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УДК 378 ББК 74.247.2
Л. Я. Жилина
ПРОФИЛАКТИКА И ПРЕОДОЛЕНИЕ ДЕЗАДАПТАЦИИ ПОДРОСТКОВ В САНАТОРНОЙ ШКОЛЕ-ИНТЕРНАТЕ: НЕКОТОРЫЕ ПУТИ И ВОЗМОЖНОСТИ
Аннотация. Автор указывает на несоответствие образовательных мер, предпринимаемых специалистами санаторных школ-интернатов, а также на отсутствие целостного подхода к социализации подростков. В статье обосновано значение медицинской, психологической и педагогической поддержки учащихся, инфицированных туберкулезом.
Ключевые слова: комплексная дезадаптация, подростки, санаторная школа-интернат, резистентно-адаптивная личность, медицинская, психологическая и педагогическая поддержка.
L. Ya. Zhilina
PREVENTING AND OVERCOMING DYSADAPTATION OF ADOLESCENTS'
IN SANATORIUM BOARDING SCHOOL: SOME WAYS AND OPPORTUNITIES
Abstract. The author points to the discrepancy of the educational measures taken by specialists at sanatorium boarding schools, as well as the absence of the holistic approach aimed at adolescents' socialization. In the paper is substantiated the value of medical, psychological and pedagogical support to the pupils infected with tuberculosis.
Key words: multiple disadaptations, adolescents, sanatorium boarding school, resistant-adaptive personality, medical, psychologicaland pedagogical support.
Summary
There is an urgent need to develop ways of overcoming disadaptation of adolescents with week health.To date, there has not been offered adequate funds. In this work is described level structure of adolescents' disadaptation with tuberculosis. Model of overcomingdisadaptation was developed. It includes medical, psychological and pedagogical components and takes into account the psychological, physiological and personal characteristics of pupils. Theoretical model must ensure the development of resistant-adaptive personality, which is characterized by somatic, psychological and social resistance, and providing its adaptation at all levels of life. Various specialists of boarding school were involved to implement the model, among them: doctors, teachers and a psychologist. The model has been tested and proved its efficiency.Disadaptation is increasingly recognized as a serious, worldwide public health concern and is a common problem in applied psychology.
Introduction
In the contemporary Russian society a concern has been growing: a number of dysfunctional families increased,health of juvenile is rapidly deteriorated, incidence of tuberculosis reached the epidemic scale. The topic of my research is "Preventing and Overcoming Dysadaptation of Adolescents' In Sanatorium Boarding School: Some Ways and Opportunities". Pedagogical, medical and psychological support of children with the weakened health remains in focus of many scientists.
In the scientific literature there is a large number of works on the causes and patterns of disadaptation, its types and kinds. Disadaptation is singled out as the subject of special studies, methods to diagnose are developed, the behavioral manifestation is described has expanded. Currently, the range of works devoted to the study of medical-biological problems of disadaptation has expanded. At the same time this phenomenon is still understood incompletely.
Though support of children with the weakened health remains in sight of many scientists, an analysis of the scientific literature showed that studying and overcoming disadaptation among somatic attenuated tuberculosis of children and adolescents living in residential care, remains one of the actual psycho-pedagogical and social problems and requires medical, psychological and pedagogical scientific understanding. Sanatorium boarding schools have a special place among educational institutions. Stage of the sanatorium treatment is one of the basic in organization of specific and pathogenetic course of therapy. Experience shows that the opportunities of sanatorium boarding schools and their reserves are not enough. The aim of this work is to construct a model to perform a comprehensive investigation of disadaptation and define ways and coping capacities of the boarding school. This model will allow to realize the socialization of children with poor health more successfully.
Literature Review
The problem of adaptive and disadaptive processes has been debated in scientific research for a long time. Russian physiologists, psychiatristsand teachers have studied the influence of training on children's health since the end of the 19th century.
