Features of the work of a teacher with a child of senior preschool age from a dysfunctional family - a diploma. Correction of the emotional sphere of children from dysfunctional families Senior preschoolers from dysfunctional families

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Introduction
2.2 Psychological assistance program for adolescents from dysfunctional families
Conclusion
List of used literature
Application

Introduction

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

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

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

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

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

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

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

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

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

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

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

2. Give a psychological description of dysfunctional families.

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

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

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

Subject of study: psychological features children from disadvantaged families.

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

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

dysfunctional family psychological help

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

1.1 Psychological characteristics of dysfunctional families

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Family education is a controlled system of relationships between parents and children, and the leading role in it belongs to parents. It is they who need to know what forms of relationships with their own children contribute to 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 difficult education and personality deformation.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2.1 Description of the study

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

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

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

The criteria for family dysfunction in our study were:

conflicts in the family;

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

job loss by one of the parents;

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

the child is brought up by relatives;

household drunkenness, not of a systematic protracted nature.

The following methods were used in the pilot study:

Technique I (Kuhn and McPortland).

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

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

Statistical methods of data processing.

1) Technique I (Kuhn and McPortland).

This technique was developed by American psychologists Kuhn and McPortland.

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

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

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

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

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

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

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

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

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

Scales:

Addiction

Independence

Sociability

uncommunicative

Acceptance of the "fight"

Avoiding "fight"

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

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

global self-relationship;

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

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

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

...

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The impact of dysfunctional families on the development of children

The emotional-volitional sphere of children from normal and dysfunctional families differs significantly. Children from dysfunctional families are characterized by a pronounced state of uncertainty, insecurity and hopelessness. Psychodiagnostic data confirm that they have anxiety, conflict, feelings of inferiority, which significantly hinders their personal and, especially, communicative development. Trouble in the family almost always leads to violations mental development child, and not even so much intellectually, but from the point of view of the disharmony of the maturation of the emotional-volitional sphere.

 children are forced to hide their true feelings and experiences in order to be accepted by adults; they are not aware of their feelings, they do not understand what their cause is and what to do with it, but it is in accordance with them that they build their lives, relationships with other people, with alcohol and drugs; children carry their emotional wounds and experiences into adulthood, often becoming chemically dependent, and they again have the same problems that they had in the house of drinking parents;

 children feel emotional rejection of adults when they make mistakes due to imprudence, do not live up to the expectations of their parents, openly show their feelings and declare their needs; children, especially older ones in the family, are forced to take responsibility for the behavior of their parents;

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

 The child's self-esteem may depend on the parents, they often treat him as an equal, not giving him the opportunity to be a child.

No less dangerous are families with a violation of parent-child relationships. In them, the influence on children is manifested not directly - through patterns of immoral behavior of parents, as happens in "alcoholic" families, but indirectly - as a result of unhealthy relationships between spouses, which are characterized by a lack of mutual understanding and mutual respect, chronic emotional alienation and the predominance of conflict interaction.

Regardless of whether the conflict family is noisy, scandalous, in which raised tones, irritability become the norm for adult communication, or quiet, where marital relations are characterized by complete alienation, the desire to avoid any interaction, it negatively affects the child's emerging personality and can cause various asocial manifestations in the form of deviant behavior.

in conflict families often there is no moral, psychological support. Also a characteristic feature of conflict families is a violation of communication between its members. As a rule, behind a protracted, unresolved conflict or quarrel, there is an inability to talk to each other.

Conflict families are more "silent" than non-conflict ones, in them spouses exchange information less often, avoid unnecessary conversations, in such a family they will quarrel, let off steam, for some time they will receive emotional discharge, and then again each on his own. Here, “we” almost never sounds, they prefer to say only “I”, which indicates the psychological isolation of marriage partners, their emotional disunity. And finally, communication with each other is built in a monologue mode, reminiscent of the conversation of the deaf: everyone says his own, the most important, sore, but no one hears him - the same monologue sounds in response.

