A dysfunctional family means a dysfunctional child. Features of the personal development of a child in a dysfunctional family Assessment of the personal development of children from dysfunctional families

Family education is a controlled system of relationships between parents and children, and the leading role in it belongs to parents. They are the ones who need to know what forms of relationships with their own children contribute to harmonious development children'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 difficulties in education and personality deformation.

The wrong choice of forms, methods and means of pedagogical influence, as a rule, leads to the development of unhealthy ideas, habits and needs in children, which put them in abnormal relationships with society. Quite often, parents see their educational task as 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 accepted because they are simply not understood. This method of surrogate upbringing gives formal satisfaction to parents and is completely useless (and even harmful) for children raised in this way.

One of the features of family education is the constant presence before the children’s eyes of a model of their parents’ behavior. By imitating them, children copy both positive and negative behavioral characteristics and learn the rules of relationships that do not always correspond to socially approved norms. Ultimately, this can result in antisocial and illegal behavior.

The specific features of family upbringing are most clearly manifested in a number of difficulties that parents face and the mistakes that they make, which cannot but have a negative impact on the formation of the personality of their children. First of all, this concerns the style of family education, the choice of which is most often determined by the personal views of parents on the problems of development and personal development of their children.

The style of education depends not only on sociocultural rules and norms, presented in the form of national traditions in education, but also on the pedagogical position (point of view) of the parent regarding how child-parent relationships should be built in the family, on the formation of what personal traits and qualities in children should be guided by its educational influences. In accordance with this, the parent determines the model of his behavior in communicating with the child.

Options for parental behavior .

Strict– the parent acts mainly by forceful, directive methods, imposing his system of demands, rigidly directing the child along the path of social achievements, while often blocking the child’s own activity and initiative. This option generally corresponds to the authoritarian style.

Explanatory– the parent appeals to the child’s common sense, resorts to verbal explanation, considering the child equal to himself and capable of understanding the explanations addressed to him.

Autonomous– the parent does not impose a decision on the child, allowing him to find a way out of the current situation himself, giving him maximum freedom in choice and decision-making, maximum autonomy, independence; the parent rewards the child for demonstrating these qualities.

Compromise- to solve the problem, the parent offers the child something attractive in return for him performing an action that is unattractive to him or divides the responsibilities and difficulties in half. The parent is guided by the child’s interests and preferences, knows what can be offered in return, and what to shift the child’s attention to.

Contributing– the parent understands at what point the child needs his help and to what extent he can and should provide it. He really participates in the child’s life, strives to help, to share his difficulties with him.

Sympathetic– the parent sincerely and deeply sympathizes and empathizes with the child in a conflict situation, without, however, taking any specific actions. He subtly and sensitively responds to changes in the child’s condition and mood.

Indulgent– the parent is ready to take any action, even to the detriment of himself, to ensure the physiological and psychological comfort of the child. The parent is completely focused on the child: he puts his needs and interests above his own, and often above the interests of the family as a whole.

Situational– the parent makes the appropriate decision depending on the situation in which he finds himself; There is no universal strategy for raising a child. The system of parental requirements and parenting strategy is labile and flexible.

Dependent– the parent does not feel confident in himself and his abilities and relies on the help and support of a more competent environment (educators, teachers and scientists) or shifts his responsibilities to him. The parent is greatly influenced by pedagogical and psychological literature, from which he tries to glean the necessary information about the “correct” upbringing of his children.

The internal pedagogical position and views on upbringing in the family are always reflected in the manner of parental behavior, the nature of communication and the characteristics of relationships with children.

The consequence of this belief is that parents are decidedly unsure of how to deal with a child who displays negative emotions. The following stand out: parent stylesbehavior :

"Commander General" This style eliminates alternatives, keeps events under control, and does not allow the expression of negative emotions. Such parents consider orders, commands and threats, designed to effectively control the situation, to be the main means of influencing their child.

"Parent psychologist." Some parents act as a psychologist and try to analyze the problem. They ask questions aimed at diagnosis, interpretation and evaluation, assuming that they have superior knowledge. This fundamentally kills the child’s attempts to open his feelings. A parent psychologist strives to delve into all the details with the sole purpose of guiding the child along the right path.

"Judge". This style of parental behavior allows the child to be considered guilty and sentenced. The only thing such a parent strives for is to prove that he is right.

"Priest". A style of parental behavior close to that of a teacher. The teachings boil down mainly to moralizing about what is happening. Unfortunately, this style is faceless and has no success in solving family problems.

"Cynic". Such parents are usually full of sarcasm and try, one way or another, to humiliate the child. His main “weapons” are ridicule, nicknames, sarcasm or jokes that can “put a child on his back.”

In addition, the styles of parental behavior discussed above in no way motivate the child to improve, but only undermine the main goal - to help him learn to solve problems. The parent will only achieve that the child will feel rejected. And when a child experiences negative feelings towards himself, he becomes withdrawn, does not want to communicate with others, or analyze his feelings and behavior.

Moreover, among unfavorable factors of family upbringing They note, first of all, such as an incomplete family, the immoral lifestyle of the parents, the asocial antisocial views and orientations of the parents, their low general educational level, the pedagogical failure of the family, and emotional and conflictual relationships in the family.

It is obvious that the general educational level of parents, the presence or absence of a complete family indicate such important conditions for family education as the general cultural level of the family, its ability to develop spiritual needs, cognitive interests of children, that is, to fully perform the functions of an institution of socialization. At the same time, factors such as parents’ education and family composition do not yet fully reliably characterize the family’s lifestyle, the value orientations of the parents, the relationship between the material and spiritual needs of the family, its psychological climate and emotional relationships.

Thus, based on the results of criminological, psychological-pedagogical and medical-social research, the following can be distinguished: social risk factors, negatively affecting the reproductive functions of the family:

socio-economic factors (low material standard of living of the family, poor living conditions);

medical and sanitary factors (environmentally unfavorable conditions, chronic diseases of parents and burdened heredity, harmful working conditions of parents and especially the mother, unsanitary conditions and neglect of sanitary and hygienic standards, incorrect reproductive behavior of the family and especially the mother);

socio-demographic factors (single-parent or large families, families with elderly parents, families with remarriages and stepchildren);

socio-psychological factors (families with destructive emotional-conflict relationships between spouses, parents and children, pedagogical failure of parents and their low general educational level, deformed value orientations);

The presence of one or another social risk factor does not necessarily mean the occurrence of social deviations in the behavior of children; it only indicates a high degree of probability of these deviations. At the same time, some social risk factors manifest their Negative influence quite stable and constant, others either strengthen or weaken their influence over time.

Among functionally incompetent, unable to cope with education children, the majority of families are families characterized by unfavorable socio-psychological factors, so-called conflict families, where relations between spouses are chronically aggravated, and pedagogically unsuccessful families with a low psychological and pedagogical culture of parents, an incorrect style of parent-child relationships. A wide variety of irregularities are observed styles of parent-child relationships: rigidly authoritarian, pedantic-suspicious, exhorting, inconsistent, detached-indifferent, conniving-indulgent, etc. As a rule, parents with socio-psychological and psychological-pedagogical problems are aware of their difficulties and tend to seek help from teachers and psychologists, however They are not always able to cope with them without the help of a specialist, understand their mistakes, the characteristics of their child, rebuild the style of relationships in the family, and get out of a protracted intra-family, school or other conflict.