As I. M. Sechenov pointed out any diseases of the body are accompanied by a mental disorder in the diverse forms. In 1879 I. Sikorskiy attempted to identify the causes of fatigue of students. He compared 1500 dictations executed by children before lessons and after them and concluded that work accuracy with the tired children decreases by 33 % [14].
Researches and monitoring confirmed dependence of children's health not only on external cond i-tions, but also in system of training. It is obvious that improvement in training and education in many respects depends not only on influence of school, family, immediate social environment, but also is connected, first of all, with health of children, their physiological and psychological states. In this regard there is a wish to remember the point of view of the known physiologist I. P. Pavlov who repeatedly warned teachers against mistakes, emphasizing that "all laws of education and development have to be based on physiology" [15]. But usually, the pedagogic considers training and upbringing of healthy children by healthy teachers in optimum conditions.
As V. A. Sukhomlinsky convincingly argued that 85 % of poor pupils had these or those deviations of health which weren't always correctly recognized by teachers, and believed in the treatment by only joint efforts of parents, doctors and teachers [17].
The analysis of a number tuberculosis cases testifies that it has been increasing. However, as V. A. Aksenova (2001), Yu. L. Shevchenko (2000) prove medicine can't bear responsibility for many negative phenomena of political life as far as tuberculosis belongs to the socially caused diseases. Way of life of the unsuccessful families creates conditions for social disadaptation of children and adolescents [1; 19].
Disadaptation has also most often been studied as a social phenomenon.Many different approaches have been proposed to solve this issue.
T. V. Ataniyazova explored disintegrant influence of disadaptation on a person [3].
Some scientists examined physiological and psychological determinants of difficulties in parenting, among them are B. S. Bratus, B. V. Zeigarnik and others [5; 7].
M. Ratter have been revealed the influence of emotional and sensory deprivation on the mental and psychological development of children and adolescents [16].
The work of Spitze about deprivation had a profound influence on the social policy in the US. The educational institutions (orphanages, baby homes, children's homes) in the USA have been replaced by other forms of care [15].
N. Neupokoeva was quite right when she said that deprivation has different effect on children of different ages. Situations that may present deprivation factors are varied and complex. They are different in intensity, duration and quality. Deprivation factors are rarely found in isolation. They form a complex hierarchical structure, where the same children suffer multiple forms of deprivation [12].
As noted V. N. Myasishchev, the influence of certain factors is determined not only by the objective nature of the traumatic situation, but by the subjective attitude of a person [11].
Disadaptation'ssimptomokomplekses theories have a great interest to our research, in particular, the works of B. N. Almazov, S. A. Belicheva, T. D. Molodtsova, etc.
T. D. Molodtsova offers the following definition of dysadaptation: "Disadaptation is a result of internal or external (sometimes complex) violation of harmony by person's interaction with himself and society, manifesting in the inner discomfort, human activity, or such person's behavior which infringes relationships in the society" (the translation is ours, L. Zh.) [8, 10].
Observers of Yu. Nikolaeva's have noted that the current system of public education of the children, deprived of parental guardianship, is constructed not only without adequate psychological conditions, but also includes influence of the factors which are slowing down mental development of children [13].
Russian researchers (E. L. Frukht, 1979; V. S. Mukhina 1989; 1991; I. A. Zalysina, E. O. Smirno-va, 1985, etc.) pay attention to the following negative lines of public education:
- Wrong organization of communication between children and tutors.
- Insufficient pedagogical readiness of tutors.
- Shortcomings of the educational program which isn't compensating defects of development, caused by lack of a family.
- Poverty of children's sensual experience, owing to a small number of subjects which they work
with.
- Permanent stay of children in the context of children's community.
We were more likely to believe that outside factors were the causes only of local side of dysadap-tation. If there were the general causes of the problem, we could also solve them by changing the outside conditions of adolescents' upbringing and teaching.
Moreover, no attention has been paid to somatically weakened children and adolescents infected with TB living in residential institutions. Experience shows that the base and opportunities of sanatorium boarding schools and their reserves are used insufficiently. So far researchers have not found innovative ways to solve this problem.