Children who have witnessed numerous quarrels of their parents get an unfavorable experience in life. Negative images of childhood are harmful, they cause thinking, feelings and actions already in adulthood. Therefore, parents who do not know how to find mutual understanding with each other must remember that children should not be drawn into family conflicts. You should think about the problems of the child at least as much as about your own.

A kind of indicator of family well-being is the behavior of the child. The consequence of family upbringing in a dysfunctional family quite often becomes pronounced egoism, arrogance, intolerance, difficulties in communicating with peers and adults. As noted above, in a child from a dysfunctional family, the emotional-volitional sphere suffers the most. At the same time, he tries in every possible way to resist, "adapt", somehow survive. A common form of psychological defense of a younger student is denial. It operates at the level of regulation of the mechanisms of perception, which should ensure adequate perception of information about external events and the participation of the individual in them. Activation of denial distorts incoming information by selectively blocking unnecessary or dangerous information that threatens the psychological well-being of the child. Outwardly, such a child gives the impression of being extremely absent-minded and inattentive when communicating with parents and teachers, when they demand an explanation from him about his faults.

 fear of adults, constant tense expectation of a blow, insults;

 low mood, which in children is manifested by a sad expression on the face, anxiety, indifference to the environment; in older children

 depression, sleep disorder, appetite disturbance;

 restlessness, inability to focus on something interesting;

 self-doubt, inadequate self-esteem;

 aggressiveness, cruelty towards other children or animals;

 excessive compliance, obsequiousness and fawning;

 poor performance, difficulties in mastering the school curriculum.

Psychological features of younger schoolchildren from dysfunctional families:

1. High level of aggression in all respects. These children tend to exaggerate the aggressiveness of their peers and, accordingly, respond to apparent hostility with aggressive actions. Subjects with a high level of reactive aggression easily become angry and retaliate when children are teased or threatened. They almost always claim that others are to blame for the quarrel or fight. When a peer accidentally hurts a child (for example, bumps into him), he assumes that the peer did it on purpose, and therefore reacts excessively angrily, starts a fight. Children with a high level of aggression threaten or intimidate others in order to achieve their goal.

They often use direct aggression. They choose one permanent victim for their aggressive actions - a weaker peer who is not able to respond in kind.

2. High level of school anxiety. Children experience social stress, frustration of the need to achieve success, they have a fear of self-expression, fear of situations of knowledge testing, fear of not meeting expectations, problems and fears in relationships with teachers.

3. High level of personal anxiety. This causes a lack of confidence in their abilities in communication, forms a conflict relationship. Children interpret most situations of everyday life as threatening, dangerous, for no apparent reason.

4. Low self-esteem. Such children have a low level of claims, self-doubt and fear of failure - it is easier for them not to do it, not to take risks, so as not to experience failure later. Therefore, they more often choose easy tasks, as if they cherish their success, because of this they are afraid of the educational activity itself.

A child from a dysfunctional family reveals himself by his appearance, clothing, manner of communication, a set of obscene expressions, mental imbalance, which is expressed in inadequate reactions, isolation, aggressiveness, anger, lack of interest in any kind of education. child's behavior and appearance not only talk about his problems, but also cry for help. But instead of helping, the environment of the child often reacts to him with rejection, rupture of relations, suppression or oppression of him. The child is faced with a lack of understanding of others, rejection and, as a result, finds himself even more isolated. Voronin G.L. Social well-being of Russians // Sociological research.-2001.- 6.- P.59-66.

So, to talk about a child from a dysfunctional family means to say:

one). What are dysfunctional families?
2). What are the children with their psychological and psychopathological problems, prone to excessive regulation of family trouble.
3). How does family trouble affect a child who is prone to an aggravated response to all sorts of adverse factors.
four). How a sick child can disturb the peace of the family, cause irritation, anger, impatience, etc. in parents. those. turn the family into a dysfunctional one, and the latter, in turn, can further aggravate the mental state of the child.
5). What should teachers do to help the child, because it is not his fault that he lives in a dysfunctional family.

