Can write on the first page that comes to hand.

3. It may start not from the red line, but from the middle of the line or even from the middle of the sheet.

4. Even in the second quarter he writes letters in a mirror manner.

5. Rearranges letters in syllables and syllables in a word.

6. Skips letters.

7. Replaces letters with ones that sound similar.

8. Cannot retell what he has read.

If you find similar features in a student’s notebook, you need to refer the child for additional diagnostics to a psychologist. Such features of written work indicate that the child has reduced programming and control functions. The 7th point indicates a violation of auditory perception. The reasons that a child cannot retell what he has read even when asked leading questions can be either simple - pedagogical neglect, or profound - the immaturity of higher cortical functions.

Anxiety in case of good academic performance can be caused by various factors. The causes of anxiety usually lie in the child himself. But still, in some classes the level of anxiety is higher, in particular, where knowledge and skills are not assessed at all, children do not receive feedback, it seems to them that everything is so bad that there is nothing to evaluate. In first grade there are no formal grades, but children quickly learn the alternative system: "I have a blue sticker, and Petya answered better --at him golden".

Signs of anxiety in high achieving children:

1. The child is afraid to answer the lesson learned. Answers better from the seat than from the board. It is better to answer the teacher in private than in front of the whole class.

2. Is whiny or aggressive when reprimanded.

3. Stutters, and only in class.

4. Shows motor restlessness when answering (tugging at clothes, rubbing hands, shaking hands), often blinking, licking lips during oral answers.

Features of performing tasks in anxious children:

1. High dependence on teacher behavior. When giving oral answers, attention is diverted to the teacher’s behavior, and not to what and how to answer. Reads the teacher's facial expressions.

2. “Sticking” to small details, difficulty isolating the main task.

3. Poorly copies from a sample. He looks at how his neighbor at his desk performs the task.

4. When a task is poorly completed once, he begins to cry and refuses to study at all.

If a teacher notices the frequent manifestation of at least one sign in a child, then this is a direct reason to involve the parents and consult the child with a school psychologist.

4. Methods for diagnosing school maladjustment

To carry out effective readaptation work, it is necessary to have the most complete understanding possible of the causes, essence and time of development of maladaptation processes. This information can only be obtained through ongoing diagnostic work, in which not only representatives of the socio-psychological service, but also teachers and class teachers should take part.

Naturally, this is a very labor-intensive process that requires certain skills, therefore, during psychological and pedagogical seminars, it is necessary to train teachers in basic diagnostic methods. All information obtained both through constant observation of the behavior of students, their interpersonal relationships, and through testing and questioning of adolescents and their parents should be analyzed by specialists, as a result of which appropriate recommendations are developed individually for each student experiencing difficulties in adaptation.

When performing diagnostics, you should be guided by the following principles:

1. The process of maladaptation must be studied comprehensively, identifying violations in all complexes of personally significant relationships.

2. Since, like any process, maladaptation has time parameters, diagnostics must also be consistent, allowing one to obtain information about maladjustment at various phases of its development.

3. To objectify the data, diagnostics should be carried out using various methods that allow the results of observations to be clarified and double-checked.

4. When studying maladaptation, it is necessary to diagnose both individual, subjective factors, and social ones, including the characteristics of microsocieties, interpersonal relationships at various levels, etc.

5. When conducting diagnostics, special attention should be paid to identifying the factors that initiate the triggering of the maladaptation mechanism, since these factors are often hidden by external manifestations of secondary maladjustment. However, effective readaptation work is possible only if the root cause of maladaptation is neutralized.

6.Diagnostics should be aimed not only at studying the forms of manifestation of maladjustment and the factors determining the occurrence and development of maladjustment, but also at determining the body’s protective resources, ways to increase adaptive potential adolescents, activation centers of motivation, etc. Identifying and taking into account these factors makes it possible to optimize readaptation work and reduce the intensity of disaptation processes. In our opinion, any pedagogical influence can cause, along with positive aspects, also side, undesirable ones. Therefore, pedagogical influences during readaptation activities should be minimized, if possible.

7. All factors that determine the development of maladaptive processes must be diagnosed. Otherwise, the information will be fragmentary and incomplete, from which it is impossible to create a complete and objective picture of maladjustment.

Much attention should be paid to giving the diagnosis a systematic, logical sequence of actions.

1. Based on the external manifestations of maladaptation, record its presence in the student, determine the area in which it is reflected.

2. Identify the main complexes of personally significant relationships that have undergone maladaptation in the most to a greater extent.

3.Identify factors of maladjustment, both primary and secondary. Pay special attention to the factors that led directly to the onset of maladjustment.

4. Diagnose factors that may be useful in further readaptation work - individual valuable personal qualities, social factors, that is, identify activation centers of positive motivation.

5. Identify the value system of the teenager’s personality, outline a system of guidelines that should be deployed in front of the maladapted teenager.

6. Develop a strategy for preventive and readaptation work depending on diagnostic data.

Large preliminary work should be carried out on the selection of existing diagnostic methods, their adjustment depending on the specifics of the activity, the development of a number of original questionnaires and testing systems, and the preparation of programs for computer processing of the collected data. Based on diagnostics, first of all, a specific mechanism of adolescent maladaptation is identified, that is, those complexes of personally significant relationships are identified in which there has been a mismatch between the individual’s relationship with the world and himself.

Appendix No. 1 reflects the main diagnostic techniques used to identify violations of school adaptation.

Observation- the most common and indispensable method in working with first-graders, although it can be used in studying the development of children of any age. Observations can be continuous, when the researcher is interested in all the characteristics of the child’s behavior, but more often selective observations are used, when only some of them are recorded. The use of an observation method must meet a number of requirements. This is a clearly defined goal, development of an observation scheme (what to see, how to record it), systematic observation (in episodic observations one can only identify random moments, depending on the momentary state of the child and not showing the patterns of his development), objectivity of observation (the fact itself is described, and not its interpretation by the observer). The difficulty in organizing observation during the period of adaptation to school education is that you have to simultaneously observe the behavior of 20 or more students. During the process of primary observation, carried out during two to four lessons and breaks between them (sometimes after lessons), all exceptional cases are recorded, i.e. such behavior of a child that in one way or another sets him apart from the general mass of children. Let's give examples. 1. All the children sit quietly and listen attentively to the teacher, and someone begins to fidget, fuss, spin, talk, and gets up from their desk. 2. All children are actively involved in work, but some are bored, look out the window, draw on their desks, and do other extraneous things. 3. During recess, someone gets bored on the sidelines, someone fights all the time, conflicts with other children, etc. Strongly expressed emotional reactions, characteristic answers and mistakes, pace of work, activity in lessons, attitude towards successes and failures, etc. are recorded. Through observation, children are identified as motor-disinhibited, excitable, irritable, sedentary, children who are emotionally unstable and with a predominance of certain type emotions, socially courageous, easy to get along with, timid, shy, etc. With longer observation, it is recommended to analyze the children’s performance of educational tasks: reviewing notebooks, listening to answers in lessons, and also take into account the dynamics of academic performance in all school subjects. The results of observations of the student are assessed by a teacher or psychologist on seven scales in accordance with the following indicators. 1st scale - learning activity. 5 - works actively in class, often raises his hand, answers correctly. 4 - works during the lesson, positive and negative answers alternate. 3 - rarely raises his hand, but answers correctly. 2 - often distracted, does not hear the question, activity is short-term. 1 - passive in class, gives negative answers. 0 - learning activity is completely absent.

