L.Ya. Bukreeva (Ufa)

Among the universal values, one of the leading places is occupied by the family. The family plays the main role in the full and favorable formation of the child's psyche. It is important that the child grows up and is brought up in an atmosphere of love, care and security. However, in life this is not always and not all parents are sufficiently aware.

The influence of this or that type of family education, these or those parental influences on the development of the child's psyche was repeatedly noted in their works by psychologists such as L.G. Sagotovskaya, A.P. Petrovsky, L.D. Stolyarenko, D.N. Isaev, M. .I.Buyanov.

In the psychological literature, there is an opinion that the preschool period in a child's life is decisive in many respects, since the main psychological characteristics of the child take shape precisely at this age.

During this period, the cognitive sphere develops rapidly. The child begins to set cognitive tasks for himself, looking for explanations for the observed phenomena. The concentration and stability of attention increases, the duration of the retention of material in memory, the imagination is enriched. A great contribution to the study of the cognitive sphere of preschoolers was made by domestic psychologists: E.F. Rybalko, A.V. Skripenko, S.A. Lukomskoy, E.I. Stepanov, L.A. Golovey, N.A. N. Kuleshova.

As for the emotional development of the child, the preschooler is distinguished by high impressionability, responsiveness to everything bright, unusual. He usually reacts quite vividly to joyful and sad events, easily imbued with the mood of the people around him.

The emotional sphere of preschool children has been studied by many domestic and foreign psychologists: L.S. Vygotsky, A.V. Zaporozhets, Ya.Z. Neverovich, M.V. Ermolaeva studied in detail the development of the emotional sphere in preschool age, formed the optimal conditions for this development.

In the process of his mental development, the child masters the forms of behavior characteristic of a person among other people. The child completely copies his parents, their behavior and reactions, in certain situations, reacting to everything very emotionally. Therefore, any conflicts that arise between spouses in front of a child represent a traumatic situation for him, which can be a source of increased excitability, anxiety, and fear.

That is why good, calm relationships in the family are a prerequisite for the successful development of the child's psyche.

We are accustomed to consider the family as a center of peace and love, where a person is surrounded by the closest and dearest people. However, upon closer examination, it turns out that this is not the case. The family more and more often resembles a theater of military operations, an arena of fierce disputes, mutual accusations and threats, and often comes to the use of physical force.
For a long time it was believed: all these are delicate matters, inside - family ... But the consequences of such violence are too painful and extensive. Too broadly and deeply they respond to the fate of adults and children, so that it could remain a "private matter" ...

The famous child psychiatrist M.I. Buyanov believes that everything in the world is relative - both well-being and trouble. At the same time, he considers family troubles as creating unfavorable conditions for the development of the child. According to his interpretation, a family that is dysfunctional for a child is not a synonym for an asocial family. There are many families about which, from a formal point of view, nothing bad can be said, but for a particular child, this family will be dysfunctional if it contains factors that adversely affect the child's personality, aggravating his negative emotional and mental state. “For one child,” emphasizes M.I. Buyanov, - a family can be suitable, but for another, the same family will cause painful emotional experiences and even mental illness. There are different families, there are different children, so only the system of relations “family-child” has the right to be considered as prosperous or dysfunctional”

Thus, the state of mind and behavior of the child is a kind of indicator of family well-being or trouble. “Defects in education,” says M.I. Buyanov, “this is the first and most important indicator of the family’s troubles”

Parents perceive themselves as inspirational leaders, not authoritarian leaders. They see their task in teaching children to remain human in any life situation. They are ready to communicate negative assessments to their children as well as positive ones, they are ready to be upset, angry, upset as well as to have fun and rejoice.

Efforts must be made to make the family a place where a person can receive a real upbringing, and as a result, a safer and more humane world around will be provided.

Bibliography:

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2. Andreeva T.V. Family psychology: St. Petersburg: Speech, 2004.
3. Bandura A., Walters R. Studying the influence of upbringing and family relations / Per. from English. Yu. Bryantseva and B. Krasovsky .- M .: April Press, EKSMO Publishing House - Press, 1999.
4. Varga A.Ya. Types of parent relationship. – Samara, 1999.
5. Vasilyeva E.K. Way of life of the family / Ed. Proshina L.V. - M., 2000.
6. Vetrova V.V. Lessons of psychological health. M., 2000.
7. Grebennikov I.V. Fundamentals of family life. M., 1999.
8. Dalto F. On the child's side. SPb., 2000.
9. Druzhinin V.N. Family psychology. - Yekaterinburg, 2000.
10. Zheldan I.M. The art of being a family. Minsk, 2003.
11. Zazadezhnyuk V.S., Semichenko V.A. Parents and children: Mutual understanding or alienation? – M.: Enlightenment, 1999.
12. Zvereva O.L., Ganicheva A.N. Family pedagogy and home education. M., 2004.
13. Zenkovsky V.V. Psychology of childhood. M.: School - Press, 2001.
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• Introduction
• 2.2 Psychological assistance program for adolescents from disadvantaged families
• Conclusion
• List of used literature
• Appendix

Introduction

From the point of view of modern psychology, the formation and mental development of a child occurs as a result of the close interaction of three components: biological, social (people with their deeds, views, attitudes, actions, ideals, among which the child lives and communicates) and the behavioral activity of the child, which refers to physical and mental activity.

The first social environment for a child is his family. It plays an important and in many ways decisive role in the upbringing of children. The family determines the child's assimilation of the basic rules and norms of behavior, develops a stereotype of attitude towards the world around him. The unhappiness of the family inevitably affects the children. It is no coincidence that adolescents who consume alcoholic beverages, as a rule, live in such families.

What is a dysfunctional family? It is impossible to answer this question unambiguously. Sociologists refer to dysfunctional families only families of the antisocial and immoral type. Psychologists believe that dysfunctional families include those families in which there are obvious defects in upbringing that traumatize the child. Teachers define them as follows: dysfunctional families - families in which the child does not develop, there is a low pedagogical culture of parents, there are social diseases (alcoholism, drug addiction, etc.). Psychiatrists consider those families in which the child's psyche and personality are deformed to be dysfunctional. Based on these definitions, it is possible to single out one main sign of a family's trouble - trouble in relation to the child. For the child himself, his family is neither anti-social nor asocial. He cannot understand this, although he intuitively feels that something is wrong in the family. Indeed, for different children, the same family can be suitable or act as a strong irritant for painful experiences or psycho-emotional breakdowns.

The functional inferiority of families that often drink alcohol is expressed primarily in a tense psychological environment, conflict relationships between family members. The unhealthy psychological climate of the family has a negative impact on children, giving rise in the soul of the child to alienation from the family, home. The atmosphere of constant psychological discomfort pushes children out into the street under the influence of friends, company, especially since in such an environment, parents are often not up to them.

Abuse of alcohol by parents entails a whole string of "abnormal" conditions of education. These include tension and conflicts in the family, and neglect of children, a decrease in the material well-being of the family and violations in a number of cases of the family structure, etc.

Living in a dysfunctional family seriously affects the mental development of the child. Children, weighed down by a dysfunctional family situation, notice the hostility of others, grow up in fear and differ from other children in aggressiveness.

In the absence of normal relationships in the family, the practice of communication between children is violated. The communication of such children is superficial, formal and characterized by emotional poverty. Children have difficulty in revealing themselves to others. Loss of emotionality in relation to adults and peers, unfulfilled need for love and recognition, rejection in the family.

Unfavorable conditions of family education, combined with the psychological characteristics of the period of adolescence, lead to the formation in children from dysfunctional families of a peculiar style or way of life with a characteristic behavioral deviation and a pronounced influence of the adolescent group and often an asocial scale of life values. Such children are distinguished, first of all, by a disdainful attitude towards their social functions and duties, and education. Another significant feature is the presence of "extra time". Free time is a boon that can hardly be overestimated, but only if it is skillfully spent, for the benefit of personal development. For children of the “risk group”, it is precisely the inability to spend their leisure time meaningfully.

Thus, the purpose of this work is to study the psychological characteristics of children from dysfunctional families.

To achieve this goal, it is necessary to solve the following tasks:

1. To study and analyze the special literature on the topic of this work.

2. Give a psychological description of dysfunctional families.

3. Consider the features of the psychology of children from single-parent families.

4. Conduct an empirical study of the psychological characteristics of children from dysfunctional families.

Object of study: personality development features of adolescents from dysfunctional families.

Subject of study: psychological characteristics of children from dysfunctional families.

Research methods: theoretical analysis of special literature, I method (Kuhn and McPortland), Q-sorting test (B. Stefanson), self-attitude questionnaire (SAR) (V.V. Stolin), statistical methods of data processing.

Hypothesis: family trouble negatively affects the formation of the image of "I" in adolescents.

dysfunctional family psychological help

Chapter 1. Theoretical aspect of studying the psychological characteristics of children from dysfunctional families

1.1 Psychological characteristics of dysfunctional families

An increase in the number of divorces and a decrease in the birth rate, an increase in crime in the sphere of family and domestic relations and an increase in the risk of children being exposed to neuroses due to an unfavorable psychological climate in the family. "Intra-family life plays a huge role in the formation of personality, and not only the relationship between the child and parents, but also the adults themselves. Constant quarrels between them, lies, conflicts, fights, despotism contribute to breakdowns in the child's nervous activity and a neurotic state." These and other signs of family disorganization testify to the crisis state of its development at the present stage and the increase in the number of dysfunctional family unions. It is in such families that people most often receive serious psychological trauma, which is far from having the best effect on their future fate.

The famous child psychiatrist L.S. Alekseeva believes that everything in the world is relative - both well-being and trouble. At the same time, he considers family troubles as creating unfavorable conditions for the development of the child. According to his interpretation, a family that is dysfunctional for a child is not a synonym for an asocial family. There are many families about which, from a formal point of view, nothing bad can be said, but for a particular child, this family will be dysfunctional if it has factors that adversely affect the child's personality, aggravating his negative emotional and mental state. “For one child,” emphasizes L.S. Alekseeva, “the family may be suitable, and for another, the same family will cause painful emotional experiences and even mental illness. There are different families, there are different children, so that only the system of relations " family - child "has the right to be considered as prosperous or dysfunctional."

Thus, the state of mind and behavior of the child is a kind of indicator of family well-being. "Defects in education," says L.S. Alekseeva, "this is the first and most important indicator of the family's troubles."

Dysfunctional families are families with a low social status, in any of the spheres of life or several at the same time, unable to cope with the functions assigned to them, their adaptive abilities are significantly reduced, the process of family upbringing of a child proceeds with great difficulties, slowly, ineffectively.

