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Клиническая и специальная психология

Издатель: Московский государственный психолого-педагогический университет

ISSN (online): 2304-0394

DOI: http://dx.doi.org/10.17759/cpse

Лицензия: CC BY-NC 4.0

Издается с 2012 года

Периодичность: 4 номера в год

Формат: электронное издание

Язык журнала: русский, английский

Доступ к электронным архивам: открытый

 

Практико-ориентированный подход к типологии школьной дизадаптации 35

Катунова В.В., кандидат биологических наук, доцент кафедры психиатрии и медицинской психологии, Приволжский исследовательский медицинский университет (ФГБОУ ВО ПИМУ) Минздрава России, Нижний Новгород, Россия, katunova@mail.ru

Аннотация

В статье приводится обобщенный обзор направлений и форм нарушений адаптации к школьному обучению. Эта тема в настоящее время имеет высокую актуальность вследствие происходящей сейчас интеграции в ней интересов психологии, педагогики, физиологии и медицины, а также современной практической ориентированности научной психологии в этой области. Значительную проблему составляет унификация методологического подхода к выделению типов школьной дизадаптации. На основе имеющихся в современной зарубежной литературе результатов ведущих исследований представлена попытка классификации направлений и форм школьной дизадаптации. Выделены типы нарушений по ведущему дизадаптирующему фактору, по направлениям выявляемых нарушений (формам проявления) и по длительности их проявления. Данная типология может быть полезна ученым и практикам различных направлений в методическом плане анализа школьной дизадаптации.

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Финансирование

Исследование выполнено в рамках Программы внутренних грантов ФГБОУ ВО ПИМУ Минздрава России.

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