Methodology
Large number of researchers has addressed the problem of disadaptation: its causes and structure, types and levels, its manifestation in behavior, identifying directions for its prevention and overcoming.
Our research took place in the sanatorium boarding school for adolescents which have been infected with tuberculosis. The testing was attended by 60 pupils.
We selected 4 groups of adolescents.
1-st group consisted of mainly adapted adolescents.
2-nd group were teenagers who exhibited signs of situational dysadaptation.
3-rd group - teenagers with sustainable dysadaptation.
4-th group - teenagers with "deep dysadaptation".
We have developed levels of multiple (integrated) dysadaptation, taking into account the following criteria:
- the peculiarities of individual responses and attitudes of adolescents to the influence of external and internal conditions of life: the emotional tone in general, emotional poise (psychological component);
- peculiarities of interactions of adolescents with social environment: adapting to the reference groups, the mastery of leading activity, the capacity for productive communication, the presence of self-control and self-regulation (the social component);
- health indicators: the presence or absence of chronic disease, peculiarities of the nervous system (somatic component).
Here is the description of complex levels of dysadaptation in the sequence of shown below components: psychological, social and medical.
1. Mainly adapted adolescents - are individuals who had anxiety, irritability, confusion, and fears as short-term emotional experience, but were dominated by positive emotions. They received a health mode of the boarding school to comply with the rules of interaction with peers and adults, rules of conduct, discipline, open to communication and dialogue, cooperation; they are friendly, sympathetic. They are characterized by adequate (or close to adequate) self-esteem, introspection and self-criticism. They are somatically weakened adolescents without pathological changes. Their nervous system is sufficiently strong; the processes of excitation and inhibition are balanced.
2. The second group (Teens with situational disadaptation) - individuals who had temporary neurotic reactions in certain situations. They had the difficulties of adaptation that was manifested in episodic violations of the boarding school discipline, the discord in relationships with classmates and adults. They had a generally positive attitude to learning, but there was an occasional failure or the failure in the separate subjects of the curriculum. They were not prone to introspection and self-criticism, their self-esteem was adequate or excessive.
They had a chronic disease in remission. Their nervous system got tired quickly, but quickly restored after the change of activity or short break.
3. The third group (Teens with sustainable disadaptation) - individuals, which were characterized by frequent neurotic reactions, fast transition from elevated mood to depression without externally observable reasons. There were teens with low adaptive mechanisms. They regularly violated the regime and wellness activities in boarding school. Cognitive interests were not shown and blurred. They liked entertainment and pastime that did not require intellectual and physical efforts.
In relationships with peers and adults they demonstrated nonconformist and were rough, angry and not prone to introspection and self-criticism. They had temporary variations in health status and at least one chronic disease. Their nervous system was tired quickly and restored for a long time.
We have set ourselves the task to determine the degree of disease influence on the cognitive processes and behavior of adolescents.
The internal state shows anxiety. Violations in the emotional sphere are seen in depression, apathy, nervousness. Emotional dissatisfaction with academic failure at school is expressed in conflicts and hostility to some teachers and peers, parents.
4. The fourth group ("deep disadaptation") - are individuals who had a high level of anxiety, accentuation, aggressiveness, with a steadily inadequate mood and with the affect of dissatisfaction. Systematically they violated the regime of boarding school and had no cognitive interests. Their attitude to the teachings was strongly negative. Teenagers were prone to various forms of deviant and even delinquent behavior, to bad habits, vagrancy, theft, early sexual experiences. In communication with peers and adults they display rudeness and cruelty. They had a consumer attitude to life. They were ready to cause intentional corporal harm to others, inclined to demonstrative suicide threats, which were designed for external effect. Feeling of guilt was actually absent.Self-control and self-regulation was absent too. They were governed negatively on psychologically and socially unsustainable pupils.
Theirhealth was characterizedbysignificant and constant nature deviations (several chronic diseases, congenital malformations in the stage of compensation), which allow to perform educational work, but requires a clear dosing intellectual and physical activities. Their nervous system gets tired quickly and after even minor loads requires a long rest [5].
