Concepts and causes of school maladjustment. School maladaptation: signs, causes, consequences. The history of the study of the subject of maladaptation

In its most general form, school maladjustment means, as a rule, a certain set of signs indicating a discrepancy between the sociopsychological and psychophysiological status of the child and the requirements of the situation. schooling which, for a number of reasons, becomes difficult to master.

Any deviations in the educational activity of schoolchildren are associated with the concept of “school maladjustment”. These deviations can be in mentally healthy children, and in children with various neuropsychiatric disorders (but not in children with physical defects, organic disorders, oligophrenia, etc.). School maladaptation, according to the scientific definition, is the formation of inadequate mechanisms for a child to adapt to school, which manifest themselves in the form of violations learning activities, behavior, conflict relations with classmates and adults, increased levels of anxiety, disorders of personal development, etc.

External manifestations that teachers and parents pay attention to are characteristic - a decrease in interest in learning up to unwillingness to attend school, deterioration in academic performance, a slow pace of assimilation of educational material, disorganization, inattention, slowness or hyperactivity, self-doubt, conflict, etc. One of the main factors contributing to the formation of school maladaptation are violations of the CNS function. According to the results of the survey, we have identified school maladjustment in 30% of children, which basically corresponds to the presence of minimal brain dysfunction (MMD) in this category of children. The main factors leading to MMD were: burdened anamnesis, course of pregnancy and childbirth. Subsequently, the manifestations of MMD were characterized by impaired speech functions, attention, and memory, although in terms of general intellectual development, the children were at the normal level or experienced minor cognitive difficulties in school education.

Based on the identified changes, the following syndromes were identified:

neurosis-like;

asthenic syndrome;

attention deficit hyperactivity disorder.

Thus, the main part of children suffering from MMD, which later leads to school maladaptation, needs to be monitored and treated by a neurologist with the involvement of psychologists, teachers, speech therapists and with the obligatory inclusion of methods of psychological and pedagogical correction.

Significant difficulties in observing school norms and rules of behavior are experienced by children with various neurodynamic disorders, most often manifested by hyperexcitability syndrome, which disorganizes not only the child's activity, but also his behavior in general. In excitable motor-disinhibited children, attention disorders, disturbances in the purposefulness of activity, which prevent the successful assimilation of educational material, are typical.

Another form of neurodynamic disorders is psychomotor retardation. Schoolchildren with this disorder are distinguished by a noticeable decrease in motor activity, a slow pace mental activity, depletion of the range and severity of emotional reactions. These children also experience serious difficulties in learning activities, as they do not have time to work at the same pace as everyone else, they are not capable of quickly responding to changes in certain situations, which, in addition to learning failures, prevents normal contacts with others.

Neurodynamic disorders can manifest themselves in the form of instability of mental processes, which at the behavioral level reveals itself as emotional instability, ease of transition from increased activity to passivity and, conversely, from complete inactivity to disordered hyperactivity. For this category of children, a violent reaction to situations of failure, sometimes acquiring a distinctly hysterical connotation, is quite characteristic. Typical for them is also rapid fatigue in the classroom, frequent complaints of poor health, which generally leads to uneven academic achievements, significantly reducing general level performance even at a high level of intelligence development.

Psychological difficulties of a maladaptive nature experienced by children of this category most often have a secondary conditionality, being formed as a result of the teacher's incorrect interpretation of their individual psychological properties.

Factors that do not favorably affect the child's adaptation to school are such integrative personal formations as self-esteem and the level of claims.

If they are inadequately overestimated, children uncritically strive for leadership, react with negativism and aggression to any difficulties, resist the demands of adults, or refuse to perform activities in which they may find themselves ineffective. At the heart of their sharply negative emotions is an internal conflict between claims and self-doubt. The consequences of such a conflict can be not only a decrease in academic performance, but also a deterioration in health against the background of obvious signs of general socio-psychological maladaptation.

Not less than serious problems also occur in children with low self-esteem: their behavior is characterized by indecision, conformism, extreme self-doubt, which form a sense of dependence, hindering the development of initiative and independence in actions and judgments.

As studies show, the causes of school maladaptation mainly lie outside the school - in the field of family education. Therefore, one should not be surprised that the main recommendations that are given to the parents of such children when they turn to a psychologist are to change something in their family. Often parents are surprised: what does the family have to do with it when the child has problems at school? But the fact of the matter is that the causes of school maladjustment of schoolchildren are most often associated with the attitude towards the child and his educational activities in the family.