In this work, we are inclined to understand as dysfunctional a family in which the structure is broken, internal boundaries are blurred, the main family functions are devalued or ignored, there are obvious or hidden defects in education, as a result of which the psychological climate in it is disturbed, and "difficult children" appear.

Taking into account the dominant factors that have a negative impact on the development of the child's personality, we conditionally divided dysfunctional families into two large groups, each of which includes several varieties. The first group consists of families with a clear (open) form of trouble - the so-called conflict, problem families, asocial, immoral - criminal and families with a lack of educational resources (in particular, incomplete families).

The second group is represented by outwardly respectable families, whose way of life does not cause concern and criticism from the public. However, the value orientations and behavior of parents sharply diverge from universal moral values, which cannot but affect the moral character of children brought up in such families. A distinctive feature of these families is that the relationships of their members at the external, social level make a favorable impression, and the consequences of improper upbringing are invisible at first glance, which sometimes misleads others, however, they have a destructive effect on the personal formation of children. These families are classified by us as internally dysfunctional (with a hidden form of trouble) and the varieties of such families are quite diverse.

A distinctive feature of families with a clear (external) form of trouble is that the forms of this type of families have a pronounced character, manifested simultaneously in several areas of family life (for example, at the social and material level), or exclusively at the level of interpersonal relations, which leads to to an unfavorable psychological climate in the family group. Usually, in a family with a clear form of trouble, a child experiences physical and emotional rejection on the part of parents (insufficient care for him, improper care and nutrition, various forms of family violence, ignoring his spiritual world of experiences). As a result of these unfavorable intra-family factors, the child develops a feeling of inadequacy, shame for himself and his parents in front of others, fear and pain for his present and future. Among outwardly dysfunctional families, the most common are those in which one or more members are dependent on the use of psychoactive substances, primarily alcohol and drugs. A person suffering from alcoholism and drugs involves all close people in his illness. Therefore, it is no coincidence that specialists began to pay attention not only to the patient himself, but also to his family, thereby recognizing that addiction to alcohol and drugs is a family disease, a family problem.

One of the most powerful unfavorable factors that destroy not only the family, but also the mental balance of the child is the alcoholism of the parents. It can negatively affect not only at the moment of conception and during pregnancy, but throughout the life of the child.

Families with alcohol dependence. As psychologists (B.S. Bratus, V.D. Moskalenko, E.M. Mastyukova, F.G. Uglov, etc.) note, adults in such a family, forgetting about parental responsibilities, are completely and completely immersed in the "alcoholic subculture ", which is accompanied by the loss of social and moral values ​​and leads to social and spiritual degradation. Ultimately, families with chemical dependence become socially and psychologically dysfunctional.

The life of children in such a family atmosphere becomes unbearable, turns them into social orphans with living parents.

Living together with a patient with alcoholism leads to serious mental disorders in other family members, the complex of which is designated by specialists with such a term as codependence.

Codependency arises in response to a protracted stressful situation in the family and leads to suffering for all members of the family group. Children are especially vulnerable in this regard. The lack of the necessary life experience, a fragile psyche - all this leads to the disharmony reigning in the house, quarrels and scandals, unpredictability and lack of security, as well as the alienated behavior of parents, deeply traumatize the child's soul, and the consequences of this moral and psychological trauma often impose deep imprint for the rest of your life.

The most important features of the process of growing up of children from "alcoholic" families are that

Children grow up with the belief that the world is an unsafe place and people cannot be trusted;

Children are forced to hide their true feelings and experiences in order to be accepted by adults; they are not aware of their feelings, they do not know what their cause is and what to do with it, but it is in accordance with them that they build their lives, relationships with other people, with alcohol and drugs. Children carry their emotional wounds and experiences into adulthood, often becoming chemically addicted. And the same problems reappear that were in the house of their drinking parents;

Children feel emotionally rejected by adults when they make mistakes due to indiscretion, when they do not live up to the expectations of adults, when they openly show their feelings and state their needs;

Children, especially older ones in the family, are forced to take responsibility for the behavior of their parents;

Parents may not perceive the child as a separate being with its own value, they believe that the child should feel, look and do the same as they do;

Parents' self-esteem can depend on the child. Parents can treat him as an equal without giving him the opportunity to be a child;

A family with alcohol-dependent parents is dangerous for its desocializing influence not only on their own children, but also for the spread of a destructive impact on the personal development of children from other families. As a rule, whole companies of neighboring children arise around such houses, thanks to adults they become familiar with alcohol and the criminal and immoral subculture that reigns among drinking people.

Among clearly dysfunctional families, a large group is made up of families with violations of parent-child relationships. In them, the influence on children is desocialized; they are manifested not directly through patterns of immoral behavior of parents, as is the case in "alcoholic" families, but indirectly, due to chronic complicated, actually unhealthy relationships between spouses, which are characterized by a lack of mutual understanding and mutual respect, an increase in emotional alienation and a predominance of conflict interactions.

Naturally, the conflict family does not become immediately, but some time after the formation of the marriage union. And in each case there are reasons that gave rise to a family atmosphere. However, not all families are destroyed, many manage not only to resist, but to make family ties stronger. All this depends on what caused the emergence of a conflict situation and what is the attitude of each of the spouses towards it, as well as on their orientation towards a constructive or destructive way of resolving a family conflict. Therefore, it is necessary to distinguish between such concepts as "family conflicts" and "conflict families", since the conflict in the family, although quite stormy, does not mean that it is a conflict family, does not always indicate its instability.

“Conflict marital unions,” one of the reference books on family problems notes, “are such families in which there are always areas where the interests, intentions, desires of all or several family members (spouses, children, other relatives living together), collide, giving rise to strong and prolonged negative emotional states, the incessant hostility of spouses to each other. Conflict is a chronic condition of such a family.

Regardless of whether the conflict family is noisy, scandalous, where raised voices, irritability become the norm of relations between spouses, or quiet, where marital relations are marked by complete alienation, the desire to avoid any interaction, it negatively affects the formation of the child's personality and can cause various asocial manifestations. in the form of deviant behavior.

Conflict families often lack moral and psychological support. A characteristic feature of conflict families is also a violation of communication between its members. As a rule, an inability to communicate is hidden behind a protracted, unresolved conflict or quarrel.

Conflict families are more "silent" than non-conflict ones; in them, spouses exchange information less often and avoid unnecessary conversations. In such families, they almost never say "we", preferring to say only "I", which indicates the psychological isolation of marriage partners, their emotional disunity. And finally, in troubled, always quarreling families, communication with each other is built in a monologue mode, reminiscent of the conversation of the deaf: everyone says his own, the most important, sore, but no one hears him; the answer is the same monologue.

Children who have experienced quarrels between parents receive adverse experiences in life. Negative images of childhood are very harmful, they cause thinking, feelings and actions already in adulthood. Therefore, parents who do not know how to find mutual understanding with each other must always remember that even with an unsuccessful marriage, children should not be drawn into family conflicts. You should think about the problems of the child, at least as much as about your own.

A child's behavior is a kind of indicator of family well-being or trouble. The roots of trouble in the behavior of children are easy to see if children grow up in families that are clearly dysfunctional. It is much more difficult to do this in relation to those "difficult" children and adolescents who were brought up in quite prosperous families. And only close attention to the analysis of the family atmosphere in which the life of a child who fell into the "risk group" passed, allows us to find out that well-being was relative. Outwardly regulated relations in families are often a kind of cover for the emotional alienation that reigns in them, both at the level of marital and parent-child relationships. Children often experience an acute shortage of parental love, affection and attention due to the official or personal employment of the spouses.

The consequence of such family upbringing of children quite often becomes pronounced egoism, arrogance, intolerance, difficulties in communicating with peers and adults.

In this regard, the classification of family unions proposed by V.V. Justickis, who distinguishes the family as "incredulous", "frivolous", "cunning" - with these metaphorical names he denotes certain forms of hidden family trouble.

Distrustful "family. A characteristic feature is increased distrust of others (neighbors, acquaintances, work mates, employees of institutions with whom family members have to communicate). Family members obviously consider everyone unfriendly or simply indifferent, and their intentions towards the family are hostile.

Such a position of the parents also forms in the child himself a distrustful and hostile attitude towards others. He develops suspicion, aggressiveness, it is increasingly difficult for him to enter into friendly contacts with peers.

Children from such families are most vulnerable to the influence of antisocial groups, since the psychology of these troupes is close to them: hostility towards others, aggressiveness. Therefore, it is not easy to establish spiritual contact with them and win their trust, as they do not believe in sincerity in advance and are waiting for a dirty trick.

"Reckless" family. It is distinguished by a carefree attitude towards the future, the desire to live one day, not caring about what consequences today's actions will have tomorrow. Members of such a family gravitate towards momentary pleasures, plans for the future are usually uncertain. If someone expresses dissatisfaction with the present and a desire to live differently, he does not think about it seriously.

Children in such families grow up weak-willed, disorganized, they are drawn to primitive entertainment. They commit misconduct most often due to a thoughtless attitude to life, lack of firm principles and unformed strong-willed qualities.

In a "cunning" family, first of all, they value enterprise, luck and dexterity in achieving life goals. The main thing is the ability to achieve success in the shortest way, with a minimum expenditure of labor and time. At the same time, members of such a family sometimes easily cross the boundaries of what is permitted. Laws and moral standards

To such qualities as diligence, patience, perseverance, the attitude in such a family is skeptical, even dismissive. As a result of such "upbringing" an attitude is formed: the main thing is not to get caught.

There are many varieties of family life, where these signs are smoothed out, and the consequences of improper upbringing are not so noticeable. But still they are. Perhaps the most noticeable is the mental loneliness of children.

Consider some types of families related to hidden forms of family trouble:

Families focused on the success of the child. A possible variety of an internally dysfunctional family is typical, seemingly completely normal families, where parents seem to pay enough attention to children and attach importance to them. The whole range of family relationships unfolds in the space between the age and individual characteristics of children and the expectations placed on them by their parents, which, ultimately, form the child's attitude towards himself and his environment. Parents instill in their children a desire for achievement, which is often accompanied by an excessive fear of failure. The child feels that all his positive connections with his parents depend on his success, he is afraid that he will be loved only as long as he does everything well. This attitude does not even require special formulations: it is so clearly expressed through everyday activities that the child is constantly in a state of increased emotional stress only because of the expectation of a question about how his school (sports, music, etc.) affairs are. He is sure in advance that "fair" reproaches, edifications, and even more serious punishments await him if he fails to achieve the expected success.

Pseudo-mutual and pseudo-hostile families. To describe unhealthy family relationships that are hidden, veiled, some researchers use the concept of homeostasis, meaning by this family ties that are restrictive, impoverished, stereotyped and almost indestructible. The most famous are two forms of such relations - pseudo-reciprocity and pseudo-hostility.

