Conditions for unfavorable personality formation. Main manifestations and factors of school maladjustment

In terms of the process of personality formation through its mastery of social roles, two stages are most important - primary (socialization of a child and adolescent) and intermediate (socialization in adolescence 18-25 years old). The most dangerous defects in socialization are in childhood and adolescence, when the foundations of personality are laid. The most important agents of socialization at this age are family, school, and peer group.

Exists general scheme process of demoralization with subsequent criminalization (socialization defects) of children and adolescents:

a) conflicts with parents, running away from home (defects of family socialization);

b) difficulties, failures at school, absenteeism (socialization defects at school);

c) contacts, rapprochement with demoralized peers (socialization defects in peer groups);

d) committing a crime to satisfy basic needs or “at instigation.”

Defects, violations in the assimilation of moral and legal norms are “the fault” of the family in following cases: 1) parents verbally and in practice (by their actions) affirm immoral or even antisocial patterns of behavior. In this case, the child (adolescent) may directly assimilate the norms of antisocial behavior; 2) parents verbally adhere to generally accepted moral standards behavior, but commit actions and actions that contradict them. In this case, children are taught hypocrisy, hypocrisy, and generally immoral attitudes; 3) parents verbally (verbally) and in practice adhere to generally accepted norms, but at the same time do not satisfy the emotional needs of the child (adolescent). The absence of strong emotional, friendly contacts between parents and teenagers significantly complicates the normal process of socialization; 4) parents use incorrect methods of education (methods based on coercion, violence, humiliation of the child’s (teenager’s) personality).

Dysfunctional families: 1) criminogenic family (whose members commit crimes - Every fourth of the convicted minors lived with convicted brothers and sisters.); 2) an immoral family, characterized by alcoholic and sexual demoralization (depraved behavior of parents); 3) a problematic family, characterized by a constant conflict atmosphere - competition between parents for a dominant position in the family, disunity, isolation between parents and children; 4) an incomplete family, characterized by defects in the structure - associated with the phenomenon of emotional discomfort; 5) a pseudo-prosperous family that uses incorrect methods of education is characterized by a pronounced despotic character, the unconditional dominance of one of the parents.

School. It is from among underachieving children and adolescents that people often come out who first commit offenses and then crimes. The main contingent of juvenile offenders are the so-called “problem children”, teenagers. Most of these guys are from dysfunctional families, mainly criminal and immoral. But among the “difficult” ones there are also schoolchildren from educated, wealthy, prosperous families. As a result of poor academic performance and constant indiscipline, “difficult” students develop conflicting relationships with the class, teachers, and parents, which leads to their isolation at school and the severance of friendly and camaraderie relationships with classmates.

Peer groups. In the process of socialization of a teenager’s personality, informal spontaneous peer groups that arise on the basis of joint leisure activities have a great influence. The leisure activity of offenders has its own specifics: it prevails over all others (study, sports, various types of socially useful extracurricular activities). Offenders are characterized by connections with persons who have similar views, orientations and behavioral habits. Often such interpersonal connections take on an antisocial direction, thus becoming criminogenic. Members of this group are “difficult” teenagers, who are characterized by a negative attitude towards learning, indiscipline, episodic deviant behavior(smoking, gambling, drinking alcohol, drugs, petty theft, vagrancy).

According to B.G. Ananyeva, age classification according to psychophysiological characteristics of developmentincludes the following chain of phase transformationshuman life cycle: infancy (from birth-age up to 18 months), early childhood (from 19 months to 5 years), childhood (from 5 to 12 years), adolescence (12-15 years),youth (16-19 years old), youth (20-30 years old), middle age (30-40 years), elderly, senile, elderly.

Each age has its own characteristics thatSome are manifested in behavior.

A personality is determined by what and how it knows (epistemological potential), what and how it values(axiological potential), what and how it creates(creativity), with whom and how she communicates(communicative potential), what are her artisticher needs and how she satisfies them(artistic potential). Thus, there are five main types of activities:

transformative, cognitive, value-basedorientational, communicative and artistic.

For each period of personality development, the characteristicWe have certain ratios of different typesactivities and their specific content.

Human life begins, as psychologists have established, with the formation of communicativeactivity and mastery of its mechanisms.

A new stage of child development begins in 3 summer age, which is characterized by a transitionhouse to creative activity(drawings on the wall,"furniture carving"). This is expressed most clearlyhuddles in role-playing game. During this period of development thethere is emancipation of the child from adults, which leads to a certain independence and the emergence ofunderstanding the need to communicate not only with one’s ownpeers, but also with adults.

As criminological studies show,many parents of juvenile delinquentsthey didn’t know or didn’t think about the rightlegal education of children, as a result of which in somefamilies surrounded children with excessive care and love,did not control their behavior, were not interestedtheir friends external influences etc. Meanwhile,As practice shows, excessive care gives rise to selfishness, dependency, disrespect for others, and aversion to physical labor.

It's no coincidence By according to Babaev M.M. and Minkovsky G.M.,“consumer education” took place in 3/4 of families,in which minors were brought up,committed a crime. It has been established that fromfamilies in which there is an atmosphere of mutual rudeness,the criminal left 10 times more often than from families withnormal relationships.

The moral formation of personality cannot be considered in isolation from the social microenvironment, since various types or types of this environment constantly influence the formation of the individual. As a rule, guided by the content of human activity, sociology distinguishes the following types of microenvironment: family and household, educational, production and labor, socio-political, cultural and educational, military, sports, religious. For criminological study, of the identified types, the most interesting are family-household, educational-educational and production-labor. And since criminology is directly related to the fight against crime, including recidivism, to these types it is necessary to add another unique type of social microenvironment - educational-compulsory.