Overcoming any form of school maladjustment, first of all, should be aimed at eliminating the causes that cause it.

Causes of school maladaptation

Nature school failure can be represented by a variety of factors.

Shortcomings in preparing the child for school, socio-pedagogical neglect.

Somatic weakness of the child.

Violation of the formation of individual mental functions and cognitive processes.

Movement disorders.

Emotional disorders.

All of these factors pose a direct threat, primarily to the intellectual development of the child. The dependence of school performance on intelligence does not need proof.

Forms of manifestation of school maladaptation

Understanding the process of school maladaptation in this vein requires:

knowledge of the social situation of the development and life of the child;

analysis of its leading, subjectively insoluble and "system-forming" conflict for school maladaptation;

assessment of the stages and level of somatophysical and mental development, individual mental and personal properties, the nature of the leading relationships and the characteristics of reactions to a crisis situation and a personally significant conflict;

taking into account factors that act as conditions for provoking, further deepening or curbing the process of school maladaptation.

Prevention of school maladaptation.

The task of preventing school maladaptation is solved by correctional and developmental education, which is defined as a set of conditions and technologies that provide for the prevention, timely diagnosis and correction of school maladaptation.

Prevention of school maladaptation is as follows:

Timely pedagogical diagnosis of the prerequisites and signs of school maladaptation, early quality diagnostics current level development of each child.

The moment of entering the school should correspond not to the passport age (7 years), but to the psychophysiological one (for some children it can be 7 and a half or even 8 years).

Diagnostics when a child enters school should take into account not so much the level of skills and knowledge as the characteristics of the psyche, temperament, and potential capabilities of each child.

Creation in educational institutions for children at risk of a pedagogical environment that takes into account their individual typological characteristics. Use variable forms of differentiated correctional assistance during educational process and during after hours for high, medium and low risk children. At the organizational and pedagogical level, such forms can be - special classes with less occupancy, with a sparing sanitary-hygienic, psycho-hygienic and didactic regime, with additional services health-improving and correctional-developing nature; correctional groups for classes with teachers in certain academic subjects, intra-class differentiation and individualization, group and individual extracurricular activities with teachers of basic and additional education (circles, sections, studios), as well as with specialists (psychologist, speech therapist, defectologist), aimed at developing and correction of deficiencies in the development of school-significant deficient functions.

If necessary, use advisory assistance child psychiatrist.

Create compensatory learning classes.

The use of psychological correction, social training, training with parents.

Mastering by teachers the methods of correctional and developmental education aimed at health-saving educational activities.

Literature

1. Barkan A.I. Types of adaptation of first-graders / Pediatrics, 1983, No. 5.

2. Diagnosis of school maladaptation. M.: “Social health of Russia”, 1995.

3. Dubrovina I.V., Akimova M.K., Borisova E.M. and etc. Workbook school psychologist / Ed. I.V. Dubrovina . M., 1991.

4. Elodimova I.V. Diagnosis and correction of learning motivation in preschoolers and younger schoolchildren. M., 1991.

5. Zavadenko N.N., Petrukhin A.S., Uspenskaya T.Yu. Clinical and psychological study of school maladaptation: its main causes and approaches to diagnosis // Neurological journal. 1998, no. 6, p. 13–17

6. Kogan V.E. Psychogenic forms of school maladjustment / Questions of psychology, 1984, No. 4.

7. Lesnova A.B., Kuznetsova A.S. Psychoprophylaxis of unfavorable functional states. M., 1987.

8. Lyublinskaya A.A. A teacher about the psychology of a younger student. M.: Education, 1977.

9. Ovcharova R.V. § 1.1 Phenomenon school maladaptation§ 1.2 Features school maladaptation in adolescence § 1.3 Features of personal ...

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Plan

Introduction

Acquaintance with the term "school maladjustment"

The history of the study of the subject of maladaptation

Causes of school maladaptation

Conclusion

Introduction

Everyone knows that when entering a school institution, a child experiences stress. There is a strong impact on his psyche, as the usual way of life has changed forever and the load, especially on the brain, has increased. In this regard, the phenomenon of school maladjustment arises.

Why does the child not want to study, loses interest in classes and is rude to teachers? Why are only 10% of high school graduates considered healthy? How should the teacher behave in this situation? We will try to answer these and many other questions.

