concrete manifestation public relations in which a specific personality, social community develops; social conditions of their development. (1) *Classification of the manifestation of the social environment: by type of community 1. social formation, class, group; by type of group 2. family, educational, social, labor, sports, military, etc.; according to the formative influence 3. determining, training, exercising, teaching, educating, re-educating; according to the method of influencing the form of consciousness 4. legal, moral, aesthetic, scientific; by age 5. peers, older, younger, mixed; in relation to the environment 6. positive (causing imitation), indifferent, negative (causing protest); on social orientation 7. social, asocial; according to the degree of contacts 8. direct, indirect. (one)
Great Definition
Incomplete definition ↓
SOCIAL ENVIRONMENT
social zone of proximal action of a person; a complex and ambiguous system of conditions for the development of a personality, both opposing it and being changed by the actions and deeds of the person himself. In the concept of S. with. include the immediate environment of the individual, the totality of various (macro- and micro-) conditions of her life, the atmosphere of her social. being, interpersonal relationships and contacts with other people; real reality, in the conditions of which the development of a person takes place.
Social rehabilitation of children with handicapped health - Tutorial(Akatov L.I.)
The concept of "social environment"
The most important factor and condition for the development of the child is the social environment. The social environment is everything that surrounds us in social life and, above all, the people with whom each individual is in a specific relationship. The social environment has a complex structure, which is a multi-level formation, which includes numerous social groups that have a joint impact on the mental development and behavior of the individual. These include:
1. Microenvironment.
2. Indirect social education that affect the individual.
3. Macrosocial structures - macroenvironment.
The microenvironment is the immediate environment, everything that directly affects a person. In it, he is formed and realizes himself as a person. This is a family group kindergarten, classroom, production team, various informal communication groups and many other associations that a person constantly encounters in everyday life.
Indirect social formations affecting the individual. These are formations that are not directly related to the individual. For example, the production team where his parents work is directly connected with them, but only indirectly - through the parents - with the child.
The macro environment is a system social relations in society. Its structure and content include a combination of many factors, including economic, legal, political, ideological and other relations in the first place. These components of the macro environment affect individuals both directly - through laws, social policy, values, norms, traditions, mass media, and indirectly, through influence on small groups in which the individual is included.
Relationships between people have a wide range. Both on the scale of the macroenvironment and in the conditions of the microenvironment, they are repeatedly mediated. Not always, for example, a grandfather or grandmother can be next to the child. But the father's story about his grandfather, his qualities as a person can have no less impact on the child than direct contact with him.
In addition to the named classification, there are types of social environment that differ according to the principle of the location of the group in the structure of social relations. Based on this, a working, student, school social environment, etc. are distinguished. For each of listed species The social environment is characterized by certain psychological characteristics that leave an imprint on the personality of a person, as well as groups of people.
There are also a number of other features that can be used to distinguish the type of social environment. For example, according to the division of labor, a distinction is made between urban and rural environments, environments characterized by physical or mental labor. By various types activities - industrial, political, scientific, artistic, pedagogical, etc.
A specific social environment is, in socio-psychological terms, the totality of the relationship of the individual with the group.
The social environment in which the child finds himself acts as a determining factor in the realization of his needs and requests, is the most important condition for the disclosure of his social essence as a person. However, the child acquires socio-psychological qualities only through his experience, communication, through direct contact with peers and adults in the family, in kindergarten, school, on the street due to his own activity.
The social environment in relation to the individual has a relatively random character. For example, parents, choosing for their child educational institution, they can stop not at the one that is not far from home, but at the one that is located next to the grandmother's house, since due to their employment they cannot meet the child from school. But this chance in the socio-psychological plan plays an exceptionally large role, since the nature and characteristics of certain individuals and the characteristics of groups leave an imprint on their relationships, as the child enters the socio-psychological atmosphere inherent in this team.
The social environment is active, it affects a person, captivates, infects him with appropriate behaviors. It can induce, and sometimes force, to certain actions. However, such an impact of the social environment on the individual is not always directed in the right direction and often does not meet the objectives of the upbringing and development of the child. To reduce its unpredictability and negative impact on the personality of the child, attempts are made to make it manageable. Recently, the concept of "developing social environment" or, in short, "developing environment" has appeared in the psychological and pedagogical literature.
What is meant by this concept?