In the family, as a form of social microenvironment, a person receives initial knowledge about the world around him, ideas about norms of behavior, is exposed to the first educational influences and takes his first steps as an individual.

There are objective and subjective circumstances that contribute to the unfavorable moral formation of the individual in the family. Although such circumstances of the first group as single-parent families, illness of parents, and financial difficulties have a certain criminogenic significance, the moral and pedagogical position of the family and the level of educational relations that has developed in it still play a decisive role. Moreover, the moral and pedagogical deficiency of the family as one of the main units of education can manifest itself in different ways. Its most dangerous symptom is the direct involvement of some family members, especially minors, by others in criminal activity, drunkenness, begging, prostitution and other antisocial activities. Although such cases do not occur often, they are the most dangerous.

The moral and pedagogical defects of this type of social microenvironment also include cases when family members commit crimes, other illegal acts, immoral acts, without making attempts to directly involve other members in antisocial activities. In approximately 30% of cases, persons who became criminals were raised in families where they faced constant negative example parents - systematic drunkenness, cruelty, depraved behavior of parents or persons replacing them, etc. In almost every fifth, and in some years - in every sixth family of persons serving a sentence or leading an antisocial lifestyle, parents or brothers or sisters were convicted. Meanwhile, criminological science has proven and confirmed by practice that the earlier in age a minor commits his first crime, the greater the likelihood that he will take the path of reoffending.

The moral and pedagogical deficiency of a family can also be expressed in the fact that it has antisocial views, habits, mores and traditions, which manifest themselves not in the form of specific antisocial and illegal actions, but in the form of corresponding moral assessments, statements, likes and dislikes (for example, approval other people's immoral actions, disdain for the interests of others, for work, for the performance of general civil duties).

Finally, the moral and pedagogical defect of the family can also manifest itself in the fact that it has an unhealthy moral and psychological atmosphere in general, abnormal relationships, conflicts, quarrels, scandals, rudeness constantly take place, lack of cohesion, care for each other, etc. . Selective criminological studies show that in families in which there is an atmosphere of mutual rudeness, criminals are ten times more likely than in families with normal relationships. No less dangerous, although not as noticeable, are the indirect negative influences of the family as a consequence of its incorrect educational position. The danger of a “simply” incorrect educational line of a family is, on the one hand, that this is a generally widespread phenomenon, often characteristic of so-called prosperous families, and, on the other hand, such a line can cover the most diverse aspects of the process of personality formation , her life activity, has many subtle manifestations, which are sometimes justified in everyday life. In addition, the wrong line of family education, as a general rule, acts spontaneously, gradually, it is often difficult to recognize it and take preventive measures in a timely manner.

Typical manifestations of the wrong line of family upbringing are: pampering children, indulging their whims and whims, creating “hothouse conditions” for them, exempting them from any responsibilities, “protecting” them from even feasible work, immoderate satisfaction of material needs, raising children to be selfish, slackers , pandering to such negative traits emerging personality, such as individualism, indifference to the interests and goals of others.

The development of market relations in some families was understood to mean that it was necessary to make money in any way, including using children. Therefore, many children from an early age began to engage in small trade, do not attend school, all free time carried out at the market or behind the counter of a commercial retail establishment.

A special case of the wrong line of family education can be considered the educational inactivity of the family, parents’ ignorance of the constitutional duty to care for children, their inattention to minors, and neglect of their interests. In essence, we are talking about the absence of any educational position of the family.

As evidenced by sample studies, the indifferent attitude of family members to the upbringing and behavior of the surveyed offenders is observed in approximately 12% of convicts and 20% of people leading an antisocial lifestyle. Most typical manifestation This position means neglect due to the lack of control on the part of the family over the behavior, acquaintances, and pastime of children. It is recorded in at least four-fifths of cases of crime committed by minors.

There is no doubt that secondary and vocational schools play an important role in the moral formation of an individual. Currently, as we know, fundamental changes have taken place in the education system. In addition to schools, lyceums, gymnasiums, and colleges with various specializations appeared. Some of them employ university teachers with academic degrees and titles. Educational companies also appeared. Tuition began to be partially paid for by parents, which makes it possible to attract qualified personnel from among the teaching staff to secondary and secondary specialized educational institutions.

The interests of further building a civil society require a new, broader approach to the training and education of the younger generation. However, the pedagogical position of a number of schools still sometimes remains weak. This contributes to unfavorable moral formation of the individual. There are also shortcomings in labor education, which is the most important factor in the formation of personality. It is no coincidence that this is why the Law of the Republic of Kazakhstan “On Labor in the Republic of Kazakhstan” provides for the possibility of hiring minors who have reached fifteen years of age with the written consent of one of the parents or a person replacing him. And to prepare young people for work, it is allowed to employ students secondary schools, colleges to perform easy work, which does not cause harm to their health and development, does not disrupt the learning process, in their free time from school - upon reaching the age of fourteen (also with the written consent of one of the parents or a person replacing him).

The disadvantages of the educational work of the school include:

 the use of incorrect methods and simplified forms of education, separating it from education;

 replacement of educational influence with “naked” administration;

 lack individual approach towards students, reluctance or ignorance of the characteristics of the child’s psyche, suppression of students’ independence and initiative;

 biased attitude towards children, underestimation of reliance on the positive in the personality and behavior of schoolchildren, the notorious “window dressing”, “covering up” negative facts;

 decreased demands on students, inadequate response to violations of discipline and rules of conduct; weak connections with families and public organizations in the places where schoolchildren live and where their parents work;

 unhealthy moral atmosphere in certain teaching teams, deviation of some educators from the norms of professional ethics.