Man is a complex being. Masters of psychology, venerable teachers and famous doctors cannot agree with each other: what is an unsuccessful, maladjusted schoolboy? Discrepancies exist even in terminology.

Introduction to the term"school maladjustment"

School maladaptation- a persistent refusal to attend school due to difficulties in mastering the curriculum or in connection with a violation of relationships and conflicts with peers and teachers. It is observed in children and adolescents suffering from neurotic disorders or exhibiting manifestations of incipient psychosis.

(Explanatory dictionary of psychiatric terms. V. M. Bleikher, I. V. Kruk. 1995.)

School maladaptation is a psychogenic illness and psychogenic formation of a child's personality that violates his subjective and objective status in school and family and complicates the educational process. L.sh. - a psychogenic state, that is, generated by the influence of certain traumatic factors. These factors should be sought precisely in the peculiarities of the educational process, in the atmosphere of a particular school, which injures the student with some of its elements. Of course, not everyone. However, according to the data cited by G.V. Burmenskaya with co-authors in the book "Age-related psychological counseling" (Moscow State University, 1990), from 5 to 20% of modern schoolchildren really need psychotherapeutic help in connection with psychogenic school maladaptation. The authors of the book also point out: “It can be argued that an even greater percentage of children need psychological help and prevention in their prepsychotherapeutic forms. It is on this contingent that the work of developmental psychologists-consultants should be oriented. In the history of Russian pedagogy and psychology, it was not customary to emphasize this particular, psychopathological, aspect of the problem. The problem of D.sh. as such, it did not rise for a long time, as this could cast a shadow on the domestic education system, on the Soviet school.

The problems of adaptation and maladjustment, moreover, in relation to school practice, were periodically touched upon, but in a completely different aspect. Suffice it to say that at the All-Union Conference "Adaptation of children and adolescents to educational and physical activity", held in 1979 by the Academy pedagogical sciences, all reports (numbering about a hundred) were devoted exclusively to questions of adaptation of organs or systems of the body. According to tradition, the word "adaptation" refers to the adaptation of the organism to external conditions of existence. This is not accidental, since the very concept of how special case homeostasis was developed first by biologists, until the laws of adaptive behavior of self-regulating systems overstepped the boundaries of the science that gave birth to them.

The history of the study of the subject of maladaptation

Only from the beginning of the 1980s did works begin to appear devoted to the problem, which was becoming more and more acute in school practice. It became more and more obvious that the external symptoms of trouble have a deep underlying reason that requires serious study. Gradually, four main points of view on the origin of D.sh. are not so much contradictory as complementary. The first point of view proceeds from the fact that the learning process itself is recognized as a traumatic factor, no matter how well it is organized. The disturbances caused by it are called didactogenies. However, more often (the second point of view) they talk about a kind of "convergence" of didactogeny and constitutional (that is, individual) vulnerability of the child's body and its central nervous system. As V.E. Kagan, in this case we are talking about "supposedly initially, fatally" sick "child, whose maladjustment is due to brain damage or aggravated heredity." If the first point of view seems to be one-sided and incorrect due to insufficient consideration of the individual characteristics of the child and his social environment, then the second - due to the removal of responsibility from the school and family and placing it solely on the doctor. More flexible, apparently, is the point of view linking D.sh. with didascalogenies, that is, with the consequences of the teacher's wrong attitude to the student, the wrong organization of the educational process and learning activities. It is primarily about various options authoritarian style of pedagogical leadership of the class (which is pointed out by N.A. Berezovin, Ya.L. Kolominsky and others). The practice of psychological counseling for students and their parents shows that complaints about certain incorrect (or perceived as such) actions of a teacher as a cause of personality and behavioral disorders in children are extremely common. However, as many psychologists point out, it is wrong to reduce to the problem of a “bad”, “biased”, “malicious” teacher. After all, it is known, for example, that the sensitivity of children to didaskalogenia is not the same: the compensatory and psychoprotective capabilities of children are very high and largely depend on extracurricular influences on them and, above all, on the family situation. Moreover, the specific relationship to the child in the family, the style of parental behavior, the current family climate are considered by a number of psychologists to be perhaps the main, if not the only reason for the occurrence of D.sh. or at least some of its forms. True, this does not always take into account that “the environment determines the development of the child through his experiences of the environment” (L.S. Vygotsky).