In a broad sense, a developing social environment is understood as a certain community of people or an organization created with the aim of implementing specific educational and developmental tasks and enabling children, adolescents and young men to reveal their personal potential. Based on this understanding, any educational institution or organization can be attributed to the developing social environment. This social environment can be called educational, educational, school, kindergarten, etc. The developing social environment is complexly organized. It can have various organizational forms, differ in its content and focus.
According to the form of organization, these can be kindergarten groups, a class of a general education or special school, groups of children in out-of-school institutions: music, art, sports and other schools, sections, studios, various centers, etc.
The content of the developing social environment is determined by the system of various relations of the child with peers, older children and adolescents, teachers, educators, parents of other children, adults who enter into communication with them, and many other factors. The content of these relations can be of a different nature: moral (ethical), intellectual (cognitive), aesthetic, everyday.
The direction of communication and the relationships that are established between the interacting individuals also represents a significant variability, which is based on their need-motivational sphere. In one case, this may be a pronounced desire to satisfy one's cognitive need, in others - to compensate for an existing defect, in the third - a child may be attracted not by what adults seek to give, but by various pranks, aimless pastime, etc.
These characteristics of the developing social environment are set from the outside and are determined by the goals and objectives of training, education and development. A child or teenager who finds himself in such a developing social environment has a wide choice of ways of intellectual, physical, aesthetic, moral development. However, the child himself is not able to decide what to do and what to prefer. In order for him to develop a stable motivation for a particular type of activity, he needs the smart help of an adult, and happiness falls to that child who has a person next to him who can interest and captivate him in the right direction.
Along with a broad understanding of the developing social environment, there is a narrower definition, which can be denoted by the term "special developing social environment".
A special developing social environment is such an organization of the life of children in which, through a certain system-forming component, a special socio-psychological atmosphere is created that contributes to the manifestation of a harmonious combination of the relationship between the child and the social environment, and which encourages children to be active and purposeful.
An example of such a special developing social environment is the experience of developing the personality of a child, accumulated by A.S. Makarenko in organizing the education and upbringing of homeless children in a children's colony. One of the most important backbone components of the special social environment created by him is, in our opinion, the phenomenon of "responsible dependence".
To understand some of the features of the process of social rehabilitation of children with disabilities, the proposed in the 60s by L.I. Uman-sky is such a form of organizing the life of schoolchildren during extracurricular time as "uneven-age groups". The idea and creation of these units was based on the assumption that the communication and interaction of children of different ages creates favorable conditions for accelerated development. junior schoolchildren and the formation of positive moral qualities in adolescents.
Around the same time, L.I. Umansky proposed another form of a special developing social environment for the training of school leaders, which was implemented in the organization of the camp for high school students "Komsorg". Ideas about creating a special developmental environment were developed and continued by his students A.S. Chernyshev, L.I. Akatov, E.A. Shanin and others. At present, in Kursk, where this form of a special developing social environment first appeared, such associations of youth and schoolchildren as "Vertical", "Monolith", a camp for children with mental retardation, etc., have been created and are functioning.
Their functioning is based on the optimal combination of meaningful and exciting recreation for children with the simultaneous solution of special training, developmental and educational tasks developed for each camp.
The forms of a special developing social environment can also include institutions and centers designed to carry out the social rehabilitation of children and adolescents with disabilities. The same purpose is served by various training sessions, where both developmental and corrective tasks; specially organized play activity, during which the first place is taken by useful for the child's entry into real life actions and deeds; meetings that serve to develop the necessary communicative qualities in children.
Another form of organization of a special developing social environment, which has recently received recognition in work with adolescents and older students, is educational psychodiagnostics. This form of work is based on the principle of self-knowledge and self-development based on the analysis and use of data obtained with the help of psychodiagnostic procedures.
So, the social environment is a complex multi-level formation, a concrete manifestation of social relations that have developed in society, in which a particular person lives and develops. But in order for the social environment to influence the child purposefully, to contribute to the formation of personality traits necessary for effective entry and successful interaction with it, it is necessary to create special, specially oriented conditions. Such conditions in the organization of social rehabilitation of children with developmental disabilities is a special developing social environment.
Task 1. Establish a correspondence between the concept and definition.
Personality- creature species Homo sapiens.
Man- a representative of the human race, endowed with special features that are different from other people.
Talent- specific features that distinguish a person from the totality of their own kind.