The educational capabilities of the school are poorly used in extracurricular work with students. Many extracurricular activities often reek of boredom, formalism, and bureaucracy. They are sometimes downright primitive in ethical and aesthetic terms. It is no coincidence that many schoolchildren and students do not like school clubs and evenings, and some have a negative attitude towards school concerts. The majority are indifferent to these “events.” As a result, students do not fill their leisure time in the best way. IN best case scenario they spend their free time aimlessly, which is not neutral for the moral formation and development of the younger generation. Even more dangerous is the associated orientation of adolescents towards informal groups with antisocial behavior and falling under the influence of repeat offenders.

Issues of legal educational work with students deserve exceptional attention. Schools, lyceums and colleges, in cooperation with law enforcement agencies and other subjects of crime prevention, are called upon to do a lot to form in their students a developed, integral legal consciousness, which should adequately reflect the legal reality and ensure law-abiding behavior of students. Moreover, to promote their involvement in the fight against criminal manifestations.

Meanwhile, numerous studies have revealed significant gaps in students’ legal awareness: ignorance of basic legal concepts and norms, inability to correctly navigate the simplest legally significant situations, rather vague ideas about the activities of law enforcement agencies. Legal educational work should begin with primary school, using specific forms and methods aimed at primary school students. In classes and during extracurricular hours, schoolchildren are now explained mainly the basics of government and the most general concepts of criminal law. But very little attention is paid to education and training in the field of administrative, civil, and family law.

Often, legal educational work comes down to an explanation of legal principles and requirements, and such side of it as disclosing the relevance of legal reality, issues of application of legal norms in life, judicial practice, in the activities of government bodies and public associations for crime prevention, is clearly underestimated. The main forms of legal educational work are, in addition to classroom lessons, lectures and conversations. However, the use of only these relatively simple forms does not always ensure the proper emotional appeal and clarity of legal information, and does not awaken students’ sustained interest in it. There is also no clear system of legal work with parents.

Another type of microenvironment, in interaction with which a personality is formed, is the production and labor sphere. The team, as one of the main units of society, plays a decisive role in the moral formation and development of people, since it acts as the main sphere of application of abilities, realization of the needs and interests of the individual and, therefore, continues to have a decisive influence on the behavior of the individual. In the activities of collectives, there are still various shortcomings that adversely affect the moral formation of the individual:

– unsatisfactory organization of production, low economic indicators, mismanagement and irresponsibility of managers;

– violation of democratic principles of production management, lack of transparency;

– weak accounting and security material assets, giving rise to theft;

– insufficient attention of the administration and trade union organization to the conditions of production and non-production activities of workers, improving their professional skills, ensuring labor safety, introducing its progressive forms, organizing leisure time, etc.;

– omissions in individual educational and preventive work;

– bureaucratic attitude towards people, indifference to the material and everyday needs and spiritual needs of workers, rudeness, suppression of criticism, inculcation of sycophancy and servility;

– shortcomings in the selection of personnel, in particular the appointment to leadership positions of persons with antisocial attitudes and an unscrupulous selfish orientation;

– weak cohesion of the team, the presence of squabbles, warring factions, nepotism, clannishness, protectionism;

– the prevalence in the team of such antisocial phenomena as malicious violations of discipline, dishonest attitude towards work, drunkenness, dishonesty in determining the quality and quantity of work performed, etc.;

– poor work administration, public associations to combat negative phenomena, impunity for violators of discipline and other persons committing antisocial acts, connivance with them, low social activity of citizens.

Another type of microenvironment that is subject to criminological and pedagogical analysis is the everyday environment outside the family, which is closest to it and, together with it, can, as is often done, be considered as a single sphere of family and household relations. At the same time, there are noticeable differences between these elements of the social microenvironment. Moreover, their influence on the personality, its moral formation and development can sometimes be characterized by a state of counterbalance and be multidirectional. If everyday life as a whole can be presented as the sphere of people’s personal lives, as part of the non-productive sphere, which is associated with personal consumption of material and spiritual goods, then the everyday environment is an area of ​​personal non-productive consumption minus the family. This everyday environment is closely related to leisure. This allows us to consider them together as a single sphere, which accounts for a significant part of free time and in which so-called informal small groups occupy a prominent place.

This type or type of microenvironment performs important social functions, both restorative and creative. Normal, i.e. A completely healthy everyday environment and thoughtful leisure contribute to the moral, physical, aesthetic and other development of the individual, enriching his spiritual culture, and increasing the level of internal and external education.

However, the immediate everyday environment and the sphere of leisure can be sources and conductors of very numerous and quite intense negative influences on the individual.

Note that everyday life is the most conservative area social life. In it, as well as in the sphere of leisure, as nowhere else, the soil remains for the phenomena of the so-called anti-culture, in particular for the “drinking” traditions, with which a significant number of crimes are associated. One of the most dangerous “products”, due to their immorality and amazing ability for social mimicry, produced by an unhealthy everyday environment, which in this case acts, as a rule, together with a morally and pedagogically defective family, is philistinism. It is characterized primarily by hypertrophy of consumption, exclusively consumer psychology, combined with lack of spirituality and social infantilism.

No less a problem of the negative influence of the immediate everyday environment on the moral formation of the individual is the functioning of informal small groups of an antisocial orientation. This influence is especially dangerous on minors.

The overwhelming majority of antisocial groups are characterized by a rather motley composition. They include those with and without conviction, dangerous repeat offenders and novice offenders, etc. They are characterized by the absence of strict regulation of relations, lack of specialization of antisocial behavior (such persons easily move from theft to hooliganism, and vice versa). It is significant that communication between individuals within these groups has its own socio-psychological basis and is carried out on the basis of common views, needs, interests, life goals, past experience and behavior. Participants in antisocial groups are also united by the desire to become inaccessible to traditional forms of social control from the family, school, work collective, and immediate everyday environment (to the extent that it is positively oriented), i.e. this element of the social microenvironment is opposed to all others. This is its essential originality.

