Практико-ориентированный подход к типологии школьной дизадаптации

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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