At the same time, there are a significant number of families who are not aware of their problems, the conditions in which, nevertheless, are so difficult that they threaten the life and health of their children. This is usually families with criminal risk factors, where parents, due to their antisocial or criminal lifestyle, do not create basic conditions for raising children, cruel treatment of children and women is allowed, and children and adolescents are involved in criminal and antisocial activities.

Taking into account the fairly large number of reasons causing the functional failure of the family, there are very different approaches to the typology and classification of such families. A typology of functionally insolvent families, where the nature of the desocializing influence exerted by such families on their children is used as a system-forming criterion.

Families with direct desocializing influence demonstrate antisocial behavior and antisocial orientations, thus acting as institutions of desocialization. These include criminally immoral families, in which criminal risk factors predominate, and immoral and asocial families, which are characterized by antisocial attitudes and orientations.

Families with indirect desocializing influenced by socio-psychological and psychological-pedagogical difficulties, expressed in violations of marital and child-parent relationships, these are the so-called conflict and pedagogically insolvent families, which more often, due to psychological reasons, lose their influence on children.

The greatest danger in terms of their negative impact on children is criminally immoral families. The lives of children in such families are often under threat due to abuse, drunken brawls, sexual promiscuity of parents, and lack of basic care for the maintenance of children. These are the so-called social orphans(orphans with living parents), whose upbringing should be entrusted to state and public care. Otherwise, the child will face early vagrancy, running away from home, and complete social insecurity both from abuse in the family and from the criminalizing influence of criminal organizations.

Asocial and immoral families, which, although they belong to families with a direct desocializing influence, nevertheless, in accordance with their specific socio-psychological characteristics, require a different approach.

In practice, asocial-immoral families most often include families with overt acquisitive orientations, living according to the principle “the end justifies the means,” in which there are no moral norms and restrictions. Outwardly, the situation in these families may look quite decent, the standard of living is quite high, but spiritual values ​​are replaced exclusively by acquisitive orientations with very indiscriminate means of achieving them. Such families, despite their outward respectability, due to their distorted moral ideas, also have a direct desocializing influence on children, directly instilling in them antisocial views and value orientations.

Families with indirect desocializing influence- conflicting and pedagogically untenable.

Conflict seven I, in which, for various psychological reasons, personal relationships between spouses are built not on the principle of mutual respect and understanding, but on the principle of conflict and alienation.

Pedagogically untenable, like conflict families, do not have a direct desocializing effect on children. The formation of antisocial orientations in children in these families occurs because, due to pedagogical errors and a difficult moral and psychological atmosphere, the educational role of the family is lost here, and in terms of the degree of its impact it begins to yield to other institutions of socialization that play an unfavorable role.

In practice, pedagogically unsuccessful families turn out to be the most difficult to identify the causes and unfavorable conditions that have had a negative impact on children, most often characterized by the most typical, incorrectly developed pedagogical styles in functionally insolvent families that cannot cope with raising children.

Permissive-indulgent style, when parents do not attach importance to their children’s misdeeds, do not see anything terrible in them, believe that “all children are like this,” or reason like this: “We ourselves were the same. A position of all-round defense, which can also be occupied by a certain part of parents, building their relationships with others according to the principle “our child is always right.” Such parents are very aggressive towards anyone who points out the wrong behavior of their children. Children from such families suffer from especially severe defects in moral consciousness; they are deceitful and cruel, and are very difficult to re-educate.

Demonstrative style, when parents, more often the mother, do not hesitate to complain to everyone about their child, talk at every corner about his misdeeds, clearly exaggerating the degree of their danger, declare out loud that the son is growing up as a “bandit” and so on. This leads to the child losing his modesty and feeling of remorse for his actions, removing internal control over his behavior, and becoming bitter towards adults and parents.

Pedantic and suspicious style, in which parents do not believe, do not trust their children, subject them to offensive total control, try to completely isolate them from peers, friends, strive to control them absolutely free time child, his range of interests, activities, communication.

Rigid authoritarian style characteristic of parents who abuse physical punishment. The father is more inclined to this style of relationship, striving to brutally beat the child for any reason, believing that there is only one effective educational method - physical violence. Children usually in such cases grow up aggressive, cruel, and strive to offend the weak, small, and defenseless.

Persuasive style, which, in contrast to the rigid authoritarian style, in this case, parents show complete helplessness in relation to their children, prefer to exhort, endlessly persuade, explain, and not apply any volitional influences or punishments.

Detached and indifferent style occurs, as a rule, in families where parents, in particular the mother, are absorbed in organizing their personal lives. Having remarried, the mother finds neither time nor mental strength for her children from her first marriage, she is indifferent both to the children themselves and to their actions. Children are left to their own devices, feel superfluous, strive to be at home less, and perceive with pain the indifferent and distant attitude of the mother.

Parenting as a “family idol” often arises in relation to “late children”, when a long-awaited child is finally born to elderly parents or a single woman. In such cases, they are ready to pray for the child, all his requests and whims are fulfilled, extreme egocentrism and selfishness are formed, the first victims of which are the parents themselves.

Inconsistent style- when parents, especially the mother, do not have enough endurance and self-control to implement consistent educational tactics in the family. Sharp emotional changes occur in relationships with children - from punishment, tears, swearing to touching and affectionate manifestations, which leads to the loss of parental influence on children. The teenager becomes uncontrollable, unpredictable, disdainful of the opinions of elders and parents. We need a patient, firm, consistent line of behavior from a teacher or psychologist.

The listed examples do not exhaust the typical mistakes of family education. However, correcting them is much more difficult than detecting them, since pedagogical failures in family education most often have a protracted, chronic nature. Cold, alienated, and sometimes hostile relations between parents and children, which have lost their warmth and mutual understanding, are especially difficult to correct and have serious consequences in their consequences. Mutual alienation, hostility, helplessness of parents in such cases sometimes reaches the point that they themselves turn to the police for help, commission on juvenile affairs, they ask that their son and daughter be sent to a special vocational school, to a special school. In a number of cases, this measure actually turns out to be justified, since at home the weight of the remedy has been exhausted, and the restructuring of relations, which did not occur in a timely manner, becomes practically impossible due to the aggravation of conflicts and mutual hostility.

The mistakes of family pedagogy are especially clearly manifested in the system of punishment and rewards practiced in the family. In these matters, special caution, prudence, and a sense of proportion, prompted by parental intuition and love, are needed. Both excessive connivance and excessive cruelty of parents are equally dangerous in raising a child.

In general, trouble in the family should be prevented long before the child comes to the attention of the preventive authorities.

The future of every person depends on the family in which he grew up. Development, education, health, thinking and much more are laid here. It depends only on the family how the child will grow up and what his views on life will be. All this comes primarily from the closest and dearest people - parents. They are the ones who should teach the child to love work, treat others well, nature, be independent and behave adequately.

Parents are the first people who pass on experience, knowledge and skills to their children. However, there are kids who know what a dysfunctional family is. Why is this happening? What should children from disadvantaged families do?