Even more flexible and complex is the hypothesis of the origin of D. sh., which, instead of one-sided consideration of didactogenies and “burdened” heredity, on the one hand, and didascalogenies and features of the family environment, on the other, tries to take into account all these factors and influences in their systemic unity. An example of such an approach is the work of A.L. Venger and E.V. Novikova, summarizing their experience in counseling children of primary school age. So, E.V. Novikov, based on the views of L.S. Vygotsky, L.I. Bozhovich, L.S. Slavina et al., writes that “the cause of psychogenic disorders is not the blunders in the activities of primary school students themselves, but their feelings about these blunders.” The experiences of the child at this age directly depend on his relationship with significant adults (teacher, parents). “The form of expression of this relationship is the style of communication. It is the style of communication between an adult and a younger student that can make it difficult for a child to master educational activities, and sometimes it can lead to the fact that real, and sometimes far-fetched difficulties associated with learning, will begin to be perceived by the child as insoluble, generated by his irreparable shortcomings. If these negative experiences of the child are not compensated, if there is no significant people that would be able to increase the student's self-esteem, he may experience psychogenic reactions to school problems, which, in cases of repetition or fixation, add up to a picture of a syndrome called psychogenic school maladaptation.

The same attempt at a kind of “syndromic”, holistic analysis (within the limits of the psychological norm) is described by A.L. Wenger on the material of parents' complaints to a psychologist about the low success of children aged 6-7 years in the classroom at school or in kindergarten and behavioral disorders (see: Features mental development children 6 - 7 years of age / Ed. D.B. Elkonina, A.L. Wenger. M., 1988). The terminology in which parents and teachers usually express their claims to the child differs from the terminology of the psychological description of D. sh. However, comparing, on the one hand, their "sensible" (symptomatic) approach and, on the other hand, psychological approach to a problem, it is possible to allocate several main forms of D. sh.

The first form is the lack of formation of elements and skills of educational activity. The primary consequence is a drop in academic performance, and requests to the psychologist are formulated in precisely these terms. The reason for the lack of formation of educational activity can be both the individual characteristics of the child's intellectual development, and pedagogical neglect, the inattentive attitude of parents and teachers to how children master the methods of educational activity. Naturally, disadaptation of this kind occurs on early stages education, when entering school, is aggravated in the lower grades and may become aggravated during the transition from primary to secondary school, when educational activity rises to a qualitatively new level. The second form is due to the lack of formation or distortion of the motivation of educational activity, when out-of-school orientations dominate in the system of student motives. External symptoms of the lack of educational motivation are similar to the symptoms of the lack of formation of skills in educational activities - indiscipline, lagging behind in studies, inattention, irresponsibility, but, as a rule, against the background of the ascertained, it is enough high level cognitive abilities. Motivation disorders at the initial stages of learning are usually associated with its insufficient formation, while at an older, adolescence, there may be a loss of interest in learning, the emergence of strong alternative motives. The third form is associated with the inability to voluntarily regulate behavior. The reason for this, in the absence of primary disorders, is most often sought in the features of family education: it is either condoning hypoprotection (permissiveness, lack of restrictions and norms), or dominant hyperprotection (full control over the actions of the child by adults). The fourth form is associated with the inability to adapt to the pace school life, which is also very relevant when entering primary and transitioning to secondary school. Most often this happens in children with minimal brain dysfunction, in somatically weakened children. However, the latter does not constitute the cause of disadaptation. The reason here may lie in the peculiarities of family education, in the "hothouse" conditions of the child's life. “Tempo” inability manifests itself in different ways: in long (until late evening and to the detriment of leisure) preparing lessons, sometimes in chronic lateness to school, often in overwork by the end of the school day, week ... All of the above refers to psychogenic D. sh., which, despite its obviously painful nature, does not go beyond the psychological difficulties of normal childhood and does not reach nosological forms, work with which exceeds the competence of a psychologist. At different age stages, certain aspects of maladjustment are expressed differently, which, moreover, are interpreted ambiguously by different researchers. To this day there is no exhaustive and systematic description of this phenomenon, its psychological analysis is far from complete.

Causes of school maladaptation

So, we should consider in more detail what school maladaptation is as a pedagogical phenomenon. This concept has several meanings. Firstly, it is considered as the inability of the student to adapt to the changing conditions of schooling, which in turn is a particular violation of mental adaptation in general due to some pathological factors. In this case, school maladjustment is understood as a violation in health, as a disease, as a deviation from the norm. Difficulties arise in getting rid of this problem, since the concept of the norm is very vague and ambiguous.