In both cases, we are talking about families whose members are interconnected by endlessly repeating stereotypes of emotional mutual reactions and are in fixed positions in relation to each other, preventing the personal and psychological separation of family members. Pseudo-reciprocal families encourage the expression of only warm, loving, supportive feelings, and hostility, anger, irritation and other negative feelings are hidden and suppressed in every possible way. In pseudo-hostile families, on the contrary, it is customary to express only hostile feelings, and reject tender ones. The first type of families is called by domestic authors pseudo-solidary, or pseudo-cooperating.

A similar form of marital interaction can be transferred to the sphere of parent-child relations, which cannot but affect the formation of the child's personality. He does not so much learn to feel as to "play with feelings", and focusing solely on the positive side of their manifestation, while remaining emotionally cold and alienated. Having become an adult, a child from such a family, despite the presence of an internal need for care and love, will prefer non-interference in the personal affairs of a person, even the closest one, and emotional detachment, up to complete alienation, will be elevated to his main life principle.

Researchers involved in the study of the psychology of such families identify three specific forms of trouble observed in them as the most common: rivalry, imaginary cooperation, and isolation. Rivalry manifests itself in the form of the desire of two or more family members to secure a dominant position in the house. At first glance, this is the primacy in decision-making: financial, economic, pedagogical (concerning the upbringing of children), organizational, etc. It is known that the problem of leadership in the family is especially acute in the first years of marriage: husband and wife often quarrel over which of them should be the head of the family.

Rivalry is evidence that there is no real head in the family. A child in such a family grows up with the absence of a traditional division of roles in the family, in such a family it is the norm to find out who is in charge in the "family" at every opportunity. The child is formed the opinion that conflicts are the norm.

Imaginary cooperation. Such a form of family trouble as imaginary cooperation is also quite common, although at the external, social level it is "covered" by the seemingly harmonious relations of spouses and other family members. Conflicts between husband and wife or spouses and their parents are not visible on the surface. But this temporary lull lasts only until the moment when one of the family members does not change his life position. Imaginary cooperation can also clearly manifest itself in a situation where, on the contrary, one of the family members (more often the wife), after a long period of doing only household chores, decides to get involved in professional activities. A career requires a lot of time and effort, therefore, naturally, household chores that only the wife did have to be redistributed among other family members and they are not ready for that.

1.2 Features of the psychology of children from single-parent families

Family education is a controlled system of relationships between parents and children, and the leading role in it belongs to parents. It is they who need to know what forms of relationships with their own children contribute to the harmonious development of the child's psyche and personal qualities, and which, on the contrary, prevent the formation of normal behavior in them and for the most part lead to difficult education and personality deformation.

The wrong choice of forms, methods and means of pedagogical influence, as a rule, leads to the emergence of unhealthy ideas, habits and needs in children, which put them in abnormal relations with society. Quite often, parents see their educational task in achieving obedience. Therefore, they often do not even try to understand the child, but strive to teach, scold, read long notations as much as possible, forgetting that notation is not a lively conversation, not a heart-to-heart conversation, but the imposition of "truths" that seem indisputable to adults, but children are often not perceived and not accepted, because they simply do not understand. This method of surrogate education gives formal satisfaction to parents and is completely useless (and even harmful) for children brought up in this way.

Any deformation of the family leads to negative consequences in the development of the child's personality. There are two types of family deformation: structural and psychological. The structural deformation of the family is nothing more than a violation of its structural integrity, which is currently associated with the absence of one of the parents. The psychological deformation of the family is associated with a violation of the system of interpersonal relations in it, as well as with the adoption and implementation in the family of a system of negative values, asocial attitudes, etc. Currently, more and more attention is paid to the factor of psychological deformation of the family.

Family trouble creates a lot of problems in the behavior of children, their development, lifestyle and leads to a violation of value orientations.

There are no deeper emotional wounds than those that a person receives in childhood from his parents. These wounds do not heal throughout life, embodied in neurosis, depression, various psychosomatic diseases, deviant behavior, loss of self-worth, inability to build one's life. Severe consequences are caused by punishments that are used by parents with the use of force.

The difficulties of the behavior of children and adolescents very often reflect the problems of the parents themselves, rooted in their own childhood. Psychologists have long proven that most parents who have difficult, problematic children themselves suffered from conflicts with their own parents in childhood. Based on many facts, psychologists have come to the conclusion that the style of parental behavior is involuntarily "recorded", "imprinted" in the child's psyche. This happens very early, even in preschool age, and, as a rule, unconsciously. As an adult, a person reproduces this style as quite "natural". He does not know other relationships in the family. From generation to generation there is a social inheritance of the style of relationships in the family.

Disharmonious families, characterized by certain relationships between themselves and approaches to the problems of education, can be classified as:

Hypoprotection, or hypoguardianship (neglect) - the lack of education, as such. The child is left to himself, does not receive love, affection, is often not fed, wanders. These are more often children from dysfunctional families, but the main thing here is still not material well-being, but the unsatisfied spiritual needs of the child. A variant is latent hypoprotection, when interest in the child is limited by purely formal signs ("did you do the lessons? Well, well done"), when the parents unconsciously (as opposed to explicit hypoprotection) reject the child.

Dominant hyperprotection - excessive guardianship, petty control over every step, feelings, actions, a system of prohibitions and monitoring of every step. Sometimes it manifests itself in the form of constant surveillance, stimulating the inability to make responsible decisions on their own and depriving the child of his own opinion. Inevitably, it leads to the formation of a feeling of inferiority in the child (“everyone can’t, but I can”), inability to adapt to life, analyze their experience, perform independent actions and even think. Thoughts and feelings that seem to be his own in the future are actually echo - thoughts, echo - feelings and echo - actions, for example, of a mother or father. This inevitably leads to constant dissatisfaction with oneself (“why do I want one thing, but do another”) and a situation of constant introjection (“how to behave? I will take an example from.”), uncritical absorption of information and inability to independently comprehend what is happening.

Indulgent hyperprotection - raising a child under the idol of the family. Here, too, control takes place, but what is more important here is the release of the child from all boring, routine duties, patronage and admiration for obvious and imaginary talents, placing the child in the center of attention. This happens more often in incomplete families. Such children often write papers, pass exams, and then make similar demands of worship and adoration for their significant environment in the future. Such children often do not graduate from institutes, rarely stay at work for more than six months. they are not able to postpone their desires in time, demanding their immediate satisfaction, which makes it impossible to work in the name of long-term achievements.

Emotional rejection - the child feels that they are weighed down. Outwardly, the child can receive signs of attention (food, clothing, information), but without warmth, love, permission for the naturalness of behavior. With hidden emotional rejection, parents do not admit that they are burdened by their child, suppressing by the power of the mind their inner need to "free themselves" from worries about the child, which often happens when a new child appears in the family or divorce and remarriage of parents. This happens less frequently with twins, siblings, or children less than 3 years apart, but more often with unplanned children.

Abusive relationships - associated with verbal or physical abuse; severe reprisals for petty offenses; taking out evil on a child for his own failures. Abusive relationships usually occur between all family members and are often carefully hidden from outsiders. In such families, often no one cares about anyone; each other's needs are neglected; spiritual indifference, stupefaction of feelings reigns. However, there may not be high-profile scandals or violence - separation from each other and the principle of "count only on yourself" are important. A teenager living in such a family is, as it were, in a fortress and cannot come out of it to meet other people.

Conditions of increased moral responsibility - parents raise the child according to the principle "succeed in what I could not" and put the child under the pressure of increased social expectations ("you must be the best in everything", e.g. in studies or in sports, etc.). d.). There is a need to achieve a lot and in the shortest possible time. The idealization of the child, the unbearable burden of parental expectations can be aggravated by the appearance of a second child, the appearance of helpless family members, when the child is disproportionately burdened with caring for them.

Contradictory upbringing - manifests itself in the mutually exclusive requirements of the mother and father, or parents and relatives living with them, which leads to mutual annihilation of educational efforts and stimulation of the child's attitude "I will do what I want." Usually, over time, it flows into overt or covert conniving hyper-protection.

Among the problems that such treatment leads to are suicide, obsessive fears manifested in obsessive rituals or actions, emotional problems, such as the inability to express one's feelings (alexithymia is the experience of feelings without their expression, leading to a "frozen" gestalt and the need for further work with it in the context of psychotherapy) or identify them (paraalexithymia - "I feel, but I don't know what"), depression (usually manifested in statements like "I'm bored"), aggressiveness (the problem of "difficult teenagers"), speech and motor dysfunctions, deviant (deviating from the norm) and delinquent (delinquent) forms of behavior, which are the result of "squeezing" the child out of the family. Most often, the child demonstrates deviant forms of behavior (leaving home, vagrancy, criminal adventures) in search of "emotional food", which he is deprived of at home, in which parents reject feelings not only in the child, but also in themselves.

It is especially difficult for children from alcoholic families. Children know that people condemn drunkenness, blame them for being bad parents. Therefore, children strive by all means to hide the shame of the family. Children cannot speak frankly about their family either with friends or with teachers. The habit of hiding makes it necessary to ignore reality. Secrecy, subterfuge, deception become the usual components of life. As a result, everyone becomes suspicious and spiteful. Lessons learned in childhood are reinforced by the fact that family members never honestly discuss what is not going on. And open communications cease to exist. Secrets invariably give impetus to envy, jealousy. The more secrecy, the more confusion of guilt, struggle, fights, separation of family members and isolation, loneliness.

Death is very common in an alcoholic family. Just as it is necessary to hide drunkenness, it is necessary to keep quarrels secret, because it was their fault. Quarrels, both at the verbal level and accompanied by physical aggression, have not only a traumatic effect on the child. Constant observation of how parents provoke each other, argue, make noise, leads to the fact that children learn a similar style of relationships between people in general.

In alcoholic families, both the ill and non-ill parent often do not keep their promises. One disappointment, then another. All this depresses the child. And true to family traditions to keep everything a secret, children never tell their parents about their difficult feelings. And as adults, they continue to anticipate disappointment, distrust in both casual and intimate relationships. The passionate desire to have constant care for themselves on the part of their parents remains for a long time with children from such families. They may remain infantile, immature in relationships with peers. At the same time, children in such families are forced to quickly become adults. Children feel responsible for younger siblings. Drinking parents need their physical and emotional support. Children have to listen, approve their parents, make their life more or less convenient, comfortable. Indeed, children become the parents of their parents. Children cover up the disorganization of family life. And later they have a vague feeling that they missed something that was due to them, that they deserved, and they continue to fight to return their share of attention, children's joys. They do not understand frivolity, liberty. Such people do not know how to enjoy life.