A dysfunctional family for a child is not a synonym for an antisocial or asocial family. There are a great many families about which nothing bad can be said from a formal point of view, but nevertheless, for a given child, this family is dysfunctional. Of course, the family of a drunkard or a hooligan will be unfavorable for any child, but in most cases the concept of an unfavorable family can only arise in relation to a specific child who is affected by this unfavorable situation. Families are different, children are different, so only the system of relations “family-child” has the right to be considered as prosperous or dysfunctional.

The family may be incomplete. It may be complete, but with a conflicting upbringing, or with an upbringing that suppresses the child, or with organized conditions, etc. Sometimes an incomplete family is more useful for a child than an incomplete one. Although complete (say, the father is a drunkard who terrorizes the family, then finally he leaves the family, the family breathes a sigh of relief, peace reigns in it). There are outwardly good relations in the family, but parents, overly busy with their production affairs, pay little attention to the child - this can also lead to bad consequences for the vulnerable soul of a small person.

Divorces also affect the child. Parents get divorced and do not think about the fate of their children, their warped childhood and warped spiritual life. Children will grow up and, remembering how their parents behaved, will continue their path. Or become cynics, or lonely, or some other, but in any case - unhappy. Defects in upbringing are the first and most important indicator of a dysfunctional family. Neither material, nor everyday, nor prestigious indicators characterize the degree of well-being of the family or trouble - only the attitude towards the child. Ganaeva E.A. Formation of cognitive and communicative skills of adolescents in historical and local history activities: Abstract of the thesis. dis. cand. ped.- Orenburg, 2009.- 15p.

Trouble in the family to one degree or another almost always leads to trouble in the mental development of the child. Not in the sense of stupidity or some other violations, for example, of the intellect, but in the sense of disharmony in the maturation of the emotional-volitional sphere, i.e. predominantly human nature. And what is the character, such are the relationships of a person with other people, such is his happiness. One of the most powerful unfavorable factors that destroy not only the family, but also the mental balance of the child is the drunkenness of the parents. It can be cancerous for the baby, not only at the time of conception of the fetus and during pregnancy, but throughout the life of the child.

Whatever aspect of the problem of deviations from the normal psychophysical development of the child is not affected, almost always they are forced to talk about the pernicious influence of parents' drunkenness. Because of this ominous phenomenon, the child learns bad examples, because of this there is a general lack of any education, because of this, children lose their parents and end up in orphanages, etc.

The vast majority of negative examples that we give, one way or another, have their cause in the drunkenness of adults. When they talk about the harm brought by drunkards to their children, it seems to be difficult to surprise here: people seem to have become accustomed to this ugly phenomenon. They just got used to it in vain, put up with it in vain. The whole world needs to fight against drunkenness, which inevitably cripples children.

Drunkards not only liken themselves to children who, because of their immaturity, cannot resist pernicious traditions. Drunkenness is the cause of many neuroses and behavioral disorders in family members of drunkards. In the vast majority of cases, various mental disorders in children are caused by the drunkenness of parents, their social degradation, hooliganism, and poor self-control. If because of drunkards-fathers children become neurotic, then from drunkards-mothers mentally handicapped children are often born. But while scientists are arguing about who is more to blame - drunken fathers or drunken mothers, or all together, it is necessary to fight everyday drunkenness and its consequence - alcohol disease by all means. Azarov Yu.P. Family pedagogy. - M .: Publishing house of political literature, 2005. - 238s.