An experimental study was carried out on the basis of Taganrog's sanatorium boarding school No. 18 for children, requiring a long-term care. 15 % of children are orphans and the children are under guardianship. 48.3 % of pupils are from single-parent families, 15 % - are from kinderreiche families, 35 % are children from lower income families. The majority of the pupils are children from families "at risk
group". Analysis of school magazines, interviews with teachers and tutors, monitoring revealed the scope of disadaptation. This area was the studying activities for most pupils in the experimental group.
We have set ourselves the task to determine the extent of the influence of disease on cognitive processes. Infectious disease is often a prerequisite to personality changes, a source of delay and mental development. We have analyzed a large number of school documents; have visited more than one hundred lessons; have used valid tests. From the experimental group were selected 22 teenagers to determine their levels of disadaptation.
Quantitative indicators are as follows:
1 level - mainly adapted teens - 9, 1 %/2 pupils.
2 level - teens with signs of situational disadaptation -36, 3 %/8 pupils
3 level - teens with sustainable disadaptation -36, 3 %/8 pupils.
4 level - teens with "deep disadaptation" -16.2 %/4 pupils.
Our research revealed a complex of expanded, stable disadaptation, in structure of which were somatic, psychological and social components. The internal state is heightened anxiety and timidity. Violations in the emotional sphere are seen in depression, apathy, nervousness. Emotional dissatisfaction with academic failure at school is expressed in conflicts and hostility to some teachers and peers, parents. These teenagers are distinguished by a high degree of insecurity and poor social adaptability.
We have developed a theoretical model of overcoming disadaptation, which must ensure the development of resistant-adaptive personality, characterized by somatic, psychological and social resistance, and providing its adaptation at all levels of life. Resistant-adaptive personality is a person who has internal resources, providing their physical, mental and social well-being; the behaviour, relationships and activities which corresponds to the social norms and values.
Somatic resistance we regard as bodily ability to fight infections.
- Psychological resistance is the ability to inhibit the growth of negative psychological states (irritation, anger, aggression, anxiety, fear, adequate regulation of the conduct and activities).
- Social resistance we regard as the ability to sustainable resistance to bad habits and destructive influences of society.
The model included medical, pedagogical and psychological components. Medical component provides strict control of health status of pupils at all stages of the educational process (at the beginning of the school year, before the winter break, at the end of the school year), valeological education of the teaching staff, pupils and their parents.
Pedagogical component carries out the organization of the educational process in accordance with psychophysical abilities of pupils.
Psychological component includes diagnostics of difficulties in social adaptation, correction, and prevention of emotional and personality disorders, coordination of the educational process and leisure. Medical preventive work includes all the main sections of recreation activities:
1. Organization and carrying out of sanitary-and-hygienic mode.
2. Organization and control of a balanced diet.
3. Conducting chemo prophylactics treatment in accordance with the indications.
4. In-depth study of health, psychophysical development and working capacity of children.
Psychological support of teenagers was carried out as follows. At the beginning of each school year, the school psychologist conducted introductory diagnostics.
Corrections of deficiencies in cognitive sphere, emotional and personality disorders were carried out taking into account the identified factors and levels of disadaptation,
The alarm was caused by teens of 3-rd and 4-th levels. They needed correction of the basic psychological processes, internal psychological state and personal qualities.
Pedagogical support was implemented by coordination of the educational process and the leisure of children, taking into account their psychophysical capabilities. Second diagnostic data allowed to judge the effectiveness of medical, psychological and pedagogical work. The success of correction of emotional-volitional violations amounted to 40,9 %, breaches in the development of the cognitive sphere -63.6 %. Children have improved memory, attention, achievements in training activities.
Results
As we mentioned earlier,disadaptation requires a comprehensive approach, which we have tried to implement in our model.
Overall, the results presented below show that the preventive and corrective work has proven effective.