Individual- a set of social properties of a person included in the system of social relations through active objective activity and communication.
Individuality- awareness of one's uniqueness as a subject of activity as a member of society.
Upbringing- a person capable of active social activity.
Modal personality- the type of personality accepted by the culture of the corresponding society, to the greatest extent reflecting the characteristics of this culture.
social subject- a person who adheres to the same cultural patterns as the majority of members of a given society; personality type most prevalent in a given area in this moment time.
self-awareness- the process of purposeful influence on a person to form certain qualities.
Normative (basic) personality- a stable system of connections between individuals that has developed in the process of their interaction with each other in the conditions of a given society.
social relations- individual mental qualities of a person* allowing to successfully acquire knowledge, skills and abilities.
Socialization- pronounced abilities.
self-education- a talented person who constantly develops his abilities and has achieved high results in his activities.
Capabilities- the process of mastering social roles, acquiring social status and accumulating social experience.
Genius- a process in which a person himself influences himself, forcing him to perform certain actions.
Task 2. Fill in the missing concepts.
1. In sociology, such types of personality are distinguished as:
modal personality;
· ………………………..;
2. Personal identity is influenced by factors such as:
· ………………………..;
· upbringing;
· ………………………..;
· ………………………. .
3. There are two components of the social environment:
· ………………………..;
The macro environment
4. Social relations include two levels:
· ………………………...;
· psychological;
5. Depending on age, the stages of socialization are distinguished:
initial socialization;
· …………………………;
6. There are two sides of education:
· …………………………;
spontaneous assimilation of rules of conduct.
Task 3. Read the statements characterizing abilities, talent, genius. How are these personality traits related? Can anyone become a genius? What does that require?
V.A.Obruchev:“Ability, like muscles, grows with training.”
D. I, Mendeleev: “ No talents or geniuses without a clearly enhanced industriousness.
Schopenhauer:“Every child is a genius to some extent; every genius is a child in some way."
J. Mill:"Excellent ability and deep study are meaningless if they do not from time to time lead to conclusions different from those that could be drawn with ordinary ability and without study."
W. Weitling:“The means that serve to satisfy the passions are called faculties, and the use of faculties is the mechanical and spiritual work of man.
Thus the faculties are the natural limits of the passions, because they provide the means to satisfy the passions. In order to stimulate the organism to activity, nature has put all her charms into the enjoyment of pleasures and by them affects the feelings of man. Feelings excite passions, passions - abilities, and abilities cause human activity, the fruits of this activity are again transformed into pleasures, which are quickly mixed with irritation of the senses, and feelings excite passions.
Thus, passions are springs that set the whole organism in motion, and in order for them not to weaken, nature arranged it so that the more a person’s abilities develop and improve, the stronger his passions become.
JI. Feuerbach:"Where there is no scope for the manifestation of ability, there is no ability."
J.W. Goethe:"A person who has an innate talent experiences the greatest happiness when he uses this talent."
M. Arnold:"Genius depends mainly on energy."
T. Carlyle:"Genius is, first of all, an outstanding ability to be responsible for everything."
G. Hegel:"Talent without genius does not rise much above the level of naked virtuosity."
K. Gutskov:"Genius paves the trail, and talent follows it, but it goes its own way."
Novalis:“Genius is, as it were, the soul of the soul; it is the relation between soul and spirit. The substratum or scheme of genius would be appropriately called an idol; an idol is the likeness of a man."
A. Schopenhauer:"Between a genius and a madman is the similarity that both live in a completely different world than all other people."
Task 4. Read the statements about education. What are the characteristics of an educated person? Why is education necessary for socialization and personality formation?
Plato: "Education is the assimilation of good habits."
"Domostroy":“Raise a child in prohibitions and you will find peace and blessings in him; do not smile at him when playing: in a small way you will weaken - in a big one you will suffer, grieving in the future, as if you will drive splinters into your soul.
D. Carnegie.“Don't imitate others. Find yourself and be yourself."
J. Locke.“In a poorly educated person, courage becomes rudeness, learning becomes pedantry, wit becomes buffoonery, simplicity becomes uncouthness, good nature becomes flattery.”
K. Wieland.“Children, it is true, must, while they are children, be led by authority; but it is necessary, however, to educate them in such a way that they do not always remain children.
A. L. Chekhov: "Good parenting is not that you don't spill sauce on the tablecloth, but that you don't notice if someone else does."
