Modern problems of science and education. E. Umanskaya - Personal development in conditions of deprivation The ratio of frustration from deprivation

The problems of school maladaptation and psychological deprivation underlie a number of psychological difficulties in childhood, some disorders of emotional and personal formations and behavior of children. The destructive force of this imbalance for a growing person manifests itself the stronger, the younger the child. In confirmation of the legitimacy of what has been said, let us turn to the statement of N.V. Vostroknutova: “during the school years, the period of primary education is especially vulnerable in this regard. Manifestations of school maladjustment at this age stage have the mildest forms, but its consequences for the social growth of the individual turn out to be disastrous.

T.B. Dmitrieva (SRC named after V.P. Serbsky) notes that in children who have undergone prolonged massive deprivation, a deprivation personality symptom complex is formed. “It has its own specifics and includes basic violations of the self-concept and social interactions. It is characterized by a passive-dependent type of adaptation in the microsocial environment; limited and poor emotional empathy and empathy; low level of motivation and self-awareness; pronounced discrepancies between the real and the ideal "I"; low level of self-control and rental orientation to social support”. In general, this determines the features of mental maladaptation of children with deprivation disorders. Deprivation personal symptom complex contributes to the formation of maladaptation in children. School maladjustment of deprived children, according to T.B. Dmitrieva, is, first of all, their “failure in the field of education due to the conflict between the requirements that is insoluble for the child educational environment and his psychophysical abilities and abilities. (State Scientific Center for Social and Forensic Psychiatry named after V.P. Serbsky. Electronic resource.) V.V. Butukhanov (Irkutsk 2002) also argues that school maladaptation is a very common phenomenon among primary school students. This is confirmed by the data obtained by him during the study.

Consequently, the study of disadaptation during the period of primary education is important for understanding the age-related patterns of development of the emotional sphere of the child, the formation, consolidation and development of emotional-personal formations of deprived children.

An analysis of foreign and domestic literature shows that the term "school maladjustment" or ("school disability") actually defines any difficulties that a child has in the process of schooling. Among the main primary external signs of manifestations of school maladjustment, scientists unanimously attribute learning difficulties and various violations of school norms of behavior.

In the psychological literature, there are various interpretations of the term "school maladjustment":

- violation of the adaptation of the student's personality to the complex changing conditions of schooling (Vrono M.Sh., 1984); violation of adaptation to learning (Kovalev V.V., 1984);
- new requirements that exceed the capabilities of the child, changing the state of the emotional sphere (Semke V.Ya., 1988);
- a violation of behavior, in which children with normal intelligence, not suffering from a progrudient mental illness, from learning, attending school (Volkov N.S., 1991);
- Kagan V.E. (1995) understands school maladjustment as “created by multidimensional and multilevel relationships, the inability for a child to find “his place” in the space of schooling;
- Galazhinsky E.V. (1997) under school maladjustment means a set of signs indicating a discrepancy between the sociological and psychological status of the child and the requirements of the new social situation (education).

Consequently, in the existing system of definitions, the concept of school maladaptation is neither descriptive nor diagnostic. This concept is largely collective and includes social-environmental, psychological-pedagogical, medical-biological factors, or rather the conditions for the development of the very phenomenon of school maladaptation.

The analysis shows that most often researchers identify three main manifestations of school maladaptation:

1. Failure in education in programs appropriate for the age of the child, including such signs as chronic poor progress, as well as the insufficiency and fragmentation of general educational information without systemic knowledge of her educational skills (cognitive component);
2. Permanent violations of the emotional-personal attitude to individual subjects, learning in general, teachers, as well as prospects related to learning (emotional-evaluative component);
3. Systematically repeated violation of behavior in the learning process in the school environment (behavioral component) (Vostroknutov N.V., 1995;).

In most children with school maladaptation, all 3 of the above components can be traced. Based on the data of numerous studies, it can be argued that any risk factor rarely occurs in isolation, but, usually acting in combination with other factors, forms a complex hierarchical structure of impaired school adaptation. O.A. Matveeva argues that the effect of each factor is not direct, but “is manifested through a chain of mediations and the measure of its influence, and also its place in the structure of the disorder may change in the process of unfolding maladaptation. The formation of the picture of school maladjustment occurs in an inextricable dynamic connection with the process of mental dysontogenesis. (Forms and means of organizing complex psychological assistance to children of school age O.A. Matveeva // Education: researched in the world. International scientific pedagogical Internet journal 2003). Consequently, the predominance of one or another component among the manifestations of school maladjustment depends, on the one hand, on the age and stage of personal development, and on the other hand, on the reasons underlying the formation of school maladaptation.

A theoretical study of the problems of deprivation and school adaptation led to a number of conclusions:

1. As the analysis of theoretical studies devoted to the study of the problems of deprivation and school adaptation shows, these problems are very relevant and are of particular theoretical and practical interest. This is confirmed by numerous studies (by M.P. Aralova, E.I. Afanasenko, L.M. Bernstein, L.I. Bozhovich, I.V. Dubrovina, I.A. Kairov, J. Langmeyer, Z. Mateichik, N .G.Travnikova and others).
2. Consideration of the problems of deprivation from the point of view of scientific and theoretical approaches allows us to conclude that all researchers, despite the conceptual disagreement of positions, noted that prolonged deprivation leads to specific changes in the child's personality and contributes to the development of mental deformations. A comparative analysis of the data presented in the literature indicates that prolonged and massive mental deprivation leaves a heavy mark on the child's mental life.
3. The views of domestic and foreign researchers on the issues of socio-psychological adaptation are diverse (B.G. Ananyeva, I.A. Aliverdieva, B.N. Bodenko, S.A. Egorova, A.N. Leontiev, M.V. Maksimova , A.V. Petrovsky, V.A. Petrovsky, P.A. Prosetsky, S.L. Rubinstein, D.I. Feldstein, V.I. Chirkov and others). However, scientists are united by the understanding that the process of adaptation to school depends on the ratio of deprivation and psychogenic factors at different stages of the child's personal, physical, intellectual and social development.
4. When summarizing the literature data, it is emphasized that the most significant factors influencing the formation of school adaptation of children aged 6-7 are:
- school motivation,
- emotional well-being
- a positive self-attitude,
- good interpersonal relationships,
- moral categories, which are the structure-forming system of personality relations and necessary in communication and activity;
5. The theoretical material presented in the literature is important. However, the analysis of the literature available to us on this topic shows an insufficient study of the problem of adaptation to the conditions of the school of mentally deprived children of 6-7 years old.
6. In connection with the above, we have identified the purpose of the study: to study the influence of the formation of social trust on the success of psycho-emotional and social adaptation to school of mentally deprived first-graders.

The personal and psychophysiological characteristics of deprived adolescents differ in the time and completeness of the stay of ties with loved ones (complete and partial deprivation). There are two integral statuses (development options): general mental deprivation and partial mental deprivation.

The first option: the degree of deprivation - complete, integrative status - general mental deprivation. The specificity of development is characterized by a disproportion of all aspects of the personal and psychophysiological state of the child.