2nd scale - mastering program materials. 5 - correct and error-free execution of educational tasks. 4 - single errors. 3 - unstable academic performance, differences in correct and incorrect answers. 2 - poor assimilation of materials in one of the subjects. 1 - common mistakes, inaccuracy in completing tasks, many corrections, cross-outs. 0 - poor assimilation of program materials, gross errors and a large number of them.

3rd scale - behavior in class. 5 - conscientious fulfillment of all the teacher’s requirements, discipline. 4 - fulfills the teacher’s requirements, but is sometimes distracted from lessons. 3 - often talks with friends, is not collected. 2 - constrained in class, tense, responds little. 1 - partially fulfills the requirements, twirls, talks. 0 - gaming interests predominate, during the lesson he is involved in extraneous matters.

4th scale - behavior during recess. 5 - high gaming activity, willingly participates in gaming activities. 4 - low level of activity, prefers classes in class with one of the children. 3 - the child’s activity is limited to activities such as: doing homework, washing the board, cleaning the classroom. 2 - cannot find any use for himself, moves from one group of children to another. 1 - passive, avoids others. 0 - often violates norms of behavior.

5th scale - relationships with classmates. 5 - sociable, easily communicates with children. 4 - has little initiative, but easily makes contact if approached. 3 - the scope of communication is limited, communicates only with a few. 2 - prefers to be near children, but does not come into contact with them. 1 - closed, isolated from others. 0 - shows negativism towards other children.

6th scale - attitude towards the teacher. 5 - shows friendliness towards the teacher, often communicates with him. 4 - treasures good opinion teacher about himself, strives to fulfill his requirements. 3 - diligently fulfills the teacher’s requirements, but often turns to classmates for help. 2 - fulfills the teacher’s requirements formally, trying to be unnoticed. 1 - avoids contact with the teacher, gets lost when communicating with him, cries. 0 - communication with the teacher leads to negative emotions, cries at any comments.

7th scale - emotions. 5 - good mood, smiles often. 4 - calm emotional condition. 3 - decreased mood occurs occasionally (cyclicity). 2 - negative emotions predominate. 1 - depressed mood. 0 - aggression.

The results of observation using these rating scales are summarized in a table. School adaptation map

The list marks the children with the lowest scores on each scale. At the same time, the level of adaptation of children who scored a total of 28-35 points can be classified as high, 21-27 points as average, and less than 20 as low. To study the maladaptation of children at school, a modified T.V. can also be used. Dorozhevets map of Stott's observations offered below.

Stott Observation Map

Last name, first name ________________________________

Date _______________

Class _____________

School ___________________

Observer ______________________________

Factor " Asociality" - 14 points.

1. Very disobedient, does not observe discipline.

2. Aggressive, shouts, threatens, uses force.

3. Behaves noisily when the teacher is not in the classroom.

4. Shows cunning and dishonesty when playing with other children.

5. Quarrel and offend other children.

6. Is on bad terms with other children.

7. Fights inappropriately.

8. Always finds an excuse to offend the teacher with his special someone.

9. Mutters under his breath if he is dissatisfied with something.

10. At times he lies without any reason or difficulty.

11. Can’t resist playing in front of others.

12. Works at school only when he is stood over or forced to do so.

13. Works outside of school only when supervised or forced.

14. Disturbs other children in games, laughs at them, likes to scare them.

Factor " Infancy" - 12 points. 1. Plays with toys that are too childish for his age. 2. Too immature to listen and follow directions. 3. Plays primarily with younger children. 4. Constantly needs help and control from the teacher. 5. In class, cannot pay attention or concentrate on anything for long periods of time. 6. Unpunctual, careless, often loses pencils, books, and other items. 7. In games he has absolutely no self-control. 8. Behaves differently, diligence in academic work changes almost daily. 9. When doing manual work, sometimes he is diligent, sometimes he is not. 10. Sudden and sharp drops in energy are often observed. 11. Impatient, loses interest in work as it is completed. 12. Disorganized, loose, uncollected.

Factor " Subordination" - 10 points. 1. The child obeys, agrees to non-winning roles, for example, during a game he runs after the ball, while others calmly watch it. 2. Performs his duties very willingly. 3. Takes care to always be in agreement with the majority. 4. Very often brings and shows the teacher objects, drawings, models, etc. he has found. 5. Other children often pester him, he is a scapegoat. 6. Cries when reprimanded. 7. Too anxious to be naughty. 8. Shows an excessive desire to greet the teacher. 9. Tells the teacher an exaggerated amount about his family activities. 10. Too restless to work alone. Factor " Activity" - 7 points. 1. Shows perseverance and perseverance in manual labor. 2. Too bold (takes unnecessary risks). 3. Not shy, but never asks for help. 4. Bores other children and pesters them. 5. Extremely impatient, except when under pressure good mood. 6. Loves to be the center of attention. 7. Tries to monopolize the teacher.

Factor " Uncertainty" - 7 points. 1. Too shy to ask for anything. 2. Lethargic and lacking initiative in class. 3. Does not approach the teacher on his own initiative. 4. Easily comes to terms with failures in manual labor. 5. Never offers help to anyone, but willingly provides it if asked for it. 6. Speaks inexpressively, mumbles, especially when greeted. 7. In class, cannot concentrate on anything for a long time. One point is assigned for each observed behavioral act. The researcher (teacher, psychologist) fills out the protocol and records the results of all children in a general table, and notes in the list the children with the highest scores for each factor.

General table of results of monitoring children's behavior using the Stott card

In order to study children's anxiety associated with schooling, we use two questionnaires “School anxiety”, which are filled out by teachers and parents.

Questionnaire for teachers

Questionnaire for parents

A quantitative indicator of the severity of school anxiety is the sum of points obtained when assessing a child by teachers and parents. The results of using the “School Anxiety” questionnaire can be conveniently presented in the form of a table.

Another technique that allows you to identify a child’s emotional problems (anxiety, emotional distress) is Methodology “Diagram “Good - Bad”. Children are given a sheet of paper with four signed circles depicted on it with a designated center and are offered the following instructions.

“Look at these mugs. These are unusual mugs. Imagine that the first circle represents your home (family), everything that happens in it, good and bad.

The second is the class in which you study, all the events that happen during this time.

The third is the whole school, in which there are other classes and other children, the events that happen to them.

The fourth circle is the city (village) in which you and many other people live and study.

Everywhere - at home, in the classroom, at school, in the city, in the village - there are good things that make you happy, and bad things that make you sad and upset. How much do you think is bad and good? Mark this on each mug. Don’t paint over some of the good stuff, leave it light, but the bad part mark it in a dark color (black, brown).” Children are shown how this can be done using radii. The demonstrated samples are washed. Indicators of maladaptation (emotional distress) are large proportions of bad things compared to other children (especially in the “Class” and “School” circles). The basis for in-depth study is also the situation when the child does not detect bad things at all.