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

1. Hypoprotection, or hypoprotection (neglect) - lack of education, as such. The child is left to himself, does not receive love, affection, is often not fed, wanders. These are more often children from dysfunctional families, but the main thing here is still not material well-being, but the unsatisfied spiritual needs of the child. A variant is latent hypoprotection, when interest in the child is limited by purely formal signs (“did you do the lessons? Well, well done”), when the parents unconsciously (as opposed to explicit hypoprotection) reject the child.
2. Dominant hyperprotection - excessive guardianship, petty control over every step, feelings, actions, a system of prohibitions and monitoring of every step. Sometimes it manifests itself in the form of constant surveillance, stimulating the inability to make responsible decisions on their own and depriving the child of his own opinion. Inevitably, it leads to the formation of a feeling of inferiority in the child (“everyone can’t, but I can”), inability to adapt to life, analyze their experience, perform independent actions and even think. Thoughts and feelings that later seem to be his own are actually echo thoughts, echo feelings and echo actions, for example, of a mother or father. This inevitably leads to constant dissatisfaction with oneself (“why do I want one thing, but do another”) and a situation of constant introjection (“how to behave? I will take an example from ...”), uncritical absorption of information and inability to independently comprehend what is happening.
3. Conniving hyper-protection - raising a child under the idol of the family. Here, too, control takes place, but here it is more important to free the child from all boring, routine duties, patronage and admiration for obvious and imaginary talents, placing the child in the center of attention. This happens more often in incomplete families. Such children often write papers, pass exams, and then make similar demands of worship and adoration for their significant environment in the future. Such children often do not graduate from institutes, rarely stay at work for more than six months. they are not able to postpone their desires in time, demanding their immediate satisfaction, which makes it impossible to work in the name of long-term achievements.
4. Emotional rejection - the child feels that they are weighed down. Outwardly, the child can receive signs of attention (food, clothing, information), but without warmth, love, permission for the naturalness of behavior. With hidden emotional rejection, parents do not admit that they are burdened by their child, suppressing by the power of the mind their inner need to "free themselves" from worries about the child, which often happens when a new child appears in the family or parents divorce and remarry. This happens less frequently with twins, siblings, or children less than 3 years apart, but more often with unplanned children.
5. Abusive relationships - associated with verbal or physical abuse; severe reprisals for petty offenses; taking out evil on a child for his own failures. Abusive relationships usually occur between all family members and are often carefully hidden from outsiders. In such families, often no one cares about anyone; each other's needs are neglected; spiritual indifference, stupefaction of feelings reigns. However, there may not be high-profile scandals or violence - separation from each other and the principle of "count only on yourself" are important. A child living in such a family is, as it were, in a fortress and cannot leave it to meet other people. Beketova I.I. The content of the work of a teacher-psychologist with adolescents on the development of psychological resistance to crisis situations: Abstract of the thesis. dis. cand. psychol. Sciences. - Stavropol, 2001. - 12s.
6. Conditions of increased moral responsibility - parents raise the child according to the principle "succeed in what I could not" and put the child under the pressure of increased social expectations ("you must be the best in everything", e.g. in school or in sports, and etc.). There is a need to achieve a lot and in the shortest possible time. The idealization of the child, the unbearable burden of parental expectations can be exacerbated by the appearance of a second child, the appearance of helpless family members, when the child is disproportionately burdened with caring for them.
7. Contradictory upbringing - manifests itself in the mutually exclusive requirements of the mother and father, or parents and relatives living with them, which leads to mutual annihilation of educational efforts and stimulation of the child's attitude "I will do what I want." Usually, over time, it flows into overt or covert conniving hyper-protection.
8. Education outside the family - in the baby's house, orphanage, boarding school, with distant relatives, etc. They cannot replace the mother and children have problems with the basic qualities of trust and autonomy, but the situation is even worse for children who are placed with living parents in a situation of excessive or cruel control.

Among the problems that such treatment leads to are suicide, obsessive fears manifested in obsessive rituals or actions, emotional problems, such as the inability to express one’s feelings (alexithymia is the experience of feelings without their expression, leading to a “frozen” gestalt and the need for further work with it in the context of psychotherapy) or identify them (paraalexithymia - "I feel, but I don't know what"), depression (usually manifested in statements like "I'm bored"), aggressiveness (the problem " difficult children"), speech and motor dysfunctions, deviant (abnormal) and delinquent (delinquent) forms of behavior resulting from the "squeezing out" of the child from the family. Most often, the child demonstrates deviant forms of behavior (leaving home, vagrancy, criminal adventures) in search of "emotional food", which he is deprived of at home, in which parents reject feelings not only in the child, but also in themselves. Candidate of Pedagogical Sciences - Orenburg, 2009. - 15p.

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

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

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

Preschool children

tormented by nightmares;

they suddenly start acting like younger children;

play sexual games with themselves, peers or toys;

engaged in open masturbation;

prone to neuropsychiatric disorders (including enuresis and encopresis).