Lack of care and attention to the child can also be a parenting style in an alcoholic family. Such an attitude towards the child is only part of the rules that reign in the family. A drunken father, lying on the floor, the children step over him, as if not noticing. Or the mother may suffer from alcoholism herself, or be absorbed by her husband's alcohol problems, spend all her energy on them, and at this time the children live without her attention. Children do not bathe, do not brush their teeth. The lack of care is only the beginning of the general neglect of the child.

If children constantly hear in the family that the father should earn money, not drink, they may begin to confuse money with love and attention. When friends need attention, such children can get rid of them with gifts.

The emotional needs of children in alcoholic families are also not given due attention. And children will not learn how to enter the state of another person. They do not learn the elementary duties of parents, which makes it difficult for them to adapt in their own future family.

Criminal and immoral families pose the greatest danger in terms of their negative impact on children. The life of children in such families due to abuse, drunken brawls, sexual promiscuity of parents, lack of elementary care for the maintenance of children is often in jeopardy.

These are the so-called social orphans (orphans with living parents), whose upbringing should be entrusted to state public care. Otherwise, the child will experience early vagrancy, runaways from home, complete social vulnerability both from cruel treatment in the family and from the criminalizing influence of criminal formations. Considering the acute social disadvantage and criminality that characterize these families, it is advisable to entrust social work with them to the employees of the juvenile affairs inspectorates, imputing to them social patronage and social and legal protection of children from criminally immoral families. Moreover, the criminogenic danger of such families of such families extends not only to their own children. Around such houses, as a rule, there are whole companies of neighboring children who, thanks to adults, are introduced to alcohol, vagrancy, theft and begging, a criminal subculture.

Studying the characteristics of adolescents brought up in antisocial families, where parents abuse alcohol and other psychoactive substances, M.I. Rozhkov notes that these children often show a sense of their own uselessness, hopeless longing for a better life in the family. Prolonged exhaustion of the nervous system leads to deep neuropsychic fatigue. Therefore, at school they are distinguished by noticeable passivity, indifference to the environment. Often a protest against a hopeless situation in the family is manifested in the desire for leadership in the school class. However, due to the low level of intellectual development, they assert themselves among their peers and seek to attract the attention of adults by committing unseemly acts, indulge in lessons and play pranks at breaks.

Children of people who abuse alcohol not only have stable problems with learning and behavior, but are much more likely to be in a state of fear and grief, are prone to depression, may behave inappropriately, suffer from low self-esteem, sleep disturbances, and nightmares.

According to M.A. Galaguzova, the incompleteness of emotional life in a family of alcoholics causes mental disorders and social adaptation disorders in a teenager: for some, this is a tendency to reduce activity, leading to apathy and greater interest in things than in people; others have hyperactivity with withdrawal into asocial, in the footsteps of their parents, or, even worse, criminal activity; many tend to behave defiantly in society, trying to attract the attention of adults, with the inability to create strong emotional attachments. In these families, teenagers may drop out of school, because. they may not even have elementary things: pens, notebooks, textbooks. Also, they do not have the opportunity to dress well, and the teenager has a fear that he will be different from his peers, that they will laugh at him and despise him. But even if he can study at school, he is deprived of the opportunity to study at home, because there are constant drinking and fights. Because of this, teenagers can leave home and live at train stations, in basements, etc., again being subjected to negative influence, but from the side of society itself, and again there is a negative socialization of the personality of such a teenager.

A child from an alcohol-abusing family may have serious problems and difficulties in interpersonal relationships with other children. Insufficiently developed self-esteem, low self-esteem, timidity lead to the fact that in the eyes of peers such a child becomes something like an outcast who is either pushed around or simply ignored and pushed out of games, companies, etc. Such a child may have a need to dominate the team and rule over other children. To achieve a dominant position, he can not only fight, but also becomes a braggart, inventing various fables about himself. As a result, none of the children wants to be friends with him.

Developing over the years, disbelief in themselves, low self-esteem make these children very vulnerable and pliable for a dubious kind of company. In their desire to be among the “chosen ones,” they may put themselves at the mercy of a stronger leader and risk being involved in various activities of an unworthy and simply criminal nature.

Not meeting support and understanding in the family, faced with failures in trying to establish connections in the school environment, the child finds himself in a kind of social vacuum. He feels abandoned, lonely and useless.

Everyday life of children from disadvantaged families is constantly accompanied by emotional stress.

EAT. Mastyukova identifies the following forms of behavior of children from dysfunctional families. First of all, these are protest reactions. Such reactions most often occur in the presence of alcoholism of one of the parents. The child becomes rude, naughty, seeks to do everything out of spite. Along with active reactions of protest, passive reactions may differ when the child leaves home, is afraid of his parents and does not return, then gradually begins to avoid communication with his peers. Against this background, the child easily develops neurotic disorders: sleep disturbances, mood instability.

The presence of this or that social risk factor does not mean the mandatory occurrence of social deviations in the behavior of children, it only indicates a greater degree of probability of these deviations. At the same time, some social risk factors show their negative influence quite stably and constantly, while others either strengthen or weaken their influence over time.

Thus, the psychological deformation of the family, the violation of the system of interpersonal relations and values ​​in it, have a powerful influence on the negative development of the personality of the child, adolescent, leading to various personal deformations - from social infantilism to antisocial and delinquent behavior. There is evidence that although parents as a center of orientation and identification recede into the background during adolescence and adolescence, this applies only to certain areas of life. For most young people, parents, and especially the mother, remain the main emotionally close persons even at this age.

Pronounced egoism, arrogance, intolerance, and difficulties in communicating with peers and adults often become a consequence of the unfavorable family upbringing of adolescents.

Chapter 2. An empirical study of the psychological characteristics of children from dysfunctional families

2.1 Description of the study

The study was conducted in the educational institution GOSSh No. 12 in Vitebsk.

The purpose of the study: to study the personality characteristics of adolescents from dysfunctional families.

30 people were examined: 15 of them were teenagers living in dysfunctional families, 15 people were teenagers living in prosperous families. Age range - 15-16 years.

The criteria for family dysfunction in our study were:

conflicts in the family;

pedagogical failure of parents (the child studies poorly, poor relationships with peers and teachers);

job loss by one of the parents;

low cultural level of parents, ignoring the problems of education;

the child is brought up by relatives;

household drunkenness, not of a systematic protracted nature.

The following methods were used in the pilot study:

Technique I (Kuhn and McPortland).

Q-sort test (B. Stefanson, 1958).

Questionnaire of self-attitude (OSA) (V.V. Stolin).

Statistical methods of data processing.

1) Technique I (Kuhn and McPortland).

This technique was developed by American psychologists Kuhn and McPortland.

Within 15 minutes it is necessary to answer the question: "Who am I?" Using 20 words or sentences for this purpose. The instructions say that you should not try to select right or wrong, important or unimportant answers. You need to write them the way they come to your mind, since there can be no right or wrong answers here.

2) Test "Q-sort" (B. Stefanson, 1958).

The test technique is designed to study ideas about oneself. It was developed by B. Stefanson in 1958. The test can be used by management in studying the individual characteristics of group members, in assessing the compatibility of workers, and in forming teams.

The technique can be reused to determine the "ideal self" or "social self" (how others see me), as well as "significant others" (how I see my partner) or "ideal partner" (how I would like to see my partner).

The technique allows to determine six main tendencies of human behavior in a real group: dependence, independence, sociability, lack of sociability, acceptance of the "struggle" and avoidance of the "struggle".

Thus, the tendency to dependency is manifested in the individual's internal desire to accept group standards and values ​​(social and moral and ethical).

The tendency to sociability indicates contact, the desire for emotional manifestations in communication both in the group and outside it.

The tendency to "struggle" is the active desire of the individual to participate in group life, to achieve a deeper status in the system of interpersonal relationships.

In contrast to this tendency, the avoidance of "struggle" shows a desire to get away from interaction, to maintain neutrality in group disputes and conflicts, and a tendency to compromise solutions. Each of these tendencies has internal and external characteristics, i.e. It can be intrinsic to the individual, or it can be an external, kind of mask that hides the true face of a person.

Scales:

Addiction

Independence

Sociability

uncommunicative

Acceptance of the "fight"

Avoiding "fight"

3) Questionnaire of self-attitude (OSA) (V.V. Stolin)

The Self Attitude Questionnaire (OSA) was built in accordance with the one developed by V.V. Stolin with a hierarchical model of the structure of self-relationship. The questionnaire allows you to identify three levels of self-attitude, differing in the degree of generalization:

global self-relationship;

self-attitude, differentiated by self-esteem, autism, self-interest and self-relationship expectations;

the level of specific actions (readiness for them) in relation to one's "I".

The difference between the content of the "I-image" (knowledge or ideas about oneself, including in the form of an assessment of the severity of certain features) and self-attitude is taken as the initial one. In the course of life, a person learns about himself and accumulates knowledge about himself, this knowledge constitutes a meaningful part of his ideas about himself. However, knowledge about himself, of course, is not indifferent to him: what is revealed in them turns out to be the object of his emotions, assessments, becomes the subject of his more or less stable self-attitude.

...

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DEVELOPMENT AND PSYCHOLOGICAL CORRECTION OF THE EMOTIONAL SPHERE OF CHILDREN FROM UNSUCCESSFUL FAMILIES

Malikov Lev Vitalievich 1 , Usynina Tatyana Petrovna 2 , Stepanova Natalya Vladimirovna 3
1 Orenburg State Medical University, Candidate of Psychological Sciences, Associate Professor of the Department of General Psychology
2 Orenburg State Medical University, Candidate of Psychological Sciences, Associate Professor of the Department of General Psychology
3 Orenburg State Medical University, Candidate of Psychological Sciences, Associate Professor of the Department of General Psychology

annotation
The article is devoted to the study of the features of the emotional sphere of children from dysfunctional families. The article presents the results of primary and repeated diagnostics, confirming the expediency of implementing the developed program for correcting the emotional sphere of preschool children brought up in dysfunctional families.

Malikov Lev Vitalyevich 1 , Usynina Tatiana Petrovna 2 , Stepanova Natalia Vladimirovna 3
1 Orenburg State Medical University, candidate of psychological sciences, associate of the chair of General psychology
2 Orenburg State Medical University, candidate of psychological sciences, docent of the chair of General psychology
3 Orenburg State Medical University, candidate of psychological sciences, associate of the chair of General psychology

Abstract
The article is devoted to study of the peculiarities of the emotional sphere of children from disadvantaged families. The article presents the results of primary and secondary diagnosis, confirming the feasibility of the developed software correction of the emotional sphere of preschool children living in dysfunctional families.

Bibliographic link to the article:
Malikov L.V., Usynina T.P., Stepanova N.V. Development and psychological correction of the emotional sphere of children from disadvantaged families // Psychology, sociology and pedagogy. 2017. No. 2 [Electronic resource]..02.2019).