S.N.Parkinson:“Our attempts to teach kids and teenagers lead to one thing: in the end, we ourselves slide down to the level of understanding accessible to them. They are gaining intelligence, and we are losing it.”
R. Owen:"Thanks to education in the distant future, imperfect humanity will turn into a new race of people - such is the power of education"; “Human nature, with the exception of minor differences found in all complex natural phenomena, is the same everywhere. It is, without exception, everywhere plastic, and with the help of reasonable education it is possible to form from the children of any class people of a completely different class.
G. Hegel:“At first, maternal education is most important, because morality should be planted in the child as a feeling”; “Education aims to make a person an independent being, i.e. being with free will.
F.A.Disterweg:"The ultimate goal of any education is the education of independence through amateur performance."
I.Kant:“In education lies the great secret of perfection human nature»; "Education is an art, the application of which must be improved by many generations"; “A person can become a person only through education. He is what education makes of him."
K. Marx:"The educator himself must be educated."
A.S. Makarenko:“Do not think that you bring up a child only when you talk to him, or teach him, or order him. You are nurturing it in every moment of your life. The slightest change in tone, the child sees or feels, all the turns of your thought reach him in invisible ways, you not notice."
Task 5. Read the passage. What problems in the relationship between parents and children does the author indicate? How are they related to the process of education?
“... That life is a theater has been noticed for a long time. Family life is very often a puppet theater: children - Dolls, parents - ku clovods. Sometimes they switch roles... Not only the puppeteers, but also the puppets in this theater are always living people. In skillful hands, the doll obediently laughs and cries, not glycerine tears flow down her cheeks...
An obedient and docile child is the dream of parents. However, there is a difference between obedience and emotional slavery, psychological dependence that occurs when the basis of relationships in the family is not protection, support, sympathy and love, but the use of the feelings of another for the undivided subjugation of loved ones, manipulating them. (E. Vrono. Unhappy children make difficult parents.
Social rehabilitation of children with disabilities
The most important factor and condition for the development of the child is the social environment. The social environment is everything that surrounds us in social life and, above all, the people with whom each individual is in a specific relationship. The social environment has a complex structure, which is a multi-level formation, which includes numerous social groups which have a joint effect on the mental development and behavior of the individual.
These include:
1. Microenvironment.
2. Indirect social formations that affect the individual.
3. Macrosocial structures - macroenvironment.
The microenvironment is the immediate environment, everything that directly affects a person. In it, he is formed and realizes himself as a person. This is a family, a kindergarten group, a school class, a production team, various informal communication groups and many other associations that a person constantly encounters in everyday life.
Indirect social formations affecting the individual. These are formations that are not directly related to the individual. For example, the production team where his parents work is directly connected with them, but only indirectly - through the parents - with the child.
The macroenvironment is a system of social relations in society. Its structure and content include a combination of many factors, including economic, legal, political, ideological and other relations in the first place. These components of the macro environment affect individuals both directly - through laws, social policy, values, norms, traditions, mass media, and indirectly, through the influence on small groups in which the individual is included.
Relationships between people have a wide range. Both on the scale of the macroenvironment and in the conditions of the microenvironment, they are repeatedly mediated. Not always, for example, a grandfather or grandmother can be next to the child. But the father's story about his grandfather, his qualities as a person can have no less impact on the child than direct contact with him.
In addition to the named classification, there are types of social environment that differ according to the principle of the location of the group in the structure of social relations. Based on this, a working, student, school social environment, etc. are distinguished. Each of the listed types of social environment is characterized by certain psychological features that leave an imprint on the personality of a person, as well as groups of people.
There are also a number of other features that can be used to distinguish the type of social environment. For example, according to the division of labor, a distinction is made between urban and rural environments, environments characterized by physical or mental labor. For various types of activity - industrial, political, scientific, artistic, pedagogical, etc.
A specific social environment is, in socio-psychological terms, the totality of the relationship of the individual with the group.
The social environment in which the child finds himself acts as a determining factor in the realization of his needs and requests, is the most important condition for the disclosure of his social essence as a person. However, the child acquires socio-psychological qualities only through his experience, communication, through direct contact with peers and adults in the family, in kindergarten, school, on the street due to his own activity.
