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Development under conditions of deprivation is brief. Personal development in conditions of deprivation and in special conditions of life

In order to become a full-fledged personality, a child must be brought up in an emotionally warm and stable environment. If emotional contact with close adults or other people is broken, the child lives, as it were, on “enemy” territory: circumstances suppress him, his expectations about the future are pessimistic, he constantly feels weaker than others, unloved. As a result, he develops a very low self-esteem, a feeling of inferiority. The self-doubt that arose in childhood, as a rule, becomes stable - a kind of characteristic of the pupils of the orphanage.

People who at an early age had impaired emotional contact with others, at middle age (about 30 years old) find it more difficult to adapt to the environment, often show neurotic symptoms and, as a rule, are not capable of joint activities.

Life in a socially closed space changes the worldview, changes the system of values and orientation of the child's personality. The pupils of the boarding school have a pronounced dominance of desires that are directly related to everyday life, teaching, regime moments, and rules of conduct. While their peers from a regular school, along with everyday worries, are also worried about many universal problems that absolutely, it would seem, are not related either to their studies at school, or to household chores and leisure activities.

It would seem that in a closed children's institution, where children are involuntarily in a situation of constant contact with adults and peers, one should expect the effective formation of communication skills, the ability to solve collective problems, and find a way out of conflict. However, this is not quite true.

Their aggressiveness, the desire to blame others, their inability and unwillingness to admit their guilt are striking. That is, in children there is a dominance of protective

forms of behavior in conflict situations and, accordingly, the inability of a productive, constructive solution to the conflict.

Contrary to the suggestion that children in closed children's institutions are more independent than their overprotected "home" peers, children from orphanages show serious defects in volitional self-regulation of behavior, expressed in the inability to independently plan and control their actions.

The appearance of these behavioral defects in pupils of boarding schools depends not only on the narrowness and limitation of their contacts with adults, on the one hand, and the high intensity of contacts with peers, on the other, i.e., on simple quantitative characteristics of their communication. In a closed children's institution, the child constantly communicates with the same rather narrow group of peers, and he himself cannot prefer any other group to her, as any student in an ordinary school can do, but at the same time he cannot be, and excluded from it . Belonging to a certain group of peers is "unconditional".

At the same time, a personality is formed with such a type of deviation in behavior that characterizes the underdevelopment of internal mechanisms that create the possibility of the child's transition from reactive behavior, depending only on the state of the child and the situation, to active, free behavior. The underdevelopment of these internal mechanisms is compensated by the formation of various kinds of "defensive reactions". For example, instead of creative thinking, a pattern develops, instead of the formation of arbitrariness (spontaneity) of behavior - an orientation towards external control, instead of the ability to cope with a difficult situation yourself - a tendency to excessively violent emotional response, resentment, shifting responsibility to others.

One-sidedness, poverty are revealed motivational sphere orphanage pupils. This is due not so much to the well-known limitations of their life experience as to the nature of their relationships with adults. The sphere of communication with adults of children brought up outside the family is characterized by a special tension in the need for this communication. Against the background of a pronounced desire to communicate with adults and at the same time increased dependence on adults, aggressiveness in interpersonal relationships is especially manifested, which indicates a “blocked” need for communication. The combination of aggressiveness with the inability to take responsibility develops a kind of "consumer" attitude towards adults, a tendency to wait or even demand solutions to their problems from others. Aggressive, rude responses that children from the orphanage address to adults are contrary to the norms accepted in our culture.

relationship between a child and an adult and testify to the lack of formation in these children of the appropriate "distance" in communication with adults. The formation of adequate forms of child behavior in relation to adults is promoted by the normal course of the process of identification with parents, which is disturbed in children from orphanages.

The paradox of the situation is that younger schoolchildren in the boarding school strive to be as obedient and disciplined as possible, in a sense they try to please an adult. If in a family a child feels loved, good, valuable to others, regardless of his behavior, academic performance, etc., then in a closed children's institution, a child should, as a rule, earn a positive attitude from an adult by fulfilling his requirements, exemplary behavior, good grades . This need for a positive adult relationship is severely limited in satisfying the need for emotionally rich communication with adults.

In the process of upbringing, it is very important that adults, one way or another involved in the upbringing of a child deprived of parents, would not have a high level of anxiety. Increased anxiety indicates alertness, a tendency to accumulate negatively colored emotions. The latter is usually associated with low self-esteem, and as a result, with a lack of respect for others and with aggressive symptoms.

Adolescence.

The average school age (from 11 to 14-15 years old) is usually called in psychology adolescence, or adolescence. The teenage period is distinguished not in all societies, but only with a high level of civilization. Industrial development leads to the fact that more and more time is required for the social and vocational education of children and, accordingly, the expansion of the framework of adolescence. Adolescence is considered a period of turbulent inner experiences and emotional difficulties.

The onset of adolescence is clearly manifested in a sharp maturation of the body, a sudden increase in growth and the development of secondary sexual characteristics. In girls, this process begins approximately 2 years earlier and lasts for a shorter time (3-4 years) than in boys (4-5 years). This age is considered a period of marked increase in sexual desire and sexual energy, especially in boys.

The leading activity at this age is intimate and personal communication with peers. This activity is a peculiar form of reproduction between peers of those relations that exist among adults, a form of development of these relations. Relations with peers are more significant than with adults; there is a social isolation of a teenager from his genealogical family.

The central neoplasm of adolescence is the "sense of adulthood" - the attitude of a teenager towards himself as an adult. This is expressed in the desire that everyone - both adults and peers - treat him not as a small child, but as an adult. He claims equality in relations with elders and goes into conflicts, defending his "adult" position. The feeling of adulthood is also manifested in the desire for independence, the desire to protect some aspects of one's life from parental interference.

This applies to issues of appearance, relationships with peers, maybe - studies. The feeling of adulthood is associated with the ethical standards of behavior that children learn at this time. A moral "code" appears, prescribing to adolescents a clear style of behavior in friendly relations with peers.

An equally important new formation of this age is the social consciousness transferred inward, i.e. there is self-awareness. Its appearance contributes to greater regulation, control and management of behavior, a deeper understanding of other people, creates conditions for further personal development, etc. Among other neoplasms, motives that are associated with the emerging worldview, plans for the future life come to the fore. They are regulated on the basis of a consciously set goal and a consciously accepted intention.

Adolescence is usually referred to as a period of heightened emotionality. This is manifested in excitability, frequent mood swings, imbalance. The actions of many teenagers become contradictory, unpredictable.

In adolescence, groups begin to stand out among children. At first they consist of representatives of the same sex, subsequently there is a tendency for such groups to combine into larger companies or gatherings, the members of which do something together. Over time, groups become mixed. Still later, there is a division into pairs, so that the company consists only of couples related to each other. The teenager tends to recognize the values and opinions of the reference group as his own. In his mind, they set the opposition to adult society. Many researchers talk about the subculture of the children's society, the carriers of which are the reference groups. Adults do not have access to them, therefore, the channels of influence are limited. The values of the children's society are poorly coordinated with the values of the adult. A typical feature of the teenage group is extremely high comfort. The opinion of the group and its leader is treated uncritically. Adolescence is characterized by an increase in cognitive activity ("the peak of curiosity" falls on 11-12 years), the expansion of cognitive interests.

In adolescence, the intellectual processes of a teenager are actively improved. Under the influence of training, the assimilation of more generalized knowledge and the fundamentals of the sciences, higher mental functions are gradually transformed into well-organized, arbitrarily controlled processes. Changes in the cognitive sphere affect the attitude of adolescents to the surrounding reality, as well as the development of the personality as a whole. Perception becomes a selective, purposeful, analytical-synthetic activity. All the main parameters of attention are qualitatively improved: volume, stability, intensity, the possibility of distribution and switching; it turns out to be a controlled, arbitrary process. Memory is internally mediated by logical operations; memorization and reproduction acquire a semantic character. The amount of memory, selectivity and accuracy of mnemonic activity increase. Thinking processes are gradually being rebuilt - operating with specific ideas is replaced by theoretical thinking. Theoretical discursive (reasoning) thinking is based on the ability to operate with concepts, to compare them, to move in the course of thinking from one judgment to another. In connection with the development of independent thinking, the transition to initiative cognitive activity, individual differences in intellectual activity are intensified. There is a new attitude towards learning. A teenager strives for self-education, and often becomes indifferent to grades. Sometimes there is a discrepancy between intellectual abilities and success in school: opportunities are high, but success is low.

E. G. Umanskaya

Development of personality in conditions of deprivation. Monograph

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Introduction

Deprivation is a mental state resulting from limited ability to satisfy basic mental and personal needs. Deprivation is characterized by deviations in emotional and intellectual development, violation of social contacts.

For the most part, deprivation resulting from a long-term limitation in the satisfaction of needs is studied, although deprivation resulting from extreme short-term situations has also begun to be described.

In the history of science and practice, we have the opportunity to observe the study of the problem of deviation of mental states and social behavior under the influence of destructive factors, but the very concept of "deprivation" appears much later.

The ideogenesis of the problem of deprivation consists in changing the conceptual apparatus - from the special concept of "hospitalism" to the broader concept of "deprivation". Currently, in the context of different studies, the concept of mental deprivation is considered from different points of view; There are many interpretations of the concept of "deprivation", as well as approaches to the construction of psycho-corrective programs.

In modern conditions, sociocultural realities are rapidly changing, in which the vulnerability of children to various and ambiguous social influences is growing, projecting new options for deprivation consequences. That is why the analysis of the main approaches to the problem of deprivation is relevant today. Many ideas revived or rediscovered at the beginning of the 21st century can and do have a certain theoretical and practical significance in modern psychology.

The methodological basis of the monograph is the position of V. S. Mukhina on the phenomenological essence of a person as a combination of two historically emerging principles: 1 - a person as a social unit, 2 - a person as a unique personality. Both of these beginnings create in a person both general and unique. We agree with the opinion of V. S. Mukhina that under conditions of deprivation, both aspects of the personality are distorted, suffer, and change. Under the conditions of deprivation, the child as an emerging social unit is distorted in its position to “be like everyone else”, at the same time, the position of claims to uniqueness is also distorted.

The phenomenon of mental deprivation

Meanings and meanings of the concept of "deprivation"

In the modern world, alarming trends are clearly manifested: a sharp increase in neglected and homeless children, social orphans left without parental care and exhibiting antisocial behavior (alcoholism, drug addiction, substance abuse, prostitution, etc.).

In this regard, it became necessary to understand the nature of children's problems, so the significance of the problem of deprivation hardly needs to be substantiated.

An analysis of the current state of research shows that a special role is assigned to the orphanage, since a child in such conditions is completely torn from his mother. This causes the greatest severity of deprivation. In the course of research, it was found that today most often a child experiences deprivation in the family. In this regard, the study of emotional deprivation is of particular importance, since depriving factors act primarily on the emotional sphere of the child. Experimental data show that only full-fledged emotional development determines the successful development of the child, and its absence causes deprivation.

Emotional deprivation contributes to the violation of the mental development of the child. It lies in the fact that the child lacks care, care, affection, as a result, he does not form attachment to his parents. The reason for this may be separation from the mother, the inability of the mother to create an emotional, warm atmosphere, hospitalization of the child, sending him to a children's institution, suffering serious illnesses, etc.

As modern studies show, the main condition for the full-fledged psycho-emotional development of a child is the parental family, which forms the uniqueness of the human personality, with a level of communication with relatives and especially with the mother that is inherent only in the biological family. Separation of the child from the parents contributes to the development of deprivation mental disorders, which are the more severe, the earlier the child is separated from the mother and the longer the factor of this separation affects him. At an early age, deprivation leads to characteristic developmental disorders (lag in general speech development, insufficient development of fine motor skills and facial expressions), later emotional disorders also appear (in the form of a general smoothness of the manifestation of feelings with a tendency to fear and anxiety), behavioral abnormalities (frequent reactions active and passive protest and refusal, lack of a sense of distance in communication or vice versa, difficulties in contact).

Based on the concept of V. S. Mukhina, which is the methodological basis of our research, a person acts as a combination of two historically emerging principles: a person as a social unit and as a unique personality.

The system of social relations of the individual is formed through the appropriation of material and spiritual culture, socially significant values, through the assimilation of social standards and attitudes. At the same time, both the needs and motives of each developing person, although they are represented in the psychology of a particular person, reflect the socio-historical orientations of the culture in which a particular person develops and acts. The child is formed as a normative social unit in favorable conditions for this: in early childhood, a person must be provided with conditions that contribute to his physical and psychological security. It is the provision of conditions for the normal development of the child that forms in him the qualities of a social unit of society - a normatively oriented, law-abiding person.