One of the issues currently facing science is the creation of a theory and practice of providing psychological and pedagogical support to children from dysfunctional families. According to statistics, the number of such families has increased significantly in recent years.

The importance of emotional well-being for the development of the child (his emotions, feelings, motives, will) seems to be generally recognized at this time. Numerous scientists have repeatedly noted that the social and personal development of children can be carried out normally only with continuous communication with adult family members. The atmosphere of the family, its microclimate, way of life, range of interests and needs of close adults, their attitude to life, work, people, children, and themselves have a huge impact on the development of the child's personality. The works of scientists emphasize that the features of parent-child relations, the dynamics of emotional contacts between family members, the emotional atmosphere of the family as a whole are important for the mental and spiritual development of the child (J. Bowlby, V.V. Lebedinsky, A.D. Kosheleva and etc.).

Violations in the emotional contacts of the child with adult family members cause him to experience internal discomfort, develop a sense of inferiority, threaten the stability of his relations with society, which can ultimately lead to numerous distortions in the development of the child (G.M. Breslav, M.I. Buyanov, A.Ya. Varga, K.S. Lebedinskaya, A.I. Zakharov, G.V. Lunina and others).

The purpose of the study: to evaluate the effectiveness of the developed program for the correction of the emotional sphere of preschool children brought up in dysfunctional families.

In the study, we identified the control and experimental groups. These groups were formed from preschoolers brought up in dysfunctional families. The experimental group (EG) included 30 people who took part in the implementation of the emotional sphere correction program. The control group (CG) also consisted of 30 people who did not take part in the correctional work. The selection criteria for the experimental group were low indicators of the emotional sphere of preschoolers, as well as the consent of the participants to such work.

The results of the study obtained using the method "Emotional identification" E.I. Izotova showed that the majority of preschool children brought up in dysfunctional families (56%) have a low level of development of the emotional sphere. These guys made the most mistakes. The subjects made a number of mistakes when performing three tasks - understanding the emotions of fairy-tale characters and people, reproducing emotions. The subjects, characterized by a low level of the emotional sphere, were able to determine and reproduce correctly only the emotional state of anger and shame. In the rest of the proposed tasks, in most cases, the subjects answered: “I don’t know,” without even trying to think about the answer.

27% of the subjects are characterized by an average level of development of the emotional sphere. These subjects were able to correctly identify and correlate only 6-7 emotional states. Preschoolers were unable to recognize the emotions of surprise, fear, anger, and disgust. Give answers, preschoolers said they didn’t know what emotion they were experiencing, or their answer was not the right person or character. Some preschoolers confuse emotions such as fear and surprise.

A high level of the emotional sphere was revealed in 17% of preschool children brought up in dysfunctional families. These subjects correctly identified and correlated 9-10 emotional states, answered the questions accurately, they did not need the help of the experimenter. The subjects accepted the instructions the first time, completed the task with interest, and some showed increased interest, quickly, without hesitation, answered questions in order to get the next picture.

In general, I would like to note that all preschoolers performed with interest, were active, which was helped by the correctly used visual material that attracted the attention of the children. All children had difficulties in identifying such emotions as "disgust", "contempt", "calmness". Most of the children only with the help of the experimenter were able to correctly correlate the schematic images of emotions with photographic ones.

Analysis of the results of A.I. Zakharova and M. Panfilova made it possible to identify children's fears of preschoolers brought up in dysfunctional families. The most pronounced fears among the subjects: fear of fire and fire - 100%; fear of death of parents - 100%; fear of death - 100%; fear of the dark - 90%; fear of war - 80%; fear of animals 70% of responses.

Less pronounced, such phobias as fear of doctors - 20% of preschoolers; fear of blood - 50%; fear of injections and pain 50% and 40%, respectively; fear of loneliness - 50%; fear of heights - 30%; fear of depth - 30%; fear of closed space - 30%; fear of sharp sounds - 30%.

Analysis of the results obtained using the method "Non-existent animal" M.Z. Dukarevich, made it possible to distinguish three groups among the subjects, with manifestations of aggressive tendencies in their behavior. A low level of aggressiveness was found in 42% of the subjects. An indicator of the absence of aggressive tendencies in their drawings is the absence of aggressive symbols (attack weapons). Aggression is also completely absent in the description of the animal's lifestyle.

A high level of aggressiveness was found in 18% of the subjects. Increased aggression is characterized in the drawings of these children due to the presence of sharp protrusions, regardless of what they depict (horns, ears, tentacles, claws).

The results of the primary diagnostics of the experimental study made it possible to identify the features of the content of the indicators of the emotional sphere of preschoolers from dysfunctional families. The results of studying the main features of the emotional sphere of preschool children from dysfunctional families formed the basis for the plans of the formative part of the experiment. As a result of data analysis, we determined the need for a program to correct the emotional sphere of preschool children from dysfunctional families.

Remedial classes combined group and individual work. Each lesson included the following stages: 1) "warm-up" (greeting ritual, stress relief, work with psychological resistance, exchange of thoughts about their state and mood, expansion of participants' ideas about each other); 2) meaningful exercises (group discussion, role play, etc.); 3) reflection of the lesson "here and now", summing up. Integration of the experience gained in the training session and feedback (this is the provision of an opportunity to express one's own ideas and emotions that arose during the exercises); 4) psychological completion of group work. Farewell ritual.

Number and duration of classes: 15 lessons lasting 1 hour. The lesson is held once a week with each group (7 people in one group, 8 people in the other). A long duration of exercises is not desirable, since the characteristics of this age period of children will not allow them to maintain their working capacity and interest in exercises for a long period. Classes with a small group of children will allow, on the one hand, to pay attention to each child, and on the other hand, will enable the preschooler to feel his belonging to the group, to organize games.

According to the results of primary diagnostics in both groups - experimental and control - similar indicators were revealed according to the methods used.

As a result of processing the data obtained using the technique "Fears in the houses" A.I. Zakharov and M. Panfilova, we got an idea about the severity of certain fears in the sample under consideration. We have identified 20 types of expressed fears in older preschoolers in the control and experimental groups. And in the control and experimental groups, the most common fear of the death of parents (100% and 100%), fear of monsters (90% and 93%), fear of any people (strangers, evil, grandfather; 90% and 95%), fear darkness (71% and 75%). These fears, according to A.I. Zakharov, are typical for preschool children and represent the age norm.

A distinctive feature of all participants in the experiment is the severity of the following fears: fear of dad and mom (93.8% and 90%), fear of punishment (87.5% and 81.3%), fear of doing something bad (88.8% and 90%). These results may be due to the peculiarities of family upbringing (namely, dysfunctional upbringing), and the attitude of parents towards their child.

Approximately equally common in the groups are fear of attack (45% and 47%), fear of the elements - storm, wind, flood (37.5% and 40%), fear of war (50% and 55%), fear of fire (43, 8% and 35%).

During testing, the children were asked the question: “Tell me, what is the worst fear?” Among the responses of children in both groups, the most common was the fear of their own death or the death of someone close to them. In second place was the fear of punishment and the fear that they had done something bad. In third place, the children put the fear of monsters and fairy-tale heroes (Baba Yaga, evil robots, sorcerers, mythical heroes, etc.).

The most pronounced in the control and experimental group is the fear of death (90% and 94%) and social fears (86% and 80%).

For a more detailed analysis of the features of the emotional sphere of preschoolers from dysfunctional families, we used the projective method of A.I. Zakharov "The worst event in life." At the first stage of the methodology, the children were asked to draw something bad and scary. In the children's drawings, we have identified the following semantic categories.

The subjects of the control and experimental groups most often drew themselves alone (25% and 20%). Preschoolers, having drawn themselves alone, explained their drawings with the following comments: “I was left alone at home when my mother left, and I was afraid that someone would come angry”; “I was punished, and I sat alone in a room all day. I was bored and sick. I wanted to eat"; “I drew myself alone here in the shelter, I really miss my mother, I want to see her when she takes me.

In the “conflicts, fights” category, the subjects explained their drawings with the following comments: “I fought with a boy on the street, he took my bike from me. He gave me a bruise, and my mother also cursed later”; “Dad often fights and scolds mom”; “Dad and grandfather drink vodka, and then they fight, I’m scared when they fight.”

Mistakes and transgressions were drawn by 4 children. These drawings reflected the plots of punishment and the offense itself (“parents scold”, “I dropped my father’s phone into the water”, “hooligans, and then scolded”). These drawings represent fears associated with the emerging moral and ethical ideas of children.

In the group of children in the experimental group, there was one image that we could not differentiate in terms of content, and the child refused to comment. The sheet was completely painted over with black paint. Perhaps the child was unable to reflect what worries him within the framework of the experimental situation and preferred to simply paint over the sheet. With this boy, the psychologist of the social shelter continued his deeper work.

The results obtained using the projective technique "Non-existent animal" M.Z. in the experimental and control groups, showed that a low level of aggressiveness was detected in 42% of preschoolers in the experimental group and 38% of preschoolers in the control group. A high level of aggressiveness was found in 18% of preschoolers in the experimental group and 20% of preschoolers in the control group.

An assessment of the significance of differences using the Fisher φ-criterion revealed that the values ​​of the indicators in the control and experimental groups differ insignificantly.

After the implementation of the correction program, we carried out repeated diagnostics in order to assess its effectiveness.

Comparative results of diagnostics according to the method "Emotional identification" E.I. Izotova show that the level of emotional development of the subjects after the implementation of the correction program was distributed as follows: before the experiment: high level - 16%, average level - 28%, low - 56%; after the experiment: 20%, 40% and 40%, respectively. The subjects from the EG, characterized by a low level of the emotional sphere, showed many mistakes, they had difficulty in identifying and reproducing the emotions of fairy-tale characters and people. These respondents were able to identify and reproduce correctly only some emotional states.

40% of the subjects demonstrated an average level of development of the emotional sphere. These respondents were able to correctly identify and correlate most of the emotional manifestations. Preschoolers were unable to recognize the emotions of surprise, fear, anger, and disgust. Give answers, preschoolers answered that they did not know such emotions, some emotions were confused (fear and surprise).

After the implementation of the correction program, 20% of the respondents demonstrated a high level of the emotional sphere. Preschoolers in this group were able to correctly identify and correlate almost all emotional states, quickly and correctly answered the questions posed, and refused the help of the experimenter. From the first time, the subjects of this group were able to correctly correlate the schematic images of emotions with photographic ones.

According to the “Non-existent animal” method, it can be seen that the level of aggressiveness among preschoolers of the experimental group decreased on average in 18% of respondents to low, in 4% to medium. The drawings of these preschoolers depict animals with unexpressed signs of aggression. A high level of aggressiveness after the experiment was detected in 6% of the respondents in the experimental group.