Because of these reasons, the negative impact of antisocial groups on the individual, as behavior “chosen” by the individual himself, is relatively easy, readily perceived, assimilated and becomes important factor in the formation of personality both in breadth and depth. Therefore, it can be very difficult to remove a person from under such influence.

And the very fact of the existence of antisocial groups indicates that the corresponding social institutions in their specific existence (a certain family, a given school, etc.) did not work somewhere and were unable to fully or partially fulfill their social role. Sometimes the situation is aggravated by the fact that the negative influence of an antisocial group can be combined with ongoing, and sometimes various reasons and increasing negative influences from a dysfunctional family, unhealthy team at the place of work or residence. Such a concentration of negative influences on a person puts him in very difficult conditions in terms of moral formation and development. In such situations, the least you can count on is that over time everything will fall into place and “form” on its own.

To restore the relationship of a given individual with a normal social environment it requires painstaking, persistent, diverse work, including a set of measures to influence all the main elements of “personality - environment”.

In addition to the considered aspects of the problems of negative influences of the everyday environment on the moral formation of the individual, the question of such a widespread phenomenon in everyday life as drunkenness is of relative independent importance. This problem never loses its relevance, since drunkenness, and especially its extreme form - alcoholism, disorganize the individual’s relationship with the social microenvironment, contribute to a decrease in people’s social activity, their moral degradation, and give rise to various conflict situations. “Drinking traditions”, rooted in ancient times, received greatest distribution just in the sphere of family and household relations. It is in this area that they have the most intense negative impact on the moral formation and development of the individual.

The family and everyday sphere accounts for a significant share of alcohol consumption, and that which is “embellished” receives peculiar everyday justifications in the form of references to ingrained traditions, the “culture” of the feast, etc. An essential element of antisocial everyday psychology is the view of drunkenness as an inevitable and irresistible phenomenon. These untenable views require a decisive rebuff.

The sphere of family and everyday relations is primarily associated with such acute and “productive” in criminogenic aspects of the problem of drunkenness as female, teenage and youth alcoholism.

A unique type of microenvironment is the educational-compulsory one, which develops in places of serving a sentence, primarily in penal colonies. Those sentenced to imprisonment are isolated from society and placed in penal colonies and even prisons with their own special regime and working conditions, special forms of educational work, general education and vocational training. In accordance with the procedure established by law, these persons are subject to certain legal restrictions in the field of production, property, social, family and other relations, and are included in groups of a special kind - groups of convicts.

The efforts of these institutions can be countered by the negative influences on the convicted person from his environment, primarily persons who have not taken the path of correction (hard-core repeat offenders, bearers of thieves’ traditions, the mores of the criminal world, often united in antisocial groups, instilling pseudo-collectivism, imposing their will to other people, using the most low funds and sophisticated techniques.

The negative impact on the individual in penal colonies is aggravated when the healthy core of the group of convicts is not sufficiently connected and united or it breaks up into warring groups, as well as in the presence of various organizational shortcomings. In particular, not all penal colonies provide full employment for convicts; there are shortcomings in their labor education, training and advanced training. The educational work itself is sometimes carried out at a low level professional level, in isolation from other corrective measures, with elements of formalism. The personality of convicts is not always studied deeply and comprehensively enough, as a result of which colony staff do not have information that allows them to purposefully organize individual education. Employees of various services of penitentiary institutions, representatives of patronage organizations, members of supervisory commissions, teams of enterprises, institutions, organizations in which convicts worked before committing a crime are little involved in this work. There is low awareness of the intentions of persons released from penal colonies and prisons.

Facts of violation by individual employees of these institutions of the requirements of official duty, moral norms, and cases of entering into prohibited relationships with individual representatives of those serving sentences have an extremely negative impact on the individual.

However, none of the considered types of social microenvironment, which negatively influences the unfavorable moral formation of the individual, can be assessed unambiguously in criminological analysis, i.e. only positive or only negative. In each type of microenvironment, there are pedagogical factors of different directions, both positive and negative, which contribute to the education of the individual in accordance with the moral ideals existing in society or complicate such education. Moreover, even all the types of social microenvironment considered do not exhaust all of its diversity, since there are also socio-political, cultural, educational, military, sports, and religious microenvironments. The microenvironment can also be distinguished by territorial, national-ethnic, gender, age and other characteristics.

The impact of these types of social microenvironment on the individual is carried out in various directions and channels, since the individual interacts with various types of social microenvironment, and they interact with each other. Such interaction can be characterized by different relationships: positive influence one type can be supplemented and multiplied by the similar influence of another type of microenvironment; the negative influence of one type is aggravated by the negative influence of the other; the negative influence of one type can be neutralized or compensated by the positive influence of another type of microenvironment; the positive influence of one type may be neutralized or even canceled out by the negative influence of another type. In this regard, it can be considered a peculiar pattern “ chain reaction", the mutual complementarity of various negative influences emanating from different types of microenvironment.

Thus, lack of employment in socially useful work and the lack of positive influences from the team at the place of work “awaken” the educational influence of antisocial groups in the leisure sector, etc.

