Практико-ориентированный подход к типологии школьной дизадаптации

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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.

Общая информация

Ключевые слова: школьная адаптация, нарушение адаптации, дизадаптация младших школьников, расстройство адаптации, типы дизадаптации, психологическое здоровье, дезадаптационный синдром

Рубрика издания: Теоретические исследования

Тип материала: научная статья

DOI: https://doi.org/10.17759/cpse.2019080302

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

Для цитаты: Катунова В.В. Практико-ориентированный подход к типологии школьной дизадаптации [Электронный ресурс] // Клиническая и специальная психология. 2019. Том 8. № 3. С. 19–39. DOI: 10.17759/cpse.2019080302

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Информация об авторах

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

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