The most important indicators of adaptation to school include the formation of the student’s position and the nature of school motivation. Their research can be carried out using the methods given below.

Methodology “Conversations about school” developed by T.A. Nezhnova and is most often used when a child enters school. A psychologist (teacher) meets the child and asks him if the child likes school. Depending on the answer, the first question of the conversation is asked. 1. What do you like (dislike) most about school? What is the most interesting, attractive, and favorite thing about school for you? Further, the psychologist says: “I will tell you little stories about yourself, but these will not be stories about what happened to you, but about what could happen because it happened to others. And you will tell me what you would say or do if such a story happened to you.” 2. Imagine that your mother will suddenly say tonight: “Child, you’re still small, it’s hard for you to go to school. If you want, I will go and ask you to be released from school for a month, for six months, for a year. Want?" What would you answer to your mother? 3. Imagine that your mother did just that, and you were released from school tomorrow. You got up in the morning, washed your face, had breakfast, but you don’t need to go to school, do what you want... What would you do, what would you do while the kids are at school? 4. Imagine that you went out for a walk and met a boy who is also seven years old, but he does not go to school, but to kindergarten. He asked you: “What does it take to prepare well for first grade?” How would you answer him? 5. Imagine that you were offered to study in such a way that you did not go to school, but on the contrary, a teacher would come to you every day and teach you alone everything that is taught at school. Would you agree to study at home? 6. Imagine that your teacher went on a business trip for a whole month. The director comes to your class and says: “We can assign you another teacher for this time, or we can ask your mothers so that each of them can be in your class instead of the teacher.” What do you think will be better? 7. Imagine that there are two schools: school A and school B. At school A, the lesson schedule in the 1st grade is as follows: every day there are lessons in writing, reading, mathematics, but lessons in drawing, music, physical education, not every day. And in school B it’s the other way around: every day there is physical education, drawing, labor, music, and reading, writing, mathematics, labor - once a week. Which school would you like to attend? 8. At school A, first-graders are strictly required to listen carefully to the teacher and do everything he says, not to talk in class, to raise their hand if they want to say something or go out. At school B, they don’t reprimand you if you get up during class, talk to a neighbor, or leave the classroom without asking. Which school would you like to attend? 9. Imagine that one day you worked diligently in all your lessons, and the teacher said: “Today you studied very well, just wonderful, and I want to somehow specially recognize you for such good teaching. Choose for yourself: give you a chocolate bar, a toy, or put a mark in the journal.” What would you choose? The classification of answers is as follows. All answers are divided into categories A and B. A Question 1: literacy and numeracy lessons are classes that, in form and content, have no analogues in the preschool life of a child. Question 2: the child does not agree to leave. Question 3: training sessions- statements describing the daily routine, which necessarily includes actions for self-education. Question 4: the content side of preparing for school is mastering some reading, counting, and writing skills. Question 5: Reluctance to homeschool. Question 6: teacher choice. Question 7: choice of school A. Question 8: choice of school A. Question 9: choice of grade. B

Question 1: preschool activities: lessons in the artistic, physical education and labor cycle, as well as extracurricular activities: games, eating, hanging out, etc. Question 2: consent to leave. Question 3: preschool activities: games, walking, drawing, doing housework without mention of any educational activities. Question 4: formal aspects of preparing for school: acquiring a uniform, briefcase, etc. Question 5: Consent to homeschooling. Question 6: parental choice. Question 7: choice of school B. Question 8: choice of school B. Question 9: choice of a toy or chocolate bar. The predominance of category A responses in the child indicates that his internal position is meaningful. The predominance of answers from category B indicates, accordingly, the child’s orientation towards preschool activities and the formal aspects of education. Accordingly, the former indicate the prerequisites for easier adaptation to school, and the latter indicate possible difficulties in it.

Questionnaire for determining school motivation (developed by N.G. Luskanova)

Analysis of results. For each first answer - 3 points, for an intermediate answer - 1 point, and the last - 0 points. The maximum score is 30 points. The higher the score, the higher the school motivation. 25 - 30 points: an attitude towards oneself as a schoolchild has been formed, high educational activity. 20 - 24 points: the attitude towards oneself as a schoolchild is practically formed (average norm of motivation). 15 - 19 points: positive attitude towards school, but school is more attractive due to its extracurricular aspects (external motivation). 10 - 14 points: the attitude towards oneself as a schoolchild has not been formed (low level of motivation). Below 10 points: negative attitude towards school (school maladjustment). The survey can be carried out repeatedly, which makes it possible to assess the dynamics of school motivation. A decrease in the level of school motivation can serve as an indicator of a child’s school maladaptation, and its increase can be a sign of positive dynamics in the child’s learning and development, which corresponds to easier adaptation.

It should be noted that there is one more circumstance that also contributes to maladaptation - the almost complete discrepancy between the values ​​​​cultivated by the school (learning, work, books, art, nature) and the personal values ​​of adolescents (money, entertainment, clothing).

As a result, educational work, if it does not take into account the current realities and is focused on an ideal that is not within the sphere of close interests of adolescents, will be absolutely ineffective, and even somewhat harmful, since it accustoms adolescents to hypocrisy, hypocrisy, and cynicism. Diagnostic data allows you to build educational and readaptation work based on real objective circumstances.

It is impossible not to notice that the largest number of cases of activation of the maladjustment process is associated precisely with the family factor. Unfortunately, we have to admit that family relationships are difficult to diagnose due to the difficulty of collecting information about family relationships. Therefore, it is necessary to use both direct diagnostic methods - questionnaires, tests, and indirect methods - observation, conversations, etc. Diagnostics in this case should be aimed at collecting information about the teenager’s place in the family, the style of communication in the family, the general microclimate , distribution of family responsibilities, forms of spending free time, value guidelines of the family as a whole, relationships in the family, etc. Particular attention should be paid to the level of pedagogical literacy of parents. After receiving the information, it should be analyzed and measures of pedagogical support for the teenager in conditions of family maladaptation should be outlined based on the identified causes.

Readaptation work with a teenager in the case of family reasons for his maladjustment is impossible without simultaneous targeted influence on both the family and the teenager.

5. Corrective measures

After an affirmative answer to the question: “Does this child really have difficulty adapting to school?” Naturally, the next two arise: “what should I do?” and "how to do it?" . The main thing in correctional work is to use the child’s own potential. Our interaction with the student will be effective only when we enter a single emotional field with him. Using methods of emotional contagion and the formation of basic trust, you can achieve much better results than with directive training of any skills. Moreover, a maladjusted child, falling out of the educational process during the holidays or during illness, can completely lose the acquired skills and roll back in intellectual development. To prevent this from happening, it is necessary to focus on the child’s interests, based on his needs and capabilities. A number of techniques and statements will help the teacher establish a special contact with the child, and this will become the basis for overcoming school difficulties. When talking with parents and the child, it is better to orient the student and his parents towards future success: “You can write better, read more...” Use predictive judgments without fixing on the level of existing “inability.” Personally-oriented teachers do not hesitate to express their feelings towards children: “I’m upset that you didn’t learn. I’ll be happy to help you so that you do well.”