Adolescents are characterized by an introverted personal orientation: hidden, uncommunicative, withdrawn, shy and indecisive, isolated. They are sensitive to the opinions and assessments of the people around them, unsure of themselves, fickle in relationships and interests. Many are characterized by emotional instability and increased excitability. Most adolescents (about 90%) have a high level of personal anxiety. Low sociability, isolation, imbalance, irascibility are serious obstacles to the successful adaptation of adolescents. In comparison with adolescents from families who are more likely to be verbally aggressive and negativistic, orphans with a greater degree of severity show resentment and suspicion. Every third teenager differs in dependence on others. Dependence is expressed in obedience, helpfulness, conformity.

Features of self-consciousness. Orphans have deformed sexual self-awareness. The third part of adolescents is characterized by an identity that does not correspond to gender and androgenity of personal qualities, manifested in the dominance of both male and female qualities.

The negative consequence of upbringing outside the family is manifested in the peculiarities of adolescents' ideas about a man and a woman and an understanding of their role and functions in family life. The poor and dysfunctional (or lack thereof) experience of life with parents is reflected in the fact that adolescents do not fully and clearly understand the functions of a man and a woman in the family.

Intelligence Capabilities. Unlike peers from families, adolescents are distinguished by a low level and a level below the average level of development of intellectual capabilities.

Psychophysiological possibilities teenagers are limited. Most have a reduced functional activity of the body.

The second option: the degree of deprivation - partial, integrative status - partial mental deprivation. The specifics of development are diverse, but shallow negative manifestations in the mental and psychophysiological state, which are characterized by unevenness and mosaic.

characterological features. Adolescents are more often characterized by an introverted orientation - secrecy, low sociability, isolation, indecision and isolation. Emotional instability is characteristic of half of adolescents. Partially deprived pupils are less than fully deprived adolescents dependent on others.

Features of self-consciousness. Sexual self-awareness is deformed and determined by the age of admission to a boarding school and the completeness of the interruption of ties with relatives. Manifestations of "distortions" in the development of the psychosexual sphere are similar to similar features of adolescents with complete deprivation, but are characterized by a lesser degree of deformities.

Adolescents are characterized by a self-protective type of response, characterized by censure of the situation and a pronounced defense of their "I".

Intellectual possibilities. Approximately a fifth of adolescents have an average and above average level (equally), half of all pupils are below average and a third of adolescents have low levels of intellectual development.

psychophysiological possibilities. Most adolescents are characterized by reduced functional activity of the body.

Sklyarova T.V.

Psychological problems in the development of both children and adults most often arise in connection with their experience of deprivation or loss. The term "deprivation" is used in psychology and medicine, in everyday speech it means the deprivation or limitation of the ability to meet vital needs. “When they talk about deprivation, they mean such a dissatisfaction of needs that occurs as a result of a person’s separation from the necessary sources of their satisfaction and has detrimental consequences. It is the psychological side of these consequences that is essential: regardless of whether a person’s motor skills are limited, whether he is excommunicated from culture or society, whether he is deprived of maternal love from early childhood, the manifestations of deprivation are similar. Anxiety, depression, fear, intellectual disorders - these are the most characteristic features of the so-called deprivation syndrome. Symptoms of mental deprivation can cover the entire spectrum of possible disorders: from mild oddities that do not go beyond the normal emotional picture, to very gross lesions in the development of the intellect and personality.

Depending on the deprivation of a person, various types of deprivations are distinguished - maternal, sensory, motor, psychosocial and others. Let us briefly characterize each of these types of deprivations and show what effect they have on child development.

maternal deprivation. The normal development of a child in the first years of life is associated with the constancy of the care of at least one adult. Ideally, this is maternal care. However, the presence of another person who takes care of the baby when maternal care is impossible also has a positive effect on the mental development of the baby. A normative phenomenon in the development of any child is the formation of attachment to an adult caring for the child. This form of attachment in psychology is called maternal attachment. There are several types of maternal attachment - reliable, anxious, ambivalent. The absence or violation of maternal affection associated with the forcible separation of the mother from the child leads to his suffering and negatively affects mental development in general. In situations where the child is not separated from the mother, but does not receive maternal care and love, there are also manifestations of maternal deprivation. In the formation of a sense of attachment and security, the bodily contact of the child with the mother, for example, the opportunity to cuddle, feel the warmth and smell of the mother's body, is of decisive importance. According to the observations of psychologists, children living in unhygienic conditions, often experiencing hunger, but having constant physical contact with their mother, do not develop somatic disorders. At the same time, even in the best children's institutions that provide proper care for babies, but do not allow physical contact with the mother, there are somatic disorders in children.

Maternal deprivation forms the type of personality of the child, characterized by unemotional mental reactions. Psychologists distinguish between the characteristics of children deprived of maternal care from birth and children forcibly separated from their mother after an emotional connection with the mother has already been established. In the first case (maternal deprivation from birth), a steady lag in intellectual development, inability to enter into meaningful relationships with other people, lethargy of emotional reactions, aggressiveness, and self-doubt are formed. In cases of a break with the mother after the established attachment, the child begins a period of severe emotional reactions. Experts name a number of typical stages of this period - protest, despair, alienation. In the protest phase, the child makes vigorous attempts to regain the mother or caregiver. The reaction to separation in this phase is predominantly characterized by the emotion of fear. In the phase of despair, the child shows signs of grief. The child rejects all attempts to care for him by other people, grieves inconsolably for a long time, can cry, scream, refuse food. The stage of alienation is characterized in the behavior of young children by the fact that the process of reorientation to other attachments begins, which helps to overcome the traumatic effect of separation from a loved one.

Sensory deprivation. A child's stay outside the family - in a boarding school or other institution is often accompanied by a lack of new experiences, called sensory hunger. A depleted habitat is harmful to a person of any age. Studies of the conditions of speleologists who spend a long time in deep caves, crew members of submarines, Arctic and space expeditions (V.I. Lebedev) testify to significant changes in communication, thinking and other mental functions of adults. The restoration of a normal mental state for them is associated with the organization of a special program of psychological adaptation. For children experiencing sensory deprivation, a sharp lag and slowdown in all aspects of development is characteristic: underdevelopment of motor skills, underdevelopment or incoherence of speech, inhibition of mental development. Another great Russian scientist V.M. Bekhterev noted that by the end of the second month of life, the child is looking for new experiences. A poor stimulus environment causes indifference, a lack of reaction of the child to the reality surrounding him.

motor deprivation. A sharp limitation of the possibility of movement as a result of injuries or diseases causes the occurrence of motor deprivation. In a normal situation of development, the child feels his ability to influence the environment through his own motor activity. Manipulating toys, pointing and asking, smiling, screaming, making sounds, syllables, babbling - all these actions of babies give them the opportunity to be convinced from their own experience that their influence on the environment can have a tangible result. Experiments with offering infants various types of movable structures showed a clear pattern - the child's ability to control the movement of objects forms his motor activity, the inability to influence the movement of toys suspended from the cradle forms motor apathy. The inability to change the environment causes frustration and associated passivity or aggression in the behavior of children. The limitations of children in their desire to run, climb, crawl, jump, scream lead to anxiety, irritability, and aggressive behavior. The importance of physical activity in human life is confirmed by examples of experimental studies of adults who refuse to participate in experiments associated with prolonged immobility, despite the proposed subsequent rewards.