Family as a factor in education

Educational factors can be not only positive, but also negative. Their difference is that in some families the child is controlled and pampered in moderation, raised both in severity and affection, not offended, protected, etc. Other families cannot behave this way. There are constant screams, quarrels, reproaches or assault.

Any child who grew up in cruel conditions does not understand or know another life. That is why he becomes a copy of his parents, continuing to build his life only as he saw for a long period. There are, of course, exceptions, however, according to statistics, this is very rare. Dysfunctional families need to be paid attention to by everyone around them. After all, perhaps the future of children depends on them.

The family is the first place where children acquire experience, skills and abilities. Therefore, parents need to pay attention, first of all, to themselves and their behavior, and not to the child, who is still only observing adults and learning good or bad from the people closest to him.

Only by looking at mom or dad can children see the positive and negative sides of life. Therefore, everything depends not so much on the child, but on the parents.

It's not just adults who set bad examples. There are cases when children are overprotected, which causes the destruction of the family. Then the intervention of a psychologist is also necessary. Such children do not know how to live in society; they are accustomed to never being refused. Therefore, they have problems communicating not only with their peers, but also with others in general.

Reasons for the emergence of dysfunctional families

Characteristic dysfunctional family- this is an unfavorable psychological climate, underdevelopment of children, violence against the weaker.

The reasons for this are different:

1. Unbearable living conditions, lack of finances, which leads to malnutrition and poor spiritual and physical development of the child.
2. There is no relationship between parents and children; they do not find a common language. Adults often use their power and try to physically influence the child. This leads to child aggression, isolation, and alienation. After such upbringing, children only develop anger and hatred towards their relatives.
3. Alcoholism and drug addiction in the family lead to abuse of younger ones, which is a bad example for others to follow. Often a child becomes like his parents. After all, he did not see any other relationship.

Thus, the factors influencing the emergence of a dysfunctional family are material and pedagogical failure, and a poor psychological climate.

Types of dysfunctional families

Families in which the relationship and adequate behavior are disrupted are divided into certain types.

• Conflict. Here, parents and children constantly argue, do not know how to behave in society, and do not find compromises. Children are brought up only with the help of curses and assault.
• Immoral. These families contain alcoholics or drug addicts. They don't know what moral and family values ​​are. Children are often hurt and humiliated. Parents do not educate and do not provide the necessary conditions for normal development.
• Problematic. In such families, adults do not know how to raise a child. They have lost authority or are overprotective of their children. All this affects the child’s further instability in life.
• Crisis. There is trouble here due to several factors: divorce, death, teenage children, problems with finances or work. Having survived the crisis, the family recovers and continues to live a normal life.
• Antisocial. These are cases when parents, using their power, abuse their children. They forget about moral and moral values, do not know how to behave in in public places. Such parents often force their children to beg or steal because they do not want to go to work. There are no life rules for them.

Any of these categories obviously creates different types of deviations in children. The result is deplorable: the child does not know how to behave with others, he does not know what love is, or a heart-to-heart conversation with family and friends. This is a dysfunctional family that needs attention.

Most often, in such families there is complete unsanitary conditions, the financial situation leaves much to be desired, children go hungry and suffer not only physically, but also psychologically. The characteristics of a dysfunctional family are disappointing, so it is necessary to pay attention to it and, if it is not too late, help get out of this situation.

How to identify a dysfunctional family

It is not always possible to immediately determine what kind of family this or that is. The children are well dressed, cultured, the parents seem normal. But not everyone knows what is going on in the soul of a child. That is why in modern world You can see a psychologist in every educational institution who works with children. And that is not all.

When a child goes to kindergarten or school for the first time, information about each family is collected at the beginning of the school year. That is, a commission is created that visits the apartment where the child lives. His living conditions are examined and communication is carried out with parents and children.

Adults (teachers or psychologists) conduct tests and talk with the child without relatives. Caregivers and teachers communicate with their students every day, especially if these children are from disadvantaged families.

Attention is always paid to the appearance or behavior of the child. Most often, these factors speak for themselves:

• The child comes to school every day tired and sleepy.
• The appearance leaves much to be desired.
• Frequent loss of consciousness due to malnutrition. Such children at school or kindergarten constantly want to eat in order to catch up.
• He is not tall enough for his age, his speech is poor (does not speak at all or very poorly, slurred, incomprehensible).
• Small and gross motor skills does not work. Retardation in movements.
• He asks very much for attention and affection, it is clear that he does not receive enough of it.
• An aggressive and impulsive child suddenly changes into an apathetic and depressed one.
• Inability to communicate both with peers and with adults.
• Hard to learn.

Very often, children from disadvantaged families are subjected to physical violence. This is even easier to spot. As a rule, the boys show signs of beatings.

Even if they are not there, then it can be seen from the behavior of the children. They are afraid even of a wave of the hand of someone standing next to them; it seems to them that they are about to be beaten. Sometimes children transfer their anger and hatred to animals and do to them the same thing that mom or dad does to them at home.

Identifying dysfunctional families helps to get rid of addiction. The educator, teacher, psychologist turn to the head or director, and they, in turn, turn to the social service, where they must help adults and children.

Health of children from disadvantaged families

Emotional disorders, heart failure, behavioral disorders, psychological instability - all this appears in a child due to improper upbringing. Any unfavorable family situation destroys health. In rare cases, stress can be relieved, but more often than not, children grow up with various disabilities.

Some children suffer from pathologies in the future due to poor nutrition internal organs, others develop nervous diseases due to abuse. The list of diseases is huge, it’s impossible to list them all, but many people’s health deteriorates from an early age. That is why guardianship authorities try to protect children social services.

As a result, such children have a damaged central nervous system since infancy. You can often find diseases such as cardiopathy, disorders of the muscular system, problems with the respiratory system, gastrointestinal tract, urinary tract, cerebral vessels and much more.

Every child who grows up in a dysfunctional family has a health problem. This is not only physical development, but also moral. These children eat, sleep, grow poorly and get sick very often colds. After all, their immunity leaves much to be desired.

Not only those children who grew up in families of alcoholics and drug addicts get sick. You can often find a mother who has suffered syphilis, hepatitis, HIV, etc. Surveys show that most children are carriers of these ailments. They are treated for a long time and not always successfully, since such diseases are congenital.

Problems in dysfunctional families

What to do if it is dangerous for a child to live in the depths of his family? Of course, he is sent for a certain time to the inpatient department of a special institution. He stays there while social workers work with his parents and try to help.

There are a number of problems for both children and parents. Very often you can see street children who look like homeless people. In fact, that's how it is. After all, it is easier for a child to spend time outside. There they are not beaten or offended, which is very important for children at any age.

However, there is a basic problem that any social worker is powerless to face. In many families, their dysfunction is normal phenomenon which has become chronic. Mom, dad or other relatives don't want to change anything. They are happy with everything. Therefore, not a single person will be able to help such a family, since its members do not want this. For something to work out, you need to want it badly. The problems of dysfunctional families must be solved immediately after they are identified, and not wait for adults and children to come to their senses themselves.

The most acute problem appears when a child grew up in such a family; he does not know another life, therefore, following the example of his parents, he continues to behave exactly the same as them. This is the worst thing. This is why dysfunctional families progress. There are more and more of them every day.