Numerous data obtained by researchers over the past half century indicate that raising a child in an incomplete family has a negative impact on the formation of his personality. Let's start by describing the consequences of divorce. Among them, one can single out anger at parents, fears and phobias, increased anxiety, identification disorders (the familiar world has shaken, and familiar landmarks have disappeared), loneliness, exacerbation or occurrence of psychosomatic disorders, deterioration in academic performance. Moreover, in half of the examined children, during a second study a year later, patterns of dysfunctional and contradictory behavior were fixed, in which an important part was low self-esteem, depression, and disturbed relationships with peers.

Studies have also shown that more than a third of young people and women aged 19-29 have “no or almost no aspirations” within 10 years after the divorce of their parents. They go with the flow, without setting any values in front of them ... and experiencing helplessness. As shown by the data obtained at different times by domestic and Western experts, children (and, later, adults) who grew up in single-parent families more often than children from complete families develop nervous and mental disorders. For example:

60% of children with reactive states and neuroses are from incomplete families.

A significant number of incomplete families were found in childhood in adults with a neurotic development of a hysterical circle against the background of previous depressive reactions.

Preschool boys in incomplete families are significantly more likely to have capriciousness and hysteria in behavior, unreasonable stubbornness and negativism, onanism, tics, and stuttering will be significantly more frequent in girls in incomplete families.

In preschool age, nervousness generally prevails in single-parent families.

Children from incomplete families often have pathological and behavioral disorders.

With neuroses in children, divorce among parents occurs significantly more often (p less than 0.001), when it occurs in the ancestral family and one of the spouses lived in childhood in an incomplete family.

Most incomplete families are in children with hysterical neurosis.

Older preschoolers from incomplete families have less “I” strength, greater emotional instability and personal immaturity, increased emotional sensitivity, they are more passive, timid, shy, indecisive (statistically significant differences in a number of factors of the Cattell characterological questionnaire).

Incomplete upbringing of children leads to the formation of a defective personality type: reactions of emancipation (the desire for early independence, which manifests itself in petty hooliganism, beating of the younger ones), the reaction of grouping with peers (the desire for a reference group of asocial children, petty crime), reactions associated with the manifestation of sexual feelings (formation of sexual perversions).

Children from incomplete families often have a whole range of difficulties and psychological ones. According to I.S. Kon, children who grew up without a father often have a reduced level of claims, they have a higher level of anxiety, neurotic symptoms are more common, boys have difficulty communicating with their peers, they learn true male roles worse, but some male traits are exaggerated: rudeness , pugnacity. Often the child begins to rebel against extreme dependence on the mother, or grows up passive, lethargic, physically weak.

Children from incomplete families have a less favorable picture of the emotional and personal sphere in comparison with their peers from complete families. In a study of children aged 5-7 years, based on the drawings "My Family", it turned out that there are fundamental differences between boys and girls from single-parent families in their attitude towards close adults (the emotional state of boys from single-parent families is lower and more oppressed than that of girls ; one-figure family compositions and a schematic representation of themselves indicate that boys from single-parent families often experience a sense of loneliness and difficulties in communicating in the family than girls or their peers from complete families). Thus, boys from incomplete families are characterized by a reduced emotional tone, difficulties in communication, a feeling of loneliness and rejection, and a negative sense of self.

Many psychologists also pay special attention to the increased vulnerability of boys in an incomplete family and the presence of additional reasons for them to be anxious. Due to the lack of a male identification standard in an incomplete family, a single mother tries to compensate her son for this shortcoming by changing her parental role. However, this change in the strategy of relations with her son leads to dramatic results: a woman is not able to combine the maternal function of love, tolerance and warmth with her father's, based on male strictness, exactingness and authoritarianism. As a result, the boy loses not only his father, but also partially his mother.