The three keyresults of this empirical study are: in adolescents
S were no exacerbation of disease, symptoms of intoxication decreased,
S anxiety dropped, the nervous system was strengthened, relationships with classmates and teachers improved,
S mental processes improved, such as: memory, attention; achievements in studies improved also.
As a result, for all the time the experiment, the total numbers of maladjusted teenagers were distributed as follows (table 1).
Table 1
Data of disadaptation at the beginning and at the end of the research
Levels of disadaptation Introductory diagnostics Control diagnostics
level 1 - mainly adapted teens 9,1 % /2 pupils 36,3 % /8 pupils
2 level - teens with signs of situational disadaptation 36,3 % /8 pupils 50 % /11 pupils
3 level - teens with sustainable disadaptation 36,3 % /8 pupils 9 % /2 pupils
4 level - teens with "deep disadaptation" 16,2 % /4 pupils 4,5 % /1 pupil
It is apparent from this table that the number of adolescents of the 1 -st and 2-nd levels significantly increased (mainly adapted teens and teens with situational disadaptation): 19 versuslO.
Values for the 3-rd (sustainable disadaptation) and 4-th ("deep disadaptation") levels of maladjusted adolescents were lower than at the beginning of the research: 3 versus 12.
In fig. 1 there is a clear trend of decreasing of 3-rd and 4-th levels of disadaptation.
I Introductory diagnostics
Control diagnostics
level 1 2 level 3 level 4 level
Fig. 1. Comparative indicators of levels disadaptation adolescents' with tuberculosis infection
We were unable to overcome the disadaptation of pupils completely, as it was associated with a pathogenic factor - tuberculosis infection. However, the proposed model shows clear advantages to prevent it before preexisting approaches.
Conclusion
Our research allowed us to make a conclusion that a certain number of pupils living in an educational institution of closed type for a long time are if not fully but partly well adapted.
The degree of teenagers' disadaptation from a boarding school is different and varies depending on the influence of subjective and objective factors.
One of the main goals of this experiment was to attempt to find ways of preventing and overcoming disadaptation. Realization of our model has ensured a positive dynamics in overcoming disadaptation and aggregated to 68 %.
It should be recognized that to prevent this phenomenon directly was not possible due to a combination of factors which affected the adolescents. Pupils in boarding school were in the same conditions, but the degree of their susceptibility to the harmful effects was different.
The solution of the main task was complicated by external factors, among them the specific deprivation conditions of the boarding school, different time of stay depending on the extent of disease, different age of the children in each class.
On the basis of empirical research in the specified group we confirmed the assumption that the appearance of disadaptation is due to a combination of factors, among them: negative social experiences, health diseases, defects of family upbringing, low cultural level of the parents. Tuberculosis infection in this case should be viewed as a secondary factor.
It is indisputable that preventive and corrective work should take into account in levels and dominating factors of disadaptation and on their basis the main correctional directions should chosen.
It can be stated that our experiment has provided undeniable evidence of the opportunities to minimize the risk of adolescents' disadaptation.
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УДК 378 ББК 74.202
Т. В. Надолинская
НАУЧНЫЕ ИССЛЕДОВАНИЯ ИГРЫ В КОНТЕКСТЕ ИСТОРИИ КУЛЬТУРЫ И ПЕДАГОГИКИ
Аннотация. Статья посвящена актуальному аспекту исследования воспитательного потенциала игры в культурологическом контексте. Систематизированы взгляды философов и педагогов на специфику игры и ее универсальный характер, раскрывается влияние игровой деятельности на эстетическое, художественное и творческое развитие личности.
Ключевые слова: игра, культура, философ, педагог-музыкант, личность.
T. V. Nadolinskaya
RESEARCH OF GAME IN THE CONTEXT HISTORY OF CULTURE AND PEDAGOGICS
Abstract. Article is devoted actual aspect of research of educational potential of game in a cultural urological context. Sights of philosophers and teachers at specificity of game and its universal character are systematised, influence of game activity on aesthetic, art and creative development of the person reveals.