In other words, influencing social behavior, culture determines only the behavior that A. G. Asmolov called the sociotypical behavior of the individual. This is the behavior that, expressing the “typical programs of a given culture” and regulating behavior in situations standard for a given community, frees a person from making individual decisions.

A person as an “element” in the system of society becomes the bearer of a set of social system qualities that are generated in the course of his life in society. The social systemic qualities of a person as an "element of society" are fundamentally different from his natural qualities. In the social system, any things, including the person himself, begin to lead a double life, obeying both natural and socio-historical patterns. The system-historical aspect reflects the specific historical specifics of social phenomena. So, for example, in all historical epochs, a person, becoming a member of a family, performed in it some common functions assigned by the family as a social subsystem, but the specific historical content of these functions changed in different epochs and acquired its own specifics. The system-historical plan for the analysis of social phenomena allows us to show that, developing in specific historical conditions, various “elements” of social systems, including the personality in the system of social relations, transform some functional qualities that are constantly set by the system, for example, social roles, pushing the boundaries the systems to which it belongs.

The characterization of a born child as a “genetically social” creature reflects the fact that the child does not appear in the natural environment, but from the very beginning, his individual life is woven into the world of socio-historical experience inherent only in man, into a complex system of social ties, and he himself changes these connections. That is, the center of personality development is not the individual on his own, absorbing the influences of the environment, but the first initially joint acts of behavior that transform the microsocial situation of personality development.

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E. G. Umanskaya
Development of personality in conditions of deprivation. Monograph

Introduction

The phenomenon of mental deprivation

Meanings and meanings of the concept of "deprivation"

In this regard, it became necessary to understand the nature of children's problems, so the significance of the problem of deprivation hardly needs to be substantiated.

Today there is no doubt that culture in one way or another determines the behavior of people. As Yu. M. Lotman rightly notes, “not all the actions of an individual exist for society, but only those that are assigned some social significance in a given system of culture” 2
Lotman Yu. M. Izbr. articles: In 3 volumes. Vol. 1. Articles on semiotics and typology of culture. - Tallinn, 1992. - P. 30.

In other words, influencing social behavior, culture determines only the behavior that A. G. Asmolov called the sociotypical behavior of the individual. This is the behavior that, expressing the "typical programs of a given culture" and regulating behavior in standard situations for a given community, frees a person from making individual decisions. 3
Asmolov A. G. Psychology of personality. - M., 2001. - S. 30.

An analysis of the literature shows that the family forms its own special system of education depending on a particular period of history, cultural norms, and the age composition of the family. The function of the family changes depending on social requirements. Parental attitude towards children is organically linked with general orientations in culture.

The sharp acceleration of the pace of life over the past 100 years has forced us to take a different look at the history of each generation.

Today there is no doubt that human childhood is not only a physiological, psychological, pedagogical, but also a complex socio-cultural phenomenon of historical origin and nature. The way a society perceives and educates its children is one of the main characteristics of the culture as a whole, and changes in these attitudes can clarify many other profound macrosocial shifts.

There is a pattern: in the process of development, the child is isolated, emancipated from adults, gaining greater independence, autonomy and freedom in actions and deeds. Something similar is observed in the history of mankind. At a certain stage, the human world was divided into two: the world of adults and the world of children. It didn't happen right away. History knows epochs when childhood or its individual periods were almost absent in a person. Throughout human history, attitudes towards children have undergone significant changes. 5
Kon I. S. Child and society (historical and ethnographic perspective). -M., 1988. - S. 35.

Also, the content of deprivation changed depending on the historical epoch. Deprivation development is typical not only for modern children. History convinces us that the lives of the children of past generations were far from ideal. Only the origins and forms of deprivation here were somewhat different.

Let us turn to the analysis of deprivation development in different historical periods. Here is a table from the book by J. Langmeier and 3. Matejczek 6
Langmeier J., Mateychek 3. Psychic deprivation in childhood. - Prague, 1984. - S. 178-179.

Table 1.

Development of the concept of the deprivation child in Europe

Continuation of table 1.

When analyzing the materials presented in table. 1, it is important to note the following:

1. The development of scientific ideas about a deprived child, as a rule, preceded the development of cultural models for raising such a child by one stage.

2. The fixation of the phenomenon of maternal deprivation occurred relatively late - in the second half of the 20th century - when a transition to a relatively small family based mainly on emotional ties took place on a mass scale.

An analysis of the development of the concept of a deprived child shows that the correction of one form of deprivation led, as a rule, to the identification of another. So it was, for example, with a decrease in the high mortality of children, after which the danger of their detention in children's institutions was revealed, threatening their mental development. Therefore, it can be assumed that the rapid scientific, technical, economic, social and cultural development of modern society will bring with it new living conditions that will eliminate the sources of deprivation that have hitherto prevailed in children. But these new conditions will bring with them new dangers and new situations where children will be at risk. Anticipating future hazards is difficult.

Thus, the system-historical analysis of the problem of deprivation shows that deprivation development is typical not only for modern children. The origins and forms of deprivation depended on the specific historical content of child-parent relationships, which changed in different eras, acquiring its own specifics.

Scientific and socio-economic background of research

Based on the scientific approach developed by M. G. Yaroshevsky, when analyzing the formation of a scientific problem, it is supposed to take into account the socio-historical conditions that determined the emergence and development of this problem, as well as the study of ideogenesis, cognitive style, opponent circle, social perception and other determinants that determined the emergence ideas underlying the research we are considering 7
Yaroshevsky M.G. The science of behavior: the Russian way. - M. - Voronezh, 1996. - S. 220.

In other words, the main mechanism of self-knowledge of science, from the point of view of M. G. Yaroshevsky, is the principle of historicism. Scientific psychological thought always turns to its past in order to explain its sources, possibilities and destiny.

Understanding the history of the problem of deprivation involves considering the context in which this problem originated and developed - that is, the ideas that dominated science at different times, as well as social, economic and political forces.

Psychology is part of culture and therefore is subject not only to internal influences, but also to external ones, which also shape its character and directions.

It has long been observed that children, abandoned, deprived of love and affection, emotional support, feel sad, sick and even die.

The idea of emotions was initially formed on the material of negative and associated with the avoidance of emotions, since positive emotions are less associated with crisis situations, and attention was naturally drawn to intense emotional reactions. 8
Izard K. Psychology of emotions. - SPb., 2000. - S. 215.

Given the heightened attention to strong emotional processes, it can be assumed that suffering, anger and grief acted as a model, since they tend to manifest themselves in visual and strong forms.

Suffering as a hallmark of deprivation is the most common negative emotion. Pain, hunger, and certain strong and lasting emotions can serve as internal causes of suffering. Alienation, whether physical or psychological, remains one of the most common causes of suffering throughout life. The forced separation from family or friends leads to suffering.

The main cause of grief is loss, which can also be the cause of deprivation development. Loss can be temporary (separation) or permanent (death), real or imagined, physical or psychological. The cause of the most profound and all-encompassing grief is the loss of the most precious person.

The problem of mental states resulting from limitation has not been the subject of special attention of scientists for a long time. However, the peculiarities of the socio-political development of society since the second half of the 19th century aroused interest in the study of this phenomenon.

Doctors monitoring children in orphanages and hospitals came to a disappointing conclusion: these children have reduced viability despite their quite good physical health. Researchers have identified a new phenomenon: psychological factors play a decisive role in this unfavorable condition. In adverse conditions of life, the psychological development of children is disturbed and often very significantly. This was the first step in studying the problem of deprivation.

Seeking to understand the complex issues that determine state of the art problems of deprivation, the 19th century should be taken as a starting point.

The emergence of psychological studies of deprivation was facilitated by the fact that the socio-economic situation at the beginning of the 20th century. provoked the appearance of many children who are knocked out of the rut of life and require fundamentally new approaches to diagnosis, research, and assistance. During severe economic crises, practically all states had to deal with this kind of problem, thus, children affected by adverse social conditions become the object of psychological research.

Social and economic situation in Russia in the first half of the 20th century. was especially complex, which was reflected in the specifics of research in various scientific areas, including psychological ones. The ideology of society, interference in the course of development of entire areas, their prohibition, left their mark on the further nature of research on the problem under study.

In an atmosphere of rapid technological growth, rapid social change, the end of the 19th century. was a time of dawn and intensive development natural sciences, on which the interest of society and the main scientific achievements have focused. This left a natural-science, materialistic imprint on the development of psychology. 9
Martsinkovskaya T.D. History of child psychology. - M., 1998. - S. 130.

At the same time, both the natural sciences and the humanities of that time tended to create universal theories, each of which claimed to discover the basic laws of the development of man and society. The theories being developed set themselves cosmic, all-encompassing tasks. However, the point is not only that the scientists of this period dealt with a wide range of issues. The breadth of coverage can be when systematizing the material being studied, when summing up the results of the work of several groups or even generations of scientists. But there are epochs when scientific thinking shows breadth in opening up new perspectives, in creating new points of view, not only uniting and systematizing already discovered, known facts, but also shedding light on them from new sides, setting new tasks not only for researchers, but opening the way for scientists of the next generations. This was the end of the 19th century.

At the beginning of the XIX century. new approaches to the psyche began to take shape. Henceforth, not mechanics, but physiology stimulated the growth of psychological knowledge. In the middle of the XIX century. a great revolution took place in physiology. It was prepared by a number of discoveries, among which the evolutionary teachings of Charles Darwin occupy a prominent place. 10
Shultz D., Shultz S. History of modern psychology. - St. Petersburg, 2002. - S. 144.

The revolution that Darwinism produced in scientific thinking consisted in the development of a new scheme of deterministic relations between the organism and the environment. For previous concepts, the environment had the meaning of a stimulus that produces an effect in the bodily organization that corresponds to its initially given immutable structure. Now the environment turned out to be a force capable of not only evoking, but modifying life activity. Internal dynamics and spontaneity gave way to the continuous influence of external conditions. At the same time, the environment acted not only as a source of effects on the body, but also as an object of actions of the body, which help it maintain the correspondence of external and internal for survival.

The concept of the body has also changed: previous biology considered the species unchanged, and a living body - a kind of machine with a once and for all a fixed physical and mental structure. It turned out that the organism is a product of interaction with the environment in phylo- and ontogenic development, and its inherent intraorganic features are due to the laws of evolution. The life of a species through the mechanism of heredity became the most important determinant of the life of an individual 11
Shultz D., Shultz S. History of modern psychology. - St. Petersburg, 2002. - S. 153.

The spread of evolutionary ideas to the area of consciousness marked the convergence of mental organic phenomena from the point of view of their real biological relationship. Since then, psychology began to draw its deterministic ideas not from mechanics, but from evolutionary biology, under the influence of which a number of key problems were put forward (adaptation to the environment, phylogenetic conditionality of functions, individual variations, the role of heredity, continuity in development between the animal psyche and human consciousness). , the relationship between structure and function, etc.). The whole style of psychological thinking has changed. The most important result of the shift that took place was the introduction of objective, genetic and static methods, as well as the emergence of a category of behavior that largely determined the direction of the first studies of deprivation in Russian psychology.

Darwinism synthesized what was emerging in various areas of biological knowledge.

Darwin was the first researcher to propose a definition of instinct based on an objective analysis of animal behavior. He interpreted instincts as complex reflexes, formed from individual behavioral elements that can be inherited. 12
Darwin C. On the expression of emotions in humans and animals. - SPb., 2001. - S. 75.

Darwin's ideas served as the basis for the ideas of classical ethology. The purpose of ethological research is to study the behavioral patterns of animals and the species classification based on these patterns.

In foreign studies on the problem of deprivation, this influence contributed to the formation of an ethological approach to the study of the problem, in particular, in the later studies of J. Bowlby, this approach was decisive.

Darwin's theory of evolution not only transformed biology, but also had a huge impact on the problem of development. The discovery of this theory actually meant the expansion of the subject of psychology, the inclusion in it of new problems aimed at studying the relationship between morphology and function, behavior and consciousness, etc.

The directions and trends in the development of psychology were determined by the influence of discoveries made in the field of natural sciences bordering on psychology, the formation of a natural science paradigm that gave the community of researchers a model for posing and solving problems. Data from the physiology of the sense organs, the physiology of higher nervous activity, obtained both in Russia and in the West, turned out to be “involved” in the development. Successes in the development of natural science gave rise to a desire to apply objective methods in psychology. The problem of the mental development of the child has become the subject of experimental study.