The difficulty of working with dysfunctional families

Very often, social services find it difficult to work with families where trouble has been identified. First of all, it is necessary to pay attention to the closedness and isolation of these people. When psychologists or teachers begin to communicate with adults and children, they see that they do not make contact. The deeper their dysfunction, the more difficult the conversation becomes.

Parents of dysfunctional families are hostile to those people who try to teach them about life. They consider themselves self-sufficient, adults and not in need of support. Many people do not understand that they need help. As a rule, parents themselves cannot get out of such problems. However, they are not ready to admit that they are defenseless.

If adults refuse help, then they are forced to listen to others with the help of not only social services, but also the police, guardianship authorities, psychiatrists and medical centers. Then parents are forced to undergo treatment, and often they can no longer refuse. In such cases, children are taken to orphanages. The team continues to work separately with adults and children.

Social assistance to disadvantaged families

People who find themselves in difficult life situations need help. However, not every person admits this. The most important task of social services is to provide the family with everything they need as much as possible. Some need psychological support, others need material support, and others need medical support.

Before you come to help, you need to determine whether this is really a dysfunctional family. For this purpose, workers of various social services begin their work with adults and children.

If something was suspected, but no specific facts were revealed, then it is necessary to turn to the neighbors, who, most likely, will tell everything that is necessary about this family.

Then experts pay attention to educational measures for children. Consider the positive and negative aspects. Social workers should be tactful, courteous and friendly. This is necessary so that all family members open up to them as much as possible.

If a family has problems due to lack of finances, then an application is submitted to consider assistance in this direction. Drug addicts and alcoholics are forcibly sent for treatment, and in the meantime, children are taken to an orphanage for temporary state care.

If there is abuse in the family, then psychological intervention is necessary. Experts often achieve positive results if violence is detected at an early stage.

After forced measures to work with the family, social service workers analyze the effectiveness of rehabilitation. They spend some time observing the parents and the child, their relationships, health, development and work activities.

Help for disadvantaged families is very necessary for a long time. If you involve the whole team: psychologists, teachers, police and social services, then you can identify why this family has a problem. Only then is it possible to help and support these people.

There is no need to refuse help, because at the moment it is a way out difficult situation. Many families are finding themselves again. Trying to lead healthy image life and teach their children to it.

Working with children from socially disadvantaged families

You can often observe children who have poor academic performance, low self-esteem, aggressiveness, shyness and bad behavior. This is due to conflicts in families, neglect, physical or psychological violence. If teachers notice this in their students, it is necessary to notify certain services that deal with such issues.

Dysfunctional families at school are a big problem. After all, children learn not only the bad, but also the good. Therefore, it is necessary to monitor a child who does not know how to behave and communicate normally. After all, he will teach other children everything that he can do.

Such children need support, kindness, affection, attention. They need warmth and comfort. Therefore, we cannot turn a blind eye to this phenomenon. The educator or teacher must act in the interests of the child. After all, there is no one else to help him.

Very often you can observe teenagers who behave horribly only because they understand that they will not get anything for it. Why does theft or drunkenness begin at 14, or even 12? These children do not know that there is another life where they can be more comfortable.

A teenager from a dysfunctional family becomes the same as his parents. Most often this happens because such a family was not discovered in time, social services did not know about it and were unable to help at the right time. That is why we should expect that another equally dysfunctional family will appear soon. A child will grow up in it who will not learn anything good.

All people who see that children from socially disadvantaged families are nearby are obliged to pay attention to this Special attention and report to special services.

Conclusion

After the above, we can conclude: if socially disadvantaged families are identified in time, then serious problems with both adults and children can be avoided in the future.

Initially, the condition of the parents and their child is determined. Experts determine the characteristics of behavior, learning, socialization and much more. If necessary, assistance is offered to families. If they refuse it, then coercive measures have to be applied to the parents, as well as their children. This could be treatment, training, etc.

At the first stage, specialists pay attention to living conditions: where children play, perform homework whether they have their own corner for relaxation and entertainment. At the second stage, they look at life support and health: are there any benefits or subsidies, what is the state of health of each family member.

The third stage is educational. Here attention is focused on the emotions or experiences of both the family as a whole and each of its members individually. If physical or psychological trauma is detected in children, it is easier to eradicate it initial stage development.

At the fourth stage, attention is paid to the education of children. How they study, how well their parents monitor this, what is their academic performance. To do this, a cross-section of knowledge is carried out, where omissions in studies are identified, then additional individual lessons are offered for those students who do not keep up with the school curriculum. In order for children to enjoy studying, it is necessary to encourage them with certificates and praise.

First of all, you should organize the children's leisure time. To do this, they need to go to clubs: dancing, drawing, chess, and so on. Of course, it is necessary to control their visits.

The situations of dysfunctional families are varied. Some suffer due to frequent conflicts, others experience financial difficulties, and others are addicted to alcohol and drugs. All these families need help. Therefore, social workers, police, and guardianship services come to them. The whole team tries to help those in need.

However, it is always necessary to remember that it is much easier to achieve results when adults and children themselves want to change their lives better side. If you have to forcefully work with your family, then the help will be delayed for a long period. That is why people should be dealt with by a qualified specialist who can easily find a common language with both parents and children.

1.2 Features of children from socially disadvantaged families

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

The behavioral difficulties of children and adolescents very often reflect the problems of the parents themselves. Psychologists have long proven that most parents who have difficult, problem 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 child’s psyche. This happens very early, even in preschool age, and, as a rule, unconsciously. Having become an adult, a person reproduces this style as completely “natural”. He does not know other relationships in the family. From generation to generation, social inheritance of the style of relationships in the family occurs; Most parents raise their children the same way they were raised as children. “By your measure it will be measured to you” /12/.

According to research, an analysis of the contingent of children who fall into the socio-pedagogical system of support and assistance shows that all of them have suffered all kinds of stressful situations. According to doctors, psychologists, psychiatrists, and psychotherapists, children who have experienced stressful situations are characterized by pathological behavior. Pathology is understood as a type of behavior that is not accepted in a given culture, causing 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 entire body. They are caused by many reasons - the loss of a loved one, divorce and remarriage of parents, chronic illnesses, 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 intensity of their experiences. Experiences of stressful situations leave a significant mark on the child’s psyche, and the smaller it is, the stronger the consequences of the experiences can be. The cause of stress can also be a situation in which a negative influence is not necessarily strong, but is experienced just 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, which depends on the person’s age and his ability to cope with difficulties.

How smaller child, the more difficult the development situation becomes for him in a dysfunctional family, where constant quarrels between parents, disagreement with other family members, physical aggression, as this contributes to a feeling of insecurity and defenselessness. In families where a tense, depressing environment prevails, the normal development of children’s feelings is disrupted; they do not experience a feeling of self-love, and therefore, they themselves have the opportunity to express it.

The strongest impact on a child is when the family is on the verge of collapse. Children see hidden hostility, mutual indifference of parents, mutual grievances. Typically, children are attached to both parents and experience fear 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 clothing, warm housing, etc. In such situations, a child tries to change his state of mind (pulling out his hair, biting his nails, fussing, “the effect of licking wounds,” afraid of the dark, he may have nightmares, he hates the people who surround him, he behaves aggressively).