The process of personality formation is usually considered as socialization - as a process of endowing the individual with social properties, choice life paths , establishing social connections, forming self-awareness and a system of social orientation, entering the social environment, adapting to it, mastering certain social roles and functions. During this period, typical reactions to emerging life situations that are most characteristic of a given person arise and are consolidated. The socialization of the individual as an active process does not last a lifetime, but only the period necessary for the perception of a complex of norms, roles, attitudes, etc., i.e. e. during the time necessary for the formation of an individual as a personality. We can distinguish primary socialization, or the socialization of the child, and intermediate, which marks the transition from adolescence to maturity, i.e. period from 17-18 to 23-25 ​​years. Primary socialization plays a particularly important role in the formation of personality, when a child unconsciously learns patterns and behavior patterns and typical reactions of elders to certain problems. As psychological studies of the personality of criminals show, when a person grows up, he often reproduces in his behavior what was imprinted in his psyche during childhood. For example, he may try to resolve conflict through brute force, as his parents did. Thus, criminal behavior can be considered a kind of continuation, a consequence of primary socialization. Defects in primary, early socialization in the parental family can have criminogenic significance, primarily because the child has not yet learned other positive influences, he is completely dependent on his elders and is completely defenseless from them . Therefore, issues of personality formation in the family deserve the exclusive attention of criminologists. The family is the main link in the causal chain that leads to criminal behavior. Despite the value of the numerous data on dysfunctional or single-parent families, it remains unclear why many “originals” from such families never commit illegal actions. Dysfunctional families include only those in which parents commit illegal or immoral acts. The absence, for example, of a father or his immoral behavior does not always shape the personality of the offender. Therefore, it should be considered that the decisive role is played not only by the composition of the family, not only by the relationship between parents, not even by their objectively unseemly or even illegal behavior, but by their emotional attitude towards the child, his acceptance or, on the contrary, rejection. You can find many families in which parents commit offenses (for example, theft), but their emotional attitude towards children is characterized by warmth and cordiality. Children from such families are less likely to commit crimes. Therefore, there is every reason to believe that it is the absence of such relationships in childhood that decisively determines inappropriate behavior of a person in the future. There is a lot of convincing evidence that in families with strong, warm emotional contacts and a respectful attitude towards children, qualities such as collectivism are more actively formed , goodwill, attentiveness, the ability to empathize, independence, initiative, the ability to resolve conflict situations, etc. All this makes children sociable, providing high prestige in the peer group. On the contrary, the less warmth, affection, and care a child receives, the slower he develops as a person. Insufficient attention, low frequency of communication between parents and children (hypo-custody), caused by a variety of reasons, including objective ones, often cause emotional hunger in the latter, underdevelopment of higher feelings and infantilism of the individual.

As a result of emotional rejection by the parents of the child, his rejection or deprivation of parental affection and care, anxiety, worry, fear of losing oneself, one’s “I”, one’s position in life, a feeling of hostility, even aggressiveness of the surrounding world are formed in the child’s psyche at an unconscious level. These features, due to the lack of appropriate educational influences or, on the contrary, under the influence of negative ones, are reinforced in the course of communication at school, in educational and work groups, among comrades by many subjectively significant living conditions of the individual. A huge influence on the formation of a teenager’s personality is exerted by her informal social environment, peers. Informal groups of young people with antisocial behavior most often represent an association of children who were rejected by their families in the past - both boys and girls. Usually their rapprochement within such a group occurs very quickly, since they represent social and psychological value for each other. Group cohesion and constant communication allow them to withstand a society that is perceived by them as something alien and hostile. Under the influence of the group, its members develop attitudes and value guidelines, including ways to resolve emerging life situations and problems. The group gives them what their parent family did not give them, so they are very devoted to it and its values, following, sometimes blindly, its experiences. Figuratively speaking, children rejected by their families are often future criminals. An even more difficult fate awaits those children who, having been rejected by their families, due to various reasons, for example, due to mental retardation, they were unable to join any informal small group of peers. Such people usually become drunkards and gradually sink to the bottom, becoming vagabonds and beggars. If they commit crimes, they usually do not pose a great danger to society. They have neither the strength, nor the skills, nor the abilities for this.

1. Prerequisites for maladaptive behavior at school age

To understand the nature and causes of maladjustment in adolescents with various neuropsychic disorders, it is necessary to know not only the clinical signs of certain types of mental disorders, but also those functional and dynamic prerequisites that determine the occurrence of these disorders.
In the course of research, signs were identified in the emotional, motor, cognitive sphere, behavior and personality as a whole, which could, at various stages of a child’s mental formation even before adolescence, serve as indicators for establishing maladaptation of behavior in adolescence.
IN preschool age The following manifestations appear to be risk factors for pathological adolescent crisis:
- pronounced psychomotor disinhibition, difficulty in developing inhibitory reactions and prohibitions in a child, age-appropriate forms of behavior: difficulty organizing behavior even within the confines of outdoor games;
- such features of personal immaturity as a tendency to cosmetic lies, primitive inventions used to find the easiest way out of difficult and conflict situations; increased suggestibility of abnormal forms of behavior, reflecting reactions of imitation of deviations in the behavior of peers, older children, or adults;
- infantile hysterical manifestations with motor discharges, loud and persistent crying and screaming;
- impulsiveness of behavior, emotional contagion, hot temper, causing quarrels and fights that arise over minor issues;
- reactions of stubborn insubordination and negativism with bitterness, aggression in response to punishment, remarks, prohibitions; enuresis, escapes, as a reaction of active protest.
At primary school age, the following factors are unfavorable in terms of social adaptation:
- combination of low cognitive activity and personal immaturity, dissociating with increasing demands on social status schoolchild;
- increased sensory thirst in the form of a desire for thrills and crazy desires;
- accentuation of drive components: interest in situations involving aggression, cruelty;
- the presence of both unmotivated mood swings and conflict, explosiveness and pugnacity in response to minor demands or prohibitions;
- negative attitude towards classes, occasional absenteeism from certain “uninteresting” lessons; running away from home under the threat of punishment as a reflection of defensive reactions of refusal, characteristic of immature individuals;
- hypercompensatory reactions with the desire to attract attention to negative forms of behavior at school: rudeness, failure to comply with the teacher’s demands, malicious pranks;
- identification of persistent gaps in knowledge in the main sections of the program by the end of training in the primary grades of a mass school; physical impossibility of mastering further sections of the program due to both weak intellectual prerequisites and lack of interest in study and socially useful work;
- growing attraction to antisocial forms of behavior (petty theft, early addiction to smoking, luring out money, chewing gum, badges, cigarettes, first attempts to get acquainted with alcohol) under the influence of teenagers or older friends;