As the analysis of modern research shows, a new paradigm is emerging in the study of the problem of deprivation, reflecting a naturalistic approach to development. 13
Obukhova L.F. Child psychology: theories, facts, problems. - M., 1995. - S. 24.

Its distinctive features were: understanding of the course of development as a process of socialization, emphasizing the role of a hereditary factor, interpretation of the development process as adaptation, adaptation to the environment. The development of the problems of psychology in the natural-science paradigm contributed to the accumulation of psychological phenomenology, the creation of concepts, the formulation of problems, in attempts to interpret which a lot of subjectivity remains.

As the world became more and more a complex culture oriented towards science and technology, the opposition of emotions, on the one hand, and rational, based on the intellect of behavior, on the other, became more and more distinct. Modern world demanded people who would act "like clockwork". Emotional processes appear to be alien to such behavior, which has led to the opposition of emotions and intellectual processes as antipodes.

Generally speaking, a rationalistic concept of emotions has developed. The term "behavioral sciences" became the most popular designation for a group of disciplines dealing with the individual and social characteristics of human behavior. Behavior in the most general sense, and especially the science of behavior, makes it impossible to analyze such a variable as emotional experience. This situation in science hindered the start of research on the problem of deprivation, since emotional relationships are one of the components of this problem.

There is a wide range of scientific views on the nature and meaning of emotions. Some researchers believed that within the framework of the science of behavior, you can do without the concept of "emotion" at all. 14
Izard K. Psychology of emotions. - SPb., 2000. - S. 24.

In the 20th century, rapid urbanization, social, environmental and technological upheavals, intensive migration of many peoples in many countries were accompanied by an increase in the number of children subjected to various deprivations.

The second half of the 20th century was marked by an outstanding document in the history of mankind - a document emphasizing the need for constant confirmation of the dignity of man. We are talking about the "Universal Declaration of Human Rights" (1948), which formulates human rights, which are both an ideal and a strategy. These rights require constant protection from the attacks to which they are subjected, as well as strengthening in the face of the many dangers that threaten them. Let's go back to the first articles. 15
Universal Declaration of Human Rights. The translation was made by the UNESCO Secretariat. - M., 1994. - S. 67.

In essence, the articles of the declaration command the protection of the conditions of existence for each person from encroachments on a person and his health.

The "Universal Declaration of Human Rights" spurred the spiritual part of society to turn to the problems of childhood. On November 20, 1958, the Declaration of the Rights of the Child was published. Children make up almost half of the world's population. We agree with the opinion of V. S. Mukhina that the full “development of the child is the most important prerequisite for the development of the spiritual and practical sphere of the future activity of an adult, his moral character and creative potential. That is why caring for the education and upbringing of children is the most important task of mankind. However, there is still violence, hunger and social injustice in the world that befalls many children deprived of their childhood. In many regions of the world, children are deprived of almost all rights, even in areas that concern their lives.” 16
Mukhina V.S. Child psychology: Textbook, for students ped. in-tov / ed. L. A. Venger. - 2nd ed., revised. and additional - M ... 1985. - S. 4.

The Declaration of the Rights of the Child reflects all the rights proclaimed in it. The child shall be accorded special protection, by law and by other means, and shall be given opportunities and favorable conditions to enable him to develop physically, mentally, morally, spiritually and socially in a healthy and normal way and in conditions of freedom and dignity. The principles of the Declaration of the Rights of the Child emphasize childhood as the future of humanity. “The child must under all circumstances be among those who receive protection and assistance” is one of the principles of the declaration.

We can say that the second half of the XX century. was marked by significant shifts in public consciousness, concentrating its attention on reaffirming the dignity and rights of man and the child.

In this context, the influence of the ideas of both declarations on public self-awareness and a new perspective in the development of sciences that are interested in the dignity and normal existence of a person and his child becomes obvious.

There are special works aimed at studying deviations in emotional and intellectual development associated with extreme circumstances of life. In psychology, studies of emotional relationships are once again becoming relevant, since the number of destroyed families, as well as suffering children, was enormous. A new assessment of the educational function of the family, the figure of the mother was given. Since the theory of deprivation is one of the main aspects of emotional relationships in general and parent-child relationships in particular, the current situation gave impetus to the development of this problem.

A separate research plan in the context of modern psychoanalysis undoubtedly refers to the problem of deprivation. This line of interest in problems associated with problems of deprivation can be traced back to the studies of Freud himself, as well as his students and followers. So, K. Jung analyzed the significance of the father in the fate of an individual, and our contemporary J. Lacan studied the influence of varieties of paternal insolvency on the child's self-awareness 17
Lacan J. Seminars on the formation of the unconscious (1957/1958). - M. 2002. - S. 184-205.

F. Dalto, a student of J. Lacan, already in our days considered the problems of deprivation from external stress. True, these studies are still being carried out within the framework of the thesaurus of psychoanalysis. 18
Dalia F., Naziu J.-D. Mirror child: trans. from French - M., 2004.

At the same time, in the 20th century, the concept of a deprivation environment is gradually expanding. The new way of thinking focused our consciousness on extreme circumstances, which inevitably acted as conditions that produced pronounced limitations on the ability to meet the basic needs of children and adults.

In recent years, ideas have been projected about new processes of civilization (N. Elias), which absorb the personality, violate the harmony of I-identity: “The time is coming for a group We-identity” 19
Elias H. Society of individuals. - M., 2001. - S. 323.

New problems arise: the problem of ethnic encapsulation 20
Mukhina VS Personality in the conditions of ethnic revival and clash of civilizations; XXI Century. Personal development. - 2002. - No. 1. - P. 20.

(V. S. Mukhina); the problem of the reorganization of the world order and the global clash of civilizations 21
Huntington S. Clash of Civilizations // Poisk. - 1994. - No. 1.

(S. Huntington). Changing the conditions of human existence in itself acts as its predetermined side - the effect of uncertainty, which clearly affects the self-consciousness and everyday life of people in an extreme way. The change in the consciousness of adults immersed in new social cataclysms has a depriving effect on the emotional status of the young generation.

Thus, considering the formation of the problem of deprivation using the principle of historicism, we analyze the context in which this problem originated and developed, that is, social, economic and political forces, as well as ideas that dominated science at different times.

Buryeva Oksana Pavlovna

The study of mental deprivation in children of primary school age.

In our country, in recent years, there has been a tendency to raise an increasing number of children in single-parent and asocial families. Thus, due to the increase in the number of divorces, more than half a million children annually are left without one of their parents. The number of lawsuits for deprivation of parental rights is constantly growing. The results of selective studies show that intra-family violence, including sexual violence, has become widespread. Conflicts of its members, as well as anxiety, emotional instability, introversion, rigidity of the mother, reduced activity, sensitivity, self-doubt of the father contribute to the unhealthy psychological climate of the family. Mothers are generally more likely than fathers to cause deviations in the mental development of children. Improper upbringing is hypo-custody, emotional rejection, hyper-custody, indulgence, cruelty, excessive demands, , , , . When brought up in an incomplete and antisocial family, a child often does not receive the necessary patterns of adult behavior, and his perception of social standards changes depending on how relations with adults develop. This is one of the reasons for deprivation - dissatisfaction with the basic needs of the child, which leaves a specific imprint on his psyche.

Despite the variety of types of deprivation, their manifestations are psychologically similar in content. As a rule, the mental state of a deprived personality is revealed in its increased anxiety, fear, a feeling of deep, often inexplicable for the person himself, dissatisfaction with himself, his environment, his life [E.G. Alekseenkova, 2009; O.G. Gordeeva, 2004; J. Langmeyer, 1984; V.S. Lobzin, 1979; M.Yu.Kondratiev, 2005; Z.Mateichek, 1984].

Our study was aimed at studying mental deprivation in children of primary school age.

We assumed that children living in incomplete asocial families are subject to mental deprivation, while children living in complete prosperous families are not.

The planned study was carried out on the basis of the "Municipal educational institution"Secondary school No. 44" Khabarovsk.

We formed an experimental group and a comparison control group. The EG included 10 people of primary school age (9-10 years old) who are brought up in single-parent asocial families. The comparison group consisted of their peers, who are brought up in full, prosperous families. The selection of subjects was carried out on the basis of data from cards on the social type of the family; to enrich the information received, we interviewed teachers and relatives raising the child.

To solve the problems of the study, we selected a package of diagnostic methods. The analyzed parameters, their corresponding methods and rating scales are shown in Table 1.

Table 1

Directions of research methods for diagnosing mental deprivation

	Method used	Purpose of use
	"Personal 12 factor questionnaire Cattell"	assess the severity of personality traits that indicate the presence of deprivation.
	"Observation map D. Stott"	is designed to study the characteristics of students maladapted to environmental conditions (consists of 16 symptom complexes reflecting physical development, condition nervous system, mental development degree of socialization, environment, etc.)
	"Diagnosis of parenting"	determine a social attitude towards children, which includes rational, emotional and behavioral components.

From the data obtained as a result of the study for three methods, the average statistical value for each of them was derived, which will be the subject of further discussion. Also, the empirical data identified as a result of the study of the most different personality traits, behavioral characteristics in children from the EG and their peers from the CG were subjected to statistical processing using the Mann-Whitney U-criterion in order to identify significantly significant differences in personality traits and behavioral characteristics in groups of subjects. .

table 2

Average data

according to the method of "Personal 12 factor questionnaire Cattell"

Factors	Values (in walls)
Factors	Experimental group	Control group
(kindness - aloofness
2.B (thinking abstract-concrete)
3.C (emotional stability-instability)
4. D (braking-excitation)
5. E (dominance-subordination)
6.F (carelessness - preoccupation)
7.G (compulsory-irresponsible)
8.H (courage - timidity)
9.I (softness-hardness of character)
10.O (calmness-anxiety)
11.Q3 (self-control - impulsivity)

In the course of the research procedure, the personality parameters of the subjects in the EG and CG were determined:

According to factor A, kindness-alienation in the social living room group received a score close to the minimum value (4.4). Such children are characterized by distrust, excessive resentment, lack of intuition in interpersonal relationships, their behavior is often observed negativism, stubbornness, egocentrism. The values for this factor in the CG are average (5.6), which characterizes them as a more socialized person, ready for cooperation and empathy.

The average values for the factor B (abstract-concrete thinking) in the experimental and control groups practically do not differ and are equal to 5.6 and 5.8, respectively, which is the average value, thus in both groups there is an average degree of formation of intellectual functions, concrete forms of thinking predominate, abstract forms of thinking are moderately developed. These children often have poor attention, fatigue.

Values for factor C emotional stability - stability obtained the following results: control group 4.2 - low value. Low values are recorded in children who react sharply to failures, evaluate themselves as less capable than their peers, show mood instability, have poor control over their emotions, and have difficulty adapting to new conditions. The experimental group is 5.4 - the average value, which reflects greater self-confidence and, accordingly, calmness, better preparedness for the successful fulfillment of school requirements.

Factor D (inhibition - excitation): EG 7 walls, CG 6 walls - these are medium-high indicators. Such children show increased excitability or hyper-reactivity to weak provoking stimuli. They are characterized by motor restlessness, distractibility, lack of concentration. The formation of this quality is connected both with the characteristics of temperament and with the conditions of education.

Factor E dominance - subordination: EG 6.4, CG 5.4 - these are average indicators, such children either demonstrate dependence on adults and other children, easily obey them, or the manifestation of this property is accompanied by behavioral problems, the presence of aggression; leadership tendencies often do not find a real embodiment, tk. they have yet to learn many forms of social interaction. However, in the experimental group, it is one wall higher, therefore, their desire for dominance is higher, and children from the K. group are more obedient, compliant.

Factor F carelessness - concern: EG 5.4 walls, CG 5.8 walls - these are average indicators indicating that children are energetic, active, lack of fear in a situation of increased risk; they, as a rule, are characterized by overestimation of their capabilities and excessive optimism.

Factor G commitment - irresponsibility: in both groups, the same result was obtained equal to 4.6 wall - this is an average value, but close to low. This factor reflects how the child perceives and fulfills the rules and norms of behavior imposed by adults. Children who neglect their duties, who are not purposeful, who are in conflict with parents and teachers, have low values. They also have inconstancy of interests, lack of concentration, lack of persistent motivation.