IN high school The teacher must adhere to the educational and disciplinary model of interaction with the student. But not by ordering, but by establishing partnerships with students.

What form should the educational process take? How to properly reprimand students?

1. Avoid comments in the ultimatum form, use the form more: "It's better to do this: my experience speaks of that this way is more rational".

2. Tune in to a positive result; as soon as the student has done something good, praise him. If you are analyzing a test or independent work together, then emphasize the originality of the solution without directly pointing out the error: “look carefully, you did something wrong in this action.”

3. If, after a series of failures and unfulfilled tasks, a glimpse of a lesson learned suddenly appears, do not say that success was accidental, and that the work option was the easiest.

4. Apologize for your mistakes and mistakes. If you unfairly accuse a student of something, then be sure to find the strength within yourself to apologize and admit that you were wrong.

5. Do not compare students with each other, especially if you taught his parents or older brothers or sisters.

6. Live in the “here and now” situation. Don't remind him of his mistakes.

Conclusion

So, there are at least three turning points that a child goes through in the process of learning at school: this is admission to school (1st grade), the transition from elementary to middle school (5th grade), and the transition from middle to high school (10th grade). These periods are, in a way, an emotionally stressful situation, because... the habitual stereotype of behavior changes, the psycho-emotional load increases.

Adaptation to school occurs differently for everyone. For some, it does not occur at all, and then we talk about socio-psychological disadaptation. One of the reasons many researchers cite is the discrepancy between children’s functional abilities and the requirements imposed by the existing education system (lack of “school maturity”). Other reasons: insufficient level of intellectual development, social immaturity, poor health, disharmonious development, etc. All this is a complex of internal reasons.

There are also external reasons (“teacher problems”): teaching content and teaching methods that do not correspond to the child’s capabilities, the personality of the teacher, the style of his relationships with children and parents, etc.

The main role in creating a favorable psychological climate in the classroom belongs to the teacher. He constantly has to work to increase the level of educational motivation, creating situations of success for the child in the classroom, during recess, and in communicating with classmates.

The joint efforts of teachers, parents, doctors, specialists, and psychologists should be aimed at reducing the risk of school maladjustment and learning difficulties in a child.

List of used literature

1. Aleksandrovskaya E.M. Psychological support for schoolchildren: a textbook for students of higher pedagogical educational institutions. M.: 2002.148p.

2. Lyublinskaya A.A. To the teacher about the psychology of a junior schoolchild. M.: Education, 1977. 89 p.

3. Ovcharova R.V. Practical psychology in primary school. M.: Sphere shopping center, 1996.125p.

4. Rogov E.I. Handbook for a practical psychologist in education. M.: 1995.187p.

5. Bezrukikh M.M., Efimova S.P. Do you know your student? . M.: Education, 1991. 176 p.

6. Borisova M.V. Introduction to psychodiagnostics: Tutorial for students avg. ped. uch. establishments. M.: Publishing house. Center "Academy", 2000. 192 p.

7. Elfimova N.V. Diagnosis and correction of learning motivation in preschoolers and primary schoolchildren. M.: 1991. 205 p.

8. Nemov R.S. Psychology: Textbook. for students higher textbook ped. manager: in 3 books. - 3rd ed. M.: Humanitarian publishing house. VLADOS center, 2000. 640 p.

Application

A set of methods that determines the child’s adaptive status

RECOMMENDED METHODS FOR DIAGNOSIS OF SCHOOL MALADAPTATION

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Theoretical and methodological problems of socio-psychological training. The problem of communication training with younger schoolchildren as a means of correcting school maladjustment. Features of the manifestation of school anxiety in children of primary school age.

Diagnosis of school adaptation disorders as an interdisciplinary area of ​​scientific knowledge and practical activity.

Levels of diagnostic activity: pedagogical, psychological, medical. Their place and purpose in the system for diagnosing adaptation disorders.

Program and methodology for pedagogical diagnosis of the prerequisites for adaptation disorders. Their general characteristics.

Program and methodology for pedagogical diagnosis of signs of adaptation disorders. Assessment of the degree of adaptation disorders.

General methods of pedagogical diagnostics. Special methods of pedagogical diagnostics and correction.

Forms for recording data from current and stage-by-stage pedagogical diagnostics: observation diary, pedagogical characteristics, correctional work journal.

Greening the child's personality.

Basic concepts: diagnostics, pedagogical diagnostics, its levels, program, methods and forms of accounting.

Leading ideas: To establish a diagnosis that has social and pedagogical significance and determines the need for a specialized training program, a comprehensive examination of the child is necessary.

1.4.Pedagogical diagnosis of signs of adaptation disorders

Children with developmental disabilities need special, correctional and developmental education and upbringing; in addition, they may also need medical and health care assistance. To help these children be more effective, early diagnostics their condition. It is important not only to establish the presence of this or another defect, but also to determine its nature, structure, those qualitative and quantitative indicators that can serve as the basis for sending the child to the appropriate institutions and subsequent correctional work.

The structure of a child’s defect can be identified and correctly diagnosed only with the participation of specialists from various fields in the examination of the child: a doctor, psychologist, speech pathologist, speech therapist, otolaryngologist, ophthalmologist, pediatrician, etc.

PMPK (psychological-medical-pedagogical consultation) provides great assistance in the diagnosis, treatment and education of children with developmental disabilities.

The study of the child includes medical and psychological-pedagogical examination.

Examination of the child;

Collection and analysis of anamnestic information;

Ophthalmological, otolaryngological, somatic, neurological and psychiatric examination of the child.

Particular attention is paid to the state of emotional, intellectual, mental and speech development.

The doctor’s data, if necessary, is supplemented by laboratory tests (x-ray of the skull, encephalogram, computed tomography, etc.)

A general examination of the child allows us to draw a conclusion about the structure of the craniofacial skeleton, the proportionality and characteristics of the face, limbs, and body. The state of sensory development is clarified: hearing, vision.

Grade nervous system detects paralysis and paresis (partial paralysis, convulsive symptoms (tic, tremor, etc.)).

During psychological and pedagogical The examination reveals the characteristics of the child’s mental development, the beginning of the formation of neatness skills, self-care, communication skills with children, the state of motor skills, the nature of the game, readiness for schooling. Particular attention is paid to the child's ability to learn.

The diagnostic and correctional-developmental orientation of the learning process assumes:

In-depth study of the individual characteristics of children,

Comprehensive high-quality accounting of the results of educational activities,

Real progress in the development and assimilation of knowledge.

Only on the basis of such knowledge is it possible to understand the nature and causes of educational difficulties and real help in overcoming them.

The study of children is the most important integral part of the professional activity of a teacher of correctional and developmental education.

Almost no child makes the transition from preschool to school education smoothly; With normal development, this restructuring is experienced relatively easily.