Secondly, school maladaptation is understood as a process of reducing a child's ability to learn due to the fact that the learning environment does not correspond to his individual characteristics. Here, the main factors of maladaptation are seen as the characteristics of the child and the conditions of the school environment. In this case, school maladaptation is not considered as a disease, but is a completely normal phenomenon. Thirdly, school maladaptation is considered as a combination of pedagogical and school factors which lead to violations. Most often, maladaptation occurs when the requirements for the student do not match his abilities. Fourthly, maladjustment can be seen as the student's inability to find "his" place in the school, in the learning process. It is important that the teacher has an individual approach to each child. Scientists identify several periods in which school maladjustment can occur most often: admission to the first grade, the beginning of schooling, when the whole habitual way of life of the child changes, and he finds himself in a completely unfamiliar environment; Transition from elementary school in the middle, when other teachers come to replace the first teacher; Ending high school when the child has not yet decided how to live on, which way to go. Various factors can influence the occurrence of school maladaptation. It is necessary to highlight the most important among them:

The level of development of the child as a whole, his psychophysiological and mental functions, his health. According to psychophysiological signs, the child may not be ready for school, then the option to send him to school a year later should be considered;

Features of the organization of the educational process. Most often, teachers prefer an authoritarian style of teaching, that is, without taking into account the characteristics of students and their individual differences;

Family education. There can be two options here: either excessive custody, or complete rejection by the parents of the child. Hyper-custody leads to the fact that the child is completely unadapted to life, and rejection - to the fact that he ceases to obey school rules, to observe elementary forms of behavior;

Also, maladjustment can occur if the school curriculum is too complex, and the load is high;

Schoolchildren's self-esteem plays an important role in the phenomenon of school maladaptation. If a child has a low opinion of himself, then he will have violations in the adaptation process. The same will happen if self-esteem is too high. School maladaptation is a fairly common occurrence, especially among elementary school students. If the state of disadaptation is not overcome, the child will feel constant discomfort, decreased activity, unwillingness to learn. If adaptation to school will be successfully, the child will behave actively, he will form a positive attitude towards school. Therefore, it is very important to diagnose school maladjustment in the early stages of manifestation....

Conclusion

The work of psychologists and educators is to develop educational technologies that take into account the state of health of children. And yet, it is not uncommon for a child to become maladjusted. And then you need to correct the current situation. A lot of recommendations have been created aimed at correcting the maladaptation of schoolchildren. Among them there are a number of the most relevant, designed to help children feel like adequate members of society: school education self-esteem

Systematic conversations of teachers, school psychologists with children and their parents (in this way, it is not only possible to discuss and find a solution to the problems that have arisen, but also to promote the establishment of close contact between the child and the adult environment familiar to him);

Carrying out a detailed self-analysis of the work of teachers and educational services educational institution(this is how you can easily prevent the wrong behavior of adults in relation to the personality of the child);

Careful distribution study load on the child (of course, children are able to perceive larger amounts of information in comparison with adults, but you should not abuse this, as the student may reject any activity related to education);

Formation of the right school motivation (very often, parents overprotect the baby, which makes the child afraid of school, he has a rejection of everything connected with it; in this case, correction should begin with educational work in relation to parents).

As preventive measures to prevent maladaptation, we can distinguish:

Timely diagnosis of the psychophysical state of the child;

Beginning of educational activities in accordance with metric data - 6-7 years;

Taking into account the characteristics of the psyche and the capabilities of the child when entering school;

Albert Einstein said: "The goal of the school should always be the education of a harmonious personality, and not a specialist."

Differentiation of schoolchildren within the class, parallels in accordance with the individual characteristics of children. These may be classes with a smaller number of students, a more loyal didactic regime, or additional health-improving classes.

Regular trainings, which are conducted by school psychologists, for parents, groups of children prone to maladaptation.

School maladaptation is a serious violation psychological comfort child and his environment, so decide this problem should not only parents, but also teachers and professional psychologists. Only in this way can a student be helped to cope with a violation of the psychophysical state and form a strong personality.

Used Books

1. Explanatory dictionary of psychiatric terms. V. M. Bleikher, I. V. Kruk. 1995.

2. Features of the mental development of children 6 - 7 years of age / Ed. D.B. Elkonina, A.L. Wenger. M., 1988

3. Voinov V.B. To the problem of psychophysiological assessment of the success of children's adaptation to school conditions?? World of Psychology. - 2002. - No. 1.