Another difficulty faced by boys in single-parent families is that their mothers, who are unhappy in marriage, often try to find in their son what they could not find in their partner. Often such mothers, hoping that their sons will become their hope and support, transfer all their unrealized love to them. In an effort to keep the boy near her longer, the mother convinces herself and the child that he cannot be independent. Such a suggestible and dependent child is likely to grow up suspicious and anxious. Here often there are obsessive-compulsive disorders, phobias, depressive symptoms, communication problems with peers, and so on. On the other hand, such a boy will be able to learn to use this "special position". It often happens that such a boy will resist this " strong love"and will begin to prove his" masculinity ": rudeness, aggressiveness, antisocial behavior, abandoned studies, and so on.

The situation of boys in such families is aggravated by the fact that mothers in single-parent families more often than in complete families live with their parents. Single-parent families are characterized by inversion educational roles when the role of the mother is taken by the grandmother with authoritarian personality traits, and the role of the father is played by the mother with strong character traits and increased adherence to principles, or the grandfather. As A.I. Zakharov writes, “boys, deprived of both mother's love and father's authority, find themselves in the most traumatic family situation. In addition, mothers tend to prevent meetings between father and son, thereby aggravating his feelings. According to psychiatrists, most single-parent families in children with hysterical neurosis, in boys significantly more often than in other clinical forms of neuroses. Hysterical neurosis in boys is largely caused by the lack of male influence and insufficient emotional responsiveness on the part of the mother.

Summarizing the negative consequences for older preschool children brought up in single-parent families, E. Syullero writes that such children:

unsure of themselves;

have difficulty defining moral values, taking responsibility, developing a sense of duty, and making commitments to others;

more often than sons with fathers show a tendency to homosexuality;

more often have psychological complexes, which in the worst case can lead them to alcoholism, substance abuse and delinquency.

Children from incomplete families also have self-esteem disorders. Using various projective techniques ("My family", "Self-portrait", "Drawing of father, mother") and personality tests ("Ladder", "Three Wishes", etc.). S.A. Koroleva examined children 5-6 years old. As the results showed, in children from incomplete families, the image of themselves is amorphous, diffuse, their attitude towards themselves is distorted, and the perception of their position in the family is disturbed. In addition, the self-esteem of children who have survived a divorce is less differentiated compared to children from intact families.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Features of the behavior of children of senior preschool age with different type self-assessment:

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

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

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

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

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

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

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

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

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

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

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

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

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

Children from dysfunctional families are classified as children at risk. Domestic and foreign scientists note a wide aspect of the problems of children of the "risk group" different ages and different social status. Trouble in the family to one degree or another almost always leads to trouble in the mental development of the child.

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

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

In the psychological literature, the results of studies on the emotional sphere of preschool children are quite widely presented. However, the problem of disturbance and correction of emotions in preschool children from dysfunctional 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-fledged 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 who are brought up in dysfunctional families.

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

The study was conducted on the basis of the rehabilitation department of the children's hospital and on the basis of a mass kindergarten. We studied children of older preschool age who are in the hospital for social reasons. Most often, the children were brought by the police and social workers. Children were seized from a family of alcoholics who at the time of the seizure were in a state of alcoholic intoxication and could not conscientiously and efficiently fulfill the duties of parents. Children were admitted to the hospital hungry, unwashed, 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 dysfunctional families. The main methods used were projective drawing tests (family drawing and "Cactus"), Wagner's hand test, "Metamorphosis" technique, anxiety test by R. Temple, M. Dorka, V. Amen. Also, diagnostics of family relations was carried out using the E.G. Eidemiller DIA questionnaire for parents, a family drawing, and a social passport was compiled for each child.

The results of the study showed that in children brought up in dysfunctional families, the emotional sphere really suffers to the greatest extent. Such children are more characterized by aggressiveness, difficulties in communicating with peers and adults, self-doubt, anxiety, conflict, hostility. Such children, as a rule, are not satisfied with the family situation, they lack interpersonal ties between family members. Children, as a rule, did not comment on the process of drawing. In the process of drawing their family, children tend to isolate themselves from the rest of the family, while the family is not united by a common activity. According to the results of the anxiety test, most children from dysfunctional families have a high level of anxiety, more than 50%. According to the results of the Cactus projective methodology, the number of indicators of aggressiveness in children from dysfunctional 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, aggressiveness are much lower than the indicators of drawings of children from dysfunctional families. Children often use bright colors, the drawings differ in plot, detail detail.