Children at risk for school maladaptation already at the 1st stage of school life experience the following: difficulties:

1 – inability to get used to the new role of a student with the requirements and norms of school life, negative attitude towards learning.

2 – “intellectual passivity” (“they are not used to and do not know how to think” by L.S. Slavin).

3 – difficulties in mastering educational material, decreased learning ability, lag in the pace of activity.

4 – decreased performance, increased fatigue.

The study of the difficulties that children encounter at the initial stage of education makes it possible to identify a set of prerequisites for adaptation disorders in children entering school, which can be considered as study program.

The primary focus of teachers should be;

The nature of the relationship that develops in a child on the basis of educational activities;

His attitude towards school, towards learning;

Relationships with classmates, parents, teachers;

Treat yourself as a student;

The orientation of the personality as a whole.

Each child’s range of extracurricular interests and hobbies should not be ignored.

An extremely important object of study is the educational activity of schoolchildren itself: its nature, characteristics and results.

When entering school, children at risk do not have a sufficient level of maturity of the prerequisites necessary for learning; they have not developed educational motivation, have underdeveloped cognitive activity, limited vocabulary, and have a narrow outlook.

Organization is effective initial study children in two stages:

the stage of frontal diagnosis of school-significant psychophysiological functions in all children entering or already admitted to school,

stage – a deeper and more comprehensive study of children who, according to the results of frontal diagnostics, showed below average and low results.

Methods of diagnostic activity

At the stage of frontal study, it is most advisable to use method of pedagogical testing.

Pedagogical testing method is a package of pedagogical tests of school maturity, a set of special diagnostic tasks (seven tasks). Each task is accompanied

Description of its intended purpose,

Conditions for fulfillment

A qualitative characteristic of typical levels of performance is assessment criteria (on a four-level scale).

Children complete tasks independently.

The results of the frontal study of children are reflected in a free table

Conversation serves as a means of establishing contact with the child. It allows you to judge personal qualities ah and the child’s behavior, helps to reveal the causes of some developmental deviations. When establishing a child’s mental abilities during a conversation, it is necessary to identify: the accuracy of the child’s ideas about himself, his parents, immediate relatives, friends (first name, patronymic, last name, age) and the ability to differentiate the concepts of “family”, “neighbors”, “relatives”, etc. .d.; the nature of ideas about time (the ability to determine time on a clock, understanding of temporal extension, etc.); ideas about the manifestations of nature (differences in seasons, taking into account their signs, the presence of ideas about thunderstorms, snowfall, etc.); the ability to navigate in space (practical mastery of the concepts “right - left”, “above - below”, “closer - further”, etc.); a stock of information about one’s homeland, outstanding events, understanding of books read, films watched, etc. It is not recommended to start a conversation if children have speech or hearing defects or have difficulty making contact. In these cases, you can use visual material that will interest the child and help the researcher identify what he needs.

Observation method

Observation begins from the moment the child appears at the consultation or school and continues throughout the entire examination. Observation is always carried out purposefully, its materials must be recorded. Of particular importance is monitoring play activity yu child. Free play allows you to establish contact with your child. Having presented the child with the opportunity to play with toys, the researcher records the first information about him, the nature of emotional reactions at the sight of toys (joy, indifference), the ability to independently choose toys and organize the game, the reasonableness of the actions performed with the toys, and the persistence of interest in gaming activities. By creating play situations, the child practically carries out analysis, synthesis, generalization and classification, selecting exactly those toys that are needed for certain actions. During the child’s manipulations with toys, the researcher observes the coordination of movements and the state of motor skills. In addition to monitoring the child’s free play activities, in some cases a special examination is carried out using toys.

Drawing Study Method

Drawing is an important differential diagnostic indicator when studying children. In cases where a drawing in a child’s pedagogical documentation is somehow alarming, it is advisable to conduct a special study, inviting the child to draw freely and according to instructions. The child’s ability to choose a topic, the nature of the image, and the drawing process itself can provide valuable additional material to clarify the final diagnosis. Mentally retarded children usually find it difficult to choose a topic, resorting to depicting familiar objects of the same type without creating a plot. In their drawings on free topic there is no plan, no imagination. Even when children are given a task to draw, they do not always complete it according to the instructions. Mentally retarded children do not observe the shapes and proportions of parts of an object, they use colors limitedly and not always correctly, and they find it difficult to explain the drawing. The drawings of children with mental illness are unique. Thus, the majority of children suffering from schizophrenia are characterized by incompleteness, absence of main parts, geometrization, pretentiousness, clutter and layering, inconsistency with the size of the sheet, and fear of drawing far from the edge. In addition to diagnostic purposes, the drawing can be used to establish contact with the child.

Methods of experimental psychological research

They provide for the creation of certain situations in which mental processes that are subject to special study are actualized. Using experimental techniques, it is possible to reveal the causes and mechanisms of certain conditions. If the principle of a teaching experiment is observed in the construction of the experimental methodology and the process of the examination itself, then it is possible not only to construct the child’s condition and characterize the mental function being studied, but also to make some predictions in its development, as well as give recommendations for working with the child. Qualitative analysis process of activity, along with taking into account certain quantitative indicators, is a prerequisite for assessing children’s performance of experimental psychological tasks.

Diagnostic data is recorded

In the observation diary;

In the journal of correctional work;

A psychological and pedagogical profile is compiled for each child.

Seminar lesson

Program and methodology of pedagogical diagnostics.

Practical lesson

Analysis of the program for pedagogical diagnosis of signs of adaptation disorders.

Independent work of students

Familiarization with methods of pedagogical diagnostics.

Questions for self-control

What is the essence of a systematic, integrated approach to the study, training and education of a child with developmental disabilities?

Describe the levels of diagnostic activity: medical, psychological, pedagogical.

Why does a preschool or school teacher need to know the basics of correctional pedagogy?

Literature for independent work

Diagnosis of school maladjustment [Text]/M., 1993.

Corrective pedagogy in primary education [Text]/Ed. G.F.Kumarina.-M., 2003.-P. 143-170.

Filipchuk, G. Do you know your child? [Text]-M., 1978.

Shevchenko, S.G. Correctional and developmental training [Text]/M., 1999.-P.16-31.

Rental block

28. Specifics of school maladjustment, methods of its diagnosis

School maladaptation is a multifactorial process of reduction and impairment of a child’s ability to learn as a result of a discrepancy between the conditions and requirements of the educational process, the immediate social environment, and his psychophysiological capabilities and needs.

Characteristics of school maladaptation (types, levels, causes)

When dividing maladaptation into types S.A. Belicheva takes into account external or mixed manifestations of a defect in the interaction of the individual with society, the environment and oneself:

a) pathogenic: defined as a consequence of disorders nervous system, brain diseases, analyzer disorders and manifestations of various phobias;

b) psychosocial: the result of gender and age changes, accentuation of character (extreme manifestations of the norm, increasing the degree of manifestation of a certain trait), unfavorable manifestations of the emotional-volitional sphere and mental development;

c) social: manifested in violation of moral and legal norms, in asocial forms of behavior and deformation of internal regulation systems, referent and value orientations, social attitudes.