Factor H courage-timidity: This factor in children reflects the characteristics of the child's relationship with adults (parents and teachers). EG 3.4 - low result - children with a low value of the factor show shyness and timidity, they are sensitive to threat

KG 5.2 - the average value. These children easily make contact with adults and have good communication skills.

Factor I softness - hardness of character: the following results were obtained - EG 3.8 and CG 6 walls, which differ significantly. Respondents in the control group showed emotional sensitivity, rich imagination, aesthetic inclinations, gentleness and dependence, while in the experimental group, on the contrary, a realistic approach to solving the situation, practicality.

Factor O calmness - anxiety: the results are almost equal, the difference was 0.2 walls, namely EG 7.2 and CG 7.4. The results obtained are high. A child with a high score on this factor is full of anticipation of failure, is easily upset, often has a low mood, while a child with a low score is calm, rarely upset. The considered property of the personality is the basis for the emergence of neuroticism. A high score can be an indicator of anxiety or depression, depending on the situation.

Factor Q3 self-control - impulsiveness: EG 5.4 KG 6 walls. Respondents in the control group are better socially adapted, more successful in mastering the requirements of the surrounding life, respectively, the representatives of the experimental group have a lower understanding of social standards.

Factor Q4 tension-relaxation (p=0.01): the following results were obtained in the groups - EG 7.8 sten and CG 5.4 sten. A high indicator in the experimental group indicates that the children are tense, irritable, and frustrated. The average indicator of the control group indicates that there is tension in the activity, but it is replaced by calmness and confidence

Table 3

Average data

according to the method "D. Stott's observation map"

Symptom complexes	Values (percentage)
Symptom complexes	Experimental group	Control group
1.ND (lack of trust)	38,4	26,6
2. O (weakness)		34,2
3.U (withdrawal)	27,4	12,4
4.TV (anxiety for acceptance by adults)	48,6	36,4
5. HB (rejection of adults)	40,2	20,6
6.TD (child acceptance anxiety)	35,4
7.A (asociality)
8.KD (conflict with children)		14,8
9.N (restlessness)	29,6	18,4
10. EN (emotional stress, immaturity)		27,2
11.NS (neurotic symptoms)	36,4	14,4
12.C (Wednesday)	25,6	14,2
13.UR (mental development)	19,8	13,4
14.SR (sexual development)
15.B (diseases)	35,4	15,2
16.F (physical defects)

According to the results obtained (table 3), the difference between the indicators of the experimental group and the control group, for the majority of symptom complexes, is significant. Thus, the respondents of the EG are characterized by:lack of trust in new people, things, situations - the values on the ND scale are 38.4%, for comparison, in the CG this indicator is 26.6%;asthenic syndrome (about 42% in the experimental group and 34.2% in the control group, respectively), during which various kinds of activity changes, mood changes are observed, and which is also accompanied by pronounced TV syndromes (anxiety in relation to adults 48.6% of the EG and 36 .4% CG) and NR (rejection of adults 40.2% EG, 20.6 CG, (p=0.05)). These syndromes are also characterized by the child's anxiety and uncertainty about whether adults are interested in him, whether they love him, or, on the contrary, the child shows various forms of rejection of adults, which may be the beginning of hostility or be part of a depressive syndrome.

Most characteristic of this grouplack of social normativity (A 48% EG, 20% CG), which is expressed inlack of confidence in adult approval. This uncertainty manifests itself in various forms of negativism. There is no effort to please adults, there is indifference and disinterest in good relations with them. The children of the experimental group also have problems associated with interpersonal communication (TD 35.4% of the EG and 9.8% of the CG, (p= 0.01)). The symptom complex of TD is anxiety towards children, i.e. the child’s anxiety for being accepted by other children. At times it can take the form of open hostility. Children from the experimental group have earlier sexual development (SR 20%) compared to their peers from the control group (SR 10%).

Respondents in the experimental group are less capable of work that requires perseverance, they have low concentration of attention, lack of long-term goal setting, as evidenced by the data on the symptom complex H - EG 29.% (CG 18.4%).

In children from the experimental group, the indicator for the NS symptom complex is significantly higher - neurotic symptoms 36.4%, while in the control group it is 14.4%. Also, the respondents of the experimental group are more susceptible to diseases and organic disorders, which is evidenced by the symptom complex B equal to 35.4% compared to the control group, where B is 15.2% (p = 0.05).

Having considered the symptom complexes that the respondents of the experimental group are more susceptible to, it should be noted that children in the control group have a higher indicator of emotional stress (EN 27.2%) compared to children in the experimental group (EN 20%), i.e. children from the CG are afraid to do something is wrong, they do not know how to make decisions on their own, they have a fear of getting the disapproval of adults significant to them.

The purpose of the methods discussed above was to study deprivation effects, now let's move on to considering the result of the Varga-Stolin questionnaire, designed to determine the presence of deprivation effects on the part of the family (Table 4).

Average scores on the cooperation scale - 5-6 points - are a sign that an adult shows sincere interest in what the child is interested in, highly appreciates the child's abilities, encourages the child's independence and initiative, tries to be equal with him.

Table 4

Average data

according to the method "Diagnostics of parental attitude"

Grading scales	Values (in points)
Grading scales	Experimental group	Control group
1. Acceptance-rejection	18,4
2. Cooperation
3. Symbiosis
4.Control
5. "Little Loser"

So, the parents of the experimental group try to accept their children as they are, approve their interests, support plans, spend a lot of time with them and not regret it, i.e. that these subjects have a pronounced positive attitude towards the child. This conclusion is made based on the results of the "acceptance-rejection" scale. They are equal to 18.4 points - this is an average result, while in the control group this value is 5.2 points - a low result. Low scores on the same scale - from 0 to 8 - indicate that the adult experiences mostly only negative feelings towards the child: irritation, anger, annoyance, even sometimes hatred. Such an adult considers the child a loser, does not believe in his future, evaluates his abilities low and often treats the child with his attitude.

On the "symbiosis" scale in both groups, the average scores of -5.2-5.6 points were obtained - sufficient to conclude that adults do not seek to establish a psychological distance between themselves and children, they always try to be closer to them , satisfy their basic reasonable needs, protect them from trouble.

In the control group, high scores were obtained on the “control” scale - 6 points, which indicate that an adult behaves too authoritatively towards the child, demanding unconditional obedience from him and setting him a strict disciplinary framework, imposing on the child almost everything will. In the experimental group, an average result of 4 points was obtained, therefore, the respondents also strive to control their children, but it is not total.

Attitude towards the failures of their child and faith in him were measured on a scale of "little loser". In both groups, an average result was obtained, however, respondents in the control group have more faith in their children (3 points) than respondents in the experimental group (4.2 points). The average scores on this scale - 3-6 points, indicate that the adult considers the child's failures to be accidental and believes in him.

Thus, according to the results of the study of children of primary school age from single-parent asocial families in comparison with their peers from complete socially prosperous families, we identified signs of a depriving effect (questionnaire of parental relations). According to the results obtained, the children of the experimental group are less susceptible to the depriving influence of their parents than the children of the control group. This conclusion was made by us based on the analysis of the style of communication with the child: the parents of the control group consider the authoritarian style of upbringing the key to the success of their child, while the parents of the experimental group provide children with freedom. This explains the increased anxiety of children in the control group, the desire to avoid failures, the presence of an anxious and depressive mood background, depression, and underestimation of their capabilities (factor O of the Cattell questionnaire).

The results of the study showed that the personal characteristics of the main group differ from those of the control group. Children included in the experimental group have the following qualities: ignoring social conventions and authorities, they can aggressively defend their rights to independence (factor E, symptom complexes A, KD); hypersensitive nervous system, acute reaction to any threat, self-doubt, such children do not like to work in groups, prefer a limited circle of communication (factor H, symptom complexes TB, HB); practicality, realism - such children approach life with a logical measure (factor I, ND symptom complex); weak control over their emotions, often lost in new circumstances, act unplanned, do not finish what they started (factor Q3, symptom complex H); tension, agitation, restlessness, active dissatisfaction with aspirations, irritability (factor Q4).

Many of the qualities listed above are inherent in a teenager, an adult, but if they are present in children of primary school age, then this indicates the inharmony of his development, which in turn indicates the presence of deprivation. As it turned out as a result of our empirical research.

The personal characteristics of children in the control group are diametrically opposed to those described above - they are romantics with a rich imagination, do not experience difficulties in communication, quickly forget about failures, and are distinguished by richness and brightness of emotional manifestations.

On the basis of the theoretical and practical research, we found that children from asocial single-parent families, unlike children living in complete social families, do have personality traits and socialization characteristics that indicate the presence of deprivation.

Bibliography

	Berezhnova, L.N. Deprivation in the educational process / L.N. Berezhnova.- St. Petersburg. 1999. - 145p.
	Buyanov, M.I. A child from a dysfunctional family: notes of a child psychiatrist / M.I. Buyanov.- M.: Academy, 1988.- 233p.
	Iskoldsky N.V. Study of the child's attachment to the mother// Questions of psychology. - 1985. - No. 6. - P.146-152.
	Knyazev E.A. Pedagogy and psychology of social deprivation// Questions of psychology. - 1993. - No. 3. - P. 39-45.
	Langmeyer, I. Mental deprivation in childhood / I. Langmeyer, Z. Mateychik., - Prague: Avicenum publishing house, -1984.- 335p.
	Psychological deprivation: Reader: tutorial for university students / comp. N.N. Krychigin. - Magnitogorsk: Ma GU, 2003.- 234 p.
	Furmanov, I.A. Psychology of a deprived child: a guide for psychologists and teachers / I.A. Furmanov, N.V. Furmanov. - M., 2004. - 319 p.
	Homentauskas, G.T. Family through the eyes of a child / G.T. Khomentauskas. - M., 1989. -276s.
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Features of the emotional sphere of younger schoolchildren brought up in an orphanage

Introduction

Chapter 1. Theoretical foundations for studying the emotional sphere of children brought up in an orphanage

1.1 Social orphanhood and its causes. Ways to solve the problem of orphanhood in Russia

1.2 Social deprivation as one of the reasons for the violation of the socio-emotional development of children of primary school age brought up in an orphanage

1.3 Age characteristics of the emotional sphere of younger students

1.4Psychological and pedagogical ways to overcome violations of the socio-emotional sphere of children from orphanages

Conclusions on the first chapter

Chapter 2

2.1 Organization of the study (goal, subject, object, hypothesis, tasks, methods, time and place, conditions for conducting the study)

2.2 Description of research methods

2.3Processing and analysis of research results

Conclusions on the second chapter

Conclusion

Bibliography

Introduction

The relevance of research.The formation and development of personality is rightly considered one of the most urgent problems in psychology and pedagogy. Life experience acquired in the family is inherently unique and unrepeatable for each person. This environment is determined by intra-family interpersonal relationships, family traditions and moral climate, family behavior and communication culture, as well as the experience of joint activities [Bogdanova N.A., 2005].

A family is considered incomplete when children live with one of the parents. In most cases, these are children who are brought up without a father. Perhaps the absence of both parents, children living with grandparents.

The child, becoming a witness of the peculiarities of those relations that are accepted in his family, then, becoming an adult, transfers them into his life, into his family. This also applies to those family roles that the child has learned in the process of identification.

In the traditional sense, socialization means the process of including an individual in the world of society, during which he learns patterns of behavior, social norms and values necessary for successful activity in this society.

The problem of orphanhood has been included in the sphere of scientific and practical interests of pedagogy, psychology, and sociology since the second quarter of the 20th century, when many children, having lost their parents, began to need a substitute family. In recent years, due to the unprecedented growth in the number of orphans in Russian Federation, the relevance of this problem for our country has increased dramatically. This is due to the increase in the late XX - early XXI centuries. the number of officially recognized orphans and homeless children, which steadily generates an increase in social tension in society.

The relevance of the study is due to the fact that the formation of the child's personality occurs in the process of socialization, and the family occupies the most significant place among the main socializing factors.

The absence of a family leads to social deprivation of the child's personality, and, therefore, to disturbances in personal development, in particular, to deviations in the emotional sphere - increased aggressiveness, anxiety, lack of empathy, social emotions. Determining exactly how the lack of family education affects the development of the emotional sphere of children brought up in an orphanage is problemof the present study.

Methodological basisstudies are the main provisions of developmental and educational psychology, presented in the works of domestic and foreign psychologists: L.S. Vygotsky, O.A. Karabanova, A.M. Prikhozhan, D. Filshtein, P.G. , D.B. Elkonin, E. Erikson and others.