The social environment in relation to the individual has a relatively random character. For example, parents, choosing an educational institution for their child, may stop at the one that is not far from home, but at the one that is located next to the grandmother's house, since due to their employment they cannot meet the child from school. But this chance in the socio-psychological plan plays an exceptionally large role, since the nature and characteristics of certain individuals and the characteristics of groups leave an imprint on their relationships, as the child enters the socio-psychological atmosphere inherent in this team.
The social environment is active, it affects a person, captivates, infects him with appropriate behaviors. It can induce, and sometimes force, to certain actions. However, such an impact of the social environment on the individual is not always directed in the right direction and often does not meet the objectives of the upbringing and development of the child. To reduce its unpredictability and the negative impact on the personality of the child, attempts are being made to make it manageable. Recently, the concept of "developing social environment" or, in short, "developing environment" has appeared in the psychological and pedagogical literature.
What is meant by this concept?
In a broad sense, a developing social environment is understood as a certain community of people or an organization created with the aim of implementing specific educational and developmental tasks and enabling children, adolescents and young men to reveal their personal potential. Based on this understanding, any educational institution or organization can be attributed to the developing social environment. This social environment can be called educational, educational, school, kindergarten, etc. The developing social environment is complexly organized. It can have various organizational forms, differ in its content and focus.
According to the form of organization, these can be kindergarten groups, a class of a general education or special school, groups of children in out-of-school institutions: music, art, sports and other schools, sections, studios, various centers, etc.
The content of the developing social environment is determined by the system of various relations of the child with peers, older children and adolescents, teachers, educators, parents of other children, adults who enter into communication with them, and many other factors. The content of these relations can be of a different nature: moral (ethical), intellectual (cognitive), aesthetic, everyday.
The direction of communication and the relationships that are established between the interacting individuals also represents a significant variability, which is based on their need-motivational sphere. In one case, this may be a pronounced desire to satisfy one's cognitive need, in others - to compensate for an existing defect, in the third - a child may be attracted not by what adults seek to give, but by various pranks, aimless pastime, etc.
These characteristics of the developing social environment are set from the outside and are determined by the goals and objectives of training, education and development. A child or teenager who finds himself in such a developing social environment has a wide choice of ways of intellectual, physical, aesthetic, moral development. However, the child himself is not able to decide what to do and what to prefer. In order for him to develop a stable motivation for a particular type of activity, he needs the smart help of an adult, and happiness falls to that child who has a person next to him who can interest and captivate him in the right direction.
Along with a broad understanding of the developing social environment, there is a narrower definition, which can be denoted by the term "special developing social environment".
A special developing social environment is such an organization of the life of children in which, through a certain system-forming component, a special socio-psychological atmosphere is created that contributes to the manifestation of a harmonious combination of the relationship between the child and the social environment, and which encourages children to be active and purposeful.
An example of such a special developing social environment is the experience of developing the personality of a child, accumulated by A.S. Makarenko in organizing the education and upbringing of homeless children in a children's colony. One of the most important backbone components of the special social environment created by him is, in our opinion, the phenomenon of "responsible dependence".
To understand some of the features of the process of social rehabilitation of children with disabilities, it is of interest that L.I. Umansky, such a form of organizing the life of schoolchildren during extracurricular time as "uneven-age groups". The idea and creation of these detachments was based on the assumption that in the communication and interaction of children different ages favorable conditions are being created for the accelerated development of younger schoolchildren and the formation of positive moral qualities in adolescents.
Around the same time, L.I. Umansky proposed another form of a special developing social environment for the training of school leaders, which was implemented in the organization of the camp for high school students "Komsorg". Ideas about creating a special developmental environment were developed and continued by his students A.S. Chernyshev, L.I. Akatov, E.A. Shanin and others. At present, in Kursk, where this form of a special developing social environment first appeared, such associations of youth and schoolchildren as "Vertical", "Monolith", a camp for children with a delay have been created and are functioning. mental development and etc.
Their functioning is based on the optimal combination of meaningful and exciting recreation for children with the simultaneous solution of special training, developmental and educational tasks developed for each camp.
The forms of a special developing social environment can also include institutions and centers designed to carry out the social rehabilitation of children and adolescents with disabilities. The same purpose is served by various training sessions, where both developmental and correctional tasks are solved; specially organized play activity, during which actions and deeds that are useful for the child’s entry into real life come first; meetings that serve to develop the necessary communicative qualities in children.