4. Dubrovina I.V., Akimova M.K., Borisova E.M. et al. Workbook of a school psychologist? Ed. I.V. Dubrovina M. 1991

5. Kleptsova E.D. Influence of the individual-typical features of the teacher on the process of adaptation of the student?? Primary School. - 2007. - №4

6. Kovaleva L.M., Tarasenko N.N. Psychological analysis of the features of adaptation of first-graders in school?? Elementary School. - 1996 - No. 7.

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The concept of school maladaptation.

Prerequisites for school maladaptation.

Situational, environmental and pedagogical factors of school maladjustment, their characteristics, taking into account the age stages of personality development. Individual prerequisites for the development of adaptive disorders. Typical variants of adaptive disorders at different age stages of children's development.

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Pedagogical criteria for assessing the nature of school adaptation and maladaptation.

Basic concepts: adaptation, affect, disadaptation. Children at risk, factors of school maladaptation.

Leading ideas:

Adaptability depends on the physical, psychological, moral health of a person.

In order to determine the optimal school regime for the child, the form of education, the teaching load, the teacher needs to know, take into account and correctly assess the adaptive capabilities of the child at the stage of his admission to school.

1.3. School maladjustment as a pedagogical phenomenon

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

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

1) violation of the ecological balance in the environment.

2) the weakening of the reproductive health of girls, the physical and emotional overload of women,

3) the growth of alcoholism, drug addiction,

4) low culture of family education,

5) insecurity of certain groups of the population (unemployment, refugees),

6) shortcomings in medical care,

7) imperfection of the system of preschool education.

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

motor deprivation (chronic physical inactivity leads to emotional lethargy);

sensory deprivation (insufficiency or monotony of sensory stimuli);

emotional (maternal deprivation) - it is experienced by orphans, unwanted children, abandoned.

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

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

In order to determine the optimal for the child preschool age, mode, form of education, teaching load, you need to know, take into account and correctly evaluate the adaptive capabilities of the child at the stage of his admission to school.

indicators low level The child's adaptive abilities can be:

deviations in psychosomatic development and health;

insufficient level of social and psychological and pedagogical readiness for school;

lack of formation of psychophysiological and psychological prerequisites for educational activity.

Let's look at each indicator specifically.

Over the past 20 years, the number of children with chronic pathology has more than quadrupled. The majority of poorly performing children have somatic and mental disorders, they have increased fatigue, reduced performance;

signs of insufficient social and psychological and pedagogical readiness for school:

a) unwillingness to go to school, lack of educational motivation,

b) insufficient organization and responsibility of the child; inability to communicate, behave appropriately,

c) low cognitive activity,

d) limited horizons,

e) low level of speech development.

3) indicators of the lack of formation of psychophysiological and mental prerequisites for educational activity:

a) unformed intellectual prerequisites for educational activity,

b) underdevelopment of voluntary attention,

c) insufficient development of fine motor skills of the hand,

d) unformed spatial orientation, coordination in the “hand-eye” system,

e) low level of development of phonemic hearing.

2Children at risk.

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

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

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

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

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

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

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

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

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

Factors of school maladaptation

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

Pedagogical factors leading to school maladaptation:

inconsistency of the school regime and sanitary and hygienic conditions of teaching the psychophysiological characteristics of children at risk.

the discrepancy between the pace of study work in the lesson and the learning abilities of children at risk lag behind their peers by 2-3 times in terms of the pace of activity.

extensive nature of training loads.

the predominance of negative evaluative stimulation.

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

4. Types of adaptation disorders

1) the pedagogical level of school maladjustment of the problem in teaching),

2) the psychological level of school maladjustment (feeling of anxiety, insecurity),

3) the physiological level of school maladaptation (the negative impact of school on children's health).

Seminar session

Problems of school failure in the theory and practice of teaching.

Practical lesson

Manifestation of school disadaptation.

The system of psychological and pedagogical correction of pedagogical neglect.

Independent work of students

Preparation of reports on the problem of school maladaptation.

Questions for self-control

Reveal the prerequisites for school maladaptation.

What are the indicators of a low level of adaptive capacity of the child.

What pedagogical factors can lead to school maladaptation.

what measures of corrective and preventive work with children at risk can you suggest to eliminate adaptive disorders.

Literature for independent work

Zaitseva, A.D. and etc. Correctional Pedagogy, [Text] - Rostov n / a. - 2003.-S. 79-121.