Living in a dysfunctional family has a hard impact on the psychological development of children, but separation from their family, even the worst one, is even harder for them. According to the Psychological Institute of the Russian Academy of Education (1990), in terms of their psychological development, children raised without parental care differ from peers growing up in families. 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 experience in working with children of this category shows, it is impossible to prepare a child of any age (early, preschool, teenager) to endure separation from the family. In case of deprivation of parental rights, children are removed from the family, deprived of connections with family and friends, and doomed to painful procedures. We can say that the removal of a child from a dysfunctional family is a trauma, and disorders that develop after experiencing psychological trauma affect all levels of human functioning (personal, interpersonal, social, physiological, psychological, somatic, etc.) and lead to persistent personal changes /38/.

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

A child’s life outside the family leads to the emergence of a special mental state - mental deprivation (J. Langheimer and Z. Matejczyk). This condition occurs in special life situations when a person is unable to satisfy some basic mental needs for a long time. Children raised outside the family experience changes in personality, 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 discovered (sensory deprivation - impoverishment of the environment, its narrowing; social - decrease in communication ties with other people; emotional tone in relationships with others; mental - inability to satisfy basic needs) /20/.

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

Let us dwell in detail on the most important factor that has a huge impact on the child’s lifestyle and his mental development: the parental home - 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 and family members; from early childhood he strives to win the approval of his parents by behaving and thinking the way his parents want him to, or, conversely, by rejecting their values. The lifestyle of parents has such a strong impact on children that throughout their lives they return to repeat them again and again. Most of the life experience acquired by children in the family passes into the subconscious. The subconscious program of “ancestral heritage”, laid down in a person by his family, operates throughout his life and forms life goals, determines foundations, beliefs, values, and the ability to express feelings. When finding himself in difficult situations, a child always uses the experience gained in the family.

Finding himself in new conditions, the child strives with particular force to return to his previous 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 or removed from it ends up cannot replace the experience of family and parental love. Children still continue to passionately love their parents, family, justify the actions and behavior of their parents, idealize them, and 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 the people around them and caring for them. In practice, there are quite often 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 social and pedagogical support of children and adolescents allowed him 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 find themselves, or the behavior of their parents, caused by such an environment, but not themselves /27/.

Preschoolers continue to love their parents and miss their dads and moms. Many people idealize their parents, consider them good, but at the same time do not remember at all that these parents brutally beat them, raped them, sold them at night, locked them up alone without food, etc. Remembering their parents, these children characterize them only with positive side, although they were mired in drunkenness and debauchery, turning their houses into brothels and criminal places.

In older children, the parents' assessment is closer to adequate and real. But the hope that parents will change or have already changed and 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 supposedly stopped drinking, they work, they don’t quarrel, etc. It can be observed that many children have come to terms with the situation that reigned in their family and take it for granted. This happens because these children have nothing to compare their experience of life in the family with.

Long-term living in asocial families where violence and alienation reigns leads to a decrease in children's empathy - the ability to understand and sympathize with others, and in some cases to emotional “deafness”. All this makes it difficult for teachers and other specialists to influence the child and leads to active resistance on his part.

If a child is burdened by the circumstances of life, the relationships of his 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, and lack of self-confidence. Often, children raised in such conditions retain low self-esteem throughout their lives; they do not believe in themselves and their capabilities.

In studies of domestic and Western psychologists it is given Comparative characteristics children left without parental care. I.V. Dubrovina, E.A. Minkova, M.K. Bardyshevskaya and other researchers have shown that the general physical and mental development of children raised without parental care differs from the development of peers growing up in families. They have a slow pace 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 raised in institutions for social and psychological-pedagogical support of childhood are characterized by pronounced maladjustment. It is intensified by such psychologically traumatic factors as the removal of a child from the family and his placement in various types of institutions (hospitals, reception centers, temporary shelters, sanatoriums, etc.).

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

A psychologist, educator, social teacher working with children in such institutions must be aware that all this is only part of the overall picture, its external manifestation. The other part is the child’s inner world, which is difficult to diagnose and 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 preschool age They are characterized by reduced cognitive activity, delayed speech development, delayed mental development, lack of communication skills, and conflicts in relationships with peers.

A 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 your 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 less interested in the world around them and makes it difficult to find exciting activity, makes the child passive. The emotional manifestations of such children are poor and inexpressive /35/.

Lack of attention from adults early age leads to disadvantages in social development: the need to communicate and establish contacts with adults and peers does not develop, cooperation with them is difficult. This leads to a lag in speech development, loss of independence, and disturbances in personal development.

The deficiencies in the development of the emotional sphere are most clearly manifested. Children have difficulty distinguishing the emotions of an adult, do not differentiate them well, and have a limited ability to understand others and themselves. They conflict with peers, cannot interact with them, and do not notice their emotional violent reactions. Children's development is delayed cognitive activity, which manifests itself in a lag in mastering speech, as well as in a lack of initiative in understanding the world around them, an ambivalent attitude 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 developmental deficiency in preschool age is the development of independence - from its loss to its full manifestation, when the child disposes of himself at his own discretion.

These children have a disrupted understanding of the temporal characteristics of the development of their personality: they know nothing about themselves in the past, they do not see their future. Their ideas about their own family are vague. The ambiguity of one’s own and the reasons for one’s own social orphanhood prevents the formation of self-identity. Some children cannot imagine themselves being small, do not know what small children do, and cannot talk about what they did when they were little. They have difficulty imagining their future and are focused on the immediate future - going to school, studying. The struggle for a new identity upon admission to childcare facility– 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 raised in dysfunctional families is characterized by disharmony, pronounced unevenness and imbalance of types of thinking. Subjective, visual - creative thinking remains the main one. Verbal thinking lags significantly behind, as it is formed in play, informal communication and unregulated joint activities with adults and other children.

Thus, preschool children at risk differ from their peers from intact families in reduced cognitive activity, delayed speech development, 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 mastering educational material, they have a delay in the development of thinking, underdeveloped self-regulation, and the ability to manage themselves. All these features of younger schoolchildren lead to a lag in mastering academic skills and abilities and low quality of learning.

In children at risk of primary school age, deviations in the development of the intellectual sphere are more pronounced. They often do not attend school, have difficulty mastering educational material, and are delayed mental development thinking, underdevelopment of self-regulation, ability to manage oneself. All these features of younger schoolchildren lead to a lag in mastering academic skills and abilities, and low quality of learning.

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

The characteristics of modern children at risk in adolescence give a poor 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 characteristics:

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

· projection onto oneself of the unsuccessful life of one’s own parents;

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

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

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

· increased level anxiety and aggressiveness;

· desire for a “beautiful”, easy life, pleasures;

· distortion of the direction of interests - free time in the entrance, on the street - only away from home, a feeling of complete independence (leaving home, running away, risk situations, etc.) /25/.