Another form of organization of a special developing social environment, which has recently received recognition in work with adolescents and older students, is educational psychodiagnostics. This form of work is based on the principle of self-knowledge and self-development based on the analysis and use of data obtained with the help of psychodiagnostic procedures.
So, the social environment is a complex multi-level formation, a concrete manifestation of social relations that have developed in society, in which a particular person lives and develops. But in order for the social environment to influence the child purposefully, to contribute to the formation of personality traits necessary for effective entry and successful interaction with it, it is necessary to create special, specially oriented conditions. Such conditions in the organization of social rehabilitation of children with developmental disabilities is a special developing social environment.
Attitude towards children with disabilities in society
The concept of "disabled" at all times meant "unfit for activity", and for the state, which was forced to spend certain funds on them, they became dependents. Peculiar difficulties in communication and in interaction with them also arose among the surrounding people. History shows that the view of children with life limitations changed as they developed. scientific knowledge and society as a whole. In this regard, the condition is divided into three stages: mystical, naive-biological and scientific, the comparison of which allows a deeper understanding of the trend in the development of society's attitudes towards people with disabilities.
The first stage includes the period from ancient times up to the 18th century. We find information about this period in legends, myths, proverbs, fairy tales, and other oral and written sources. People in this or that defect saw, first of all, the great misfortune of a person who was treated with superstitious fear and compassion. Along with such an attitude towards abnormal people, there was a belief that people with defects, for example, the blind, have mystical powers, they supposedly have access to special spiritual knowledge and vision.
The second stage begins with the Age of Enlightenment (XVIII century). During this period, medieval mystical ideas and prejudices are becoming a thing of the past, giving way to a rapidly developing science, the accumulation of knowledge in various fields, obtained on the basis of experience and experiment. In theoretical terms, the new view was realized in the doctrine of the vicariate of the sense organs. According to this view, the loss of one of the functions of perception, the lack of one organ is compensated by an increase in the functioning and development of others. However, research in this area has found this theory untenable. At the same time, a significant step forward was made in the view of the child with life limitations. An empirical approach to the study of the physical defects of people has led to serious discoveries. The practical consequence of these views was the emergence of a special alphabet for the blind (Braille alphabet), which made it possible to open access to culture and social life for the blind.
The beginning of the third, scientific stage in understanding the psychology of an abnormal person was laid by the work of the Austrian psychologist A. Adler and his school. They substantiated the significance and psychological role of an organic defect in the process of development and formation of personality. According to his views, if any organ, due to morphological or functional inferiority, does not cope with its work, then the central nervous system and the psychic apparatus assumes the task of compensating for the hampered functioning of the organ. A mental superstructure is created over an inferior organ or function, seeking to ensure the vital activity of the organism in this or a threatening link. When in contact with external environment there is a conflict caused by a mismatch of an insufficient organ or function with their tasks, which leads to increased morbidity and mortality. This conflict also creates additional incentives for overcompensation. The defect thus becomes the starting point and the main driving force in the mental development of the individual. If the struggle ends in victory for the organism, then it not only copes with the difficulties created by the defect, but rises itself in its development to a higher level, creating from insufficiency - giftedness, from defect - ability, from weakness - strength, from low value - super value.
A significant contribution to understanding the developmental features of abnormal children was made by V.M. Bekhterev, L.S. Vygotsky, A.R. Luria, B.N. Zeigarnik and many others. At present, the main directions for the study of children with one or another defect have been determined. Established and operating everywhere special schools and rehabilitation centers for mentally retarded children, children with loss of vision, hearing, speech, with impaired functions of the musculoskeletal system.
However, in general, the attitude of society towards children with developmental disabilities cannot be considered optimal. The degree of rejection of abnormal children is mainly influenced by two factors: demographic and the defect itself. So, for example, according to a number of studies, urban residents are more negatively disposed towards abnormal children and adolescents than urban residents. small villages. Villagers are more likely to show disinterestedness and altruism towards them.
As for specific defects, according to L. Pozhar, mental retardation is considered the least acceptable in society, then blindness is indicated in the available literature, deafness is in third place, disorders of the musculoskeletal system are in fourth, and speech disorders are in fifth.