Purpose of the study: to study the features of the emotional sphere of younger students brought up in an orphanage.

Object of study: emotional features of the personality of a junior schoolchild.

Subject of study: features of the emotional sphere of younger schoolchildren brought up in an orphanage.

Research hypothesis: the level of development of social emotions in younger schoolchildren with different degrees of social deprivation and socialization, that is, brought up in a family and in children from an orphanage, will be different. Children with little experience family life or even those who do not have it, the indicators of the development of social emotions will be lower.

Research objectives:

2.3.1To study the concept of social orphanhood, its causes, ways to solve the problem of orphanhood in Russia.

2.3.2To study the phenomenon of social deprivation as one of the reasons for the violation of the socio-emotional development of children of primary school age who are brought up in an orphanage.

2.3.3To reveal, in theoretical and empirical terms, age-specific features and differences in the emotional sphere of children of primary school age who are brought up in the family and outside the family.

2.3.4To reveal psychological and pedagogical ways of overcoming violations of the social and emotional sphere of children from the orphanage.

2.3.5Develop recommendations for teachers elementary school, educators of orphanages to overcome social and emotional disorders in younger schoolchildren brought up in an orphanage.

Research methods:theoretical analysis of psychological and pedagogical literature on the topic of research, observation, conversation, experiment, psychodiagnostics, methods of mathematical data processing.

Time and place of the study:since October 2015 to May 2016 in the Ivanteevsky orphanage (Moscow region) - MOU for orphans and children left without parental care.

WRC structureconsists of an introduction, 2 chapters, psychological and pedagogical recommendations, conclusions, bibliography.

Chapter 1. Theoretical foundations for studying the emotional sphere of children brought up in an orphanage

.1 Social orphanhood and its causes. Ways to solve the problem of orphanhood in Russia

According to the researchers, in the conditions of global instability, inflation, unemployment and forced migration of the population of the former USSR, the living standards of families in the Russian Federation have decreased. Social orphanhood does not decrease, but increases every year, that is, the number of children left without parental care increases, the number of parents who are irresponsible about the fate of their children increases. The studies note that society does not have a complete understanding of the real situation of children in dysfunctional families: there is a hidden social orphanhood of children with living parents. There are frequent cases when parents, most often drinking parasites, not only do not take care of the upbringing and education of their children, but simply kick them out of the house, make them wander, beg, turn them into homeless homeless people. There has been an increase in juvenile delinquency. Orphanages are overcrowded, the number of institutions for the temporary detention of little vagrants is increasing. Social workers and the police return homeless children to their families, but many of them have persistent antisocial habits and behavioral disorders. And if earlier it was typical for urban difficult children, today this phenomenon has spread to rural children. In a word, the main foundation of the well-being of the state - the family - is collapsing.

Orphanhood - a social phenomenon has existed for as many years as human society itself, which has managed to survive throughout its history countless epidemics, wars, natural disasters that led to the death of people.

Previously, until the middle of the 20th century, a child became an orphan when, for some reason, his parents died. In modern society, there are more and more cases of social orphanhood, when parents are deprived of parental rights due to an immoral, asocial lifestyle, these are parents - criminals, alcoholics and drug addicts who abuse children.

M.A. Galaguzova gives such a definition to a social orphan - it is

“a child who has biological parents, but for some reason they do not raise the child and do not take care of him. In this case, society and the state take care of the children.”

This phenomenon is traditionally perceived as a violation of the moral foundations of society and a manifestation of the deep moral degradation of parents, however, despite social condemnation, in many countries, century after century, it has become more and more common.

“In modern Russia, the problem of orphanhood has become rampant. The dynamics of growth in the number of orphans and children who have lost parental care is as follows: in 1991 their number in the country was 446 thousand, by 1995 - 533 thousand, by 1998 - 550 thousand, and by 2005 - about 600 thousand.” . According to statistics, there are about 800 thousand orphans and children left without parental care in the Russian Federation.

Social orphans in our country make up the vast majority of children left without parental care, about 95%. At the same time, according to the most conservative estimates, there are more than 1 million people who are neglected and homeless children, who are at risk for social orphanhood.

According to statistics, there are 2,740 institutions in the Russian Federation that house 270,000 children, including: 1,330 orphanages, 360 boarding schools, 250 orphanages, and 800 shelters. Up to 350,000 children a year go through shelters and rehabilitation centers.

Scientists also distinguish the so-called category of “hidden orphans”, which include children whose situation is hidden from the state, and they do not receive assistance for a long time. Some children themselves leave their dysfunctional families due to bad or even harsh treatment, and some are deprived of their place of residence by the parents themselves. As a result, the number of homeless children and adolescents is increasing.

The growth of social orphanhood in modern Russia, as experts note, is due to several reasons.

The first, as the main one for countries Western Europe, this is a crisis of the institution of the family. Every year the number of divorces, unregistered marriages, homosexual relationships and a decrease in the birth rate of children are increasing.

The second is the voluntary abandonment of their child by parents, usually shortly after his birth - in a legal or illegal form:

-children - foundlings,

-children left in clinics without signing official waivers. In order to humanize this difficult-to-control process, society began to create special containers called "Baby Boxes" at maternity hospitals. They have been known in Europe since the Middle Ages, they were canceled at the end of the 19th century, but had to be resumed again in 1952.

The third is the deprivation of parental rights. In recent years, “hidden” social orphanhood has been spreading more and more in Russia, the result of which is a steady increase in the number of homeless and neglected children and adolescents.

Fourth, the increase in crime among women, whose children are often born in prison. After such a birth, two scenarios are possible. In the first case, the woman is left in the hospital until full recovery (usually 3-4 days). The child remains all this time with his mother under escort. In the second case, the mother and child are immediately taken to a pre-trial detention center, placed in a prison hospital, depriving the child of breastfeeding.

Further living conditions for such women and their children will depend on whether the prisoner violates the rules of being in custody in a pre-trial detention center, whether she quits smoking (this is the main requirement). If she does not violate, then she is provided with a room to live with the child for three years. But often prisons do not have such conditions, and also some parents do not comply with the relevant conditions, and then the child is transferred to an orphanage or under the supervision of special educators working in a pre-trial detention center. The mother can visit the child 6 times a day. Often she cannot choose a convenient schedule for visiting and feeding, and her breast milk may disappear. Her child is initially deprived of attention and maternal love.

If a child turns three years old and his parent's term of imprisonment is not over, then he is transferred to an orphanage. Often, women who have served time in prison do not take their children from the orphanage.

Children who have lost parental care are transferred for upbringing (adoption / adoption or under guardianship) to a foster family, but if this is not possible, orphans are sent to special institutions (orphanages, CSSV, boarding schools, baby houses). Society is entrusted with the duties of identifying, recording and choosing forms of placement for children left without parental care, as well as monitoring the conditions for their upbringing, maintenance and education. They are obliged, within three days from the date of receipt of a report about such a child, to conduct a survey of living conditions and ensure his protection and accommodation.

The above statistics testify not only to a serious crisis in the institution of the family, but also to a general decline in the level of social health, moral consciousness and spiritual culture in Russian society. The consequences of this systemic crisis can be catastrophic, because the greater the number of disadvantaged children and adolescents today, the higher will be in the near future the percentage of socially maladjusted citizens, including those with a penchant for criminal activity and other forms of antisocial behavior. Children who are deprived of parental care are prone to vagrancy, have a huge risk of becoming a victim of crime or violence (trafficking in sex). These children begin to use alcohol and drugs from an early age. Gynecological pathologies in neglected girls is 12-14%. The most common disease - HIV infection - was recorded in neglected and homeless children.

In this regard, it is quite obvious that solving the problem of social orphanhood is one of the priority strategic tasks of the state and civil society institutions.

What are the ways to overcome this social phenomenon? Let's name the main directions social assistance :

1.Stabilization of socio-economic and political processes in society.

2.Revival of the spiritual culture of the nation.

3.Economic, legislative, social support for the family, motherhood and childhood.

4.Revival, development and promotion of the best educational traditions based on humanism, love and respect for the child; return education to educational institutions.

5.Reorganization of the life of the system of institutions for orphans, including the educational systems of these institutions.

6.Improving the system of placement of orphans. You can also add:

· development of family-type institutions;

· increase in the number of women in government.

To date, the activation of solutions to the problem of orphanhood in the country is associated with an increase in charitable and volunteer organizations, with the organization of television and radio programs covering these movements, promoting the need to transfer children to foster families.

1.2 Social deprivation as one of the reasons for the violation of the socio-emotional development of children of primary school age brought up in an orphanage

Currently, there are many studies that examine various aspects of the influence of the family on the child. Many authors (Abramova, Eidemiller, Yutstiskis and others) adhere to the point of view that the most significant factor influencing the development of a child's personality is intra-family interpersonal interaction. At the same time, global changes in the family, including divorce, early death of a parent or child, etc. can lead to dysfunction and a significant decrease in the educational opportunities of the family. At the same time, according to many researchers, both foreign and domestic, education within the family is the most adequate and effective in the process of personality formation and moral qualities. It is worth noting that many researchers consider the influence of parents and the intra-family environment to be the sphere of primary socialization, and education as one of the components of socialization. At the same time, both sociologists and psychologists understand socialization as a two-way process of constant transfer by society and development by the individual throughout his life of social norms, cultural values and patterns of behavior, which allows the individual to function in this society. According to a number of authors (A.A. Rean and others), socialization is a special process of including a child in society, the process and result of assimilation, active reproduction of social experience by an individual. It can occur both spontaneously and purposefully (education). In accordance with this approach, education is understood as a kind of socialization that occurs purposefully and is carried out by society as a whole, and by people significant to the child, in particular.

More L.S. Vygotsky emphasized that the social world and surrounding adults do not oppose the child and do not restructure his nature, but are an organically necessary condition for his human development. A child cannot live and develop outside of society, he is initially included in social relations, and the younger the child, the more social being he is.

At the same time, in his concept of cultural and historical development, L.S. Vygotsky considered the process of internalization of external means, regardless of the characteristics of the interaction and relationship of the child with the adult. He and his followers viewed the adult bearer of culture as formal and abstract. Recognizing the importance of the role of communication in the development of L.S. Vygotsky and his followers did not consider the specifics of communication between a child and an adult. This topic was developed by M.I. Lisin, who is rightfully considered the founder of infant psychology in our country. In her book Shaping the Personality of the Child in Communication, she presents the results of many years of research on communication between children and adults. She proved that from the very birth between an infant and an adult there is communication in which both partners are active and which is possible only with the psychological "separation" of the child and the adult. Objecting to L.S. Vygotsky, M.I. Lisina spoke not about unity, but about the emotional and personal connections of a child with an adult, which she considered as the main neoplasm of the first half of a year of life.

A significant adult can be anyone who accepts and cares for a child. At the same time, many scientists consider the society of his natural parents - mother and father - to be the most favorable environment for the development of a child. So numerous experiments have confirmed that children brought up in the conditions of their own and also foster families develop better. After the Second World War, when the number of orphans increased critically in Europe, many Western psychologists and psychiatrists, in particular, A. Freud, S. Dunn, H. Reingold, conducted a study of children weaned from their parents. They proved how important communication with parents is for the proper development of the child and the harmonious formation of his personality, they emphasized the importance of the very first months and years of life for closing meaningful, deeply saturated contacts between children and adults.

The personality of the child is formed in the conditions of intra-family interpersonal interaction, where both relations between spouses and relations between parents and children play an important role. At the same time, the relationship between husband and wife can have a big impact on how the relationship between mother and child and father and child will develop. Under such conditions, all the changes that occur in the interpersonal relations of the spouses will certainly have an impact on the parent-child relationship. It is necessary to determine which main components are included in the parental influence and have the greatest impact on the emerging personality of the child.

Researchers of intra-family relations paid attention to parental attitudes or attitudes. For example, A.A. Bodalev and V.V. Stolin understand parental attitudes as “a system or set of parental emotional attitudes towards a child, the perception of a child by parents and ways of behaving with him. At the same time, A.S. Spivakovskaya draws attention to the fact that attitudes are due to the conscious or unconscious assessment of the child by parents.

Western psychologists, in particular E. Berne, understood parental attitudes as open and hidden messages to children that can program the child's future life. At the same time, the attitudes, in his opinion, are included in the Parent ego-state system and are passed on from generation to generation. In addition, they generally influence the outlook of a person in the future, determining his attitude towards himself and the world.