In addition to numerical characteristics, one can also note a qualitative change in the nature of the story and drawing in preschoolers after the projective technique "Non-existent animal". The description of non-existent animals by the respondents of the experimental group is devoid of aggressive signs, they are kind, herbivores, they are friends either with everyone, or with representatives of their kind or the like. So, for example, in the drawing by Anton M., the aggressive level is presented in one specific detail (magic hedgehogs with "thorns"), Olya Ya. (a bee with a sharp pink beak). The description of the listed animals does not carry an aggressive character - they are kind, cheerful animals that eat plants or special food, are friendly, are friends either with their own kind or with humans.

The presence of high indicators of aggressiveness in 6% of the participants in the experiment during repeated diagnostics indicates the need for further corrective work to reduce the aggressiveness of the subjects, because even preschoolers with a high level of aggressiveness showed positive and kind drawings in the course of repeated diagnostics according to the projective method “Non-existent animal”.

After analyzing the drawings of preschoolers of the experimental group according to the projective method "Non-existent animal" after conducting correctional classes, the following conclusions can be drawn. Drawings in which several pronounced aggressive details are present in the image of animals were not revealed in the experimental group. There are several drawings of animals with the presence of one aggressive detail.

We tested these results using Fisher's φ-test to determine differences in qualitatively defined traits.

Considering the dynamics of changes after the correction program in terms of meaningful categories of fears by preschoolers from the EG, one can see positive aspects. We see that in such categories of fears as: things of a threatening nature (φ=1.67 at p£0.05), family and family situations (φ=1.74 at p£0.05), isolation (φ=2 .07 at p £ 0.05), own misconduct, mistakes (φ = 1.94 at p £ 0.05), statistically significant changes are noted.

In the control group, repeated diagnostics did not reveal significant changes in the indicators of adolescent aggressiveness.

Comparison of the results of repeated diagnostics in the experimental and control groups proves that the developed and tested program contributes to the correction of the emotional sphere of preschool children brought up in dysfunctional families.

Krasnoshchekova N.V. Diagnostics and development of the personal sphere of children of senior preschool age. Tests. Games. Exercises / N.V. Krasnoshchekov. - Rostov N / D: Phoenix Publishing House, 2009. - 299 p.

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1.2 Features of children from socially disadvantaged families

The characteristics of dysfunctional families are very diverse - they can be families where parents abuse children, do not educate them, where parents lead an immoral lifestyle, exploit children, abandon children, intimidate them “for their own good”, do not create conditions for normal development, etc. Family trouble gives rise to a lot of problems in the behavior of children, their development, lifestyle and leads to a violation of value orientations.

In the difficulties of the behavior of children and adolescents, the problems of the parents themselves very often respond. Psychologists have long proven that most parents who have difficult, problematic children themselves suffered from conflicts with their own parents in childhood. Based on many factors, psychologists have come to the conclusion that the style of parental behavior is involuntarily "recorded" in the psyche of the child. This happens very early, even in preschool age, and, as a rule, unconsciously. As an adult, a person reproduces this style as quite “natural”. He does not know other relationships in the family. From generation to generation there is a social inheritance of the style of relations in the family; Most parents raise their children the way they were raised as children. “It will be measured to you by your measure” /12/.

According to research data, an analysis of the contingent of children who fall into the socio-pedagogical system of support and assistance shows that they all endured all sorts of stressful situations. According to doctors, psychologists, psychiatrists, psychotherapists, children who have undergone stressful situations are characterized by pathology in their behavior. Pathology is understood as a type of behavior not accepted in this culture that causes suffering, fear, pain, grief in other people /12/.

Stressful situations from which it is difficult for a child to get out, as a rule, negatively affect the normal functioning of the whole organism. They are caused by many reasons - the loss of a loved one, divorce and remarriage of parents, chronic diseases, prolonged mental threat, sexual violence and its consequences, fights, scandals, wars, natural disasters and catastrophes, etc.

The strength of a person's experience of stressful situations depends on how these events and circumstances are perceived and interpreted by him. Children cannot regulate the strength of experiences. Experiences of stressful situations leave a significant mark on the child's psyche, and the smaller it is, the stronger the consequences of experiences can be. The cause of stress can also be a situation in which a negative influence is not necessarily strong, but is experienced as strongly as a threatening, life-threatening one. The accumulation of stressful situations over time either leads to many problems or helps to gain flexibility, depending on the age of the person and his ability to withstand difficulties.

The smaller the child, the more difficult it is for him to develop a situation in a dysfunctional family, where there are constant quarrels between parents, disagreement with other family members, physical aggression, as this contributes to the manifestation of a feeling of insecurity, defenselessness. In families where a tense, oppressive environment prevails, the normal development of children's feelings is disturbed, they do not experience feelings of love for themselves, and therefore they themselves have the opportunity to show it.

The strongest influence on the child is the situation when the family is on the verge of disintegration. Children see hidden hostility, mutual indifference of parents, mutual insults. Usually children have attachment to both parents and experience fear because of the possibility of losing them, and with them a sense of their own security.

The psychological environment for the development of a child deprived of parental love, rejected by his own parents, enduring insults, bullying, violence, beatings, hunger and cold, lack of clothes, warm housing, etc., is very difficult. The child in such situations tries to change his state of mind himself (pulls out his hair, bites his nails, fusses, “the effect of licking wounds”, is afraid of the dark, he may have nightmares, he hates the people who surround him, behaves aggressively).

Life in a dysfunctional family has a hard effect on the psychological development of children, but it is even more difficult for them to experience separation from the family, even the worst one. According to the Psychological Institute of the Russian Academy of Education (1990), in terms of their psychological development, children brought up without parental care differ from their peers growing up in a family. Throughout all stages of childhood - from infancy to adulthood - the psychological development and health of such children has a number of negative features /12/.

As the experience of working with children of this category shows, it is impossible to prepare a child of any age (early, preschool, adolescent) to endure separation from the family. In case of deprivation of parental rights, children are removed from the family, deprived of ties with relatives and friends, doomed to painful procedures. It can be said that the removal of a child from a dysfunctional family is a trauma, and the disorders that develop after an experienced psychological trauma affect all levels of human functioning (personal, interpersonal, social, physiological, psychological, somatic, etc.), lead to persistent personal changes /38/.

Experiences of traumatic situations or events are repeated and introduced into consciousness, constant memories by children. These can be images, thoughts, recurring nightmares, feelings that correspond to experiences during trauma, negative experiences when confronted with something resembling events, physiological reactivity manifested in stomach cramps, headaches, sleep problems, irritability, outbursts of anger , impaired memory and concentration, hypervigilance, exaggerated response. Symptoms of traumatic experiences in the form of mental abnormalities are a way of survival.

The life of a child outside the family leads to the emergence of a special mental state - mental deprivation (J. Lanheimer and Z. Matejczyk). This condition occurs in special life situations when a person is not able to satisfy some basic mental needs for a long time. Children brought up outside the family experience personality changes, that is, personal deprivation occurs, which contributes to the formation of negative personal qualities and formations /20/.

In the last twenty years, a number of studies have been carried out abroad and in Russia, which show that the absence of a mother (maternal deprivation) has a particularly detrimental effect on the development of a child. In addition to this fact, others were also found (sensory deprivation - impoverishment of the environment, its narrowing; social - a decrease in communicative ties with other people; emotional tone in relationships with others; mental - the inability to meet basic needs) /20/.

The experience of working with children who ended up in orphanages, orphanages, boarding schools, crisis centers, that is, left without parental care, shows that it is difficult to single out the type of deprivation that has the strongest, and sometimes even detrimental, effect on the mental development of the child. Most often, one can observe a picture when all the factors of deprivation appear together.

Let us dwell in detail on the most important factor that has a huge impact on the child’s lifestyle and mental development: the parental home is the father, mother, other adults (family members or close relatives) surrounding the child from the moment of his birth. It is common for a child to copy actions, ways of expressing thoughts and feelings that he observes in his parents in the first place. A child learns to live by imitating his parents, family members, from early childhood seeks to win the approval of his parents by behaving and thinking the way his parents want, or, conversely, he rejects their values. The lifestyle of parents has such a strong effect on children that throughout their lives they again and again return to repeating them. Most of the experience of life learned by children in the family passes into the subconscious. The subconscious program of the “ancestral heritage”, embedded in a person by the family, operates throughout life and forms life goals, determines the foundations, beliefs, values, and the ability to express feelings. Getting into difficult situations, the child always uses the experience gained in the family.

Getting into new conditions, the child strives with particular force to return to his former life, in which he has or had, as it seems to him, parental love. Life in institutions where a child who is abandoned by his family ends up, is withdrawn from it, cannot replace for him the experience of the family and parental love. Children still continue to passionately love their parents, family, justify the actions and behavior of their parents, idealize them, dream of returning to them. This can largely explain the frequent escapes of children from orphanages and boarding schools, and the difficulties of adapting to life in institutions, and immunity to educational influences, and closeness to social experience, and lack of trust in people around them and caring for them. In practice, quite often there are cases when children return to a criminal family, which is impossible for life from the point of view of a sane person.

According to L.Ya. Oliferenko's experience in the system of institutions for the social and pedagogical support of children and adolescents made it possible to analyze how children of different ages evaluate their parents. More often they evaluate their parents positively, and condemn the living conditions in which they found themselves, or the behavior of their parents caused by such an environment, but not themselves /27/.

Preschoolers continue to love their parents, miss their dads and moms. Many idealize their parents, consider them good, but at the same time they do not remember at all that these parents severely beat them, raped them, sold them at night, closed them alone without food, etc. Remembering their parents, these children characterize them only on the positive side, although they are mired in drunkenness, debauchery, turning their homes into brothels, criminogenic places.

In older children, the assessment of parents is closer to adequate, real. But the hope that parents will change or have already changed, have become good, always lives in their souls. According to their ideas and descriptions, the parents changed as soon as their children were taken away from them; they stop drinking, they work, they don't quarrel, and so on. It can be observed that many children put up with the situation that prevailed in their family, take it for granted. This is because these children have nothing to compare their experience of life in the family with.

Long-term residence in asocial families where violence and alienation reigns leads to a decrease in children's empathy - the ability to understand others and sympathize with them, and in some cases to emotional "deafness". All this complicates the influence of teachers and other specialists on the child, leads to active resistance on his part.

If a child is weighed down by the circumstances of life, the relationship of parents, then he notices the hostility of life, even families do not talk about it. Strong impressions are received by a child whose parents occupy a low social position, do not work, beg, steal, drink, live in basements, and in unsanitary conditions. Such children grow up in fear of life, they differ from other children, first of all, in hostility, aggressiveness, self-doubt. Often, children who grew up in such conditions have low self-esteem for the rest of their lives, they do not believe in themselves, in their abilities.