The results of the study conducted under our supervision largely confirmed these data. Thus, 68 percent of schoolchildren said it was impossible to be friends with a mentally retarded peer. At the same time, 73 percent of respondents could make friends with a blind person, 72 percent with a cripple, 78 percent with a poorly spoken speaker, and 70 percent with a deaf person. Moreover, the opinions of girls and boys are somewhat different. Girls in grades 7, 9 and all students in grade 11, in their unwillingness to communicate with abnormal peers, put the defect of mental retardation in the first place. Then come hearing defects, speech, vision and musculoskeletal disorders. But the boys of 7th and 9th grades in the first place, respectively, put hearing impairment. All other defects for them are approximately the same.
From the data obtained, it can be concluded that for adolescents and older students, the first place in negative evaluation those qualities of a defective peer come forward that most of all interfere with communication and the establishment of certain interpersonal interactions.
The negative attitude of society towards children and adolescents with physical defects, as well as increased doses of pity and attention, not only create life inconvenience for them, but also negatively affect the formation of their personality. Their development is inextricably linked with the need for self-affirmation in the appropriate social environment. Unfortunately, normal children often reject a child with a defect, and this most important social need is thus not realized.
The state of unsatisfied self-affirmation leads, as a rule, to the deformation of the personality, to the emergence of moral instability and emptiness in her. If this need is satisfied, then the way opens for the realization of the possibilities of the individual in various decisive spheres of life and work.
The critical point in the life of an abnormal child, no matter what defect he suffers from, is the period when he begins to realize that his external features differ from other people and, in this regard, tries to anticipate the consequences for him of these differences. If the people around the child do not in any way focus on the defect and the inconvenience that it brings to the child, the moral and mental tension gradually subsides. If the child becomes the object of ridicule and bullying by peers and others, a severe internal conflict arises, the consequences of which are difficult to predict.
Thus, the social status of people with disabilities is still very low. Their actual inclusion in social life will still require a lot of time, financial resources, and additional efforts. One of these areas is social rehabilitation as a process of returning and introducing people to social life.
Equally important is the problem of changing public opinion towards persons with disabilities. Print, radio, television, other media mass media must unite their efforts to instill in the population a respectful attitude towards all people who find themselves in a difficult situation due to a physical or mental defect. The feeling of inferiority that arises in them due to a lack of understanding of their problems prevents them from living, using the opportunities of human life, and children develop qualities that do not allow them to effectively interact with the social environment.
Adaptation of children and adolescents in the social environment
The concept of "adaptation" (from the Latin words adapto - I adapt) is the adaptation of the body to external conditions. In modern social psychology this concept is interpreted widely. An individual, according to A.V. Petrovsky, initially possesses a desire for an internal goal, in accordance with which all manifestations of his activity without exception are put into action. This internal goal is revealed in the concept of an adaptive orientation of all mental processes and behavioral acts. This includes the processes of adaptation of the individual to the natural and social environment, the processes of self-adaptation (self-regulation, subordination of higher interests to lower ones), and others.
Depending on the interpretation of the goals of the individual's life activity, the following options for the possible orientation of adaptation are distinguished:
1) homeostatic option - the adaptive outcome is to achieve equilibrium;
2) hedonistic option - the adaptive outcome consists in enjoyment, in avoiding suffering;
3) a pragmatic option - an adaptive outcome consists in practical benefits, success.
All private aspirations in relation to a common internal pre-established goal are evaluated as adaptive and non-adaptive. The concepts of "adaptability - non-adaptation" are revealed as trends in the functioning of a purposeful system and are determined by the correspondence - discrepancy between its goals and the results achieved.
Adaptability is expressed in the coordination of the goal and the results of efforts to achieve it.
Non-adaptation consists in the fact that between the goal and the result of the activity of the individual, opposite relationship: the intention does not coincide with the act, the plan with the execution, the motivation for action - with its results. The idea of goal-outcome mismatch is a defining characteristic of maladaptiveness.
These contradictions in the problem of non-adaptation are inevitable and unavoidable, but they manifest not only negative tendencies, but also progressive ones: this is the source of the dynamic existence of the individual, his development. So, if the goal is not achieved, then this encourages to continue activity in this direction. Non-adaptation can also act as maladaptation: in case of constant failure when trying to achieve a goal, or in the presence of two or more equivalent goals.
In connection with the broad interpretation of the concept of "adaptation", several of its types are distinguished: physiological, psychophysiological, mental, social. In relation to the process of social rehabilitation, mental, socio-psychological and social adaptation are of the greatest interest.