2. Personal characteristics of the behavior of primary schoolchildren and pre-pubescent children, complicating their social adaptation

Among the mental characteristics of prepubertal age, significant for the occurrence of a pathological adolescent crisis, the following stand out:
- maintaining infantile judgments, extreme dependence on the situation with the inability to actively influence it, a tendency to avoid difficult situations, a weak reaction to censure. The lack of expression of one’s own volitional attitudes, the weakness of the functions of self-control and self-regulation as a manifestation of the immaturity of the basic prerequisites of puberty;
- uncorrectable behavior due to a combination of infantilism with affective excitability and impulsiveness;
- early manifestation drives with intensification, or early onset of sexual metamorphosis, increased interest in sexual problems: in girls - hysteriform behavior associated with sexuality, in boys - a tendency to alcoholism, aggression, vagrancy;
- reorientation of interests to the out-of-school environment.
All the above data allow us to identify risk factors in relation to pathological forms behavior in adolescence:
- persistence of infantile personality traits, the predominance of immaturity traits over the tendency of age-related development;
- severity of encephalopathic disorders, mental instability, affective excitability, disinhibition of drives;
- asynchrony of psychophysical development in the form of disharmonious retardation and acceleration;
- unfavorable environmental conditions that are specifically pathogenic for a certain type of behavior disorder;
- early onset microsocial and pedagogical neglect.

Seminar lesson

Target: identifying signs of maladaptive behavior in schoolchildren.
Basic concepts: pathology, pathological crisis, acceleration, retardation, infantility.

Plan.

1. Factors of maladaptive behavior in preschoolers and primary schoolchildren.
2. Diagnostic criteria for the risk of a pathological crisis in prepubertal age.
3. Acceleration and retardation.
4. Risk factors for severe behavioral decompensation in adolescence.
5. Unfavorable signs of the development of a student’s personality.

Assignments.
I.

1.Make a comparative table of criteria pathological disorders behavior in preschoolers and schoolchildren.
2. Compile a comparative table of unfavorable factors in the personality development of primary schoolchildren and pre-pubertal schoolchildren.

II.

1. Prepare a message on the topic “The place of defectology as a branch of scientific knowledge among other sciences.”
2. Prepare a message on the topic " Preventive measures for the prevention of pathological disorders."
3. Prepare a report on the topic “Favorable prognostic factors for development in children with central nervous system insufficiency.”
4. Prepare a message on the topic “Behavioral disorders in adolescents.”

When developing topic 5, the main thing is a clear understanding of the favorable and unfavorable factors of personality development that lead to social maladaptation of children and adolescents. To carry out this task, it is necessary to complete the tasks of the 1st group, practice concepts with a dictionary, write out wording; work through the tasks of the 2nd group.

Introduction

If you believe statistics, every seventh elementary school student is brought up in a single-parent family. The main reason for this is the divorce of parents, in which the child remains with one of the parents, most often with the mother.

In my opinion, the problem raised in my work is relevant because, in conditions modern society The family is an unstable social institution; parental conflicts have a detrimental effect on the upbringing of children.

Single-parent families are in the most difficult and difficult situation. An incomplete family is a close group of relatives that consists of one parent with a child or several children who are minors. IN recent years Single-parent families are a common phenomenon.

Family education occurs in the process of life - in the deeds, actions, and attitude of the child. From his relationship with his parents, he learns his responsibilities to society. It is in the family that a child experiences love for his parents, receiving affection and care from them in return.

In any family, the main goal of education is the comprehensive development of the individual. This goal must also be achieved in conditions of upbringing in a single-parent family.

Adults often lack the knowledge, strength, time and opportunity to fully raise a child in a single-parent family. It becomes difficult to solve educational problems, since the divorce of parents and a conflict situation between adults distort the conditions for the development of early socialization, as a result of which problems arise in the child’s relationship with other people.

According to scientists, children from single-parent families are more susceptible to chronic diseases flowing in more acute form than children growing up in a two-parent family.

Thus, we can come to the conclusion that the lifestyle with one parent is specific and affects the educational process.

The purpose of my research is to study and consider the general conditions and problems of raising children in a single-parent family.

Object of study - single-parent family

The subject of the study is the peculiarities of educating primary school students from single-parent families.

Objectives of the course work: 1) In the theoretical part, the study and consideration of the characteristics of raising younger schoolchildren in a single-parent family. Selection of scientific literature on the topic. 2) In the practical part - conducting an experiment on psychological characteristics children from single-parent families, select methods, analyze and draw conclusions based on the results obtained.

Theoretical part

Favorable and unfavorable conditions for the development of the personality of a junior schoolchild in a single-parent family

Definition of single-parent family and causes

What can be called single-parent families, that is, families where only one parent raises a child? Of course, those families in which there is no mother or father. The main task of a mother raising a child alone is to give the child a feeling of complete security, which is lost. The most important thing in this case is to share your feelings with the child, to be sincere with him, not to shift emotional responsibility for what happened onto the child’s fragile shoulders, that is, you don’t need to say: “I’m so unhappy, only you can help me.” The child is still too small to be able to solve the problems of adults.

