Prevention of employee maladaptation as a factor in increasing the efficiency of the organization

Causes of social maladjustment

Social maladjustment of the individual is not a congenital process and never occurs spontaneously or unexpectedly. Its formation is preceded by a whole stage-by-stage complex of negative personality developments. There are also 5 significant reasons that influence the occurrence of maladaptive disorders. Such reasons include: social, biological, psychological, age, socio-economic.

Today, most scientists consider social causes to be the primary source of behavioral deviations. As a result of improper family upbringing and disruption of interpersonal communication, the so-called deformation of the processes of accumulating social experience occurs. This deformation often occurs in adolescence and childhood due to erroneous upbringing, poor relationships with parents, lack of mutual understanding, and mental trauma in childhood.

Biological causes include congenital pathology or brain injury, which affects the emotional and volitional sphere of children. Children with pathology or previous trauma are characterized by increased fatigue, difficulties in communication processes, irritability, inability to perform long-term and regular exercise, and inability to exercise volitional efforts. If such a child grows up in a dysfunctional family, this only strengthens the tendency towards deviant behavior.

Psychological causes of occurrence are determined by the peculiarities of the nervous system, accentuations of character, which, under unfavorable circumstances of upbringing, form abnormal character traits and pathologies in behavior (impulsivity, high excitability, imbalance, unrestraint, excessive activity, etc.)

Age-related reasons are the lability and excitability characteristic of a teenager, accelerating the formation of hedonism, the desire for idleness and carelessness.

Socio-economic reasons include excessive commercialization of society, low family income, and criminalization of society.

Social maladaptation of children

The significance of the problems of social maladaptation of children is determined by the current situation in society. The current situation that has developed in society should be considered critical. Recent studies show a sharp increase among children in such negative manifestations as pedagogical neglect, lack of desire to learn, mental retardation, fatigue, bad mood, exhaustion, excessive activity and mobility, lack of focus in mental activity, problems with concentration, early drug addiction and alcoholism.

It is obvious that the formation of the listed manifestations is directly influenced by biological and social circumstances, which are closely interconnected and determined, first of all, by the transforming living conditions of children and adults.

The problems of society directly affect the family in general and children in particular. Based on the research conducted, we can conclude that today 10% of children are characterized by various developmental disorders. Most children from infancy to adolescence have some kind of illness.

The social adaptation of an adult young person is influenced by the conditions of his formation in childhood and adolescence, his socialization in the social environment of children. Therefore, a significant problem of social and school maladaptation of the child arises. Its main task is prevention - prevention, and correction, i.e. methods aimed at correction.

A maladjusted child is a child who differs from his peers due to problems with adaptation in the living environment, which affect his development, socialization processes, and ability to find solutions to problems that are natural for his age.

In principle, most children quite quickly and easily, without any particular difficulties, overcome the states of maladaptation that they encounter in the process of life.

The main reasons for violations in the social adaptation of children and their conflict may be personality or mental characteristics, such as:

• lack of basic communication skills;

• inadequacy in assessing oneself in communication processes;

• inflated demands on the people who surround them. This manifests itself especially acutely in cases where the child is intellectually developed and is characterized by mental development above average in the group;

• emotional instability;

• the predominance of attitudes that impede communication processes. For example, humiliating the interlocutor, demonstrating one’s superiority, which turns communication into a competitive process;

• fear of communication and anxiety;

• isolation.

Depending on the reasons for the occurrence of violations in social maladaptation, the child can either passively submit to being pushed out of his circle by peers, or he himself can leave embittered and with a desire to take revenge on the team.

The lack of communication skills is a fairly significant barrier to children's interpersonal communication. Skills can be developed through behavioral training.

Social maladaptation can often manifest itself in a child’s aggression. Signs of social maladjustment: low self-esteem along with inflated demands on peers and adults, lack of desire to communicate and fear of communication, imbalance manifested in sudden changes in mood, demonstration of emotions “in public,” isolation.

Maladjustment is quite dangerous for children, as it can lead to the following negative consequences: personal deformations, delayed physical and mental development, possible brain dysfunction, typical nervous system disorders (depression, lethargy or excitability, aggressiveness), loneliness or self-alienation, relationship problems with peers and other people, to suppression of the instinct of self-preservation, suicide.