Based on this classification by T.D. Molodtsova identifies the following types of maladjustment:

a) pathogenic: manifests itself in neuroses, hysterics, psychopathy, analyzer disorders, somatic disorders;

b) psychological: phobias, various internal motivational conflicts, some types of accentuations that did not affect the social development system, but which cannot be classified as pathogenic phenomena.

Such maladjustment is largely hidden and quite stable. This includes all types of internal violations (self-esteem, values, orientation) that affected the well-being of the individual, led to stress or frustration, traumatized the personality, but did not yet affect behavior;

c) socio-psychological, psychosocial: poor academic performance, lack of discipline, conflict, difficult to educate, rudeness, relationship violations. This is the most common and easily manifested type of maladjustment;

Prerequisites for school maladjustment:

low social status of the child; family relationship problems;

low willingness to help a friend;

poor relationships with peers;

low cognitive abilities;

inadequate self-esteem.

Types of manifestations of school maladjustment (SD):

failure in learning according to the programs, expressed in chronic underachievement, as well as insufficient and fragmentary general educational information without systemic knowledge and learning skills (cognitive component of SD);

constant disturbances in emotional and personal attitude towards individual subjects, learning in general, teachers, as well as prospects related to learning (emotional-evaluative, personal component of SD);

systematically recurring behavior disorders during the learning process and in the school environment.

METHODS:

Observation is the most common and indispensable method in working with first-graders, although it can be used in studying the development of children of any age. Observations can be continuous, when the researcher is interested in all the characteristics of the child’s behavior, but more often selective observations are used, when only some of them are recorded. The use of an observation method must meet a number of requirements. This is a clearly defined goal, the development of an observation scheme (what to see, how to record it), systematic observation (in episodic observations, only random moments can be identified that depend on the child’s momentary state and do not show the patterns of his development), objectivity of observation (the fact itself is described, and not its interpretation by the observer).

The difficulty in organizing observation during the period of adaptation to school education is that you have to simultaneously observe the behavior of 20 or more students.

Test-questionnaire “How adapted are you to life” (Furman A.), Sociometry, Cattell Personality Questionnaire, Self-esteem study (according to Budassi), anxiety scale

29.Diagnostics of interpersonal relationships

Diagnosis of interpersonal relationships LIRI.

This technique was developed by T. Leary (1954) and is intended to study the subject’s ideas about himself and the ideal “I”, as well as to study relationships in small groups. With its help, the predominant type of relationship towards people in self-esteem and mutual assessment is revealed. In this case, two factors are distinguished: “dominance-subordination” and “friendliness-aggression (hostility)”.

At first glance, a fairly simple technique in an adapted and modified version allows one to reveal the personality of the subject and his relationships with others much wider and more interesting than Timothy Leary’s interpersonal diagnostics usually provides. Firstly, in addition to the prevailing style of relating to others (be it a production team, crew, team or family), the technique makes it possible to obtain comparative analysis assessments of one’s own self with the ideal self. This allows one to understand how in tune the subject is with himself, what he strives for in his development. Secondly, when solving management problems, using the test it is convenient to identify the peculiarities of interaction between team members, their subordination, and attitude towards the leader , degree of psychological compatibility, style of business behavior.

Diagnosis of interpersonal relationships based on taking into account subjective preferences. Sociometry and its variants.

Sociometry, first proposed by American psychologist Jacob Moreno (1934), is based on subjective opinions members of a small group expressing opinions about the attractions and repulsions that arise between people in the process of communication. A way to take into account these subjective opinions is to count the choices (positive and negative) that are made by group members regarding the choice of a partner to carry out any activity. joint activities. After the survey, the researcher counts how many choices (positive and negative) everyone received from group members and thereby discovers the structure of interpersonal relationships in the group (who is popular and who is unpopular).

Methodology of J. Kut

Methodology for symbolic modeling of a real situation. A child folds cut out shapes different people on a velvet board. Methods for symbolically modeling a real situation are quite diverse. In them, the subject must completely structure the situation, independently arranging symbols or toys representing people and objects in a certain way in space.

Peterson Technique (1980)

Projective means The technique is aimed at studying family relationships. It includes a model of the room (the floor of the room is marked with transverse lines for ease of measuring distances), and toy figures of family members. A child, playing “family” and arranging its members in a certain way, provides the researcher with easily interpretable material.

30.Diagnostics of parent-child relationships

The family is one of the most important educational institutions, the role and importance of which in the formation of personality can hardly be overestimated. In a family, marital, parental and child relationships are closely intertwined. Children react acutely to all changes in the family. They are especially sensitive to the assessment of an adult, his position in relation to himself, to the states of his mother and father, changes in stereotypes of everyday life, etc.

Methods for studying interpersonal relationships in the “parent-child” system through the eyes of a parent. The most important area of ​​activity of a family psychologist is working with parents, because their role determines the formation of a unique social development situation for each child.

Studying interpersonal relationships in the “parent-child” system through the eyes of a parent, a practical family psychologist pays attention to the features of family education:

parental attitudes and reactions;

parents’ attitude towards the child and family life;

violations of the educational process in the family;

reasons for deviations in family education;

types of education;

level of parental competence, etc.

These aspects of the relationship between parents and children are studied using social methods.

The Parent-Child Relationship Test (PACT) (American psychologists E.S. Schaefer, R.K. Bell; adapted by T.N. Neshcheret).

The test-questionnaire for the analysis of family upbringing and the prevention of parenting disorders (ADV) (E.G. Eidemiller, V.V. Justitskis) is intended to study disturbances in family life and the causes of deviations in family upbringing.

The Parental Attitude Questionnaire (PAT) (A.Ya. Varg, V.V. Stolin) is a psychodiagnostic tool aimed at identifying parental attitudes among people applying for psychological help on issues of raising children and communicating with them.

Questionnaire for studying the emotional side of parent-child interaction (E.I. Zakharova).

Methods for studying interpersonal relationships in the “parent-child” system through the eyes of a child. The most popular among psychologists is the graphic test “Family Drawing”, which is widely used in numerous studies of interpersonal relationships and practical developments due to the simplicity of the procedure and the accuracy of the indicators obtained as a result of the work.

The projective method of R. Gilles is also widely known, exploring the interpersonal relationships of a child and his perception of intrafamily relationships.

The method of A.G. is effective. Leaders and I.V. Anisimova “Diagnostics emotional relationships in the family", designed for two age groups: for preschoolers and primary schoolchildren; for teenagers.

Study of interpersonal relationships in the “parent-child” system through the eyes of a child:

□ projective graphic test “Family Drawing”;

□ projective technique of R. Gilles;

□ questionnaire “Parent-child interaction” (version for children) (I. M. Markovskaya);

□ questionnaire “Parents are assessed by children” - a modification of the questionnaire “Analysis of Family Relations” (ARF), carried out by I.A. Furmanov and A.A. Aladin.

Diagnostics of interpersonal relationships. Diagnosis of interpersonal relationships LIRI. Diagnosis of parent-child relationships.

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The teacher must, aware of his personal experience, be able to organize and understand himself in order to convey something important to the student. This is the gnostic component (“gnosis” - knowledge), knowledge of oneself and the student based on psychological characteristics.