Emotional deprivation. The need for emotional contact is one of the leading mental needs that affect the development of the human psyche at any age. “Emotional contact becomes possible only when a person is capable of emotional consonance with the state of other people. However, in an emotional connection, there is a two-way contact in which a person feels that he is the subject of interest of others, that others are in tune with his own feelings. Without the appropriate attitude of the people surrounding the child, there can be no emotional contact.”

Experts note a number of significant features of the appearance of emotional deprivation in childhood. So, the presence of a large number of different people does not yet fix the emotional contact of the child with them. The fact of communicating with many different people often entails the emergence of feelings of loss and loneliness, with which the child is associated with fear. This is confirmed by observations of children brought up in orphanages, who show a lack of syntony ((Greek syntonia with sonority, consistency) - a feature of the personality warehouse: a combination of internal balance with emotional responsiveness and sociability) in relation to the environment. Thus, the experience of joint celebrations of children from orphanages and children living in families had a different effect on them. Children deprived of family education and the emotional attachment associated with it, were lost in situations where they were surrounded by emotional warmth, the holiday made a much less impression on them than on emotionally contact children. After returning from guests, children from orphanages, as a rule, hide gifts and calmly move on to their usual way of life. A family child usually has a long holiday experience.

Some features of the mental development of children brought up outside the family

The constant stay of a child outside the family (even in a very good orphanage or boarding school) has such an impact on the process of his development that many experts tend to consider it as some kind of disability. The atmosphere of the child's family environment (in this consideration, it does not matter whether it is a native family or not) determines a qualitatively different type of development of a growing personality.

Thus, long-term studies of the development of the intellectual and affective-need spheres of children from a boarding school and the characteristics of their behavior, conducted by A.M. Parishioners and N.N. Tolstykh, allowed them to conclude that there is a psychological specificity of orphanhood, which the authors interpret not as a simple mental retardation, but as a qualitatively different character of the child's development. This specificity is manifested, for example, in younger schoolchildren, in the lack of formation of an internal, ideal plan, in the connectedness of thinking, motivation of behavioral reactions by an external situation.

Modern psychology and pedagogy have a fairly complete picture that describes the features of the mental development of a child growing up outside the family - his emotions, thinking, speech, behavior and relationships with peers and adults. At each age stage of development of the child's personality, certain qualities of the psyche, characteristic of this particular period, are formed. In a pupil of a boarding school, the formation of the psyche has qualitatively different patterns than in a child brought up in a family circle.

A person who is far from the realities of boarding life will not even think that in an institution where a child grows up, as a rule, one smell dominates, or, at best, several. And most of them still smell of a "state house" - bleach, medicines, food prepared for a large number of people. The absence of home smells, which in families are seasonal, festive, everyday, situational and regular, is only one and very small aspect that characterizes the global otherness of the atmosphere of an orphanage or boarding school. Therefore, experts use the concept of "impoverished habitat" for children who are outside family care.

An impoverished living environment is also just one of the components that influence the formation of personal qualities in a child living in an orphanage. Relationships with adults, which at each age of childhood in their own way determine the formation of the most important regulators of the worldview, behavior and communication of the child, in a boarding school are institutional (conditioned by the rules of the institution's life), while in the family, the nature of the relationship between the child and the adult is personal-related. This circumstance contributes to the deformity of the qualities of the psyche that are vital for any person, such as, for example, curiosity, cognitive activity, selectivity in relationships with peers and those who are younger or older, persons of their own and the opposite sex, and many others.

Enumeration of the differences between family education and upbringing in an orphanage can take more than one book volume. These features have been studied in detail by Russian psychologists and educators. The general trend in describing the psychological characteristics of a pupil of a boarding school is as follows: the emotional background of their development is extremely poor, which prevents the formation of the child's personal qualities, which occurs in the conditions of the creative activity of the subject of development himself. Residents of boarding schools are forced to adapt to the requirements environment, while family children actively respond to their environment, creatively mastering it (regardless of whether it is favorable for their growth or not).

A different experience of life and upbringing of a child in a boarding school leads to underdevelopment of the emotional-volitional sphere, which can be confirmed by a long list of examples.

So, I.A. Zalysina compared the need for empathy in older preschoolers brought up in the family and outside the family. Pupils of the orphanage are practically incapable of empathy for the people around them. Moreover, they are alien to both reactive (hereinafter, italics - T.S.) empathy, which appears in response to the feelings of other people, and initiative empathy - the child’s desire to share his experience with other people, to attract them to empathize with him, the child. Family children in an experimental study by I.A. Zalysina not only sought sympathy from an adult and a peer, but also actively responded to the experiences of both partners and characters in fairy tales.

The data of the study allowed the psychologist to draw the following conclusion: “The need for empathy and mutual understanding is typical for children with an extra-situational-personal form of communication - its highest form. However, the desire for empathy in an elementary form is inherent in children from a very early age. Already at the end of the first six months of life, children show a need for adult empathy in the conditions of their affective-personal relationships (M.I. Lisina, S.Yu. Meshcheryakova, A.G. Ruzskaya). This need has its own through line of development throughout childhood, reaching its most developed form at an older age. In order for the need for empathy to be satisfied, such interaction is necessary that gives the child the opportunity to speak out, to open up to another person.

Children from the orphanage cannot express their opinions. Even if they have them, the child does not seek to coordinate his attitude to what is happening with the attitude of an adult, he only correlates them. The pupil of the orphanage very timidly sought a response to his experiences, his efforts were mainly aimed at attracting the kind attention of an adult. The formation of the need for empathy begins in infancy and is impossible without a developed emotional sphere.

Deformations in the development of children brought up outside the family are also subjected to the sphere of communication with adults, which is characterized by the special tension of the child's need for this communication.

A.M. Parishioners, N.N. Tolstykh write: “Against the background of a pronounced desire for the need to communicate with an adult and at the same time an increased dependence on an adult, the aggressiveness towards adults in the boarding school is especially noteworthy. The frustration of the need for communication, combined with the inability to take responsibility for resolving the conflict, demonstrates a "consumer" attitude towards adults, a tendency to wait and even demand solutions to their problems from others ... Boarding school students are less successful in resolving conflicts in communication with adults and with peers. Aggressiveness, the desire to blame others, the inability and unwillingness to admit one's guilt, i.e. in essence, the dominance of protective forms of behavior in conflict situations and, accordingly, the inability of a productive, constructive solution to the conflict.

These features give rise to "protective formations" in orphans - instead of creative thinking, classification develops, instead of becoming arbitrariness of behavior - orientation to external control, instead of the ability to cope with a difficult situation - a tendency to affective response, resentment, shifting responsibility to others.

The above features far from exhaust the entire characteristics of the formation of the emotional-volitional sphere of a child deprived of family care.