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

Egocentric dominant – interest in one’s own personality;

The dominant element of effort is the desire of adolescents to resist, overcome, and exert their will, which can manifest itself in stubbornness, hooliganism, struggle against authority, protest, and so on;

The dominant feature 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 relationships with adults (negativism, stubbornness, indifference to assessing their success, leaving school, confidence that all the most interesting things happen outside of school, etc.). Teenagers begin to keep diaries in which they freely, independently, independently express their thoughts and feelings. Special children's groups appear (searches for a friend who can understand), which leads to the emergence of informal teenage communities /27/.

According to A.L. Likhtarnikov, adolescents deprived of parental care have ideas about a happy person and happiness that differ significantly from those of children from normal families. The most common answers from at-risk teenagers about the main indicators of happiness are: food, sweets (lots of cake), toys, gifts, clothes. Such “material” characteristics show that even among fifteen-year-old teenagers, a toy is a necessary attribute of happiness. Turning to a toy may allow a teenager to compensate for a lack of emotional warmth and unsatisfied 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 adolescents are found in normal families.

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

Adolescents at risk should take into account their often characteristic state of helplessness. The concept of “helplessness” is considered as that 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, and peers; inability to accept independent decision or making 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, trauma, refusal to search for or have unconstructive ways to solve problems, etc. The manifestation of helplessness can be observed when adolescents react to a significant situation they are experiencing or its consequences, which looks like this:

How a stereotypical activity is inadequate to a specific situation;

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

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

Like a state of stupor, crying, etc.;

Like transferring or shifting a goal to another.

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

Experiences of helplessness can also arise as a reaction to grief, the loss of a loved one, separation from him, etc. in this situation, a teenager may experience a painful disturbance in his ideas about the future.

Children of high school age who are at risk are characterized by a special socialization process. 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 establishing contacts with adults and peers, alienation and distrust of people, detachment from them;

· a violation in the development of feelings, which does not allow one to understand others, accept them, relying only on one’s own 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 relationships with loved ones, the state, and society;

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

· unformed volitional sphere, lack of purposefulness aimed at future life; More often than not, determination manifests itself only in achieving immediate goals: getting what you want, what is attractive;

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

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

· tendency to additive (self-destructive) behavior – abuse of one or more psychoactive substances, usually without signs of dependence (smoking, drinking alcohol, recreational drugs, toxic and medicinal 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 from 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, since they can return to the familiar environment of a care institution where they are cared for.

Upbringing outside the family is the main reason for the unpreparedness of these children for independent life and gives rise to personal deprivation, since constant surrounded by a large number of children and adults does not provide the opportunity for self-identification, understanding of themselves and their problems, and the opportunity to think through 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 paucity 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, low-emotional, which leads to a lack of need to seek close relationships with people, trust them, and see respect for themselves on their part.

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The teacher creates conditions for the formation of their relationships based on the rules of a culture of behavior, tolerance, and politeness. Chapter 2 Ethical standards of behavior in society when working with children in a social shelter 2.1 Social shelter for children and adolescents “Khovrino” Address: Khovrino district, Zelenogradskaya street, house 35B. The social shelter for children and teenagers "Khovrino" can be characterized...

It can become a necessary condition, providing teenagers with sufficient knowledge to comply with the rules, norms and laws of our society. Therefore, the social worker has a responsibility when working with children with unlawful behavior. The most important thing in his work is not to punish, but to prevent. The main thing is to direct forces and resources to prevent crime. Feed, clothe, provide protection...

The development of social work was facilitated by the industrialization of the country, since the latter was associated with a sharp impoverishment of workers' families, and, as a result, more people began to use social security. Here, special attention is paid to the family, in particular to “risk groups” in this category. Social work refers only to areas of activity with pedagogical purposes, including work with adults, ...

child dysfunctional family social

The influence of dysfunctional families on the development, socialization and upbringing of a child

Many scientists have studied the process of socialization of the individual at different stages of the development of society. Among them are Z. Freud, J. Piaget, N.P. Dubinina. Each of them, in accordance with their concept, gave different definitions of the socialization process. The psychological dictionary gives the following definition: “socialization” is an evolutionary process, focused on the result of the subject’s mastering and recreating social experience, which the subject himself carries out in the factors of communication, in individual activity. (41., p. 666.).

Socialization is the process of an individual’s assimilation of patterns of behavior, social norms and values ​​necessary for his successful functioning in a given society. Everyone around the individual takes part in the process of socialization: family, neighbors, peers, school and the media.

Family occupies a special place in the life of every person. A child grows up in a family, and from the first years of his life he learns the norms of community life, human relationships, and his family. Having become an adult, the child follows the rules that were in the family of his parents.

The family is considered as the smallest primary unit of society, as a social unit. The state of the state depends on the state of the family, which is influenced by all changes occurring in society. A prominent domestic sociologist A.G. Kharchev gives the following definition of family: “A family is a small social group connected by marriage relations, a common life and mutual moral responsibility to society for the reproduction of the population.” This definition is practically universally accepted in Russian science.

The main function of the family is reproductive, biological reproduction of the population (A.G. Kharchev). The following family functions are also distinguished:

• 1. Educational - socialization of the younger generation,
• 2. Household - maintaining the physical condition of the family, caring for children and the elderly;
• 3. Economic - obtaining material resources from some family members for others, material support for minors;
• 4. Social control - the responsibility of family members for the behavior of its members in society, in various fields activities, older generation for younger;
• 5. Spiritual communication - spiritual enrichment of each family member;
• 6. Social status - providing family members with a certain social position in society;
• 7. Leisure - organization of rational leisure, development of mutual enrichment of the interests of each family member;
• 8. Emotional - providing psychological protection for each family member.
• 9. Social function family is that it, as the main social unit of society, unites people, regulates the education of a generation, cognitive, labor activity personality, introduces the child into society, it is in the family that the child receives social education, becomes a person, strengthens the health of children, develops their inclinations and abilities; cares about education, development of the mind, education of a citizen; decides their fate and future; teaches the child to work, helps to choose a profession, prepares for independent family life, teaches to continue the traditions of his family.

A family is a “house” that unites people, where the foundation of human relationships and the primary socialization of the individual are laid.

Social status is very important for a family, which is a combination of the individual characteristics of family members with its structural and functional parameters, characterizing the process of family adaptation in society.

A family can have at least four statuses:

• · Socio-economic;
• · Social - psychological;
• · Sociocultural;
• · Situational - role-playing.

Family social adaptation includes the following components;

The first is financial situation. To assess the material well-being of a family, consisting of monetary and property security, several quantitative and qualitative criteria are used: the level of family income, its living conditions, the subject environment, as well as the socio-demographic characteristics of its members, which constitutes the socio-economic status of the family;

The second - the psychological climate of the family - is a more or less stable emotional mood, which develops as a result of the moods of family members, their emotional experiences, relationships with each other, other people, and work. As indicators of the state of the psychological climate, the following are distinguished: the degree of emotional comfort, the level of anxiety, the degree of mutual understanding, respect, support, help, empathy.

The third is sociocultural adaptation. When determining the general level of culture of a family, it is necessary to take into account the level of education of its older members, since it is recognized as one of the determining factors in raising children, as well as the immediate everyday and behavioral culture of family members.