Social maladaptation - its types, causes and manifestations.

The next point is “penetration into the psyche.”

If a child has shown rudeness, absent-mindedness or laziness (this is a temporary state or motive), we can talk about superficial maladjustment. The teacher made a tactlessness, the child was offended or rude, but this did not become a character trait and did not affect the behavior as a whole; but if such rudeness begins to appear more and more often, turning into a character trait, we are already talking about profound or profound maladjustment. Maladjustment is hidden, when the child carries everything within himself (resentment, anxiety, fear, loneliness), open, manifests itself quite clearly and clearly, such maladjustment is striking and greatly disturbs those around him and the child himself. If a child is confused, angry, absent-minded or conflict-prone, but this happens quickly, then we can talk about the situational manifestation of maladjustment. If some disturbances in relationships and activities appear in similar situations, but have not yet become character traits, in our opinion, one should draw a conclusion about temporary maladaptation, but if they appear almost constantly, then this is stable maladaptation. Different types and subtypes of maladaptation can sometimes exist in one person, interacting, intertwining, weakening, and destroying each other. It is impossible to find a person in whom elements of maladjustment, at least situationally, have never manifested themselves, and their manifestation depends on the entire motivational and personal structure of the individual, his character, and abilities. In addition, social maladjustment can be turned both inward, on oneself and on others, be recognized or not, self-condemned or not, cause or not to cause a desire to change or change something - all this gives rise to the manifestation of types of maladjustment: “self-destructors” - defect of self-esteem, self-expression, relationships; “unskilled” - a defect in skills and abilities, deformation of subject maladaptation; “inert” - weakened will and emotional control; “conformists” - weakened will, adherence to principles, steadfastness of convictions; “destroyers” - the prevalence of aggressiveness, intemperance and indifference; “humble” - a defect of will, emotions, underestimating; “conformists” - weakened will, integrity, firmness of convictions; “destroyers” - the prevalence of aggressiveness, intemperance and indifference; “humbled” - a defect of will, emotions, low self-esteem, deformation of the “I”; “self-lovers” - on the contrary, inflating self-esteem, deformation of the “I”; “demonstrative” - a defect in relationships, emotions of self-esteem; “misguided” ~ lack of a correct assessment of oneself and one’s actions; “striving” - awareness and negative attitude towards their actions, absence of negative influence on others and susceptibility to negative influences, activity in overcoming maladjustment. Often the types of maladaptation can be mixed, combining the characteristics of several types. Any of these types of maladaptation has different severity depending on the child’s attitude towards it, his influence on others and the desire to overcome maladjustment. The above classification of maladaptation according to its types, subtypes and types allows a more differentiated approach to each maladjusted teenager. Determining the type of maladjustment makes it clear which area of ​​manifestation should be addressed, the subtype - the degree of its neglect, the type - its specific behavioral manifestation, which, ultimately, should influence the strategy of working with the teenager. Conclusion :

Thus, by the concept of maladaptation we understand the socio-psychological process of deviations in the development of a child’s abilities to successfully master knowledge, skills, skills of active communication and interaction in productive collective activities, i.e.
This is a violation of the child’s system of relationships with himself, with others, and with the world around him. We also found out that maladjustment can be: pathogenic, psychosocial, social, which in turn can be different in depth of prevalence, severity, nature of occurrence, duration of course, direction. We found out the types of manifestations of social disadaptation: self-destructive, incompetent, inert, conformist, destroyer, resigned, selfish, demonstrative, deluded, striving. Conclusion.
The significance of the problem of social maladjustment is determined by the current situation in society. The social situation in our country can be described as critical. Every year, according to statistics, the number of financially insecure families, children left without parental care, socially and pedagogically neglected children, and newborns with various pathologies increases. When studying psychological and pedagogical literature, we examined the concept of social maladjustment, which is understood as: the inability of an individual to respond to the demands placed on him, which are based on expectations corresponding to his social status and the place he occupies in a specific system of established interpersonal relationships. Including his inability to put into practice socially and historically developed methods of activity, the mastery of which corresponds to his individual capabilities and is necessary to satisfy his own needs. We also looked at the causes, manifestations, types and types of social maladjustment. We examined the essence of the concept of social-psychological-pedagogical support, which is understood as “the process of jointly identifying with a teenager the obstacles that prevent him from maintaining his human dignity and independently achieving the desired results in training, education, communication, and lifestyle.” There is a certain structure of social - psychological - pedagogical support, which consists of several stages: diagnostic, search stage, contractual, activity and reflective stages.