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

An analysis of the results of the "Hand" test showed that children from well-to-do families are dominated by attitudes towards social cooperation aimed at interpersonal contacts, while aggressive and dominant tendencies predominate in children from disadvantaged families. Aggressive behavior, as a rule, is verbal in nature, directed at others.

An analysis of intra-family relations revealed that well-to-do families have a generally harmonious type of upbringing, in dysfunctional families there are such types of disharmonious upbringing as dominant hyper-protection, indulgent hyper-protection and hypo-protection.

According to the results diagnostic study the correctional and developmental program "Let's live together" was compiled and tested. The aim 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 dysfunctional families were insecure, anxious, and refused to interact with other children. However, in the course of subsequent classes, the children became bolder, began to show interest and curiosity. At the final lessons, all children from dysfunctional families were active, communicated independently, and showed initiative.

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

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

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

At the end of the correctional work, a control stage of the study was carried out. Comparison of the results of 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, shifted in a positive direction. In children from dysfunctional families, indicators of anxiety, hostility and conflict decreased, and indicators of a favorable family situation improved. Children's drawings began to take on a more joyful and light color, the plot and content of the works began to change for the better. The children commented on the drawing process more actively 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, became more confident and independent. When communicating, they made contact much faster, were more open and talkative. However, the benchmarks are still not high enough, which indicates the need to continue corrective and developmental work, showing patience and perseverance in search of directed influences, in search of those game methods that the best way contribute to the goals of correction.

The foregoing indicates the need for a comprehensive study of dysfunctional families, an analysis of the atmosphere within the family and parent-child relationships. It is necessary to involve narrow specialists, cooperation with social educators, involvement in remedial classes parents, which will contribute to the formation of a better mutual understanding between children and parents.

Bibliography

1. Dermanova I.B. Diagnostics of emotional and moral development - St. Petersburg, 2002.

2. Izotova E.I., Nikiforova E.V. The emotional sphere of the child: Theory and practice: Proc. allowance for students. higher textbook establishments. - M .: Publishing Center "Academy", 2004.

3. Mastyukova E.M., A.G. Moskovkin. Family education of children with developmental disabilities: Proc. allowance for stud. higher educational institutions / Ed. IN AND. Seliverstova.- M.: Humanit. ed. center VLADOS, 2003.

4. Panfilova M. Graphic technique "Cactus"//. Hoop. 2000. No. 5.

5. Semago N., Semago M. Theory and practice of assessing the mental development of a child. - St. Petersburg: Speech, 2011.

6. Furmanov I.A. Children's aggressiveness: psychodiagnostics and correction / I.A. Furmanov. - Minsk: Ilyin V.P., 1996. - 192 p.

7. Emotional development of preschoolers: Tutorial for students of higher educational institutions / A.D. Kosheleva, V.I. Pereguda, O.A. Shagraev; Ed. O.A. Shagraeva, S.A. Kozlova. - M.: Academy, 2003. - 176 p.

Features of the work of a teacher with a child of senior preschool age from a dysfunctional family - a diploma. Correction of the emotional sphere of children from dysfunctional families Senior preschoolers from dysfunctional families

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Introduction

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

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

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

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

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

2. Give a psychological description of dysfunctional families.

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

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

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

Subject of study: psychological features children from disadvantaged families.

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

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

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

1.1 Psychological characteristics of dysfunctional families

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2.1 Description of the study

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

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

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

The criteria for family dysfunction in our study were:

conflicts in the family;

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

job loss by one of the parents;

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

the child is brought up by relatives;

household drunkenness, not of a systematic protracted nature.

The following methods were used in the pilot study:

Technique I (Kuhn and McPortland).

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

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

Statistical methods of data processing.

1) Technique I (Kuhn and McPortland).

This technique was developed by American psychologists Kuhn and McPortland.

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

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

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

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

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

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

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

Scales:

Addiction

Independence

Sociability

uncommunicative

Acceptance of the "fight"

Avoiding "fight"

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

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

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