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11DEPRIVATION OF PARENTAL CARE AS A RISK FACTOR
Huseynzada Mujgan Vali
PhD tiudent of BSUDepartment of Psychology
Baku, Azerbaijan
Ab&ract: Deprivation of parental care is one of the serious socio-psychological problems of modern society. Children who are deprived ofparental careface psychological and social problems, which directs us towards to the solution of this urgent issue. In conclusion, we can say that the lack of parental care has a more negative effect on teenagers. This problem is considered as a risk factor.
Key phrases: to be deprived ofparental care, parental care, risk factor, vulnerable groups, children, adolescents, family environment, behavior problems, personality disorders, boarding school.
Children and adolescents have always been an important focus for mental health researchers. Some groups are more at risk of developing psychological problems than others , among children. Children deprived of parental care, refugees, and children and adolescents brought up in boarding in&itutions are one of the vulnerable groups. Children deprived of parental care need help and support from the surrounding community, individuals and in&itutions to provide an important favorable psychological and social environment at various &ages of development. A great effort is made to provide care to persons deprived of parental care, sick, disabled and other needy members of the society through in&itutions or various projects in Azerbaijan. The absence of parents sometimes deprives the child of a healthy relationship that provides affection, security and care, slows down his natural development, creates an unbalanced and indecisive personality. Deprivation of family care for young children is an remarkable topic for research because of its negative impact on their development and behavior.
Accordig to the &udies, it is undeniable fact that the prevalence of personality and behavioral disorders among children and adolescents in boarding schools is higher than that of their peers raised by their own families [11]. As the reason for all this, we can show that children who belong to the vulnerable group are exposed to abuse, exploitation, neglect, deprivation of parental care and affection.
It is a universally accepted fact that the personality traits and behavior patterns of an adult are formed and molded by the events of the fir& years of life. A brief review of the relevant literature shows that recent &udies have been conducted that relate the family environment to various aspects of personality. The results of some &udies show that the quality of affection received at an early age can affect the productive quality by interacting with people, adapting to society, and acting at the level of innate potential. After reviewing the literature on marital problems (eg, argument, divorce) and behavioral problems in children, it is obvious to conclude that there is some connection between these topics. At the same time, there is a relationship between argumentation and the frequency of behavioral problems in children in non-divorced families.
Deprivation of parental care before early adolescence is psychologically more critical, as children at that age are usually in dire need of parental and family care. When children
are separated from their parents, they develop "acute di&ress syndrome". This results in acute anxiety, then apathy or depression, and finally loss of intere& in parents or adaptation to the new situation. The infant's in&inctive fear response maintains its survival value closeness to the caregiver (usually the mother) and eventually culminates in attachment. The loss of an dependence figure for any reason is characterized by anxiety in the child. Parental and family care plays an important role in the psychosocial formation of their personalities and for psychosocial adaptation in changing environmental conditions. The family is the beginning of a society with a suitable natural environment in which children develop and pass developmental &ages [11]. At its be&, the family environment provides a balanced upbringing, free from behavioral or psychological problems. The family also teaches them societal norms, re&rictions and taboos, and as a result, they are able to communicate with other people outside their immediate environment.
However, according to society, it is not assumed that vulnerable children deprived of parental care often have the &rength to overcome adversity. Despite many serious challenges, some children overcome them and develop to live productive lives with fully developed protective factors.Those children have protective abilities that allow them to better cope with and endure life's ups and downs [5]. Humans are born with functional individual characteri&ics. We can also add that people acquire resilience abilities that can be improved through effective training and development. The source of resi&ance can be genetic, biological and environmental factors [7]. We can say that tolerance is not a &atic &ructure, but changes over time. Therefore, resilience should be viewed as a positive adaptation over time rather than at a single point. We can say that people have a natural ability to overcome difficulties, provided they are in a nurturing and supportive environment. It is underwood that the resilience of children deprived of parental care has not been taken into account and thus their resilience or self-preservation has not been taken into account.
Children deprived of parental care often suffer from some mental illnesses and disorders due to tension, anxiety, nervousness and insecurity. In addition, they may lack self-e&eem due to the loss of parental support, as well as a lack of social self-affirmation and sense of belonging. Studies show that children deprived of family environment are more likely to suffer from negative behavior, neuroticism and depression. Personality and behavioral problems affect their overall development, especially their academic and social outcomes as adults. In contra^, living in boarding facilities, deprives children of a normal family due to its unique nature, is characterized by monotony, tends to be both boring and unexciting, and is completely different from the normal family environment of closeness, intimacy and affection. Children in boarding facilities or orphanages are deprived of the opportunity to socialize because they live within the physical re&rictions and prohibitions of the place they mu& adhere to. Undoubtedly, being deprived of parental and family care is an emotional trauma that has a very negative impact on a child's life, as well as causing personality disorders. The boarding in&itution cannot satisfy the emotional needs of the adolescent and develop him with different types of social and emotional behavior [4]. The family plays a role in the formation of an individual's identity through the process of social &andardization.