The fourth is situational role, which is associated with the family’s attitude towards the child. In the case of a constructive attitude towards the child, high culture and activity of the family in solving his problems, the situational role status of the family is high, if in the attitude towards the child there is an emphasis on his problems, then it is average. In case of ignoring the child’s problems and, especially, a negative attitude towards him, which, as a rule, is combined with low culture and activity of the family, the situational role status is low.

The complex typology provides for the identification of four categories of families, differing in level social adaptation(from high to medium, low and extremely low):

Prosperous families - successfully cope with their functions, practically do not need the support of a social teacher, because due to adaptive abilities, which are based on material, psychological and other internal resources, they quickly adapt to the needs of their child and successfully solve the problems of his upbringing and development;

Families “at risk” - characterized by the presence of some deviation from the norm (for example, single-parent or low-income family), and reducing the adaptive abilities of these families. They cope with the tasks of raising a child with great effort, so the social teacher needs to monitor their condition;

Dysfunctional families - have a low social status in any area of ​​life. They cannot cope with the functions assigned to them, their adaptive abilities are significantly reduced, the process of family education of a child proceeds with great difficulties, slowly and with little results. For of this type families need active and usually long-term support from a social educator;

Asocial families need fundamental changes. In these families, parents lead an immoral, contradictory lifestyle, living conditions do not meet basic sanitary and hygienic standards, and as a rule, no one is involved in raising children. Children find themselves neglected, half-starved, developmentally delayed, and victims of violence. The work of a social educator with these families should be carried out in close contact with law enforcement agencies, as well as with guardianship and trusteeship authorities.

Taking into account all the factors that have a negative impact on the development of a child’s personality, dysfunctional families can be divided into several groups, each of which includes several varieties. Families can be divided into functionally solvent and functionally insolvent (“risk groups”). Among functionally insolvent families, i.e. Of families who cannot cope with raising children, from 50 to 60% are families characterized by unfavorable psychological factors, the so-called conflict families, where the relationship between spouses is chronically strained, and pedagogically unsuccessful families with low psychological pedagogical culture, incorrect style of parent-child relationships. A wide variety of incorrect styles of parent-child relationships are observed: rigid-authoritarian, pedantic-suspicious, exhorting, inconsistent, distant-indifferent, permissive-condescending, etc. As a rule, parents with socio-psychological and psychological-pedagogical problems are aware of their difficulties, strive to seek help from teachers and psychologists, because they are not always able to understand their mistakes, the characteristics of their child, rebuild the style of relationships in the family, and get out of protracted intrafamily or other conflict.

At the same time, there are a significant number of families who are not aware of their problems, the conditions in which are so difficult that they threaten the life and health of their children. These are, as a rule, families with criminal risk factors, where parents, due to their antisocial or criminal lifestyle, do not create basic conditions for raising children, cruel treatment of children and women is allowed, and children and adolescents are involved in criminal and antisocial activities. It is obvious that children from such families need measures of social and legal protection, assistance from police officers, local police officers, and representatives of law enforcement agencies.

The greatest danger in its own way negative impact children are represented by criminally immoral families. The lives of children in such families are often under threat due to lack of basic care for their maintenance, abuse, drunken brawls, and sexual promiscuity of parents. These are the so-called social orphans, whose upbringing should be entrusted to state and public care.

Considering the acute social disadvantage and criminality that characterize these families, social work they should be dealt with jointly with PDN employees, concentrating on such forms as social patronage and socio-legal protection of children.

In a conflict family, for various psychological reasons, personal relationships between spouses are built not on the principle of mutual respect and relationships, but on the principle of conflict and alienation. Families with conflict can be noisy. scandalous, where raised voices and irritation become the norm in the relationship between spouses, and “quiet”, where the relationship between spouses is characterized by complete alienation, the desire to avoid any interaction. In all cases, a conflicting family negatively affects the formation of the child’s personality and can cause various antisocial manifestations.

When working with conflicting families, individual work is needed to improve the relationship between spouses, which requires great tact, wisdom, good knowledge of life, and professionalism.

Also, the most common are pedagogically insolvent families in which, under relatively favorable conditions, relationships with children are formed incorrectly, serious pedagogical miscalculations are made, leading to various asocial manifestations in the consciousness and behavior of children.

Pedagogically insolvent seven first of all need psychological and pedagogical correction of the style of family education and the nature of the relationship between parents and children as the main factors determining the indirect desocializing influence. This assistance can be provided by psychologists, as well as social educators and experienced teachers who are well aware of the individual characteristics of children and adolescents, the conditions of their family upbringing and have sufficient psychological and pedagogical preparedness.

A dysfunctional family greatly influences the development and upbringing of a child. The most important thing in development and education is family education. 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 which 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 educational difficulties and personality deformation.

The wrong choice of forms and methods in raising a child, as a rule, leads to the development of unhealthy ideas, habits and needs in the child, which put them in an abnormal relationship with society. Quite often, parents set themselves the task of achieving the child’s obedience. Therefore, they often don’t even try to understand the child, but try to teach, scold, and read long notations as much as possible, forgetting that notation is not a lively heart-to-heart conversation, but an imposition of truths that adults seem indisputable, but are often not perceived and accepted by children. are not accepted because they are simply not understood. This type of education gives formal satisfaction to the parents and is completely useless for raising children in this way.

A specific feature of family education is most clearly manifested in a number of difficulties that parents face and the mistakes that they make, which cannot but have a negative impact on the formation of the personality of their children. First of all, this concerns the style of family education, the choice of which is most often determined by the personal views of parents on the problems of development and personal development of their children.

The style of education depends not only on sociocultural rules and norms, presented in the form of national traditions in education, but also on the pedagogical position of the parent regarding how child-parent relationships should be built in the family, on the formation of what personal traits and qualities in children should be directed towards educational influences.

In general, the style of family education in no way motivates the child to improve, but only undermines the main goal - to help him learn to solve problems. The parent will only achieve that the child will feel rejected. And when a child experiences negative feelings towards himself, he becomes withdrawn and does not want to communicate with others or analyze his feelings and behavior.

At the same time, among the unfavorable factors of family education, they note, first of all, such as single-parent families, immoral lifestyle of parents, asocial antisocial views and orientations of parents, their low general educational level, pedagogical failure of the family, emotional conflict relationships in the family.

Typical mistakes in raising a child are much more difficult to correct than to detect, since pedagogical failures in family education in dysfunctional families are protracted. Cold, alienated, and sometimes hostile relations between parents and children, which have lost their warmth and mutual understanding, are especially difficult to correct and have serious consequences. Mutual alienation, hostility, and helplessness of parents in such cases sometimes reaches the point that they themselves turn to the police, the commission for minors for help, and ask that their son or daughter be sent to a special vocational school, to a special school. In a number of cases, this measure actually turns out to be justified, since all means have been exhausted at home, and the restructuring of relations, which did not occur in a timely manner, practically becomes impossible due to the aggravation of conflicts and mutual hostility.

The mistakes of family pedagogy are especially clearly manifested in the system of punishment and rewards practiced in the family. In these matters, special caution, prudence, and a sense of proportion, prompted by parental intuition and love, are needed. Both excessive connivance and excessive cruelty of parents are equally dangerous in the upbringing and development of a child.

In general, trouble in the family should be prevented long before the child comes to the attention of prevention officials.