Currently, specialists - psychologists, teachers, psychiatrists, state a dangerous trend in the development of most institutions of the system of public charity for orphans. Several years of a child's stay in a typical orphanage or boarding school atrophy the functions of the regulatory block of the brain. Such a person does not have an internal program, he is able to respond only to actual stimuli and lives according to the “here and now” principle.

This behavior is typical to some extent of all children and even some adults, but among the homeless and the homeless it is dominant. Experts call this feature of the psyche "field behavior syndrome." The named syndrome manifests itself in the fact that a person is not able to independently perform a series of sequential actions that require switching from one type of activity to another while simultaneously keeping in memory the ultimate goal of what is being done.

After the age of three, family children begin to master volitional behavior, which is an alternative to field behavior. It requires a long-term development of complex step-by-step actions with an adult, which have their own logic, sequence and meaning. But the most important thing is assimilated by the child not so much in learning by adults, but in living together with them and independent development, based on imitation of an adult.

Deprivation of emotional and volitional manifestations in an orphanage subsequently leads to the fact that its graduate is practically incapable of establishing strong personal ties that allow a person to create a family and master a professional business. The infantilism of the sensory-emotional sphere, as a rule, has a negative effect on the spiritual development of the child. Archpriest Vasily Zenkovsky calls family feeling a psychological womb for a child's religious feelings. "The religious nourishment of a child is possible only in the family, only it develops such a spiritual environment where it is easy for the child to live in God."

To overcome the harmful consequences of the syndrome of hospitalism in children brought up outside the family, professionally coordinated actions of a whole team of specialists are currently required. Only under these conditions is an effective psycho-emotional rehabilitation of the child possible, which will later allow him to live independently - to earn his living by professional, and not by "begging" or other unseemly craft, to create a family and raise children.

The materials of the book by I.A. Furmanov, N.V. Furmanova were used. Psychology of a deprived child: a guide for psychologists and teachers. M., Publishing Center VLADOS, 2004. - 319p.

The article deals with the problem of the formation of the emotional and moral sphere of younger schoolchildren in conditions of mental deprivation. Comparative results of the study of the emotional sphere and moral standards of children brought up in different social conditions are given. The results of the study testify to the deformation of the social and moral sphere in younger schoolchildren who are brought up outside the family. This turns out to be connected not only with the conditions for raising orphans, but also with the inadequacy in the formation of social standards of good and evil. Deformations of emotional and moral norms are manifested in a low culture of behavior, in difficulties in communication, in the inability to empathize and sympathize with one's neighbor, as well as in low self-control and independence. Mental deprivation has a negative impact not only on the formation of social and moral standards, but also on the formation of an emotional and value attitude towards one's own personality.

social and moral standards

personal development

children of primary school age

orphans

social and moral sphere

mental deprivation

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2. Ovcharova E.V. Features of communication in children of primary school age brought up in conditions of mental deprivation // Psychic deprivation in childhood and the possibility of its correction: Collective monograph / Ed. A.V. Polina. - Volgograd: Volgograd scientific publishing house, 2014. - 303 p.

3. Parishioners A.M., Tolstykh N.N. Psychology of orphanhood. St. Petersburg: Peter, 2005. - Ed. 2nd. - 400 s.

4. Polina A.V. Deprivation of trust in childhood: Monograph. - Volgograd: Volgograd scientific publishing house, 2008. - 188 p.

5. Polina A.V. Personal characteristics and compensatory forms of behavior of preschoolers with mental deprivation // Fundamental Research, 2013. - No. 6/2. – Penza, 230 p.

6. Rubin K.H. Socially withdrawn children: An "at-risk" population? // Schneider B.H., Rubin K.H., Ledingham J.E. (eds.) Children's peer relations: Issues in assessment and intervention. N.Y.: Springer-Verlag, 1985.

At present, the need to provide psychological assistance to children brought up in conditions of mental deprivation is becoming obvious. In child psychology, there are problems associated with the lack of scientific and practical developments relating to psychological assistance to children brought up in difficult social conditions. One of these little-studied areas is the problem of the formation of the social and moral sphere in children brought up in conditions of mental deprivation.

In a situation of mental deprivation, a child is exposed to many unfavorable factors that can not only deform the development of the personality, but also create conditions for the situation of the impossibility of its normal formation. So lately great attention in the works of psychologists and psychotherapists is given to the problem of personality formation in deprivation conditions.

Deprivation is considered as a violation or lack of formation in a child of a specific human need for communication. Almost all modern researchers have developed the idea that the upbringing of children in an orphanage is built without taking into account adequate psychological conditions that ensure the full development of children (V.S. Mukhina, M.I. Lisina, G.V. Gribanova, A.M. Prikhozhan , A.N. Tolstykh and others).

In modern conditions, the problem of the formation of social and moral standards in childhood is also particularly relevant. The younger student develops new motives that stimulate the emergence of self-love, the desire for self-affirmation, the ability to arbitrarily regulate behavior changes. In general, the level of moral development of a younger student is characterized by the active assimilation of moral norms that form the basis of moral self-regulation. Of particular interest in the emotional sphere and the formation of moral standards are the differences between children brought up in families and children living in institutions of a closed type.

In order for a child to form adequate social and moral norms of behavior, it is necessary to create favorable social conditions, this is, first of all, harmonious relations in the family. A child brought up in deprivation conditions (closed institutions) is deprived of a model of behavior of a significant adult, the moral values of a deprived child are distorted through the prism of public education. The standards of "good - evil", which children first learn in the family, are formed in a deprived child based on their own, often negative social experience.

Earlier in our research, the problem of the development of the emotional sphere in deprived preschoolers was raised, where attention was paid to the peculiarities of the formation of the first social and moral standards associated with the concepts of "good", "bad", "kind" and "evil". Preschoolers gradually begin to differentiate people according to these criteria on the basis of these standards. "Good and evil" are the ethical characteristics of human activity, delimiting the moral and the immoral. Therefore, the problem of "good" and "evil" is especially prominent among children from orphanages, who often have a distorted idea of these moral categories. After conducting a study of the formation of social and moral standards among preschoolers, we found that children from the orphanage are poorly oriented in choosing adequate social standards. In children brought up in an orphanage, due to the lack of ideas about who “close, dear people” are, there is no differentiation of adults into “friends” and “strangers”. The reason for the lack of differentiation in relations with people is the deformation of emotional and moral standards: "good - bad", "good - evil".

With all the originality of the specific situation of each child, it can be assumed that typical violations in the formation of the personality of a junior schoolchild in conditions of deprivation will be violations in the emotional and moral sphere and in the field of interaction with people around them. Due to the absence of parents, their love and care, children do not learn close, trusting communication. Schoolchildren brought up in conditions of mental deprivation do not know how to empathize and sympathize with their neighbor, since they themselves do not receive these emotions from others. Alienation from people in these conditions is considered the norm, hence their “right” to violate social principles. At school, orphans often have a negative attitude towards classmates living in families.

