School disadaptation and "educational neglect": a view from polyprofessional positions

The analysis of the special literature evidenced that the most of the works on the problem of sociopsychological adaptation in the school is carried out within the framework of sociological and pedagogical research. To the formal criteria of school adaptation of children are used to be the success of training and discipline. At the same time the maladjusted group include not only children who do not meet the criteria of a norm but experience difficulties in communication with peers or teachers, that is, violation of social contacts. New requirements, often beyond the capabilities of the child, change the state of the emotional sphere, causing a nonspecific stress response of the body. Experts in the field of children's mental health adjustment disorders are considered in the framework team non-clinical group referred to as "educational neglect". Despite the widespread use of this concept, it might be inappropriate to consider it as a diagnostic category. It does not characterize any painful case, and may not be included in the framework of a certain mental state. Substantial amorphousness, and the absence of clear criteria, blurring the boundaries of use allows us to consider "neglect" as an estimated term to identify those violations in a child's development that do not fit into existing classification. It is established that the process of exclusion has a direct relationship with deprivation conditions in the microenvironment. As studies have shown, these conditions were clearly seen in the autonomous type of mental dysontogenesis and adequately reflected in the term "deprivation development".

Number of pages in the journal:

36 pages