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Psycho-Correction and Prevention of Disadaptation in Junior School-Children
Kochergova S.A., Methodist, District Instructional Center (Moscow), Educational Psychologist, Secondary School № 887, Moscow, Russia
The article concentrates on defining the school disadaptation from various positions, including determining the impact of family upbringing factors and violations of child-adult community on the emergence and development of school disadaptation, pedagogical and psychological approaches to explaining the reasons for its occurrence, as well as issues of diagnostics, correction and prevention of disadaptation in junior school-children. The results of the study on disadvantaged junior school-age children and their parents are presented. It was hypothesized that the destructive trends in children's and adult community are the cause of disadaptation of junior school-children and resulting in psychological and pedagogical correction of children's and adult community being the means of overcoming the school disadaptation. The correctional and developmental program of working with disadvantaged children of primary school age is described. This program aims at restoring the harmony of child-adult community through the easing mental tension and discomfort, through the understanding the motives of seeking psychological help, the activation of parental independent work, the creation of conditions for eliminating the disorders in the child’s personality development, the support of the new family relationships that were achieved in the course of work.
Keywords: disadaptation of junior school-children, children and adult community, co-existing community, psycho-pedagogical correction, correction-developing work.
Column: Developmental Psychology