In order to study the characteristics of the social and moral sphere of deprived children of primary school age, a study was conducted in which children of the first and second grades took part - students of secondary schools brought up in a family, as well as pupils of a boarding school and an orphanage in Volgograd and Volzhsky. As empirical research methods, the following were used: observation, psychodiagnostic methods (method "The most good - the most evil" (modification of the methodology by V.S. Mukhina "The most beautiful - the most ugly"); the method "Unfinished situations" by A.M. Shchetinina, L .V. Kirs, method "Observation of the culture of child behavior" by AM Shchetinina).

The methodology "The most kind - the most evil" is aimed at studying the emotional and moral standards of younger students, as well as identifying the severity of social emotions and trusting relationships. Based on the results of this technique, it can be concluded how children relate to people in terms of categorizing good and evil.

When analyzing projective drawings, attention was paid to the color scheme, which reveals the emotional attitude to the drawing, and to the content of the drawing, which makes it possible to determine the state of formation of the social standard. In addition, the formation of emotional and moral standards was determined by the child's adequate reflection of the content side of the social standard. Repeating standards were combined into the following groups: mother, loved ones, peers, animals, nature, fairy tale characters, inanimate objects. At the same time, the typical standards of "good - evil" of younger schoolchildren from the family differed from the drawings of children brought up in a boarding school and an orphanage. If children brought up in families mainly depicted close people as “good”, then orphans portrayed “good” through drawings of nature, fairy-tale characters and inanimate objects.

The results of the study showed that schoolchildren brought up in deprivation conditions are worse at choosing adequate standards. Most orphanage pupils do not equate the concept of "good" with the people around them, which means they have problems in communication. Moreover, children from the orphanage draw their peers (classmates), referring them to the standards of both “good” and “evil”. This is due to the lack of communication with other people, especially with adults. In the sphere of communication with peers, the same children appear, since children from the boarding school and orphanage have to live with the same peers, as a result - the deformation of children's social experience.

An analysis of empirical data made it possible to identify the levels of expression of social and moral standards in children of both groups. The main criteria in determining the levels are the choice of a certain category, the child's adequate reflection of the content side of the moral standard, and the direct relation of the test subject to this standard. A high and medium level of expression of social and moral standards was observed mainly among younger schoolchildren brought up in families. These children demonstrated adequate social standards of "good" and "evil". Basically, children in this category form a positive social experience, so more than half of the children from families have information about social values, norms and requirements in accordance with their age.

The results of the study testify to the deformation of the social and moral sphere in children brought up outside the family. This turns out to be connected not only with the conditions for raising orphans, but also with the inadequacy in the formation of social standards of good and evil. However, this inadequacy is associated mainly with the negative social experience of communication between children from the orphanage, both with peers and with adults.

Thus, the data obtained clearly indicate that orphans generally do not classify people as “good”, boarding school and orphanage students more often associate people with evil; this means that their emotional and moral standards are deformed.

In order to study the peculiarities of children's acceptance and awareness of moral norms, the method "Unfinished situations" (A.M. Shchetinina, L.V. Kirs) was used.

The vast majority of children from families (95%) showed an average and high level of acceptance and awareness of the moral norm, and only one child (5%) has a low rate of acceptance of moral values. These children often offer adequate solutions in an uncertain situation, taking into account the morality of the act. This group included children who gave adequate detailed and reasoned answers.

Half of the children from the orphanage and boarding school (50%) have a low level of acceptance of moral standards. These schoolchildren are poorly guided in the choice of adequate moral deeds, often offering to resolve the situation without taking into account generally accepted human norms and values. If the child gave an answer without taking into account the morality of the act, then to the question: “Why so?” answers followed: “I don’t know”, “I want it that way.” Some children from the boarding school found it difficult to answer and gave completely inappropriate options. The greatest difficulties were caused by requests to argue the proposed variant of the end of the situation.

It is interesting that the most numerous group of answers is the average level of acceptance of moral standards, and it included both children from the family (60%) and children from the boarding school (40%). This group included children who offered a more or less adequate solution to the circumstances, but were unable to explain their choice. Children are aware of and accept certain norms accepted in society, but explaining their choice with the help of verbal arguments is a very difficult task for them. We associate this rather with the general underdevelopment of the lexical and grammatical structure of speech. The fact that most of the children from the family belong to this group suggests that at primary school age the foundations of the value system, norms of behavior have already been formed, but are accepted by the child not logically, but because it is so “correct”, so “good” , but why "good", exactly the child cannot formulate.

A high level (35%) of the formation of moral standards was shown by children brought up in a family, and only 10% of children from an orphanage and boarding school. Basically, these children have already formed a positive social experience, so they have information about social values, norms and requirements in accordance with their age.

As a comparative analysis of the obtained data shows, children with mental deprivation, in contrast to children from the family, have significant deviations in the acceptance and development of moral norms. This is manifested in the deformation of emotional and moral norms, in the inability to adequately choose social and moral standards, in overloading with negative experience, negative values and patterns of antisocial behavior.

In order to study the culture of behavior, moral standards, the technique “Observation of the culture of child behavior” by A.M. Shchetinina.

Rice. 1. Levels of manifestation of the culture of behavior of children brought up in different conditions

Analyzing the data of questionnaires and observations of children, we found that the behavior of children with mental deprivation is very different from the behavior of children from the family.

It can be said that half of the children (55%) who are brought up in deprivation conditions practically do not have a culture of behavior, which manifests itself in inadequate ways of interacting with people associated with increased conflict, aggressiveness and the general non-constructive nature of relations. Difficulties in communication are most likely associated with the expectation of negative attitudes towards themselves from other children. Deprived children assigned to this level do not know how to empathize, do not express sympathy for another if he is upset. Aggressive behavior towards other children, protection of their belongings, “their territory” are often observed. Younger students with mental deprivation rarely turn to adults for help in order to resolve conflicts with their peers, since they have an aggressive self-defense mechanism. Many of these children are characterized by too cheeky behavior, they most often do not take into account the rules and norms of behavior, so they do what they want at the moment. This group of children exhibits compensatory forms of behavior associated with the protective functions of their "I".

To the average level of manifestation of a culture of behavior, we attributed the children from the boarding school (30%), who were taught the rules of behavior (how to say hello, say goodbye, address the teaching and service staff). They can help adults at their request. However, learning these rules and norms does not entail their awareness and acceptance. Children do not show activity until they are asked or given instructions. Some children apply the rules of behavior from case to case, which indicates the non-acceptance of individual norms and rules of behavior.

Half of the children (50%) from the family also belong to this group, but the qualitative characteristics of their behavior differs from the behavior of children from the boarding school, who are also included in this group. More often, children brought up in a family know the rules of behavior well, but do not always apply them.

The high level of culture of behavior mainly includes children from the family (40%). These are children with fairly established norms and rules of behavior in society. Most likely, this is the merit of parents who instill in children social and moral forms of behavior. Basically, they form a positive social experience, so more than half of the children have information about social values, norms and requirements in accordance with their age. A high level of culture of behavior was also shown by several children from the boarding school (15%). As shown by the anamnesis of their development, these children were brought up in the family in early childhood and therefore apply socially appropriate norms of behavior.