Thus, a family with a clear form of dysfunction is that they manifest themselves in several areas of the family’s life, or exclusively at the level of interpersonal relationships, which leads to an unfavorable psychological climate in the family group. Typically, in a family with a clear form of dysfunction, a child experiences physical and emotional rejection from his parents. As a result of these unfavorable intrafamily relationships, 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.

Children from disadvantaged families are classified as “at-risk” children. Domestic and foreign scientists note a broad aspect of the problems of children at risk of different ages and miscellaneous social status. Trouble in the family, to one degree or another, almost always leads to poor mental development of the child.

Alcoholic parents are unable to create for their child the necessary conditions for full development. Violations in the emotional, personal sphere, and behavioral disorders leave their mark on the further development of the child’s full-fledged relationships in society.

In a family where there is a patient with alcoholism, all its members are under constant stress. A child in such a family, as a rule, is not needed by anyone and is left to his own devices. Children learn to hide their emotions, keep everything to themselves, and not tell their parents anything. All this falls like a heavy burden on a child’s shoulders and accompanies his entire future life. Preschoolers from alcoholic families, due to unfavorable upbringing conditions or lack thereof, experiencing various negative experiences, enter into adult life completely unprepared, cannot adapt to a peer group and experience great difficulties in communication.

The psychological literature quite widely presents research results on the emotional sphere of preschool children. However, the problem of disturbance and correction of emotions in preschool children from disadvantaged families has not been sufficiently studied. These children need specially organized psychological assistance that takes into account age, individual characteristics, a properly organized approach to them, which creates conditions for full mental development.

The purpose of the work is to develop and test a correctional and developmental program for the emotional sphere of children of senior preschool age brought up in dysfunctional families.

Corrective work with children should be based on the principle of unity of diagnosis and correction. Therefore, the ascertaining stage of the study was aimed at identifying the characteristics of the emotional sphere of children from disadvantaged families.

The study was conducted on the basis of the rehabilitation department of a children's hospital and on the basis of a mass kindergarten. Children of senior preschool age who were in the hospital for social reasons were studied. Most often, children were brought by the police and social workers. Children were removed from the family of alcoholics who, at the time of removal, were intoxicated and could not conscientiously and efficiently fulfill the duties of their parents. Children were admitted to the hospital hungry, unwashed, and sometimes dressed inappropriately for the weather. During treatment, parents could visit their children only in the presence of medical personnel.

To study the characteristics of the emotional sphere of preschoolers, we conducted a comparative study between children from prosperous and disadvantaged families. The main methods used were projective drawing tests (family drawing and “Cactus”), Wagner’s hand test, the “Metamorphoses” technique, anxiety test by R. Temple, M. Dorki, V. Amen. Family relationships were also diagnosed using the E.G. Eidemiller DIA questionnaire for parents, a family drawing, and a social passport was drawn up for each child.

The results of the study showed that children raised in dysfunctional families actually suffer the most in their emotional sphere. Such children are more likely to be aggressive, have difficulties communicating with peers and adults, lack self-confidence, anxiety, conflict, and hostility. Such children, as a rule, are not satisfied with the family situation; they lack interpersonal connections between family members. Children, as a rule, did not comment on the drawing process. In the process of drawing their family, children tend to isolate themselves from other family members, while the family is not united by common activities. According to the results of an anxiety test, most children from disadvantaged families have high level anxiety, more than 50%. According to the results of the “Cactus” projective technique, the number of indicators of aggression in children from disadvantaged families is significantly higher than in children from prosperous families.

When analyzing the drawings of children from a prosperous family, a favorable situation is clearly reflected. The drawings revealed a low level of anxiety. Indicators such as conflict, feelings of inferiority and hostility in a family situation, and aggressiveness are much lower than the indicators in the drawings of children from dysfunctional families. Children often use bright colors; the drawings differ in their plot and detail.

According to the results of an anxiety test, children from wealthy families have an average anxiety level of 20-50%.

Analysis of the results of the “Hand” test showed that among children from prosperous families, attitudes toward social cooperation aimed at interpersonal contacts dominate, while among children from disadvantaged families, aggressive and dominant tendencies predominate. Aggressive behavior, as a rule, is verbal in nature, aimed at others.

An analysis of intrafamily relationships revealed that prosperous families have a mostly harmonious type of upbringing, while in dysfunctional families there are such types of disharmonious upbringing as dominant hyperprotection, indulgent hyperprotection and hypoprotection.

According to the results diagnostic study The correctional and developmental program “Let’s live together” was compiled and tested. The goal of the program was to develop the emotional sphere of children.

The program is built taking into account the basic principles of correctional pedagogical activity. At the first stage of work, children from disadvantaged families were insecure, anxious, and refused to interact with other children. However, during subsequent lessons, the children became bolder and began to show interest and curiosity. At the final lessons, all children from disadvantaged families were active, communicated independently, and showed initiative.

The content of the classes included games and exercises to familiarize children with basic positive and negative emotions, development of the ability to correctly express their emotions and feelings through facial expressions, development of expressiveness of gestures, relieving psychomuscular tension, understanding each other’s emotional state, and the ability to work together, helping each other. The classes were accompanied by vivid visuals and elements of art therapy.

The program is presented in a series of sequential steps. Each step is one or more lessons united by one topic. The number of classes in each step is determined by an adult (psychologist, teacher), focusing on the age of the children, the speed and depth of their mastery of new material.

The most important condition for the effectiveness of such activities is the voluntary participation of children in them. Do not evaluate children, do not seek the only correct answer, in our opinion. Kids are easily infected by other people's emotions, so in order to interest them in activities, you need to get carried away yourself. Classes should not be tiring, so if children are tired, it is necessary to interrupt it. Each lesson should end with something joyful, cheerful, positive (especially if the lesson was about, for example, fear or greed). Between classes, it is necessary to pay children’s attention to their actions and emotions and those of those around them, thereby reinforcing the material covered.

At the end of the correction work, a control stage of the study was carried out. A comparison of the results of the ascertaining and control studies showed that as a result of the correctional and developmental work carried out, the emotions of the children in the experimental group changed somewhat and shifted in a positive direction. In children from disadvantaged families, indicators of anxiety, hostility and conflict decreased, and indicators of a favorable family situation improved. The children's drawings began to take on a more joyful and lighter color, and the plot and content of the works began to change for the better. The children commented more actively on the drawing process and were more often satisfied with their results. However, according to the methods of “metamorphosis”, “cactus”, “Wagner’s hand test”, the level of aggressiveness did not change, but attitudes towards social cooperation and dependence on interpersonal relationships began to prevail.

During the study, children became more active, smiled more often, and became more confident and independent. When communicating, they made contact much faster, were more open and talkative. However, the control indicators are not yet high enough, which indicates the need to continue correctional and developmental work, showing patience and persistence in the search for targeted influences, in search of those game methods that the best way contribute to correction goals.

The above speaks to the need for a comprehensive study of dysfunctional families, analysis of the atmosphere within the family and child-parent relationships. Involvement needed narrow specialists, cooperation with social educators, involvement in correctional classes parents, which will contribute to the formation of better mutual understanding between children and parents.

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