Correctional pedagogy in primary education[Text] / Ed. G.F. Kumarina. - M., 2003. - p.17-48.

Kulagina, I.Yu. The personality of a schoolchild from mental retardation to giftedness. [Text] - M., 1999.- p.107-122, 157-168.

Shevchenko S.G. Correction-developing training. [Text] - M., 1999. - p.8-26.

Introduction

The problem of protecting the mental health of children, the relevance of which is becoming more and more obvious in connection with the observed increase in neuropsychiatric diseases and functional disorders among the child population, requires extensive preventive measures in the education system.

Qualitatively different, in comparison with the previous institutions of socialization (family, preschool institutions), the atmosphere of schooling, which consists of a combination of mental, emotional and physical stress, makes new, more complicated demands not only on the psychophysiological constitution of the child or his intellectual abilities, but also on his whole personality, and, above all, on its socio-psychological level . One way or another, entering school is always associated with a change in the usual way of life and requires adaptation to new conditions of social existence.

In its most general form, school maladjustment means, as a rule, a certain set of signs indicating a discrepancy between the sociopsychological and psychophysiological status of the child and the requirements of the situation of schooling, the mastery of which for a number of reasons becomes difficult.

Any deviations in the educational activity of schoolchildren are associated with the concept of “school maladjustment”. These deviations can be in mentally healthy children, and in children with various neuropsychiatric disorders (but not in children with physical defects, organic disorders, oligophrenia, etc.). School maladaptation, according to the scientific definition, is the formation of inadequate mechanisms for a child to adapt to school, which manifest themselves in the form of violations of educational activities, behavior, conflict relations with classmates and adults, an increased level of anxiety, violations of personal development, etc.

External manifestations that teachers and parents pay attention to are characteristic - a decrease in interest in learning up to unwillingness to attend school, deterioration in academic performance, a slow pace of assimilation of educational material, disorganization, inattention, slowness or hyperactivity, self-doubt, conflict, etc. One of the main factors contributing to the formation of school maladaptation are violations of the CNS function. According to the results of the survey, we have identified school maladjustment in 30% of children, which basically corresponds to the presence of minimal brain dysfunction (MMD) in this category of children. The main factors leading to MMD were: burdened anamnesis, course of pregnancy and childbirth. Subsequently, the manifestations of MMD were characterized by impaired speech functions, attention, and memory, although in terms of general intellectual development, the children were at the normal level or experienced minor cognitive difficulties in school education.

Based on the identified changes, the following syndromes were identified:

• neurosis-like;
• asthenic syndrome;
• attention deficit hyperactivity disorder.

Thus, the main part of children suffering from MMD, which later leads to school maladaptation, needs to be monitored and treated by a neurologist with the involvement of psychologists, teachers, speech therapists and with the obligatory inclusion of methods of psychological and pedagogical correction.

Significant difficulties in observing school norms and rules of behavior are experienced by children with various neurodynamic disorders, most often manifested by hyperexcitability syndrome, which disorganizes not only the child's activity, but also his behavior in general. In excitable motor-disinhibited children, attention disorders, disturbances in the purposefulness of activity, which prevent the successful assimilation of educational material, are typical.

Another form of neurodynamic disorders is psychomotor retardation. Schoolchildren with this disorder are distinguished by a noticeable decrease in motor activity, a slow pace of mental activity, a depletion of the range and severity of emotional reactions. These children also experience serious difficulties in learning activities, as they do not have time to work at the same pace as everyone else, they are not capable of quickly responding to changes in certain situations, which, in addition to learning failures, prevents normal contacts with others.

Neurodynamic disorders can manifest themselves in the form of instability of mental processes, which at the behavioral level reveals itself as emotional instability, ease of transition from increased activity to passivity and, conversely, from complete inactivity to disordered hyperactivity. For this category of children, a violent reaction to situations of failure, sometimes acquiring a distinctly hysterical connotation, is quite characteristic. Typical for them is also rapid fatigue in the classroom, frequent complaints of poor health, which generally leads to uneven academic achievements, significantly reducing the overall level of academic performance even with a high level of intelligence development.

Psychological difficulties of a maladaptive nature experienced by children of this category most often have a secondary conditionality, being formed as a result of the teacher's incorrect interpretation of their individual psychological properties.

Factors that do not favorably affect the child's adaptation to school are such integrative personal formations as self-esteem and the level of claims.