Thus, the social and moral sphere of deprived children clearly differs from the level of its development in children brought up in a family. The presented data of the study indicate that children brought up in deprivation conditions have learned some social norms and standards of moral behavior. This development took place through the educational work of teachers - employees of a social institution: through role-playing games, reading literary works. But the children did not have the opportunity to gain life experience of interaction with their parents (mainly mother) and other close relatives.

The results of our study showed that in the formation of the social and moral sphere of deprived children, there are features that manifest themselves in the deformation of social and moral standards, in a low culture of behavior, in difficulties in communication, in the inability to empathize and sympathize with one's neighbor, as well as in low self-control and independence. . In children brought up in an orphanage, due to the lack of ideas about who “close, dear people” are, there is no differentiation of adults into “friends” and “strangers”. This is due not only to the conditions for raising orphans, but also to the inadequacy in the formation of moral standards.

As evidenced by the diagnostic data of the emotional-value attitude towards oneself, mentally deprived children find it difficult to evaluate themselves as individuals, to express their "good" and "bad" qualities. There is a kind of confusion of concepts of good and evil, good and bad. "Good I" acts as if a synonym for obedience, correct behavior. There is a kind of substitution of concepts, and the child realizes that he is “bad”, no one needs him. Such aspects significantly influence the formation of a child's own adequate self-esteem, which is laid directly in childhood. Therefore, we believe that the factor of mental deprivation has a negative impact not only on the formation of social and moral standards, but also on the formation of an emotional and value attitude towards one's own personality.

Thus, mental deprivation of children of primary school age brought up in an orphanage, boarding school, has a destructive effect on the formation of the socio-moral sphere, which manifests itself in a negative emotionally valuable attitude towards oneself, in the formation of inadequate social forms of behavior and moral standards, as well as in inadequate self-esteem and self-acceptance in the child.

Reviewers:

Cheremisova I.V., Doctor of Psychology, Head of the Department of Psychology, Volgograd State University, Volgograd;

Chernov A.Yu., Doctor of Psychology, Professor of the Department of Psychology, Volgograd State University, Volgograd.

Bibliographic link

Polina A.V. FEATURES OF SOCIO-MORAL SPHERE OF CHILDREN OF PRIMARY SCHOOL AGE IN CONDITIONS OF MENTAL DEPRIVATION // Contemporary Issues science and education. - 2015. - No. 2-2.;
URL: http://science-education.ru/ru/article/view?id=22572 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

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Personal development in its content is determined by what society expects from a person, what values and ideals it offers him, what tasks he sets for him at different age stages, and also bears the stamp of his age and individual characteristics that must be taken into account in the process of education.

What is a personality? The concept of personality began to take shape already in antiquity. Initially, the term “personality” meant the mask worn by the actor of the ancient theater, then the actor himself and his role in the performance. The term "personality" subsequently began to denote the real role of a person in public life. The focus on a holistic approach to the psychological study of human personality has long interested philosophers. Its theoretical development is typical for a number of domestic psychologists: B.G. Ananiev; B.F. Lomov; A.V. Petrovsky; A.G. Kovalev; S.L. Rubinstein; E.V. Shorokhov; K.L. Abulkhanov; V.N. Myasishchev; D.N. Uznadze; B.V. Zeigarnik; THEM. Paley; B.S. Brother.

Personality is a concept developed to reflect the social nature of a person, considering him as a subject of socio-cultural life, defining him as a carrier of an individual principle, self-revealing in the contexts of social relations, communication and objective activity. By “personality” they can understand either a human individual as a subject of relations and conscious activity (“person” - in the broad sense of the word), or a stable system of socially significant features that characterize an individual as a member of a particular society or community. Although these two concepts - a person as the integrity of a person (Latin persona) and a personality as his social and psychological appearance (Latin personalitas) - are terminologically quite distinguishable, they are sometimes used as synonyms.

For full-fledged mental development and functioning, a person needs an influx of various stimuli: sensory, emotional, cognitive, etc. Their deficiency leads to adverse consequences for the psyche. Psychological problems in the development of both children and adults most often arise in connection with their experience of deprivation or loss.

The term "deprivation" is actively used in the psychological literature of recent years. However, there is no unity in the definition of the content of this concept.

Deprivation is a dynamic state that occurs in life situations where the subject is deprived of the opportunity to satisfy basic (life) needs sufficiently and for a long time.

A.M. Parishioners, N.N. Tolstoy consider deprivation as "deprivation or limitation of opportunities to meet vital needs." “The symptoms of mental deprivation can characterize the whole range of possible disorders: from mild oddities that do not go beyond the normal emotional picture, to very gross lesions in the development of the intellect and personality”

For the full development of the personality, not only and not so much the needs for food, self-preservation, procreation are significant, but in the interaction and emotional connection of the child with loved ones. The fact that communication is of primary importance in the development and assimilation of social and historical experience by children is recognized in their works by many domestic psychologists: L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, M.I. Lisina, D.B. Elkonin.

Depending on the deprivation of a person, various types of deprivations are distinguished - maternal, sensory, emotional, cognitive, somatic, social. Let us briefly characterize each of these types of deprivations and show what effect they have on child development.

Maternal deprivation is a variety of phenomena associated with raising a child apart from the mother (family). Maternal deprivation is experienced by abandoned children, orphans, children to whom the mother is emotionally cold or too busy at work.

Maternal deprivation leads to various kinds of changes in mental development. Deviations in mental development associated with maternal deprivation manifest themselves differently at different ages, but all of them have potentially serious consequences for the formation of the child's personality. The full development of the child is possible only in psychological contact with the mother. The separation of the child from the parents contributes to the development of so-called 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.

In early childhood, deprivation leads to characteristic disorders of early development (lag in general and speech development, insufficient development of fine motor skills and facial expressions); in the future, emotional disturbances also appear in the form of a general smoothness of the manifestation of feelings. Maternal deprivation causes emotional coldness, aggressiveness and, at the same time, increased vulnerability. A variety of attachment disorders form the basis for the development of a neurotic personality, as they lead the child to psychologically risky developmental paths. So, insufficient formation of a sense of attachment or its disorder can gradually grow into personal problems or mental illness.

A portrait of a personality that is being formed in a child who finds himself in conditions of maternal deprivation from birth:

Aggression towards people, things;

Excessive mobility;

Feeling of inferiority;

Constant fantasies;

stubbornness;

Inappropriate fears;

Hypersensitivity;

Inability to focus on work;

Uncertainty in making a decision;

Frequent emotional disturbances;

deceitfulness;

Achievements that do not meet the norms of chronological age;

Inadequate, excessively overestimated or, on the contrary, underestimated self-esteem;

Talking to yourself, etc.

Reduced curiosity, lag in the development of speech, delay in mastery - ------

Inability to form meaningful relationships with other people

lethargy of emotional reactions,

Aggressiveness,

Diffidence.