Social maladjustment of adolescents

The process of socialization is the introduction of a child into society. This process is characterized by complexity, multifactoriality, multidirectionality and poor forecasting in the end. The socialization process can last a lifetime. One should not deny the impact of the innate qualities of the body on personal properties. After all, the formation of personality occurs only as a person is included in the surrounding society.

One of the prerequisites for the formation of personality is interaction with other subjects who transfer accumulated knowledge and life experience. This is accomplished not through simple mastery of social relations, but as a result of the complex interaction of social (external) and psychophysical (internal) developmental inclinations. And it represents the cohesion of socially typical traits and individually significant qualities. It follows from this that personality is socially conditioned and develops only in the process of life, in a change in the child’s attitude to the surrounding reality. From this we can conclude that the degree of socialization of an individual is determined by many components, which, when combined, form the overall structure of the influence of society on an individual. And the presence of certain defects in each of these components leads to the formation in the individual of social and psychological qualities that can lead the individual in specific circumstances to conflict situations with society.

Under the influence of socio-psychological conditions of the external environment and in the presence of internal factors, the child develops maladjustment, manifested in the form of abnormal - deviant behavior. Social maladaptation of adolescents arises from violations of normal socialization and is characterized by deformation of the referent and value orientations of adolescents, a decrease in the significance of the referent character and alienation, first of all, from the influence of teachers at school.

Depending on the degree of alienation and the depth of the resulting deformations of value and reference orientations, two phases of social maladjustment are distinguished. The first phase consists of pedagogical neglect and is characterized by alienation from school and loss of referent significance at school while maintaining a fairly high reference significance in the family. The second phase is more dangerous and is characterized by alienation from both school and family. The connection with the main institutions of socialization is lost. The assimilation of distorted value-normative ideas occurs and the first criminal experience appears in youth groups. The result of this will be not only a lag in learning, poor performance, but also increasing psychological discomfort that adolescents experience at school. This pushes adolescents to search for a new, non-school communication environment, another reference group of peers, which subsequently begins to play a leading role in the process of socialization of adolescents.

Factors of social maladaptation of adolescents: exclusion from the situation of personal growth and development, neglect of the personal desire for self-realization, self-affirmation in a socially acceptable way. The consequence of maladaptation will be psychological isolation in the communicative sphere with a loss of the sense of belonging to its inherent culture, a transition to attitudes and values ​​that dominate the microenvironment.

Unmet needs can lead to increased social activity. And it, in turn, can result in social creativity and this will be a positive deviation, or it will manifest itself in antisocial activity. If she does not find a way out, she may seek a way out by becoming addicted to alcohol or drugs. The most unfavorable development is a suicide attempt.

The current social and economic instability, the critical state of the health care and education systems not only does not contribute to the comfortable socialization of the individual, but also aggravates the processes of maladaptation of adolescents associated with problems in family upbringing, which lead to even greater anomalies in the behavioral reactions of adolescents. Therefore, the process of socialization of adolescents is increasingly becoming negative. The situation is aggravated by the spiritual pressure of the criminal world and their values, rather than civil institutions. The destruction of the main institutions of socialization leads to an increase in crime among minors.

Also, the sharp increase in the number of maladjusted adolescents is influenced by the following social contradictions: indifference to smoking in secondary schools, the lack of an effective method of combating truancy, which today has practically become the norm of school behavior, along with the ongoing reduction in educational and preventive work in government organizations and institutions that deal with leisure and raising children; replenishment of juvenile gangs of criminals due to teenagers who have dropped out of school and are lagging behind in their studies, along with a decrease in social relationships between families and teachers. This makes it easier for teenagers to establish contacts with juvenile criminal groups, where illegal and deviant behavior develops freely and is welcomed; crisis phenomena in society that contribute to the growth of anomalies in the socialization of adolescents, along with a weakening of the educational influence on adolescents of public groups that should exercise education and public control over the actions of minors.

Consequently, the increase in maladjustment, deviant behavior, and teenage crime is the result of the global social alienation of children and youth from society. And this is a consequence of a violation of the immediate processes of socialization, which have become uncontrollable and spontaneous in nature.