Mental adaptation is expressed in the restructuring of a dynamic personality stereotype in accordance with the new requirements of the environment.
Socio-psychological adaptation is the optimization of the relationship between the individual and the group, the convergence of the goals of their activities, value orientations, the assimilation by the individual of the norms and traditions of groups, entry into their role structure.
Social adaptation is a constant process of active adaptation of the individual to the conditions of the social environment.
These types of adaptation, although they have their own specific features, are manifested as a whole, in a single process of adapting the child to new situations in life. The process of adaptation to the surrounding social environment is ongoing. However, it is usually associated with dramatic changes taking place in life path individual.
The child receives the first lessons of adaptation to interaction with people in the family, in the circle of friendly relatives and friends close to him. But social life is not limited to the family. Important steps for entering social life are preschool, school, formal and informal communication groups, employment, family creation and much more. And each time, in each new association, the individual has to maintain or acquire anew his socio-psychological status.
Among the main factors determining the degree of success of the child's entry into the social environment are the characteristics of the child himself and the characteristics of the microsocial environment in which he is included. To individual characteristics the child, on which the effectiveness of his adaptation depends, include his need-motivational sphere (needs, goals, motives, attitudes, etc.), emotional and intellectual properties, as well as some characterological and typological features.
Depending on the structure of the need-motivational sphere of the child, two main types of the adaptation process are distinguished: active and passive.
Active type of adaptation. It is characterized by the Purposefulness of a child or teenager in establishing contacts with peers or other people, an active search for comrades based on common interests. For children of this type, temporary failures do not disappoint, but encourage more activity.
The passive type of adaptation is characterized by non-critical, conformal acceptance of the goals and value orientations of the group.
The type of adaptation significantly affects the socialization of the child and the assimilation of social experience. Based on the typological approach to the study of personal characteristics, the following types of personality formation and its interaction with the environment are distinguished: harmonious, dominant, sensitive, conformal, anxious, introverted and infantile. They cause selective sensitivity to various pathogenic influences and determine the effectiveness of the child's adaptation to environment(E.M. Alexandrovskaya, 1987).
1. Harmonious type of personality formation. In children of this type, all personal properties are equally formed. They are sociable, self-confident, successfully control their behavior, they have a low level of anxiety and tension. However, despite the stability of their personality structures
The social environment (environment) is understood as a system of relations, ideas and values that contribute to the development of the child and the formation of his personality. Communicating in a social environment, the child learns the norms and values of society, develops personal goals and a model of behavior, and also determines the criteria for evaluating his own actions and the actions of those around him.
What influences the formation of a child's personality?
The development and upbringing of the child depends on the social environment. The foundations of behavior and attitudes (values) are laid in the family, but the school and the school staff play an important role in education. The child goes through an important stage in the formation of his "I". It is typical for him to imitate persons significant to him and to adopt those attitudes that are characteristic of a particular youth subculture. An important role in education is played by television, which forms certain patterns of behavior.
negative and positive influence social environment per child
Negative factors of the social environment:
Positive factors of the social environment:
The social environment can influence the child, both positively and negatively. The degree of influence of the social environment depends on the authority of others and the child himself.
create conditions for the normal development of the child's body. He must observe the regime of work and rest, sleep enough, spend a lot of time outdoors, and exercise. Mental stress at school should be supplemented by physical development. Do not miss the opportunity to enroll your child in sports sections, dances, in a tourist club;
communicate with the child as much as possible, spend leisure time with him, answer his questions. In this case, your opinion will remain authoritative for the child, and you will be able to influence his views, attitude towards himself and the world;
do not impose your point of view on the child, giving him the opportunity to find answers to the questions posed on his own. Ask the child for an opinion about certain phenomena, emphasizing that his thoughts are important to you;
become an example for your child. If a respectful attitude towards elders is accepted in your family, friendly communication between spouses is welcomed, the child will surely keep this in his memory and implement it in his own family;
to teach the child to constructively resolve conflicts, finding compromises, without fights, scandals, breaking off relations with friends. Explain to him that the use physical strength permissible only as self-defense in response to physical aggression. Teaching tolerance in adolescents helps to avoid serious problems in adulthood, such as the use of violence, the commission of unlawful acts;
prevent the child from developing an interest in cigarettes or the use of alcoholic beverages; inform about the consequences of smoking and alcoholism.