Trust in the world in children who have experienced maternal deprivation can only arise through the emotional warmth of maternal care, as well as through constancy and

the repetition of emotionally warm care for the child. Love and warmth, so necessary for every child, regardless of age.

Emotional deprivation - emotional (affective) deprivation in the form of a lack of love, attention and tender feelings towards the child. Emotional deprivation also occurs as a result of a violation of the emotional ties of the child in connection with the death of a significant adult.

It is known that emotional deprivation is most characteristic of children, and if they are in an excessively changeable environment, then development occurs in such a way that the child becomes socially hyperactive. He is attracted by all new contacts, moreover, it does not matter from whom they come. The activity of children experiencing emotional deprivation has a socio-emotional connotation. That is, they climb on their knees even to strangers, trying to attract attention to themselves. With such contacts, mutual understanding is always established, which is characterized by great variability, although it is positive.

The consequences of emotional deprivation: the baby becomes lethargic, his orienting activity decreases, he does not strive for movement, the weakening of health and developmental delay in all respects invariably begin. With emotional deprivation, the development of "hospitalism" occurs. It is on this basis that infant mortality in orphanages is so high during the period from the eighteenth to the nineteenth century, and such a situation has been observed in various countries of the West. It has now been established that such statistics are due to the lack of contact between children and their mother, that is, there was emotional deprivation.

Social deprivation is a narrowing of the child's social field of activity and limited opportunities for mastering a social role. The extreme degree of social deprivation is "wolf" and "feral" children.

L.S. Vygotsky wrote that the higher mental functions, which constitute the essence of the human psyche itself, are formed exclusively due to the child's life in society, thanks to communication and learning.

Social deprivation can also be of a less global nature. So, if a child does not have experience of communicating with representatives of certain social roles (father, mother, brothers and sisters, peers), he will be less successful in understanding other people, anticipating their behavior and, consequently, in building communications with them. All this will further affect the effectiveness of his communication and activities.

Cognitive deprivation - occurs when the outside world is not ordered and too changeable, which reduces the ability to understand, anticipate and regulate complex changes.

Cognitive deprivation is understood as a lack of information, as well as its randomness, variability, disorder, which prevents the construction of adequate models of the surrounding world and, consequently, the ability to act productively in it, as well as causing a number of certain psychological phenomena.

Even correct, but insufficiently complete information often does not make it possible to build an objective picture of the situation. The fact is that a person interprets it in accordance with his personality traits, endows it with his own meanings, considers it through the prism of personal interest, which often results in false beliefs and assessments, leading, in turn, to people misunderstanding each other. The lack of adequate information is considered one of the main causes of conflicts both in personal and professional communication.

Somatic deprivation is a psychophysical weakness or a serious pathology of organs due to perinatal hazards, as well as the lack of opportunities to fully satisfy primary biological needs.

Sensory deprivation is the result of a narrowing of external stimuli and a lack of stimuli - visual, auditory, tactile and others in the "depleted environment" in which the child finds himself in an orphanage, hospital, or boarding school. Sensory deprivation can occur in children living with or without their parents in a remote area from settlements, in bedridden due to illness.

The relationship between sensory deprivation and the human condition has been known for a long time. The influence of limiting a person's connections with the outside world, to one degree or another, partially or completely, has been widely used throughout the history of mankind. The practice of hermitage, being in fact a kind of social deprivation, was used by almost all religions of the world. A person, putting himself in conditions of complete absence of contact with other people, eliminating the speech, emotional and social practice of information exchange from his life, reached very unusual states, both physical and mental. Many exercises and postures of various yoga schools, meditation techniques, initiation rites into various clans, sects, social groups, traditions of health and medical practice of various Eastern schools also indicate the influence of certain types of deprivation on the general condition of a person and the possibility of using deprivation for the purpose of positive correction of this condition.

To date, a lot is known about sensory deprivation. It has been proven that with a deficit of sensory information of any order, a person actualizes the need for sensations and strong experiences, develops, in fact, sensory and / or emotional hunger. This leads to the activation of imagination processes that affect figurative memory in a certain way. Under these conditions, a person's ability to preserve and reproduce very vivid and detailed images of previously perceived objects or sensations begins to be realized as a protective (compensatory) mechanism. As the time spent in conditions of sensory deprivation increases, lethargy, depression, apathy begin to develop, which for a short time are replaced by euphoria, irritability. There are also memory disturbances, the rhythm of sleep and wakefulness, hypnotic and trance states, hallucinations of various forms develop. The more severe the conditions of sensory deprivation, the faster the thinking processes are disrupted, which manifests itself in the inability to concentrate on anything, to think about problems consistently.

Experimental evidence has also shown that sensory deprivation can induce a temporary psychosis in a person or cause temporary mental disturbances. With prolonged sensory deprivation, organic changes or the emergence of conditions for their occurrence are possible. Insufficient brain stimulation can lead, even indirectly, to degenerative changes in nerve cells.

Traditionally, in psychological and pedagogical practice, two levels of manifestation of deprivation are distinguished depending on the time and completeness of the interruption of ties and relationships of the child with significant adults:

Complete deprivation - corresponds to the conditions when the child develops in an orphanage and has no contact with relatives from birth or from early childhood.
Partial deprivation - corresponds to the conditions for the development of children from the orphanage, who have the opportunity to spend some time in the family or with people close to them.

Depending on the level and severity of negative manifestations of the mental state, there is the following differentiation of deprivation:

Deprivation has a great influence on the formation of a person's mental functions, the development of his personality as a whole. The quantity and quality of emotional, sensory and other stimuli is a condition for full-fledged mental development in childhood, as well as a factor in mental well-being both in childhood and in adulthood.

In the same conditions of isolation, the nature of the mental deprivation of each person will be largely determined by the individual characteristics of the individual, in particular, the significance of those needs that are deprived. So, people experience isolation from society in different ways, and its consequences for their psyche will also be different. Much depends on the need for stimulation. Even more - from a person's motivation, readiness to achieve a goal, overcoming external and internal obstacles.

People experience deprivation not only in unusual, extreme situations. The features of the structure of the modern world are such that they contribute to the emergence of more and more new types of deprivation. It is important to learn to recognize them, to distinguish them from other psychological problems of the individual.

The impact of deprivation on a person's mental state is often underestimated by psychologists. One of the reasons for this is its hidden nature. Deprivation may be partially or even completely not realized for some time, and its negative consequences may be associated with other, more obvious, underlying causes. In this regard, relevant, in our opinion, is the study of latent, or masked, deprivation, which can occur against the background of apparent external well-being, but from this be no less dangerous. The source of latent deprivation may be in the family, school, other social institutions, society as a whole.

Deprivation, despite its complexity and specificity, is not immutable and permanent. When creating optimal conditions around the child, her negative symptoms are smoothed out, which is important in terms of organizing psychological and pedagogical support for the development of children.

Bibliography.

1. Berezhnova L.N. Prevention of deprivation in the educational process. - St. Petersburg: Publishing house of the Russian State Pedagogical University im. A. I. Herzen, 2000.