P.F. Lesgaft wrote about family education very interestingly at the turn of the 19th and 20th centuries. In his monograph, he described the types of schoolchildren and the family atmosphere leading to the formation of one or another type. So he singled out hypocritical, ambitious, good-natured, downtrodden-soft, downtrodden-malicious and oppressed types. At the same time, the description of one or another type is supplemented by a characteristic of the environment in which it was formed. So, for example, the “hypocritical type” is formed in a family where lies and hypocrisy reign, the absence of any concern for children, the satisfaction of those desires of the child, which he achieves with kindness, a humble air and begging. And the “ambitious type” develops as a result of competition or as a result of constant praise and admiration for the virtues of the child.

Later, intrafamilial factors influencing the development and formation of the child began to be approached more systematically. In particular, A.A. Rean and Ya.L. Kolominsky considered socialization in the family as a combination of a purposeful upbringing process and an unregulated process of mastering social skills. At the same time, the first component is the conscious desire of parents to develop certain personal qualities in their child, and the second is the perception and assimilation of forms of behavior by the child as a result of observing their loved ones. It is also worth noting that the combination of parents' desire to make the child better and unwillingness to engage in self-development can nullify all efforts to educate the younger generation. A classic example would be a child's futile struggle with smoking against the backdrop of his own addiction. In addition, other external factors may also influence the child.

A very interesting review of family factors affecting the socialization of the child made by T.V. Andreeva. So she singled out 5 factors:

1.The structure of the family, its composition.

2.The position of the child in the family. Includes not only the order of birth, but also the roles assigned to him in the family (“princess”,

"slob", "little hero").

3.The main (real) educators-socializers. These are the people who have the greatest influence on the development of the child.

4.Family parenting style. This is the predominant parenting style of the main socializer, somewhat corrected by auxiliary socializers.

5.personal, moral and creative potential families. That is, the totality of positive human qualities of adult family members.

This classification does not include the characteristics of the child as an individual, such as gender and constitutional features, manifested in inclinations and temperament. At the same time, their influence on the characteristics of socialization is quite large. For example, the socialization of boys and girls differs significantly.

Depending on how the factors of influence are combined, a unique family system of socialization is formed. Despite the uniqueness and uniqueness of these systems, some aspects, especially those related to parenting style, may overlap in individual families. At the same time, knowledge of the parenting style and its features helps practicing psychologists to suggest with what psychological problems child will encounter. For this practical purpose, various classifications of parenting styles have been developed.

Many researchers (R. Spitz, J. Bowlby) noted that the separation of the child from the mother in the first years of life causes significant disturbances in the mental development of the child, which leaves an indelible imprint on his whole life.

A. Jerseyld, describing the emotional development of children, noted that the child's ability to love others is closely related to how much love he himself received and in what form it was expressed.

L. S. Vygotsky believed that the child's attitude to the world is a dependent and derived quantity from his most direct and concrete relationship to an adult.

Therefore, it is so important to lay the foundation for a trusting relationship between a child and an adult, providing emotionally and psychologically favorable conditions for the harmonious development of the child.

Deprivation is a term widely used today in both medicine and psychology. Parishioners A.M. believed that deprivation is from English (deprivation), meaning "deprivation or limitation of opportunities to meet vital needs."

In order to more accurately understand the essence of the term "deprivation", it is important to refer to its etymology. The Latin root privare, which means "separate", is the basis of English, French, Spanish words translated into Russian as "private, closed, separate"; hence the word “private” used in Russian speech. The prefix de in this case conveys an increase, a downward movement, a decrease in the value of the root (by analogy with the word "depression" - "pressure".

Mental deprivation is a mental state that has arisen as a result of certain conditions in which the subject does not have the opportunity to satisfy a number of his basic psychosocial needs sufficiently and for a sufficiently long time. The deprivation situation in a child is the special conditions of the child's life, manifested in the impossibility or difficulty of satisfying his basic psychosocial needs.

The concepts of "mental deprivation" and "internal conditions of deprivation" were first defined in the monograph by J. Langmeyer and Z. Mateychek. The authors emphasize that the prototype of a deprived child is a child deprived of parental care. Dissatisfaction of needs, which occurs as a result of a person's separation from the necessary sources of their satisfaction, which has detrimental consequences for him, leads to a state of deprivation.

Deprivation can be compared to radiation, it causes constant fear that destroys the brain cells of a child. Deprivation invisibly affects inside, destroying the psyche. It can affect subsequent generations of a person and its devastating consequences are difficult to get rid of. According to experts, the impact of deprivation is such that in the most sensitive period of its development, a child within 5 months loses 1 point of his IQ per month and one kilogram of the norm in weight and height. With a longer duration of deprivation influence, one can already speak of a delay in physical and mental development.

The development of a child who ends up in a boarding school differs from the development of children living with parents, especially in the early stages of life. Children deprived of maternal love and care at an early age experience a delay in emotional, physical and intellectual development: they have motor retardation, senile facial expression, sluggish reaction to stimuli, loss of interest in others, crying at night. The child becomes sad, whiny, timid, irritable. He can lie for hours with his eyes wide open, as if not noticing those around him. Some of them grab their cheeks and begin to sway, so they soothe themselves, compensating for the lack of affection, maternal attention. It happens that he refuses to eat or even eats in such a way that the stomach does not have time to understand what he ate. The ability to sucking movements is lost. There may be signs of eczema, bronchial asthma, neurodermatitis. With age, all the symptoms of deprivation intensify and become fixed. The predominance of negative emotions, impaired visual function, and the absence of a smile on the face were noted. The child does not look into the eyes of adults, does not listen to their voice, does not want to initiate contact. By the age of four or seven, stable changes in the emotional and volitional sphere can appear: emotional disorder, impaired communication function, motor stereotypy.

It has been noted that children who have been in a closed children's institution for more than four years do poorly at school, are anxious, cannot be controlled by adults, and have pronounced inclinations towards deviant behavior.

Pathological habits are often observed:

-biting nails, sucking fingers, clothes;

-plucking hair;

-swaying of the body (yaktation), etc.

It is the psychological side of these consequences that is essential. At the same time, the most typical symptoms, symptom complexes and syndromes were noted, including:

-delayed intellectual development (from mild temporary, partial delays to profound mental retardation), impoverishment of the cognitive sphere (T.A. Basilova; G.G. Butorin; V.V. Kovalev; V.S. Mukhina; E.A. Strebeleva; J. Langmeyer, Z. Mateychek and others).

-emotional disorders in the structure of various deprivation states, as well as deep and persistent distortions in the formation of emotions: depletion of emotional response, inability to empathize, up to emotional flatness (I.V. Dubrovina; I.A. Zalysina; A.G. Ruzskaya; E. O. Smirnova, J. Langmeyer, Z. Mateychek and others);

-volitional disorders, from decreased activity to pronounced passivity of the child, weakness and exhaustion of incentive motives (E.A. Minkova; V.S. Mukhina; V.N. Oslon; E. Pickler; E. G. Troshikhina; A. B. Kholmogorova );

-motor stereotypes and habitual actions in wakefulness (rocking, sucking a finger, tongue, etc.), which are considered as auto-stimulating actions designed to replace the lack of stimuli of any kind (W. Godfrey Kobliner; M. Yu. Kistyakovskaya; V. S. Mukhina );

-functional somatovegetative manifestations, among which the most frequent are appetite and sleep disorders (W. Godfrey, Kobliner; V. V. Kovalev; E. Pickler; E. A. Strebeleva).

J. Langmeyer and Z. Mateychek identify the following factors that determine the specifics of deprivation: the age at which the child was exposed to deprivation factors, constitutional features (temperament, activity level, level of adaptive capabilities, genetic predisposition to various kinds of mental, somatic diseases, (which can be triggered by conditions of deprivation), organic lesions central nervous system (arising during the period of intrauterine development of a child of varying severity).

A serious consequence of the deprivation of the child's need for parental love is also his lack of a sense of self-confidence, which, having arisen in the early stages of ontogenesis, becomes a stable characteristic of the personality of a deprived child.

1.3. Age features of the emotional sphere of younger students

Russian researchers are actively studying the emotional disorders of younger schoolchildren. But the approaches to these studies are different. They depend on what field of knowledge these violations belong to: from the point of view of educational psychology or from the point of view of a special clinic for the child.

The main and serious problem of psychology is the emotional instability and imbalance of primary school students. It is very difficult for teachers to find an approach to children who are stubborn, touchy, pugnacious, or to children who perceive any remark of the teacher very painfully: they begin to cry, get excited, worry. This leads to confusion for both parents and teachers.

Famous psychologists Lebedinsky, O.S. Nikolsky argue that constant persistent negative experiences of children are especially dangerous for the development of the child's psyche, they interfere with the positive development of an active internal position, the formation of adequate self-esteem. It is very important to study the age characteristics of the emotional sphere of children, because there is a close connection between emotional and intellectual development.

Teacher-researcher E.I. Yankina argues that if emotional disturbances are present in babies, then the child will not be able to use his intellect for further development in the future. Children with emotional disorders may not feel grief, fear, shame, disgust for the bad. But they have a constant feeling of anxiety. The researchers were convinced that emotionality greatly affects the intellectual development of the student. If a child is constantly depressed, pessimistic, anxious or depressed, he will not be active, cheerful, curious, like a healthy child.

The scientist-researcher of the child's psyche Yu.M. Milanic divides children into 3 groups:

1.Children in perpetual conflict with themselves. They have constant anxiety, unreasonable fears, frequent mood swings.

2.Children living in a constant conflict situation, they are excitable, irritable, aggressive.

3. Children living are not only in conflict with other children, but also with themselves. They are aggressive, constantly anxious, suspicious and prone to fear.

Aggression, anger in elementary school children with emotional disorders is completely unreasonable, it can last for a very long time.

There are exalted children. They react to all events very violently and not adequately. For example, if they are delighted or feel bad, then the whole class will definitely know about it, so they express their state with excessively loud laughter, crying, sobbing.

Another emotional disturbance is excessive shyness, vulnerability, resentment, timidity. Such children are embarrassed to express their feelings openly.

Another of the common violations of the emotional sphere of younger students is destructive anxiety that paralyzes the personality and prevents its constructive development.

An alarm syndrome includes the following symptoms: low level of frustration tolerance, deformation of the I-concept, frustration in the process of social functioning.

The presence of an alarming syndrome in a child of primary school age indicates the inability of the personality to cope with the task of the situation of social functioning due to his potentials.

In the last decade, the interest of psychologists in the study of anxiety has increased significantly due to drastic changes in society, giving rise to uncertainty and unpredictability of the future and, as a result, experiences of emotional tension, anxiety and anxiety.

It is anxiety, as noted by many researchers, such as A.I. Zakharov, V.R. Kislovskaya, B.I. Kochubey, M.S. Neimark, A.M. Prikhozhan and others, underlies a number of psychological difficulties in childhood, including many developmental disorders that serve as a reason for turning to a psychologist.

An analysis of the psychological literature shows that among scientists there is no single approach to identifying types of anxiety.

Anxiety as a concept arises within the framework of the psychoanalytic approach, according to Freud, the feeling of anxiety is associated with a feeling of helplessness. K. Horney defines anxiety as an innate property. Astakhov distinguishes alarm functions: the first is the function of a signal (a signal about a state, danger); the second is the search function (search for protection and security source); the third is the evaluation function.

At a certain stage in the development of science, "fear" and "anxiety" were synonymous and were considered in the same vein. The scientific - psychological study of fear and anxiety, as well as emotional phenomena in general, dates back to the works of Ch. Darwin. As you know, his views on fear are based on two main points: firstly, on the fact that the ability to experience fear, being an innate feature of humans and animals, plays a significant role in the process of natural selection; secondly, on the fact that Throughout the life of many generations, this adaptive mechanism was improved, because the one who turned out to be the most skillful in avoiding and overcoming danger won and survived.

According to the views of the classics of learning theory, as well as in the classical theories of emotions, "anxiety", "anxiety" and "fear" are very close phenomena. Both anxiety and fear are emotional reactions that arise on the basis of a conditioned reflex.

Anxiety has been widely studied in another direction of the school of learning, represented by well-known names - C. W. Spence and J. Taylor. They considered anxiety (distinguishing it from fear) as an acquired attraction that has a persistent character. Anxiety, from the point of view of J. Taylor, is only "in some way related to emotional sensitivity, which in turn contributes to the level of motivation."