If they are inadequately overestimated, children uncritically strive for leadership, react with negativism and aggression to any difficulties, resist the demands of adults, or refuse to perform activities in which they may find themselves ineffective. At the heart of their sharply negative emotions is an internal conflict between claims and self-doubt. The consequences of such a conflict can be not only a decrease in academic performance, but also a deterioration in health against the background of obvious signs of general socio-psychological maladaptation.

No less serious problems arise in children with low self-esteem: their behavior is characterized by indecisiveness, conformism, extreme self-doubt, which form a sense of dependence, hindering the development of initiative and independence in actions and judgments.

As studies show, the causes of school maladaptation mainly lie outside the school - in the field of family education. Therefore, one should not be surprised that the main recommendations that are given to the parents of such children when they turn to a psychologist are to change something in their family. Often parents are surprised: what does the family have to do with it when the child has problems at school? But the fact of the matter is that the causes of school maladjustment of schoolchildren are most often associated with the attitude towards the child and his educational activities in the family.

Overcoming any form of school maladjustment, first of all, should be aimed at eliminating the causes that cause it.

Causes of school maladaptation

The nature of school failure can be represented by a variety of factors.

1. Shortcomings in preparing the child for school, socio-pedagogical neglect.
2. Somatic weakness of the child.
3. Violation of the formation of individual mental functions and cognitive processes.
4. Movement disorders.
5. Emotional disorders.

All of these factors pose a direct threat, primarily to the intellectual development of the child. The dependence of school performance on intelligence does not need proof.

Forms of manifestation of school maladaptation

Understanding the process of school maladaptation in this vein requires:

• knowledge of the social situation of the development and life of the child;
• analysis of its leading, subjectively insoluble and "system-forming" conflict for school maladaptation;
• assessment of the stages and level of somatophysical and mental development, individual mental and personal properties, the nature of the leading relationships and the characteristics of reactions to a crisis situation and a personally significant conflict;
• taking into account factors that act as conditions for provoking, further deepening or curbing the process of school maladaptation.

Prevention of school maladaptation.

The task of preventing school maladaptation is solved by correctional and developmental education, which is defined as a set of conditions and technologies that provide for the prevention, timely diagnosis and correction of school maladaptation.

Prevention of school maladaptation is as follows:

1. Timely pedagogical diagnosis of the prerequisites and signs of school maladaptation, early, high-quality diagnosis of the current level of development of each child.
2. The moment of entering the school should correspond not to the passport age (7 years), but to the psychophysiological one (for some children it can be 7 and a half or even 8 years).
3. Diagnostics when a child enters school should take into account not so much the level of skills and knowledge as the characteristics of the psyche, temperament, and potential capabilities of each child.
4. Creation in educational institutions for children at risk of a pedagogical environment that takes into account their individual typological characteristics. Use variable forms of differentiated correctional assistance during the educational process and after school hours for children at high, medium and low risk. At the organizational and pedagogical level, such forms can be - special classes with a smaller occupancy, with a sparing sanitary-hygienic, psycho-hygienic and didactic regime, with additional services of a medical and health-improving and correctional-developing nature; correctional groups for classes with teachers on individual academic subjects, intra-class differentiation and individualization, group and individual extracurricular activities with teachers of the main and additional education(circles, sections, studios), as well as with specialists (psychologist, speech therapist, defectologist), aimed at developing and correcting the developmental deficiencies of school-significant deficient functions.
5. If necessary, use the advisory assistance of a child psychiatrist.
6. Create compensatory learning classes.
7. The use of psychological correction, social training, training with parents.
8. Mastering by teachers the methods of correctional and developmental education aimed at health-saving educational activities.

Literature:

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2. Diagnosis of school maladaptation. M.: “Social health of Russia”, 1995.

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4. Elodimova I.V. Diagnosis and correction of learning motivation in preschoolers and younger schoolchildren. M., 1991.

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6. Kogan V.E. Psychogenic forms of school maladjustment / Questions of psychology, 1984, No. 4.

7. Lesnova A.B., Kuznetsova A.S. Psychoprophylaxis of adverse functional states. M., 1987.

8. Lyublinskaya A.A. A teacher about the psychology of a younger student. M.: Education, 1977.

9. Ovcharova R.V. Practical psychology in primary school. M.: TC “Sphere”, 1996.

10. Rogov E.I. Handbook of practical psychologist in education. M., 1995.