In studies of domestic and Western psychologists, a comparative description of children left without parental care is given. I.V. Dubrovina, E.A. Minkova, M.K. Bardyshevskaya and other researchers have shown that the general physical and mental development of children brought up without parental care differ from the development of their peers growing up in families. They have a slow pace of mental development, a number of negative features:

Low level of intellectual development;

Poor emotional sphere and imagination;

Late formation of self-regulation skills and correct behavior.

Children brought up in institutions for social and psychological-pedagogical support of childhood are characterized by pronounced maladaptation. It is aggravated by such psychological and traumatic factors as the removal of a child from the family and his placement in various institutions (hospitals, reception centers, temporary shelters, a sanatorium, etc.).

The behavior of such children is characterized by irritability, outbursts of anger, aggression, exaggerated response to events and relationships, resentment, provoking conflicts with peers, inability to communicate with them.

A psychologist, educator, social pedagogue working with children in such institutions should be aware that all this is only part of the overall picture, its external manifestation. The other part is the inner world of the child, which is difficult to diagnose, correct, but greatly influences his future life, mental development and personality formation.

Defects in socialization depend not only on its conditions, but also on the age of the child.

Children at risk of preschool age are characterized by reduced cognitive activity, lag in the development of speech, mental retardation, lack of communication skills, conflicts in relationships with peers.

Lack of communication with adults at this age does not contribute to the development of a child's sense of attachment. In later life, this makes it difficult to develop the ability to share their experiences with other people, which is extremely important for the subsequent development of empathy. The development of cognitive activity also slows down, which makes preschool children little interested in the world around them, makes it difficult to find an exciting activity, and makes the child passive. The emotional manifestations of such children are poor and inexpressive /35/.

Lack of attention from an adult at an early age leads to deficiencies in social development: there is no need to communicate and establish contacts with adults and peers, and cooperation with them is difficult. This leads to a lag in the development of speech, loss of independence, violations in personal development.

The shortcomings in the development of the emotional sphere are most clearly manifested. Children have difficulty distinguishing the emotions of an adult, they are poorly differentiated, they have a limited ability to understand another, themselves. They conflict with their peers, cannot interact with them, do not notice their emotional violent reactions. In children, the development of cognitive activity is inhibited, which manifests itself in the lag in mastering speech, as well as in the lack of initiative in the knowledge of the world around us, the ambivalence of attitudes towards objects (objects attract their attention and at the same time cause a feeling of fear due to the inability to act with them).

A typical lack of development at preschool age is the development of independence - from its loss to full manifestation, when the child disposes of himself at his own discretion.

These children have a disturbed idea of ​​the temporal characteristics of the formation of their personality: they do not know anything about themselves in the past, they do not see their future. Their ideas about their own family are vague. The vagueness of one's own and the reasons for one's own social orphanhood hinder the formation of self-identity. Some children can't imagine being little, they don't know what little kids do, they can't talk about what they did when they were little. They hardly imagine their future, they are focused on the near future - going to school, teaching. The struggle for a new identity when they enter a children's institution is one of the main problems of these children during the period of correction of deprivation. Going beyond the present, in which these children live, and into the past, which they have already lived, is the main condition for acquiring life confidence and a new identity, a condition for escaping from the vicious circle of mental deprivation.

The intellectual development of children brought up in dysfunctional families is characterized by disharmony, pronounced unevenness and imbalance in the types of thinking. Objective, visual-figurative thinking remains the main thing. Verbal thinking lags far behind, as it is formed in the game, informal communication and unregulated joint activities with adults and other children.

Thus, preschool children belonging to the risk group differ from their peers from full-fledged families with reduced cognitive activity, a lag in the development of speech, mental retardation, lack of communication skills and conflicts in relationships with peers.

Children at risk of primary school age have deviations in the development of the intellectual sphere, often do not attend school, have difficulty learning educational material, they have a delay in the development of thinking, underdevelopment of self-regulation, and the ability to manage themselves. All these features of younger students lead to a lag in mastering educational skills and abilities and a low quality of teaching.

In children of the risk group of primary school age, deviations in the development of the intellectual sphere are more clearly manifested. They often do not attend school, they hardly learn the educational material, they have a mental retardation of thinking, underdevelopment of self-regulation, the ability to manage themselves. All these features of younger students lead to a lag in mastering educational skills and abilities, and a low quality of teaching.

Adolescents at risk are characterized by difficulties in relationships with other people, the surface of feelings, dependency, the habit of living at the behest of others, difficulties in relationships, violations of self-awareness (from experiencing permissiveness to inferiority), aggravation of difficulties in mastering educational material, manifestations of a gross violation of discipline (vagrancy, theft, various forms of delinquent behavior). In relations with adults, they experience their uselessness, the loss of their value and the value of another person /19/.

Characterization of modern children at risk in adolescence gives a low-optical picture, but a specialist working with them must be able to clearly see the prospects for their future and help them take the first steps towards changing themselves. According to sociological and psychological studies, adolescents at risk have the following features:

Lack of values ​​accepted in society (creativity, knowledge, vigorous activity in life); they are convinced of their uselessness, the inability to achieve something in life with their own hands, their mind and talent, to take a worthy position among their peers, to achieve material well-being;

projection of the unsuccessful life of their own parents;

emotional rejection of adolescents by their parents and at the same time their psychological autonomy;

Among the socially approved values, they have a happy family life in the first place, material well-being in the second place, and health in the third place; at the same time, these values ​​seem inaccessible to teenagers, high value combined with inaccessibility gives rise to an internal conflict - one of the sources of stress;

· "reinforcing" the loss of the value of education for adolescents at risk - those who did not study well or did not study at all, but succeeded in life, have (a car, a garage, and so on); adolescents do not think about real ways to achieve such “values”;

Increased levels of anxiety and aggressiveness;

striving for a “beautiful”, easy life, pleasures;

Distortion of the orientation of interests - free time in the entrance, on the street - just away from home, a feeling of complete independence (leaving home, running away, situations of experiencing risk, etc.) /25/.

Psychologists (L.S. Vygotsky and others) identified the main groups of the main interests of adolescents. These include:

Egocentric dominant - interest in one's own personality;

The dominant of effort is the tendency of adolescents to resist, overcome, to volitional tensions, which can manifest itself in stubbornness, hooliganism, struggle against authorities, protest, and so on;

The dominant of romance is the desire for the unknown, risky, adventure, heroism /14/.

We find the continuation of these changes in adolescence in the works of D.B. Elkonin, who identified the symptoms of development. These include the emergence of difficulties in relations with adults (negativism, stubbornness, indifference to assessing their success, leaving school, confidence that all the most interesting things happen outside of school, etc.). Adolescents begin to keep diaries in which they freely, independently, independently express their thoughts and feelings. There are special children's companies (search for a friend who can understand), which leads to the emergence of informal teenage communities /27/.

According to A.L. Likhtarnikov, in adolescents deprived of parental care, the ideas of a happy person and happiness differ significantly from the ideas of children from normal families. The most common responses of at-risk adolescents about the main indicators of happiness are: food, sweets (lots of cake), toys, gifts, clothes. Such "material" characteristics show that even for fifteen-year-old teenagers, a toy is a necessary attribute of happiness. Appeal to the toy, perhaps, allows the teenager to compensate for the lack of emotional warmth and dissatisfaction with social needs. Among adolescents deprived of parental care, 43% note a minimum of signs of a happy person, which can be interpreted as the position “I am unhappy”. And only 17% of such teenagers are found in normal families.

The experience of experiencing loneliness by adolescents at risk is 70%. Only 1% do not see a way out of the state of loneliness, while the rest see getting rid of it in finding a friend, finding a family, reaching a compromise in conflict situations, changing the emotional state. The ways of such a change in many adolescents are not constructive (for example, drink, smoke, go for a walk, etc.) /19/.

Adolescents at risk should take into account their often inherent state of helplessness. The concept of "helplessness" is considered as the state of a person when he cannot cope with someone himself, does not receive and cannot ask for help from others, or is in an uncomfortable state. In adolescents at risk, this condition is associated with specific situations: the inability to change relationships with parents, teachers, peers; inability to make independent decisions or make choices and other difficulties.

The study of helplessness in children and adolescents was carried out by I.S. Korosteleva, V.S. Rotenberg, V.V. Arshavsky, as well as foreign researchers.

According to many scientists, the helplessness of adolescents is caused by experiencing failures, traumas, refusal to search for or the presence of non-constructive ways to solve problems, etc. The manifestation of helplessness can be observed when adolescents react to a significant situation experienced or its consequences, which looks like this:

As a stereotypical activity inadequate to a specific situation;

As an enumeration of stereotypical actions (non-constructive ways of behavior and activities that do not bring results);

As a refusal to perform activities accompanied by apathy, depression;

Like a state of torpor, crying, etc.;

Like transferring or shifting a goal to another.

In adolescence, cultural restrictions relate to the search activity in social life. The reaction to restrictions on behavior and activities (including punishments, for example, under the law) can lead to a state of helplessness in adolescents, which is expressed in apathy, depression, etc. / 28/.

Feelings of a state of helplessness can also arise as a reaction to grief, the loss of a loved one, separation from him, etc. in this situation, the adolescent may experience a painful disruption of ideas about the future.

Children of senior school age belonging to the risk group are characterized by a special process of socialization. They live, as a rule, most of their lives in institutions of social and pedagogical support (orphanages, boarding schools, shelters, under guardianship) or in dysfunctional families. Most graduates of these institutions have the following specific responsibilities:

· inability to communicate with people outside the institution, difficulties in establishing contacts with adults and peers, alienation and distrust of people, detachment from them;

Violation in the development of feelings, which does not allow understanding others, accepting them, relying only on one's desires and feelings;

low level of social intelligence, which makes it difficult to understand social norms, rules, the need to comply with them;

· a poorly developed sense of responsibility for one's actions, indifference in the fate of those who connected their lives with them, a feeling of jealousy towards them;

consumer psychology in relation to relatives, the state, society;

self-doubt, low self-esteem, lack of permanent friends and support from them;

· unformed volitional sphere, lack of purposefulness aimed at the future life; more often than not, purposefulness is manifested only in achieving immediate goals: to get what is desired, attractive;

unformed life plans, life values, the need to satisfy only the most urgent needs (food, clothing, housing, entertainment);

low social activity, the desire to be invisible, not to attract attention;

· addiction to additive (self-destructive) behavior - abuse of one or more psychoactive substances, usually without signs of addiction (smoking, alcohol, soft drugs, toxic and drugs, etc.); this can serve as a kind of regressive form of psychological defense /10/.