To carry out effective readaptation work, it is necessary to have the most complete possible understanding of the causes, essence and time of development of maladaptation processes.

This information can only be obtained through ongoing diagnostic work, in which not only representatives of the socio-psychological service, but also teachers and class teachers should take part. Naturally, this is a very labor-intensive process that requires certain skills, therefore, during psychological and pedagogical seminars, it is necessary to train teachers in basic diagnostic methods. All information obtained both through constant observations of the behavior of students, their interpersonal relationships, and through testing and questioning of adolescents and their parents enters the information bank and is analyzed by specialists, as a result of which appropriate recommendations are developed individually for each maladjusted adolescent. When performing diagnostics, you should be guided by the following principles: 1.

The process of maladaptation must be studied comprehensively, identifying violations in all complexes of personally significant relationships.

2.

Since, like any process, maladaptation has time parameters, diagnostics must also be consistent, allowing one to obtain information about maladjustment at various phases of its development.

3.

To objectify the data, diagnostics should be carried out using various methods that allow the observation results to be clarified and double-checked.

Diagnostics should be aimed not only at studying the forms of manifestation of maladaptation and the factors that determine the emergence and development of maladjustment, but also at determining the body’s protective resources, ways to increase the adaptive potential of adolescents, activation centers of motivation, etc. Identification and consideration of these factors allows optimizing readaptation work, reduce the intensity of disaptation processes. In our opinion, any pedagogical influence can cause, along with positive aspects, also side, undesirable ones. Therefore, pedagogical influences during re-adaptation activities should be minimized, if possible.

7.

Much attention should be paid to giving the diagnosis a systematic, logical sequence of actions.

All factors that determine the development of maladaptive processes must be diagnosed. Otherwise, the information will be fragmentary and incomplete, from which it is impossible to create a complete and objective picture of maladjustment.

Based on external manifestations of maladjustment, record its presence in a teenager and determine the area in which it is reflected.

2.

Identify the main complexes of personally significant relationships that have undergone maladjustment to the greatest extent.

3.

Determine the factors of maladjustment, both primary and secondary. Pay special attention to the factors that led directly to the onset of maladjustment.

4.

Diagnose factors that may be useful in further readaptation work - individual valuable personal qualities, social factors, that is, determine the activation centers of positive motivation.

Diagnostics used to identify maladjustment in various complexes of personally significant relationships. Main types of adolescent relationships. Diagnostic methods. Attitude to educational activity (activity complex) School test of mental development (SHTUR), R. Cattell's culturally free intelligence test (CFJET), Meili test (memory study), Schulte table (sensorimotor skills), Eysenck's numerical subtest, method of creating pedagogical situations, the “Why do I need to study” test, the “Complete the sentence” method, etc. Interpersonal attitude (intimate-personal complex) Sociometric method, referentometric method, R. Gilles method, T. Leary test, method of choice in action, method of affiliation motives , original questionnaire, observation method, indirect selection technique Attitude to the reference group (intrasocial complex) Conversation, imaginary situation, method of “unfinished sentences”, questionnaires, observations Attitude to family (intrasocial complex) Questionnaire, questionnaire “teenagers about parents” (ADOR) , “Questionnaire for measuring parental attitudes and reactions” (RAYAU), “Test questionnaire for parental attitudes” (A.Ya. Varta and V.V. Stomen), etc. Attitude towards public values, morality (socio-ideological and ideological complexes) Questioning, essays “My ideal”, “How I imagine my future”, ranking of moral values, methodology “Certain orientations of the individual”, “Map of education” Attitude towards oneself (subjective-personal complex) Spielberger questionnaire, school of self-esteem, graphic tests, “I-position” method, “Wall of polar profiles of character traits” method, orientation questionnaire for determining the personality orientation of a teenager by B. Bass, projective test “Non-existent animal”, express diagnosis of empathy Complex application of the most diagnostic methods suitable for a given teenager allows us to obtain fairly objective data, which is confirmed by further practical readaptation activities. Let's look at specific examples of diagnosing various maladaptation-related disorders. The study of maladjustment in individual adolescents, characterized by either deep maladjustment or maladaptation of not very high intensity, but affecting a large number of personally significant complexes of relationships, should be carried out according to the scheme reflected above. Based on the analysis of external manifestations of maladjustment, observational data, conversations with class teachers, parents, teachers, and adolescents themselves, a table can be compiled, that is, a “portrait of maladjustment” (see Table 6).

Table 6

“Portrait of maladaptation” by 9th grade student Alexander K. * Indicator of maladjustment Manifestations in the family in relation to

educational activities in relationships with peers in relationships with teachers Rudeness + - + + Aggressiveness 0 - + 0 Depression - + - + Anxiety - + 0 + Refusal to comply with requirements + + + 0 Emotional instability 0 + + + Indecisiveness - 0 - - Passivity - + - - Expression of disdain in relationships + - + 0 Cruelty - - 0 - Lack of composure 0 + 0 - Increased conflict 0 - + 0 Uncommitment + + + 0 Deviant behavior - - 0 - Total: * “+” - frequent manifestations, well expressed in behavioral reactions; “0” - appear occasionally; “-” - no external manifestations were recorded, or isolated cases of manifestations were noted.

Such a portrait allows us to determine the main directions of readaptation work with a given teenager. When drawing up recommendations for adjustments and preventive work with student Alexander K., individual characteristics identified during diagnosis were taken into account: internal anxiety with externally aggressive behavior indicates the presence of internal complexes that the teenager tries to compensate for with bravado, rudeness, etc. The largest number of manifestations of maladjustment were recorded in relation to educational activities, in relation to teachers, violations are much less pronounced. This may indicate the ability to restrain behavioral reactions in relationships with elders. A certain correlation between emotional instability and rudeness, most often manifested in a state of passion, is also noteworthy. At the same time, the teenager is quite easy-going, as evidenced by low rates of conflict and resistance to deviant behavior.

Thus, directions for a more detailed diagnosis of individual relationships are outlined and recommendations are developed. Manifestations of maladjustment can be neutralized, for example, in educational activities as follows: create a situation of success, thereby blocking such indicators of maladaptation as anxiety, passivity, depression; pay attention to the development of such qualities as responsibility, composure, by creating pedagogical situations where the teenager would be required to demonstrate them, and then consolidate new qualities and make them sustainable.

It is necessary to pay special attention to the development of the emotional-volitional sphere, since disturbances in this area are quite significant and cause the manifestation of secondary maladjustment in other complexes.