In an incomplete family, where a child is raised by one parent, children often experience difficulties communicating with peers, this especially affects communication with the opposite sex. This happens and depends on the fact that the child communicates with only one parent, and he does not have the opportunity to see and observe the relationship between a man and a woman in the family.

When a family breaks up, all family members experience stress, including the person who took the initiative and left the family - most often the child's father. But for children of primary school age, divorce is the most powerful traumatic factor.

For a six- to nine-year-old child, parental divorce is a very strong shock. He feels defenseless in the face of circumstances, and the inability to correct them can cause him to become depressed. The child's constant nervousness is reflected in his performance at school, aggressiveness appears towards the father, and sometimes towards the mother. At the age of nine or ten, boys and girls who find themselves in a family breakdown often stop trusting adults and begin to seek support from girlfriends and friends.

An incomplete family is not always a consequence of divorce. Often a woman herself chooses this path when she decides to give birth to a child without a husband and takes full responsibility for raising him. As a rule, such mothers take this issue very seriously, their decision is balanced, and their desire is hard-won. But unplanned pregnancy also happens, and a woman who decides to give birth to an unwanted child is not psychologically ready for the role of a mother, but, nevertheless, raises him, because she understands that she is obliged to do this. According to scientific research, many unwanted children subsequently develop psychological problems.

Features of the formation of a child’s personality in an incomplete family

It has been known since ancient times that emotional disorders, disrupted behavior and other psychological problems appear and are associated with adverse events in a child's childhood. Conflicts in the family, lack of love, divorce or death of one of the parents, cruelty of parents or their inconsistency in the system of punishments and rewards become strong factors that traumatize the psyche. In this regard, it is very important that, growing up in a family, a child receives care, affection and warmth from adults, and emotional support from the closest and most significant people to him - his parents. The standard for building a child’s relationships with other people is the peculiarities of interaction between parents and the child. Therefore, it is very important that every child has both a mother and a father.

But what if a child is raised in a family with only one parent? What consequences does such educational influence have on the formation of a child’s personality? Experts who study the problems of upbringing in a family notice that upbringing in a single-parent family becomes more complex and difficult and is fraught with a certain number of difficulties that a single parent sooner or later faces.

A single parent has to deal with the need to adapt to a huge number of changes that occur in his life, new models of interaction with his child or children, since he alone combines the functions of both parents. The child (children) of a single parent gradually learn new relationships with other people and the world around them. First, the parent must assume full responsibility for maintaining their child's interactions with the separated parent (if the parents are divorced) as well as with the family members of the child's other parent. This is important because it helps ensure that the child does not develop a negative attitude towards the father (mother) who “betrayed” him, as well as this attitude towards relatives, so that there is no feeling of guilt for the parents’ broken family. Secondly, for single parents, a special concern is the task of establishing adequate relationships with people of the opposite sex, in order to help their child master the appropriate female or male role and forms of behavior that are accepted in modern society.

When not just a father, but primarily a man is absent from the family, this situation is an important prerequisite for deviations in the development of the child’s psyche. In single-parent families there is a shortage male influence is manifested in the following: a violation of the harmonious development of the intellectual sphere, the process of identifying girls and boys becomes less clear, it becomes difficult to teach primary schoolchildren the skills of communication and interaction with the opposite sex, and the formation of excessive attachment to the mother is possible. Most clearly distinctive features in the development of the intellect of a child raised in a single-parent family, they begin to appear at primary school age, when mental activity becomes most intense. In order for a child’s intelligence to develop fully, it is very important that in the environment junior school student, starting from early childhood, both types of thinking were encountered - both female and male. The absence of a father in the family, no matter what it is associated with - divorce, death, frequent and long business trips or separation, has a negative impact on the development of mathematical abilities of both girls and boys. The presence of male authority in the family affects not only the nature of the mental development of children, but also the formation of their interest in education and learning, and stimulates the desire to learn.

As a girl grows up, the lack of male influence significantly complicates her development as a future woman, making it impossible for her to develop cross-gender communication skills, which can subsequently negatively affect her family and personal life.

One of the many problems that children raised in single-parent families face is their inability to withstand difficulties in life, self-doubt, and, subsequently, low level their social activity.

Thus, we come to the conclusion that the role of parents is multifaceted and is reflected in the formation of the child’s personality starting from early childhood. The absence of one of the parents leads to disturbances in the mental and mental development of a primary school student, a decrease in his social activity, personality deformations and disruption of the process of gender-role identification, as well as various kinds deviations in behavior and condition mental health. All this has a serious impact on the further personal and social life of both boys and girls.

Favorable and not favorable conditions child development after divorce upbringing single-parent family personality

When it comes to the specific conditions of development of a junior schoolchild after the parents’ divorce, the main question arises: what does the situation mean for the child and his development that he now lives in an incomplete family.

If parents manage to create favorable conditions thanks to which the child will be able to continue an intensive relationship with two parents, that is, with the one who does not now live in the family, then the chances will increase that limit or help avoid the negative impact of divorce on personality development junior school student. For children, the desire to live as one family again is painful, and the more they feel that the father who does not live with them is not lost, the more satisfying the child's intense relationship with him is.

Children growing up in single-parent families feel a great sense of shame in front of other people (for example, in front of teachers) that they do not have a “real” family. In addition to feelings of resentment and pain about being abandoned by one of the parents, the child also has a feeling that something is wrong with him.

For many children, a parent's divorce can mean a noticeable loss of power. What makes a child even more dependent on the parent with whom he lives is the fact that it is impossible to find shelter with the other parent. Disappointment, sadness, and a feeling of powerlessness in children of primary school age develop a sense of their own inferiority.