Children of senior school age are on the verge of an independent life for which they do not consider themselves ready. On the one hand, they want to live independently, separately, to be independent of anyone, on the other hand, they are afraid of this independence, because they understand that they cannot survive without the support of their parents and relatives, and they cannot count on it. This duality of feelings and desires leads to dissatisfaction with one's life and oneself.

The situation is somewhat better for those who live in institutions for orphans and children left without parental care and study in secondary specialized or vocational institutions, as they can return to the familiar environment of a foster institution where they are taken care of.

Education outside the family is the main reason for the unpreparedness of these children for an independent life and gives rise to personal deprivation, since the constant environment with a large number of children and adults does not give the possibility of self-identification, understanding themselves and their problems, the opportunity to think about their future life. The child does not know how he will live alone, where to find friends, how to spend his free time, how to organize his life.

The impoverishment of communication with adults, its limitations (mostly only employees of the institution) lead to the fact that children cannot establish contacts with other adults, find common ground between the requirements of significant adults and their own desires and capabilities. Contacts with adults are superficial, unemotional, which leads to the absence of the need to seek close relationships with people, trust them, see self-respect on their part.

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At the senior preschool age (5.5 - 7 years), there is a rapid development and restructuring of all the physiological systems of the child's body: nervous, cardiovascular, endocrine, musculoskeletal. The child quickly gains in height and weight, body proportions change. There are significant changes in higher nervous activity. According to its characteristics, the brain of a six-year-old child is more similar to the brain of an adult. The body of a child in the period from 5.5 to 7 years indicates readiness for the transition to a higher stage of age development, involving more intense mental and physical stress associated with systematic schooling.

The older preschool age plays a special role in the mental development of the child: during this period of life, new psychological mechanisms of activity and behavior begin to form.

At this age, the foundations of the future personality are laid: a stable structure of motives is formed; new social needs are emerging (the need for respect and recognition of an adult, the desire to perform important for others, "adult" things, to be "adult"; the need for peer recognition: older preschoolers actively show interest in collective forms of activity and at the same time - the desire in the game and other activities to be the first, the best, there is a need to act in accordance with the established rules and ethical standards, etc.); a new (mediated) type of motivation arises - the basis of arbitrary behavior; the child learns a certain system of social values; moral norms and rules of behavior in society, in some situations he can already restrain his immediate desires and act not as he wants at the moment, but as he “must” (I want to watch “cartoons”, but my mother asks to play with my younger brother or go to the store; I don’t want to clean up the toys, but this is the duty of the duty officer, which means that this must be done, etc.).

Older preschoolers cease to be naive and direct, as before, become less understandable to others. The reason for such changes is the differentiation (separation) in the mind of the child of his inner and outer life.

Until the age of seven, the baby acts in accordance with the experiences that are relevant to him at the moment. His desires and the expression of those desires in behavior (i.e. internal and external) are an indivisible whole. The behavior of a child at these ages can be conditionally described by the scheme: "want - done." Naivety and spontaneity indicate that outwardly the child is the same as "inside", his behavior is understandable and easily "read" by others. The loss of spontaneity and naivety in the behavior of the older preschooler means the inclusion in his actions of some intellectual moment, which, as it were, wedged between the experience and action of the child. His behavior becomes conscious and can be described by another scheme: "I wanted - I realized - I did." Awareness is included in all spheres of life of an older preschooler: he begins to realize the attitude of those around him and his attitude towards them and to himself, his individual experience, the results of his own activities, etc.

One of the most important achievements of senior preschool age is the awareness of one's social "I", the formation of an internal social position. In the early periods of development, children are not yet aware of what place they occupy in life. Therefore, they have no conscious desire to change. If the new needs that arise in children of these ages are not realized within the framework of the lifestyle that they lead, this causes unconscious protest and resistance.

At the older preschool age, the child for the first time becomes aware of the discrepancy between what position he occupies among other people and what his real possibilities and desires are. There is a clearly expressed desire to take a new, more "adult" position in life and perform a new activity that is important not only for himself, but also for other people. The child, as it were, "falls out" of his usual life and the pedagogical system applied to him, loses interest in preschool activities. In the conditions of universal schooling, this is primarily manifested in the desire of children to achieve the social status of a schoolchild and to study as a new socially significant activity ("In school - big ones, and in kindergarten - only kids"), as well as in the desire to fulfill certain other assignments of adults, to take on some of their duties, to become an assistant in the family.

The appearance of such an aspiration is prepared by the entire course of the child's mental development and occurs at the level when he becomes aware of himself not only as a subject of action, but also as a subject in the system of human relations. If the transition to a new social position and new activities does not occur in a timely manner, then the child has a feeling of dissatisfaction.

The child begins to realize his place among other people, he develops an internal social position and a desire for a new social role that meets his needs. The child begins to realize and generalize his experiences, a stable self-esteem and a corresponding attitude towards success and failure in activities are formed (some tend to strive for success and high achievements, while others most importantly avoid failures and unpleasant experiences).

The word "self-consciousness" in psychology usually refers to the system of ideas, images and evaluations existing in the mind of a person, relating to himself. In self-consciousness, two interrelated components are distinguished: content - knowledge and ideas about oneself (Who am I?) - and evaluative, or self-esteem (What am I?).

In the process of development, the child forms not only an idea of ​​his inherent qualities and capabilities (the image of the real "I" - "what I am"), but also an idea of ​​​​how he should be, how others want to see him (the image of the ideal "I" - "what I would like to be"). The coincidence of the real "I" with the ideal is considered an important indicator of emotional well-being.

The evaluative component of self-awareness reflects a person's attitude to himself and his qualities, his self-esteem.

Positive self-esteem is based on self-respect, a sense of self-worth and a positive attitude towards everything that is included in the self-image. Negative self-esteem expresses rejection of oneself, self-negation, a negative attitude towards one's personality.

At the older preschool age, the beginnings of reflection appear - the ability to analyze one's activities and correlate one's opinions, experiences and actions with the opinions and assessments of others, therefore the self-esteem of older preschool children becomes more realistic, in familiar situations and habitual activities approaches adequate. In an unfamiliar situation and unusual activities, their self-esteem is inflated.

Low self-esteem in preschool children is considered as a deviation in personality development.

Features of the behavior of older preschool children with different types of self-esteem:

Children with inadequately high self-esteem are very mobile, unrestrained, quickly switch from one type of activity to another, often do not finish the work they have begun. They are not inclined to analyze the results of their actions and deeds, they try to solve any, including very complex, tasks "immediately". They are unaware of their failures. These children are prone to demonstrativeness and dominance. They strive to always be in sight, advertise their knowledge and skills, try to stand out from the background of other guys, to draw attention to themselves. If they cannot secure the full attention of an adult with success in their activities, then they do this by violating the rules of conduct. In the classroom, for example, they can shout from their seats, comment aloud on the actions of the teacher, make faces, etc.

These are, as a rule, outwardly attractive children. They strive for leadership, but in a peer group they may not be accepted, as they are directed mainly "at themselves" and are not inclined to cooperate.

Children with inadequately high self-esteem treat the teacher's praise as something taken for granted. Its absence can cause them bewilderment, anxiety, resentment, sometimes irritation and tears. They react differently to criticism. Some children ignore critical remarks addressed to them, others respond to them with increased emotionality (screaming, tears, resentment towards the teacher). Some children are equally attracted to praise and blame, the main thing for them is to be in the center of attention of an adult.

Children with inadequately high self-esteem are insensitive to failures, they are characterized by the desire for success and a high level of claims.

Children with adequate self-esteem tend to analyze the results of their activities, trying to find out the causes of mistakes. They are self-confident, active, balanced, quickly switch from one activity to another, persistent in achieving the goal. They strive to cooperate, help others, are sociable and friendly. In a situation of failure, they try to find out the reason and choose tasks of somewhat less complexity (but not the easiest ones). Success in an activity stimulates their desire to attempt a more difficult task. These children tend to strive for success.

Children with low self-esteem are indecisive, uncommunicative, distrustful, silent, constrained in movements. They are very sensitive, ready to burst into tears at any moment, do not seek cooperation and are not able to fend for themselves. These children are anxious, insecure, difficult to engage in activities. They refuse in advance to solve problems that seem difficult to them, but with the emotional support of an adult, they easily cope with them. A child with low self-esteem seems to be slow. He does not start the task for a long time, fearing that he did not understand what needs to be done and will do everything incorrectly; tries to guess whether the adult is pleased with him. The more significant the activity, the more difficult it is for him to cope with it. So, in open classes, these children show significantly worse results than on ordinary days.

Children with low self-esteem tend to avoid failures, so they have little initiative and choose deliberately simple tasks. Failure in an activity often leads to abandonment.

These children, as a rule, have a low social status in the peer group, fall into the category of outcasts, no one wants to be friends with them. Outwardly, these are most often unattractive children.

The reasons for the individual characteristics of self-esteem in senior preschool age are due to a combination of developmental conditions that is unique for each child.

In some cases, inadequately high self-esteem in older preschool age is due to an uncritical attitude towards children on the part of adults, the poverty of individual experience and the experience of communicating with peers, insufficient development of the ability to understand oneself and the results of one's activities, and a low level of affective generalization and reflection. In others, it is formed as a result of excessively inflated demands on the part of adults, when the child receives only negative assessments of his actions. Here, self-esteem plays a protective role. The child's consciousness, as it were, "turns off": he does not hear critical remarks that hurt him, does not notice failures that are unpleasant for him, and is not inclined to analyze their causes.

Somewhat inflated self-esteem is most characteristic of children on the verge of 6-7 years. They are already inclined to analyze their experience, listen to the assessments of adults. In the conditions of habitual activity - in the game, in sports, etc. - they can already realistically assess their capabilities, their self-assessment becomes adequate. In an unfamiliar situation, in particular, in educational activities, children still cannot correctly assess themselves, self-esteem in this case is overestimated. It is believed that the overestimated self-esteem of a preschooler (in the presence of attempts to analyze himself and his activities) carries a positive moment: the child strives for success, actively acts and, therefore, has the opportunity to clarify ideas about himself in the process of activity.

Low self-esteem at this age is much less common, it is based not on a critical attitude towards oneself, but on self-doubt. Parents of such children, as a rule, make excessive demands on them, use only negative assessments, and do not take into account their individual characteristics and capabilities. According to a number of authors, the manifestation of low self-esteem in the activities and behavior of children of the seventh year of life is an alarming symptom and may indicate deviations in personal development.

Self-esteem plays an important role in the regulation of human activity and behavior. Depending on how an individual evaluates his own qualities and capabilities, he accepts for himself certain goals of activity, this or that attitude to successes and failures is formed, this or that level of claims