The term "anxiety" refers to individual psychological feature, manifested in a person’s tendency to frequent and intense anxiety, in this case, anxiety is considered as a stable personality formation and as a property of temperament due to the weakness of nervous processes, this opinion is shared (Khanin Yu.L., Zabrodin Yu.M.).

I.A. Musina gives the following definition of anxiety - this is a premonition of a threat that occurs in an individual in the presence of danger, real or imagined.

Anxiety is a person's tendency to experience a state of anxiety and one of the main indicators of individual differences and subjective manifestations of the unfavorable interaction of the individual with the environment (V.S. Merlin).

F.B. Berezin, Yu.L. Khanin describe anxiety as a temporary psychological state that arose under the influence of stress factors.

In some sources, anxiety is also differentiated depending on the sphere (environment) in which it manifests itself: private, “connected” (school, examination, interpersonal, etc.) and general, “spilled”, freely changing objects depending on the change their significance for a person (L.I. Bozhovich, V.R. Kislovskaya).

C.D. Spielberger believes that anxiety prompts the individual to seek behaviors that facilitate the experience of stress, by attracting defense mechanisms, as well as by activating avoidance mechanisms that remove the individual from the situation that causes anxiety.

V.M. Astapov describes anxiety as a regulator of behavior in a child of primary school age, he singled out the following functions:

1.Informational, the state of anxiety anticipates this or that type of danger, predicts something unpleasant, threatening and signals this to the individual;

2.Search, anxiety signals danger and encourages the individual to search for its sources;

3.Evaluative, assessment of the situation leads to the launch of adaptive actions, protective mechanisms and other forms of adaptive activity through clarifying the subjective meaning of the situation for a person.

1.3 Psychological and pedagogical ways to overcome violations of the social and emotional sphere of children from the orphanage

The study of coping behavior in foreign psychology (R. Lazarus, S. Folkman, K. Maseny, etc.) is carried out in several directions: the study of cognitive mechanisms of coping, the analysis of stressful situations, the study of the influence of personality variables that determine the individual's preference for certain strategies coping with difficult circumstances. The role of cognitive constructs that determine ways of responding to life's difficulties is especially emphasized. In domestic psychology (F. E. Vasilyuk, T. L. Kryukova, etc.), theoretical, methodological and practical issues of stress and counteracting it are actively studied. A comprehensive approach is being developed to the study of a person's experience of difficult situations and coping with them, where the subject of research is holistic situations of human existence, including a subject who understands and comprehends them, based on the methodology of the subject-activity approach.

In modern studies of coping behavior, 3 main models can be distinguished. The model of ego psychology (A. Freud, E. Gartman) is based on the concept of psychological defense systems and considers overcoming from the point of view of the dynamics of the ego weakening stress.

The limitations of this model are that it does not take into account the nature of stressful conditions or the duration of the coping process within a particular situation, and also focuses mainly on the process of stress relief.

The second model considers overcoming in terms of the theory of personality traits (R. Cattell, G. Allport) as a relatively constant predisposition to respond to stressful events in a certain way. However, numerous studies have shown that coping with stress is a complex phenomenon and cannot be described using one-dimensional measures of personality trait or propensity to cope with stress.

In the third, contextual model, overcoming is understood as a dynamic process, the specificity of which is determined by the fact that intentions and actions during coping are influenced by the relationship between a person and the conditions of a particular stressful situation. The subject of research in this model is the cognitive assessment of the situation, the variability of coping processes depending on their success and the specific characteristics of the stressful situation, the multivariance of coping strategies.

As a slightly different view of the process of overcoming a critical situation, one should single out the resource approach and the theory of “conservation of resources” by S.E. Hobfall. The resource model of stress suggests that stress results from a real or perceived loss of resources.

S. E. Hobfall identifies three categories of resources:

Internal and external resources. The former include self-esteem, professional skills, optimism, and others. The second - social support, employment, economic status.

As foreign studies show, socio-psychological support and the tendency to rely on it turn out to be the most important resource of stability in the face of life crises. The more extensive social support, the more constructive the processing of life and work stresses is felt. One of the personal resources that increase stress resistance is the internal locus of control and related constructs - self-confidence and self-efficacy.

Structural classification of resources includes: A) object (house, transport, clothing, fetishes)

B) personal (professional, social skills, personality traits)

C) state resources - grounds for achieving resources.

D) energy (money, credit, knowledge) Have the ability to exchange.

Resources needed for survival:

A) primary. directly related to survival. B) secondary. Contribute to the primary

As an alternative approach, S.E. Hobfall proposed a multi-axis coping behavior model and the SACS questionnaire based on it. Unlike previous models, overcoming behavior is considered as a strategy (tendency) of behavior, and not as separate types of behavior.

The proposed model has two main axes: pro-social - asocial, active - passive, - and one additional axis: direct - indirect. These axes represent dimensions of common coping strategies. The introduction of a pro-social and anti-social axis is based on the fact that:

A) many life stressors are interpersonal or have an interpersonal component;

B) even individual coping efforts have potential social consequences;

C) The act of coping often requires interaction with other people.

In addition, addressing the individual and social context of coping allows for a more balanced comparison between men and women.

The effectiveness of coping behavior in critical situations

The essence of the concept of "coping" lies in the effective adaptation of a person to the requirements of the situation. The purpose of "coping stress" is to allow a person to cope with the situation - to weaken, soften, avoid or get used to the requirements of the situation and thus overcome stress, cope with it or protect oneself from a stressful situation.

S. Cohen and R. Lazarus, summarizing the data of many studies, identified five main tasks of coping:

1)minimizing the negative impact of circumstances and increasing the possibilities of recovery (recovery);

2)patience, adaptation or regulation, transformation of life situations;

3)maintaining a positive, positive "I-image", self-confidence;

4)maintaining emotional balance;

5)maintaining, maintaining sufficiently close relationships with other people.

The success of overcoming depends on the implementation of these tasks. Overcoming behavior is assessed as successful if it: eliminates the physiological and reduces the psychological manifestations of stress; gives the individual the opportunity to restore pre-stress activity; protects the individual from mental exhaustion, in other words, prevents distress.

Thus, as criteria for the effectiveness of overcoming, mental well-being, decrease in the level of neuroticism, vulnerability to stress.The effectiveness of coping is also associated with duration of positive effects.Allocate two kinds of consequencesovercoming a stressful situation: short term effects(they are measured by psychophysiological and affective indicators); long-term effects(have an impact on psychological well-being). In methodological terms, their measurement is associated with great difficulties.

Despite serious studies of coping behavior, the conceptual and empirical issues in explaining the success of the coping process have not yet been elucidated. There is an open question about the effectiveness of emotionally focused coping - the duration of its action, its context and subject. Studies have shown that restoring emotional balance through passive strategies is used more intensively if the source of stress is not clear and the person does not have the knowledge, skills, or real ability to reduce it. In such situations, problem-focused coping is more effective. It is also known that the use of problem-focused coping in situations that are poorly lended is unproductive, since energy resources are exhausted. With possible control over the situation, problem-oriented strategies are most effective.

In relation to a specific situation, people can use different strategies, and the same person in different situations can use either different strategies, or the most typical ones for him, and in some cases, to overcome stress in a specific situation, it is possible to implement several heterogeneous coping strategies. The success of any strategy in a particular stressful situation does not guarantee its effectiveness in other situations. The effectiveness of a certain strategy for coping with stress depends not only on the real situation, but also on its cognitive assessment by the subject.

The integrative coping process of adaptation begins at birth and ends with the death of a person. In the process of child development, a number of factors influence him, such as developmental characteristics, temperament, physical development, previous experience, social environment. In the process of development, each child develops an individual and unique coping style that reflects the habitual coping process that controls the state and overcomes the stresses of everyday life. With age, the repertoire of coping strategies that a child can use to overcome life's difficulties grows. The transformation of previously adaptive patterns into a mature coping style is the main task of development. At the same time, genetic, constitutional features of experience, personal-environmental interactions, as well as personal and environmental resources of each child are used. This provides huge differences among children and adolescents in coping styles and their effectiveness. However, the more mobile, the less rigid the child's coping style, the more it is prone to change, changing one form to another, the more successful the adaptation process is.

Psychological and pedagogical ways to overcome the violation of the socio-emotional sphere of children from orphanages involve the development of personality resilience.

The development of the problem of resilience is associated with the studies of S. Kobeis, S. Muddy, L.A. Alexandrova , A.V. Libina, E.V. Libina, D.A. Leontiev and others. Psychologists consider hardiness as a property of a person, which is a system of a person's beliefs about the world, about himself, about relations with the world. According to the theory of S. Maddy, which is developed by D.A. Leontiev and E.I. Rasskazova, this system includes three components: involvement, control and risk acceptance. These components of resilience are relatively autonomous, and their severity in resilience characterizes the ability to counteract the emergence of internal tension in stressful situations. This is facilitated by the perception of stress as less significant, as well as the skills of effective coping with stress.

According to the theory of S. Maddi,hardiness components are characterized as follows.

Commitment, as a component of resilience, is the belief that, for a person, involvement in events gives him the greatest chance of finding something interesting and worthwhile. A person with a high level of development of involvement enjoys his own activity. In contrast, the absence of this kind of conviction gives rise to a person's sense of existence "outside" of life.

Control (control), as a component of resilience, is defined as a person's conviction that the outcome of what is happening can be influenced by the struggle with circumstances, even if the influence on these circumstances is not great, and the successful completion of negative events is not guaranteed. In contrast, the absence of this kind of conviction gives rise to a feeling of helplessness in a person. A person with a high level of development of control feels that he chooses his own activity and his own path.

Risk acceptance (challenge), as a component of resilience, is defined as a person's conviction that all events happening to him contribute to his development. At the heart of a person's risk taking is the idea of personal development through knowledge gained on the basis of positive or negative experience and their subsequent use of the knowledge gained.

S. Maddi emphasizes that in order to preserve human health and maintain his activity and performance under stressful conditions, a high level of severity of all these components of hardiness is necessary. It is possible to speak both about the individual differences of each of the components of resilience, and about their mutual influence. The consistency of the three components of resilience with each other is important.

In general, resilience, according to the ideas of S. Maddy, includes psychological and activity components. The activity component involves certain actions aimed at:

-goal realization;

-taking care of your health;

coping with a stressful situation;

transformation of a stressful situation.

The psychological component involves a change in the nature of relations with other people and the world as a whole, an increase in interest in them.

These components of hardiness create a system that protects a person from loss of health, from excessive anxiety. Thus, resilience can be enhanced through transformative coping, health care, and social support from others.

In the work of S.V. Knizhnikov's resilience is presented as a set of structural components, which includes:

Developed volitional qualities;

-optimal semantic regulation of personality;

-adequate self-esteem;

-developed communication skills and abilities;

-high level of social competence.

S.V. Knizhnikova emphasizes that it is these components of resilience that are important in the aspect of educating a person who is capable of consciously overcoming life's difficulties and their transformation into a situation of personal development.

Considering volitional qualities in the structure of hardiness, S.V. Knizhnikova, agreeing with the opinion of E.P. Ilyin, ranks the proper volitional qualities (patience and purposefulness) and moral-volitional qualities (decisiveness and endurance).

Meaningfulness of life is interconnected with resilience, as resilience increases with the awareness of clear goals in life, dedication to business, involvement of a person in various social groups. V.E. Chudnovsky believes that the optimal meaning of life helps a person to make the most of his reserves, directing them to transform circumstances and his own personality.

A high level of resilience is associated with a person's awareness of his place in a social group, a system of social relations. Self-esteem is a complex personality formation. Self-esteem is a personal parameter of activity, since the effectiveness of a person's activity depends not only on the level of development of special abilities and a system of well-learned knowledge, but also on the level of self-esteem. There is a close relationship between success in any human activity and the ability to adequately assess one's capabilities and abilities.

Communicative abilities and skills are considered in a broad sense - as qualities of a person's personality, readiness for conscious activity in the unity of the communicative, interactive and perceptual sides in changing conditions. The great importance of the development of communication skills is due to the fact that without people communicating with each other, human life is unthinkable. At the same time, the quality and result of a person's life activity are determined by the culture of interpersonal relations with others.

Social competence is the ability of a person to effective social activity, which brings both personal and social results. V.V. Serikov notes that social competence involves the ability to solve problems that arise in a person:

-while doing social roles in practical life;

-in human relationships;

-in assessing the consequences of their behavior for the group;

in the knowledge and explanation of social phenomena;

-when orienting in the living environment, in legal norms.