With further deepening of the diagnosis, special attention should be paid to the accentuation of character, the presence of neurotic conditions, depression, frustration, the role of individual exogenous and endogenous factors in the occurrence of maladaptation, etc. As the diagnostic results show, very often adolescents are in a state of maladaptation due to a violation of personal “ I am concepts." As a consequence of this, inadequacy of self-esteem (in 70% of cases - underestimation) we recorded in almost 30% of adolescents, which is a very high figure. Simple method Diagnosis of self-esteem is the “ladder” method. Its essence is that the teenager is shown a drawing of a staircase with five steps and is asked to place a little man on one of the steps. Based on this, the authors of the methodology propose to assess the level of unconscious self-esteem of adolescents. Each of the steps indicates a certain level of self-esteem: the first step - low self-esteem, the second step is low self-esteem, the third is average, the fourth is high, the fifth step is overestimated. As the analysis shows, overestimation of self-esteem most often occurs in the family, especially in conditions of hypoprotection, while underestimation of self-esteem occurs at school. The cause of maladjustment is often a discrepancy between the directional vectors of self-esteem development in the family, reference group or school. The Polar Profiles method also allows one to assess the adequacy of self-esteem. From Fig. 2, when comparing profiles received from the class teacher, parents, teenager, it is clear which qualities the teenager evaluates inadequately. -4 -3 -2 -1 0 +1 +2 +3 +4 conflictual \ flexible rude polite aggressive balanced optional?S" - / obligatory undisciplined \ \ disciplined anxious \ "N calm hot-tempered b- -1 reasonable withdrawn -F - I sociable deceitful - - 1 truthful Fig. 2. “Polar profile” of 8th grade student Andrey S.: (-) - student’s opinion; ( ) - parents’ opinion; ( - -) - opinion of the class teacher

As we can see, the graph shows Andrey’s internal self-esteem is not entirely adequate, especially with regard to sociability, which, unlike a teenager, is not noted by either his parents or his class teacher. This may be due to the satisfaction of needs for affiliation within a reference group outside the purview of family and school, or to a high need for communication that is not realized in practice, although the teenager feels like an internally sociable person. It should be noted that if a teenager’s self-esteem can be considered somewhat inflated, the parents’ assessment is average, perhaps the most adequate, then the class teacher assesses Andrey’s personal qualities as the lowest, rather underestimated, which is also a danger signal, which means that the teacher is not trying to identify best qualities a teenager does not use them in his activities, but focuses on the negative image of the student, thereby creating the preconditions for conflicts and the development of the process of maladjustment.

When diagnosing personal qualities, attention is paid to identifying the orientation of the individual and his motivation. These data serve as the basis for the development of a harmonious system of holistic guidelines that are personally significant for adolescents. The results of ranking the social and individual values ​​of adolescents (based on their survey) can be arranged as follows (see Table 7):

Table 7

Ranking results

social and individual values ​​of teenagers Ranked values ​​Ranking results Younger teenagers Older teenagers Work 9 10 Man, his health 8 4 Teaching 3 5 Nature 7 7 Art 10 9 Books 5 8 Entertainment 1 2 Family 6 6 Money 4 1 Clothes 2 3 It should be noted that The first three values ​​for teenagers (both younger and older) are approximately the same - entertainment, money and clothing. In the conditions of a difficult economic situation in the country, the difficult financial situation of a significant number of parents, this leads to a sharp gap between the needs of adolescents, determined by their value system, and the satisfaction of the needs of parents! As a result, this often leads to conflict situations, initiating the development of maladjustment.

One cannot but be alarmed by the decline in the importance of learning and books for teenagers with age, although, in fairness, it should be noted that in grades 10-11 the rating of learning rises again, which is associated with the social maturation of students, the imminent prospect of entering universities, etc. .

In grades 8-9 there is a maximum decrease in the status of educational activities.

It should be noted that there is one more circumstance that also contributes to maladjustment - the almost complete discrepancy between the values ​​​​cultivated by the school (learning, work, books, art, nature) and the personal values ​​of adolescents (money, entertainment, clothing).

As a result, educational work, if it does not take into account the current realities and is focused on an ideal that is not within the sphere of close interests of adolescents, will be absolutely ineffective, and even somewhat harmful, since it accustoms adolescents to hypocrisy, hypocrisy, and cynicism. Diagnostic data allows you to build educational and readaptation work based on real objective circumstances.

It is impossible not to notice that the largest number of cases of activation of the maladjustment process is associated precisely with the family factor. Unfortunately, we have to admit that family relationships are difficult to diagnose due to the difficulty of collecting information about family relationships. Therefore, it is necessary to use both direct diagnostic methods - questionnaires, tests, and indirect ones - observation, conversations, etc. Diagnostics in this case should be aimed at collecting information about the teenager’s place in the family, the style of communication in the family, the general microclimate, distribution family responsibilities, forms of spending free time, value guidelines of the family as a whole, relationships in the family, etc. Particular attention should be paid to the level of pedagogical literacy of parents. After receiving the information, it should be analyzed and measures of pedagogical support for a teenager in conditions of family maladjustment should be outlined based on the identified reasons (see Table 8).

Readaptation work with a teenager in the case of family reasons for his maladjustment is impossible without simultaneous targeted influence on both the family and the teenager.

Table 8

Causes of family maladjustment and ways to neutralize them Causes of family maladjustment Total number of cases of maladjustment, % Ways to neutralize factors Single-parent family 27 Measures of social support for the family Financial difficulties 69 Measures of social support for the family Low level 14 Parental pedagogical education of parents lectures, consultations Antisocial orientation 3 Deprivation of parental rights, family appointment of guardianship, social support for a teenager Indifferent attitude 71 Pedagogical consultations, parents to school involvement of parents in the life of the class, school Unhealthy climate in the family 78 Pedagogical lectures, involvement of social workers Poor attitude of parents 52 Psychological support for a teenager, pedagogical and psychological consultations with parents Big problems also arise when diagnosing the reference group orientation factor. Disadaptation associated with this factor arises, as diagnostics has shown, due to distraction from educational activities, asocial influence in general, and the formation of asocial reference systems. When diagnosing, methods such as conversation and observation are mainly used. For diagnostics, the sociometry method is widely used, which makes it possible to determine the position of adolescents in the team. The data obtained are quite important, since this factor has a great adaptation-determining significance, and in addition to its own influence, it has the ability to strengthen or weaken the influence of other factors of maladjustment.

For example, 7th grade student Denis P. has a physical disability - stuttering. As a result, he developed an inferiority complex, which manifested itself in isolation, silence, and detachment from collective games and activities. In the team, as sociometric data have shown, he occupies the position of a rejected, outcast. The teenager is seriously worried about this, which leads to the development of a maladaptation process.

Another example is that 8th grade student Maxim Ivanov is in a state of maladjustment due to difficult relationships in the family; his parents treat him with indifference. By his nature, Maxim is a pronounced sanguine person, very sociable, has a sense of humor and artistic abilities. He has many friends both in the class group and in the art studio. Sociometry shows that Maxim is one of the leaders in the class. This situation, constant communication with peers, allows us to partially compensate for the maladaptive factor of family relationships. In addition to sociometry, the referentometry method is used to identify microgroups in cool teams what has great importance when conducting educational work class teacher. To identify the orientation of microgroups, it is successful to use the method of determining value qualities, the ranking technique, and a conversation with members of the microgroup. According to the convictions of T.D. Molodtsova, satisfaction with the affiliation motive greatly reduces the likelihood of maladaptation if the microgroup has a positive orientation, although a complete direct relationship between these phenomena has not been noticed in practice.