Signs of social maladaptation of adolescents associated with such an institution of socialization as school:

The first sign is poor academic performance in the school curriculum, which includes: chronic underachievement, repeating a year, insufficient and fragmentary acquired general educational information, i.e. lack of a system of knowledge and skills in studies.

The next sign is systematic violations of an emotionally charged personal attitude towards learning in general and some subjects in particular, towards teachers, and life prospects related to learning. Behavior can be indifferent-indifferent, passive-negative, demonstrative-dismissive, etc.

The third sign is regularly recurring anomalies of behavior during school learning and in the school environment. For example, passive-refusal behavior, lack of contact, complete refusal of school, persistent behavior with violation of discipline, characterized by oppositional defiant actions and including active and demonstrative opposition of one’s personality to other students and teachers, disregard for the rules adopted at school, vandalism at school .

Factors of social maladjustment

Social maladjustment is a fairly diverse phenomenon, which, in addition to symptoms, is also based on a number of factors that influence its character and complicate the individual’s social adaptation to the conditions surrounding him. Factors of social maladjustment include the following:

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1. Cultural and social deprivation, which can range from mild to severe. In this case, it is expressed in the fact that the individual is forcibly or at his own request deprived of various benefits and needs that play an important role in his life. Without these benefits, a person cannot exist normally, engage in a certain type of activity, or establish contacts with people for communication and exchange of information.
2. Psychological and pedagogical neglect, which most often comes from the early childhood of an individual. Responsibility for neglect lies with the person’s parents, as well as with teachers who were inattentive and dismissive towards the individual.
3. Overstimulation by new social values ​​and norms. When entering a new environment, it is important for a person to gradually adapt and timely accept new norms. But if he enters the environment abruptly and is offered a large number of values, this leads to rejection and rejection. In addition, the person begins to experience discomfort and feels inferior because he thinks that he does not have sufficient skills to perceive new norms and conditions.

Also, factors of social maladaptation include insufficient preparedness for self-regulation processes (lack of knowledge and skills to take advantage of new norms and values); loss of established forms of mentoring (loss of family, guardian, teacher); loss of the usual team (due to illness, change of activity, moving to another country); low degree of psychological readiness to master the profession (insufficient level of communication, responsibility, desire to work on one’s mistakes and gain new knowledge); breaking dynamic stereotypes, character accentuations, psychopathic personality formation in conflict conditions.

Correction of social maladjustment

In childhood, the main directions for correcting social maladjustment of the individual should be: development of communication skills, harmonization of interpersonal communication in the family and in peer groups, adjustment of certain personality traits that impede communication, or transformation of the manifestations of traits in such a way that in the future they cannot negatively affect communication. sphere, adjusting children’s self-esteem to bring it closer to normal.

Currently, trainings that are especially popular in the correction of social maladaptation are: psychotechnical games aimed at developing various mental functions that are associated with transformations in consciousness, and role-playing socio-psychological training.

This training is aimed at resolving the internal contradictions of the subject in the conditions of developing certain skills in performing specific social functions (formation and consolidation of the necessary social and cultural norms). The training takes place in the form of a game.

Main functions of the training:

• training, which consists in the development of skills and abilities necessary for learning, such as: attention, memory, reproduction of received information, foreign speech skills;

• entertaining, serves to create a more favorable atmosphere during the training, which transforms training into an exciting and entertaining adventure;

• communicative, which consists in establishing emotional contacts;

• relaxation – aimed at relieving emotional stress;

• psychotechnical, characterized by the formation of skills to prepare one’s own physiological state in order to obtain more information;

• preventive, aimed at preventing unwanted behavior;

• developmental, characterized by the development of personality from different sides, the development of character traits through playing out all possible situations.

Social-psychological training consists of a specific psychological impact, which is based on active methods of working in groups. It is characterized by the intensity of the individual’s preparation for a more fulfilling and active life. The essence of the training is specially organized training for the purpose of self-improvement of the individual’s personality. It is aimed at solving such problems as: mastering social and pedagogical knowledge, developing the ability to know oneself and others, increasing ideas about one’s importance, and developing a variety of abilities, skills, and abilities.

Training is a whole complex of sequential classes with one group. Tasks and exercises are selected individually for each group.