The important place of the family in the process of interaction and influence with the environment is special. A child should develop his skills, underhand his feelings and needs, be able to control them, increase his mental abilities, and form his outlook and values according to his capabilities in a family in&itution. The child mu& also learn to take care of himself and take care of his health. By living at home with other family members, trying to learn from them, using communication with emotional experiences, as well as participating in household chores and performing certain tasks, the child acquires skills that are important for life.
Children interact with the environment more differently than adults. The mental and physical development of a young child is formed «in contact» with the objects or conditions that surround him at home. People who are deprived of this «contact» during childhood and adolescence are often emotionally immature.
When people live according to their goals and desires with sufficient ability, they tend to develop positive self-e&eem. Conversely, if they fail to succeed or expect others to help them, this is likely to lead to decrease self-e&eem characterized by negative self-related qualities. These ideas may well explain the greater low self-e&eem of children deprived of parental care. These ideas may well explain the greater low self-e&eem of children deprived of parental care. It should be noted here that people with low self-e&eem have been found to feel alienated because they are more dependent on external factors. With this, we can say that those who are deprived of parental care have a low level of self-e&eem, often have a feeling of alienation and extroversion.
The personality characteri&ics of children deprived of parental care are characterized by unique characteri&ics. Analyzing this issue in a comparative way is more efficient for effective research. There are significant differences in the personality characteri&ics of children deprived of parental care and not deprived, isolation, control center, ho&ility, low self-e&eem. Those who grow up in a family environment experience less alienation and are more likely to be less ho&ile toward society than children raised in a boarding in&itution. A boarding school can satisfy children's immediate and natural needs, but the fact is that living outside the environment of parental affection can lead to feelings of insensitivity. This situation can also lead to a feeling of powerlessness, resulting in a high level of alienation. Thus, children who are deprived of parental care have a higher chance of having fru&ration, irritation, attacks, and other aggression determinants in their lives. Since ho&ility is a conditioned aggression reaction, its development depends on the anger of the individual.
As a result, there is a need to assess and identify mental health problems in children placed in in&itutions so that certain corrective actions can be prepared for them in time. In addition to these, in order to prevent the negative impact of the li&ed psychological problems on their development, special and timely psychocorrection and psychoprophylactic measures should be implemented in in&itutions.
References:
1. Bayramov 9.S., Glizads 9.9. Sosial psixologiya, Baki, Qarr-poliqraf, 2003.
2. Vsliyev M., Mu&afayev A. inki§af vs ya§ psixologiyasi. Baki, 2015.
3. Halawah. B., The Role of Parents in their Children's Social and Personality Development , Damascus University Journal, 27(4), 2011.
4. Huwaywah. Malika, Behavioral Problems of Children Deprived of Family Care from the Perspective of Teachers. University of Mohamed Khider, Biskra, Algeria, Unpublished MA Thesis, 2015.
5. Killian B. Risk and Resilience: A Generation at Risk? HIV/AIDS, Vulnerable Children and Security in Southern Africa, 2007.
6. Luthar SS. The con&ruct of resilience: Implications for interventions and social policies. New York Columbia University, 2007.
7. Margaret B, Ted T, John D. Resilience in Response to Life Stress: The Effects of Coping Style and Cognitive Hardiness, 2001.
8. McLeod. S. A., Theories of personality, 2017.
9. Tatyana. I. Shulgaa. Daria D. Savchenkoa & Evgeniya. B. Filinkovaa, Psychological Characteri&ics of Adolescents Orphans with Different Experience of Living in a Family, International Journal of Environmental & Science Education, 11(17), 2016.
10. UNICEF. Inve&ing in people: caring for vulnerable children and their families, 2012.
https://www.researchgate.net/publication/342212025_Personality_Traits_and_ their_Relationship_to_Some_Variables_in_Orphan_Children_in_the_We& _Bank
РАЗМЫШЛЕНИЯ О СОВРЕМЕННЫХ ПРОБЛЕМАХ
ПСИХОЛОГИИ
Шафиева Эльнара Ибрагим кызы
Бакинский государственный университет,
факультет психологии, д.п.н., профессор Азербайджан, Баку
Аннотация: В статье раскрываются современные теоретические и практические проблемы психологической науки. Подчеркивается, что в последние десятилетия значительно расширился фронт психологических исследований, появились новые научные направления и дисциплины. Также говортся о совершенствовании понятийного аппарата психологической науки, о новых гипотезах и концепциях социальной, детской и клинической психологии.
Ключевые слова: кризис в психологии в «сетевой век», прикладная наука, теоретические проблемы психологии, понятийный аппарат в социальной психологии, ключевые проблемы детской и педагогической психологии, биопсихосоциальная модель в клинической психологии