Conclusions on the first chapter

An analysis of the literature made it possible to establish that a person under normal living conditions undergoes primary socialization in the family, the nature and results of which are determined by its objective characteristics (composition, level of education, social status, material conditions, etc.), values, lifestyle and relationships of family members. .

The growth of social orphanhood in modern Russia, as experts note, is due to several reasons: the crisis of the family institution, the increase in the number of divorces, unregistered marriages, homosexual relationships and the decline in the birth rate of children, as well as the voluntary abandonment of parents from their child, and deprivation of parental rights; an increase in crime among women.

Social orphanhood leads to severe mental deprivation, stress and emotional disorders in children brought up in orphanages. Mental deprivation is a mental state that has arisen as a result of certain conditions in which the subject does not have the opportunity to satisfy a number of his basic psychosocial needs sufficiently and for a sufficiently long time. The deprivation situation in a child is the special conditions of the child's life, manifested in the impossibility or difficulty of satisfying his basic psychosocial needs.

A serious problem of pedagogical psychology is emotional instability and imbalance, unmotivated aggression and depressive anxiety among primary school students. It is very important to study the characteristics of the emotional sphere of children, because the full development of the child's personality in childhood is associated with his emotional development.

One of the ways in psychology to solve the problem of overcoming stressful depressive conditions by a child from an orphanage associated with a violation of normal socialization is to teach the child a strategy for coping with stress.

The effectiveness of the chosen strategy is assessed in terms of the presence of a coping result (solving a problem or reducing susceptibility to a stressor), as well as in terms of the duration of a successful outcome. Coping strategies are a function of personal qualities and a specific stressful situation, therefore they are dynamic throughout life. However, the preference for one strategy or another is determined by a person's life experience. The situation of social exclusion has an objective component (possible causes) and a person's subjective experience of belonging to a socially stigmatized group. The process of stigmatization can be negative and positive, and in both cases there is a fact

“labeling” and expectations regarding the behavior of members of the stigmatized group.

A person's experience of social exclusion leaves an imprint on personal characteristics, as well as on the most appropriate coping strategies.

Resilience includes three basic attitudes: inclusion, control, and challenge or risk taking. To preserve human health and maintain its activity and performance under stressful conditions, a high level of severity of all these components of hardiness is required. Vitality is presented as a set of structural components, which includes developed volitional qualities; optimal semantic regulation of personality; adequate self-esteem; developed communication skills and abilities; high level of social competence.

Chapter 2

2.1 Organization of the study

Purpose of the study:comparative study of the level of development of social emotions in children with different degrees of social deprivation and socialization (experience of interaction with the world of people).

Subject of study:emotional sphere of younger schoolchildren brought up in an orphanage.

Object of study:children of primary school age living in an orphanage, total 12 people (7-10 years old); teacher of younger students. The subjects were divided into 2 groups: Group 1 - children who lived in an orphanage for 2-4 years, with experience of living in a family (6 people), group 2 - children who lived in an orphanage for 5 years or more, who had no experience of living in a family family (6 people). The study was conducted in the Ivanteevsky orphanage (Moscow region) - MOU for orphans and children left without parental care.

Hypothesis:

-the emotional state of children who had the experience of living in a family depends more on the influence of the environment than the emotional state of children who did not have the experience of living in a family;

-children who do not have experience of living in a family are more conflicted and aggressive than children who have had experience of living in a family;

In order to prove or disprove the hypotheses put forward, it is necessary to solve a number of tasks, namely:

1.Select parameters and research techniques;

2.Collect information about children, about the features of their life and activities in the orphanage.

3.To study the features of emotional manifestations in children who had and did not have experience of living in a family.

4.To identify the features of the relationship between emotional manifestations and personal characteristics of children who had and did not have experience of living in a family.

5.Formulate conclusions and develop recommendations for educators of orphanages on the prevention of emotional disorders in children.

Methods research: Observation, testing, methods of mathematical data processing.

Diagnostic methods:

1.Questionnaire of children's nervousness A.I. Zakharov.

2.René Gilles test.

3.Projective drawing of a family (G.Khomentauskas).

4.Test "Assessment of ways to respond to a conflict."

2.2 Description of research methods

Let us consider in more detail the psychodiagnostic methods used by us.

1. Questionnaire of children's nervousness A.I. Zakharova

The questionnaire is designed to study the neurotic state of a child. The questionnaire was given to the teacher of the group.

The test includes 15 questions.

1.He is easily upset, worries a lot, takes everything too close to his heart.

2. A little something - in tears, crying sobbing or whining, grumbling, unable to calm down.

3.Capricious for no reason, irritated over trifles, cannot wait, endure.

4.More than often offended, pouting, can not stand any remarks.

5.Extremely unstable in mood, to the point that he can laugh and cry at the same time.

6.More and more sad and sad for no apparent reason.

7. Like in the early years, he sucks again finger, pacifier, everything twirls in his hands.

8. Does not fall asleep for a long time without light and the presence of loved ones nearby, sleeps restlessly, wakes up. Can't wake up right away in the morning.

9. Becomes hyperexcitable when it is necessary to restrain oneself, or inhibited and lethargic when performing tasks.

10. Expressed fears, fears, timidity appear in any new, unknown or responsible situations.

11.Increasing self-doubt, indecision in actions and deeds.

12.Tired faster, distracted, unable to concentrate for a long time.

13. It’s getting harder to find a common language with him, to agree: he becomes not his own, changes endlessly solutions or withdraw into himself.

14. Starts complaining about head pain in the evening or pain in areas abdomen in the morning; often turns pale, blushes, sweats, itches for no apparent reason, allergies, skin irritation.

15. Decreases appetite, often and for a long time gets sick; the temperature rises for no reason; often misses kindergarten or school.

Processing of results. Possible answers:

The paragraph pronounced and increasing recently - 2 points;

this item appears periodically - 1 point;

This item is missing - 0 points<#"justify">The sum of points is calculated and a conclusion is made about the presence of neurosis or a predisposition to it.

From 20 to 30 points - neurosis.

From 15 to 20 points - neurosis was or will be in the near future.

10 to 15 - nervous breakdown but not reaching the disease stage. From 5 to 9 points - attention to this child is necessary.

Less than 5 points - deviations are insignificant and are an expression of the passing age characteristics of the child.

2. Method R. Gilles

The purpose of the test: to study the social fitness of a child of primary school age, the scope of his interpersonal relationships and their characteristics, his perception of intra-family relationships, some characteristics of his behavior.

The technique allows to identify conflict zones in the system of interpersonal relations of the child, thus giving the opportunity, by influencing these relations, to influence the further development of the child's personality.

Description of the test: a projective visual-verbal technique consists of 42 tasks, including 25 pictures depicting children or children and adults, a short test explaining the depicted situation and a question to the subject, as well as 17 text tasks.

The child, looking at the pictures, answers the questions posed to them, shows the place he has chosen for himself in the picture, tells how he would behave in this or that situation, or chooses one of the listed behaviors. The experimenter is recommended to accompany the survey with a conversation with the child, during which one can clarify one or another answer, find out the details of the child's choices, find out, perhaps, some special moments in his life, find out about the real composition of the family, and also ask who those people who are drawn, but not indicated in the pictures. In general, it is possible to use the opportunities provided by projective techniques.

The technique can be used when examining children from 4 to 12 years old, and in case of pronounced infantilism and mental retardation - even older ones.

The psychological material that characterizes the system of interpersonal relations of the child, obtained with the help of the methodology, is processed according to two main indicators:

1.Variables that characterize the concrete-personal relationship of the child with other people.

2.Variables that characterize the characteristics of the child himself.

Key

Scale No. Scale value Item numbers Total number of items Attitude towards mother (positive, negative, neutral) 1-4, 8-15, 17-19, 27, 38, 40-4220 Attitude towards father (positive, negative, neutral) 1-5, 8-15, 17 -19, 37, 40-4220 Attitude towards mother and father as a parent couple (positive, negative, neutral) 1-4, 6-8, 14, 17, 1910 Attitude towards brothers and sisters (positive, negative, neutral) 1, 2, 4, 5, 6, 8-19, 30, 40, 4220 Relationship with grandparents (positive, negative, neutral) 1, 4, 7-13, 17-19, 30, 40, 4115 Relationship with a friend (girlfriend) (positive , negative, neutral)1, 4, 8-19, 25, 30, 33-35, 4020 Attitude towards the teacher (authoritative adult) (positive, negative, neutral)1, 4, 5, 9, 11, 13, 17, 19 , 26, 28-30, 32, 4015 Curiosity (high, medium, low) 5, 22-24, 26, 28-3210 Leadership (high, medium, low) 20-22, 394 0Sociability (high, medium, low)16, 22-244 1 Closedness, isolation (high, medium, low degree)9, 10, 14-16, 17, 19, 22-24, 29, 30, 40-4215 2Social adequacy of behavior (high, medium, low degree)9, 25, 28, 32-3810

3. Test "Evaluation of ways to respond to a conflict"

Purpose: to determine the typical ways of a person's response to conflict situations, to identify trends in his relationships in difficult conditions. Allows you to find out how much a person is prone to rivalry and cooperation in the school team, whether he seeks compromise, avoiding conflicts, or, on the contrary, tries to aggravate them.

Also, with the help of this technique, we learn the forms of social behavior of students in conflict situations with teachers, friends, educators.

You can also assess the degree of adaptation of each member of the team to joint activities (for students in grades 3-4).

Questionnaire text:

For each item, you need to choose only one, your preferred answer option a) or b).

1.a) Sometimes I let others take responsibility for resolving a controversial issue.

b) Instead of discussing what we disagree on, I try to pay attention to what we both agree on.

b) I try to handle it with all the interests of the other person and my own.

3.a) I am usually persistent in trying to get my way.

b) Sometimes I sacrifice my own interests for the interests of another person.

4.a) I try to find a compromise solution.

b) I try not to hurt the other person's feelings.

5.a) When resolving a conflict situation, I always try to find support from others.

b) I try to do everything to avoid useless tension.

6.a) I try to avoid trouble for myself. b) I try to get my way.

7.a) I try to postpone the decision of the controversial issue in order to eventually resolve it finally.

b) I consider it possible to give up something in order to achieve more important goals.

8.a) I am usually persistent in trying to get my way. b) I first of all try to determine the essence of the dispute.

9.a) I think that it is not always worth worrying about some disagreements that have arisen.

b) I make an effort to get my way.

10.a) I am determined to achieve my goal.

b) I am trying to find a compromise solution.

11.a) First of all, I seek to clearly define what all the interests involved and the issues at issue are;

b) I try to calm the other person and, above all, to keep our relationship going.

12.a) Often I avoid taking a position that can cause controversy; b) I give the opportunity to the other in something to remain in his opinion, if he also goes forward.

13.

b) I insist that everything be done my way.

14.a) I tell the other my point of view and ask about his views; b) I am trying to show the other person the logic and advantage of my views.

15.a) I try to calm the other person and save our relationship;

b) I try to do whatever is necessary to avoid tension.

16.

b) I usually try to convince the other person of the merits of my position.

17.

b) I try to do everything to avoid useless tension.

18.a) If it makes the other happy, I will give him the opportunity to insist on his own;

b) I will give the other the opportunity to remain in my opinion if he meets me halfway.

19.a) First of all, I try to determine what all the interests and disputes involved are;

b) I try to put aside controversial issues in order to eventually resolve them definitively.

20.a) I try to immediately overcome our differences; b) I try to find the best combination of gains and losses for both of us.

21.a) When negotiating, I try to be attentive to the other; b) I always tend to discuss the problem directly.

22.a) I am trying to find a position that is in the middle between mine and the position of another person;

b) I defend my position.

23.a) As a rule, I am concerned with satisfying the desires of each of us;

b) Sometimes I let others take responsibility for resolving a controversial issue.

24.a) If the position of another seems very important to him, I try to meet him halfway;

b) I try to convince the other to compromise.

25.a) I am trying to convince the other person that I am right;

b) When negotiating, I try to be attentive to the arguments of the other.

26.a) I usually offer a middle position;

b) I almost always seek to satisfy the interests of each of us.

27.a) I often try to avoid disputes;

b) If it makes the other person happy, I will give him the opportunity to have his own way.

28.a) Usually I persistently strive to achieve my goal;

b) In settling the situation, I usually seek support from the other.

29.a) I offer a middle position;

b) I don't think it's always worth worrying about disagreements.

30.a) I try not to hurt the feelings of the other;