For a kind relationship with the parent living with the child, great value have functional relationships with a parent who is absent. Children of single-parent families who retain good relationship with their fathers, adapt better to new life situations and have fewer symptoms.

Thus, basic rules of behavior and actions have been developed that parents should strive to observe so that divorce and the child’s life in an incomplete family brings as little harm as possible. Here are the most important of them: parents, despite the breakdown of marital relations, should try to cooperate further as parents, should strive to move away from their personal suffering and intense experiences as quickly as possible and return to their parental responsibility as soon as possible, learn to distinguish between their own needs From the needs of the children, every effort must be made to ensure that the child feels that his continued love for both parents remains in perfect order, parents must do everything possible to help the children survive the pain and severity of separation. First of all, children must be promptly and thoroughly informed about upcoming events, and they must be allowed to show anxiety and emotions.

Primary school students in single-parent families as an object of social work

For a child, the separation of parents is severe stress in life, this is a kind of impetus for the development of deviations in his behavior and psychology. Since children feel the need for close contact with loved ones, including their affection and hugs, they develop a deep sense of attachment to their parents.

A sense of well-being and fairness is essential for a child’s mental balance. For this reason, parents play an extremely important role in the life of a primary school student. If the family is socially prosperous, then the parents ensure the fulfillment of his basic needs for safety, protection, love, development, trust, communication, and participation. Parents form family traditions in the child, instill basic social and everyday skills, motivate them to study and work, and instill observance of rules and regulations. human communication. Parents also perform the important task of intellectual and social stimulation of the child, include him in socially active activities, develop independence, responsibility, hard work, diligence, formation of initiative, and provide autonomy.

The relationship between children and parents in a prosperous family is built on the constant non-situational love of parents for their child, the parents understand the child, the child feels his value and the significance of his own “I,” imitates and identifies himself with his parents.

A risk factor that often makes it difficult for normal emotional personal development child is, of course, the parents' divorce. The child loses psychological support, his former social world is destroyed, the need to solve new problems arises when the family breaks up, which is the main agent of socialization of the child’s personality.

At system analysis psychological, sociological, pedagogical, legal and medical literature We can distinguish two main large blocks of negative consequences of the impact of parental divorce on the socialization of children - short-term and long-term. Short-term consequences are associated with the characteristics of children’s reactions to the conflict between parents, which is maximally aggravated before divorce, to the divorce procedure and post-divorce psychological adaptation. The long-term impact of divorce is mainly due to the accumulation over many years of the lack of effect masculinity in the process of socialization and education.

According to the testimony of V. M. Tseluiko, A. V. Vasilenko, E. A. Dementieva, children’s experience of parental separation varies in the range from sluggish depressive state, apathy to severe hyperactivity, negativism, demonstrating disagreement with the opinions of parents. E. Grigorieva, I.F. Dementieva, Yu.A. Konusov and others note that children experience frustration, loneliness, guilt, sadness, aggression, which is directed at relatives and other children.

It should be said that in orphaned families, divorced families, as well as in families in which the mother is raising the child alone, various problems arise, regardless of the fact that the basis is essentially common - only one person in the family is raising the child. Without taking into account this specificity, it is impossible to accurately diagnose the problem, as well as competently and effectively organize social work with children.

As a single group, the researchers' works consider all children who are in the care of a single-parent family. Therefore, there are no clear ideas about the specific problems and difficulties that children of divorced parents have. The problems of relationships between children from different marriages, as well as the peculiarities of upbringing and their relationships with adults in a situation of polyparenthood, have not been sufficiently studied. Thus, we can conclude that the features of socialization and upbringing of children in single-parent families require further research.

Social situation of development in an incomplete family

At different age periods, the social development of the individual occurs under the influence and interaction with the social environment and is determined by the process and result of the socialization of the individual.

The family is the leading factor of socialization, as it influences the formation of the child’s personality, including his needs, motivational sphere, and the system of relationships with people around him and with himself. In the family, the emotional and intellectual foundations of the individual are formed, the child is given the first ideas about life in society, about good and evil, and introduces him to the world of values ​​recognized and implemented by the family in everyday life. As a result, the family forms the basic moral ideas and moral principles. Thus, each family individually represents a certain system of social relations, the quality of which determines a particular social situation of the child’s development in the family.

The most important components of the educational potential of a family are intrafamily relationships, which are determined, in turn, by the moral example of parents, family composition, family activity, education and pedagogical culture of parents, and the degree of their responsibility for raising children. In addition, the importance of relationships within the family is determined by the fact that they are the first specific image of social relations that a child encounters from the moment of birth, and as a result of which he acquires both thinking and speaking skills and communication experience. At the same time, the dominant ones in the system of intrafamily relations are the relationships between parents, which form a certain emotional and moral climate in the family, determining the educational capabilities of this family.

The weakening of the educational potential of the family, and, consequently, the emergence of risks of social development, is facilitated by violations of intrafamily relationships, which are an unfavorable factor in family socialization. Among the main reasons of a subjective and objective nature that cause violations of intra-family relationships, there are various crisis social situations that arise in reality or hypothetically in the life of each individual family.

An incomplete family is one of the crisis social situations, first of all, since negative resulting impacts on the social and personal development of the child predominate.

It should be said that a family can be considered incomplete not only in its composition, but also in its functional characteristics. In particular, families in which parents for some reason do not fulfill their socialization functions, as well as families with an unfavorable psychological environment, can be considered incomplete, since they have an educational potential that is insufficient for the successful social development of the child.

Thus, we come to the conclusion that an incomplete family can be classified as a crisis social situation of development, since it does not contribute to the accumulation of experience of interaction in society among the younger generation, and also, often, is the cause of various deviations in the socialization of the child’s personality .