2. Bozhovich L.I. Problems of personality formation. - M. - Voronezh, 1995.

3. Vygotsky L.S. Tool and sign in the development of the child. cit.: In 6 vols. - M., 1984. Vol. 6.

4. Kondratiev M.Yu. Social psychology of closed educational institutions. - St. Petersburg: Peter, 2005.

5. Langmeier J., Mateychek Z. Psychic deprivation in childhood. – Prague: Avicenum, Medical Publishing House, 1984.

6. Deprived of parental care: Reader / Comp. V.S. Mukhin. – M.: Enlightenment, 1991.

7. Parishioners A.M., Tolstykh N.N. Psychology of orphanhood. - St. Petersburg: Peter, 2004.

8 . Mental deprivation: Reader / Comp. N.N. Krygin. - Magnitogorsk: Publishing House of the Moscow State University, 2003.

maternal deprivation. The normal development of a child in the first years of life is associated with the constancy of the care of at least one adult. Ideally, this is maternal care. However, the presence of another person who takes care of the baby when maternal care is impossible also has a positive effect on the mental development of the baby. A normative phenomenon in the development of any child is the formation of attachment to an adult caring for the child. This form of attachment in psychology is called maternal attachment. There are several types of maternal attachment - reliable, anxious, ambivalent. The absence or violation of maternal affection associated with the forcible separation of the mother from the child leads to his suffering and negatively affects mental development in general. In situations where the child is not separated from the mother, but does not receive maternal care and love, there are also manifestations of maternal deprivation. In the formation of a sense of attachment and security, the bodily contact of the child with the mother, for example, the opportunity to cuddle, feel the warmth and smell of the mother's body, is of decisive importance. According to the observations of psychologists, children living in unhygienic conditions, often experiencing hunger, but having constant physical contact with their mother, do not develop somatic disorders. At the same time, even in the best children's institutions that provide proper care for babies, but do not allow physical contact with the mother, there are somatic disorders in children.

motor deprivation. A sharp limitation of the possibility of movement as a result of injuries or diseases causes the occurrence of motor deprivation. In a normal situation of development, the child feels his ability to influence the environment through his own motor activity. Manipulating toys, pointing and asking movements, smiling, crying, pronouncing sounds, syllables, babbling - all these actions of babies give them the opportunity to be convinced from their own experience that their influence on the environment can have a tangible result. Experiments with offering infants various types of movable structures showed a clear pattern - the child's ability to control the movement of objects forms his motor activity, the inability to influence the movement of toys suspended from the cradle forms motor apathy. The inability to change the environment causes frustration and associated passivity or aggression in the behavior of children. The limitations of children in their desire to run, climb, crawl, jump, scream lead to anxiety, irritability, and aggressive behavior. The importance of physical activity in human life is confirmed by examples of experimental studies of adults who refuse to participate in experiments associated with prolonged immobility, despite the proposed subsequent rewards.

Experts note a number of significant features of the appearance of emotional deprivation in childhood. So, the presence of a large number of different people does not yet fix the emotional contact of the child with them. The fact of communicating with many different people often entails the emergence of feelings of loss and loneliness, with which the child is associated with fear. This is confirmed by observations of children brought up in orphanages, who show a lack of syntony ((Greek syntonia with sonority, consistency) - a feature of the personality warehouse: a combination of internal balance with emotional responsiveness and sociability) in relation to the environment. Thus, the experience of joint celebrations of children from orphanages and children living in families had a different effect on them. Children deprived of family upbringing and the emotional attachment associated with it were lost in situations where they were surrounded by emotional warmth, the holiday made a much less impression on them than on emotionally contact children. After returning from guests, children from orphanages, as a rule, hide gifts and calmly move on to their usual way of life. A family child usually has a long holiday experience.

Some features of the mental development of children brought up outside the family

The constant stay of a child outside the family (even in a very good orphanage or boarding school) has such an impact on the process of his development that many experts tend to consider it as some kind of disability. The atmosphere of the child's family environment (in this consideration it does not matter whether it is a native family or not) determines a qualitatively different type of development of a growing personality.

Modern psychology and pedagogy have a fairly holistic picture that describes the features of the mental development of a child growing up outside the family - his emotions, thinking, speech, behavior and relationships with peers and adults. At each age stage of development of the child's personality, certain qualities of the psyche, characteristic of this particular period, are formed. In a pupil of a boarding school, the formation of the psyche has qualitatively different patterns than in a child brought up in a family circle.

Enumeration of the differences between family education and upbringing in an orphanage can take more than one book volume. These features have been studied in detail by Russian psychologists and educators. The general trend in describing the psychological characteristics of a pupil of a boarding school is as follows: the emotional background of their development is extremely poor, which prevents the formation of the child's personal qualities, which occurs in the conditions of the creative activity of the subject of development himself. Residents of boarding schools are forced to adapt to the requirements of the environment, while family children actively respond to their environment, creatively mastering it (regardless of whether it is favorable for their growth or not).

A different experience of life and upbringing of a child in a boarding school leads to underdevelopment of the emotional-volitional sphere, which can be confirmed by a long list of examples.

So, I.A. Zalysina compared the need for empathy in older preschoolers brought up in the family and outside the family. Pupils of the orphanage are practically incapable of empathy for the people around them. And they are alien to how reactive(hereinafter in italics - T.S.) empathy that appears in response to the feelings of other people, and initiative empathy - the desire of the child to share his experience with other people, to involve them in empathy for him, the child. Family children in an experimental study by I.A. Zalysina not only sought sympathy from an adult and a peer, but also actively responded to the experiences of both partners and characters in fairy tales.

Children from the orphanage cannot express their opinions. Even if they have them, the child does not seek approve his attitude to what is happening with the attitude of an adult, he only relates their. The pupil of the orphanage very timidly sought a response to his experiences, his efforts were chiefly aimed at attracting the kind attention of an adult. The formation of the need for empathy begins in infancy and is impossible without a developed emotional sphere.

These features give rise to “protective formations” in orphans - instead of creative thinking, classification develops, instead of the formation of arbitrariness of behavior - an orientation towards external control, instead of the ability to cope with a difficult situation yourself - a tendency to affective response, resentment, shifting responsibility to others.

The above features far from exhaust the entire characteristics of the formation of the emotional-volitional sphere of a child deprived of family care.

At present, specialists - psychologists, teachers, psychiatrists, state a dangerous trend in the development of most institutions of the system of public charity for orphans. Several years of a child's stay in a typical orphanage or boarding school atrophy the functions of the regulatory block of the brain. Such a person does not have an internal program, he is able to respond only to actual stimuli and lives according to the “here and now” principle.

To overcome the harmful consequences of the syndrome of hospitalism in children brought up outside the family, professionally coordinated actions of a whole team of specialists are currently required. Only under these conditions is an effective psycho-emotional rehabilitation of the child possible, which will allow him to subsequently live independently - to earn a living by professional, and not by "begging" or other unseemly craft, to create a family and raise children.

The materials of the book by I.A. Furmanov, N.V. Furmanova were used. Psychology of a deprived child: a guide for psychologists and teachers. M., Publishing Center VLADOS, 2004. - 319p.